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Addressee: United Nations agencies and other bodies
Paragraph Number: 93
Session: 9 (2010)
Full Text:
The Permanent Forum encourages United Nations agencies and other bodies to offer training programmes for Canadian and national parliamentarians and United States members of Congress, and staff within national institutions such as human rights commissions and other agencies, with the aim of integrating the spirit and intent of the Declaration into national policies.
Area of Work: Human rights
Addressee: OAS Member States
Paragraph Number: 19
Session: 16 (2017)
Full Text:
The Permanent Forum welcomes the adoption of the American Declaration on the Rights of Indigenous Peoples by the Organization of American States on 15 June 2016. The Forum calls upon States to implement the American Declaration in order to advance the rights of indigenous peoples in accordance with the United Nations Declaration on the Rights of Indigenous Peoples, the ILO Indigenous and Tribal Peoples Convention, 1989 (No. 169) and other human rights instruments.
Area of Work: Human rights
Addressee: Member States
Paragraph Number: 93
Session: 17 (2018)
Full Text:
Recalling paragraph 40 of its report on its sixteenth session (E/2017/43-E/C.19/2017/11), the Permanent Forum calls on Governments in the Arctic, Eastern Europe, the Russian Federation, Central Asia and Transcaucasia, along with academics, to take appropriate measures to introduce the endangered languages of their regions into educational practices and include the learning of those languages in curricula at all levels of educational system, when requested by indigenous people.
Area of Work: Indigenous Languages, Education
Addressee: ILO Committee of Experts, UNPFII
Paragraph Number: 93
Session: 8 (2009)
Full Text:
The Permanent Forum recommends that an appropriate form of coordination should be explored between the Committee of Experts and the Forum regarding the implementation of ILO Convention No. 169. The Permanent Forum reiterates the need for a mechanism of coordination to also be established between the ILO supervisory mechanisms and indigenous peoples, which may include the establishment of an ad hoc committee consisting of indigenous representatives or experts.
Area of Work: Human rights
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
Addressee: Member States, Central and Eastern Europe, Russian Federation, Central Asia, Transcaucasia
Paragraph Number: 93
Session: 11 (2012)
Full Text:
The Permanent Forum notes that indigenous youth in the region are often forced to leave their home and lands to receive an education, which can pose an obstacle to the right to education. The Permanent Forum urges States in Central and Eastern Europe, the Russian Federation, Central Asia and Transcaucasia to take measures to ensure the enjoyment of the right to education by indigenous youth. The Permanent Forum encourages States of the region to facilitate the development of indigenous peoples’ self-administration, the development of their inner potential and human resources, forming parliaments following the example of the Sami people; and decent representation of the small-numbered indigenous peoples in the bodies of legislative and executive power on all levels.
Area of Work: Indigenous Children and Youth, Human Rights
Addressee: Member States and Corporations
Paragraph Number: 19
Session: 8 (2009)
Full Text:
The Permanent Forum calls upon States and corporations to fully recognize the presence and effective participation of indigenous peoples in all negotiation processes relating to the entry of extractive industries, infrastructure projects and other development projects into their communities, consistent with the United Nations Declaration on the Rights of Indigenous Peoples, inter alia, articles 19, 23 and 32. Furthermore, the Forum calls upon all relevant actors to ensure the application of culturally relevant, gender-balanced and gender-based analysis and gender budgeting as critical elements of economic and social development, consistent with articles 21 and 44 of the Declaration.
Area of Work: Human rights
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: Human Rights Council
Paragraph Number: 93
Session: 6 (2007)
Full Text:
The Permanent Forum recommends that the Human Rights Council consider the development of a framework for the implementation of article 37 of the United Nations Declaration on the Rights of Indigenous Peoples, as adopted by the Human Rights Council, to assess implementation of treaties, agreements and other constructive arrangements between States and indigenous peoples in all regions of the world.
Area of Work: Human rights
Addressee: Member States, IPO, UN systems and Academics
Paragraph Number: 19
Session: 6 (2007)
Full Text:
The Permanent Forum encourages analysis by States, the specialized agencies, academics, indigenous peoples and their organizations of the implementation of free, prior and informed consent principles and mechanisms regarding projects on indigenous lands and territories, and encourages them to submit such analyses to the Permanent Forum for consolidation and to identify good practices and barriers.
Area of Work: Human rights
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: OHCHR
Paragraph Number: 93
Session: 2 (2003)
Full Text:
The Forum reiterates the recommendations contained in paragraph 24 of its report on the first session, namely, it recommends that the Office of the United Nations High Commissioner for Human Rights organize activities with indigenous peoples in Africa and Asia with a view to: (a) Providing international and regional human rights training for indigenous peoples; (b) Encouraging dialogue between States, indigenous peoples and others on the concept of indigenous peoples in the context of the promotion and protection of cultural diversity; (c) Inviting inter-agency consultation with States and indigenous peoples at the national and subregional levels and to report to the Forum at its third session.
Area of Work: Human rights
