1. Transforming Our World: the 2030 Agenda for Sustainable Development & International Decade for People of African descent.
H. B. A. Olaiya, M.A.
Doctoral Researcher
University of the West of England

2. BACKGROUND
UN GA RES. 68/237 approved commencement of the International Decade for People of African Descent in 2015 with objectives of recognition, justice and development.
2030 Agenda for Sustainable Development - a human rights based approach to development with fundamental goals.
Limitations – symbolic & not binding, fiscal austerity, nationalism, BREXIT.

3. TRANSFORMING OUR WORLD
Research Aim: to reduce race inequality (SDG 10) & Afrophobia by creating new knowledge and actionable data.
Research Objectives:
a) critically analyse implementation of existing anti-discrimination norms, e.g. ICERD 1965 in EU states.
b) critically assess & evaluate policy development by partnerships between public bodies & civil society; e.g. which recognise IDPAD & implement Targets of the 2030 Agenda.
E.g. the Declaration on Race and Racial Prejudice asserts the principle of equality in human dignity and rights universally as a principle of international law.

4. INTERNATIONAL DECADE FOR PEOPLE OF AFRICAN DESCENT
Objectives:
Recognition
justice
development
Ade Olaiya, M.A. supports the International Decade for People of African Descent

5. Image created by Ade Olaiya, M.A.

6. WHAT IS THE PROBLEM ?
Racial Discrimination : “exclusion based on race (…) nullying the recognition in equal effect of human rights in the political, social, economic, cultural or any other field of public life” (Wronka: 2008,p.10)
“..promoting and encouraging (…) human rights for all without distinction as to race, gender, nationality”
Art. 1 UN Charter

7. Empirical Evidence of Afrophobia in the UK
Social inequality
– concern at reports of institutional racism in their enjoyment of rights; e.g. “stop and search” practices and the criminal justice system.
Economic inequality
– employment & education.
Environmental inequality
- disproportionately high numbers in socioeconomically deprived areas.
Image created by Ade Olaiya, M.A.

8. Empirical Evidence of Afrophobia in the EU
Education - Students of African descent
The most recent UK government report covering exclusions from school over the period found they are around three times more likely to be permanently excluded than the school population as a whole.
in the Netherlands despite high scores in the CITO test, they were under-evaluated and criticised for not having the ‘right’ behaviour.
in Germany, of students who come from families whose original language is not German, less than a third leave with a university entrance qualification …. in comparison with half of white German students.

9. TRANSFORMING OUR WORLD
Research Question:
Can norm implementation and policy building
achieve fundamental
transformative shifts
of poverty alleviation and inclusive sustainable development
for PAD in the EU ?
Critically assess local, national and regional outcomes:
by monitoring the achievement of SDGs in relation to Afro-phobia & the Plan of Action for IDPAD.
through use of qualitative and quantitative disaggregated equality data from action research with ngos representing African diaspora communities in EU states.
observe & reflect on sustainable development interventions achieved which empower PAD.

10. SCOPE
to make an original contribution to the paradigm of race equality through critical overview of SDGs linked to recognition of IDPAD & its objectives.
engage democratically through action research with stakeholders in the achievement of fundamental transformative shifts of the SDG Agenda. E.g. use of equality data to plan, act, observe and reflect on interventions to reduce Afrophobia & race inequality.
a critical approach to policy building & norm implementation, in a theoretical framework of human rights.

11. METHODOLOGY - B.E.A.R. Elements Literatures African Centred Research
Critical Race Ethnography
Participatory Research
Action Research
W.E.B. Du Bois, Marcus Garvey & Frantz Fanon
The Chicago School of Sociology
Recycling Racisms (ENAR)
plan, act, observe, reflect
(Reason & Bradbury)

12. ACTION PLANNING
Advocate inclusive anti-racist norm implementation, e.g. recognition of IDPAD and DDPA by the EU to fill existing gaps in policy development.
Advocate disaggregated equality data collection to reduce Afrophobia and race inequality in the EU. Recommendations for equality data collection practices, have been endorsed by anti racism ngos and other stakeholders.
Critically analyse & evaluate adoption of inclusive, responsive and participatory policy development, Target 16.7 which ensures PAD become stakeholders in decision making.
Evaluate outcomes of advocacy actions which address Afro-phobia locally, nationally and regionally in the EU. E.g. positive outcomes through disaggregated data collection and analyses by stakeholders.
Target 10.2: … empower and promote socioeconomic inclusion; 10.3: reduce inequalities of opportunity and outcome including through eliminating discriminatory laws, policies and practices; 10.4: progressively adopt policies especially fiscal to promote greater equality

