Such knowledge is particularly relevant to sustainable management of natural resources, biodiversity, livelihoods, and climate change mitigation and . For Indigenous children, the teaching of their culture along with Australia's modern cultures, throughout learning and development, children are better able to engage with the general culture, while still maintaining their own cultural identity (Gugu Badhun Limited, 2012). Does it affect the territories or natural and cultural resources indigenous peoples own, use, occupy, or claim, as However, most children could not study beyond primary school, as their parents could not afford to send them away. It was also important to protect intellectual property. Cultural lessons were embodied in customs, memories and daily action, and must be maintained for the survival of the people. Lamenting the tragic disappearance of entire indigenous cultures, they urged governments to protect traditional languages in national constitutions, and encouraged UNESCO to set up programmes aimed at recovering indigenous culture. Efforts were already being made to halt illicit traffic in cultural artifacts, he added, through UNESCOs 1997 Convention on the Return of Cultural Property, and some property had been returned. Speakers also stressed the need for reparation for abusive treatment and slavery that had been imposed on indigenous peoples, he said. A growing body of scientific literature has described Indigenous ways of learning, in different cultures and countries. The privatization of water was unethical from an indigenous perspective. It was also recommended, he continued, that the Committee on the Rights of the Child should provide in their reports relevant information on youth and children worldwide. Indigenous youth had suffered mental, physical and even sexual abuse within those school systems. A representative of the Saginaw Chippewa Indian Tribe and Central Michigan University said that scientists and scholars alike would like to make people believe that the knowledge children and students from all backgrounds acquired at university and other levels was inclusive, because it was based on universal values, culture, and tradition. I t deserves to be taught in schools. Seventy delegations were expected, 15 to 20 of whom would be representing indigenous peoples from all over the world. The education which is taught in the schools today is the modern education. The lack of indigenous education, emphasized a representative of indigenous youth, would continue to set indigenous youth apart from their own cultures. They had lost every square metre of their lands, their languages and traditions had been alienated, and they had been forced to adopt western European culture and speak the language of the colonizer. A representative of Canada said his country was unique and diverse, shaped by aboriginal people and their culture. They were considered as animals and people incapable of taking decisions. Also, Guyana had always accorded high priority to the education of its nationals, he said. In addition, the representatives of the Pacific Caucus, the Navajo Nation, Inuit Youth International, the Canadian Teachers Federation and Education International, the Bangladesh Adivasi Forum, the former Indigenous fellows of the Office of the High Commissioner for Human Rights, the Asia-Pacific Indigenous Youth Network, the Organizacin de los Pueblos Indgenas de la Amazonia Columbiana, the Asia Indigenous Caucus, the Consejo Internacional de Tratados Indios (CITI), St. Johns Mission and the Indian Confederation of Indigenous and Tribal Peoples, the Indigenous Peoples of Africa Coordination Committee (IPACC), the Boarding School Caucus, the Global Teaching and Learning Project, Consejo Nacional Indio de Venezuela, Projecto de Desarollo Santiago-Prodessa-Plataforma MAYA, the Indigenous Peoples Caucus on Sustainable Development, the Aldet Centre Saint Lucia, and the Regional Action Group for the Environment also spoke. She also stressed that full value should be given to traditional knowledge, which was the key to the future. FREDERICK VACHERON, of the United Nations Educational, Scientific and Cultural Organization (UNESCO), said that recommendations from the Forums first report had allowed his organization to identify specific issues relating to the cultural biodiversity of indigenous peoples. Indigenous peoples had the right to follow their own destiny, particularly with respect to education that was culturally appropriate for their children. As a result of the James Bay and Northern Quebec Agreement in 1976, the Cree School Board was created. That type of education could be devastating. The focus from the outset of imposed, colonial-based education has centred on assimilation and/or segregation of Indigenous peoples from their communities and worldviews (National Collaborating Centre for Aboriginal Health et al., 2009). It was also expected to take up consideration of education. So much has been said by scholars in respect of relevance of African worldview in the quest for national development. He also requested that the Forum seek approval for inclusion of a resident Caribbean expert to advise the Forum on Caribbean peoples issues. Artefacts had been taken by European nations in Rapa Nui, and those should be returned immediately. A meeting in Paris in March 2003 had drawn up an action plan dealing with vital issues relating to the preservation of indigenous languages. In addition, Canada was committed to the well-being of the indigenous youth population, he said. She also urged the Forum to call on States to repeal legislation that discriminated against indigenous languages, for example, the United States English only laws. It could then provide resources in support of that activity, as a way of assisting indigenous peoples in recovering what had been stolen from them over the last century. That was due to the economic inequality between the Ainu and the Japanese, reflected in the fact that the proportion of Ainu families on welfare was twice that of the Japanese. She recommended that the Economic and Social Council ensure full compliance by the Government of Mexico to all agreements that protected the rights of indigenous peoples. 