Welcome to the United Nations
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Addressee: UNDP
Paragraph Number: 045 (Session 9 Appendix)
Session: 8 (2009)
Full Text:
The Permanent Forum greatly welcomes the new global indigenous peoples’ partnership initiative that UNDP is developing with the International Labour Organization (ILO) and OHCHR to promote the United Nations Declaration on the Rights of Indigenous Peoples and ILO Convention No. 169. The Permanent Forum hopes to support that initiative, working in cooperation with other actors, by providing advice during the initial phase as well as throughout the process.
Area of Work: Methods of Work, Cooperation
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: 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
Paragraph Number: 122
Session: 11 (2012)
Full Text:
The Permanent Forum welcomes the progress made in operationalization of the United Nations Indigenous Peoples’ Partnership, a joint venture of the United Nations agencies, the Office of the United Nations High Commissioner for Human Rights, UNDP, ILO, UNICEF and UNFPA at the regional and country levels, in partnership with indigenous peoples, and reiterates its support to its work, firmly believing that it is critical to the implementation of the Declaration at the country level. The Forum also welcomes the contributions of the Governments of Denmark and Finland to the Partnership and calls upon States Members of the United Nations and others to support the work of the Partnership.
Area of Work: Cooperation
Addressee: Indigenous communities and organizations
Paragraph Number: 56
Session: 4 (2005)
Full Text:
Indigenous communities and organizations are urged to: (a) establish effective arrangements for the participation of indigenous parents and community members in decision-making regarding the planning, delivery and evaluation of education services for their children; (b) actively participate in the monitoring of progress towards the achievement of Millennium Development Goal 2; c) Improve the coordination between indigenous and teachers' organizations to assess curricula gaps and improve teacher-training modules on indigenous needs
Area of Work: MDGs, Education
Addressee: SCBD
Paragraph Number: 131
Session: 6 (2007)
Full Text:
The Permanent Forum recommends that the secretariat of the Convention on Biological Diversity facilitate the holding of an indigenous peoples’ expert workshop on traditional knowledge in a timely manner in order to feed into the fifth meeting of the Advisory Group on Article 8 (j) and Related Provisions and the fifth and sixth meetings of the Ad Hoc Open-Ended Working Group on Access and Benefit-sharing in order to support the elaboration by indigenous peoples of recommendations on an international regime on access and benefit-sharing. The meeting could be organized back-to-back with the meeting of the Inter-Agency Support Group on Indigenous Issues in order to take advantage of the presence of some United Nations agencies, which will be able to provide technical support and information.
Area of Work: Cooperation, Traditional Knowledge
Addressee: UN agencies, funds and programmes
Paragraph Number: 121
Session: 2 (2003)
Full Text:
The Forum recommends that executive heads of United Nations agencies, funds and programmes that have not yet done so adopt policies on indigenous peoples and designate focal points for addressing indigenous issues relevant to each respective agency’s mandate in order to facilitate the mainstreaming of indigenous issues within the United Nations system.
Area of Work: Methods of Work, Cooperation
Addressee: Academia
Paragraph Number: 109
Session: 2 (2003)
Full Text:
The Forum recommends the creation and/or consolidation of academic institutions to train indigenous leaders of the world and urges public and private universities to develop curricula on indigenous peoples. The Forum furthermore exhorts the presidents of universities to promote the review of their teaching and research programmes with the objective of valuing and recognizing indigenous and inter-cultural education, and strengthening technical cooperation and the exchange of experience for the training of indigenous
Area of Work: Education
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
Addressee: WIPO, DESA, Donors
Paragraph Number: 171
Session: 5 (2006)
Full Text:
The Permanent Forum notes with appreciation the establishment of a Voluntary Fund by WIPO to enable the participation of indigenous representatives in the work of the WIPO Intergovernmental Committee on traditional knowledge and traditional cultural expressions, and encourages donors to contribute to the Trust Fund.
Area of Work: Cooperation
Addressee: UNFCCC, POPs, WIPO, CBD, IMO
Paragraph Number: 31
Session: 10 (2011)
Full Text:
The Permanent Forum recognizes the right to participate in decision-making and the importance of mechanisms and procedures for the full and effective participation of indigenous peoples in relation to article 18 of the United Nations Declaration on the Rights of Indigenous Peoples. The Forum reiterates that the United Nations Framework Convention on Climate Change, the Stockholm Convention on Persistent Organic Pollutants, the Convention on Biological Diversity, the World Intellectual Property Organization and the International Maritime Organization should facilitate indigenous peoples’ participation in their processes.
Area of Work: Environment, Cooperation
Addressee: UNICEF
Paragraph Number: 63
Session: 10 (2011)
Full Text:
The Permanent Forum requests that UNICEF operationalize and implement its strategic framework on indigenous and minority children and report to the Forum in 2012 on measures undertaken to that end.
Area of Work: Indigenous Children and Youth, Cooperation
