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Addressee: UN System
Paragraph Number: 17
Session: 13 (2014)
Full Text:
The Permanent Forum recommends, in paragraph 64 of the report, that the relevant United Nations entities should “conduct a study, in partnership with indigenous peoples’ organizations, that documents the linkage between environmental violence, including the operations of extractive industries, chemical pollution and the destruction of the indigenous habitat, and the sexual and reproductive health of indigenous peoples, as well as issues pertaining to sexual exploitation, trafficking of indigenous girls and sexual violence, with concrete recommendations on protection measures”.
Area of Work: Health, Environment, Indigenous Women
Addressee: UNESCO, UNICEF, UN agencies
Paragraph Number: 18
Session: 12 (2013)
Full Text:
The Permanent Forum recalls the recommendations contained in paragraphs 48 and 56 of the report of the international expert group meeting on indigenous youth (E/C.19/2013/3), emphasizing that linguistic education and linguistic sovereignty are of fundamental importance to indigenous peoples. The Forum recommends that the United Nations Educational, Scientific and Cultural Organization (UNESCO), UNICEF and other competent bodies of the United Nations convene, together with the Forum, a meeting of experts on intercultural matters and bilingual education.
Area of Work: Education
Addressee: UN entities
Paragraph Number: 99
Session: 21 (2022)
Full Text:
The Permanent Forum requests United Nations entities, in particular those working on land tenure and changes in land use, to advance the research on securing the land and territorial rights of indigenous peoples, taking into account the negative impacts of, inter alia, the coronavirus disease (COVID-19) global pandemic and regional conflicts.
Area of Work: Lands and Resources, Health
Addressee: UNICEF, UNESCO
Paragraph Number: 75
Session: 10 (2011)
Full Text:
The Permanent Forum requests that UNICEF and UNESCO support intercultural and bilingual education programmes in conjunction with the indigenous peoples concerned, paying special attention to the right of girls to primary and secondary education.
Area of Work: Indigenous Children and Youth, Education
Addressee: UN system, Member States
Paragraph Number: 6
Session: 12 (2013)
Full Text:
Good practices are emerging that complement public health services with traditional health practices. These practices emphasize intercultural dialogue and discussion to ensure that health care is delivered in a culturally specific way, consistent with articles 23 and 24 of the United Nations Declaration on the Rights of Indigenous Peoples. These practices should be supported and promoted.
Area of Work: Health
Addressee: WHO
Paragraph Number: 69
Session: 2 (2003)
Full Text:
The Forum urges WHO to engage in a global consultation with indigenous peoples and others on its participatory research guidelines and seek the advice of the Permanent Forum on the guidelines.
Area of Work: Health
Addressee: UN system
Paragraph Number: 15
Session: 13 (2014)
Full Text:
The Permanent Forum recommends that United Nations agencies and actors coordinate in the development and implementation of an international research project on the sexual and reproductive health of indigenous peoples, ensuring an active partnership with indigenous peoples and organizations in all stages of the project.
Area of Work: Health, Indigenous Women and Girls, Cooperation
Paragraph Number: 106
Session: 2 (2003)
Full Text:
The Forum recommends that the United Nations Educational, Scientific and Cultural Organization, United Nations agencies and other relevant bodies provide more funds, through appropriate means, to help indigenous peoples for education, in particular, emphasizing the importance of bilingual and inter-cultural training for indigenous persons. Such funds should be used to facilitate the educational exchanges between indigenous peoples and others in order to make contributions to the cultural diversity of the world, as well as to preserve indigenous peoples’ cultural heritage.
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: Special Rapporteur on violence against women
Paragraph Number: 77
Session: 2 (2003)
Full Text:
The Forum recommends that the Special Rapporteur on violence against women, its causes and consequences pay special attention to the impact of violence against indigenous women, including war-related violence and domestic violence.
Area of Work: Health
Paragraph Number: 67
Session: 6 (2007)
Full Text:
Drawing attention to the dramatic changes in the lifestyles of indigenous peoples and the ensuing deterioration of indigenous health due to malnutrition and obesity, including record high rates of diabetes and related illnesses such as hypertension, heart attacks, kidney failure and blindness, the Permanent Forum calls upon WHO, UNICEF, the United Nations Development Programme (UNDP), the World Bank, WFP and FAO to develop joint strategies to address the problem of diabetes and related non-communicable lifestyle illnesses. Given the alarming prevalence of diabetes among indigenous peoples, the Permanent Forum calls upon WHO and the Joint United Nations Programme on HIV/AIDS (UNAIDS) to establish a systematic working relationship with the Permanent Forum and the Inter-Agency Support Group to exchange experiences on health initiatives in the area of treatment and prevention of the illness, especially given their role in the implementation of the Millennium Development Goals.
Area of Work: Health
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
