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Paragraph Number: 74
Session: 20 (2021)
Full Text:
The Permanent Forum recognizes that as the global economy promises to “build back better” from the economic crisis caused by the COVID-19 pandemic, it is imperative that international financial institutions, including the World Bank, work in close consultation with indigenous peoples and invest in their communities. Indigenous peoples are partners in restarting the global economy while also maintaining their position given to them by birth as stewards of Mother Earth.
Area of Work: Economic and Social Development
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
Paragraph Number: 74
Session: 8 (2009)
Full Text:
The Permanent Forum recommends the proposal by the International Fund for Agricultural Development and other organizations to hold an expert workshop on the contribution to development of pastoralist cultures and hunting and gathering societies.
Area of Work: Economic and Social Development
Paragraph Number: 74
Session: 7 (2008)
Full Text:
The Permanent Forum requests that the Special Representative of the Secretary-General on the issue of human rights and transnational corporations and other business enterprises and the Special Rapporteur on the situation of human rights and fundamental freedoms of indigenous peoples identify the actions of transnational corporations that may breach the inherent rights detailed in the United Nations Declaration on the Rights of Indigenous Peoples, and further invites them to present a report to the Forum at its eighth session, in 2009.
Area of Work: Economic and Social Development
