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Analysis of the impacts of international investment agreements on the rights of indigenous peoples 2016, para. 4
- Paragraph text
- In her 2015 report to the General Assembly (A/70/301), the Special Rapporteur concluded that the protections that international investment agreements provide to foreign investors can have significant impacts on indigenous peoples' rights. In order to gain further insights into the issue she sent questionnaires to States Members of the United Nations, indigenous peoples and civil society organizations and, in cooperation with the International Work Group for Indigenous Affairs, the Asia Indigenous Peoples Pact, the Columbia Center on Sustainable Investment and the Indigenous Peoples' International Centre for Policy Research and Education (Tebtebba), organized a series of regional and global consultations with indigenous peoples and experts in the area of international investment law and human rights.
- Body
- Special Rapporteur on the rights of indigenous peoples
- Document type
- Special Procedures' report
- Topic(s)
- Economic Rights
- Education
- Governance & Rule of Law
- Person(s) affected
- Ethnic minorities
- Year
- 2016
Paragraph
Implementation of the United Nations Declaration on the Rights of Indigenous Peoples and the work of the Special Rapporteur on the rights of indigenous peoples 2017, para. 31
- Paragraph text
- Certain countries have developed sectoral laws on specific indigenous peoples’ rights, such as in the fields of language, health and education, or established processes for participation or land rights recognition. The elaboration of legislation to operationalize the State duty to consult indigenous peoples is an ongoing process in Latin America. Peru adopted a law to this effect and discussions on potential new legal instruments are taking place, for instance, in Colombia, Costa Rica, Guatemala and Honduras. Legislation addressing indigenous peoples in particular circumstances, such as isolated indigenous peoples and indigenous peoples in recent contact has also been developed in Bolivia, Ecuador and Peru. General sectoral laws in some countries consider specific measures related to indigenous peoples. Dialogue processes for the development of new legislation are taking place in several countries, including transnational instruments as the Nordic Sami Convention.
- Body
- Special Rapporteur on the rights of indigenous peoples
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Governance & Rule of Law
- Health
- Social & Cultural Rights
- Person(s) affected
- Ethnic minorities
- Year
- 2017
Paragraph
Implementation of the United Nations Declaration on the Rights of Indigenous Peoples and the work of the Special Rapporteur on the rights of indigenous peoples 2017, para. 38
- Paragraph text
- Adequate policies must meet two basic criteria: they should conform to the international human rights standards on indigenous peoples; and they should be developed in cooperation with them and with their full participation, with the aim of strengthening their self-determination. This may require a reinterpretation of the concept of development in the light of the Declaration, ensuring that the agency of indigenous peoples as development actors is recognized in the reconceptualization of the issues classically addressed by public policies such as economic development, health or education. Public policies that do not conform with international human rights standards on the rights of indigenous peoples are likely to further violate those rights.
- Body
- Special Rapporteur on the rights of indigenous peoples
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Health
- Social & Cultural Rights
- Person(s) affected
- Ethnic minorities
- Year
- 2017
Paragraph
Implementation of the United Nations Declaration on the Rights of Indigenous Peoples and the work of the Special Rapporteur on the rights of indigenous peoples 2017, para. 40
- Paragraph text
- Public policies should address the underlying causes of poverty and marginalization that indigenous peoples suffer as a result of the denial of their rights. They should also be considered as elements of the coordinated and systematic action States should develop to ensure that indigenous peoples enjoy their collective and individual human rights, and not as marginal, stand-alone initiatives dependent on available funding. The mandate holder has observed positive examples of public policies to implement indigenous rights on different sectoral issues, such as for example the National Aboriginal and Torres Strait Islander Health Plan 2013-2023 which affirms that it adopts a human rights-based approach informed by the Declaration. Other examples include the Whanau Ora policy in New Zealand; the bilingual intercultural education programme in Panama and the policies for the protection of indigenous peoples in isolation and recent contact in Bolivia and Ecuador. In El Salvador the recently adopted national policy on indigenous peoples considers the Declaration as its framework. Canada is undertaking a review of its policies to ensure coherence with the Declaration, and dialogue processes with indigenous peoples on public policies are ongoing in Costa Rica or Paraguay.