8 between Her Majesty and the Black Feet Indians had stated that the Queen had intended to pay for those teachers. The United States had agreed to provide adequate educational facilities to indigenous people in a treaty signed 130 years ago. The article highlights the struggle of indigenous cultures and practices to face modernisation, commercial development pressures, lack of secure rights to land and resources, migration and lack of cultural education. In West Papua, the motif and dances of the native people were being taken over by the peoples of Bali and Java. It was a way to protect, preserve and develop traditional indigenous skills and cultures. It was important to recognize the right of indigenous peoples to land, resources and sacred sites. ELIZABETH SAAGULIK HENSLEY, representative of the Alaska Federation of Natives and the Indigenous Youth Caucus, said that many Alaska Native peoples continued to suffer from government policies that called for the mastering of the English language, but ignored indigenous languages or, at best, taught them as foreign languages. We can do no great things; only small . NAVARANA BEVERIDGE, on behalf of youth representatives from indigenous organizations from more than 10 countries, said she strongly believed that education was the key to self-determination, and recommended that educational instruction take place in indigenous languages. Around 110 overseas institutions, mostly in Europe and the United States, held Maori remains in their collections. Indigenous peoples could not afford water; it was a necessity and not a commodity. Culture was a major part of the survival of indigenous peoples, he continued. Desperate to break free of his restlessness, he made a drastic change: He "went bush" and connected with his elders to "walk Country" and learn Aboriginal traditions. There had been unwarranted criticism that the largest ethnic group in Myanmar was forcing Burmese ways of life on all other ethnic groups. Also, programmes were lacking to promote the integrity of indigenous culture, based on indigenous concepts of development. In this latter respect, while all the authors are concerned with formal education for indigenous peoples, the primary focus of this issue, their discussions are also inevitably situated in relation to larger indigenous struggles for democracy, social justice and self-deter- Many communities that had been dependent on the rivers and springs were powerless, hungry and thirsty. JORGE GOMEZ, speaking on behalf of the Consejo Indio de Sudamerica (CISA), the Aymara Parliament and the Aymara Alliance, stressed the importance of water for the survival of indigenous cultures. A number of indigenous communities in Brazil enjoyed education in their own languages. Cambodia, for example, had recovered 70 objects that had been in the hands of the Khmer Rouge. They also emphasized the need for effective coordination between the Forum, the Working Group on Indigenous Populations, and the Special Rapporteur on the Human Rights of Indigenous Populations. The Hawaiian language was in jeopardy, she said, and only about 1,400 students spoke Hawaiian as a second language. Education was an important measure in preserving those cultural characteristics. They had successfully blocked the recognition of indigenous and tribal languages at the national level, and indigenous and tribal students were failing at mainstream examinations, rendering the State slogan education for all very hollow. indigenous education of the various communities there were considerable cultural and historical differences. It is. The right to education concerned not only matters of access, but ensuring that content would empower indigenous children in their future. All developed nations that I know practice and teach traditional education except Africa and some part of Asia-Middle East. The Global Teaching and Learning Project would like to do more to work with the Forum to draft a set of guidelines to promote awareness of indigenous issues and to provide indigenous youth with a forum in cyberspace where they could discuss issues they considered important. By learning more diverse histories in schools, students can become more informed and work toward Indigenous reconciliation, and be advocates for anti-racism, all in their own right and capacity. Modern Education is very different from the traditional education. The Canadian Government was committed to preserving, revitalizing and promoting indigenous languages and cultures, and had pledged $170 million to support that effort. It had also instituted the Young Canada Works programme for urban aboriginal youth, which helped youth build on and further their culture, while accessing the Governments summer work programme. Many recommended that the World Bank hold a round table with the Forum and other bodies representing indigenous peoples. MANUEL MASAQUIZA, of the Confederaciones Nacionalidades Indgenas del Ecuador, said indigenous cultures had been initially threatened when Europe had conquered indigenous lands. The national races and ethnic groups of Myanmar had their own cultures and particularities. What grows in a tropical climate will not grow in subzero temperatures. HASSAN IDBALKASSM, speaking on behalf of the Indigenous Peoples of Africa Coordination Committee, said that non-democratic political cultures in many African countries had led to the destruction of many important aspects of the cultural rights of the indigenous peoples of Africa. On the international front, it was working with other organizations on cultural policies to promote and further cultural diversity. The Japanese Government claimed that a policy to address those inequalities had existed since 1974, but even after 30 years of such measures, the disparity in education had not declined to any significant degree, primarily because the land rights and economic rights of the Ainu were not respected. It also believed in the principle of mother tongue instruction, that multilingual education should occur at all educational levels, and