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Addressee: UNESCO, UNICEF, WHO, UNDP, UNEP, FAO, IHP
Paragraph Number: 119
Session: 12 (2013)
Full Text:
The Permanent Forum recommends that all United Nations agencies concerned with water, including UNESCO and the International Hydrological Programme, UNICEF, WHO, UNDP, the United Nations Environment Programme and FAO, give full support to the planning, development and implementation of an indigenous world forum on water in order to give voice to the indigenous peoples’ perspective of protection and access to all sources of water and its sacred role in the indigenous context.
Area of Work: Environment
Addressee: UN entities; UNESCO; UN-Water
Paragraph Number: 41
Session: 22 (2023)
Full Text:
The Permanent Forum calls upon the United Nations entities that constitute UN-Water to ensure the full and effective participation of Indigenous Peoples in the realization of the outcomes of the United Nations 2023 Water Conference in order to ensure their engagement in water policy, governance and rights, including with respect to capacity-building, access to clean water, sanitation and water for nature. The Permanent Forum invites UNESCO to report on progress on implementation at the twenty-third session of the Permanent Forum and calls upon UN-Water, UNESCO and other concerned United Nations entities to build coherence among the four United Nations decades on water, oceans, ecosystem restoration and Indigenous Peoples’ languages.
Area of Work: Environment, Enhanced Participation at the UN
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
Addressee: IOM, UN system/UN agencies
Paragraph Number: 47
Session: 7 (2008)
Full Text:
The Permanent Forum is concerned about the growing impacts of climate change and environmental degradation on the lives and livelihoods of indigenous peoples around the world. The Forum recommends that the International Organization for Migration and other relevant organizations provide technical cooperation and operational assistance to those Governments and communities planning organized migration management solutions for climate change and environmental refugees and migrants, giving priority, according to the principle of free, prior and informed consent, to the assisted voluntary resettlement and reintegration of those indigenous communities whose territories are no longer inhabitable.
Area of Work: Environment
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: UNPFII
Paragraph Number: 52
Session: 6 (2007)
Full Text:
The Permanent Forum appoints Ms. Victoria Tauli-Corpuz and Mr. Aqquluk Lynge as its special rapporteurs to prepare a report on “Impact of climate change mitigation measures on the territories and lands of indigenous peoples”, to be submitted to the next Conference of Parties of the United Nations Framework Convention on Climate Change, and to be considered at the seventh session of the Permanent Forum.
Area of Work: Environment
Addressee: UNEP
Paragraph Number: 15
Session: 5 (2006)
Full Text:
The Permanent Forum recommends that the United Nations Environment Programme (UNEP) adopt an indigenous peoples’ policy and ensure the full and effective participation of indigenous peoples in the formulation of this policy and its programmes and projects.
Area of Work: Cooperation
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: Member States
Paragraph Number: 101
Session: 4 (2005)
Full Text:
Governments should support training in sustainable consumption towards a sustainable lifestyle and follow up initiatives, including networks and smalls grants
Area of Work: Environment
Addressee: IFAD
Paragraph Number: 7
Session: 10 (2011)
Full Text:
The Permanent Forum congratulates the International Fund for Agricultural Development (IFAD) on the establishment of an indigenous peoples’ forum on 18 February 2011. This is consistent with international standards and, in particular, with the United Nations Declaration on the Rights of Indigenous Peoples. It is also an example of good practice to be followed by other United Nations entities. The Forum encourages IFAD to: (a) actively promote the participation of indigenous peoples’ organizations in country strategies and programme cycles; (b) improve the design, monitoring and evaluation of IFAD-funded projects by using specific indicators for the well-being of indigenous peoples and by promoting an independent assessment of such projects by indigenous peoples; and (c) improving its advocacy role in disseminating its best practices in terms of development approaches with indigenous peoples at the national, regional and international levels.
Area of Work: Economic and Social Development, Cooperation
Addressee: UNFCCC
Paragraph Number: 78
Session: 3 (2004)
Full Text:
The Forum recommends that the Conference of the Parties to the United Nations Framework Convention on Climate Change sponsor a workshop to discuss the merits and mechanisms for the establishment of a working group on indigenous peoples within the Conference of the Parties process, ensuring the participation of indigenous peoples from developed and undeveloped countries as well as interested member States.
Area of Work: Environment
Addressee: CBD
Paragraph Number: 27
Session: 10 (2011)
Full Text:
The Permanent Forum reiterates to the parties to the Convention on Biological Diversity, and especially to the parties to the Nagoya Protocol, the importance of respecting and protecting indigenous peoples’ rights to genetic resources consistent with the United Nations Declaration on the Rights of Indigenous Peoples. Consistent with the objective of “fair and equitable” benefit sharing in the Convention and Protocol, all rights based on customary use must be safeguarded and not only “established” rights. The Committee on the Elimination of Racial Discrimination has concluded that such kinds of distinctions would be discriminatory.
Area of Work: Environment, Traditional Knowledge