- Body
- Special Rapporteur on the rights of indigenous peoples
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Social & Cultural Rights
- Person(s) affected
- Ethnic minorities
- Year
- 2017
Paragraph
Implementation of the United Nations Declaration on the Rights of Indigenous Peoples and the work of the Special Rapporteur on the rights of indigenous peoples 2017, para. 81
- Paragraph text
- Academic institutions have developed quite a number of good practices, which should be supported and replicated, in terms of increasing respect and understanding of the rights of indigenous peoples. This includes supporting their rights to their own knowledge, promotion of indigenous-led research, and incorporation of indigenous rights in university curricula or scholarship programmes for indigenous students.
- Body
- Special Rapporteur on the rights of indigenous peoples
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Social & Cultural Rights
- Person(s) affected
- Ethnic minorities
- Year
- 2017
Paragraph
Ongoing obstacles to the full realization of indigenous peoples’ rights; vision for the mandate 2014, para. 19
- Paragraph text
- However, even when State authorities are aware of international standards, there is need for further guidance on how to implement the standards. A first step is undoubtedly, together with indigenous peoples, to assess needs, identify priorities and develop strategic action plans with goals and time frames for implementation. Planning that takes into account and incorporates steps to implement indigenous peoples' rights can take place in the context of the development of broader education, health, housing, elections, local governance and resource development strategies (see A/HRC/24/41, paras. 49-51), as well as in other areas. Involving indigenous peoples at the outset in planning will go a long way in speeding up implementation and avoiding conflicts about how implementation is carried out down the road; yet, it is a step that is often overlooked.
- Body
- Special Rapporteur on the rights of indigenous peoples
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Ethnic minorities
- Year
- 2014
Paragraph
Ongoing obstacles to the full realization of indigenous peoples’ rights; vision for the mandate 2014, para. 41
- Paragraph text
- The United Nations Declaration on the Rights of Indigenous Peoples, in various articles, promotes as one of its central themes the elimination of discrimination against indigenous peoples. In particular, article 15 provides that "States shall take effective measures, in consultation and cooperation with the indigenous peoples concerned, to combat prejudice and eliminate discrimination and to promote tolerance, understanding and good relations among indigenous peoples and all other segments of society". Shifting attitudes and entrenched perceptions is no easy task, but it can be assisted to a great extent by increasing indigenous peoples' participation in decision-making, through widespread education and awareness-raising programmes and, perhaps obviously, by governments themselves demonstrating a commitment to the implementation of indigenous peoples' rights. The Special Rapporteur notes that the United Nations system can contribute to these efforts.
- Body
- Special Rapporteur on the rights of indigenous peoples
- Document type
- Special Procedures' report
- Topic(s)
- Civil & Political Rights
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Person(s) affected
- Ethnic minorities
- Year
- 2014
Paragraph
Ongoing obstacles to the full realization of indigenous peoples’ rights; vision for the mandate 2014, para. 42
- Paragraph text
- The nearly universal disadvantageous social and economic conditions of indigenous peoples as compared to the majority of the population in the societies in which they live present barriers to the full exercise of their human rights. Unless indigenous peoples enjoy certain minimum conditions of well-being, they will be unable to truly thrive with their rights intact. According to many different indicators, indigenous peoples fare worse than their non-indigenous counterparts in terms of their development, including with regard to levels of poverty, education, health, unemployment, housing conditions, clean water and sanitation.
