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Addressee: Member States, IPOs
Paragraph Number: 61
Session: 6 (2007)
Full Text:
The Permanent Forum calls upon all States to work with indigenous peoples to develop and implement right-to-health indicators, to utilize the findings in the report of the Special Rapporteur on the right to health and to set benchmarks and timelines to ensure that indigenous peoples’ right to health is progressively realized, as required by the International Covenant on Economic, Social and Cultural Rights and in the Millennium Development Goals.
Area of Work: Health
Addressee: FAO, UN system/UN agencies
Paragraph Number: 68
Session: 7 (2008)
Full Text:
The Permanent Forum encourages the Food and Agriculture Organization of the United Nations (FAO), jointly with other United Nations agencies, to support the consolidation of the already established communication platforms in Latin America and Canada and to establish platforms in Asia and Africa and the Pacific. The Forum recommends that FAO and other agencies strengthen the reporting and monitoring mechanisms for the communication platforms, especially with a view to supporting indigenous peoples with a monitoring mechanism for their territories.
Area of Work: Economic and Social Development
Addressee: Member States
Paragraph Number: 107
Session: 2 (2003)
Full Text:
The Forum recommends that concerned State Governments conduct workshops, training courses and other programmes for indigenous peoples, on a regular basis, to enhance their interest in the cultural diversity of the world and thus increase awareness about preserving distinct indigenous peoples’ culture.
Area of Work: Education
Paragraph Number: 29
Session: 20 (2021)
Full Text:
Given increased violence against indigenous peoples in the Amazon region, the Permanent Forum urges the Member States of the region to take urgent, extraordinary and coordinated measures to protect the individual and collective rights of indigenous peoples, with the aim of maintaining their ownership and use of their territories. The Forum also calls upon the United Nations system and specialized agencies, including OHCHR, the United Nations Environment Programme, the United Nations Development Programme (UNDP), the Food and Agriculture Organization of the United Nations (FAO) and ILO, to support Member States in the protection of indigenous peoples’ habitats and cultures in the Amazon region in cooperation with indigenous peoples.
Area of Work: Human rights, Environment, Health, Culture
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: SPFII, UNPFII, UNPFII Members
Paragraph Number: 70
Session: 6 (2007)
Full Text:
The Permanent Forum recognizes that the role of boarding schools for indigenous children has attracted considerable international attention. In some countries, boarding schools have had a very negative, even tragic, impact on the families, cultures and identities of indigenous peoples. At the same time, in some regions of the world, boarding schools are considered an important step for the successful social integration and education of indigenous children into mainstream society. The situation is complex. The Permanent Forum therefore recommends that an expert member conduct an in-depth comprehensive and comparative case study on this subject, with a focus on best practices. Furthermore, where negative impacts have occurred, the Permanent Forum supports the call of indigenous peoples for formal apologies from the States concerned.
Area of Work: Education
Addressee: UNDP
Paragraph Number: 25
Session: 9 (2010)
Full Text:
The Permanent Forum recommends that UNDP include indigenous peoples in its programme of democratic governance in order to support and strengthen indigenous institutions and enable indigenous peoples to enjoy their right to political participation and fortify their capacities for political conflict prevention and resolution.
Area of Work: Economic and Social Development
Addressee: Member States
Paragraph Number: 95
Session: 12 (2013)
Full Text:
The Permanent Forum welcomes the outcome of the consultation entitled “Realizing the future we want in Latin America and the Caribbean: towards a
post-2015 development agenda”, held in Guadalajara, Mexico, in April 2013 at the initiative of the Government of Mexico, and values the good practice of exchange with other stakeholders, including civil society, the private sector and businesses. The Forum recommends that other Member States follow the same good practice.
Area of Work: Economic and Social Development, MDGs
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
