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Addressee: International organizations, indigenous youth organizations, academia and other stakeholders
Paragraph Number: 57
Session: 18 (2019)
Full Text:
The Permanent Forum welcomes the launch of the publication Global Indigenous Youth: Through their Eyes by the Global Indigenous Youth Caucus and the Institute for the Study of Human Rights at Columbia University. The Forum recommends that international organizations, indigenous youth organizations, academia and other stakeholders undertake similar initiatives to raise awareness on the challenges facing indigenous young people.
Area of Work: Indigenous Children and Youth
Addressee: African States
Paragraph Number: 19
Session: 5 (2006)
Full Text:
The Permanent Forum urges all African Governments to comply with and support United Nations resolutions and mechanisms that include references to indigenous peoples, specifically Agenda 21, the United Nations Framework Convention on Climate Change, the Convention on Biological Diversity, the United Nations Convention to Combat Desertification in Those Countries Experiencing Serious Drought and/or Desertification Particularly in Africa, International Labour Convention No. 169 Concerning Indigenous and Tribal Peoples in Independent Countries of the International Labour Organization (ILO), the draft United Nations declaration on the rights of indigenous peoples and other United Nations agreements.
Area of Work: Cooperation
Paragraph Number: 57
Session: 20 (2021)
Full Text:
The Permanent Forum invites UNESCO to create, in cooperation with academic institutions and indigenous peoples’ institutions, a universal digital platform in which digital resources for indigenous languages can be created, stored and made available to indigenous peoples and researchers in order to preserve linguistic diversity.
Area of Work: International Decade of Indigenous Languages (2022-2032)
Addressee: World Bank
Paragraph Number: 57
Session: 12 (2013)
Full Text:
The Forum notes with concern the unsatisfactory implementation of the World Bank’s policy on indigenous peoples, as documented by many of the Bank’s internal reviews, most notably the 2011 internal review report and the 2010 report by the Independent Evaluation Group, Safeguards and Sustainability Policies in a Changing World. Strict adherence to safeguards of indigenous peoples’ rights is necessary. The Forum recommends that efforts be directed towards compliance machinery within the Bank, both up front, when dealing with projects and design and approval processes, and in post-project enforcement mechanisms.
Area of Work: Economic and Social Development
Addressee: World Bank
Paragraph Number: 57
Session: 7 (2008)
Full Text:
The Permanent Forum calls on the World Bank to activate the 2005 Extractive Industries Review in order to address the impact and legacy of extractive industries on indigenous lands, territories and resources.
Area of Work: Economic and Social Development
Addressee: Artic Council
Paragraph Number: 57
Session: 8 (2009)
Full Text:
The Permanent Forum calls upon the Arctic Council to provide the indigenous permanent participants in the Council with adequate financial resources, enabling them to effectively participate in all relevant activities of the Council.
Area of Work: Economic and Social Development
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
Paragraph Number: 19
Session: 12 (2013)
Full Text:
Indigenous persons with disabilities face exceptionally difficult barriers both because they are indigenous and because they are disabled. The Permanent Forum recommends that States develop and provide full access to educational opportunities on an equitable basis and without discrimination for indigenous persons, as recognized in the United Nations Declaration on the Rights of Indigenous Peoples and in the Convention on the Rights of Persons with Disabilities. In particular, the Forum recommends that sign language education curricula be developed, in consultation with deaf indigenous persons, which reflect their cultures, issues, needs and preferences. Where there is State or international cooperation on education, indigenous persons with disabilities should be included. The Forum recommends that countries that have not yet ratified the Convention on the Rights of Persons with Disabilities do so urgently.
Area of Work: Education
Addressee: UN agencies
Paragraph Number: 19
Session: 10 (2011)
Full Text:
Conservation, environmental and other non-governmental organizations ensure that their forest-related programmes and policies use the human rights-based and ecosystem approach to forest conservation. This includes the integration of the implementation of the Declaration in their forest programmes.
Area of Work: Environment
Addressee: SCBD
Paragraph Number: 57
Session: 2 (2003)
Full Text:
The Forum recommends the establishment of an international ethical code on bio-prospecting in order to avoid bio-piracy and ensure the respect for indigenous cultural and intellectual heritage. Under the framework of the Convention, a mechanism should be established for the repatriation and devolution of genetic materials collections to indigenous peoples. The Forum recommends to the Convention secretariat that the global taxonomy initiative incorporate an ethical principles and social framework for the protection of indigenous peoples’ rights to their lands, traditional knowledge and resources before its implementation.
Area of Work: Environment
Paragraph Number: 19
Session: 7 (2008)
Full Text:
The Forum recommends that States, United Nations agencies, bodies and funds, other multilateral bodies and financial institutions and other donors provide technical and financial support to protect and nurture indigenous peoples’ natural resource management, environment-friendly technologies, biodiversity and cultural diversity and low-carbon, traditional livelihoods (pastoralism; rotational or swidden agriculture; hunting and gathering and trapping; marine and coastal livelihoods; high mountain agriculture; etc.). The Forum further recommends that discussions and negotiations on strengthening the links between climate change, biodiversity and cultural diversity under the Convention on Biological Diversity or the United Nations Framework Convention on Climate Change ensure the effective participation of indigenous peoples.
Area of Work: Environment
Addressee: Member States, UN Systems/UN Agencies
Paragraph Number: 57
Session: 6 (2007)
Full Text:
The Permanent Forum takes note of the following reports: (a)“Cultural indicators for food security, food sovereignty and sustainable development”, from the second Global Consultation on the Right to Food, Food Security and Food Sovereignty for Indigenous Peoples, held in Bilwi, Puerto Cabezas, Nicaragua, from 7 to 9 September 2006;(b) The Latin America and the Caribbean regional meeting on indicators, held in Bilwi, Puerto Cabezas, Nicaragua in September 2006;(c)Meeting on indigenous peoples and indicators of well-being; Aboriginal Policy Research Conference, Ottawa, 22 and 23 March 2006; (d)Asia Regional Workshop on Indicators Relevant for Indigenous Peoples, Convention on Biological Diversity and Millennium Development Goals, Mindoro Oriental, Philippines, November 2006;(e)African Regional Expert Workshop on Indicators of Well-being and Indigenous Peoples, Nairobi, November 2006.--The Permanent Forum further recommends that United Nations agencies, Member States and indigenous peoples utilize these indicators and support further efforts to develop them and to test some of these indicators in some countries.
Area of Work: Environment