- Body
- Special Rapporteur on the rights of indigenous peoples
- Document type
- Special Procedures' report
- Topic(s)
- Economic Rights
- Education
- Equality & Inclusion
- Health
- Poverty
- Social & Cultural Rights
- Water & Sanitation
- Person(s) affected
- Ethnic minorities
- Year
- 2014
Paragraph
Ongoing obstacles to the full realization of indigenous peoples’ rights; vision for the mandate 2014, para. 52
- Paragraph text
- [Clearly, existing and future economic investment and trade agreements and treaties, as well as conventions on the environment and on culture, have a direct impact on the economic, social, environmental and cultural rights of indigenous peoples. There are numerous issues that merit thematic attention. Nevertheless, in order to maximize the impact of her investigations, the Special Rapporteur intends to focus her efforts over the next three years of her mandate on issues surrounding economic, social, cultural and environmental rights of indigenous peoples, which could include, but are not limited to, the following:] Issues related to the right to education of indigenous peoples, especially bilingual and intercultural education and access to appropriate and culturally sensitive educational services;
- Body
- Special Rapporteur on the rights of indigenous peoples
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Environment
- Social & Cultural Rights
- Person(s) affected
- Ethnic minorities
- Year
- 2014
Paragraph
Overview of the activities carried during the first three-year term of the mandate 2011, para. 73
- Paragraph text
- States should engage in comprehensive reviews of their existing legislation and administrative programmes to identify where they may be incompatible with the Declaration. This would include a review of all laws and programmes touching upon indigenous peoples' rights and interests, including those related to natural resource development, land, education and administration of justice. On the basis of such a review, necessary legal and programmatic reforms should be developed and implemented in consultation with indigenous peoples.
- Body
- Special Rapporteur on the rights of indigenous peoples
- Document type
- Special Procedures' report
- Topic(s)
- Civil & Political Rights
- Education
- Environment
- Governance & Rule of Law
- Social & Cultural Rights
- Person(s) affected
- Ethnic minorities
- Year
- 2011
Paragraph
Overview of the activities carried during the first three-year term of the mandate 2011, para. 74
- Paragraph text
- States should be committed to devoting significant human and financial resources to take the measures required to implement the Declaration. Such measures typically include the demarcation or return of indigenous lands, the development of culturally appropriate educational programmes, support for indigenous self-governance institutions and the many other measures contemplated by the Declaration.
- Body
- Special Rapporteur on the rights of indigenous peoples
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Social & Cultural Rights
- Person(s) affected
- Ethnic minorities
- Year
- 2011
Paragraph
Overview of the activities carried during the first three-year term of the mandate 2011, para. 87
- Paragraph text
- A good faith effort towards consensual decision-making requires that States endeavour to create a climate of confidence with indigenous peoples that allows for a productive dialogue. This is particularly important in relation to indigenous peoples given their historic exclusion from decision-making processes and consequent lack of trust in State institutions. Furthermore, indigenous peoples are typically disadvantaged in terms of political influence, financial resources, access to information and relevant education in comparison to State institutions or private parties, such as companies, that are their counterparts in the consultations.
- Body
- Special Rapporteur on the rights of indigenous peoples
- Document type
- Special Procedures' report
- Topic(s)
- Civil & Political Rights
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Social & Cultural Rights
- Person(s) affected
- Ethnic minorities
- Year
- 2011
Paragraph
Overview of the activities carried during the first three-year term of the mandate 2011, para. 114
- Paragraph text
- We resolve to take action to enhance agricultural research, extension services, training and education to improve agricultural productivity and sustainability through the voluntary sharing of knowledge and good practices. We further resolve to improve access to information, technical knowledge and know-how, including through new information and communications technologies that empower farmers, fisherfolk and foresters to choose among diverse methods of achieving sustainable agricultural production. We call for the strengthening of international cooperation on agricultural research for development.
- Body
- Special Rapporteur on the rights of indigenous peoples
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Environment
- Equality & Inclusion
- Person(s) affected
- Ethnic minorities
- Year
- 2011
Paragraph
Overview of the activities carried during the first three-year term of the mandate 2011, para. 132
- Paragraph text
- We note that transportation and mobility are central to sustainable development. Sustainable transportation can enhance economic growth and improve accessibility. Sustainable transport achieves better integration of the economy while respecting the environment. We recognize the importance of the efficient movement of people and goods and access to environmentally sound, safe and affordable transportation as a means to improve social equity, health, resilience of cities, urban-rural linkages and productivity of rural areas. In this regard, we take into account road safety as part of our efforts to achieve sustainable development.
- Body
- Special Rapporteur on the rights of indigenous peoples
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Environment
- Equality & Inclusion
- Movement
- Social & Cultural Rights
- Person(s) affected
- Ethnic minorities
- Year
- 2011
Paragraph
Overview of the activities carried during the first three-year term of the mandate 2011, para. 181
- Paragraph text
- We agree to effectively implement the Istanbul Programme of Action and to fully integrate its priority areas into the present framework for action, the broader implementation of which will contribute to the overarching goal of the Istanbul Programme of Action of enabling half the least developed countries to meet the criteria for graduation by 2020.
