Международный день коренных народов мира, 9 августа.
International Day of the World's Indigenous Peoples, 9 August.
世界土著人民国际日, 8月9日.
Día Internacional de los Pueblos Indígenas, 9 de agosto.
Journée internationale des peuples autochtones, 9 août.
أغسطس 9.,اليوم الدولي للشعوب الأصلية في العالم
Theme 2016 : Indigenous Peoples' Right to Education.
Statement by the United Nations Secretary- General, Mr. Ban Ki-moon for the International Day of the World's Indigenous Peoples 2016, August 9.
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 peoples 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.
Other Statements
Forum : International Day of the World’s Indigenous People - August 9.
On Twitter, follow #WeAreIndigenous and @UN4Indigenous
The right of indigenous peoples to education is protected by the UN Declaration on the Rights of Indigenous Peoples, which in Article 14 states that “Indigenous peoples have the right to establish and control their educational systems and institutions providing education in their own languages, in a manner appropriate to their cultural methods of teaching and learning.”
The right of indigenous peoples to education is also protected by a number of other international human rights instruments, including the Universal Declaration of Human Rights.
Goal 4 of the 2030 Agenda for Sustainable Development calls for ensuring equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situations.
In spite of these instruments, the right to education has not been fully realized for most indigenous peoples, and a critical education gap exists between indigenous peoples and the general population.
Where data exist, they show consistent and persistent disparities between the indigenous and the non-indigenous population in terms of educational access, retention and achievement, in all regions of the world.
The education sector not only mirrors 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.
EVENTS: Commemoration of the International Day of the World's Indigenous Peoples 2016.
3:00 p.m. to 6:00 p.m.
Live broadcasting : Press briefing on the occasion of the International Day of the World’s Indigenous People - August 9, with a focus on Indigenous peoples and the ' right to education. UN Web TV Speakers: Álvaro Pop, Chair of the UN Permanent Forum on Indigenous Issues (Maya Q'eqchi, Guatemala); Karla Jessen Williamson, University of Saskatchewan, Canada (Inuit, Greenland); Octaviana Trujillo, Northern Arizona University (Yaqui, USA).
On the occasion of the International Day of The World’s Indigenous Peoples 2016, this event was co-organized by the Secretariat of the United Nations Permanent Forum on Indigenous Issues, United Nations DESA Division for Social Policy and Development - DSPD, United Nations Department of Economic and Social Affairs (DESA), and the UN DPI (Department of Public Information).
UN Information Centres around the world are holding events and activities in observance of the International Day on or around 9 August 2016.
Among them are:
Colombia: Events on the right to education across nine different localities, as well as an event bringing together indigenous peoples from across the region to discuss the Sustainable Development Goals (2030 Agenda), with a special focus on access to education.
Ghana: Visit by a youth group to a children's home in a rural community of indigenous peoples.
Peru: Dialogue with Tarcila Rivera, incoming member of the UN Permanent Forum on Indigenous Issues, with 250 students from 10 schools, with a special focus on the right of indigenous peoples to education.
Sri Lanka: Discussion session with the indigenous Vedda people in the remote village of Dambana, to raise awareness of the UN Declaration on the Rights of Indigenous Peoples.
Indonesia: Events in partnership with the Ministry of Education and Culture and the Indigenous Peoples Alliance of the Archipelago, including a parade showcasing indigenous traditions, dress, music and arts; a one-day seminar on improving access to education for indigenous populations; and performances by some of Indonesia’s over 1,000 indigenous tribes.
Honduras: Event with the indigenous Pech people in a rural community of Olancho, to promote education and food security rights and showcase indigenous traditions, music and art.
Publications :
Minority Group International - The State of the World' Minorities and Indigenous Peoples 2016
The 2016 edition of State of the World’s Minorities and Indigenous Peoples highlights the impact of Armed Conflict, Indigenous land rights, Ancestral Lands dispossession, Forced assimilation and Discrimination on the most fundamental aspects of minority and indigenous identities, namely their Languages, Art, Traditional Knowledge and Spirituality.
International Day of the World's Indigenous Peoples, 9 August.
世界土著人民国际日, 8月9日.
Día Internacional de los Pueblos Indígenas, 9 de agosto.
Journée internationale des peuples autochtones, 9 août.
أغسطس 9.,اليوم الدولي للشعوب الأصلية في العالم
Theme 2016 : Indigenous Peoples' Right to Education.
