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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
Paragraph Number: 46
Session: 16 (2017)
Full Text:
On the basis of the Permanent Forum’s continued concern about the impact of environmental toxins and the export and import of banned pesticides on the reproductive health of indigenous women and girls, the Forum reaffirms its call, contained in its report on its thirteenth session, for a legal review of the United Nations chemical conventions, in particular the Rotterdam Convention, to ensure that they are in conformity with international human rights standards, including the United Nations Declaration on the Rights of Indigenous Peoples and the Convention on the Rights of Persons with Disabilities (E/2014/43-E/C.19/2014/11, para. 16; see also E/C.19/2014/8, para. 62). The Forum recommends that the Convention on the Rights of the Child, in particular article 24, and its recognition of environmental health as a right protected under the Convention also be considered in the legal review. The Forum invites the Special Rapporteur on the implications for human rights of the environmentally sound management and disposal of hazardous substances and wastes to carry out a review within his mandated area of expertise and to present his conclusions to the Forum at its seventeenth session.
Area of Work: Indigenous Women and Girls, Health
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
Paragraph Number: 49
Session: 4 (2005)
Full Text:
The Forum notes that the Fifth World Indigenous Education Conference will be held in New Zealand in November and December 2005, and urges UNESCO to seek to be actively involved in this conference, in particular in dissemination of information on UNESCO projects, programs and activities relating to indigenous education and relevant to UNESCO responsibilities in pursuing Millennium Development Goal 2
Area of Work: MDGs, Education
Addressee: UNFPA
Paragraph Number: 44
Session: 16 (2017)
Full Text:
The Permanent Forum invites UNFPA, in collaboration with the Forum, to identify good practices of culturally appropriate intervention models from its work in developing countries that provide support to indigenous peoples, in particular women and girls, in exercising their health and reproductive rights, and to report to the Forum on those models by 2018.
Area of Work: Health
Addressee: UNICEF, WHO, Member States
Paragraph Number: 65
Session: 6 (2007)
Full Text:
Calling attention to the high rates of suicide among indigenous youth in some countries, the Permanent Forum reiterates its call for States and relevant national aboriginal health bodies to convene a meeting to assess the root causes of indigenous youth suicide and to formulate preventive strategies. The Forum reiterates its call on UNICEF and WHO to convene a meeting on youth suicide.
Area of Work: Health, Indigenous Children and Youth
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: UN system, WHO
Paragraph Number: 38
Session: 21 (2022)
Full Text:
The Permanent Forum welcomes the importance that the Office of the United Nations High Commissioner for Refugees attaches to the use of indigenous languages when working with indigenous peoples in emergency situations. The Permanent Forum encourages other United Nations agencies, funds and programmes to follow that positive practice. For instance, the Permanent Forum recommends that the World Health Organization (WHO) prioritize indigenous languages as a determinant of health.
Area of Work: Indigenous Languages, Health
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: UNAIDS, SPFII
Paragraph Number: 18
Session: 5 (2006)
Full Text:
The Permanent Forum urges the Joint United Nations Programme on HIV/AIDS (UNAIDS) to engage with the Permanent Forum and other partners in the global AIDS movement, to initiate universal access to treatment, to develop a set of resources highlighting effective approaches and best practices for HIV prevention and AIDS care in indigenous communities, particularly from the developed world, including the development of an appropriate paper to provide guidance to national HIV surveillance systems, and to advocate and promote meaningful participation of indigenous peoples in HIV policy and planning
Area of Work: Health
Addressee: Member States, WHO
Paragraph Number: 35
Session: 11 (2012)
Full Text:
The Permanent Forum urges States to promote indigenous community-controlled models for the health, social, legal and other sectors of indigenous communities and service providers to follow in implementing the Declaration. It recommends that WHO revisit the report of the WHO Commission on Social Determinants of Health to address the cultural determinants of health, such as land, language, ceremony and identity, which are essential to the health and well-being of indigenous peoples.
Area of Work: Health
Paragraph Number: 90
Session: 20 (2021)
Full Text:
The Permanent Forum welcomes efforts by Member States to organize specific vaccine programmes for indigenous peoples and encourages the Coalition for Epidemic Preparedness Innovations, Gavi Alliance, WHO and the United Nations Children’s Fund, in their administration of the COVID-19 Vaccine Global Access (COVAX) Facility, to ensure that indigenous peoples are uniquely included in vaccine dissemination efforts. Given the disproportionate effect of the COVID-19 virus on the mortality of indigenous peoples in many countries, the Forum underlines the urgency of ensuring that all indigenous peoples are uniquely considered in vaccine planning and distribution. Due attention should also be given to indigenous peoples affected by conflict and post-conflict situations and complex humanitarian emergencies.
Area of Work: Health