- Body
- Special Rapporteur on the rights of indigenous peoples
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Person(s) affected
- Ethnic minorities
- Year
- 2011
Paragraph
Overview of the activities carried during the first three-year term of the mandate 2011, para. 229
- Paragraph text
- We reaffirm our commitments to the right to education, and in this regard we commit to strengthen international cooperation to achieve universal access to primary education, particularly for developing countries. We further reaffirm that full access to quality education at all levels is an essential condition for achieving sustainable development, poverty eradication, gender equality and women's empowerment, as well as human development, for the attainment of the internationally agreed development goals, including the Millennium Development Goals, and for the full participation of both women and men, in particular young people. In this regard, we stress the need for ensuring equal access to education for persons with disabilities, indigenous peoples, local communities, ethnic minorities and people living in rural areas.
- Body
- Special Rapporteur on the rights of indigenous peoples
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Ethnic minorities
- Men
- Women
- Youth
- Year
- 2011
Paragraph
Overview of the activities carried during the first three-year term of the mandate 2011, para. 230
- Paragraph text
- We recognize that the younger generations are the custodians of the future, and the need for better quality and access to education beyond the primary level. We therefore resolve to improve the capacity of our education systems to prepare people to pursue sustainable development, including through enhanced teacher training, the development of sustainability curricula, the development of training programmes that prepare students for careers in fields related to sustainability, and more effective use of information and communications technologies to enhance learning outcomes. We call for enhanced cooperation among schools, communities and authorities in efforts to promote access to quality education at all levels.
- Body
- Special Rapporteur on the rights of indigenous peoples
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Ethnic minorities
- Youth
- Year
- 2011
Paragraph
Overview of the activities carried during the first three-year term of the mandate 2011, para. 231
- Paragraph text
- We encourage Member States to promote sustainable development awareness among youth, inter alia by promoting programmes for non-formal education in accordance with the goals of the United Nations Decade of Education for Sustainable Development (2005-2014).
- Body
- Special Rapporteur on the rights of indigenous peoples
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Ethnic minorities
- Youth
- Year
- 2011
Paragraph
Overview of the activities carried during the first three-year term of the mandate 2011, para. 232
- Paragraph text
- We emphasize the importance of greater international cooperation to improve access to education, including by building and strengthening education infrastructure and increasing investment in education, particularly investment to improve the quality of education for all in developing countries. We encourage international educational exchanges and partnerships, including the creation of fellowships and scholarships to help to achieve global education goals.
- Body
- Special Rapporteur on the rights of indigenous peoples
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Ethnic minorities
- Year
- 2011
Paragraph
Overview of the activities carried during the first three-year term of the mandate 2011, para. 233
- Paragraph text
- We resolve to promote education for sustainable development and to integrate sustainable development more actively into education beyond the Decade of Education for Sustainable Development.
- Body
- Special Rapporteur on the rights of indigenous peoples
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Ethnic minorities
- Year
- 2011
Paragraph
Overview of the activities carried during the first three-year term of the mandate 2011, para. 234
- Paragraph text
- We strongly encourage educational institutions to consider adopting good practices in sustainability management on their campuses and in their communities, with the active participation of, inter alia, students, teachers and local partners, and teaching sustainable development as an integrated component across disciplines.
- Body
- Special Rapporteur on the rights of indigenous peoples
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Environment
- Equality & Inclusion
- Person(s) affected
- Ethnic minorities
- Year
- 2011
Paragraph
Overview of the activities carried during the first three-year term of the mandate 2011, para. 235
- Paragraph text
- We underscore the importance of supporting educational institutions, especially higher educational institutions in developing countries, to carry out research and innovation for sustainable development, including in the field of education, and to develop quality and innovative programmes, including entrepreneurship and business skills training, professional, technical and vocational training and lifelong learning, geared to bridging skills gaps for advancing national sustainable development objectives.
