INSETRom in SlovakiaINSETRom in Slovakia

Rastislav RosinskýRastislav RosinskýBlandína ŠramováBlandína Šramová

Constantine the Philosopher UniversityConstantine the Philosopher UniversityNitra, SlovakiaNitra, Slovakia

BackgroundBackground informationinformation

82.000 citizens of Slovakia declared their 82.000 citizens of Slovakia declared their Roma nationality (2001)Roma nationality (2001)

Number of Roma people in SVK is Number of Roma people in SVK is estimated for 320.000 (cca 5,8%)estimated for 320.000 (cca 5,8%)

2 subethnic groups of Roma2 subethnic groups of Roma

- Rumungro RomaRumungro Roma

- Vlachike RomaVlachike Roma

Background informationBackground information

Some information about education of Roma in Slovakia: 30-40% of Roma children attends school only

irregularly; 98% of Roma children does not attend kindergartens, they fail 14 x more often in general as other children; 30x more frequently they drop out of school before

finishing the elementary school; almost 90% of Roma did not proceed to higher than

elementary education; only 2,5% of Roma attends secondary school

from 2002 we are not able to collect ethnic data.

Background informationBackground information

In 1992 Roma people received status of national minority in Slovakia. However, Roma still do not have their independent national education system – in their own language or culture background.

First schools with attribute “Roma” started to occur recently. These schools are supposed to be attended mostly by Roma pupils. Curriculum in these schools is supplemented by so called romological disciplines that should saturate the need of learning about their own, Roma culture (for example Roma History, Roma Language...).

Background informationBackground information

In schools with high number of Roma pupils tools for In schools with high number of Roma pupils tools for decreasing of handicaps in school system are created: decreasing of handicaps in school system are created:

Zero gradeZero grade – helps children to reduce problems of lack – helps children to reduce problems of lack of experience with majority school system, because of experience with majority school system, because they do not have any social and hygienic habits. they do not have any social and hygienic habits. Content of 1st grade is distributed for 2 years.Content of 1st grade is distributed for 2 years.

Teacher’s assistantTeacher’s assistant – helps the teacher and children in – helps the teacher and children in overcoming the language barrier, s/he also operates in overcoming the language barrier, s/he also operates in families, checks the attendance, supervises over families, checks the attendance, supervises over school duties etc.school duties etc.

Aim of the survey and survey Aim of the survey and survey methodsmethods

One aim of the project INSETRom (Comenius One aim of the project INSETRom (Comenius programme) was to identify the real needs of programme) was to identify the real needs of teachers and Roma parents and how to increase the teachers and Roma parents and how to increase the success of Roma children in school. success of Roma children in school.

The prevalent method of the survey was semi-structured The prevalent method of the survey was semi-structured interview interview with teachers (N=15), Roma paretns with teachers (N=15), Roma paretns (N=11) (N=11) and and their pupils (N=12).their pupils (N=12).

Survey took place in the course of March 200Survey took place in the course of March 2008 in east 8 in east part of Slovakia (where Rumungro Roma live) and part of Slovakia (where Rumungro Roma live) and west part of Slovakia (where Vlachike Roma live)west part of Slovakia (where Vlachike Roma live)

AnalysAnalysees of teachers’ responsess of teachers’ responses Experience with Roma pupilsExperience with Roma pupils

The biggest problems are seen especially in absence The biggest problems are seen especially in absence of preparation at home, not bringing the school aids of preparation at home, not bringing the school aids etc. etc.

Most frequently were reported problems in the fiMost frequently were reported problems in the fieeld of ld of creativity, temperament, ability to find excuse under all creativity, temperament, ability to find excuse under all circumstances, etccircumstances, etc. .

AnalysAnalysees of teachers’ responsess of teachers’ responses Experience with Roma pupilsExperience with Roma pupils

Majority of them reported that Roma pupils require Majority of them reported that Roma pupils require more visual aids (also in secondary schools) or the more visual aids (also in secondary schools) or the teachers have to be more directive. teachers have to be more directive.

Teachers warn that Roma pupils change the face of Teachers warn that Roma pupils change the face of their class. their class.

