A/HRC/24/52 22. Ms. Mirza identified as key elements necessary for successfully achieving educational equality for children of African and African Caribbean descent in the United Kingdom the following: multicultural and anti-racist teacher training; the need to develop inclusive classroom pedagogy with culturally relevant curricula; and enhancing school leadership programmes for equality and diversity. In her recommendations, she pointed to a number of initiatives that needed to be undertaken in line with the Durban Declaration and Programme of Action, such as developing truly inclusive classroom pedagogy for all with culturally relevant curricula that celebrated the history and contribution of people of African descent. She also recommended instituting compulsory multicultural and anti-racist teacher training programmes at a national level, as well as systematic monitoring and evaluation of the inequitable effects of racism and discrimination on the educational progress of children of African descent with consideration of the intersectional effects of social class, gender, religion and geography. Lastly, she suggested enhancing the recruitment and inclusion of people of African descent into school leadership and for school leadership programmes to include equality and diversity training for all. 23. Edna Santos Roland, Independent Eminent Expert on the Durban follow-up, presented on “Equal Access to Education”. Ms. Roland presented a statistical study based on the census analysis of several Latin American countries (Brazil, Colombia, Costa Rica, Ecuador, Honduras and Panama), including the study of national legal frameworks on equality and non-discrimination in relation to people of African descent and their access to education. A comparative analysis of education levels was also carried out between people of African descent and others. While the data conclusively showed that people of African descent had less access to quality education, it also depicted the struggle for selfrecognition of African culture, and the struggle for recognition of the culture of African descent in the Americas, among other ethnic groups. She concluded with a number of recommendations, particularly on introducing affirmative action policies and adopting the legislation necessary in relation to access to higher education, while reducing dropout rates. 24. During the interactive discussion, the representative of Senegal emphasized that the Durban Declaration and Programme of Action remained the key framework for eliminating racism and requested speakers to suggest ways in which recognition for people of African descent could be promoted by implementing strategies under the Durban Declaration and Programme of Action framework in the various priority areas. Ms. Fanon Mendes-France suggested that the Working Group could adopt the approach of the African Union in addressing the issues of race and racism in the diaspora. Mr. Murillo Martinez expressed his support for the proposal made by Ms. Fanon Mendes-France on working together on the Decade and other pertinent issues. 25. Ms. Sahli delivered a presentation on the topic of “Recognition through Education”. She noted that States that had in their jurisdiction people of African descent, whether nationals or non-nationals, had the duty to ensure equal access to education to them; however, discrimination faced by people of African descent and other vulnerable groups in accessing education remained a challenge in many States. She emphasized that recognition of people of African descent could only occur if there was equal access to education. She reinforced the importance of quality education, including the establishment of an education system that allowed for cultural diversity and the value given to the rich heritage of African descendants. 26. Kishore Singh, the Special Rapporteur on the right to education, delivered a presentation on the promotion of equality and opportunity in education for people of African descent. He referred to the importance attached to the right to education in the Durban Declaration and Programme of Action, which urged States “to ensure equal access to education for all in law and in practice”, and “to adopt and implement laws that prohibit discrimination on the basis of race, colour, descent or national or ethnic origin at all levels of education, both formal and non-formal” (paras. 122 and 123). He highlighted the importance of non-discrimination and the equality of opportunity in education for guiding 7