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Addressee: Member States, UN systems
Paragraph Number: 47
Session: 4 (2005)
Full Text:
The Forum recognizes that:
(a) The right to education is a key instrument for achieving equitable development and respect for cultural diversity. Education is an investment in the future, a means to reduce poverty and counter discrimination; (b) Indigenous peoples have the right, including treaty rights (as relevant) to quality primary education that is sensitive to their holistic worldviews, languages, traditional knowledge and other aspects of their cultures, which contribute to human dignity, identity, and intercultural dialogue; c) Mother-tongue mediated bilingual education is indispensable for effective learning for indigenous children and for the reduction of dropout rates; (d) Any efforts to achieve Millennium Development Goal 2 are likely to fail if impartial and effective implementation of culturally sensitive educational programs, curricula and actions addressing the needs of indigenous peoples are not undertaken; (e) indigenous children experience particular difficulties relating to access to education of quality and sociocultural relevance at all levels. Obstacles are numerous and complex and include, among others, distance to schools, differences in lifestyles, for example, nomadic and semi-nomadic communities, discrimination, violence, extreme poverty and exclusion; (f) Education can be one of the most important tools for combating prejudice and discrimination. National curricula frequently ignore the cultures, treaties, histories, and spiritual values of indigenous peoples and reinforce stereotypes; (g) In many cases, current criteria to measure the achievement of Goal 2 regarding indigenous education are absent or are based on insufficient indicators which do not reflect indigenous educational specificities and are culturally inappropriate and insensitive
Area of Work: MDGs, Education
Addressee: UN Systems/UN Agencies
Paragraph Number: 47
Session: 6 (2007)
Full Text:
The Permanent Forum expresses concern about the situation of indigenous men, who, in the development process, suffer losses in their traditional livelihoods in their family structures and their roles in the community, and face social challenges as a result, as shown by many social indices, and urges United Nations agencies to undertake a study on the changing role of indigenous men in the economic development process.
Area of Work: Economic and Social Development
Addressee: Member States
Paragraph Number: 42
Session: 4 (2005)
Full Text:
The Forum also recalls the Dakar Framework for Action, "Education for all: meeting our collective commitments", especially regarding indigenous children and in particular girls
Area of Work: Education
Addressee: Member States, UN systems
Paragraph Number: 42
Session: 2 (2003)
Full Text:
The Forum recommends to States and the United Nations system the implementation of projects of agriculture, fishing, forestry, and arts and crafts production to diversify productive activities and family income sources and to contribute to reducing, according to their own will, the levels of internal and external migration of indigenous peoples, and to providing capacity-building in those areas, by:
(a) Promoting the knowledge, application and dissemination of appropriate technologies and indigenous peoples’ local products with certificates of origin to activate product activities, as well as the use, management and conservation of natural resources;
(b) Strengthening the capacities and potential of local human resources to train agricultural, fishery and forestry promoters that respond efficiently to the necessities of the families beneficiaries;
(c) Strengthening the institutional and entrepreneurial capacity of organizations of indigenous peoples to design operative and effective strategies so as to achieve sustainable development for the indigenous peoples of the world.
Area of Work: Economic and Social Development