In classes with smaller number of Roma pupils, In classes with smaller number of Roma pupils, teachers reported that there is much more aggression teachers reported that there is much more aggression towards Roma even among childrentowards Roma even among children..

AnalysAnalysees of teachers’ responsess of teachers’ responses Experience with Roma Experience with Roma familyfamily

Teachers work with Teachers work with a a family especially when problems family especially when problems occur. Despite this, all teachers consider cooperation occur. Despite this, all teachers consider cooperation with family as crucial, not only at the school level. with family as crucial, not only at the school level. Parents of pupils do not visit the school.Parents of pupils do not visit the school.

If If Roma parents are asked to help their kids (e.g. with Roma parents are asked to help their kids (e.g. with home works), many parents do not help, because they home works), many parents do not help, because they either do not have interest or knowledge. either do not have interest or knowledge.

More More teachers teachers pointed out that parents do not accept pointed out that parents do not accept that their children can do anything that their children can do anything wrongwrong..

AnalysAnalysees of childrens’ s of childrens’ responsesresponsesSchool attendanceSchool attendance

What children do not like about school: insufficient What children do not like about school: insufficient technical equipment, subjective evaluation of teachers, technical equipment, subjective evaluation of teachers, aggression in classes, and monotony of lessons.aggression in classes, and monotony of lessons.

Children reported that iChildren reported that in school they do not learn about n school they do not learn about Roma culture on any subject, Roma culture on any subject,

only few respondents admitted that they mention Roma only few respondents admitted that they mention Roma marginally in history and civil study. marginally in history and civil study.

AnalysAnalysees of childrens’ s of childrens’ responsesresponsesTeachersTeachers

All All children children described their relationship to the teacher described their relationship to the teacher as positive. They like best their class teachers. as positive. They like best their class teachers.

Pupils stated that they like those teachers that are kind, Pupils stated that they like those teachers that are kind, warm to them, without prejudices and those who let warm to them, without prejudices and those who let them feel that they like them. them feel that they like them.

When pupils have problems in school, they When pupils have problems in school, they report report to to teacher or rely on their own strengths.teacher or rely on their own strengths.

According to According to children children teachers think about parents and teachers think about parents and overall about Roma what the rest of society thinks – overall about Roma what the rest of society thinks – that they are uneducated, dirty, lazy. that they are uneducated, dirty, lazy.

AnalysAnalysees of childrens’ s of childrens’ responsesresponses ParentsParents

Pupils think that parents cannot help them to have Pupils think that parents cannot help them to have better time in school. All respondents would like if their better time in school. All respondents would like if their parents deal with their school problems and tasksparents deal with their school problems and tasks..

AnalysAnalysees of parents’s responsess of parents’s responses Issues related to childrenIssues related to children

They expect from children to learn well, They expect from children to learn well, to to do business do business and and to to earn moneyearn money (Vlachike Roma) (Vlachike Roma), that they , that they not to not to take drugs take drugs (Rumungro Roma)(Rumungro Roma)..

They evaluate themselves as good parents, who do They evaluate themselves as good parents, who do everything for their children. everything for their children.

The biggest problems of the child according to the The biggest problems of the child according to the parents are school, teachers and classmates.parents are school, teachers and classmates.

AnalysAnalysees of parents’s responsess of parents’s responses Child and schoolChild and school

Roma parents think about school that it does not Roma parents think about school that it does not provide future .provide future .

Reason Reason to to visit of school is mainly disrupting the school visit of school is mainly disrupting the school rules from the side of their children rules from the side of their children

Parents do not know what their children do at school Parents do not know what their children do at school and do not understand the teachers eitherand do not understand the teachers either

Parents report that teachers are unwillingParents report that teachers are unwilling and and bad bad..

We We could see a lot of stereotypes and could see a lot of stereotypes and prejudice in responses of each group in prejudice in responses of each group in our research. The project INSETRom our research. The project INSETRom tried tried to break the mental wall which is to break the mental wall which is between us and them by intervention between us and them by intervention programprogram..