Statement by the United Nations Secretary- General, Mr. Ban Ki-moon for the International Day of the World's Indigenous Peoples 2016, August 9.
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 peoples 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.
- Message from Director-General of UNESCO
- Message from Director General of WIPO
- Message from the Executive Secretary of the CBD
- Message from Executive Director of UN Women
- Joint Message from the UN Mechanisms on Indigenous Peoples
- Message from UNICEF, UNFPA and UNESCO’s Asia Pacific Regional Directors
- Message from ILO Director-General
- Message from the UN Resident Coordinator in Bangladesh
- Message from UNICEF Regional Director for Latin America and Caribbean
Forum : International Day of the World’s Indigenous People - August 9.
On Twitter, follow #WeAreIndigenous and @UN4Indigenous
The right of indigenous peoples to education is protected by the UN Declaration on the Rights of Indigenous Peoples, which in Article 14 states that “Indigenous peoples have the right to establish and control their educational systems and institutions providing education in their own languages, in a manner appropriate to their cultural methods of teaching and learning.”
The right of indigenous peoples to education is also protected by a number of other international human rights instruments, including the Universal Declaration of Human Rights.
Goal 4 of the 2030 Agenda for Sustainable Development calls for ensuring equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situations.
In spite of these instruments, the right to education has not been fully realized for most indigenous peoples, and a critical education gap exists between indigenous peoples and the general population.
Where data exist, they show consistent and persistent disparities between the indigenous and the non-indigenous population in terms of educational access, retention and achievement, in all regions of the world.
The education sector not only mirrors 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.
EVENTS: Commemoration of the International Day of the World's Indigenous Peoples 2016.
Tuesday, 9 August 2016
ECOSOC Chamber3:00 p.m. to 6:00 p.m.
Live broadcasting : Press briefing on the occasion of the International Day of the World’s Indigenous People - August 9, with a focus on Indigenous peoples and the ' right to education. UN Web TV Speakers: Álvaro Pop, Chair of the UN Permanent Forum on Indigenous Issues (Maya Q'eqchi, Guatemala); Karla Jessen Williamson, University of Saskatchewan, Canada (Inuit, Greenland); Octaviana Trujillo, Northern Arizona University (Yaqui, USA).
Indigenous Peoples' Organizations, National Human Rights Institutions, indigenous Members of Parliament, and friends of indigenous peoples could registered.
Indigenous Peoples' Right to Education - Interactive dialogue. UN Web TV
Indigenous Peoples' Right to Education - Interactive dialogue. UN Web TV
On the occasion of the International Day of The World’s Indigenous Peoples 2016, this event was co-organized by the Secretariat of the United Nations Permanent Forum on Indigenous Issues, United Nations DESA Division for Social Policy and Development - DSPD, United Nations Department of Economic and Social Affairs (DESA), and the UN DPI (Department of Public Information).
Among them are:
Colombia: Events on the right to education across nine different localities, as well as an event bringing together indigenous peoples from across the region to discuss the Sustainable Development Goals (2030 Agenda), with a special focus on access to education.
Ghana: Visit by a youth group to a children's home in a rural community of indigenous peoples.
Peru: Dialogue with Tarcila Rivera, incoming member of the UN Permanent Forum on Indigenous Issues, with 250 students from 10 schools, with a special focus on the right of indigenous peoples to education.
Sri Lanka: Discussion session with the indigenous Vedda people in the remote village of Dambana, to raise awareness of the UN Declaration on the Rights of Indigenous Peoples.
Indonesia: Events in partnership with the Ministry of Education and Culture and the Indigenous Peoples Alliance of the Archipelago, including a parade showcasing indigenous traditions, dress, music and arts; a one-day seminar on improving access to education for indigenous populations; and performances by some of Indonesia’s over 1,000 indigenous tribes.
Honduras: Event with the indigenous Pech people in a rural community of Olancho, to promote education and food security rights and showcase indigenous traditions, music and art.
Publications :
Minority Group International - The State of the World' Minorities and Indigenous Peoples 2016
The 2016 edition of State of the World’s Minorities and Indigenous Peoples highlights the impact of Armed Conflict, Indigenous land rights, Ancestral Lands dispossession, Forced assimilation and Discrimination on the most fundamental aspects of minority and indigenous identities, namely their Languages, Art, Traditional Knowledge and Spirituality.
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| The State of the World' Minorities and Indigenous Peoples 2016 |
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