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Addressee: EMRIP, IASG
Paragraph Number: 41
Session: 7 (2008)
Full Text:
The Permanent Forum urges the Human Rights Council expert mechanism on indigenous peoples to evaluate whether existing and proposed climate change policies and projects adhere to the standards set by the United Nations Declaration on the Rights of Indigenous Peoples. These bodies, together with the members of the Inter-Agency Support Group for Indigenous Issues, should collaborate with States, multilateral bodies, donors and indigenous peoples to effectively ensure that the implementation of the Declaration is central to the design and implementation of climate change policies and programmes.
Area of Work: Environment
Paragraph Number: 19
Session: 7 (2008)
Full Text:
The Forum recommends that States, United Nations agencies, bodies and funds, other multilateral bodies and financial institutions and other donors provide technical and financial support to protect and nurture indigenous peoples’ natural resource management, environment-friendly technologies, biodiversity and cultural diversity and low-carbon, traditional livelihoods (pastoralism; rotational or swidden agriculture; hunting and gathering and trapping; marine and coastal livelihoods; high mountain agriculture; etc.). The Forum further recommends that discussions and negotiations on strengthening the links between climate change, biodiversity and cultural diversity under the Convention on Biological Diversity or the United Nations Framework Convention on Climate Change ensure the effective participation of indigenous peoples.
Area of Work: Environment
Addressee: Member States
Paragraph Number: 41
Session: 4 (2005)
Full Text:
In approaching Millennium Development Goal 2, "Achieve universal primary education: ensure that all boys and girls complete primary school", especially for indigenous children, the Forum recalls the Universal Declaration of Human Rights, the International Convention on the Elimination of All Forms of Racial Discrimination, the International Covenant on Economic, Social and Cultural Rights, the Convention on the Rights of the Child, International Labour Organization (ILO) conventions, the International Charter of Traditional Games and Sports and the United Nations Educational, Scientific and Cultural Organization (UNESCO) Convention against Discrimination in Education
Area of Work: Education, MDGs
Addressee: UN agencies
Paragraph Number: 19
Session: 10 (2011)
Full Text:
Conservation, environmental and other non-governmental organizations ensure that their forest-related programmes and policies use the human rights-based and ecosystem approach to forest conservation. This includes the integration of the implementation of the Declaration in their forest programmes.
Area of Work: Environment
Addressee: Public and private education institutions
Paragraph Number: 41
Session: 16 (2017)
Full Text:
Recalling paragraph 86 of its report on its eighth session (E/2009/43-E/C.19/2009/14), the Permanent Forum urges public and private education institutions to provide permanent positions for indigenous teachers and to establish scholarships designated exclusively for indigenous students.
Area of Work: Education
Addressee: Member States
Paragraph Number: 19
Session: 12 (2013)
Full Text:
Indigenous persons with disabilities face exceptionally difficult barriers both because they are indigenous and because they are disabled. The Permanent Forum recommends that States develop and provide full access to educational opportunities on an equitable basis and without discrimination for indigenous persons, as recognized in the United Nations Declaration on the Rights of Indigenous Peoples and in the Convention on the Rights of Persons with Disabilities. In particular, the Forum recommends that sign language education curricula be developed, in consultation with deaf indigenous persons, which reflect their cultures, issues, needs and preferences. Where there is State or international cooperation on education, indigenous persons with disabilities should be included. The Forum recommends that countries that have not yet ratified the Convention on the Rights of Persons with Disabilities do so urgently.
Area of Work: Education
Addressee: UN entities; UNESCO; UN-Water
Paragraph Number: 41
Session: 22 (2023)
Full Text:
The Permanent Forum calls upon the United Nations entities that constitute UN-Water to ensure the full and effective participation of Indigenous Peoples in the realization of the outcomes of the United Nations 2023 Water Conference in order to ensure their engagement in water policy, governance and rights, including with respect to capacity-building, access to clean water, sanitation and water for nature. The Permanent Forum invites UNESCO to report on progress on implementation at the twenty-third session of the Permanent Forum and calls upon UN-Water, UNESCO and other concerned United Nations entities to build coherence among the four United Nations decades on water, oceans, ecosystem restoration and Indigenous Peoples’ languages.
