It had established Friendship Centres on indigenous reserves, and provided funding to assist urban youth. Other speakers highlighted the lack of adequate funding for indigenous youth, the difficulties experienced in adapting to western standards, and the high drop-out rate. It was a way to protect, preserve and develop traditional indigenous skills and cultures. Connecting indigenous knowledge systems and practices with adult education programs has priceless value of promoting and transferring indigenous perspectives from generation to generation. Traditional education, also known as customary acted as an essential foundation for western educations and the modern one. YAYAN G.H. She agreed that indigenous peoples should have access to higher education, but noted that children were still excluded from attending school, and that would also need to be addressed. 8 CONTRAST BETWEEN INDIGENOUS EDUCATION AND MODERN EDUCATION: 1. 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. Speakers also stressed the need for reparation for abusive treatment and slavery that had been imposed on indigenous peoples, he said. Greater attention must be paid to youth who were dropping out of school, they stressed, by offering culturally specific and language assistance. On the international front, it was working with other organizations on cultural policies to promote and further cultural diversity. The Government needed to establish programmes in indigenous languages, and improve access to culturally appropriate education. It pre-dates colonial period and has survived many forces posed by western influences. Under this traditional system, each . In many African countries, there was an illiteracy rate of between 50 and 70 per cent, and an educational policy that did not respect cultural diversity. Mr. VACHERON said a legal instrument relating to tangible heritage would be presented to UNESCO in 2003. Regarding oral and immaterial heritage, UNESCO was working to give expression to popular tradition, such as mythology, and traditional skills. Several initiatives had been undertaken to improve their education, especially in the countrys hinterland. The representatives of Guatemala, Indonesia, Mexico, Canada and New Zealand also spoke this morning. A separate ministry had been created with an individual from the tribal hill community in charge, and the Hill Tracts Council had been given more autonomy. Many desperately wanted to know who they were and how they could be reconnected to their roots. MULYANA (Indonesia), responding to statements made by some non-governmental organization delegations under the agenda item of human rights, said that his country attached great significance to the promotion and protection of the human rights of indigenous peoples. Existing mechanisms were not sufficient to help indigenous peoples exploit their knowledge for commercial purposes. Culture and language were the identity cards of indigenous peoples, giving them the opportunity to have their own life. He asked that the matter of the Treaty Rights to Education be considered by the Special Rapporteur on the Right to Education. Moreover, the World Bank and other agencies should recognize the inherent right of indigenous peoples to a high standard of education. Unfortunately, due to its inherent local relevance, the direct application of indigenous knowledge to places other than its origin is questionable and risky even if it . It was important to recognize the right of indigenous peoples to land, resources and sacred sites. That year would highlight the critical status of those languages and provide strategies for their revitalization. She stressed the need for mechanisms to protect the culture of her people. The representative of Guatemala said the international community must nurture and support the Forum, which offered an interesting combination of wisdom and diversity. Also, the Committee on the Rights of the Child should take particular note of the fact that indigenous languages were endangered. Highlights of General Assembly 77th Session, High-level meetings of the 77th session of the General Assembly. She asked UNESCO about their specific work to promote the registration and protection of protected sites. A representative of the Asia Caucus said that indigenous cultures had always been under threat in his region, which was perhaps the most culturally diverse in the world. Indigenous knowledge refers to the local knowledge that is unique to a given culture and acquired by local people through the accumulation of experiences, informal experiments, and intimate understanding of the environment in a given culture [].It encompasses the technology, social, economic and philosophical, learning and governance systems [1, 2] of a community. Other members noted that schools spent little time teaching subjects aimed at preserving the cultures of indigenous peoples, and emphasized that States should draw up curricula to respect the interests of indigenous peoples. She recommended prolonging the Decade for indigenous people, and urged United Nations agencies, States and indigenous peoples to set up a policy affirming the value of bilingual education. . Information should also be provided by regional organizations on how indigenous issues had been addressed in their respective mechanisms. Language