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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: Member States
Paragraph Number: 82
Session: 10 (2011)
Full Text:
The Permanent Forum urges States to recognize and protect indigenous peoples’ cultural right to water and, through legislation and policy, to support the right of indigenous peoples to hunt and gather food resources from waters used for cultural, economic and commercial purposes. This is consistent with article 25 of the United Nations Declaration on the Rights of Indigenous Peoples.
Area of Work: Human rights, Environment, Culture
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: SCBD, SPFII
Paragraph Number: 82
Session: 7 (2008)
Full Text:
A request for the secretariats of the Convention on Biological Diversity and the Forum to consult and collaborate with indigenous organizations to promote the role of indigenous peoples as stewards of biological and cultural diversity for the International Year of Biodiversity.
Area of Work: Environment
Paragraph Number: 82
Session: 20 (2021)
Full Text:
The Permanent Forum calls on the organizers of the forthcoming meetings of Conference of the Parties to the United Nations Framework Convention on Climate Change, the Convention on Biological Diversity and the United Nations Convention to Combat Desertification in Those Countries Experiencing Serious Drought and/or Desertification, Particularly in Africa to ensure the full and effective participation of indigenous peoples, virtually or in person, in the meetings that are to be organized later in 2021. The Forum encourages donors and civil society organizations to support indigenous peoples’ participation in these events.
Area of Work: Environment
Addressee: Member States
Paragraph Number: 82
Session: 3 (2004)
Full Text:
The Forum recommends that Governments conduct studies on how the diversion of rivers and creation of dams, mining and mineral extraction, energy development, the mining of groundwater and the use of aquifers for industrial and commercial purposes will affect the lives of indigenous communities prior to conducting any of these actions in order to ensure that indigenous peoples are not confronted with such problems as increasing scarcity of freshwater, the toxic contamination of indigenous peoples’ territories and the lack of access of indigenous communities and other life forms to water, including oceans.
Area of Work: Environment