Area of Work: Environment, Enhanced Participation at the UN
Addressee: Member States, UN Agencies
Paragraph Number: 41
Session: 13 (2014)
Full Text:
The Permanent Forum acknowledges the efforts and initiatives of States and United Nations agencies to promote mother-tongue based multilingual education, develop health programmes and provide skills to indigenous children and youth. In this regard, the Forum encourages States and United Nations agencies to increase their efforts in a targeted and wide-scale manner to respond to the needs and priorities of indigenous children and youth, especially in the areas of education and health, in a manner that is culturally sensitive and ensures their overall well-being consistent with articles 11, 14, 41 and 42 of the United Nations Declaration on the Rights of Indigenous Peoples.
Area of Work: Education
Addressee: Member States
Paragraph Number: 19
Session: 3 (2004)
Full Text:
Member States should consider the adoption and full implementation of comprehensive national indigenous education policies based on the following goals:
Participation:
a) Establishing 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, young people and other community members;
b) Increasing the number of indigenous people employed as educational administrators, teachers, coaches, officials, curriculum advisers, teacher’s assistants, home-school liaison officers and other education workers, including community members engaged in teaching indigenous culture, history and contemporary society, and indigenous languages;
c) Developing arrangements for the provision of independent advice from indigenous communities regarding educational decisions at all levels;
d) Achieving the participation of indigenous children, young people and adults in education for a period similar to that of other students;
Access:
e) Ensuring that indigenous children, young people and adults have access to all levels of education (including adult education) on a basis comparable to that available to other citizens;
Attainment:
f) Enabling indigenous students to attain skills and graduation rates up to the same standard as other students throughout the compulsory and non-compulsory schooling years;
g) Developing teaching forms and curricula based on mother tongue (additive learning) in primary and secondary education (should be mandatory in order to achieve goal (f) above);
h) Developing curricula for both primary and secondary education which reflect the insights and usefulness of indigenous knowledge systems and are sensitive to indigenous values. Curricula should:
i) Incorporate indigenous histories, traditional knowledge and spiritual values;
ii) Integrate indigenous oral traditions, myths and writings, acknowledging these as unique parts of world heritage;
Indigenous languages, proficiency in the national language, literacy and numeracy :
i) Developing programmes based on the child’s mother tongue (first language) as a foundation for learning and aiming at the maintenance and continued use of indigenous languages;
j) Enabling the attainment of proficiency in the commonly used national language and at least one international language, and numeracy competencies by all indigenous students, including indigenous adults, giving particular attention to indigenous women based on the framework of the United Nations Decade of Literacy;
Capacity-building:
k) Providing community education services which will enable indigenous peoples to develop the skills to manage the development of their communities;
l) Providing education and training services to develop the skills of indigenous people to participate in educational decision-making;
Appreciation, understanding and respect for indigenous cultures:
m) Enabling all students, both indigenous and non-indigenous, at all levels of education, to have an appreciation and understanding of and respect for traditional and contemporary indigenous histories, cultures and identities;
Anti-racism strategies:
n) Promoting anti-racism education, including strategies to empower young people to deal with racism in the compulsory schooling curriculum;
Cultural, social and economic development in education:
o) Indigenous peoples should be resourced and supported to establish their own education systems, including schools, should they so choose. Also, traditional indigenous education and its structures should be respected and supported;
Education for indigenous peoples in custody or detention:
p) Given the overrepresentation of indigenous youth and adults in detention, the Forum urges States to consider culturally relevant and appropriate education for indigenous peoples in detention centres;
q) The Forum asks that education plans, programmes and policies be implemented especially for indigenous girls, boys and women.
Area of Work: Education
Addressee: Members States
Paragraph Number: 41
Session: 14 (2015)
Full Text:
The Permanent Forum calls upon States to recognize indigenous peoples, where they exist, consistent with the provisions of the United Nations Declaration, in their legislation in order to gather statistical data thereon, especially in the area of allocation of land and other natural resources for traditional use.
Area of Work: Economic and Social Development, Environment
Paragraph Number: 19
Session: 9 (2010)
Full Text:
The Permanent Forum appreciates the efforts made by the United Nations Collaborative Programme on Reducing Emissions from Deforestation and Forest Degradation in Developing Countries, which comprises the Food and Agriculture Organization of the United Nations, the United Nations Environment Programme and the United Nations Development Programme, to inform, consult and involve indigenous peoples in United Nations activities relating to reducing emissions from deforestation and forest degradation and encourages them to further consolidate the partnership
Area of Work: Environment, Human Rights
