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Addressee: FAO, WHO
Paragraph Number: 82
Session: 21 (2022)
Full Text:
The Permanent Forum calls on FAO and WHO to amend the International Code of Conduct on Pesticide Management to take into account the free, prior and informed consent of indigenous peoples.
Area of Work: Free, Prior and Informed Consent (FPIC)
Addressee: Special Rapporteur on the right to education
Paragraph Number: 115
Session: 2 (2003)
Full Text:
The Forum recommends that the Special Rapporteur on the right to education pay special attention in her work to the right to education as contained in treaties, agreements, and other constructive arrangements between indigenous peoples, Nations and States.
Area of Work: Education
Paragraph Number: 20
Session: 7 (2008)
Full Text:
The Permanent Forum recommends that the United Nations University Institute of Advanced Studies, university research centres and relevant United Nations agencies conduct further studies on the impacts of climate change and climate change responses on indigenous peoples who are living in highly fragile ecosystems, such as low-lying coastal areas and small island States; semi-arid and arid lands and dry and sub-humid lands (grasslands); tropical and subtropical forests; and high mountain areas.
Area of Work: Environment
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
Addressee: Member States
Paragraph Number: 42
Session: 18 (2019)
Full Text:
The Permanent Forum recommends that States implement emission reductions to limit the increase in average global temperature to no more than 1.5oC to avoid the increased impact of climate change.
Area of Work: Environment, Climate Change
Paragraph Number: 159
Session: 9 (2010)
Full Text:
The Permanent Forum welcomes the announcement during this session of the Conservation Initiative on Human Rights by eight global conservation organizations — the International Union for the Conservation of Nature and Natural Resources, the World Wide Fund for Nature/World Wildlife Fund, Fauna and Flora International, Wetlands International, BirdLife International, the Nature Conservancy, the Wildlife Conservation Society and Conservation International — which aims to promote the integration of human rights in conservation policy and practice, based on their common interest in promoting positive links between conservation and rights of people to secure their livelihoods, enjoy healthy and productive environments and live with dignity. The Forum recommends that these conservation organizations ensure the full participation of indigenous peoples in the implementation of the Initiative. The Forum further recommends that conservation organizations that have projects that have led to the eviction of indigenous peoples from their forests provide redress and restitution to such victims.
Area of Work: Environment
Addressee: UN System
Paragraph Number: 17
Session: 13 (2014)
Full Text:
The Permanent Forum recommends, in paragraph 64 of the report, that the relevant United Nations entities should “conduct a study, in partnership with indigenous peoples’ organizations, that documents the linkage between environmental violence, including the operations of extractive industries, chemical pollution and the destruction of the indigenous habitat, and the sexual and reproductive health of indigenous peoples, as well as issues pertaining to sexual exploitation, trafficking of indigenous girls and sexual violence, with concrete recommendations on protection measures”.
Area of Work: Health, Environment, Indigenous Women
Addressee: Commission on Sustainable Development, and other UN bodies, such as UNDP, UNESCO, and UNEP.
Paragraph Number: 48
Session: 2 (2003)
Full Text:
With regard to the environmental issue of water, the Forum, recognizing the indigenous peoples’ Kyoto water declaration made at the World Water Forum, held in Kyoto, Japan, in March 2003, requests that the Commission on Sustainable Development and other relevant United Nations bodies (i.e., UNEP, the United Nations Educational, Scientific and Cultural Organization, UNDP) consider the declaration in their discussions on this theme in 2004.
Area of Work: Environment
Addressee: Member States, Annex I Countries
Paragraph Number: 38
Session: 7 (2008)
Full Text:
The Permanent Forum calls on all States that have not yet done so to implement the 2005 Kyoto Protocol, the United Nations Framework Convention on Climate Change and other international initiatives that address climate change and biocultural diversity in conjunction with indigenous peoples, including indigenous women, in a full and effective way. The Annex I countries should implement their commitments to the Kyoto Protocol by doing all they can to shift their economic systems towards low-carbon systems, instead of relying mainly on the purchase of emission credits to offset their emissions. The fast-industrializing developing countries should also undertake serious efforts to cut their emissions and develop low-carbon energy systems.
Area of Work: Environment
Addressee: UNESCO
Paragraph Number: 114
Session: 2 (2003)
Full Text:
The Forum recommends that UNESCO invite indigenous experts and specialists to participate in its education forums, congresses, conferences and meetings to ensure the recognition and contribution of indigenous scientific and technological knowledge.
Area of Work: Education
Addressee: SCBD, SPFII
Paragraph Number: 82
Session: 7 (2008)
Full Text:
A request for the secretariats of the Convention on Biological Diversity and the Forum to consult and collaborate with indigenous organizations to promote the role of indigenous peoples as stewards of biological and cultural diversity for the International Year of Biodiversity.
Area of Work: Environment
Addressee: States, UN agencies, PFII
Paragraph Number: 28
Session: 5 (2006)
Full Text:
There generally appears to be positive recognition of the approach to Goal 1 suggested by the Permanent Forum, while there has been less attention paid to Goal 2. In both areas, there appears to be an increase in the number of projects being implemented in Latin America, with limited projects in Asia, and one or two projects in Africa. This is particularly the case under Goal 2, where there is a general lack of reporting from Asia or Africa on intercultural/bilingual education projects or programmes in this area.
Area of Work: MDGs, Education
