Welcome to the United Nations
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Paragraph Number: 70
Session: 20 (2021)
Full Text:
The Permanent Forum welcomes the endorsement by the United Nations System Chief Executives Board for Coordination in November 2020 of a call to action to revitalize the system-wide action plan on the rights of indigenous peoples, as set out in the report entitled “Building an inclusive, sustainable and resilient future with indigenous peoples: a call to action”. In the report, the Chief Executives Board called for ensuring the more systematic participation of indigenous peoples in United Nations country processes, such as the United Nations Sustainable Development Cooperation Frameworks, and in the implementation of socioeconomic response and recovery plans and the Goals.
Area of Work: Methods of Work
Addressee: Member States
Paragraph Number: 48
Session: 4 (2005)
Full Text:
States should:
(a) Endorse intercultural education as national policy priority to ensure equal access for indigenous children to quality and culturally appropriate primary education, as stipulated in the Convention on the Right of the Child; (b) Increase substantially State budgetary allocations in order to meet Millennium Development Goal 2 for indigenous children; c) Increase funding for Goal 2 for indigenous children through bilateral and multilateral cooperation; (d) Review current national curricula and textbooks to erase culturally discriminatory materials and enhance knowledge of indigenous cultures; (e) Establish 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, including in the designing and implementation of their own education at all levels, including developing appropriate teaching materials and methods; (f) Ensure an increase in the number of indigenous persons in the educational sectors, including in policy, administration, teaching indigenous culture, history and contemporary society, indigenous languages and production of educational materials; (g) Ensure that indigenous children have access to free primary quality education; (h) Eliminate national policies and practices that create further difficulties for indigenous children to enjoy their right to education, such as the request for birth certificates for the enrolment of children and the refusal to accept indigenous names and traditional dress in schools; (i) Develop bilingual and culturally appropriate primary education for indigenous children to reduce dropout rates. The mother tongue must be the first learning language and the national language the second language; curricula should reflect indigenous peoples' holistic worldviews, knowledge systems, histories, spiritual values and physical activities, physical education and sports; (j) Recognize that isolation is a major obstacle that prevents indigenous peoples from fully enjoying their right to education. States should establish best practices, such as residential or boarding schools, where they have worked positively, and mobile and seasonal schools or the use of technologies, such as remote teaching and the Internet, to reach the most isolated and remote indigenous communities; (k) support enrolment of indigenous persons in teacher-training programs, colleges and relevant higher educational institutions; (l) Develop school curricula for indigenous peoples in cooperation with other Governments at the regional level in order to maximize the sustainable use of resources in this area; (m) Develop monitoring guidelines and indicators for achieving Goal 2 regarding indigenous children and set benchmarks in that regard; (n) In the context of the Millennium Development Goals, particularly the achievement of primary universal education, the Forum recommends that States, the United Nations system and other intergovernmental organizations pay attention to intercultural bilingual education for indigenous peoples at the preschool, primary and tertiary levels
Area of Work: MDGs, Education
Addressee: Inter-Agency Support Group (IASG), PFII
Paragraph Number: 113
Session: 3 (2004)
Full Text:
The Forum decides to hold a meeting of four of its members with the Inter-Agency Support Group (IASG) at its annual session of IASG, in 2004.
Area of Work: Methods of Work, Cooperation
Paragraph Number: 55
Session: 13 (2014)
Full Text:
The Permanent Forum welcomes the organization by the Sami Parliament of Norway of the Global Indigenous Preparatory Conference for the World Conference on Indigenous Peoples, held in Alta, Norway from 10 to 12 June 2013. Member States, the United Nations system and indigenous peoples are urged to consider the Alta Outcome Document (A/67/994, annex) as the basis for consultations on the elaboration of the outcome document of the high-level plenary meeting/World Conference on Indigenous Peoples.
Area of Work: Methods of Work
Addressee: UNPFII
Paragraph Number: 32
Session: 6 (2007)
Full Text:
The Permanent Forum appoints Mr. Michael Dodson, a member of the Forum, as a special rapporteur to prepare a draft guide, based on the relevant principles contained in the Declaration on the Rights of INdigenous Peoples, taking into account the provisions of ILO Convention 169 that relate to indigenous land tenure and management arrangements, to assist indigenous peoples, States and United Nations agencies in negotiating indigenous land tenure and management arrangements.
Area of Work: Methods of Work, Human Rights
Addressee: ECOSOC
Paragraph Number: 17
Session: 11 (2012)
Full Text:
Bearing in mind that the Permanent Forum on Indigenous Issues was named at a time when the United Nations Declaration on the Rights of Indigenous Peoples had not yet been adopted, and considering that the title of the Special Rapporteur on the rights of indigenous peoples was changed, two years ago, from its previous title of “Special Rapporteur on the situation of human rights and fundamental freedoms of indigenous people”, we strongly urge the Economic and Social Council to recommend that the name of the Forum be changed to “Permanent Forum on the Rights of Indigenous Peoples”.
Area of Work: Methods of Work
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: UN entities; States Parties
Paragraph Number: 25
Session: 22 (2023)
Full Text:
The Permanent Forum reiterates its call at its twenty-first session for a clear distinction between Indigenous Peoples and local communities. All United Nations entities and States parties to treaties concerning the environment, biodiversity and climate are encouraged to eliminate the use of the term “local communities” in
connection with Indigenous Peoples, so that the term “Indigenous Peoples and localcommunities” would be abolished.
Area of Work: Methods of Work
Addressee: Member States
Paragraph Number: 78
Session: 12 (2013)
Full Text:
The Permanent Forum considers that the conclusion of the Global Preparatory Indigenous Peoples’ Conference on the World Conference on Indigenous Peoples, to be held in Alta, Norway, from 10 to 12 June 2013, should be considered as a firm basis for the identification of specific themes for the round table and panel discussions under the auspices of the General Assembly.
Area of Work: Methods of Work
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
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: UN System
Paragraph Number: 117
Session: 5 (2006)
Full Text:
The Permanent Forum urges the organizations and bodies of the United Nations system to focus and coordinate their strategies and programmes in order to deal with the problems faced by indigenous peoples in Africa relevant to the mandate of the Permanent Forum on such issues as economic and social development, education, health, human rights, culture and the environment.
Area of Work: Methods of Work
