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The opinions expressed in this publication are those of the contributors, and do not necessarily reflect the policies or views of UNICEF. The designations employed in this publication and the presentation of the material do not imply on the part of UNICEF the expression of any opinion whatsoever concerning the legal status of any country or territory or of its authorities or the delimitations of its frontiers. Extracts from this publication may be freely reproduced with due acknowledgement using the following reference: UNICEF, 2011, The Right of Roma Children to Education: Position Paper. Geneva: UNICEF Regional Office for Central and Eastern Europe and the Commonwealth of Independent States (CEECIS). For further information and to download this or any other publication, please visit the UNICEF CEECIS website at www.unicef.org/ceecis.
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THE RIGHt OF ROMA CHILDrEN tO EDUcAtION:
POSItION PApEr
Many Roma children are tracked to 'special' schools and classrooms for children with disabilities simply because of their language differences. research done and effective practices identified. Yet. It provides a framework for implementing a human rightsbased approach to the inclusion of Roma children in education.declare all children's right to education. global media. communication and financial commitments that are needed to overcome the extreme and entrenched disadvantage experienced by Roma children in realizing their right to education.such as the Convention on the Rights of the Child.T H E R I G H t O F R O M A C H I L D r E N tO E D U c At I O N P O S I t I O N PA p E r I II III IV V FOREWORD Across Central and Eastern Europe. civil society and communities themselves continue to call the world's attention to the challenges facing Roma communities in Europe. it is time to act . compared with more than 90 percent of their non-Roma peers. provides us with analyses for why they are excluded and identifies strategies that have been successful in promoting the inclusion of Roma children. educational. policy. with rights affirmed. Full implementation of these commitments would lead to the inclusion of Roma children within the mainstream education system on an equal basis with all other children. without discrimination and achieving comparable outcomes. legislative. international organizations. In most countries. Social science research further confirms that Roma children remain excluded. Those that do enroll are likely to drop out before the end of basic schooling because of racism in schools and the ill preparation of schools to meet their needs. in detail. discrimination and non-inclusive school systems systematically deprive children from Roma communities of their right to education. the political. Thus there are large equity gaps in the quality of education received by Roma children and their non-Roma peers. International human rights doctrines . governments and media on board. It elaborates. Education for All and Millennium Development Goals . The Right of Roma Children to Education: Position Paper promotes action by providing concrete guidance on programming and policymaking for inclusion. I hope that this paper calls to action all partners to work toward the realisation of the right to education for all Roma children and I hope that it may be a tool to accelerate our joint progress. in South-eastern Europe only 18% of Roma children ever enroll in secondary school and less than one per cent attend university. UNICEF will continue to advocate and work toward ensuring that all children from Roma communities have equitable access to quality education in all countries in the region. only about 20% of Roma children ever enroll in primary school. Thus. Steven Allen Regional Director UNICEF Regional Office Central and Eastern Europe and the Commonwealth of Independent States 2 . Governments and their partners have signed on to these doctrines and committed to extending their school systems to reach the most marginalized children.
Noala Skinner (UNICEF Montenegro). the former Yugoslav Republic of Macedonia). Lynn Davies (University of Birmingham. Deepa Grover (UNICEF Regional Office. Her dedication in writing this paper and integrating a wide range of inputs from various organizations and UNICEF country offices throughout the consultation process has been highly appreciated. They include Sandie Blanchet (UNICEF Moldova). Eugen Crai (UNICEF Romania). Radmila Rangelov-Jusovic (CEI Step by Step. We would like to thank all those who contributed their expertise to its development. 3 . Adam Kullmann (Open Society Institute). Daniel Skobla (UNDP. Toby Linden (Roma Education Fund). design. Romania). Geneva) had overall responsibility for the planning. and by commenting on the position paper at its various stages of development. Jean-Claude Legrand (UNICEF Regional Office. 2010. Geneva). Edmond McLoughney (UNICEF Romania). both by their participation in a meeting of experts held in Budapest on May 20–21. Szilvia Hegyine Pallaghy (Ministry of Education and Culture. Geneva). Mihai Surdu (Roma Education Fund). Hristo Kyuchukov (Constantine University. in 1992. Hungary). drawing on an original draft by Caroline Sykora. Christina McDonald (Independent Consultant). established top remote implementation of the United Nations Convention on the Rights of the Child. Slovakia). Aurora Bushati (UNICEF Albania). Romania). Katrine H. Lansdown was the founder and director. Freiesleben. She has published and lectured widely on the subject of children's rights. Sarah Klaus (Open Society Foundation). Stanislav Daniel (European Roma Rights Center). Philippe Testot-Ferry (UNICEF Regional Office. Bosnia and Herzegovina). Magda Matache (Romania Criss. Christian Bodewig (World Bank). Ozge Hassa (UNICEF Turkey). The principal author of this position paper was Gerison Lansdown. of the Children's Rights Alliance for England. David Mark (Roma Civic Alliance. Liana Ghent (International Step by Step Association). It is the result of collaboration between many individuals. development and coordination of this initiative. Erin Tanner (UNICEF Regional Office. Geneva) and Sheldon Yett (UNICEF. Ms. Slovakia).T H E R I G H t O F R O M A C H I L D r E N tO E D U c At I O N P O S I t I O N PA p E r I II III IV V ACKNowLedGeMeNTS The Right of Roma Children to Education: Position Paper was commissioned by the UNICEF Regional Office for Central and Eastern Europe and the Commonwealth of Independent States (CEECIS). Robert Kushen (European Roma Rights Center). and appreciation is extended to each of them. UK).
.................................................................................................................................................................................................................................16 Gender-based dimensions............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................... 33 Distribution of funding to promote equality of opportunity........................................................ 15 Levels of enrolment and retention............................................................................................ 21 Level of government action.......................................................................................................................................................................15 Poor educational achievement................................ 31 Cross-ministerial strategies................................................................................................................................................................................................................................................................................................................................. 38 Legislation................................................................................................................................................................................................................................................................................................. 26 Right to respect in the learning environment..........................................................................................................................................................................................................................................................................................................................................................................................................17 Lack of birth registration...................................................................................................................................................................................................................................................................................................................................7 CHaPTer 1: SeTTiNG THe CoNTeXT of RoMa iN CEECIS...................................................................................................................19 School and classroom environment............................................................................................................................................18 Segregation..............................................................................................................................................................................17 Lack of quality early childhood education services...........16 Causes of poor educational outcomes.......................................................................................... 32 Financing................................................................................ 23 Principles underpinning a rights-based approach to education......................................................................................................... 32 Integrated education ministries................................................................................................................................................................................ 28 CHaPTer 3: GoVerNMeNT-wide STraTeGieS ............................................................................................................................ 22 CHaPTer 2: A HUMaN riGHTS-BaSed aPProaCH To edUCaTioN................................................................... 35 Ensuring appropriate and effective use of funds............ 32 Devolved government structures........................................................................................................................................................................ 38 Accountability and enforcement.............................................................................................................................................................. 33 Level of investment in Roma education.................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................... 26 Right to quality education.................................................................................................................................................................................... 26 A conceptual framework for promoting the right to education..................................................... 13 Education access and outcomes....................................................T H E R I G H t O F R O M A C H I L D r E N tO E D U c At I O N P O S I t I O N PA p E r I II III IV V CoNTeNTS INTrodUCTioN....................................................................................................................................................................................... 29 Political will and good governance.................................................................... 26 Right to access education...........................................18 Poverty and social exclusion........................................................................................................................................................................................................................................................................................... 38 4 ........................................................... 35 Financial management........................................................................................................................................ 35 Tackling discrimination................................. 25 Obligations to ensure the right to education for Roma children............................. 20 Education financing............................................................................................................................................................................................... 31 Government structures....................................................................................................................
........................................................................................................................................................................................................................................................................... 42 CHaPTer 4: ESTaBLiSHiNG THe NeCeSSarY edUCaTioN PoLiCieS aNd STraTeGieS................................ 45 Early childhood development services............................................................................................................................................................... 58 Respect for rights within the learning environment...................................................................................................................................................................................................................................................... 43 The right to access education................................... 60 Respect for participation rights.................................................................................................................................... 56 Rights-based learning and assessment.............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................. 56 A child-friendly..........................................T H E R I G H t O F R O M A C H I L D r E N tO E D U c At I O N P O S I t I O N PA p E r I II III IV V Strengthening information systems................................................................................ 54 Child-friendly schools and preschools..................................................................................................................................................................................................................... 63 CHaPTer 5: THe roLe of NoN-STaTe aCTorS................................................. 75 ACroNYMS.............................................................................................................................................................................................................................................................................................................................41 Learning from what works......................................................................................................................................................................................................................... 49 Removing the socio-economic barriers to education..................................................... 65 SUMMarY: A PProaCHeS To reaLiZiNG THe riGHT of RoMa CHiLdreN To edUCaTioN...................................................................................................................................................................................................................... culture and language.................................................................................... 85 5 ............................................................................................................................................................ 45 Ensuring accessibility and availability of education................................................................................... 56 Improved teaching quality................................................................................................................................ 39 Monitoring and evaluation.......................................................................... 60 Right to respect for identity........................................... safe and healthy environment.................................................................................................... 52 The right to quality education......................................................................................................................................................................................................... 38 Birth registration...................................41 Partnerships and participation........................... relevant and inclusive curriculum.........................................................................................................................................................41 Capacity-building.......................................................................... 38 Data collection and disaggregation....................................................................................... 55 A broad...................................................................................................................................................... 62 Right to respect for physical and personal integrity...................................................