Teacher training curriculumTeacher training curriculum in Slovak Republicin Slovak Republic

Consist of modules:Consist of modules: Culture and enculturationCulture and enculturation Stereotypes and prejudiceStereotypes and prejudice Roma historyRoma history IIntercultural educationntercultural education Teacher-Parent relationsTeacher-Parent relations

Place of trainingPlace of training: Spišská Nová Ves-: Spišská Nová Ves-(small city in eastern (small city in eastern Slovakia)Slovakia)

Time of trainingTime of training: 24 hours : 24 hours (from November 25th to 27th, (from November 25th to 27th, 20020088))

Materials and MethodsMaterials and Methods ParticipantsParticipants: N= 15 (: N= 15 (N=12-female, N=13 male)N=12-female, N=13 male)

ParticipantsParticipants: N= 15 : N= 15 (N= 1 School manager, N=13 teachers, N=1 Roma assistant)(N= 1 School manager, N=13 teachers, N=1 Roma assistant)

48%52%

female

male

school manager

teachers

Roma assistant

Materials and MethodsMaterials and Methods 1. Questionnaire1. Questionnaire for monitoring basic for monitoring basic

questions regarding (pre training, 19q.):questions regarding (pre training, 19q.):the work with pupilsthe work with pupilslearning of Roma pupilslearning of Roma pupilsmapping their experience with the work with mapping their experience with the work with

both Roma pupils and their parentsboth Roma pupils and their parentsidentification of basic critical problems with identification of basic critical problems with

teaching Roma pupilsteaching Roma pupilsknowledge of culture, habits and nature of knowledge of culture, habits and nature of

Roma pupils Roma pupils

Materials and MethodsMaterials and Methods 2.2. After finishing training we used After finishing training we used the post- the post-

training questionnaire training questionnaire (16 questions)(16 questions)

Materials and MethodsMaterials and Methods 33.. After finishing the training: After finishing the training:

we put some questionswe put some questions in focus group in focus group we we were searching for the effectivity of realised were searching for the effectivity of realised training modulestraining modules

ResultsResults:: Pre- test measuringPre- test measuring was very similar was very similar toto the results of the results of

interview with teachers, which was interview with teachers, which was demonstrateddemonstrated

We can show the mWe can show the main problems:ain problems: participants felt deficit in culture, history, participants felt deficit in culture, history,

psychological skills by work with Roma psychological skills by work with Roma pupils and their parents pupils and their parents (communication, (communication, problem solving, conflict solving..)problem solving, conflict solving..)

participants felt deficit in well preparing for participants felt deficit in well preparing for teaching Roma pupilsteaching Roma pupils

ResultsResults:: Pre- test measuringPre- test measuring conflict among Roma families are conflict among Roma families are

transferred into school environmenttransferred into school environmentRoma pupils have difficulties in interaction Roma pupils have difficulties in interaction

with non-Roma pupils for their noise level with non-Roma pupils for their noise level and more emotional manifestationsand more emotional manifestations

insufficient competence of teachers to insufficient competence of teachers to handle higher emotional reactivity of parentshandle higher emotional reactivity of parents

insufficient information in mass and insufficient information in mass and communication media about communication media about lives of Romalives of Roma

ResultsResults:: Pre- test measuringPre- test measuring Participants felt well inParticipants felt well in::

the classroom – good, correct, fair relations the classroom – good, correct, fair relations among pupils (60%)among pupils (60%)

work with Roma pupils- are extremely work with Roma pupils- are extremely gratefulgrateful if they feel love and positive attitude if they feel love and positive attitude from adult sidefrom adult side

ResultsResults:: Pre- test measuringPre- test measuring Participants would welcome Participants would welcome :: teaching material for working with Roma teaching material for working with Roma

pupilspupilspublications related to Roma problems publications related to Roma problems

(history, culture)(history, culture)useful information about Roma culture, useful information about Roma culture,

history, solvehistory, solveinging personal conflicts, better personal conflicts, better communication abilitcommunication abilitiesies

eexchange of experience in working with xchange of experience in working with Roma childrenRoma children

ResultsResults:: PostPost- test measuring- test measuring The results of post training The results of post training

questionnaire: questionnaire:

