A/HRC/24/52 be carefully assessed and the results addressed to avoid disparate social and educational outcomes. 57. The right to education is critical for people of African descent throughout the world, not only as a mean of extricating themselves from historical exclusion and discrimination, but also for the enjoyment, respect and recognition of their cultures, traditions and knowledge. 58. Education provides a gateway to the full enjoyment of other rights, including rights to freedom of movement and expression, access to justice and remedies when human rights are violated, participation in the cultural, social and economic life and in public affairs. Lack of education has perpetuated the cycle of poverty, racism and segregation, from the time of the infamous transatlantic slave trade to the present date. Conversely, education provides a vital key to sustainable poverty alleviation. 59. Women and girls of African descent – victims of compounded discrimination – suffer disproportionately from lack of access to education and high illiteracy levels, representing a significant barrier to their overall progress and empowerment. 60. In some countries, as a consequence of poverty or extreme poverty, the ripple effects of widespread child labour, low nutrition levels and poor health, further prevent children of African descent from gaining access to education. 61. The Durban Programme of Action urges States “to ensure equal access to education for all in law and in practice, and to refrain from any legal or any other measures leading to imposed racial segregation in any form in access to schooling”. Enforced segregated schools not only violate the rights of people of African descent but also deprive the entire society of the opportunity to foster social cohesion and respect through the exchange of diverse views and experiences. 62. High dropout rates among learners of school-going age are linked to the underachievement of children and youth of African descent, particularly boys. 63. In a significant number of countries, the low number of teachers of African descent is of concern, as such teachers could potentially be role models for children. Many teachers of African descent face barriers to progression in the education system. 64. In some countries, teachers are not sufficiently trained on equality and diversity issues, particularly those not of African descent working in schools with large populations of students of African descent. Many feel underprepared to teach of issues about African history and culture or to deal with the racism, racial discrimination, xenophobia and related intolerance faced by their pupils. 65. In several countries, young people of African descent are underrepresented in higher education. This is a consequence of the cumulative impact of discrimination at the lower levels of education and their being discouraged from entering the higher education system to avoid incurring financial debts. 2. Recommendations 66. States should fully protect the right of people of African descent to education, and must go beyond issues of physical or economic accessibility, to focus on the ultimate goal of equal access to quality education at all levels and equal achievement outcomes. 67. Every person is entitled to accessible, free and high-quality primary level education. States should take reasonable legislative and other measures to achieve the progressive realization of this right by people of African descent with respect to secondary education and for higher education on the basis of capacity. 14