How are people’s lives linked to the Sustainable Development Goals? This film tells the stories of three families in the Coastal, Highlands and Central regions of Papua New Guinea. It documents the challenges they face in their daily lives, how they are over coming these and their aspirations for the future.
When states and religious denominations developed formal education for indigenous peoples, indigenous cultures, languages and practices were often ignored or discouraged. The education sector is a particular arena that not only mirrors and condenses the historical abuses, discrimination and marginalization suffered by indigenous peoples, but also reflects their continued struggle for equality and respect for their rights as peoples and as individuals.
Efforts should be made to ensure that indigenous peoples have access to education that is culturally and linguistically appropriate and that does not aim at or result in unwanted assimilation.
Learn more about the International Day of the World’s Indigenous Peoples: http://bit.ly/idwip16
MESSAGE ON THE INTERNATIONAL DAY OF THE WORLD’S INDIGENOUS PEOPLES
9 August 2016
The 2030 Agenda for Sustainable Development, adopted by world leaders last year, is predicated on the principle of leaving no one behind in the journey to a world of peace and dignity, opportunity and prosperity. Among those most vulnerable to being left behind are indigenous peoples.
Indigenous peoples face a wide range of challenges including systematic discrimination, denial of their land and territorial rights and inadequate access to essential services. Indigenous peoples regularly face stigmatization of their cultural identity and lack of respect and recognition for their heritage and values, including in textbooks and other educational materials. Their marginalization is often compounded by language barriers. Instruction is mainly in the national language, with little or no instruction in, or recognition of, indigenous languages.
This has grave consequences. Around the globe, indigenous youth are graduating from high school at rates well below the national average. In some countries, less than 40 per cent of indigenous children attend school full-time. In many others, few indigenous children complete a full high school education. This is unacceptable. We will not achieve the Sustainable Development Goals if we fail to address the educational needs of indigenous peoples.
In recent decades, the world has progressed considerably in advocating for the rights of indigenous peoples. The United Nations now has three specific mechanisms to advance their cause: the Permanent Forum on Indigenous Issues; the Special Rapporteur on the Rights of Indigenous Peoples; and the Expert Mechanism on the Rights of Indigenous Peoples. We also have the United Nations Declaration on the Rights of Indigenous Peoples. Adopted by the General Assembly on 13 September 2007, the Declaration is the definitive benchmark for the recognition, promotion and protection of the rights of indigenous peoples.
In September 2014, the first World Conference on Indigenous Peoples adopted an action oriented outcome document to achieve the ends of the Declaration on the Rights of Indigenous Peoples. As a direct result we now have a UN System Wide Action Plan to promote awareness and action to support the implementation of the UN Declaration, particularly at the country level.
On this International Day of the World’s Indigenous Peoples, I call on Governments everywhere to draw on the guidance of this international framework to improve access to education for indigenous people and to reflect their experiences and culture in places of learning. Let us commit to ensuring indigenous peoples are not left behind as we pursue the vision of the Sustainable Development Goals.
Familiarizing with a tool to communicate educational data was the focus of a one-day workshop jointly organized by the UNESCO Apia Office and UNESCO Institute of Statistics (UIS). The workshop held at the UNESCO compound on the 26th of July focused on Data Visualization and Analysis. The goal of the workshop was to build up the capacity of individuals working in the field of education statistics and also to foster collaboration between various sectors and stakeholders. Continue reading
Education reforms and the education of vulnerable children are among the issues to be assessed in the Republic of Fiji by the United Nations Special Rapporteur on the right to education, Kishore Singh, during his visit to the country from 7 to 15 December 2015. Continue reading
In its anniversary year the United Nations Information Centre in Canberra organised a series of school visits as part of the UN4U program. UN4U is an outreach program which brings UN officials to speak to students in their schools. When first established in 2007, UN4U focused on outreach to New York City public schools and was centered around UN Day activities on October 24. Continue reading
2015 will be a critical year for the global community and the United Nations. It is the year we face several decisions – on disaster risk reduction, financing for development, sustainable development and climate – that will shape our collective futures for generations to come. The “2015 Time for Global Action” campaign Continue reading