Training (Training (coverage of content, training coverage of content, training methodology, duration of training, methodology, duration of training, professionalism of Trainersprofessionalism of Trainers) was evaluated ) was evaluated positivepositive

ResultsResults:: PostPost- test measuring- test measuring The results of post training The results of post training

questionnaire: questionnaire:

the most positive evaluation received the the most positive evaluation received the module Culture and enculturation with the module Culture and enculturation with the module Stereotypes and prejudicemodule Stereotypes and prejudice

Intercultural education took the last place Intercultural education took the last place Highly appreciated information regarding Highly appreciated information regarding

Roma history and culture Roma history and culture

ResultsResults:: PostPost- test measuring- test measuring The results of post training The results of post training

questionnaire: questionnaire:

understanding Stereotypes and prejudice, understanding Stereotypes and prejudice, as well as Roma history is considered useful as well as Roma history is considered useful and helpful in ther pedagogic experienceand helpful in ther pedagogic experience

ResultsResults:: PostPost- test measuring- test measuring Participants expected: Participants expected:

more examples focused not only on Roma more examples focused not only on Roma community but also on ethnic groups that community but also on ethnic groups that are presented in high level at schools (the are presented in high level at schools (the Vietnamese, the Korean)Vietnamese, the Korean)

according to majority of participants all the according to majority of participants all the expectations before to the training were expectations before to the training were fulfilledfulfilled

ResultsResults:: PostPost- test measuring- test measuring Participants considered positive: Participants considered positive:

the wider range of modules, not only the wider range of modules, not only focusing on Roma populationfocusing on Roma population

orientation gained in problems orientation gained in problems methodical materials and literature sourcesmethodical materials and literature sourcesplaying roles with the usage of empathy of playing roles with the usage of empathy of

othersothershandling the emotional manifestation of handling the emotional manifestation of

parents of Roma childrenparents of Roma children

ResultsResults:: PostPost- test measuring- test measuring Barriers: Barriers:

the absence of Roma pupils at schoolthe absence of Roma pupils at schooldemaging school materialdemaging school materialnegativistic approaches of parents towards negativistic approaches of parents towards

the school, while they need their the school, while they need their children to children to help them with earninghelp them with earning ( (picking up forest fruits picking up forest fruits and following sale and the likeand following sale and the like))

handlhandlinging the pressure of colleagues who the pressure of colleagues who present prejudice against Roma pupils at present prejudice against Roma pupils at schoolschool

ResultsResults:: PostPost- test measuring- test measuring RecommendationsRecommendations of participants: of participants:

longer traininglonger trainingto regularto regularshould focus on mental hygiene of teacher should focus on mental hygiene of teacher

(to handling the tension, stress, teacher´s (to handling the tension, stress, teacher´s burden at school)burden at school)

Results: Results: Focus groupFocus group We used the focus group We used the focus group for searching for for searching for

the effectivity of realised training modules:the effectivity of realised training modules:

reflections of participants were mostly reflections of participants were mostly positivepositive

they required range of problems including they required range of problems including problem of multi-culture at schoolproblem of multi-culture at school

the issue focused on Roma population was the issue focused on Roma population was adequateadequate

Results: Results: Focus groupFocus group more frequent meetings with other teachers more frequent meetings with other teachers

or expertsor expertsthe possibility to exchange experiencethe possibility to exchange experiencethe the requirement regarding the practicality of requirement regarding the practicality of

the training as well, it means to demonstrate the training as well, it means to demonstrate ways of solution on certain specific ways of solution on certain specific situationssituations

they they will lead to acceptance of Roma will lead to acceptance of Roma children, their mentality, culture, children, their mentality, culture, experiencing, mainly with other children in experiencing, mainly with other children in the classroomthe classroom

Results: Results: Focus groupFocus group to mto managanagee social atmosphere in the classroom by social atmosphere in the classroom by

building tolerance building tolerance sstrengthening self-esteem, own identity of the trengthening self-esteem, own identity of the

Roma is another important task that is performable Roma is another important task that is performable within educational environmentwithin educational environment

Thank youThank you

rrosinsky@ukf.sk

bsramova@ukf.sk