T H E R I G H t O F R O M A C H I L D r E N tO E D U c At I O N P O S I t I O N PA p E r © PANOS PICTURES INtrODUctION 7 .
are comprehensively addressed. with the objective of ensuring that the rights of children. based on evidence of good practices and experiences • To respond to the urgent needs of countries and populations These goals and principles are also central to UNICEF's Regional Education Strategy. UNICEF joined the Decade of Roma Inclusion in October 2008 and participated regularly in the International Steering Committee meetings of the Roma Decade. the full primary cycle and lower secondary education. including an important meeting on education for Roma children organized in Belgrade in June 2009 by the Serbian Presidency of the Decade. The global strategy outlines the guiding principles. and completion and retention will be increased 3. the UNICEF Regional Office for CEECIS initiated the drafting of a Review of Best Practices and Successful Initiatives in Roma Education in 2009. All children ages 3 to 6 will have access to at least one year of free pre-primary school and will begin school by the age of 6 to 7. policy. Full implementation of these commitments would lead to the inclusion of Roma children within the mainstream education system on an equal basis with all other children. communication and financial commitments that are needed to overcome the extreme and entrenched disadvantage experienced by Roma children in realizing their right to education. The right of Roma children to education falls directly within this mandate. In addition to strengthening partnerships around Roma education and joining the Roma Decade in 2007. legislative. Basic education in the regional strategy is comprised of one year of pre-primary. Education will be the strategy for disaster risk reduction to promote social cohesion and tolerance. and to reach gender parity and address disparities. in detail. educational. which require that programmes are developed: • Within existing national frameworks and reinforcing existing mechanisms and tools • Through partnerships that are interlinked and seamless • With a focus on inter-sectoral links across programmes • To add value. and in recent years has been an increasing focus of UNICEF's work in promoting equity in this region. 9 . especially those from the most vulnerable and marginalized groups. This paper has been developed to enhance and strengthen UNICEF's focus on the most marginalized children by elaborating. This work is informed by UNICEF's global education strategy that commits. This position paper complements and contributes to UNICEF' significant commitment to the rights of Roma children. 4.T H E R I G H t O F R O M A C H I L D r E N tO E D U c At I O N P O S I t I O N PA p E r IN trODUctION All of UNICEF's work is guided by the Convention on the Rights of the Child. In the region. the key vision of which is that every child in the region will access and complete basic education of good quality. The quality and relevance of basic education will be improved to reduce dropouts. UNICEF expects four results aimed at the inclusion of less advantaged children: 1. the political. without discrimination and achieving comparable outcomes. more unified and better articulated approach to UNICEF's work in promoting Roma education in CSEE. The agency has been working in Central and South-Eastern Europe (CSEE) since the 1990s. This position paper aims to contribute to a stronger. in two of its overarching goals. 2. Disparities and exclusion will be reduced and the last 10 to 15 per cent of children out of school will receive quality education. to helping countries achieve universal primary education.
T H E R I G H t O F R O M A C H I L D r E N tO E D U c At I O N P O S I t I O N PA p E r I II III IV V © PANOS PICTURES 10 .
and could be overcome through technological innovation or improved management of existing services. economic. to whom the future belongs. especially the most vulnerable and.1 This focus recognizes that without additional targeted efforts to address these excluded groups. this position paper is informed by the strengthened UNICEF focus on reaching the most marginalized children. This paper can be used by UNICEF and partners to inform. as well as by corporate programme policies. the political case for action can be strengthened through the following arguments: • State parties to the CRC have committed themselves to ensuring the enjoyment of rights by all children. See Millennium Declaration. this paper constructs a human rights-based approach to analysing and conceptualizing the challenges faced by Roma children in realizing their right to education.2 The extreme challenges faced by some children mean that 'more of the same' is not enough. respectively. In many cases. 'reaching out' requires the exercise of specific political will and commitment. Douglas. social and cultural context on the ground. and increases chances for social stability and peace. 3 4 5 11 . 2007. Most of the Millennium Development Goals. International Journal of Inclusive Education . however. from the most advanced to those with special needs. nor does it prioritize particular actions or commitments. Some of the barriers to supporting the rights of marginalized children and families might be technological. A human rights-based approach to education for all. skill levels and cultural backgrounds benefits all children. By contrast. UNICEF Programme Policy and Procedure Manual. This analysis draws on the UNICEF/UNESCO paper. highlighting the specific targeted action that will be necessary to achieve that goal. • The Millennium Declaration 3 underlines the commitment to reaching the most vulnerable and marginalized. and should be guided by principles of universality. A Human Rights-Based Approach to Education for All. institutional or organizational. States parties have to periodically report to the CRC Committee. prejudice and hostility to the particular groups of children. participation and accountability. 1464-5173. New York. Reducing marginalization also lowers the risk of social unrest. 5 Accordingly. engage and advocate for the political commitment necessary at a country level to identify priorities and develop the strategy needed to achieve the goal of quality education for every Roma child. Such decisions need to be made in light of the unique and differing political. which will comment on their performance and expect to see consequent action. ignorance as to the actions needed to overcome marginalization. This commitment is often absent for a variety of reasons: lack of awareness of the need. The CRC makes a special case for focusing government's actions on the most vulnerable and excluded. 4 • It is increasingly recognized that inclusion brings widespread educational benefits." Fisher. are 'reduction goals'. In so doing. Scientific and Cultural Organization. inclusion in both the educational system and in society as a whole is integral to improving the conditions and opportunities afforded to Roma. Section 20 For a detailed account of the implications of a rights-based approach to education see: United Nations Children's Fund and United Nations Educational. pp. lack of political advantage associated with such investment. 1 2 'Reaching marginalized children and their families'. While inclusion is most advantageous to marginalized and disadvantaged children. except goals number two and three on education and gender. 63–78. the children of the world. UNICEF/UNESCO. fear of the associated costs and failure to acknowledge obligations associated with international human rights commitments. Article 2: "As leaders we have a duty therefore to all the world's people. mixing children of differing capacities. including financial commitment. Inclusion helps promote tolerance and contributes to the formation of stronger social cohesion and aids in developing both academic and social skills among all children. the Millennium Declaration cites human rights principles to make a stronger case for the inclusion of all children. Issue 1. non-discrimination. it will not be possible to achieve the Millennium Development Goals (MDGs). in particular. implying that there will still be children left out.T H E R I G H t O F R O M A C H I L D r E N tO E D U c At I O N P O S I t I O N PA p E r IN trODUctION Finally. activity and commitment that are required. 'Examining the general programmatic benefits of inclusive schools'. Virginia Roach and Nancy Frey. This paper elaborates the overall dimensions of investment. Accordingly. It does not provide strategic or step-by-step guidance on the implementation of those actions. Volume 6. 2002.
which took place in February 2009. It also builds on discussions with Roma Decade partners and other stakeholders. 12 . Development (e. This paper is rooted in that body of work.g. The unit costs for any recommended strategy in a particular scenario should be carefully calculated.T H E R I G H t O F R O M A C H I L D r E N tO E D U c At I O N P O S I t I O N PA p E r I II III IV V • The unit costs of any service reaching marginalized children and families is often higher than the cost for those already served. Providing a service to marginalized populations may only slightly increase the average unit costs of the service. universal coverage. and finally. it is fair that higher costs may be incurred for them now. • Significant levels of marginalization (and lack of access to service) do in fact have their own costs to society in both the short and long term.. Given that those left out have so far not benefited from public expenditures for such services. a consultative meeting convened by UNICEF in Budapest in May 2010. this is because there are only a small number of marginalized people compared to the population already covered. including Roma NGOs. UNICEF's emphasis in all its work on quality. tolerance building and preschool education are all components necessary for assuring the right of Roma children to education. from discussions and recommendations from the 15th ISC Meeting of the Roma Decade. elimination of disparities. capital) costs need to be clearly separated from recurrent costs of the service.
I © PANOS PICTURES SEttING tHE cONtEXt: tHE ROMA IN CEECIS 13 .
7 8 9 10 11 12 13 14 15 15 . Breaking the cycle of exclusion. In CSEE. Geneva. 9 In Bulgaria. Dena. religion and occupation as well as more recent divisions. 2005. There are traditional cleavages based on geographical origin. unemployment rates for Roma are more than five times that of the general population. 2003. Bosnia and Herzegovina and Montenegro. B. Open Society Institute. World Bank.20 – 23. living conditions and possibilities for integrating Roma in Serbia. UNDP and Institute for Strategic Studies and Prognoses. 'Cooperation between UNICEF and REF: Some reasons and approaches'. 4.6Approximately 70 per cent of Roma are concentrated in Central and South-Eastern Europe (CSEE).12 EdUCaTioN aCCeSS aNd oUTCoMeS Roma educational achievement has been historically poor across Europe. The Situation of Roma in an Enlarged Europe. Washington. DC. High fertility rates. OXFAM. never disappeared and has only worsened over the last two decades. ranging from 0. Eastern and South-Eastern Europe . According to World Bank data. Although there is a lack of reliable disaggregated data. UNICEF. Refugee and IDPs in Montenegro'. which contributes to their poorer health and overall poverty. Directorate General for Employment and Social Affairs. Groups may remain distinct from the majority population and each other. pp. in Serbia. especially among the more educated. Cited in United Nations Children's Fund. such as economic status and type of residence. this rises to 75 percent.14 This lack of access has been identified by the Roma NGOs as a major contributing factor in the educational failure of Roma across the region. Romania. 8 They are also more often living in substandard conditions or homeless. United Nations Development Programme. 2002. Orenstein and Erika Wilkens. Slovakia and the former Yugoslav Republic of Macedonia. gaps in enrolment are the greatest in Albania. coupled with lower life expectancy. educational enrolment in CSEE among primary-school age Roma children is on average a quarter of the corresponding rate for non-Roma children. The Roma population suffers higher than average rates of unemployment. Brussels. 'Roma settlements. with the greatest proportions in Bulgaria. 2004. Monitoring Education for Roma: A Statistical baseline for Central. they are present in nearly all countries of Europe. With an estimated total population of over 10 million. and in Montenegro. 6. p. Mitchell A. 2007.15 In South-Eastern Europe.. Some 20 per cent of Roma children in Bulgaria and 33 per cent in Serbia never 6 European Commission. to one another. ranging from 45 to 50 per cent. Serbia. Ringold. means that a growing share of the Roma population is young. For example. Basic. and G. p. though rarely assimilated. or be adapted. and an increasing proportion of national youth are of this ethnicity. New York.10 and in Montenegro. the disadvantage of Roma children. The Roma population is far from homogeneous. certain projections indicate that the size of the Roma population will double over the next 50 years. language.7 The Roma population is rapidly expanding. Roma identity is not readily claimed.Roma. tribe.I SE ttING tHE cON tE X t: THE ROM A IN CEE / CIS The Roma are by far the largest ethnic minority group in Central and Eastern Europe and the Commonwealth of Independent States (CEECIS). UNSCR 1244 Ibid. it is estimated that there are around 600 Roma settlements. Roma in an Expanding Europe: Breaking the Poverty Cycle. 2007. UNICEF. UNDP Vulnerable Groups Dataset. of which half are categorized as unsanitary slums. 'Household Survey of RAE. While considerable advances were made in the socialist period. Levels of enrolment and retention Preschool coverage for Roma children in South-Eastern Europe (SEE) is low. the majority of Roma live in ethnically homogenous slum settlements. Laksic. and also high numbers in the Czech Republic and Poland. 2006. Open Society Institute. Hungary. 35 percent of registered Roma settlements have no piped water. ghetto-like Roma neighbourhoods are widespread in both urban and rural areas.2 per cent in Kosovo13 to 17 per cent in Romania.11In Serbia.' Centre for Ethnicity Research. manifest in every aspect of schooling.
