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Addressee: IFAD
Paragraph Number: 166
Session: 5 (2006)
Full Text:
The Permanent Forum supports the willingness of IFAD to consider continuing to operate the World Bank’s Grants Facility for Indigenous Peoples. It recommends that IFAD make every effort to substantially enhance this Facility through its own grant funding mechanism as well as through seeking the contributions of other international financial institutions as well as bilateral and multilateral donors.
Area of Work: Education
Addressee: Member States, WIPO
Paragraph Number: 51
Session: 11 (2012)
Full Text:
The Permanent Forum calls upon States to organize regional and national consultations to enable indigenous peoples to prepare for and participate effectively in sessions of the Intergovernmental Committee.
Area of Work: Traditional Knowledge
Paragraph Number: 49
Session: 4 (2005)
Full Text:
The Forum notes that the Fifth World Indigenous Education Conference will be held in New Zealand in November and December 2005, and urges UNESCO to seek to be actively involved in this conference, in particular in dissemination of information on UNESCO projects, programs and activities relating to indigenous education and relevant to UNESCO responsibilities in pursuing Millennium Development Goal 2
Area of Work: MDGs, Education
Addressee: UNICEF
Paragraph Number: 67
Session: 10 (2011)
Full Text:
The Permanent Forum recommends that UNICEF allocate at least one fellowship to an indigenous young person from each region every year for a term of at least three months, to empower indigenous youth and promote knowledge and experience regarding the United Nations system and the work of the Fund, and including financial support.
Area of Work: Indigenous Children and Youth
Addressee: UNICEF
Paragraph Number: 13
Session: 2 (2003)
Full Text:
The Forum urges UNICEF to develop its policy on and guidelines regarding indigenous peoples in time for the third session of the Forum.
Area of Work: Indigenous Children and Youth
Addressee: Member States
Paragraph Number: 19
Session: 3 (2004)
Full Text:
Member States should consider the adoption and full implementation of comprehensive national indigenous education policies based on the following goals:
Participation:
a) Establishing 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, young people and other community members;
b) Increasing the number of indigenous people employed as educational administrators, teachers, coaches, officials, curriculum advisers, teacher’s assistants, home-school liaison officers and other education workers, including community members engaged in teaching indigenous culture, history and contemporary society, and indigenous languages;
c) Developing arrangements for the provision of independent advice from indigenous communities regarding educational decisions at all levels;
d) Achieving the participation of indigenous children, young people and adults in education for a period similar to that of other students;
Access:
e) Ensuring that indigenous children, young people and adults have access to all levels of education (including adult education) on a basis comparable to that available to other citizens;
Attainment:
f) Enabling indigenous students to attain skills and graduation rates up to the same standard as other students throughout the compulsory and non-compulsory schooling years;
g) Developing teaching forms and curricula based on mother tongue (additive learning) in primary and secondary education (should be mandatory in order to achieve goal (f) above);
h) Developing curricula for both primary and secondary education which reflect the insights and usefulness of indigenous knowledge systems and are sensitive to indigenous values. Curricula should:
i) Incorporate indigenous histories, traditional knowledge and spiritual values;
ii) Integrate indigenous oral traditions, myths and writings, acknowledging these as unique parts of world heritage;
Indigenous languages, proficiency in the national language, literacy and numeracy :
i) Developing programmes based on the child’s mother tongue (first language) as a foundation for learning and aiming at the maintenance and continued use of indigenous languages;
j) Enabling the attainment of proficiency in the commonly used national language and at least one international language, and numeracy competencies by all indigenous students, including indigenous adults, giving particular attention to indigenous women based on the framework of the United Nations Decade of Literacy;
Capacity-building:
k) Providing community education services which will enable indigenous peoples to develop the skills to manage the development of their communities;
l) Providing education and training services to develop the skills of indigenous people to participate in educational decision-making;
Appreciation, understanding and respect for indigenous cultures:
m) Enabling all students, both indigenous and non-indigenous, at all levels of education, to have an appreciation and understanding of and respect for traditional and contemporary indigenous histories, cultures and identities;
Anti-racism strategies:
n) Promoting anti-racism education, including strategies to empower young people to deal with racism in the compulsory schooling curriculum;
Cultural, social and economic development in education:
o) Indigenous peoples should be resourced and supported to establish their own education systems, including schools, should they so choose. Also, traditional indigenous education and its structures should be respected and supported;
Education for indigenous peoples in custody or detention:
p) Given the overrepresentation of indigenous youth and adults in detention, the Forum urges States to consider culturally relevant and appropriate education for indigenous peoples in detention centres;
q) The Forum asks that education plans, programmes and policies be implemented especially for indigenous girls, boys and women.
