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Addressee: Member States, UNEP
Paragraph Number: 117
Session: 11 (2012)
Full Text:
The Permanent Forum calls upon Member States to ensure that the outcome document of the United Nations Conference on Sustainable Development (Rio+20) is aligned with the rights affirmed in the Declaration, and invites UNEP to organize a dialogue to discuss the Rio+20 outcome, its implications for indigenous peoples and its implementation.
Area of Work: Environment
Addressee: PFII, SPFII
Paragraph Number: 117
Session: 9 (2010)
Full Text:
The Permanent Forum decides to appoint a member to participate in any future meetings of the Working Group on access and benefit-sharing and the tenth Conference of the Parties to the Convention.
Area of Work: Environment
Addressee: IPBES
Paragraph Number: 101
Session: 16 (2017)
Full Text:
The Permanent Forum welcomes the recognition and inclusion of indigenous peoples’ knowledge in the work of the Intergovernmental Science-Policy Platform on Biodiversity and Ecosystem Services to assess the state of biodiversity and ecosystem services. The Forum supports the Platform’s approach to recognize and work with indigenous knowledge throughout its work programme, for example, recognizing the contribution of indigenous knowledge in its global assessment on the conservation and sustainable use of biodiversity and ecosystems. The Forum invites the Platform to continue to inform the Forum about the progress of its work, including at its seventeenth session.
Area of Work: Traditional Knowledge, Environment
Addressee: Member States
Paragraph Number: 101
Session: 4 (2005)
Full Text:
Governments should support training in sustainable consumption towards a sustainable lifestyle and follow up initiatives, including networks and smalls grants
Area of Work: Environment
Addressee: UNICEF, UNESCO
Paragraph Number: 86
Session: 7 (2008)
Full Text:
The Permanent Forum recommends that the United Nations Children’s Fund (UNICEF) and UNESCO reinforce quality education by building indigenous knowledge and culture into education programmes and curricula, including education for sustainable development and for natural disaster preparedness, and promoting the use of indigenous language as the medium of instruction. The important role of indigenous learning methodologies, including experiential learning with community members outside of the classroom, should also be included.
Area of Work: Education, Environment