as against 19 per cent of boys. with enrolment between cohorts decreasing. 'A szegénység csapdájában'. In Slovakia.Save the Children. compared to 96 per cent for girls in non-Roma communities in close proximity to Roma who face similar socio-economic conditions. and in Bulgaria. 16 . O'Higgins. At Risk. The primary school enrolment rate for Roma girls is just 64 per cent. 22 Gender-based dimensions Roma education gaps also have an important gender dimension.16 Moreover. For example.15. Budapest. p. Of those with less than eight grade levels. Serbia. As a result of the high drop-out rate among Roma children. one quarter of Roma women are illiterate – more than twice the rate for men. At Risk: Roma and the displaced in South-East Europe. their participation beyond primary school is dramatically lower than that of the majority population. marginality and ethno-politics . Learning for Tomorrow's World: First results from PISA 17 18 19 UNICEF. only 45 per cent complete it. OECD. 20 The PISA study in 2003 confirms the strong influence of socioeconomic background on the performance of pupils. compared with 75 per cent of the majority community. 2007. 25 16 'Needs Assessment Study for the Roma Education Fund'. a Hungarian survey found that the grade average of Roma pupils was lower than that of majority peers. evidence is emerging that literacy and other indicators are poorer for Roma girls than boys. 20 21 2003.com/ces>. Breaking the cycle of exclusion. 80 per cent take longer than eight years to complete primary education. 2004. compared with one fifth of women from majority communities.5 years in school.'Education and Employment Opportunities for the Roma'. Bulgaria. 23 Three quarters of Roma women do not complete primary education. Organisation for Economic Co-operation and Development. Save the Children. whereas there is little or no decline for the non-Roma population. The East European Gypsies: Regime change. only 18 per cent of Roma attend secondary school. Cambridge. even if they gain access to primary school. and 5 per cent and 2 per cent respectively among women and men in the majority community. 2004.' Country Brief 2004/5'. Although disaggregated statistics are only beginning to be collected. nearly all are entirely or functionally illiterate.. p. In Slovakia. Background paper.18 Declining participation begins at the primary level. and Ivanov. According to recent multiple indicator cluster surveys. <www. 2004. most of the 45. as compared with 8 years for men. Roma children are 30 times more likely to abandon school than the rest of the population. UNDP Regional Bureau for Europe and the CIS. and lower than 1 per cent of Roma attend university. 22 23 Barany.palgrave-journals. 2002. for example.000 students who drop out annually are of Roma ethnicity. Z. in Serbia. and in Hungary. with half receiving failing or near failing marks in Hungarian language and mathematics. Research Report. A. 2007. Roma women in Albania have spent an average of 5.17 A survey conducted by the United Nations Development Programme (UNDP) found that two out of three Roma do not complete primary school. In South-Eastern Europe. 21It also takes longer for Roma children to finish their schooling. 48:6 –19.. 170. 24 25 Ivanov. as compared with one in seven in majority communities. which has lowered the value of practical qualifications as a means to gainful employment. drop-out rates are high. only 13 per cent of Roma complete primary school. compared with 22 per cent for Roma men. Ivanov A. June 2006. Poor educational achievement Educational achievement among Roma is also low. of the 63 per cent of Roma children who enter primary school in the the former Yugoslav Republic of Macedonia.T H E R I G H t O F R O M A C H I L D r E N tO E D U c At I O N P O S I t I O N PA p E r I II III IV V go to school. 2006. UNICEF. Roma children are 18 times more likely than non-Roma to not finish eight grades in eight years. A. Ibid. The illiteracy rate in the SEE region is 32 per cent for Roma women. and almost one third of primary-school-age girls from those communities do not take part in education. Ferenc Babusik. 24 In Albania. N. Cambridge University Press. Comparative Economic Studies . Breaking the cycle of exclusion. a sector badly hit by industrial decline.19 Most of the Roma who remain in education beyond primary level attend vocational establishments..
there has been widespread elimination of free kindergartens from most of the countries in CSEE. Kindergartens that remain are too expensive for most Roma families. "Roma young children bear a triple burden. 2009."26The problems are compounded by the fact that a majority of the parents of Roma children have themselves received an inadequate education. mainstream early care and educational institutions are conventionally insensitive to the cultural and linguistic background of Roma communities. like other young children who are dependent and voiceless. A 2009 UNICEF report notes. Geneva. this reinforces Roma young children's exclusion from service provision. Deepa and Elena Yanakieva. there is usually little effort to create a diverse environment in which the Roma language and culture is acknowledged. and home-based and community approaches for the youngest children and their mothers do not exist. When kindergarten is available. access to prenatal care and health services for infants and toddlers has also 26 Grover.I SE ttING tHE cON tE X t: THE ROM A IN CEE / CIS © PANOS PICTURES CaUSeS of Poor edUCaTioNaL oUTCoMeS Lack of quality early childhood education services The low educational achievement among Roma can in large part be attributed to poor quality or non-existent institutions and support for the development. making them less empowered to claim the right to quality education for their own children. First. care and education of very young children. do not have adequate space and are underfunded. Starting at the Beginning: The meaningful inclusion of Roma children in early childhood development services. Second. they are subject to the stigma and discrimination that are associated with poor Roma communities. Since 1989. they too are most likely to have their needs and rights overlooked as countries in Central and Eastern Europe cope with social and economic transition and sectoral reform. Furthermore. Third. as the Roma population's economic situation has deteriorated since 1989. UNICEF. 17 . thereby deepening disparities and increasing marginalization and vulnerability.
the Roma communities are largely excluded from the early childhood development education and care services that do exist in the region. Third European Conference on Nationality. Hodgkin. December 2–3. and the costs of registration. unfamiliarity with the language in which the forms are written. Paris. for which the consequences can be significant. hinders the achievement of universal coverage and keeps Roma children from realizing their right to education. 32 Roma boys tend to operate in the informal sector. <http://www. Roma Education Fund. children have no guaranteed protection under state legislation relating to child labour. 'Nationality and the child: Birth registration.. M. According to a recent investigation in SEE. 29 In other cases. young mothers may be reluctant to present themselves in hospitals or register their children. 31 It can result in being denied citizenship. patchy or absent services. 2004. it is more likely they will not enrol or start on time. unregistered children are less likely to be able to be traced. If the Roma child does not show up on the official identity roster at the time they are due to begin compulsory education. an identity card or to being able to vote. or because they are homeless. 30 The lack of official identity papers for some Roma children renders them all but invisible in many municipalities. 2007. 'Needs Assessment: Summary report' (version 2005). They can be denied access to a range of services such as education. 21– 48. p. European Roma Rights Centre. R. 32 33 18 . Nicholas et al. they are often fragmented. See Dottridge. with services for children under 3 years old separated from services for 3 to 5 years olds. increasing the risk that their child will not be registered. Background document prepared for the Roma Education Fund Donors' Conference.. fear hostility from authorities when doing so. Switzerland. reunified with families and provided with appropriate protection. 'Starting Strong'. Strasbourg. Implementation Handbook on the Convention on the Rights of the Child . 2004. health care and social protection.. The Committee on the Rights of the Child has on many occasions drawn attention to the low level of birth registration in Roma communities. 12. while girls stay home to attend to children and chores. resulting in a lack of continuity for families. or they may be unregistered themselves. statelessness and other repercussions'. Croatia and the former Yugoslav Republic of Macedonia. Personal Documents and Threats to the Exercise of Fundamental Rights among Roma in the former Yugoslavia. This lack of provision contributes to a lack of readiness for school. Roma 29 30 31 UNICEF. Miller. are not registered at birth. Journal of Early Childhood Research . inconsistency in quality and little input from the parents. 2007. 2004. 'Action to prevent child trafficking in South-Eastern Europe: A preliminary assessment'. pp. J. Burnett. UNICEF/ Terre des Hommes. Where Roma have wed before the legal age of marriage. for example. many hospitals are not welcoming. 2003. 33 In other cases.errc. 1. and P. Slovenia.. or be inhibited by their lack of literacy. many Romani women do not give birth in hospitals. Ibid. European Roma Rights Centre. Paper prepared for Council of Europe. early marriage or commercial sexual exploitation. without a birth certificate. As a result. vol. Even where such services do exist. With restricted household incomes. Newell. no. Poverty and social exclusion Many Roma children live in conditions of poverty that create barriers to access. young parents may simply be unaware of the requirement to register their child. In emergency or conflict situations. The lack of birth registration and identity papers among the Roma lowers school enrolment rates.T H E R I G H t O F R O M A C H I L D r E N tO E D U c At I O N P O S I t I O N PA p E r I II III IV V diminished. which closes the door. children may need to leave school because the family migrates for work. It has become increasingly common for children to abandon their education to help with economic activities. M. which in turn serves to impact negatively on children's capacity to benefit from primary education. However. 28 The reasons are many: there is a widespread mistrust of state institutions. particularly those in the Czech Republic. Furthermore. 1. Breaking the cycle of exclusion. 27 28 Bennett. many families cannot afford the associated costs of attending school. to getting a passport. UNICEF. 2006. 27 Lack of birth registration Many Roma children.org/cikk. New York. a large proportion of human trafficking victims are Roma. mothers are not insured and ambulances will not drive into Roma communities in some areas.php?cikk=1685>.
