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Addressee: Food and Agricultural Organization (FAO)
Paragraph Number: 28
Session: 4 (2005)
Full Text:
The Forum encourages the Food and Agricultural Organization of the United Nations (FAO) to recognize the importance of and emphasize support for indigenous agricultural systems, including forestry, shifting cultivation, fisheries, livestock, pastoralism and hunting-gathering systems, and their associated biodiversity, foods, knowledge systems and cultures. It encourages FAO to promote the responsible use of culturally appropriate agricultural inputs and technology so as to protect the traditional livelihoods of indigenous peoples
Area of Work: Environment, Economic and Social Development
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: OCHA, UN system/UN agencies
Paragraph Number: 28
Session: 7 (2008)
Full Text:
The Permanent Forum recommends that the Office for the Coordination of Humanitarian Affairs and other relevant United Nations agencies further develop and enhance natural disaster preparedness and mitigation strategies involving indigenous peoples in the development and implementation of those strategies.
Area of Work: Environment, Economic and Social Development
Addressee: Convention on Biological Diversity
Paragraph Number: 28
Session: 22 (2023)
Full Text:
The Permanent Forum reiterates its recommendation to adopt a programme of work on article 8 (j) and other provisions of the Convention on Biological Diversity and strengthened institutional arrangements through a permanent subsidiary body to take forward the Kunming-Montreal Global Biodiversity Framework and to ensure a human rights-based approach, and full and effective participation of Indigenous Peoples, by the sixteenth meeting of the Conference of the Parties to the Convention. The Permanent Forum recommends ensuring direct access to financial resources for Indigenous Peoples, inclusive of all landscapes and seascapes, more efficient financial mechanisms managed by Indigenous Peoples and the inclusion of Indigenous Peoples’ representatives in the governance of the Framework to better design and implement grants. In that respect, the modus operandi and methods of work for enhanced Indigenous participation under article 8 (j) and related provisions The Permanent Forum reiterates its recommendation to adopt a programme of work on article 8 (j) and other provisions of the Convention on Biological Diversity and strengthened institutional arrangements through a permanent subsidiary body to take forward the Kunming-Montreal Global Biodiversity Framework and to ensure a human rights-based approach, and full and effective participation of Indigenous Peoples, by the sixteenth meeting of the Conference of the Parties to the Convention. The Permanent Forum recommends ensuring direct access to financial resources for Indigenous Peoples, inclusive of all landscapes and seascapes, more efficient financial mechanisms managed by Indigenous Peoples and the inclusion of Indigenous Peoples’ representatives in the governance of the Framework to better design and implement grants. In that respect, the modus operandi and methods of work for enhanced Indigenous participation under article 8 (j) and related provisions must be the minimum standard and be prioritized as an essential prerequisite for the full implementation of target 31 of the Framework.
Area of Work: Environment, Funding and Resources
Paragraph Number: 28
Session: 14 (2015)
Full Text:
The Permanent Forum encourages Member States, in cooperation with United Nations agencies, to develop social policies that will enhance the production of indigenous peoples’ traditional foods and promote the restoration or recovery of lost drought-resistant indigenous food varieties to ensure food security. In this context, the Forum recommends that Burkina Faso, Mali and the Niger, as well as United Nations agencies such as FAO, IFAD and the Office for the Coordination of Humanitarian Affairs, establish a committee, in full consultation with and with the participation of indigenous peoples, aimed at preventing food crises in the sub Saharan region where indigenous peoples reside. The committee’s objective should be to prevent humanitarian disasters and, in particular, to prevent starvation at the same level as the disaster that struck the region in 1973.
Area of Work: Economic and Social Development, Culture, 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
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