13. ENAR’s Draft EU Framework for national strategies to Combat Afrophobia
Advocates disaggregated data collection and analysis to enable policy development & reduce race inequality. E.g. equality data collection for monitoring inclusive access for Afro-Europeans to equitable education and other headline targets for EU2020 & the 2030 Agenda.
Highlights Afro-phobia & discriminatory practices violate international human rights norms, e.g. ICERD 1965 & DDPA.
Asserts Article 14, ECHR 1950/53 & Article 21, EU Charter for Fundamental Rights also prohibit racial discrimination.
Illustrates collaborations are vital to advocate principles of human dignity, race equality and social justice.
Recommends European Commission funding to prioritize reduction of race inequality which disempowers people of African descent in the EU.
General framework specifies a goal or objective but does not address how states should implement/legislate.
Directives are the main legal instruments for harmonising national laws into regional regional policy.

14. Appendix A Equality data collection, 2001 & 2011 UK pop’n census
NATIONAL
Student attainment in the UK is generally low in comparison with other EU states.
54.7 % of white applicants received offers from Russell Group Universities, compared to 21.9 % of their Black peers.
Affirmative Action vs Positive Action
(E.g. to learn from good practice between education authorities).
LOCAL
Bristol ranked 7th highest for race inequality in UK.
housing inequality increased between 2001 & 2011.
African students experience highest levels of education inequality in schools.
PAD have highest levels of unemployment both in Bristol & nationally.
Bristol Manifesto for Race Equality-

15. Appendix B - Equality data collection in UK HEIs
ECU Race Equality Charter Mark
advocates disaggregated data collection by ethnicity for staff and students in UK HEIs.
Encourages inclusive, representative and participatory involvement of staff and students from underrepresented ethnicities.
Highlights gaps e.g. unequal recruitment & progression levels for students & academic staff of African descent.
Enables discourse on student satisfaction, curricula, teaching standards, etc.
Enables action planning to address issues highlighted
Image created by Ade Olaiya, M.A.

16. Appendix C - Extracts from letter to Frans Timmermans, 1st V. P
Appendix C - Extracts from letter to Frans Timmermans, 1st V.P. of the European Commission, endorsed by Leaders of European Civil Society, dated 9/02/16.
“ We call on the EU and each of its Member States to develop an overarching Sustainable Development Strategy with a timeline of 2030 and a concrete implementation plan which coordinates the achievement of the 17 goals, 169 targets and their indicators which goes beyond policy-as-usual ...
the implementation plan should be based on the results of the European Commission’s on-going gap analysis, where existing EU policies and processes should be scrutinised (…) to achieve goals and targets, and they should be adapted where appropriate. Detected gaps should be filled with new actions.
the Sustainable Development Strategy and associated implementation policies should be subject to broad consultation with all stakeholders through an institutionalised and inclusive process….
the EU will need (…) to ensure that funding mechanisms and budget lines for civil society organisations are aligned with the new needs of global and European challenges, for more (…) holistic approaches.
the European Commission should urgently consider designing strong monitoring, review and accountability mechanisms (…) which differentiate between the parts of the 2030 Agenda for which Member States are primarily responsible versus those for which an EU lead is necessary and for which the EU must be held to account. Accountability must also incorporate the concept of Policy Coherence for Sustainable Development.”

17. BIBLIOGRAPHY
Abdikeeva, A., (2014) Measure, Plan, Act: How data collection can support racial equality, ENAR Centre for the Study of Ethnicity & Citizenship (2015) A One Day Symposium on Ethnicity and Educational Inequality: the Role of Aspirations, University of Bristol , 19/08/2015 Committee on the Elimination of Racial Discrimination (2016) CERD/C/GBR/CO/21-23: Concluding observations on the twenty-first to twenty-third periodic reports of United Kingdom. : CERD [accessed 30/09/16] Ed. Christie, I., (2014) ENAR’s 6th European Annual Work Seminar Report: Equality data Collection in Employment & the Workplace, ENAR Equality Challenge Unit (2014) Equality in Education Statistical Report, ECU Khan, O. & Elahi, F. (2015) Addressing Local Ethnic Inequalities in Bristol, The Runnymede Trust Sustainable Development Knowledge Platform (2015) Transforming our world: the 2030 Agenda for Sustainable Development United Nations Department of Economic and Social Affairs [ accessed 21/10/15] United Nations (2015) 2015 – 2024 International Decade for People of African Descent : UN Web Services [20/08/15] UNESCO, Declaration on Race and Racial Prejudice, : [17/03/16] UNESCO& UNICEF (2013) Making Education a Priority in the Post-2015 Development Agenda: Report of the Global Thematic Consultation on Education in the Post-2015 Development Agenda, UNESCO