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Addressee: Member States
Paragraph Number: 19
Session: 3 (2004)
Full Text:
Member States should consider the adoption and full implementation of comprehensive national indigenous education policies based on the following goals:
Participation:
a) Establishing 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, young people and other community members;
b) Increasing the number of indigenous people employed as educational administrators, teachers, coaches, officials, curriculum advisers, teacher’s assistants, home-school liaison officers and other education workers, including community members engaged in teaching indigenous culture, history and contemporary society, and indigenous languages;
c) Developing arrangements for the provision of independent advice from indigenous communities regarding educational decisions at all levels;
d) Achieving the participation of indigenous children, young people and adults in education for a period similar to that of other students;
Access:
e) Ensuring that indigenous children, young people and adults have access to all levels of education (including adult education) on a basis comparable to that available to other citizens;
Attainment:
f) Enabling indigenous students to attain skills and graduation rates up to the same standard as other students throughout the compulsory and non-compulsory schooling years;
g) Developing teaching forms and curricula based on mother tongue (additive learning) in primary and secondary education (should be mandatory in order to achieve goal (f) above);
h) Developing curricula for both primary and secondary education which reflect the insights and usefulness of indigenous knowledge systems and are sensitive to indigenous values. Curricula should:
i) Incorporate indigenous histories, traditional knowledge and spiritual values;
ii) Integrate indigenous oral traditions, myths and writings, acknowledging these as unique parts of world heritage;
Indigenous languages, proficiency in the national language, literacy and numeracy :
i) Developing programmes based on the child’s mother tongue (first language) as a foundation for learning and aiming at the maintenance and continued use of indigenous languages;
j) Enabling the attainment of proficiency in the commonly used national language and at least one international language, and numeracy competencies by all indigenous students, including indigenous adults, giving particular attention to indigenous women based on the framework of the United Nations Decade of Literacy;
Capacity-building:
k) Providing community education services which will enable indigenous peoples to develop the skills to manage the development of their communities;
l) Providing education and training services to develop the skills of indigenous people to participate in educational decision-making;
Appreciation, understanding and respect for indigenous cultures:
m) Enabling all students, both indigenous and non-indigenous, at all levels of education, to have an appreciation and understanding of and respect for traditional and contemporary indigenous histories, cultures and identities;
Anti-racism strategies:
n) Promoting anti-racism education, including strategies to empower young people to deal with racism in the compulsory schooling curriculum;
Cultural, social and economic development in education:
o) Indigenous peoples should be resourced and supported to establish their own education systems, including schools, should they so choose. Also, traditional indigenous education and its structures should be respected and supported;
Education for indigenous peoples in custody or detention:
p) Given the overrepresentation of indigenous youth and adults in detention, the Forum urges States to consider culturally relevant and appropriate education for indigenous peoples in detention centres;
q) The Forum asks that education plans, programmes and policies be implemented especially for indigenous girls, boys and women.
Area of Work: Education
Addressee: Member States, UN entities
Paragraph Number: 12
Session: 20 (2021)
Full Text:
The global engagement of indigenous peoples at the international level has led to some positive institutional developments, including the establishment of the Local Communities and Indigenous Peoples Platform of the United Nations Framework Convention on Climate Change. The traditional knowledge of indigenous peoples can play an important role in the fight against climate change. Member States and United Nations entities should ensure that any activities related to the use of the traditional knowledge of indigenous peoples respect indigenous peoples’ own protocols and consent agreements for managing access to their traditional knowledge. Strengthening and ensuring the full participation of indigenous peoples at all levels is also critical for the design and implementation of climate policies, plans, programmes and projects at the local, national and global levels.
Area of Work: Environment, Culture, Methods of Work
Addressee: State institutions
Paragraph Number: 19
Session: 20 (2021)
Full Text:
The lack of effective recognition of the indigenous justice systems by State institutions, as well as the ongoing discrimination against them in the State justice system and inadequate access to redress and reparation, are among the key challenges faced by indigenous peoples around the world. Strengthened support for indigenous justice systems is key to promoting human rights, the rule of law, the achievement of justice for all and the promotion of effective, accountable and inclusive institutions, as set out in Goal 16.
Area of Work: Human rights
Paragraph Number: 12
Session: 3 (2004)
Full Text:
Given the large number of indigenous migrants within and beyond national borders and the particular vulnerability of indigenous women migrants, as well as the lack of adequate data and attention to their problems, the Forum recommends launching a new initiative involving various stakeholders, including the Inter-Agency Support Group, the United Nations International Research and Training Institute for the Advancement of Women and the International Organization for Migration (IOM), in order to face this urgency. The Forum recommends, as a first step, the convening of a workshop on the theme "Migration of indigenous women" in order to highlight the urgency and scale of the issue, including the alarming trend of trafficking indigenous women within and across national borders, and the development of recommendations and guidelines for addressing the problems faced by indigenous migrant women. Participants to the workshop should be a selected number of members of the Forum, relevant United Nations departments, agencies, funds and programmes, and experts from indigenous organizations,
NGOs, intergovernmental organizations, Governments and academia. The objectives of the workshop should be:
a.To underscore the urgency and scale of the issue;
b. To highlight and address the lack of reliable data on the issue and to promote the systematic collection of data (of both quantitative and qualitative nature) by relevant United Nations and other intergovernmental entities, Governments, NGOs, indigenous organizations, and academia;
c. To review and analyse existing data;
d. To provide a report, including recommendations, to the Forum.
Area of Work: Indigenous Women