that language should be an essential element in inter-cultural education. How to integrate indigenous knowledge and Modern Education. Sometimes, indigenous knowledge is found to perform even better than modern science and technology (Rasid and Paul, 1987; Zhang et al., 2010; Basak et al., 2015; Dewan, 2015). (Majasan, 1967) and emphasized the relevance to development of indigenous education in Africa (Majasan, 1976). Greater attention must be paid to youth who were dropping out of school, they stressed, by offering culturally specific and language assistance. Indigenous people needed cultural diversity and believed in unity through diversity. Even when Ainu children entered public schools, they were at a much higher risk of dropping out due to the discrimination that they experienced. Other speakers addressing the Forum this morning were the representatives of the Organizacin de Pueblos Indgenas de la Amazonia Colombiana, the Consejo Indio de Sudamerica, the Indigenous Peoples of Africa Coordination Committee (IPACC), the Saginaw Chippewa Indian Tribe, the Consejo Internacional de Tratados Indios (CITI), the Masai Women for Education and Economic Development, the Consultoria de los Pueblos Indgenas en el Norte de Mexico, the Committee on Indigenous Health, the Aldet Centre Saint Lucia, the Pacific Caucus, the Boarding School Caucus, the European Parliament, the Confederaciones Nacionalidades Indigenas del Ecuador (CONAIE), the World Festival, the Rapa Nui Parliament, and the Parliamento Indgena America. The representative of the Consultoria de los Pueblos Indgenas en el Norte de Mexico said that the Forum should make recommendations to the Government of Mexico to prevent the perpetration of human rights abuses against indigenous peoples. Others questioned whether UNESCO was doing anything to push forward initiatives on linguistic rights. The United States had agreed to provide adequate educational facilities to indigenous people in a treaty signed 130 years ago. The earliest indigenous education systems in Ethiopia are attributed to the Christian Orthodox Church and Mosques, which were the centers of religious and social knowledge (Woube, 2004; . She requested that the Forum uphold the various rights of the child, which had been enshrined in United Nations treaties and conventions. . Regarding the restitution of plundered goods, he drew attention to UNESCOs 1997 Convention on the Return of Cultural Property. She encouraged States to consider the recommendations of the indigenous peoples in the Forum. Other Forum members suggested that the Office of the United Nations High Commissioner for Human Rights prepare an in-depth study of how indigenous issues were being addressed in different States. EULYNDA BENALLY, of the Boarding School Caucus, said indigenous people must control education, and that adequate resources must be provided for indigenous education. It is the first model of vocationalisation of education in India. The United Nations should also promote programmes to eradicate racism and gender discrimination in those States where indigenous peoples lived, they said. He also urged UNESCO to step up its activities focused on indigenous children and languages. He also urged the adoption of the draft declaration on the rights of indigenous peoples. The main characteristics of African indigenous education was to develop a person . The candidacies of professionals from indigenous communities should also be considered for positions in international organizations. JIMAI MONTIEL, speaking on behalf of the former indigenous fellows of the Office of the High Commissioner for Human Rights, said that the fellowship programme had allowed for an exchange of information and experiences, and had facilitated greater understanding of indigenous peoples. It should also encourage businesses to respect traditional common laws. However, one did not have to get to the university level to know that what was taught at different levels of education was grounded in the European culture. Introduction. It was being contaminated and might not be available to indigenous people in the future. I Let all that I do be done in love. Two years ago, Belize had signed a historic agreement recognizing the right of the Maia to resources in their area. JOSE CARLOS MORALES, representative of the Committee on Indigenous Health, said that the Forum should encourage Member States to include indigenous representatives in the delegations that they sent to the intergovernmental committee of the World Intellectual Property Organization (WIPO). Ignoring those languages had severed ties between indigenous youth and their ancestors, damaging the confidence of her people. In his last statement as the AFN National Chief, Atleo never referred to Indigenous education as being in crisis but rather referred to the importance of the work and the need to "smash the status quo.". The representative of the Boarding School Caucus said that culture and language could not be separated, as one died without the other. Commercial tourism, in particular, was destroying the cultural integrity of many indigenous groups in Asia. A representative of the Ainu Association of Hokkaido said Ainu children were at a much higher risk of dropping out of school due to the discrimination, which could be addressed by teaching Ainu culture and history in public schools to both Japanese and Ainu children. Also, UNESCO should organize a world forum on the education of indigenous peoples, and include indigenous experts in regional meetings. The relevance of Traditional Education . A discussion of African Indigenous knowledge (IK) as an educational project does not take place in a vacuum but rather within the context of a history of colonialism, imperialism, neo-colonial, post-colonial, and anti-colonial discursive frameworks. African education continues to find itself at once preserving its knowledge, while integrating Islamic and Western aspects in order to compete within this global reality. Children had unquestionable rights to education in their own cultures and languages. 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