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Addressee: Member States,
Paragraph Number: 16
Session: 12 (2013)
Full Text:
Education in the mother tongue and bilingual education, foremost in primary and secondary schools, lead to effective and long-term successful educational outcomes. The Permanent Forum urges States to fund and implement the Programme of Action for the Second International Decade of the World’s Indigenous Peoples, specifically in the following education-related objective. The Forum underlines the need for States to respect and promote indigenous peoples’ definitions of learning and education, founded on the values and priorities of the relevant indigenous peoples. The right to education is independent of State borders and should be expressed by indigenous peoples’ right to freely traverse borders, as supported by articles 9 and 36 of the United Nations Declaration on the Rights of Indigenous Peoples.
Area of Work: Education
Addressee: UN Population Fund
Paragraph Number: 81
Session: 21 (2022)
Full Text:
The Permanent Forum recommends that the United Nations Population Fund (UNFPA) advance data and research on the challenges that indigenous women and girls face in realizing their right to bodily autonomy and the right to be free from violence, including reproductive coercion and in birthing practices. Furthermore, the Permanent Forum invites UNFPA to prepare a study on indigenous women’s bodily autonomy, with the participation of indigenous women, and to present its findings at the twenty-third session of the Permanent Forum, to be held in 2024.
Area of Work: Health, Indigenous Women and Girls
Paragraph Number: 52
Session: 4 (2005)
Full Text:
UNESCO and UNICEF should continue to promote bilingual and cross-cultural education programs for indigenous peoples and schools for girls and women's literacy progrmas in Latin America, and should encourage and expand these experiences in other regions.
Area of Work: Education, Culture
Addressee: Member States
Paragraph Number: 46
Session: 13 (2014)
Full Text:
The Permanent Forum also urges States to fund and deliver training in suicide prevention and mental health awareness to all teaching and non-teaching staff in all schools attended by indigenous children. The development of localized training programmes adapted to each culture consistent with articles 11, 14, 15 and 31 should be encouraged.
Area of Work: Health, Education
Addressee: WHO
Paragraph Number: 100
Session: 11 (2012)
Full Text:
The Permanent Forum also calls upon WHO to work in close cooperation with the Forum in establishing a programme on non-communicable diseases, with special attention to indigenous peoples and diabetes. The Forum recognizes the findings of the Expert Meeting on Indigenous Peoples, Diabetes and Development, held in Copenhagen on 1 and 2 March 2012, and its outcome document entitled “The Copenhagen call to action” and recommends that those outcomes be considered when establishing the programme.
Area of Work: Health
Addressee: WGIP
Paragraph Number: 81
Session: 2 (2003)
Full Text:
The Forum recommends that the Working Group on Indigenous Populations undertake a study on genocidal and ethnocidal practices perpetrated on indigenous peoples, including programmes for sterilization of indigenous women and girls, the use of indigenous communities as subjects for nuclear testing or storage of radioactive waste and the testing of unapproved drugs on indigenous children and peoples.
Area of Work: Health
Addressee: Member States
Paragraph Number: 44
Session: 18 (2019)
Full Text:
The Permanent Forum repeats its call for an end to the criminalization of indigenous midwives as expressed in the recommendations contained in paragraphs 49 and 50 of its report on its seventeenth session (E/2018/43-E/C.19/2018/11) and urges States to respect the right of indigenous peoples to maintain their traditional health practices in accordance with article 24 of the Declaration.
Area of Work: Health, Indigenous Women and Girls
Addressee: Member States
Paragraph Number: 111
Session: 2 (2003)
Full Text:
The Forum recommends that States reduce the rates of illiteracy, lack of schooling, truancy and dropouts and raise the rates of completed primary education through literacy campaigns and the design of indigenous, bilingual, inter-cultural educative and extramural models in the States where indigenous peoples live.
Area of Work: Education
Addressee: FAO; WHO
Paragraph Number: 81
Session: 22 (2023)
Full Text:
The Permanent Forum acknowledges the progress made on its recommendation to FAO and WHO to revise the International Code of Conduct on Pesticide Management to include Indigenous Peoples’ views. The Permanent Forum urges FAO and WHO to develop guidance notes on the risk of pesticide use in Indigenous Peoples’ territories, in consultation with Indigenous Peoples.
Area of Work: Health
Addressee: Member States, UN systems
Paragraph Number: 47
Session: 4 (2005)
Full Text:
The Forum recognizes that:
(a) The right to education is a key instrument for achieving equitable development and respect for cultural diversity. Education is an investment in the future, a means to reduce poverty and counter discrimination; (b) Indigenous peoples have the right, including treaty rights (as relevant) to quality primary education that is sensitive to their holistic worldviews, languages, traditional knowledge and other aspects of their cultures, which contribute to human dignity, identity, and intercultural dialogue; c) Mother-tongue mediated bilingual education is indispensable for effective learning for indigenous children and for the reduction of dropout rates; (d) Any efforts to achieve Millennium Development Goal 2 are likely to fail if impartial and effective implementation of culturally sensitive educational programs, curricula and actions addressing the needs of indigenous peoples are not undertaken; (e) indigenous children experience particular difficulties relating to access to education of quality and sociocultural relevance at all levels. Obstacles are numerous and complex and include, among others, distance to schools, differences in lifestyles, for example, nomadic and semi-nomadic communities, discrimination, violence, extreme poverty and exclusion; (f) Education can be one of the most important tools for combating prejudice and discrimination. National curricula frequently ignore the cultures, treaties, histories, and spiritual values of indigenous peoples and reinforce stereotypes; (g) In many cases, current criteria to measure the achievement of Goal 2 regarding indigenous education are absent or are based on insufficient indicators which do not reflect indigenous educational specificities and are culturally inappropriate and insensitive
Area of Work: MDGs, Education
Addressee: Global Fund for AIDS
Paragraph Number: 76
Session: 2 (2003)
Full Text:
The Forum recommends that the Global Fund review their funding strategy in order to include access by indigenous non-governmental organizations and health providers for community-based culturally appropriate HIV/AIDS programmes.
Area of Work: Health
Addressee: WHO
Paragraph Number: 63
Session: 6 (2007)
Full Text:
Given the rapid increase in diabetes among indigenous peoples, the Permanent Forum calls upon WHO to undertake a pilot study to assess its prevalence among selected indigenous peoples worldwide in the seven indigenous geo-cultural regions.
Area of Work: Health