Additional characteristics. Ghettoization. Segregation into special schools. there were 1. Stigmata: Segregated schooling of Roma in Central and Eastern Europe .36 This phenomenon is justified in terms of the 'socialization defects in the family' and to insufficient kindergarten attendance among Roma. leading to low academic expectations. Segregation can also happen as an unintended consequence of catch-up classes or educational centres that risk becoming parallel educational systems. especially for girls. residential segregation is common in Bulgaria. Stigmata. 2002. In addition. The Gypsies/ The Roma in Hungarian Society. and 700 all-Roma classes. poorer academic achievement and the overall acquisition of a substandard education that does nothing to help prepare them for inclusion into society as adults. 34 Schools that have a majority Roma student body often have substandard facilities and curricula. Clearly. 2004. 35 36 19 . teachers lack training. or into entirely separate classes. 740 classes where their share was 75 to 99 per cent. schools that do not consider the child and their needs as a whole may overlook socio-economic and nutritional issues. The disadvantaged status and marginalization of many parents within the Roma community means they not only lack resources to access adequate nutrition and health care. students who are hungry or sick do not learn and develop as effectively. as in the segregated schools. with ethnically Roma schools accommodating 70 per cent of Roma pupils in the country. in-school segregation results in Roma children being placed into more rundown settings that are a part of the same school. and a lack of academic support outside of school make it hard for Roma children to fit into the school structure. isolated and crowded Roma settlements. early marriage and pregnancy reduce their opportunities for education. 35 In many cases. Roma students are often separated from the majority by being placed into remedial classes. The results are higher drop-out rates. also impede access to quality education.hu/ 06000/ 06025/ 06025. Segregation The segregation of Roma children in education takes three key forms in CSEE: Segregation between schools. Teachers are not trained to teach students who may be of a different culture.I SE ttING tHE cON tE X t: THE ROM A IN CEE / CIS Other barriers. Teleki László Foundation. these children often face stigmatization and hostility from the majority students.oszk. can be biased against Roma students and have lower expectations of them. linguistic barriers. such as the scarcity of books or lack of adequate lighting and table space in the home. such as the fact that many Roma children go to school hungry. but many may also lack the basic education and knowledge of fundamental health and nutritional principles necessary to help facilitate their children's development and transition to regular primary school. Budapest. For some Roma women. In 2002 in Hungary. Parents often lack the capacity to help their children with homework. This is especially the case in the absence of preschool. In some cases.230 classes where Roma pupils constituted from half to 74 per cent of the students. which contributes to prejudice and illinformed views as to the capacity and willingness of Roma children to learn. Moreover. Most Roma students attend Roma-majority schools that exist in predominantly Roma areas. Even where schools are more heterogeneous. They may be segregated in classrooms by being put into specific areas of the class. and have limited understanding of the environment and support that their children need to study. leading to the children 34 European Roma Rights Centre. The inflexibility of school systems to accommodate these circumstances exacerbates these barriers and compounds the children's exclusion. For example. In many CSEE countries. European Roma Rights Centre. Crowded settings and the lack of amenities deter the acquisition of basic hygiene habits and hinder the completion of homework. <http://mek. European Roma Rights Centre. They are often taught a remedial curriculum and. Roma children are disproportionately streamed into special schools. Available data and anecdotal evidence indicates that the remedial special schools function as a de facto substandard parallel system of education for Roma children. Segregation within schools. Budapest. cultural and social pressures from within Roma communities hinder access. such as living in remote. changing demographics and non-Roma students pulling out of schools where the proportion of Roma students is rising result in de facto segregation of entire schools.pdf>.
These negative assessments are. 42 20 . are located nearby. an average of 30. earmark Roma children for special schools. Desegregating Roma Schools: A cost-benefit analysis. has frequently faced resistance from both the majority communities and the staff of special schools. Once in a special school. 40 The proportion of teachers having no degree at all is much higher in special schools and in special classes than elsewhere. 39 These Roma families feel that segregated schools offer the opportunity for their children to be educated with their Roma peers. 13. 2007. In residentially segregated and special schools. are better known to their communities. Open Society Institute. Ilona. Új Pedagógiai Szemle. Equal Access to Quality Education for Roma.4 per cent of teachers were unskilled. the quality of education is worse. The cumulative impact of this leaves Roma children vulnerable and unsupported within the education system. Desegregation. for example. 17– 40. Many Roma children face huge challenges in school because the language of instruction is not in their first language. Stigmata. who mistake ethnic. School and classroom environment Almost all aspects necessary for quality education tend to be missing for Roma students. making it impossible to accommodate the needs and socialization of most Roma children. 'Roma students in secondary education'. Language. Some parents may also explicitly request the transfer of their children to a special school in order to be able to receive the allowances available for children with disabilities. European Roma Rights Centre. at schools with less than 25 per cent Roma students. while regular school students in the Czech Republic learn reading comprehension. where it has been attempted. the entire Czech alphabet and counting to 20 in the first grade. a consequence of unfair entry testing when children start regular primary school. instructors.T H E R I G H t O F R O M A C H I L D r E N tO E D U c At I O N P O S I t I O N PA p E r I II III IV V being socio-culturally disadvantaged and. in part. Such teaching glosses over variations in abilities and skills that stem from differing cultural backgrounds. Most teachers do not regard this kind of work as a challenge. safer for their children and the teachers and staff are more accommodating and understanding of Roma.pp. students do not receive an education of a standard equal to regular schools.37 Superficial examinations and partial examiners. Budapest. Teaching in a Roma-dominated or special school is a low-prestige job. as a consequence. an average of 17. linguistic and behavioural patterns for learning disabilities. Mihai. This can and does place them at a significant disadvantage in comparison with other children. p. Some Roma parents prefer to enrol their children in special schools. materials or support to effectively deal with diverse classrooms. showed that in those schools where over 75 per cent of pupils were Roma. International Policy Fellowship Programme of the Open Society Institute. In other cases. 38 For example. compounded by linguistically and culturally insensitive tests. since social 37 Open Society Institute. There is also a dearth of Roma teachers who have insight into the specific needs of Roma students. and they are often ill-equipped to handle it. Furthermore. which is perceived as both more demanding and less satisfying than teaching in the mainstream. 42 These teachers do not have the proper multicultural training. Open Society Institute. Ibid. Equal Access to Quality Education for Roma. unable to study at the same speed with other children. can and do serve to distort evaluation scores. The lack of willingness and preparedness of regular schools to integrate children with special needs is also a barrier to ending these practices of segregation. 38 39 40 41 Surdu. once in a special school.8 per cent of teachers were unskilled. the chances of a transfer to the mainstream are virtually non-existent. Liskó. It is therefore argued that they require the use of special pedagogical tools and methods within a special school or a remedial class. provide additional support in the form of food and materials. special school students are not expected to acquire this knowledge until the third and fourth grade. Even if Roma children speak the majority language. Undifferentiated and child-unfriendly teaching methods are common across the region. 41 Research findings in Hungary in 2002. 2002/11. Unqualified teachers can be found throughout the school system in CSEE and schools with a majority of Roma children have been found to be more likely to contain a higher percentage of unqualified instructors. Volume II. Budapest. Teaching quality and methods. gaps in communication can occur.
47 Under these conditions. ignoring their interests and individual skills. enrolment and retention rates.html>. 2007. In some instances. Prejudice and hostility. M. 2007. equipment and supplies. see sidebar. While basic education is nominally free in the region. 'Vzdelavanie romov'. 43 Roma-majority schools are also often neglected in terms of infrastructure. 44 45 46 47 Bordács. In Hungary. in most countries of CSEE. and 88 per cent believed that Roma children are less capable than their non-Romani peers. the elimination of the provision of free kindergartens is now an increasing financial barrier to education. fiscal reform measures have brought the introduction of official and unofficial charges. and have shortages of qualified staff. 'Competitive funding. and the National Educational Integration Network (OOIH)'). Roma students also have to learn in a school that is steeped in the majority culture. UNICEF. Negative assumptions about the intellectual inferiority of Roma children are widespread across the region. Open Society Institute. bilingual learning is mostly absent. exclusionary and unfair. limit their participation. p. 2002.hu/cikk. 'A pedagógusok el_ítéletessége a Roma gyerekeket is tanító pedagógusok körében'.asp?Kod=2001-02-ta-bordacs-pedagogusok. making it harder for these children to relate to the material. School environment. combined with the expense of clothes.I SE ttING tHE cON tE X t: THE ROM A IN CEE / CIS context and culture directly influence language and speech. with limited mention of Roma history and culture. children testified that teachers systematically ignore them in the educational process. Open Society Institute. which negatively affects the health of the children. the majority of special schools are in buildings in need of repair. Education Ltd.44 Stereotypes held by teachers lower their expectations and inspire weaker instruction. lack space. Equal Access to Quality Education for Roma. They render Roma children invisible. Curricula also mostly overlook the fact that many Roma children speak primarily Romani. Roma are the least preferred students out of all minorities. 44– 61. it is not surprising that Roma children suffer from lower self-esteem. Many states in CSEE under-fund public education and have increasingly shifted educational costs from the state to individuals. According to a survey of Hungarian schoolteachers. <http://www... 43 Cited in United Nations Children's Fund. Many Roma parents feel reluctant to send their children to school. even if pupils are able to learn. where government payments to schools for disadvantaged pupils actually created a perverse incentive for segregation (for more on this.. Zelina. incidental fees. 8. Geneva.46 Verbal and physical castigation of Roma classmates by majority students is not uncommon. Most national curricula remain monocultural and non-inclusive. For example. eds. Új Pedagógiai Szemle.oki. such as extra-curricular lessons and excursions. 48 21 . particularly as the high unemployment rates among their communities serve as a disincentive to the need for formal qualifications. SPN.. Curricula. 'Cooperation Between UNICEF and REF: Some reasons and approaches'. 2.45 In a survey conducted by the European Roma Rights Centre. Breaking the cycle of exclusion. Equal Access to Quality Education for Roma. academic performance. perceiving it as a hostile place that offers little of value for their children. UNICEF. and sometimes are without basic sanitation and facilities. This was the case in Hungary prior to 2007. M. 45. funding structures developed at the central level become distorted when implemented at the local level. or built near polluted areas. and a poorer ability to transition between levels of education. 47 per cent of teachers in Slovakia believed that Roma children could not succeed in school. Education Financing Both the level and manner of financing education can be deliberately or de facto discriminatory. food and travel deter parents from sending their children to school. including the Roma. The infrastructure of special schools is often of the same substandard quality as schools that are residentially segregated. Additionally. 2001. which they may experience as an alien and often hostile environment. p. et al. Rising costs. 48 This disproportionately affects the poorest regions and most excluded populations. pp.
