Welcome to the United Nations
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Paragraph Number: 105
Session: 20 (2021)
Full Text:
The Permanent Forum appoints Sven-Erik Soosaar, Irma Pineda Santiago and Bornface Museke Mate, members of the Forum, to conduct a study on indigenous languages in the formal education system and to present that study to the Forum at its twenty-first session.
Area of Work: Education
Addressee: UN System, SAPG, OHCHR, CERD and IP
Paragraph Number: 67
Session: 13 (2014)
Full Text:
The Permanent Forum calls on the entities of the United Nations system to collaborate with indigenous peoples in designing and implementing early warning systems to better ensure peace, security and good governance in their lands. That could include greater coordination between the Office of the Special Adviser on the Prevention of Genocide, the Office of the United Nations High Commissioner for Human Rights, the Committee on the Elimination of Racial Discrimination and indigenous peoples through their representative institutions.
Area of Work: Cooperation
Addressee: Member States
Paragraph Number: 48
Session: 4 (2005)
Full Text:
States should:
(a) Endorse intercultural education as national policy priority to ensure equal access for indigenous children to quality and culturally appropriate primary education, as stipulated in the Convention on the Right of the Child; (b) Increase substantially State budgetary allocations in order to meet Millennium Development Goal 2 for indigenous children; c) Increase funding for Goal 2 for indigenous children through bilateral and multilateral cooperation; (d) Review current national curricula and textbooks to erase culturally discriminatory materials and enhance knowledge of indigenous cultures; (e) Establish effective arrangements for the participation of indigenous parents and community members in decisions regarding the planning, delivery and evaluation of education services for their children, including in the designing and implementation of their own education at all levels, including developing appropriate teaching materials and methods; (f) Ensure an increase in the number of indigenous persons in the educational sectors, including in policy, administration, teaching indigenous culture, history and contemporary society, indigenous languages and production of educational materials; (g) Ensure that indigenous children have access to free primary quality education; (h) Eliminate national policies and practices that create further difficulties for indigenous children to enjoy their right to education, such as the request for birth certificates for the enrolment of children and the refusal to accept indigenous names and traditional dress in schools; (i) Develop bilingual and culturally appropriate primary education for indigenous children to reduce dropout rates. The mother tongue must be the first learning language and the national language the second language; curricula should reflect indigenous peoples' holistic worldviews, knowledge systems, histories, spiritual values and physical activities, physical education and sports; (j) Recognize that isolation is a major obstacle that prevents indigenous peoples from fully enjoying their right to education. States should establish best practices, such as residential or boarding schools, where they have worked positively, and mobile and seasonal schools or the use of technologies, such as remote teaching and the Internet, to reach the most isolated and remote indigenous communities; (k) support enrolment of indigenous persons in teacher-training programs, colleges and relevant higher educational institutions; (l) Develop school curricula for indigenous peoples in cooperation with other Governments at the regional level in order to maximize the sustainable use of resources in this area; (m) Develop monitoring guidelines and indicators for achieving Goal 2 regarding indigenous children and set benchmarks in that regard; (n) In the context of the Millennium Development Goals, particularly the achievement of primary universal education, the Forum recommends that States, the United Nations system and other intergovernmental organizations pay attention to intercultural bilingual education for indigenous peoples at the preschool, primary and tertiary levels
Area of Work: MDGs, Education
Addressee: Member states
Paragraph Number: 127
Session: 18 (2019)
Full Text:
The Permanent Forum calls upon Member States to support cross-border cultural communications and initiatives between indigenous peoples of the region to foster their common languages, heritage and traditional knowledge.
Area of Work: Cooperation, Culture
Addressee: UNICEF
Paragraph Number: 69
Session: 10 (2011)
Full Text:
UNICEF should consider developing projects to benefit indigenous children in developed countries as required, taking into consideration that many indigenous children in such countries, mainly those living in rural areas, face the same problems as indigenous children in developing countries.
Area of Work: Indigenous Children and Youth
Addressee: IFAD
Paragraph Number: 024 (Session 9 Appendix)
Session: 8 (2009)
Full Text:
As part of the active engagement of IFAD with indigenous peoples’ issues, the Permanent Forum recommends that the Indigenous Peoples Assistance Facility be incorporated into the organization’s general budget so as to guarantee sustainability and the transfer of good practices and lessons learned within IFAD programmes and projects. The Permanent Forum also recommends that the facility extend its funding directly to indigenous peoples’ organizations. Support for indigenous peoples’ organizations should have as its point of departure the co-administration and co implementation of the projects.
Area of Work: Methods of Work, Cooperation
Addressee: UNICEF
Paragraph Number: 8
Session: 2 (2003)
Full Text:
The Forum notes that in order for it and the United Nations system to review the situation of indigenous children and youth, there is a need for country-specific situation analyses. Given UNICEF’s unique and long experience and expertise in that area, the Forum invites UNICEF to initiate such situation analyses on indigenous children by field offices in countries with indigenous communities. The Forum also invites UNICEF to transmit such situation analyses to the Forum.
Area of Work: Indigenous Children and Youth
Paragraph Number: 34
Session: 20 (2021)
Full Text:
The Permanent Forum notes that, over the course of the global COVID-19 pandemic, opportunities for consultations and participation in decision-making have increasingly moved online. Although in-person meetings and interaction should always be the preferred option, on-line consultations and decision-making present opportunities for enhanced participation. However, these online options expose existing inequalities and a digital divide that is especially detrimental to the participation of indigenous peoples in many parts of Africa, Latin America, the Pacific and in rural areas around the world. Recognizing that virtual dialogues, consultations and other events will continue beyond the pandemic, the Forum emphasizes that existing mechanisms to support the participation of indigenous peoples in processes that affect them must adapt to this new environment and support the online participation of indigenous peoples. This includes purchasing data packages and facilitating access to electricity and necessary hardware and in-country travel to gain access to stable Internet connections. The Forum notes that current administrative processes of the United Nations do not facilitate such participation and therefore requests that the Secretary-General instruct relevant United Nations entities to make the necessary arrangements as a matter of urgency.
Area of Work: Economic and Social Development, Education
Addressee: India
Paragraph Number: 52
Session: 21 (2022)
Full Text:
The Permanent Forum remains concerned about continuing human rights violations, including arbitrary killings and extrajudicial executions, throughout northeastern India. It echoes the call of indigenous peoples (scheduled tribes) of the region and urges India to repeal the Armed Forces Special Powers Act of 1958, investigate alleged human rights abuses in the region and hold those responsible to account.
Area of Work: Human rights, Conflict Prevention and Peace
Paragraph Number: 50
Session: 4 (2005)
Full Text:
The United Nations Children's Fund (UNICEF), UNESCO, the United Nations Development Program (UNDP), the World Bank, the International Fund for Agricultural Development and other agencies should continue to support, in cooperation with indigenous peoples, intercultural and bilingual education programs and to promote in particular the right to education, with emphasis on indigenous children; direct financial assistance to indigenous educational institutions should be considered.
Area of Work: Education
Paragraph Number: 22
Session: 4 (2005)
Full Text:
Relations between development agencies and the organizations of indigenous peoples should be direct and not relayed through intermediate institutions of the dominant society
Area of Work: Cooperation
Addressee: UN system
Paragraph Number: 97
Session: 4 (2005)
Full Text:
United Nations agencies should provide incentives and funding opportunities for indigenous youth organizations to initiate non-formal education activities targeting girls and women. Where initiatives already exist, they should develop replication strategies and scale up existing initiatives
Area of Work: Indigenous Children and Youth
