Welcome to the United Nations
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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: UNESCO, Cultural and Academic institutions
Paragraph Number: 35
Session: 3 (2004)
Full Text:
The Forum recommends that UNESCO, other cultural institutions and academic institutions:
(a) Recognize and document the diversity of gender relations in indigenous communities based on active community input and participation;
(b) Examine and document women’s spheres of power in indigenous societies, taking into account traditional mechanisms of gender definition and distinction (e.g., pollution/purity, gender-specific roles in ritual, gendered division of labour);
(c) Examine and document the instrumental role of women in indigenous societies as the custodians of sacred knowledge and power, and as medical specialists;
(d) Highlight and give recognition to women’s instrumental roles in indigenous societies as educators, healers and ritual specialists;
(e) Highlight indigenous women’s traditional skills, arts and crafts and publicize them through the media, cultural institutions etc.
Area of Work: Culture, Indigenous Women
Paragraph Number: 20
Session: 3 (2004)
Full Text:
The Forum recommends that the United Nations system consider the following recommendations:
(a) The United Nations system should fully explore the protection, use and promotion of indigenous (including traditional) knowledge and ensure synergies across the relevant bodies currently investigating the issues (specifically the World Intellectual Property Organization, UNESCO, the United Nations Conference on Trade and Development, the World Health Organization, the Office of the United Nations High Commissioner for Human Rights and others) and furthermore should invite the Forum to participate;
(b) UNESCO should continue to investigate indigenous pedagogy and its application to indigenous education in collaboration with the Special Rapporteur on the human rights and fundamental freedoms of indigenous peoples and the Forum and other relevant bodies. The study should include the use of such strategies as boarding schools and both their negative and positive effects. To assist with this investigation into indigenous education, UNESCO is urged to facilitate regional conferences and a global forum on indigenous education to identify both barriers to educational equity and good practice;
(c) The Forum calls upon Governments and UNESCO to give more attention (by increasing their budgets) to developing quality indigenous education policies (with the participation of indigenous peoples) to achieve the Dakar objectives. “Education for all” is one of the fundamental objectives of the World Education Forum that should be achieved by 2015;
(d) The Forum encourages the United Nations Children’s Fund, UNESCO and other agencies to continue to support, in cooperation with indigenous peoples, intercultural and bilingual education programmes and to promote in particular the right of education for girls;
(e) The Forum should work with UNITAR to coordinate training for indigenous peoples within the United Nations system;
(f) UNESCO is requested to facilitate a world indigenous education conference, with appropriate United Nations partners (the Forum, UNESCO, UNITAR etc.), Member States and indigenous peoples. Furthermore, UNESCO should invite indigenous peoples and the Forum to participate in United Nations activities in the field of education. UNESCO has recently completed and distributed a publication on best practices for indigenous peoples education and this should be promoted throughout the international community;
(g) UNICEF advocates bilingual and cross-cultural education for indigenous peoples and conducts schools for girls and women’s literacy programmes in Latin America, and this initiative should be further encouraged and expanded;
(h) The Forum recommends that relevant agencies and Governments, on a regional basis, should provide technical services and the political and moral support needed for the creation, recognition and functioning of future international indigenous universities;
(i) Taking into account the importance of UNESCO national commissions, the Forum recommends that the Economic and Social Council and Governments facilitate the participation of indigenous peoples in the regional commissions with the incorporation of indigenous representation;
(j) The Forum, to underscore the crucial role of language skills to sustainable development and in celebration of the United Nations Year on Education for Sustainable Development (2005), recommends that the secretariat of the Forum, together with the United Nations Development Programme, UNICEF and UNESCO, explore the possibility of organizing a regional workshop in Asia or Africa on the theme “Indigenous children and language education”, to discuss policies, programmes and practical experiences with bilingual education to strengthen additive learning through the use of mother tongue and the “indigenization” of curricula in formal schooling, among members of the Forum, United Nations agencies, Governments (especially departments of education), indigenous and tribal representatives and indigenous education experts.
Area of Work: Education, Traditional Knowledge
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
Addressee: UN agencies
Paragraph Number: 114
Session: 9 (2010)
Full Text:
The Permanent Forum invites United Nations bodies with expertise on human rights, cultural rights and the traditional knowledge of indigenous peoples to provide legal and technical comments on the revised draft protocol to the Convention on Biological Diversity on access to genetic resources and the fair and equitable sharing of benefits arising from their utilization for transmission to parties to the Convention for consideration in their final negotiations.
Area of Work: Traditional Knowledge, Human Rights
Addressee: Committee on the Rights of the Child
Paragraph Number: 25
Session: 2 (2003)
Full Text:
The Forum, deeply concerned about the harmful and widespread impact of armed conflict on indigenous children, recommends that the Committee on the Rights of the Child make recommendations on the situation of the human rights of indigenous children involved in armed conflict, taking into account the principles and norms contained in the Optional Protocol to the Convention on the Rights of the Child on the involvement of children in armed conflict.
Area of Work: Indigenous Children and Youth
Paragraph Number: 94
Session: 4 (2005)
Full Text:
Recognizing and appreciating the progress made, but at the same time acknowledging that further work needs to be done, it is urged that recommendations by the Forum at its past sessions that are of particular relevance to children and youth be implemented immediately
Area of Work: Indigenous Children and Youth
Addressee: Member States
Paragraph Number: 98
Session: 2 (2003)
Full Text:
The Forum recommends that Governments introduce indigenous languages in public administration in indigenous territories where feasible.
Area of Work: Culture
Addressee: UNESCO, Member States
Paragraph Number: 47
Session: 15 (2016)
Full Text:
The Permanent Forum requests UNESCO to host a joint seminar with the Expert Mechanism on the Rights of Indigenous Peoples and other relevant United Nations mechanisms for the purpose of exploring the development of a new international mechanism on the repatriation of ceremonial objects and human remains. Furthermore, the Forum calls upon all States with national repositories of indigenous cultural items and ancestral remains, including museums and universities, to work with UNESCO to create an international database and inventory of these items accessible to indigenous peoples as a basis for initiating dialogue.
Area of Work: Culture
Addressee: IASG
Paragraph Number: 16
Session: 17 (2018)
Full Text:
The Forum reiterates its request to the Inter-Agency Expert Group on Sustainable Development Goal Indicators to make the land-related indicator operational, including on changing land use and the security of land tenure in the traditional territories of indigenous peoples.
Area of Work: Data Collection and Indicators, Lands and Resources
Addressee: UN system, UN agencies
Paragraph Number: 63
Session: 11 (2012)
Full Text:
The United Nations Conference on Sustainable Development (Rio+20) should embrace the cultural dimensions of sustainable development. The Permanent Forum recommends that the Conference approve the cultural indicators as a fourth “pillar” for the elaboration of development policies for all peoples.
Area of Work: Economic and Social Development, Culture
Paragraph Number: 35
Session: 7 (2008)
Full Text:
The Permanent Forum urges indigenous academics, scientists and traditional knowledge holders to organize their own processes to consolidate their knowledge and experiences in climate change science into a report that can feed into the Intergovernmental Panel on Climate Change, the Framework Convention on Climate Change and the Permanent Forum.
Area of Work: Environment, Traditional Knowledge