legislation.. such as discrimination. p. not all EU countries have specific anti-discrimination laws on education. 50 51 Ibid. the Decade offices tend to be poorly integrated within government ministries and do not have the political leverage or staffing to set agendas and push for the implementation of policies. 52 53 54 22 . specifically those in SEE.. and appropriate platforms and mechanisms for Roma communities to voice their concerns and influence decisions are still largely missing. In Romania. Decade of Roma Inclusion 2005-2015. although County School Inspectorates were set up to make sure schools were upholding the right to inclusive education for Roma children. their lack of training and understanding of the issues resulted in the continued practice of in-school segregation. Ibid. and to review such progress in a transparent and quantifiable way. policy and actions to reach the goals under each of these priority areas. There are now 12 participating countries. allowing for adjustments to policy and initiatives according to local needs and priorities.60a8-48f8-8dd8-bbc98a81334f>. Ibid. European Roma Rights Center. 2005-2006. it has been characterized in some countries in the region by poor implementation. international organizations. Decade Watch: Roma activists assess the progress of the decade of Roma Inclusion. 2007.com/aspx/getdocument. 26. nine countries in CSEE signed the Declaration of the Decade of Roma Inclusion. Hungary. 15 –24. are mostly lacking in this region. and programmes that are being run continue to be insufficiently tracked or monitored. 2007. But more comprehensive provisions that protect against all forms of discrimination – from racial to gender.51 Regular monitoring and evaluations of initiatives to address education for Roma children also remain inadequate. The 2007 Decade Watch Update stated that although it has been reported that there are "increasing signs of enhanced and more systematic attention to Roma inclusion across most countries. include constitutions that declare non-discrimination as a right. p. social exclusion and discrimination suffered by the Roma. 'The prohibition of discrimination and segregation in education under domestic law'. 18. inter-governmental and non-governmental organizations (NGOs) and Roma civil society to combat the poverty. p 27. most governments think about Roma inclusion in terms of projects and sporadic measures but not in terms of programmes or integrated policies that would address systemic issues. Editorial Team European Roma Rights Centre. <http://www. following a high-level conference on 'Roma in an expanding Europe'. 18. adopted Decade Action Plans are not sufficiently used to inform government decision-making and policy planning. Furthermore. Even when measures and policies have been drafted to improve Roma education. The misuse of per capita funding arrangements in Hungary is an illustration of inappropriate local application of a national policy. Ibid. p. The aims of the Decade are to accelerate progress toward improving the welfare of Roma by including them in the decision-making process. The Decade brings together governments. pp.. Research Papers.53 The problem of access to education for Roma is compounded by decentralization. integrated inclusion policies with a focus on achieving and demonstrating results remain a distant goal. Weak legislation continues to be a problem. The participating countries have in place Decade Action Plans and have established Decade coordination offices. there has been a lack of political will to ensure their implementation. housing and employment. Governments across the region overwhelmingly fail to prioritize and consider the specific needs of Roma for inclusion into the educational system.ceeol. p17. The focus areas of the Decade are education. aspx?logid= 5&id= 54262842. Issue 3. in employment and education.54 49 Decade Watch.T H E R I G H t O F R O M A C H I L D r E N tO E D U c At I O N P O S I t I O N PA p E r I II III IV V Levels of government action In 2005. While decentralization can often be a positive development. which runs counter to the objectives established at a national level.52 and the implementation of directives and legislation remains weak.49 In spite of these commitments. health. At the national level. to name a few areas – or which include means for compensation. An International Steering Committee (ISC) made up of donors. National action plans were drawn up in each country to map out the initiatives. The legislative environments in non-EU countries. government representatives and Roma NGOs guides the planning for the Decade."50 In fact.
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Article 2. political or social. For example. 25 . UN Office of the High Commissioner for Human Rights. An individual cannot voluntarily give them up. and provide protection from bullying and violence. the entitlement of all people everywhere in the world. Facilitating universal access to schools is only one part of guaranteeing the right to education. Empowerment: Empowerment is the process by which the capabilities of people to demand and use their human rights grow. CERD. the best interests of the child. 5. Committee on the Elimination of Racial Discrimination. Indivisibility: Human rights are indivisible. economic. 'The Convention on the Rights of the Child'. General Recommendation No. Geneva. economic. nor can others take them away. 56 Ensuring the equal right of all Roma children to education necessitates an approach based on a holistic understanding of the CRC. cultural and political development. many Roma children will continue to be denied access to education unless measures are taken to address their standard of living. 1997. and by virtue of the inherent dignity of each person. and the broad aims of education in terms of promoting the fullest possible development of the child. social. wholly or in part. including legislation. especially for marginalized and disadvantaged populations such as the Roma. Participation and inclusion: Every person and all peoples are entitled to active. Equality and non-discrimination: All individuals are equal as human beings. free and meaningful participation in. The goal is to give people the power and capabilities to claim their rights in order to change their own lives and improve their communities. which obligates governments to ensure that they do not engage in any act of discrimination on grounds of race or ethnicity. it is necessary to take into account all other relevant rights.bASED A pprOAcH tO EDUcAtION All governments in the region have ratified the Convention on the Rights of the Child (CRC). and affordable transport. 3. 55 56 57 UN Convention on the Elimination of Racial Discrimination. the optimum development of the child and the right of the child to be heard and taken seriously in accordance with age and maturity. and also requires them to take proactive measures. 55 This obligation has been further elaborated by the Committee on the Elimination of Racial Discrimination. every state has ratified the Convention on the Elimination of Racial Discrimination. In addition. This obligation clearly extends to education. civil. 4. political and protection rights of children. in a General Comment that sets out the need to introduce specific legislation. The CRC emphasizes both the right to education on the basis of equality of opportunity. 27: Discrimination against Roma. PriNCiPLeS UNderPiNNiNG a riGHTS-BaSed aPProaCH To edUCaTioN A rights-based approach to education is informed by seven basic principles of human rights: 1. M. Whether civil. cultural. policies and programmes to ensure the equal right of Roma children to education. The Committee on the Rights of the Child has identified four rights that must also be understood as general principles to be applied in the realization of all other rights: non-discrimination. 6. 6/ 08/2000. human rights are all inherent to the dignity of every person. and on its own does not ensure that it will be fulfilled. The barriers are complex. cultural. economic. Universality and inalienability: Human rights are universal and inalienable. tackle prejudice and discrimination. on the realization of others. The Manual of Human Rights Reporting . the international body responsible for overseeing governments' compliance with the Convention. The CRC also affirms the obligation of governments to assure the realization of all rights to every child without discrimination on any ground. access to sanitation and hygiene. are entitled to their rights without discrimination of any kind.II A HUM A N rIGHtS . In addition. a holistic human rights treaty addressing the social. Interdependence and interrelatedness: The realization of one right often depends.. Many Roma children will fail educationally unless measures are taken to provide access to early education. contribution to and enjoyment of civil. Santo Pais. 57 These principles need to underpin all actions to promote the right of Roma children to education. 2. to prohibit racial discrimination.
