Welcome to the United Nations
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Paragraph Number: 33
Session: 2 (2003)
Full Text:
The Forum, taking into account the meetings between the World Bank and indigenous peoples held during its second session on the guidelines and operative policies and procedural norms of the Bank, recommends that the Bank:
(a) Continue to address issues currently outstanding, including Bank implementation of international
customary laws and standards, in particular human rights instruments, full recognition of customary land and resource rights of indigenous peoples, recognition of the right of free, prior informed consent of indigenous peoples regarding development projects that affect them, and prohibition of the involuntary resettlement of indigenous peoples;
(b) Compile examples of best practices in development projects with indigenous peoples and include those best practices in future policies;
(c) Discuss the issues of forced relocation and land rights;
(d) Facilitate and support the exchange of knowledge and information between indigenous organizations;
(e) Facilitate and support the exchange of information on the implementation of policies on indigenous peoples by international financial institutions, such as the World Bank, the Inter-American Development Bank, the Asian Development Bank, the African Development Bank and the International Monetary Fund.
Area of Work: Economic and Social Development
Addressee: Department of Economic and Social Affairs
Paragraph Number: 41
Session: 8 (2009)
Full Text:
The Permanent Forum calls upon the United Nations Department of Economic and Social Affairs to publish a comprehensive report on the state of indigenous peoples, similar to the Human Development Report, to mark the Decade.
Area of Work: Economic and Social Development
Addressee: Members States
Paragraph Number: 41
Session: 14 (2015)
Full Text:
The Permanent Forum calls upon States to recognize indigenous peoples, where they exist, consistent with the provisions of the United Nations Declaration, in their legislation in order to gather statistical data thereon, especially in the area of allocation of land and other natural resources for traditional use.
Area of Work: Economic and Social Development, Environment
Addressee: ECLAC
Paragraph Number: 41
Session: 2 (2003)
Full Text:
The Forum recommends inviting the Economic Commission for Latin America and the Caribbean and other regional commissions to present a report of their activities concerning the situation of indigenous peoples and poverty in Latin America.
Area of Work: Economic and Social Development
Addressee: Member States
Paragraph Number: 41
Session: 4 (2005)
Full Text:
In approaching Millennium Development Goal 2, "Achieve universal primary education: ensure that all boys and girls complete primary school", especially for indigenous children, the Forum recalls the Universal Declaration of Human Rights, the International Convention on the Elimination of All Forms of Racial Discrimination, the International Covenant on Economic, Social and Cultural Rights, the Convention on the Rights of the Child, International Labour Organization (ILO) conventions, the International Charter of Traditional Games and Sports and the United Nations Educational, Scientific and Cultural Organization (UNESCO) Convention against Discrimination in Education
Area of Work: Education, MDGs
Addressee: Food and Agricultural Organization (FAO)
Paragraph Number: 33
Session: 4 (2005)
Full Text:
Furthermore, based on this plan and considering the contributions of FAO to the fight for the eradication of hunger and food insecurity and the implementation of sustainable agriculture and rural development, as well as the FAO contribution to indigenous rights through the adoption of the international treaty on genetic resources and the voluntary guidelines on the right to food, the Forum recommends that FAO consider the development of operational guidelines on indigenous peoples and a framework tool for the promotion of indigenous rights and sustainable rural development in the framework of the goals that emerged from the World Food Summit and the World Food Summit five years later, as well as those that emerged from other international conferences, summits and conventions which are relevant to indigenous peoples
Area of Work: MDGs, Economic and Social Development
Addressee: Public and private education institutions
Paragraph Number: 41
Session: 16 (2017)
Full Text:
Recalling paragraph 86 of its report on its eighth session (E/2009/43-E/C.19/2009/14), the Permanent Forum urges public and private education institutions to provide permanent positions for indigenous teachers and to establish scholarships designated exclusively for indigenous students.
Area of Work: Education
Addressee: General Assembly, Member States
Paragraph Number: 33
Session: 15 (2016)
Full Text:
The Permanent Forum invites the General Assembly to consider the creation of a distinct United Nations voluntary fund for indigenous youth or the earmarking of existing and future funds to increase and enhance the direct participation of indigenous youth at the United Nations. Furthermore, the Forum encourages every State Member of the United Nations to make multi-year voluntary contributions to such existing and/or future funds.
Area of Work: Economic and Social Development, Indigenous Children and Youth
Addressee: Member States, UN Agencies
Paragraph Number: 41
Session: 13 (2014)
Full Text:
The Permanent Forum acknowledges the efforts and initiatives of States and United Nations agencies to promote mother-tongue based multilingual education, develop health programmes and provide skills to indigenous children and youth. In this regard, the Forum encourages States and United Nations agencies to increase their efforts in a targeted and wide-scale manner to respond to the needs and priorities of indigenous children and youth, especially in the areas of education and health, in a manner that is culturally sensitive and ensures their overall well-being consistent with articles 11, 14, 41 and 42 of the United Nations Declaration on the Rights of Indigenous Peoples.
Area of Work: Education
