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S Ta Te of the W Orld's Indigenous P Eoples: E Duca Tion United Nations State of the World’s Indigenous Peoples: Education State of the World’s Indigenous Peoples: Education ST/ESA/368 Department of Economic and Social Affairs Division for Social Policy and Development Secretariat of the Permanent Forum on Indigenous Issues United Nations New York, 2017 UN-DESA The Department of Economic and Social Affairs of the United Nations Secretariat is a vital interface between global policies in the economic, social and environmental spheres and national action. The Department works in three main interlinked areas: (i) it compiles, generates and analyses a wide range of economic, social and environ- mental data and information on which States Members of the United Nations draw to review common problems and to take stock of policy options; (ii) it facilitates the negotiations of Member States in many intergovernmental bodies on joint courses of action to address ongoing or emerging global challenges; and (iii) it advises interested Governments on ways and means of translating policy frameworks developed in United Nations conferences and summits into programmes at the country level and, through technical assistance, helps build national capacities. Note The views expressed in the present publication do not necessarily reflect those of the United Nations. The designations employed and the presentation of the material in this publication do not imply the expression of any opinion whatsoever on the part of the Secretariat of the United Nations concerning the legal status of any country or territory or of its authorities, or concerning the delimitations of its frontiers. The designations of country groups in the text and the tables are intended solely for statistical or analytical convenience and do not necessarily express a judgment about the stage reached by a particular country or area in the devel- opment process. Mention of the names of firms and commercial products does not imply the endorsement of the United Nations. Symbols of United Nations documents are composed of letters combined with figures. ST/ESA/368 United Nations publication Sales no.: E.17.IV.3 ISBN: 978-92-1-130341-4 eISBN: 978-92-1-362902-4 Copyright © United Nations, 2017 All rights reserved Printed by the United Nations, New York ii Contents Acknowledgements ...........................................................iv FOREWORD ....................................................... v OVERVIEW ........................................................ 3 About this publication ........................................................9 CHAPTER 1: Indigenous peoples and education in the African region ...........15 Introduction ..................................................................15 Indigenous peoples and education in the African region ....................... 16 Main findings .................................................................31 Recommendations ...........................................................32 References ..................................................................35 CHAPTER 2: Indigenous peoples and education in the Arctic region ............41 Introduction ................................................................. 41 The Arctic region ............................................................42 Indigenous peoples and education in the Arctic region .........................45 Main findings ................................................................59 Recommendations ...........................................................66 References ..................................................................68 CHAPTER 3: Indigenous peoples and education in Asia ..................... 77 Introduction .................................................................77 Indigenous peoples and education in the Asian region .........................80 Major issues relating to indigenous peoples and education in Asia .............83 Main findings ................................................................98 Recommendations ..........................................................100 References .................................................................103 CHAPTER 4: Indigenous peoples and education in Central and South America and the Caribbean ................................................. 109 Introduction ...............................................................109 Indigenous peoples and education in Central and South America and the Caribbean ...........................................................111 Main findings ...............................................................130 Recommendations ..........................................................134 References .................................................................136 iii CHAPTER 5: Indigenous peoples and education in the Northern American region ..145 Introduction ...............................................................145 Main findings ...............................................................158 Recommendations ..........................................................159 References .................................................................160 CHAPTER 6: Indigenous peoples and education in the Pacific region. 165 Introduction ................................................................165 Indigenous peoples and education in the Pacific region .......................166 Main findings ............................................................... 178 Recommendations ...........................................................181 References .................................................................182 CHAPTER 7: Indigenous peoples and education in the Russian Federation ......187 Introduction ............................................................... 187 Overview of indigenous peoples in the Russian Federation ...................188 Indigenous peoples and education in the Russian Federation .................190 Main findings .............................................................. 200 Recommendations ..........................................................201 References .................................................................203 CONCLUSION ....................................................209 Acknowledgements The preparation of State of the World’s Indigenous Peoples: Education has been a collaborative effort of experts and organizations. The secretariat of the Permanent Forum on Indigenous Issues within the Division for Social Policy and Development of the Department of Economic and Social Affairs of the United Nations Secretariat oversaw the preparation of the publication. The thematic chapters were written by Monica Aleman Cunningham, Dr. Karla Jessen Williamson and Yvonne Vizina, Prashanta K. Tripura, Juan de Dios Simón Sotz, Dr. Octaviana V. Trujillo, Linda Tuhiwai Smith and Konstantin Zamyatin. Special acknowledgements go to the editors, Birgitte Feiring, who wrote the overview and the final section, entitled “Conclusions”, and Michael Brodsky; the translator, Sebastian Vuinovich; and the United Nations Graphic Design Unit of the Department of Public Information. iv State of the World’s Indigenous Peoples: Education Foreword Mariam Wallet Aboubakrine Chair of the Permanent Forum on Indigenous Issues Recognizing the gaps in analytical research on the situation of indigenous peoples, the Permanent Forum on Indigenous Issues called for a report on the state of the world’s indigenous peoples. The Forum believed that this report will help dispel the myths and inconsistencies about indigenous peoples, and demonstrate their unique identity and traditions, as contributions to the world’s bio-cultural diversity. In response, DESA issued the State of the World’s Indigenous Peoples in 2009. This was the first global, authoritative report by the UN system to focus on indigenous peoples, with the 2014 second edition focusing on Indigenous Peoples’ Access to Health. The third edition has been prepared with the contributions of experts on indigenous education, a key focus area for the UN Permanent Forum. The Secretary-General of the United Nations, António Guterres, who started his career as a teacher, recently said that mothers and fathers around the world would make any sacrifice for their children’s education. Indigenous peoples fully realise that education is key for preserving their traditions and building their future. The 2007 Declaration on the Rights of Indigenous Peoples provides the normative framework for our work on the rights of indigenous peoples. Article 14 of the Declaration reiterates that indigenous peoples have the right to establish and control their educa- tional systems and institutions, to an education in their own culture and provided in their own language. This edition of the State of the World’s Indigenous Peoples analyses v STATE OF THE WORLD’S INDIGENOUS PEOPLES: EDUCATION 3RD Volume the situation of indigenous peoples and their right to education. It describes the differ- ent contextual backgrounds and policy impacts on indigenous peoples, faced with the challenge of embracing mainstream education, while at the same time revitalizing their own languages and cultures. Ten years has passed since the UN Declaration on the Rights of Indigenous Peoples was adopted, yet many challenges remain. There are alarming reports of indigenous languages in danger of extinction. Conservative estimates suggest that more than half of the world’s 6,700 languages will become extinct by 2100 and the majority of the languages under
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