OBLiGaTioNS To eNSUre THe riGHT To edUCaTioN for RoMa CHiLdreN When governments across the region ratified the Convention on the Rights of the Child. and urban and rural settings. Right of access to education Every child has the right to education on the basis of equality of opportunity. it is broadly understood to incorporate the opportunity for both effective cognitive learning. In order to achieve these goals. supported by the necessary resources. A CoNCePTUaL fraMeworK for ProMoTiNG THe riGHT To edUCaTioN Taking the basic principles together with the overarching government obligations. and that quality should be consistent across regions.T H E R I G H t O F R O M A C H I L D r E N tO E D U c At I O N P O S I t I O N PA p E r I II III IV V 7. This involves action to: Fulfil the right to education by ensuring that education is available for all children and that positive measures are taken to enable children to benefit from it. it is possible to construct a clear conceptual framework to guide the actions necessary to ensure that Roma children are able to realize their right to education. different populations. such as legislation that categorizes certain groups of children with disabilities as uneducable. Respect the right to education by avoiding any action that would serve to prevent children from accessing education. This necessitates a focus on three interdependent and interlinked dimensions: the right to access education. Accountability and respect for the rule of law: A rights-based approach seeks to raise levels of accountability in the development process by identifying 'rights holders' and corresponding 'duty bearers'. That education has to be of the highest possible quality to help every child reach their potential. Roma children are particularly at risk of being marginalized or discriminated against in the realization of this right. the right to quality education and the right to respect within the learning environment. Although there is no single definition of 'quality education'. and to enhance the capacities of those duty bearers to meet their obligations. adapting the curricula to the needs of all children or engaging parents to enable them to provide effective support to their children's education. such as by tackling poverty. accessible and inclusive basic education for all children. Governments need to invest in the following universal and targeted measures to ensure that Roma children are equally able to realize the right to education alongside other children: • Provision of free. education for Roma children must encompass: 26 . which requires addressing the realization of all three. early childhood education for at least two years for every Roma child • Available. Protect the right to education by taking the necessary measures to remove the barriers to education posed by individuals or communities. together with opportunities for creative and emotional development. such as cultural barriers to education or violence and abuse in the school environment. they undertook to take all necessary measures to ensure that children's rights are realized. These dimensions reflect the importance of a holistic approach to the right to education. and measures within schools to overcome discrimination and exclusion • Equality of opportunity through the removal of social and economic barriers to education faced by Roma children Right to quality education It is not enough to provide access and equal opportunities to education.
bASED A pprOAcH tO EDUcAtION © UNICEF 27 .II A HUM A N rIGHtS .
health and well-being Right to respect in the learning environment Human rights are 'inalienable' – that is. In order to realize the right of Roma children to education. other key rights must also be respected. safe and healthy environment to enable children to reach their full potential. as in all other contexts. to be protected from all forms of violence. they are inherent in each human being and must be respected within learning environments. at the level of individual decisions affecting them. and which adopts a holistic approach to their education. and also to school discipline that is respectful of their dignity 28 . relevant and inclusive curriculum that enables Roma children to acquire the core academic curriculum and basic cognitive skills. including their language and culture A child-friendly. together with essential life skills. and in which assessment processes are sensitive to the situation of Roma children. to be involved in matters concerning their education. that are fully respectful of their culture Rights-based learning and assessment in which the role of teachers is to facilitate participatory learning rather than simply transmitting knowledge. both within school and when travelling to school. including: Respect for identity: Recognizing the right of Roma children to their culture and language Respect for participation rights: The right of children. including Roma children. in the way that their school is run and in relation to broader education policy and delivery Respect for integrity: Roma children have the right.T H E R I G H t O F R O M A C H I L D r E N tO E D U c At I O N P O S I t I O N PA p E r I II III IV V A broad.
III © UNICEF GOvErNMENt-wIDE StrAtEGIES tO prOMOtE tHE rIGHt tO EDUcAtION FOr rOMA cHILDrEN 29 .
prejudice and marginalization. and ensure the well-being of their populations. et al. together with mechanisms for seeking redress when rights are violated or commitments not upheld. and administrative authority to manage a country's affairs at all levels and the means by which states promote social cohesion and integration. laws. Asia-Pacific MDG Study Series. has implications for government structures at three levels: 1. especially those related to such global public goods as education. Access to Basic Service for the Poor: The importance of good governance. and at all levels of government. through which citizens and groups articulate their interests. exercise their legal rights. Without all these systems in place. <http://www. 2007. The United Nations Development Programme (UNDP) defines good governance as: "The exercise of economic. It embraces all methods used to distribute power and manage public resources. is the presence of strong in-country political will and commitment. political. and the organizations that shape government and the execution of policy.. and partnerships. are adequately protected. or water and sanitation. including early childhood development and education. a comprehensive national action plan needs to be put in place that commits governments to the necessary structures. Where possible. UNESCAP. health. this cannot be achieved without an overarching framework of mechanisms in place across government as a whole. which are not only transparent and accountable. but also backed up by appropriate levels of financing. together with mechanisms for ensuring good governance. Within the education ministry 3. governments need to be accountable. and enlist stakeholder participation. It is not sufficient for the future of this marginalized and excluded group of citizens to be dependent on short-term projects and programmes that will never have the necessary impact on the lives of all Roma children. In the context of achieving this goal. policies. as well as how and where money is being spent on their implementation. The Roma community not only needs legislation and policies to establish the equal right to education and remove the barriers that prevent children from realizing that right. they also need access to information about how those laws and policies are being implemented. Across ministries 2. Bangkok.org/pdd/publications/ MDG-access2basicservice/ MDG-access-to-basic-services. 31 .III GOv ErNMEN t. transparent. ensure access to justice and the rule of law. processes and institutions. It encompasses the mechanisms."58 Put simply.pdf>. All these conditions are of particular importance in ensuring that the rights of Roma children.w IDE Str AtEGIES tO prOMOtE tHE rIGHt tO EDUc AtION FOr ROM A cHILDrEN PoLiTiCaL wiLL aNd Good GoVerNaNCe One of the most important prerequisites in realizing rights. GoVerNMeNT STrUCTUreS While the primary responsibility for the provision of education for Roma children rests with education ministries.unescap. it will not be possible to challenge the deeply embedded discrimination and injustice experienced by Roma children in seeking to exercise their right to education. Between national and local government 58 United Nations Economic and Social Commission for Asia and the Pacific. a group particularly vulnerable to exclusion. meet their obligations and resolve their differences. A comprehensive and intersectoral approach to achieving the right to education for Roma children. recognition of these principles of good governance need to be made across all relevant ministries.
• Ministries of justice and home affairs have responsibility for implementing laws and proactive policies to tackle prejudice. ministries responsible for child protection need to be involved to explore approaches to tackling vulnerability to violence. bullying and aggression when attending school experienced by many children and their families. finance ministries have not been involved in the financing of Roma education in any meaningful way. • If Roma children are to be able to arrive at school adequately prepared. However. Finance ministries also need to be concerned with the quality of education that is being funded. there are challenges in doing this. Devolved government structures There are strong arguments to be made for devolving government responsibilities to the local level. Devolved structures allow for significant variations in the level of service provided. Traditionally. the establishment of a national strategy for Roma education dedicated to the right of every Roma child to education on the basis of equality of opportunity. systemic changes are difficult to achieve.T H E R I G H t O F R O M A C H I L D r E N tO E D U c At I O N P O S I t I O N PA p E r I II III IV V Cross-ministerial strategies Action is needed across a number of government ministries in order to remove the many barriers that impede the right to education. personnel. This enables services to be adapted to local needs. However. • Ministries of broadcasting and communication need to play a part in challenging xenophobia and promoting tolerance and inclusion. mainstream schooling and special education are managed under different administrations within the Ministry of Education. with a view to bringing an end to the segregation of both Roma and children with disabilities in special education. ministries need to be aligned in their understanding of the commitment to Roma education in order to achieve an integrated and holistic approach where they are working collaboratively towards a shared agenda. xenophobia and lack of registration. • Given the fear of prejudice. Consideration must be given to the need to balance. funding. with the value of flexibility in implementation at the local level. • Ministries of health need to coordinate. Devolved structures may be more subject to pressures of local communities hostile to Roma. Integrated education ministries In many countries in the region. For example: • Finance ministries have responsibilities to ensure that budgets are allocated to implement the strategy to realize the right to education. This would reduce the fractured nature of many current services and strengthen accountability for policymaking. maternal and prenatal health services with early childhood education services. It is not sufficient just to press for Roma children to be educated within the mainstream. Overall. Collaboration with organizations working both with and for children with disabilities would enable both constituencies to strengthen their advocacy and present a more coherent and inclusive approach to governments. regulation. water and sanitation facilities in many of the settlements in which they live. The administrations need to be integrated. • Ministries of social welfare need to establish appropriate social protection policies and benefits to encourage and enable Roma families to meet the associated costs of education. and allows for greater local democracy and accountability. on the one hand. without their cooperation. they need access to improved housing. and may rely for implementation on officials who 32 . training. certification and professional development. for example.
Roma children. Article 4 of the CRC stresses that governments must undertake all appropriate measures for the implementation of the right to education to the maximum extent of available resources. governments will need to commit the resources for early childhood education. Working Papers on the Labour Market 0605. and primary education spending as a share of total education expenditure should be between 42 and 64 per cent. arguments for greater investment in Roma education. Research has indicated that "an investment that makes one young Roma successfully complete secondary school would yield significant direct long-term benefits to the national budget. societies as a whole benefit economically from financing the universal right to education. training of teachers. as well as principled. who come from generations that have experienced poverty. DC. In order to be effective. Budapest. improved access to schools and improved physical environments in schools. awareness or commitment to Roma education. 2004. Adequate and well-designed financing models with a view toward Roma inclusion are a part of supplying quality education for all. In order to ensure that local authorities are able to deliver government policies and programmes for Roma children. p. Washington. Governments need to move away from continued reliance on INGOs and NGOs for provision of that support. the benchmark for the education share of public budgets – defined as public recurrent spending on education as a percentage of total public recurrent discretionary spending – is 20 per cent.2006. However."59 There are thus pragmatic. but it also makes strong economic sense. World Bank. 60 33 . 'Fast track initiative: Education for all'. require dedicated funding beyond that of the majority population if they are to achieve equality of opportunity in education. Gabor and Gabor Kezdi.III GOv ErNMEN t. Institute of Economics. This requires that there be sustained public financing of Roma education. rather than onetime measures. annex 1. investment needs to be made in both demand and supply-side interventions – that is. there must be investment in: • Capacity-building of local officials • Clear guidance on the frameworks necessary for local implementation of Roma education • Dedicated budgets for investing in the necessary services and programmes • Transparent reporting and enforcement mechanisms to ensure accountability FiNaNCiNG Government strategies to strengthen Roma education must be underpinned by a commitment to providing the necessary resources to enable its implementation. 15. depending on the length of the cycle. curriculum development. while also improving the quality of the education provided. providing incentives to encourage school participation. extra spending to ensure the inclusion of Roma children into the educational system in most CSEE countries will also be necessary in order to reduce the gap in educational outcomes between Roma and non-Roma. 59 Kertesi. as well as universal access to basic education. In the long run. 'Expected long-term budgetary benefits to Roma education in Hungary'. Supply side: Investment in education infrastructure to overcome disadvantage. Levels of investment in Roma education According to the benchmarks used in the Education for All Fast Track Initiative. In order to attract Roma children into schools and ensure their sustained involvement in education. Hungarian Academy of Sciences. such investment is not only a government obligation under the CRC. World Bank. have infrastructure appropriate for the number of pupils and provide quality instruction and support for integrating Roma pupils into an ethnically-mixed school environment. exclusion and disadvantage.w IDE Str AtEGIES tO prOMOtE tHE rIGHt tO EDUc AtION FOr ROM A cHILDrEN lack training. 60 However.
