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Addressee: IPOs, NGOs, UN system/UN agencies
Paragraph Number: 43
Session: 7 (2008)
Full Text:
The Permanent Forum calls on indigenous peoples’ organizations, United Nations agencies and non-governmental organizations to develop popular education materials on climate change and climate mitigation and adaptation measures and undertake education and training activities at the local levels. The Forum also recommends that ICT be used to disseminate and raise awareness of indigenous peoples’ perspectives and issues on climate change.
Area of Work: Environment
Addressee: IFAD
Paragraph Number: 166
Session: 5 (2006)
Full Text:
The Permanent Forum supports the willingness of IFAD to consider continuing to operate the World Bank’s Grants Facility for Indigenous Peoples. It recommends that IFAD make every effort to substantially enhance this Facility through its own grant funding mechanism as well as through seeking the contributions of other international financial institutions as well as bilateral and multilateral donors.
Area of Work: Education
Addressee: UNPFII
Paragraph Number: 126
Session: 7 (2008)
Full Text:
The Permanent Forum decides to appoint, without financial implications, Hassan Id Balkassm and Paimaneh Hasteh, members of the Forum, as Special Rapporteurs to undertake a study to determine whether climate change policies and projects adhere to the standards in the United Nations Declaration on the Rights of Indigenous Peoples, and that the Human Rights Council expert mechanism on the rights of indigenous peoples and the Inter-Agency Support Group on Indigenous Issues be invited to participate in the study, and requests that they provide the Forum with an outline of the study at its eighth session and a report thereon at its ninth session.
Area of Work: Environment
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: UNHCR, IOM
Paragraph Number: 21
Session: 14 (2015)
Full Text:
Reiterating the recommendation made at its seventh session, the Permanent Forum recommends that the United Nations High Commissioner for Refugees and the International Organization for Migration focus on the vulnerability of indigenous peoples in the Pacific region, in particular in view of the effects of climate change (see E/2008/43-E/C.19/2008/13, chap. 1, sect. B, para. 59).
Area of Work: Environment, Economic and Social Development
Addressee: Convention on Biological Diversity (CBD)
Paragraph Number: 76
Session: 3 (2004)
Full Text:
The Forum notes with appreciation decisions VII/16 A-1 of the Conference of Parties to the Convention on Biological Diversity and its ongoing work with respect to traditional knowledge, innovations and practices of indigenous and local communities covering many areas for future works to be jointly undertaken by the Convention and the Forum.
Area of Work: Environment
Addressee: Member States
Paragraph Number: 83
Session: 10 (2011)
Full Text:
The Permanent Forum urges States to include indigenous peoples in decision-making processes in all areas of water management, including commercial use, irrigation and environmental management, and to ensure that such decision-making processes are consistent with the principles of the United Nations Declaration on the Rights of Indigenous Peoples, in particular its article 32, under which the free and informed consent of indigenous peoples is required prior to the approval of any project affecting their lands or territories and other resources.
Area of Work: Human rights, Environment
Addressee: Secretary-General
Paragraph Number: 46
Session: 2 (2003)
Full Text:
The Forum recommends that the Secretary-General, through the Economic and Social Council, prepare a report on the implementation of chapter 26 of Agenda 21 and other relevant chapters, such as chapter 36 and 15, that focus on how the Commission on Sustainable Development, in conjunction with secretariats of other environmental bodies (Convention on Biological Diversity, United Nations Framework Convention on Climate Change, United Nations Environment Programme, Global Environment Facility (GEF), United Nations Forum on Forests, UNDP, the Food and Agriculture Organization of the United Nations (FAO), the International Fund for Agricultural Development (IFAD) etc.) are implementing those chapters for indigenous peoples in their work, and that the report be submitted to the Forum at its third session.
Area of Work: Environment
Addressee: Academia
Paragraph Number: 109
Session: 2 (2003)
Full Text:
The Forum recommends the creation and/or consolidation of academic institutions to train indigenous leaders of the world and urges public and private universities to develop curricula on indigenous peoples. The Forum furthermore exhorts the presidents of universities to promote the review of their teaching and research programmes with the objective of valuing and recognizing indigenous and inter-cultural education, and strengthening technical cooperation and the exchange of experience for the training of indigenous
Area of Work: Education
Addressee: WTO
Paragraph Number: 54
Session: 2 (2003)
Full Text:
The Forum invites the secretariat of the World Trade Organization (WTO) to its third session for an
exchange of views on important issues of common interest.
Area of Work: Environment
Addressee: Australia
Paragraph Number: 32
Session: 9 (2010)
Full Text:
On the basis of information received at the ninth session, the Permanent Forum expresses its deep concern about the changes in policy on bilingual education in the Northern Territory, Australia. The Forum urges the Government of Australia to work with its State and territory education systems to develop models of bilingual, intercultural and multilingual education that are consistent with the United Nations Declaration on the Rights of Indigenous Peoples and the United Nations Convention on the Rights of the Child.
Area of Work: Education
Addressee: European Union
Paragraph Number: 61
Session: 8 (2009)
Full Text:
The Permanent Forum recognizes the harm that the recent decision of the European Parliament regarding the seal product import ban may cause Inuit in the Arctic, and calls upon the European Union to rescind this import ban and, failing that, to enter into direct and meaningful dialogue with the Inuit Circumpolar Council to discuss ways of moving forward. Furthermore, the European Union must make decisions that affect both European and non-European indigenous peoples taking into account their right to free, prior and informed consent.
Area of Work: Environment