Area of Work: Education
Paragraph Number: 56
Session: 16 (2017)
Full Text:
The Permanent Forum recommends that indigenous peoples’ organizations, as well as the United Nations entities in the Inter-Agency Network on Youth Development and the Inter-Agency Support Group on Indigenous Peoples’ Issues, consult indigenous youth-led organizations in order to include issues pertaining to indigenous youth in their work at the local, national, regional and global levels.
Area of Work: Indigenous Children and Youth
Addressee: Member States
Paragraph Number: 59
Session: 21 (2022)
Full Text:
The Permanent Forum is deeply concerned about the particular vulnerabilities
of indigenous children. In this regard, it notes the study of the Expert Mechanism on
the Rights of Indigenous Peoples on the rights of the indigenous child under the
United Nations Declaration on the Rights of Indigenous Peoples (A/HRC/48/74) and
the note by the Secretariat entitled “Update on the promotion and application of the
United Nations Declaration on the Rights of Indigenous Peoples: violence against
children” (E/C.19/2022/4), prepared in collaboration with the Special Representative
of the Secretary-General on Violence against Children. The Permanent Forum calls
upon Member States to prioritize the human rights of indigenous children and young
people, in cooperation with indigenous peoples. The Permanent Forum further calls
upon those States that have not yet ratified the Convention on the Rights of the Child,
including its three Optional Protocols – on a communications procedure, on the sale
of children, child prostitution and child pornography and on the involvement of
children in armed conflict, to do so as soon as possible.
Area of Work: Indigenous Children and Youth, Human Rights
Addressee: Australia
Paragraph Number: 32
Session: 9 (2010)
Full Text:
On the basis of information received at the ninth session, the Permanent Forum expresses its deep concern about the changes in policy on bilingual education in the Northern Territory, Australia. The Forum urges the Government of Australia to work with its State and territory education systems to develop models of bilingual, intercultural and multilingual education that are consistent with the United Nations Declaration on the Rights of Indigenous Peoples and the United Nations Convention on the Rights of the Child.
Area of Work: Education
Paragraph Number: 141
Session: 4 (2005)
Full Text:
The Forum invites the World Health Organization, as lead agency on Millennium Development Goals 4, 5, and 6 with UNDP, the World Intellectual Property Organization and other relevant agencies and States, to partner with the Forum to organize, host and report to the Forum at its next session on methods, processes and best practices of integrating indigenous traditional knowledge, medicine, healing and other health practices in mainstream health-care systems and sensitizing health personnel concerning the protection of indigenous knowledge systems
Area of Work: Traditional Knowledge
Addressee: International organizations, indigenous youth organizations, academia and other stakeholders
Paragraph Number: 57
Session: 18 (2019)
Full Text:
The Permanent Forum welcomes the launch of the publication Global Indigenous Youth: Through their Eyes by the Global Indigenous Youth Caucus and the Institute for the Study of Human Rights at Columbia University. The Forum recommends that international organizations, indigenous youth organizations, academia and other stakeholders undertake similar initiatives to raise awareness on the challenges facing indigenous young people.
Area of Work: Indigenous Children and Youth
Addressee: Committee on the Rights of the Child
Paragraph Number: 24
Session: 2 (2003)
Full Text:
The Forum recommends that the Committee on the Rights of the Child, at its special discussion day on the indigenous child, to be held on 19 September 2003, in addition to considering reports from States parties, pay special attention to issues related to safeguarding the integrity of indigenous families.
Area of Work: Indigenous Children and Youth