was a key factor in education as it was linked to the cultural environment. He was concerned, however, about the minimal participation of indigenous peoples in drafting education laws. A representative of the Parlamento Indgena America said colonizers had tried to make decisions for indigenous peoples in policies, religions and law. Ms. GRISBY said UNESCO was moving ahead gradually in supporting indigenous peoples to improve their education, but that must be done in coordination with member States. JEBRA RAM MUCHAARY, speaking on behalf of St. Johns Mission, BIJNI and Indian Confederation of Indigenous and Tribal Peoples, Northeast Zone and Bodoland Childrens Home, said that education played a vital role in empowering indigenous communities. Indigenous people must identify and reject false values that would tarnish a truly human way of life. Forum member WILLIE LITTLECHILD said that Treaty No. Artefacts had been taken by European nations in Rapa Nui, and those should be returned immediately. Although those were difficult obstacles, they could be overcome, he said. 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. For example, laws had been passed so that people could not register trademarks based on Maori text and imagery that would be offensive to the Maori people. 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. The indigenous knowledge system had been put on the back burner, she said, while western educational systems had been forced on the people. In West Papua, the motif and dances of the native people were being taken over by the peoples of Bali and Java. LAWRENCE MORGAN, a representative of the Navajo Nation, said his Nation had existed for centuries, with its values and culture intact. It had also addressed indigenous languages. Higher education for indigenous peoples must consider the interaction among various cultures, she said. The relocation of over 12,000 indigenous peoples in her country had led to pain, suffering and death. Also, indigenous peoples living in Baja California saw their rights being violated in every way, and the health of their children was at risk. In addition, the Forum should work with United Nations agencies and Member States to guarantee indigenous education as a fundamental right with adequate salaries, teachers and educational resources. There is value in including indigenous knowledge and education in the public school system (Ejide, 2010). She added that the participation of indigenous peoples in designing curricula was still limited, and education still fell short of eliminating prejudice and discrimination targeted at indigenous peoples. A meeting in Paris in March 2003 had drawn up an action plan dealing with vital issues relating to the preservation of indigenous languages. ALBERT DE TERVILLE, the representative of the Aldet Centre, Saint Lucia, said that although the majority of Saint Lucians used Creole, there was no government policy on the use of the Creole language, and people could not participate in the Saint Lucian Parliament if they did not speak English. For example, indigenous communities in Bolivia that had used water for their survival had been forced to travel to Argentina to find work. Indigenous peoples of Ecuador had different origins and nationalities, various cultures, different languages and dialects, and different spiritual practices and beliefs. Indigenous peoples' experiences with education in Canada has been a contentious one. To counteract that tragedy, the international community must recognize the rights of indigenous people to their lands and territories. The Forum should encourage governments and United Nations agencies to review policies concerning cultural diversity, and encourage UNESCO to promote workshops highlighting indigenous cultures as a priority concern. Indigenous peoples were not allowed to participate in cultural decision-making and indigenous cultures were not recognized. JANET BEAVER, of the Canadian Teachers Federation and Education International, Belgium, recommended that the Forum designate a member with full responsibility for education issues, and that disaggregated data be collected to monitor the education objectives of the Millennium Goals. A Forum member said that indigenous peoples cultures should be respected and protected, and it was the responsibility of governments to protect cultural characteristics. Around 110 overseas institutions, mostly in Europe and the United States, held Maori remains in their collections. The illicit traffic of cultural property was a significant problem, a Forum member said. The world heritage list, he noted, included many sites of importance for indigenous peoples, and members of the World Heritage Committee had encouraged the establishment of a network identifying heritage sites. 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). It focuses not only on outstanding courses in Commerce, Science and Arts but also aims to promote critical thinking, life skills, value education, analytical skills, and decision-making skills for students. Indigenous people needed cultural diversity and believed in unity through diversity. Cultural lessons were embodied in customs, memories and daily action, and must be maintained for the survival of the people.
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