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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: 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
Addressee: Member States
Paragraph Number: 112
Session: 2 (2003)
Full Text:
The Forum recommends that States rescue, foster and give publicity to the history and culture of indigenous peoples in the education systems of the world to strengthen their identity.
Area of Work: Education
Addressee: Member States
Paragraph Number: 58
Session: 16 (2017)
Full Text:
The Permanent Forum recommends that States provide financial support to the United Nations Voluntary Fund for Indigenous Peoples to facilitate the participation of indigenous youth in key United Nations meetings and processes most relevant to indigenous issues.
Area of Work: Indigenous Children and Youth
Addressee: Member States
Paragraph Number: 46
Session: 13 (2014)
Full Text:
The Permanent Forum also urges States to fund and deliver training in suicide prevention and mental health awareness to all teaching and non-teaching staff in all schools attended by indigenous children. The development of localized training programmes adapted to each culture consistent with articles 11, 14, 15 and 31 should be encouraged.
Area of Work: Health, Education
Addressee: Member States
Paragraph Number: 45
Session: 22 (2023)
Full Text:
The Permanent Forum recognizes development of renewable energy sources but remains alarmed that irresponsible development related to green technology and the green transition, has led, at times, to violations of Indigenous Peoples’ rights, including mineral extraction and the building of hydroelectric dams and other large-scale infrastructure without the free, prior and informed consent of Indigenous Peoples. The Permanent Forum recommends that Member States provide the resources necessary to develop and implement Indigenous Peoples’ own free, prior and informed consent protocols in such contexts.
Area of Work: Environment, Economic and Social Development, Climate Change, Free, Prior and Informed Consent (FPIC)
Addressee: Committee on the Rights of the Child, OHCHR
Paragraph Number: 6
Session: 2 (2003)
Full Text:
The Forum welcomes the participation of the Chairperson of the Committee on the Rights of the Child in the high-level panel and dialogue on indigenous children and youth held during its second session, and expresses the hope that that will lead to enhanced monitoring and promotion of the rights of indigenous children at the national and international levels. The Forum recommends that the Chairman of the Committee inform the next meeting of the Chairpersons of the human rights treaty bodies of the results of the high-level panel and dialogue. The Forum recommends that the Office of the United Nations High Commissioner for Human Rights transmit the results of the discussion of the Committee to the Forum at its third session.
Area of Work: Indigenous Children and Youth
Addressee: Member States, UN systems, and IPO
Paragraph Number: 18
Session: 3 (2004)
Full Text:
The Forum makes the recommendations set out below to United Nations Member States, the United Nations system and indigenous peoples organizations.
Area of Work: Education
Addressee: United Nations Children's Fund (UNICEF)
Paragraph Number: 99
Session: 4 (2005)
Full Text:
The United Nations Children's Fund should initiate country-specific situation analyses of indigenous youth and children through field offices in countries with indigenous communities and transmit such situation analyses to the Forum
Area of Work: Indigenous Children and Youth
Addressee: Donors, Member States , IFAD, SPFII
Paragraph Number: 164
Session: 5 (2006)
Full Text:
The Permanent Forum reiterates its recommendations on the establishment of the indigenous fellowship programme within its secretariat and requests Governments, the International Fund for Agricultural Development (IFAD), other donors and foundations to contribute to the fellowship programme so that it can be launched and administered in 2007.
Area of Work: Education
Addressee: Member States, UN systems
Paragraph Number: 47
Session: 4 (2005)
Full Text:
The Forum recognizes that:
(a) The right to education is a key instrument for achieving equitable development and respect for cultural diversity. Education is an investment in the future, a means to reduce poverty and counter discrimination; (b) Indigenous peoples have the right, including treaty rights (as relevant) to quality primary education that is sensitive to their holistic worldviews, languages, traditional knowledge and other aspects of their cultures, which contribute to human dignity, identity, and intercultural dialogue; c) Mother-tongue mediated bilingual education is indispensable for effective learning for indigenous children and for the reduction of dropout rates; (d) Any efforts to achieve Millennium Development Goal 2 are likely to fail if impartial and effective implementation of culturally sensitive educational programs, curricula and actions addressing the needs of indigenous peoples are not undertaken; (e) indigenous children experience particular difficulties relating to access to education of quality and sociocultural relevance at all levels. Obstacles are numerous and complex and include, among others, distance to schools, differences in lifestyles, for example, nomadic and semi-nomadic communities, discrimination, violence, extreme poverty and exclusion; (f) Education can be one of the most important tools for combating prejudice and discrimination. National curricula frequently ignore the cultures, treaties, histories, and spiritual values of indigenous peoples and reinforce stereotypes; (g) In many cases, current criteria to measure the achievement of Goal 2 regarding indigenous education are absent or are based on insufficient indicators which do not reflect indigenous educational specificities and are culturally inappropriate and insensitive
Area of Work: MDGs, Education
Addressee: Member States
Paragraph Number: 43
Session: 13 (2014)
Full Text:
The Permanent Forum urges States to generate statistics disaggregated by ethnicity, gender, indigenous identity, language, language skills and self-identification, and to provide sources of data to allow for a more accurate assessment of whether indigenous children and youth are actually benefiting from the expenditure earmarked for them. The Forum also urges United Nations agencies, funds and programmes to support member States in generating statistics and the United Nations agencies, funds and programmes and academic centres to produce a toolkit that provides a comprehensive and an accurate overview of human development indicators concerning indigenous children and youth.
Area of Work: Cooperation, Indigenous Children and Youth
