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Paragraph Number: 96
Session: 4 (2005)
Full Text:
The Forum recommends that the Inter-Agency Support Group on Indigenous Issues organize a workshop on policies and best practices of engaging indigenous youth and children on prevention of suicide among them and report to the Forum at its next session (2006)
Area of Work: Indigenous Children and Youth, Health
Addressee: WIPO
Paragraph Number: 96
Session: 2 (2003)
Full Text:
The Forum recommends that the World Intellectual Property Organization Committee continue to cooperate, where relevant, with other organizations and agencies within the United Nations system, such as the secretariat of the Convention on Biological Diversity, the United Nations Environment Programme, the Office of the United Nations High Commissioner for Human Rights, the Food and Agriculture Organization of the United Nations and the United Nations Educational, Scientific and Cultural Organization.
Area of Work: Culture
Addressee: UNICEF
Paragraph Number: 71
Session: 10 (2011)
Full Text:
The Permanent Forum requests that UNICEF recognize and respect the right of free, prior and informed consent in the preparation and implementation of its strategic policy framework on indigenous peoples.
Area of Work: Indigenous Children and Youth
Addressee: Member States, Academics, UNESCO
Paragraph Number: 71
Session: 6 (2007)
Full Text:
The Permanent Forum welcomes resolution 176 EX/59 of the UNESCO Executive Council relating to indigenous languages and encourages member States, experts and UNESCO to conduct a preliminary study on the technical and judicial aspects of a possible international normative instrument for the protection of indigenous languages and languages under threat of extinction, including an analysis of the programmes UNESCO has carried out in this area, articulating linkages with the United Nations Declaration on the Rights of Indigenous Peoples, as adopted by the Human Rights Council in June 2006, to be submitted to the Executive Council of UNESCO at its 179th session.
Area of Work: Culture
