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Paragraph Number: 31
Session: 20 (2021)
Full Text:
Member States must urgently address violence against indigenous peoples, including State violence, gender-based violence, forced assimilation and forced child removals, discrimination in the justice system and other forms of discrimination, including discrimination based on gender, religion, disability, age and LGBTIQ identity. The Forum encourages the Expert Mechanism, at its earliest convenience, to engage with the Governments of Australia and New Zealand, and with the participation of indigenous peoples, regarding the removal of indigenous children.
Area of Work: Human rights, Indigenous Women and Girls, Indigenous Children and Youth
Paragraph Number: 17
Session: 2 (2003)
Full Text:
The Forum invites the Special Rapporteur on the sale of children, child prostitution and child pornography, within the purview of his mandate, to pay special attention to and make recommendations concerning the rights of indigenous children.
Area of Work: Indigenous Children and Youth
Addressee: Member States
Paragraph Number: 88
Session: 8 (2009)
Full Text:
The Permanent Forum recommends that all States apply the principles of general comment No. 11 (2009) of the Committee on the Rights of the Child, entitled “Indigenous children and their rights under the Convention”.
Area of Work: Indigenous Children and Youth, Human Rights
Addressee: UNESCO
Paragraph Number: 114
Session: 2 (2003)
Full Text:
The Forum recommends that UNESCO invite indigenous experts and specialists to participate in its education forums, congresses, conferences and meetings to ensure the recognition and contribution of indigenous scientific and technological knowledge.
Area of Work: Education
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: 35
Session: 21 (2022)
Full Text:
Recognizing the central role of public and indigenous peoples’ education
systems, the Permanent Forum recommends that Member States collect disaggregated
data, within the next two years, on the number of indigenous students who attend
kindergartens, small ungraded schools, nomadic schools and boarding schools across
the regions to secure opportunities for children to remain in their communities.
Area of Work: Education
Addressee: UNICEF
Paragraph Number: 69
Session: 10 (2011)
Full Text:
UNICEF should consider developing projects to benefit indigenous children in developed countries as required, taking into consideration that many indigenous children in such countries, mainly those living in rural areas, face the same problems as indigenous children in developing countries.
Area of Work: Indigenous Children and Youth
Addressee: UNICEF
Paragraph Number: 8
Session: 2 (2003)
Full Text:
The Forum notes that in order for it and the United Nations system to review the situation of indigenous children and youth, there is a need for country-specific situation analyses. Given UNICEF’s unique and long experience and expertise in that area, the Forum invites UNICEF to initiate such situation analyses on indigenous children by field offices in countries with indigenous communities. The Forum also invites UNICEF to transmit such situation analyses to the Forum.
Area of Work: Indigenous Children and Youth
Addressee: UNESCO
Paragraph Number: 30
Session: 9 (2010)
Full Text:
The Permanent Forum notes that in order to facilitate the expert meeting, there is a need for country-specific situation analysis. The Forum invites UNESCO to conduct this analysis, given the agency’s experience and expertise in the area. The Forum also invites UNESCO to transmit the analysis to the Forum. The analysis should identify the legislative and/or policy frameworks that States employ to facilitate successful models of bilingual learning, multicultural and multilingual learning and mother tongue education and identify the barriers to implementation of those frameworks
Area of Work: Education
Addressee: Member States
Paragraph Number: 58
Session: 16 (2017)
Full Text:
The Permanent Forum recommends that States provide financial support to the United Nations Voluntary Fund for Indigenous Peoples to facilitate the participation of indigenous youth in key United Nations meetings and processes most relevant to indigenous issues.
Area of Work: Indigenous Children and Youth
Paragraph Number: 51
Session: 4 (2005)
Full Text:
UNESCO should provide technical assistance for the elaboration of national and regional programs and projects on developing culturally relevant curricula and educational materials as well as pedagogy to improve the access to and quality of indigenous education in all countries with indigenous peoples
Area of Work: Education
Addressee: Member States
Paragraph Number: 43
Session: 13 (2014)
Full Text:
The Permanent Forum urges States to generate statistics disaggregated by ethnicity, gender, indigenous identity, language, language skills and self-identification, and to provide sources of data to allow for a more accurate assessment of whether indigenous children and youth are actually benefiting from the expenditure earmarked for them. The Forum also urges United Nations agencies, funds and programmes to support member States in generating statistics and the United Nations agencies, funds and programmes and academic centres to produce a toolkit that provides a comprehensive and an accurate overview of human development indicators concerning indigenous children and youth.
Area of Work: Cooperation, Indigenous Children and Youth