- Body
- Special Rapporteur on the rights of indigenous peoples
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Ethnic minorities
- Year
- 2011
Paragraph
Rights of indigenous peoples, including their economic, social and cultural rights in the post-2015 development framework 2014, para. 19
- Paragraph text
- The principles of self-determination and non-discrimination permeate the broad range of economic and social rights. For example, in the context of health, the practical implications of these general principles are that health services should not only aim at closing the gaps in health outcomes between indigenous and non-indigenous individuals, but also incorporate and strengthen the traditional medicine and health practices of indigenous peoples. In the area of education, general and contextualized standards guarantee the equal rights of indigenous individuals to education without discrimination, as well as the right to establish their own educational institutions, in conformity with their own convictions. In addition, the right to work enshrined in various instruments of general applicability encompasses the right of indigenous peoples to pursue traditional occupations, such as sustainable pastoralism, hunting, gathering, fishing and shifting cultivation, as well as equal access to pursue such occupations, that is, indigenous peoples should enjoy "access to credit, market facilities, agricultural extension and skills training facilities on an equal footing with other parts of the population".
- Body
- Special Rapporteur on the rights of indigenous peoples
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Health
- Person(s) affected
- Ethnic minorities
- Year
- 2014
Paragraph
Rights of indigenous peoples, including their economic, social and cultural rights in the post-2015 development framework 2014, para. 21
- Paragraph text
- The Committee notes that the right "to take part in" culture life enshrined in article 15(1) of the International Covenant on Economic, Social and Cultural Rights covers, inter alia, the individual and collective rights to: choose one's own identity; engage in one's own cultural practices; speak the language of one's choice; know and understand one's own culture and that of others; receive quality education and training with due regard for cultural identity; follow a way of life associated with the use of cultural goods and resources such as land, water, biodiversity, language or specific institutions; and be involved in creating the spiritual, material, intellectual and emotional expressions of the community.
- Body
- Special Rapporteur on the rights of indigenous peoples
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Social & Cultural Rights
- Person(s) affected
- Ethnic minorities
- Year
- 2014
Paragraph
Rights of indigenous peoples, including their economic, social and cultural rights in the post-2015 development framework 2014, para. 25
- Paragraph text
- The Declaration, in particular with regard to economic, social and cultural rights, points out in numerous articles the need for States to adopt "effective" or "specific" measures or to take "necessary steps" to overcome discrimination and ensure the progressive achievement of these rights. In general, article 21(2) stipulates that "States shall take effective measures and, where appropriate, special measures to ensure continuing improvement of their [indigenous peoples'] economic and social conditions". More specifically, the Declaration calls for: measures to: safeguard the cultural values and identity of indigenous peoples and prevent their forced assimilation or integration (article 8(2)); protection of their right to revitalize, use, develop and transmit their cultural heritage (article 13(1 and 2)); ensured access to education in their own culture and their own language (article 14); protection of indigenous children from economic exploitation and child labour (article 17(2)); protection of indigenous women and children against violence and discrimination (article 22(2)); and the right to achieve the highest attainable standard of physical and mental health (article 24(2)).
- Body
- Special Rapporteur on the rights of indigenous peoples
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Health
- Social & Cultural Rights
- Person(s) affected
- Children
- Ethnic minorities
- Women
- Year
- 2014
Paragraph
Rights of indigenous peoples, including their economic, social and cultural rights in the post-2015 development framework 2014, para. 50
- Paragraph text
- However, one limitation of the disaggregation of data collected against common socioeconomic indicators is that such data may essentially serve to monitor discrimination against indigenous individuals in terms of their access to and achievement of social and economic rights while providing little information on the range of attributes of these rights pertaining to the right to self-determination. For example, disaggregated data may show a gap in educational outcomes, but will not supply information as to whether the education provided was culturally appropriate, or whether the student was able to learn in his or her own language, for example. Likewise, a simple registration of increased income may be read as indicating positive progress, even in situations where indigenous peoples have been forced to leave a more subsistence-oriented economy.