in which the education system and schools themselves change in order to persuade Roma children to attend. such initiatives in the region have so far not been effective in achieving increased school attendance for Roma children. Thus. This will avoid forcing potential beneficiary families to choose between increased poverty as a result of the costs of sending children to school and increased poverty as a result of the benefits lost by not sending children to school. There have been cases reported in which children received CCTs but did not attend school. Gallová Kriglerová. E. These subsidies must be accompanied by supply-side measures. • CCT programmes for education should define eligibility in terms of family income or related nonethnic criteria. In effect. M. December 2009. it is not enough to employ CCTs alone. their level must be sufficient to cover the total costs of sending children to school. Roma Education Fund Working Paper. Surdu. 34 . Evidence to date also points to the need to consider the following measures: • Where cash transfers are made contingent on school attendance. CCTs have been used successfully to enhance enrolment of children from poor and marginalized communities. In many countries around the world. Financial incentives to encourage Roma parents to send their children to school will also need to be a part of the educational budget. Herczog. in order to succeed in reducing the gap in educational outcomes between Roma and non-Roma. the cash transfers worked against the goal of improving access by reducing the hidden drop-out rate.T H E R I G H t O F R O M A C H I L D r E N tO E D U c At I O N P O S I t I O N PA p E r I II III IV V Demand side: Financial incentives to increase enrolment and retention. However. E.. This might include provision of free school meals for the poorest children. The pros and cons of conditional cash transfers Stipends and conditional cash transfers (CCT) can be offered to defray the cost of school materials and other associated expenses of attending school. This means that the challenges they face within schools constitute a greater constraint for Roma families than for impoverished majority families. and L. described above. 61 The explanation seems to lie in the extent of discrimination and segregation experienced by Roma children. 'Assessing conditional cash transfers as a tool for reducing the gap in educational outcomes between Roma and non-Roma'. as mothers' inputs into spending decisions tends to bring larger investment in children's education. • CCTs for education should make mothers the direct recipients of benefits. 61 Friedman. affordable or free transport and easily accessible scholarships coupled with academic support. and administrators did nothing to encourage their attendance. as there is considerable resistance among both Roma and non-Roma communities to government initiatives that explicitly target Roma. • Regular evaluation of the impact of CCTs is needed to ensure that both parents and schools are complying with the conditions for their payment.
and aim to ensure that vulnerable children receive more funding per capita. transparency in funding is also a key component – along with proper legislation. Budgets themselves should also be available for scrutiny. mechanisms need to be in place within existing financial structures and delivery processes to identify any misuse and corruption. and that schools with higher percentages of Roma students receive more monetary support to implement the measures necessary for inclusive education. non-governmental organizations. Financial management To be effective. corruption in the delivery process and stigma for beneficiaries need to be addressed.worldbank.org/UQEJK2J5E0>. allocation should be per capita according to a formula that is weighted per student. Funding needs to be set aside for creating more efficient tracking of resources and outcomes in regard to improving education for Roma. Budgets are useful in assessing how well the State is responding in implementing education rights. and civic participation – in combating corruption.w IDE Str AtEGIES tO prOMOtE tHE rIGHt tO EDUc AtION FOr ROM A cHILDrEN Distribution of funding to promote equality of opportunity To make sure schools are adequately and equitably funded. It is also important that such schemes are viewed as a social contract between governments and citizens and not just as part of a donor-driven initiative to be abandoned when the project cycle ends. This will be facilitated where the wider economic policies of the government are consistent with education policies committed to achieving the right of every child to education on the basis of equality of opportunity. policies. which often have large populations of Roma. enforcement. 35 . programmes need to be integrated into comprehensive packages of context-specific social protection interventions and must involve partnerships including governments. Questions of sustainability. adequate funding to fulfil their obligations to provide quality education for those children. central government needs to ensure that policies and financial structures are in place to guarantee poorer municipalities. The allocation of funds and the financial structures for education also need to be accompanied by strict policies that promote inclusion and non-discrimination. the private sector and donors. integration and inclusion. communities. and also so the professional development of teachers can be assessed.III GOv ErNMEN t. Transparency in financing is paramount in order to enable monitoring and accountability. This model should be system-wide across preschool and basic education. Central information systems for education need to be restructured so that detailed disaggregated information is available for each student as they progress through the educational system. such measures need to be accompanied by guidelines and policies and proper monitoring in order to ensure that such funds are targeted appropriately towards the right to education of Roma children. Where funding is decentralized. Ensuring appropriate and effective use of funds In order to ensure that funds are used appropriately to achieve the goal of promoting education rights for Roma children. 62 Higher levels of funding can also be awarded to schools that have adopted or may already be implementing action plans for equal opportunity. 62 The World Bank has laid out a framework for when to use cash transfers: <http://go. Vigilance should be exercised at both central and local levels to monitor how money is spent. Moreover. However.
June 2010. coordination and guidance to schools to produce and implement their integration action plans.65 Hungary's first attempt to introduce incentives for integration was to provide per capita funding from EU funds simply based on making available extra money per disadvantaged child. and the National Educational Integration Network (OOIH) Hungary Competitive funding. Keller. Educatio has instructed trainers in methods for integration. These experts help localities and schools meet the benchmarks for competitive funding. Based on interviews with staff at the Budapest Institute. September 2008.69 All of these measures help to ensure that the pedagogical environment as a whole is capable of delivering quality inclusive education to a diverse student body. and that all stakeholders are part of the development and implementation of a school's integration programme. 24 February 2009.64 General funding for education in Hungary is allocated per capita from the MoE. <http://www. June 2010. schools have to have the correct proportion of disadvantaged children in their classrooms. local governments have to fulfil requirements on the demarcation of school districts with a view to having ratios of multiply disadvantaged children. such as those of the StepbyStep programme. it is mandatory to enrol children whose residency is within the new school district. which acts as a treasury and disburses EU funding. Educatio.pdf>.63 The foundational piece of legislation for public education and integration is the Public Education Act (PEA). In reaction to this misuse – and based on the 2007 PEA –'competitive funding' was created. These funds are funnelled through the National Development Authority (NDA). The OOIH has school regional coordinators in disadvantaged regions and includes 50 model schools running individual integration programmes. 36 . include: the development of equal opportunity action plans for integration. In these 50 schools. These benchmarks. Budapest. Educatio and the National Educational Integration Network are part of an integration package whose objective is to mainstream Roma children into the regular Hungarian educational system. 14. European Commission against Racism and Intolerance. Educatio Ltd. schools enrolled as many disadvantaged students as possible.int/t/dghl/monitoring/ecri/Country-bycountry/Hungary/HUN-CbC-IV-2009-003-ENG.T H E R I G H t O F R O M A C H I L D r E N tO E D U c At I O N P O S I t I O N PA p E r I II III IV V Competitive funding. Schools could apply for extra funding based on their percentage of disadvantaged students. In order to receive more funding above the level provided from the MoE.coe. This includes sufficient funding and oversight with the mechanisms to make certain that every teacher is ready. the National Integration Network are programmes that support a system of financial incentives for integration. These same students were thus re-segregated within schools. Judit. Ibid.66 Competitive funding is only awarded to local governments and schools that have met certain benchmarks for integration. However.67 Application for funding requires that schools attach their results to a table of indicators known as the National Competence Assessment. The PEA includes benchmarks to be met for funding. July 2009. Educatio Ltd.68 The role of Educatio Ltd. Accordingly. and the OOIH in relation to competitive funding is to help local authorities and schools use this funding effectively and provide some central oversight. ECRI Report on Hungary (fourth monitoring cycle). This assessment is done annually. This is a horizontal network of schools that shares information on integration. These trainers now conduct trainings in other schools in order to assist them with their integration efforts. European Commission against Racism and Intolerance (ECRI). and within it. Ministry of Education. 63 64 Based on interviews with staff at the Budapest Institute. Budapest. and a definition of the 'multiply disadvantaged' target group for integration: these are children whose parents did not progress beyond primary education and are receiving welfare benefits. on a school level. which forms the conceptual framework for this financing system. 65 66 67 68 69 Based on feedback from Szilvia Pallaghy. pp. pp.29 –30. Budapest. Based on interviews with staff at the Budapest Institute. described in the PEA. the amount that schools are able to access is at a subsistence level and does not cover the extra costs associated with integration. has a pool of experts who provide professional technical assistance. June 2010. Equity in Education: Country Report – Hungary. OOIH is headquartered within Educatio Ltd.
w IDE Str AtEGIES tO prOMOtE tHE rIGHt tO EDUc AtION FOr ROM A cHILDrEN © UNICEF 37 .III GOv ErNMEN t.
