Social inclusion promotion through inclusive education

The Roma Education Fund Experience

Brussels 02-03, December, 2010 Šemsi Šainov

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The Roma Education Fund (REF) in brief

Influence systemic changes in education systems

Foster Roma participation Document and disseminate best practices on both policy

reforms and programsREF projects aim to: pilot activities, evaluate, identify the

different components of successful interventions and then work with governments in scaling up

225 projects in over 14 countries; 49 active projects; 1 year in average length

Covering all levels of education Implemented by NGOs and Governments

The REF Mission: Closing the education gap between Roma and Non- Roma

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Social inclusion/exclusion

Provision of certain rights to all individuals and groups in society, such as employment, adequate housing, health care, education and training (Collins English dictionary)

A socially inclusive society is defined as one where all people feel valued, their differences are respected, and their basic needs are met so they can live in dignity

The process of being shut out, fully or partially, from any of the political, social, cultural or economic systems which determine the social integration of a person in society (John Vincent)

What‘s that? Definitions-perceptions

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Education Inclusion

An education system where all children of different culture, belief, socio –economic background, gender or physical ability are given equal chances to reach their maximum potential for learning and succeeding

A system where all children of the same age group study together in the same classroom and follow a similar core curricula but where the school recognizes and respects their different background and history

A system that reduces differences in education outcomes instead of increasing them and aims at building a cohesive society more than to form an elite

What‘s that? Definitions-perceptions

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Problems Encountered

Key problems-Institutional Environment

Key problems-Society/Civic/Economic Environment

Lack of data and measurement issues Segregated school environment Special schools (high rate of Roma children)

School participation indicators Teachers training Curricula development Intercultural education lacking (stereotypes

and prejudice)

Policy implementation is lacking Cross sector policies (Antidiscrimination

policies; Roma participation)

Low level of education Negative community image (stereotypes,

prejudice)

Roma community does not trust institutions

Lack of communication (Roma non-Roma community)

NGO/civic sector (taking over education institutions responsiblity, needs capacity building)

Donor community (lack of coordination; overlapping)

Economic context (high level of unemployment; housing; health care; no access to money market, migration)

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Enhancing partnership and collaborative processes

Roma and non-Roma

Community

Civic sector

Institutional context

School – education

environment

Build good relationship and enhance Roma community as proactive and relevant subject in education issues

Insure dialog and cooperation between Roma and non-Roma

Bridge the gap between Roma and non-Roma community; school institutions; local and central government institutions

Civic sector plays a critical role

The institutions shall take over their responsibilities Cross-institutional involvement important Sustainability (scaling up of education project/programs) Policy context Inclusive education environment (residential/demographic segregation - improve

quality component – trained teaching personnel, facilities, etc.) Schools commitment Capacity building and exchange of experiences

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Social inclusion – When to start

Insured transition to elementary education

Decreased dropout rate due to language barriers

Socialized pupils in inclusive education environment

Language barrier Children socialization Curricula Facilities

Elementary ed.

Preschool Education

Early Childhood DevelopmentAs p

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The importance of early intervention in ECEC

ECEC standards

Parental education on ECEC Language barrier Children socialization

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REF Good Practice

Inclusion of Roma children in Public Pre-Schools (2006/11) Ministry of Labor and SP (LSG; NGO; Local Public preschools;

Roma and non-Roma community)

Beneficiaries - 1455 pupils (age 4.5-5.5); 20 Preschool institutions

Started within 15 municipalities – scaled up to 20 municipalities

Desegregated preschool environment Co-finance MLSP, LSG and UNICEF Support provided in: TA; Training program; Transport;

nutrition and didactic materials Employment of Roma preschool teachers/assistants

Preschool Education - Macedonia

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Description 2006/07 2007/08 2008/09 2010/11

Enrolled children in PS 211 226 241 276

Roma participation in PS in % 1.3 1.7 1.83

Preschool Education Macedonia

Attendance rate (87.5% in average)

Transition to elementary education (83%-93%)

90% of PSI personel attend training programs and meetings

70%-80% Parents attends workshops and meetings

108 Preschool teachers and 21 Roma assisstants supported with training

Supported over 1500 Roma parents

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REF good practice

Serbia - Functional basic education of Adult Roma 275 Beneficiaries age 15-35 from 11 Municipalities Developed and accredited curricula for 4-8 grade Developed text books and didactical materials Preservice teacher training and VET provided Partners – (MoE, NEO, Institute for Pedagogy Andragogy)

Macedonia - Romas Graduate and Enhance Their Lives

Results: Beneficiaries 55 students age 15-35 from 3 municipalities; 28 graduate sec. education, 3 enrolled university;

Mentoring and tutoring support Institutional partnership and support – (MoE; LSG, EO)

Adult education – Serbia and Macedona

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Adult Education – Serbia and Macedonia

Adult Education Serbia Number

Beneficiaries (Aged 15-35) 275

Completed basic education 212

Completed VET 168

Enrolled in secondary VS 5

Attendants employed 53

Teachers trained 165

Roma coordinators trained 17

Roma beneficiaries 80%

Non-Roma beneficiaries 20%

Number of municipalites 11

Adult Education Macedonia (ongoing project) Number

Beneficiaries (Age 15-35) 55

Completed secondary education 28

Enrolled tertiary education (university) 3Projected results by end of project implementation GSCE* school certificate acquired 23

Matura/state exam 30

Students enrolled to tertiary education 20

Tutorship support

Mentoring support * General Certificate of Secondary Education

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REF Intervention Measures

- Training- Cross- country experience exchange

Financial support: Grant program Scholarship support program (Secondary and tertiary education) Revolving funds

Preschool education

Elementary education

Secondary Education

Tertiary Education

Adult education

(second chance)

Institutional support:-TA- Policy development-Policy implementation- Curricula development

Researchprogram

- Mentoring - Roma Mediators

-Tutoring - Didactic materials

- Transport - Additional classes

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Key issues to be considered

- National/local responsibilities

- Education/social care responsibilities

- Targeted funding mechanisms

-Compulsory/voluntary

Programs are effective when the policy framework is right!

How to overcome policy barriers

- Informing Roma parents

- Informing non Roma parents

- Informing education institutions and other local actors

How to overcome information barriers

- Segregation- Special education- Assimilation- Lack of space- Teacher quality- Support system

(mediators, meals, equipment, school materials and utilities)

- Lack of data

How to overcome typical implementation pitfalls

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...I am doing an assessment on social inclusion and need an evidenced quote of what social inclusion is, I have details of social exclusion but can find no quotes on inclusion (Student statement) Please visit:www.romaeducationfund.org

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