- Body
- Special Rapporteur on the rights of indigenous peoples
- Document type
- Special Procedures' report
- Topic(s)
- Economic Rights
- Education
- Equality & Inclusion
- Social & Cultural Rights
- Person(s) affected
- Ethnic minorities
- Year
- 2014
Paragraph
Rights of indigenous peoples, including their economic, social and cultural rights in the post-2015 development framework 2014, para. 57
- Paragraph text
- An essential element of overcoming discrimination and achieving the economic, social and cultural rights of indigenous peoples is the design and delivery of adequate social services, particularly within the education and health sectors. As noted above and further here, culturally appropriate services are not only required by international human rights standards, especially as articulated in the Declaration on the Rights of Indigenous Peoples, they also are related to higher achievement outcomes. It can already be concluded that although enormous progress has been made with regard to the 2015 goals and targets, they will not be met for disadvantaged indigenous peoples, unless governments direct more attention - and resources - towards them.
- Body
- Special Rapporteur on the rights of indigenous peoples
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Health
- Social & Cultural Rights
- Person(s) affected
- Ethnic minorities
- Year
- 2014
Paragraph
Rights of indigenous peoples, including their economic, social and cultural rights in the post-2015 development framework 2014, para. 59
- Paragraph text
- One aspect of culturally appropriate social services involves providing such services to indigenous peoples in the places where they live. Many indigenous peoples live in rural and isolated areas, where there is often limited availability of medicines and teaching materials, low professional attainment on the part of the teachers and health workers locally deployed and poor school and clinic infrastructure. Country reports by the previous Special Rapporteurs are replete with examples of these conditions. In parallel, an ever-increasing number of indigenous peoples live in urban areas where culturally appropriate services, such as mother tongue education, are often not available. Measures must be put in place to ensure that indigenous peoples can enjoy the same social and economic rights as other segments of the population, without having to sacrifice important aspects of their cultures or ways of life, including their attachment to their traditional lands and the transmission of their languages to future generations.
- Body
- Special Rapporteur on the rights of indigenous peoples
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Health
- Social & Cultural Rights
- Person(s) affected
- Ethnic minorities
- Year
- 2014
Paragraph
Rights of indigenous peoples, including their economic, social and cultural rights in the post-2015 development framework 2014, para. 60
- Paragraph text
- In the context of education, the Declaration on the Rights of Indigenous Peoples underlines the importance for indigenous peoples of: education in their own languages; culturally appropriate methods of teaching and learning; and the reflection of their cultures, traditions, histories and aspirations in educational curricula (see articles 14(1) and 15(1)). However, in many places, prejudices and negative stereotyping of indigenous culture and identity remain a major challenge, and indigenous peoples face discrimination in schools, both from other students and from teachers. The United Nations Educational, Scientific and Cultural Organization (UNESCO) has carried out an exhaustive investigation into this issue, the results of which are contained in its 2010 Education for All Global Monitoring Report: Reaching the marginalized. The report affirms that "[s]tigmatization is a potent source of marginalization that children bring with them to the classroom. From Aboriginals in Australia to the indigenous people of Latin America, failure to provide home language instruction has often been part of a wider process of cultural subordination and social discrimination".
- Body
- Special Rapporteur on the rights of indigenous peoples
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Person(s) affected
- Children
- Ethnic minorities
- Year
- 2014
Paragraph
Rights of indigenous peoples, including their economic, social and cultural rights in the post-2015 development framework 2014, para. 61
- Paragraph text
- In general, disadvantages do not exist in isolation and there are numerous examples that demonstrate how poverty and gender discrimination contribute to exacerbating educational deprivation among indigenous peoples throughout the world. The UNESCO report identifies the following measures to overcome marginalization in education, all of which are valid options for addressing the problems encountered by indigenous peoples: setting national equity-based targets, which focus on marginalized sections of the population; gathering disaggregated data to identify marginalized groups and monitor their progress; identifying the drivers of marginalization for specific groups; adopting an integrated policy approach that addresses interlocking causes of disadvantage, within education and beyond, including by improving affordability and accessibility, strengthening the learning environment; and honouring and expanding entitlements and opportunities.
- Body
- Special Rapporteur on the rights of indigenous peoples
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Gender
- Poverty
- Person(s) affected
- Ethnic minorities
- Year
- 2014
Paragraph