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Paragraph Number: 97
Session: 20 (2021)
Full Text:
The Permanent Forum recommends that WHO and FAO, together with the Inter‑agency Support Group on Indigenous Peoples’ Issues, promote dialogue forums at the national and regional levels between government ministries and indigenous peoples to establish culturally relevant strategies for addressing the epidemiological risks and the food and environmental crises resulting from the pandemic, as well as for addressing access to justice and the safeguarding of indigenous peoples’ territorial control.
Area of Work: Health, Economic and Social Development
Addressee: Member States, UNICEF, UNESCO, UN agencies
Paragraph Number: 20
Session: 12 (2013)
Full Text:
The Permanent Forum recommends that States, in collaboration with indigenous peoples and United Nations agencies, including UNICEF and UNESCO, prepare a comprehensive report on the number of indigenous languages spoken in each State. It is important to identify the current numbers and ages of fluent speakers of each indigenous language, in addition to measures, including constitutional, legislative, regulatory and policy measures, as well as financial support, whether ongoing or project-based, by States, United Nations agencies and indigenous peoples, to ensure that indigenous languages continue to be used, survive and thrive and do not become extinct.
Area of Work: Education
Addressee: Member States
Paragraph Number: 97
Session: 12 (2013)
Full Text:
The Permanent Forum recommends to Member States that the development agenda beyond 2015 recognize indigenous peoples’ right to self-determination, autonomy and self-governance, together with their right to determine their own priorities for their development, to participate in governance and policy decision-making processes at the local, national, regional and international levels and to develop mechanisms for consultation and participation of indigenous peoples, building on the fundamental right to free, prior and informed consent and full participation in the development process. The role of the United Nations country teams in that respect is crucial.
Area of Work: Economic and Social Development, MDGs
Addressee: IFAD
Paragraph Number: 20
Session: 9 (2010)
Full Text:
The Permanent Forum congratulates the International Fund for Agricultural Development (IFAD) for the approval of its policy on engagement with indigenous peoples, consistent with international standards, in particular with the United Nations Declaration on the Rights of Indigenous Peoples and the United Nations Development Group guidelines. In the implementation of the policy, the Forum encourages the Trust Fund to establish an indigenous peoples’ forum at IFAD, as an example of a good practice to be followed by other United Nations agencies and other intergovernmental organizations.
Area of Work: Economic and Social Development
Paragraph Number: 97
Session: 3 (2004)
Full Text:
The Forum urges international donor agencies, regional organizations and States to incorporate indigenous people’s issues in the formulation of sector policies for development cooperation and to address indigenous peoples’ issues in their joint development programmes and projects to ensure that indigenous peoples and their issues are effectively mainstreamed into their work.
Area of Work: Economic and Social Development
Paragraph Number: 20
Session: 15 (2016)
Full Text:
The Permanent Forum welcomes the initiation of a national dialogue to discuss and achieve key constitutional reforms in the field of justice in Guatemala, and encourages the recognition of indigenous justice systems. The Forum urges Guatemala and the private sector, in addition to the World Bank and other international economic institutions, to acknowledge that serious efforts require structural economic and social reforms rather than rapid growth of gross domestic product in order to reverse widespread and growing poverty among the indigenous peoples of Guatemala. Such crucial reforms must ensure more equitable distribution and access to traditional lands for the indigenous peoples of Guatemala, consistent with the rights affirmed in the United Nations Declaration, and on the basis of respect for and legal recognition of their collective rights, including their self-determined development. Furthermore, the Forum calls upon Guatemala to reinforce the effective and full implementation of the Peace Accords.
Area of Work: Human rights, Economic and Social Development
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
