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Addressee: Member States, Multilateral bodies
Paragraph Number: 37
Session: 7 (2008)
Full Text:
The Permanent Forum recommends following the example of indigenous peoples, who have been the stewards of the land and sea for millenniums. When allocating research and development funding and setting the criteria for clean development mechanism projects, policymakers at the State and multilateral levels must look beyond the simple question of whether a particular form of alternative energy or carbon absorption technique can provide a short-term reduction in greenhouse gases. Policymakers should consider the long-term sustainability of any mitigation policy they choose.
Area of Work: Environment
Paragraph Number: 37
Session: 18 (2019)
Full Text:
This dialogue follows on the international expert group meeting on the theme “Conservation and the rights of indigenous peoples” (E/C.19/2019/7). The Permanent Forum endorses the recommendations from the meeting and urges States, conservation organizations, indigenous peoples and United Nations entities to work together in implementing the recommendations.
Area of Work: Environment
Addressee: Member States
Paragraph Number: 37
Session: 16 (2017)
Full Text:
The Permanent Forum calls upon Member States to start the work, in the context of the United Nations Convention on the Law of the Sea, of creating a place and a voice for indigenous peoples in the governance of the world’s oceans. This effort involves the participation of indigenous peoples in all aspects of the work and decision-making regarding the Convention on the Law of the Sea, including the environmental provisions and the delimitation of the continental shelf. It may also include establishing advisory committees of indigenous peoples to guide the work under the Convention, as has been done under the Convention on Biological Diversity.
Area of Work: 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
