A/HRC/54/67 54. The Nelson Mandela Chair of Studies on Afro-Descendants, Havana, Rosa Campoalegre Septien discussed the experiences and initiatives of people of African descent in the diaspora, emphasizing the importance of anti-racist education and historical reparations. Finally, she recommended organizing a global summit on anti-racist education, integrating anti-racist education into the 2030 Sustainable Development Agenda, establishing a special fund for youth of African descent and coordinating and accrediting anti-racist policies and initiatives. 55. Nigel Hughes, a partner at Hughes, Fields & Stoby in Georgetown, emphasized the need to bridge the technological divide, address barriers in international trade and financial systems, and promote financial literacy. 56. Colin Bartholomew of the Cipriani College of Labour and Co-operative Studies, Trinidad and Tobago, noted the importance of cooperative organizations, particularly credit unions, in empowering individuals and communities of African descent by highlighting the collective nature of cooperatives and their ability to address economic challenges and reduce poverty. He gave examples from Africa and the Caribbean, noting the significant presence and impact of credit unions in those regions. Mr. Bartholomew emphasized that cooperatives offered a viable alternative to traditional business models. He pointed to promoting land acquisition and business loans as a means of economic empowerment and concluded by acknowledging the informal origins of cooperative structures and their ability to attract individuals seeking opportunities for personal and community improvement. 57. Ms. Namakula highlighted the three dimensions of the right to education: availability, accessibility and acceptability. She emphasized the exclusion and erasure of people of African descent in educational materials and curricula, and discussed the lack of adaptability in education, where content and structure often failed to meet the changing needs of society. 58. The representative of the United States stated that President Biden had signed the White House initiative on advancing educational equity through historically black colleges and universities in 2021. Such institutions had a legacy of creating opportunities and excellence for black students, despite systemic barriers. 59. The representative of the Bolivarian Republic of Venezuela referred to organized racism within global economic structures and financial mechanisms governed by predatory capital. He highlighted the systemic and discriminatory forms of racism, military oppression and social discrimination that people of African descent faced, leading to vulnerability and poverty. 60. Civil society representatives called for a global ethical architecture that recognized technology as a tool for wealth creation and job development, emphasizing selfdetermination, Pan-Africanism and a human rights economy. The power of sports and education in breaking down systemic and institutional barriers for young people was noted. Participants were asked to consider a new ecological international economic order as the current economic order, primarily focused on growth and performance measured by gross national product, did not fully realize the rights and freedoms set forth in the Universal Declaration of Human Rights. 61. The sixth panel, on the theme of “From rhetoric to reality: reparatory justice for people of African descent”, was chaired by Ms. Namakula. 62. The Secretary-General of the Africa Judges and Jurists Forum, Martin OkumuMasiga, highlighted recent developments regarding the reparatory justice agenda in Africa, noting a united front by the African Union and highlighting specific cases where countries, such as Burundi and Namibia, had made demands for compensation. He concluded by stating that Africa was in the preparatory phase of making formal demands and engaging in diplomatic conversations with perpetrators. 63. Ms. Alleyne emphasized the need for legal transfers and the restitution of cultural heritage to Africa, challenging post-colonial mindsets and promoting respectful cultural exchanges. In that regard, she pointed to the return of a looted bronze artefact from Jesus College to Nigeria, emphasizing the significance of this action and its impact on the debate surrounding repatriation. GE.23-12890 11