Welcome to the United Nations
Displaying 1 - 12 of 332
Paragraph Number: 76
Session: 8 (2009)
Full Text:
The Permanent Forum welcomes the adoption of resolution 63/278, by which the General Assembly established International Mother Earth Day and embraces indigenous peoples’ and Member States’ recommendations regarding the need to promote humankind living in harmony with nature. Therefore, the Forum decides to appoint Mr Carlos Mamani Candori and Mr Bartolome Clavero, members of the Forum as Special Rapporteurs, to conduct a study, without financial implications, on its implementation, taking into account, inter alia, the consideration and recognition of Mother Earth rights and submit a report to the ninth session of the Forum in 2010.
Area of Work: Environment
Addressee: UNICEF, UNESCO
Paragraph Number: 86
Session: 7 (2008)
Full Text:
The Permanent Forum recommends that the United Nations Children’s Fund (UNICEF) and UNESCO reinforce quality education by building indigenous knowledge and culture into education programmes and curricula, including education for sustainable development and for natural disaster preparedness, and promoting the use of indigenous language as the medium of instruction. The important role of indigenous learning methodologies, including experiential learning with community members outside of the classroom, should also be included.
Area of Work: Education, Environment
Addressee: private sector
Paragraph Number: 37
Session: 21 (2022)
Full Text:
Given the unique role of information and communications technology companies in the design, development and use of contemporary language technologies, the Permanent Forum reiterates its invitation to the private sector to contribute to the International Decade. The Permanent Forum encourages these companies to continue to develop digital platforms, in cooperation with indigenous peoples and academic institutions, in order to compile information archives for the preservation and revitalization of indigenous languages, language corpora, speech recognition, machine translation and synthesis tools, digital dictionaries and online courses.
Area of Work: Indigenous Languages, Education, technology
Paragraph Number: 40
Session: 18 (2019)
Full Text:
The Permanent Forum urges the member organizations of the Conservation Initiative on Human Rights to commission independent evaluations of the impact of their organizations’ work on indigenous peoples.
Area of Work: Environment, Human Rights
Addressee: PFII
Paragraph Number: 131
Session: 9 (2010)
Full Text:
The Permanent Forum reiterates its concern about conservation efforts, including the designation of national parks, biosphere reserves and world heritage sites, which frequently lead to the displacement of indigenous peoples from their traditional lands and territories. In this regard, the Permanent Forum requests that a member of the Forum attend the thirty-fourth session of the UNESCO World Heritage Committee, to be held in Brasilia, Brazil, in August 2010.
Area of Work: Environment
Paragraph Number: 97
Session: 16 (2017)
Full Text:
The Permanent Forum recommends that UNESCO, in cooperation with the Expert Mechanism on the Rights of Indigenous Peoples, the Forum and the Special Rapporteur on the rights of indigenous peoples, and with the direct participation of indigenous peoples, develop a comprehensive action plan for the International Year and invites UNESCO to submit the plan to the Forum at its seventeenth session.
Area of Work: Indigenous Languages
Addressee: ICCM
Paragraph Number: 46
Session: 17 (2018)
Full Text:
The Forum recommends that the International Conference on Chemicals
Management establish an advisory committee of indigenous peoples in its intersessional process for considering the Strategic Approach to International Chemicals Management and the sound management of chemicals and waste beyond 2020.
Area of Work: Environment
Addressee: Member States
Paragraph Number: 53
Session: 6 (2007)
Full Text:
Recognizing the deep spiritual relationship indigenous peoples have with water, and the great respect they have for the natural laws governing the health and the sanctity of water, the Permanent Forum recommends that States review, with the direct participation of indigenous peoples, their laws on water regulation and the treaties, land claims and self-government agreements that they have entered into with indigenous peoples, taking into account the sanctity of water reflected in those agreements. It is further recommended that States present their reviews to the eighth session of the Permanent Forum in 2009, including in particular, information on the status of the implementation of laws and agreements with respect to water and indigenous peoples.
Area of Work: Environment
Addressee: Member States
Paragraph Number: 107
Session: 2 (2003)
Full Text:
The Forum recommends that concerned State Governments conduct workshops, training courses and other programmes for indigenous peoples, on a regular basis, to enhance their interest in the cultural diversity of the world and thus increase awareness about preserving distinct indigenous peoples’ culture.
Area of Work: Education
Addressee: FAO
Paragraph Number: 27
Session: 14 (2015)
Full Text:
The Permanent Forum recommends that FAO, in coordination with indigenous peoples, organize training and other capacity-building development, as well as establish mechanisms for engagement such as working groups and appropriate representation of indigenous peoples in relevant instruments and bodies of FAO, and provide a progress report on those activities to the Forum at its fifteenth session.
Area of Work: Education
Addressee: Member States
Paragraph Number: 48
Session: 4 (2005)
Full Text:
States should:
(a) Endorse intercultural education as national policy priority to ensure equal access for indigenous children to quality and culturally appropriate primary education, as stipulated in the Convention on the Right of the Child; (b) Increase substantially State budgetary allocations in order to meet Millennium Development Goal 2 for indigenous children; c) Increase funding for Goal 2 for indigenous children through bilateral and multilateral cooperation; (d) Review current national curricula and textbooks to erase culturally discriminatory materials and enhance knowledge of indigenous cultures; (e) Establish effective arrangements for the participation of indigenous parents and community members in decisions regarding the planning, delivery and evaluation of education services for their children, including in the designing and implementation of their own education at all levels, including developing appropriate teaching materials and methods; (f) Ensure an increase in the number of indigenous persons in the educational sectors, including in policy, administration, teaching indigenous culture, history and contemporary society, indigenous languages and production of educational materials; (g) Ensure that indigenous children have access to free primary quality education; (h) Eliminate national policies and practices that create further difficulties for indigenous children to enjoy their right to education, such as the request for birth certificates for the enrolment of children and the refusal to accept indigenous names and traditional dress in schools; (i) Develop bilingual and culturally appropriate primary education for indigenous children to reduce dropout rates. The mother tongue must be the first learning language and the national language the second language; curricula should reflect indigenous peoples' holistic worldviews, knowledge systems, histories, spiritual values and physical activities, physical education and sports; (j) Recognize that isolation is a major obstacle that prevents indigenous peoples from fully enjoying their right to education. States should establish best practices, such as residential or boarding schools, where they have worked positively, and mobile and seasonal schools or the use of technologies, such as remote teaching and the Internet, to reach the most isolated and remote indigenous communities; (k) support enrolment of indigenous persons in teacher-training programs, colleges and relevant higher educational institutions; (l) Develop school curricula for indigenous peoples in cooperation with other Governments at the regional level in order to maximize the sustainable use of resources in this area; (m) Develop monitoring guidelines and indicators for achieving Goal 2 regarding indigenous children and set benchmarks in that regard; (n) In the context of the Millennium Development Goals, particularly the achievement of primary universal education, the Forum recommends that States, the United Nations system and other intergovernmental organizations pay attention to intercultural bilingual education for indigenous peoples at the preschool, primary and tertiary levels
Area of Work: MDGs, Education
Addressee: Global Environment Facility
Paragraph Number: 27
Session: 17 (2018)
Full Text:
The Permanent Forum requests the Global Environment Facility, as well as other funding mechanisms, to prioritize support for conservation approaches that are led or co-managed by indigenous peoples.
Area of Work: Environment, Conservation
