STATE OF THE WORLD's INDIGENOUs PEOpLEs - CINU

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EMBARGOED UNTIL 14 January 2010STATE OF THE WORLD’S INDIGENOUS PEOPLESNot for distributionmaintenance and respect of indigenous cultures, languages,traditions and traditional knowledge… Education is the primarymeans ensuring indigenous peoples’ individual and collectivedevelopment; it is a precondition for indigenous peoples’ abilityto realize their right to self-determination, including their right topursue their own economic, social and cultural development. 2There are a number of international instruments that establish education as afundamental human right. The Universal Declaration of Human Rights (1948), andlater, the World Declaration on Education for All (1990) and the Dakar Frameworkof Action (2000), all reiterate the commitment of the international community toproviding quality education to all children, youth and adults.Relating specifically to indigenous peoples in general, International LabourOrganization (ILO) Convention No. 169 (1989) on Indigenous and Tribal Peoplesencourages state-funded education programmes at all levels to teach inindigenous languages and to produce media and educational materials in locallanguages. 3 The Convention on the Rights of the Child (CRC 1989) stipulates thatthe child’s own cultural identity, language and values be respected (Article29.1c) and explicitly addresses the situation of indigenous children by stating,“a child… who is indigenous shall not be denied the right, in community withother members of his or her group, to enjoy his or her own culture, to profess andpractise his or her own religion, or to use his or her own language” (Article 30).During the First International Decade of the World’s Indigenous Peoples (1995-2004), the UN General Assembly adopted resolution 48/163 affirming progressat national and international levels toward broader enjoyment of the right toeducation by indigenous peoples. Indigenous peoples themselves have, invarious fora and on various occasions, emphasized the importance they place oneducation. The Coolangatta Statement (1999) recounts numerous internationaldocuments supporting indigenous peoples’ right to education in indigenouslanguages and the teaching of indigenous cultural content, spirituality andpolicies of self-determination. 4 More recently, and based on the findings of theSpecial Rapporteur on the situation of human rights and fundamental freedoms ofindigenous people, 5 the United Nations Permanent Forum on Indigenous Issues(UNPFII) has recommended that states include indigenous community membersin education policy-making and decisions, support indigenous knowledge andlanguages in primary and secondary schools, and help train additional indigenouspeople to manage and implement their own education systems. 6indigenous peoples havethe right to establish andcontrol their educationalsystems and institutionsproviding education intheir own languages2Expert Mechanism on the Rights of Indigenous Peoples p. 4-5 & 25.3ILO Convention No. 169, articles 26 to 31.4The Coolangatta Statement on Indigenous Peoples’ Rights in Education was issued by theWorld Indigenous Peoples’ Conference on Education, held in Hilo, Hawai'i, 6 August 1999.5Stavenhagen (2005a), 19, para. 87.6UNPFII (2005).CONTEMPORARY EDUCATION | 131
EMBARGOED UNTIL 14 January 2010STATE OF THE WORLD’S INDIGENOUS PEOPLESNot for distributionFinally, and not least, the recently adopted Declaration on the Rights of Indigenous Peoples (2007) recognizes theimportance of adequate education for indigenous peoples, especially in Article 14 which states that indigenouspeoples have the right to establish and control their educational systems and institutions providing education in theirown languages, in a manner appropriate to their cultural methods of teaching and learning. Articles 12 (1) and 13 (1)also emphasize education, recognizing indigenous peoples’ right to manifest, practice, develop and teach spiritualand religious traditions customs and ceremonies and their right to revitalize, use develop and transmit to futuregenerations their histories, languages, oral traditions, philosophies, writing systems and literatures. 7The education gapDespite the numerous international instruments that thus proclaim universal rights to education, indigenouspeoples do not fully enjoy these rights, and an education gap between indigenous peoples and the rest of thepopulation remains critical, worldwide. 8In most countries, indigenous children have low school enrolments, poor school performance, low literacy rates,high dropout rates, and lag behind other groups in terms of academic achievements nationally. 9 Illiteracy, whichis prevalent in indigenous communities is a direct result of educational exclusion in the form of poor access, lowfunding, culturally and linguistically inadequate education and ill-equipped instructors. Among the H’mong of VietNam, one of the most marginalized of the country’s indigenous groups, 83 per cent of men and 97 per cent of womenare illiterate; 10 in many small communities in Southern Arnhem Land (Australia), up to 93 per cent of the populationis illiterate. 11 In Ecuador, the illiteracy rate of indigenous peoples was 28 per cent in 2001, compared to the nationalrate of 13 per cent 12 , while in Venezuela, the indigenous illiteracy rate (32 per cent) is five times higher than the nonindigenousilliteracy rate (6.4 per cent). 13Disparity in years of schooling among indigenous and non-indigenous populationsA sizeable gap persists between indigenous and non-indigenous years of schooling. (Average years of schooling,population 15 and older, latest available year)Country Non-Indigenous Indigenous Schooling gap in yearsBolivia 9.6 5.9 3.7Ecuador 6.9 4.3 2.6Guatemala 5.7 2.5 3.2Mexico 7.9 4.6 3.3Peru 8.7 6.4 2.3Source: Hall and Patrinos (2006).7United Nations Declaration on the Rights of Indigenous Peoples (2007).8See Vinding (ed.) (2006), 13-16.9See Larsen, Peter Bille (2003), vii, 14-15; The Coolangatta Statement; Abu-Saad (2006), 128-140, and (2003), 103-120; Hays (2005),27; Lasimbang (2005) 43; Hicks (2005), 9, 13-14; Freeman and Fox (2005), 34, 42-44, 50, 86; Mellor and Corrigan (2004), 2.10UNICEF (2003).11The Age, (November 2005).12UNESCO (2008), p. 96.13ECLAC/CEPAL (2006), 177.132 | CHAPTER IV
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STATE OF THE WORLD's INDIGENOUs PEOpLEs - CINU

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