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Addressee: UN agencies, Member States
Paragraph Number: 15
Session: 11 (2012)
Full Text:
The Permanent Forum recommends that the relevant United Nations agencies and Member States with reindeer herding peoples support training and education programmes for indigenous reindeer herding youth and communities in order to secure the future sustainability and resilience of the Arctic and sub-Arctic indigenous pastoral reindeer herding societies and cultures in the face of climate change, land-use change and globalization.
Area of Work: Education, Culture, Environment
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: Commission on Sustainable Development, and other UN bodies, such as UNDP, UNESCO, and UNEP.
Paragraph Number: 48
Session: 2 (2003)
Full Text:
With regard to the environmental issue of water, the Forum, recognizing the indigenous peoples’ Kyoto water declaration made at the World Water Forum, held in Kyoto, Japan, in March 2003, requests that the Commission on Sustainable Development and other relevant United Nations bodies (i.e., UNEP, the United Nations Educational, Scientific and Cultural Organization, UNDP) consider the declaration in their discussions on this theme in 2004.
Area of Work: Environment
Addressee: Member States and UN system
Paragraph Number: 15
Session: 4 (2005)
Full Text:
Member States, the United Nations system, bodies and funds should consider the definitions of extreme poverty by indigenous peoples and in this regard should refer to the report of the independent expert on human rights and extreme poverty (E/CN.4/2005/49). Poverty indicators based on indigenous peoples' own perception of their situation and experiences should be developed, jointly with indigenous peoples.
Area of Work: MDGs, Economic and Social Development
Addressee: World Bank
Paragraph Number: 15
Session: 17 (2018)
Full Text:
The Permanent Forum continues to be concerned that the World Bank’s new environmental and social safeguard 7 allows the conversion of the collective territories of indigenous peoples into individual ownership rights, even though it recognizes the importance of protecting the collective attachment of indigenous peoples to their lands. Providing funding for States to divide the lands of indigenous peoples generates conflict, irreparably harms livelihoods and traditional resource management strategies and erodes the governance structures of indigenous peoples. Paragraph 29 of environmental and social safeguard 7 should urgently be revised to ensure that indigenous peoples maintain their collective rights to lands, territories and resources in all projects funded by the Bank.
Area of Work: Environment, lands and resources
