Welcome to the United Nations
Displaying 1 - 12 of 49
Paragraph Number: 122
Session: 4 (2005)
Full Text:
The Forum expresses its appreciation to all those who contributed to the Trust Fund for the support of the Forum and calls upon Governments, intergovernmental organizations, foundations and non-governmental organizations to give generously to the Fund
Area of Work: Second Decade, Methods of Work
Paragraph Number: 144
Session: 4 (2005)
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The Forum encourages national committees for the Decade, where those exist, to invite members of the Forum to participate in the activities of these committees
Area of Work: Second Decade
Paragraph Number: 142
Session: 4 (2005)
Full Text:
In order to mark the expected adoption of the plan of action for the Second International Decade of the World's Indigenous People by the General Assembly at its sixtieth session, the Permanent Forum decides to organize a special day of discussion on a Program of Action during its fifth session, in 2006, and invites the Coordinator of the Decade and the Department of Public Information of the Secretariat to initiate the awareness-raising campaign of the Second International Decade
Area of Work: Second Decade
Addressee: Special Rapporteur, Member States
Paragraph Number: 38
Session: 4 (2005)
Full Text:
The Forum calls for the dissemination and full implementation of the recommendations of the Special Rapporteur's reports on the relationships of indigenous peoples and land rights, and on permanent sovereignty of indigenous peoples over their natural resources and invites the Special Rapporteur, through the Subcommission on the Promotion and Protection of Human Rights, to present an updated report at the next session of the Forum
Area of Work: MDGs
Paragraph Number: 134
Session: 4 (2005)
Full Text:
The Forum recommends that in order to raise further awareness of indigenous peoples and the Millennium Development Goals, the Economic and Social Council High-level Segment to be held from 29 June to 1 July 2005, and the General Assembly Summit to be held in September 2005 allow presentations of recommendations of the Forum at its fourth session on the Millennium Development Goals by the Chairperson of the Forum
Area of Work: Methods of Work, MDGs
Addressee: Member States, UN systems, intergovernmental organisations and international financial institutions
Paragraph Number: 14
Session: 4 (2005)
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The human rights-based approach to development should be operationalized by States, the United Nations system and other intergovernmental organizations, inlcuding the international financial institutions, and should be the framework underpinning the Millennium Development Goals and poverty reduction strategies, programmes and activities. The recognition of indigenous peoples as distinct peoples and the respect for their individual and collective human rights, rights to lands and territories and sustainable use of natural resources are crucial for achieving a just and sustainable solution to the widespread poverty in their midst. Relevant international treaties, such as International Labour Organization (ILO) Convention No. 169, common article 1 of the International Covenant on Economic, Social and Cultural Rights, and the International Covenant on Civil and Political Rights, which declares that "no people shall be deprived of its own means of subsistence", as well as bilateral State-indigenous treaties or accords, should be implemented to ensure compliance and implementation
Area of Work: MDGs, Human Rights
Addressee: Member States, UN system
Paragraph Number: 57
Session: 4 (2005)
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The Forum invites indigenous peoples, States and relevant organizations of the United Nations system to share experiences on education that represent best practices at the primary or community levels, based on indigenous cultures and traditions. The outcome of such discussions should be published and disseminated widely
Area of Work: MDGs, Education
Addressee: Indigenous communities and organizations
Paragraph Number: 56
Session: 4 (2005)
Full Text:
Indigenous communities and organizations are urged to: (a) establish effective arrangements for the participation of indigenous parents and community members in decision-making regarding the planning, delivery and evaluation of education services for their children; (b) actively participate in the monitoring of progress towards the achievement of Millennium Development Goal 2; c) Improve the coordination between indigenous and teachers' organizations to assess curricula gaps and improve teacher-training modules on indigenous needs
Area of Work: MDGs, Education
Paragraph Number: 49
Session: 4 (2005)
Full Text:
The Forum notes that the Fifth World Indigenous Education Conference will be held in New Zealand in November and December 2005, and urges UNESCO to seek to be actively involved in this conference, in particular in dissemination of information on UNESCO projects, programs and activities relating to indigenous education and relevant to UNESCO responsibilities in pursuing Millennium Development Goal 2
Area of Work: MDGs, Education
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, UN systems
Paragraph Number: 47
Session: 4 (2005)
Full Text:
The Forum recognizes that:
(a) The right to education is a key instrument for achieving equitable development and respect for cultural diversity. Education is an investment in the future, a means to reduce poverty and counter discrimination; (b) Indigenous peoples have the right, including treaty rights (as relevant) to quality primary education that is sensitive to their holistic worldviews, languages, traditional knowledge and other aspects of their cultures, which contribute to human dignity, identity, and intercultural dialogue; c) Mother-tongue mediated bilingual education is indispensable for effective learning for indigenous children and for the reduction of dropout rates; (d) Any efforts to achieve Millennium Development Goal 2 are likely to fail if impartial and effective implementation of culturally sensitive educational programs, curricula and actions addressing the needs of indigenous peoples are not undertaken; (e) indigenous children experience particular difficulties relating to access to education of quality and sociocultural relevance at all levels. Obstacles are numerous and complex and include, among others, distance to schools, differences in lifestyles, for example, nomadic and semi-nomadic communities, discrimination, violence, extreme poverty and exclusion; (f) Education can be one of the most important tools for combating prejudice and discrimination. National curricula frequently ignore the cultures, treaties, histories, and spiritual values of indigenous peoples and reinforce stereotypes; (g) In many cases, current criteria to measure the achievement of Goal 2 regarding indigenous education are absent or are based on insufficient indicators which do not reflect indigenous educational specificities and are culturally inappropriate and insensitive
Area of Work: MDGs, Education
Addressee: Member States
Paragraph Number: 46
Session: 4 (2005)
Full Text:
Sport and physical education are an essential element of quality education, and promote positive values and skills which have a quick but lasting impact on young people. Sports activities and physical education generally make school more attractive and improve attendance.
Area of Work: MDGs, Education