Only through universal registration can local and national governments access accurate disaggregated data and information on all children in their locality in order to provide the necessary amount of resources. the obligations it places on governments and how to hold them to account through the courts. for example. p. New York. It is justifiable to introduce positive discrimination in the form of measures intended to enable a particular marginalized group to achieve equal rights. 27: Discrimination against Roma. June 2009. including Roma. This will require policies. CESCR. barriers to education and achievement rates. UNICEF. and campaigns to raise awareness of the law and how to apply it. and be advised about how to pursue a claim through these mechanisms. 70 71 72 73 74 Convention on the Rights of the Child. 38 . This should include knowledge of EU and international law. General Comment No. CERD. E/C. The Roma community needs to have access to information about these cases. 2). Article 2. Measures might include. Implementation Handbook on the Convention on the Rights of the Child. 26. STreNGTHeNiNG iNforMaTioN SYSTeMS Birth registration Every child is entitled to registration at birth. and that the right to nondiscrimination does not mean that every child must be treated the same. social and cultural rights (art. 6/ 08/2000.12?GC/20. Ombudsmen and human rights commissioners. as can national and international human rights NGOs. All those responsible for implementation at national and local levels will need support.71 Many countries have introduced such legislation during the Roma Decade. drop-out rates.70 Fulfilling this obligation requires the introduction of legislation with a specific prohibition on discrimination on grounds of ethnicity. R. General Comments. para. 20: Non-discrimination in economic. and to have access to precise enrolment patterns. without which access to education can be impeded. General Recommendation No. Article 2 .74 There must be a universal requirement to register every birth. Committee on Economic.72 The Committee on the Rights of the Child has emphasized that vulnerable and disadvantaged groups of children. including Roma. Committee on the Elimination of Racial Discrimination. can play an important role. including race and ethnicity.73 Accountability and enforcement The Roma community needs information about how to challenge breaches of legislation and where to go for help. 18: Non-discrimination. and P. Newell. Active investment must now be made to ensure the effective implementation of the legislation. It is important to recognize that legislation needs to address both direct and indirect discrimination.T H E R I G H t O F R O M A C H I L D r E N tO E D U c At I O N P O S I t I O N PA p E r I II III IV V TaCKLiNG diSCriMiNaTioN Legislation Governments have an obligation to ensure the rights of every child without discrimination on any grounds. 2007. commitment of resources. 10/11/1989. Social and Cultural Rights. There have been a number of successful cases taken to the European Court of Human Rights. may require specific actions on the part of the state to ensure that they are able to realize their rights. Article 7. CCPR. among other information. Human Rights Committee. where they exist. training and capacity-building. ending the legal requirement that parents present their own identity Convention on the Rights of the Child. Lawyers and judges need to be fully aware of the legislation. 2. relevant case law and how to utilize it in order to exercise rights. In addition. Governments need to consult with representatives and NGOs from the Roma community to identify the barriers impeding registration and work towards the introduction of policies and programmes to eliminate those barriers. Hodgkin. General Comment No. there must be monitoring mechanisms to assess progress in implementation and enable action to be taken where it is not being respected.
it is very clear that the right of Roma children to education is not being fulfilled by governments across the region. Open Society Institute. 75 Open Society Institute. Montenegro and Romania had data on the primary education completion rate for Roma children. 76 39 . New York. only Bulgaria.pdf>. Roma children. The absence of data enables governments to avoid taking responsibility for investment in the necessary programmes for Roma education and weakens the potential for advocacy to hold them to account. particularly those in remote areas. until there is universal registration. Data collection and disaggregation There is a serious lack of accurate information on Roma in Central. Both parents and Roma children can aid in mapping and assuring that less visible children are accounted for. with only a tiny minority of Roma completing school that is of a significantly inferior quality. translating the forms into Romani. and South-Eastern Europe. Monitoring Education for Roma: A statistical baseline for Central. there is also often a widespread fear of how governments may use data identifying their ethnicity. Further obstacles include a lack of any clear policies or strategies for effective data collection. Eastern. The consequence of the failure to collect disaggregated data is that the scale of endemic discrimination against Roma remains hidden from view.w IDE Str AtEGIES tO prOMOtE tHE rIGHt tO EDUc AtION FOr ROM A cHILDrEN papers and. Open Society Institute. Without accurate data. 2010. <http://www. This may involve information campaigns about the importance of registration. Eastern and South-Eastern Europe. need to be proactively sought out. rendering it harder to introduce measures necessary to overcome exclusion from education and improve quality of life for Roma. Among ethnic groups that have experienced persecution over many years. removing any requirement to provide evidence of birth as a condition of enrolment in school. Governments often justify this on grounds that EU legislation and regulations on citizen protection and privacy prohibit the collection of such information. in fact. no such prohibitions exist. including Roma. December 2006. EU regulations apply to the collection of personal data about individuals and not to aggregate data about groups.org/initiatives/Roma/articles_publications/publications/no-data-no-progress-20100628/ no-data-no-progress-20100628. and removing any charges associated with registration. following up in local communities where women do not give birth in hospital. poor institutional capacity. simplifying the forms and the process for registration.76 There is reluctance across the region to collect ethnically disaggregated data. and a lack of engagement with the Roma community on the development of creative approaches to overcoming their concerns.soros. policy and planning cannot be effective and it becomes impossible to monitor change and progress. or to the recording of data broken down according to ethnicity. A recent report from the Open Society Institute found that of the countries participating in the Decade of Roma Inclusion. it consistently underestimates the size of the Roma population and provides inadequate information about Roma participation in all spheres of life. It masks the profound disparities in both access to and outcomes from education.III GOv ErNMEN t. No Data – No Progress: Data collection in countries participating in the Decade of Roma Inclusion 2005–2015.75 Where official census data does exist in these countries. Open Society Institute. However. even without detailed and accurate data.
allows the collection of ethnic data that can facilitate the development of more nuanced policies tailored to the population. Collection is jointly supervised by the data protection authorities. the statistical institute. SFR 09/2006. No Data – No Progress. 79 Advocacy is needed both to inform governments of the realities of EU law – and end inaction on disaggregated data – and to support governments in establishing the necessary systems for effective data collection. with three to five subcategories under each heading. 2006. schools also monitored tiered examinations. there are no further obstacles to the compilation of statistics on ethnicity or religion. Leon Tikly. p. et al. <http://www. Though the Law on Statistics and the Data Protection Act have safeguards against the release of individual data except under certain provisions. pupil withdrawals. the United Kingdom made policy changes in its census and data collection systems in response to the government's recognition that "very detailed statistical data are needed to implement positive action policies. 77 78 Open Society Institute. Dept.uk/ rsgateway/ DB/SFR/s000640/SFR09_2006. the 'gifted and talented' register. Asian.gov. Department for Education and Skills. Where data collection is undertaken.' National curriculum assessment. The Data Protection Act and the Race Relations Act are linked by including equal treatment as a reason to waive the prohibition on collecting sensitive data. The effective monitoring of inclusion and exclusion by ethnicity in the United Kingdom has been driven by requirements of the Race Relations (Amendment) Act 2000. which make data collection not only possible. 5. Maud Blair. the aim of equal treatment is specifically mentioned in the list of exemptions. Removing the Barriers ." The UK is now recognized as a model for how a nation can compile and manage ethnic data. "Making a Difference: Teaching and Learning Strategies in Successful Multi-Ethnic Schools". but mandatory. Training will be needed to build capacity in data collection. The collection of data on ethnicity and religion is based on laws and regulations that govern the production of sensitive statistics.T H E R I G H t O F R O M A C H I L D r E N tO E D U c At I O N P O S I t I O N PA p E r I II III IV V A model of effective ethnic data collection77 In the early 1990s. London. attendance and parents' evenings.79 This approach in the UK demonstrates that an appropriate legal framework. black. but it must be transparent in meeting those standards if it is to address the fears within local communities. In this context. The Data Commissioner uses the legal obligation within the Race Relations Act to derogate from the prohibition of collecting ethnic data.dfes. In the United Kingdom. This allows the production of comprehensive national data on a range of attainment indicators disaggregated by ethnicity. This would be helped by public awareness campaigns conducted jointly between government and Roma NGOs. data is collected on the ethnicity of pupils in governmentmaintained schools using a basic ethnicity classification: white. GCSE and equivalent attainment and post-16 attainment by pupil characteristics in England 2005'. mixed heritage. by matching the pupil census records with the national test and examination results held in the National Pupil Database. coupled with clear policy directives.78 The collection and use of data disaggregated by ethnicity allows groups at risk of underachievement in certain areas to be targeted with resources and effectively designed interventions.pdf> (accessed 21 May 2010). and other.. for Education and Skills. In addition. the initial and decisive condition is the Race Relations Act's explicit statement that collecting statistical data is a legal obligation. Department for Education and Skills. for example. et al. It also allows local education authorities to choose to use an extended list of ethnicity options – such as getting a greater amount of detail regarding the country or region of birth or heritage – for local planning purposes. and agencies specializing in the protection of minorities. Along with data on national test scores and permanent exclusions. governments should collaborate with Roma organizations in developing methodologies for data collection and sensitive approaches 40 . In England's education sector. Evaluation of Aiming High: African Caribbean Achievement Project. including respect for privacy and confidentiality.. it must not only comply with appropriate safeguards.
for example. drop-out rates and attainment. and only by identifying the scale and nature of this problem is it possible to introduce the policies and programmes needed to address it. Girls within the Roma community are likely to suffer double discrimination. Such initiatives need to be monitored and evaluated and scaled up where the findings are promising. General Recommendation No. and at local level to assess whether local authorities are translating policies into practice.8> (accessed 14 December 2010). other civil society agencies and the private sector can contribute to piloting different ways of working. replicated and scaled up as widely as possible. These data also need to be linked to wider socio-economic benchmarks in order to build a better understanding of well-being outcomes for Roma children. NGOs and independent human rights institutions can play a key role in empowering Roma communities to claim their right to education – to be acknowledged as citizens. This information is necessary.org/10.2005. or policies are being misinterpreted and implemented incorrectly. European Educational Research Journal . the findings of monitoring and evaluations need to be transparent and available to the Roma population. when goals are not being met. Governments need to be encouraged to take responsibility for mainstreaming the emerging lessons into programmes that can impact all Roma children. legislative and policy change. and to provide local communities with evidence of the value of programmes to strengthen education. 27: Discrimination against Roma. Learning from what works Many innovative programmes have been developed across the region to overcome the exclusion of Roma children from education. such as the PISA assessment developed by the Organisation for Economic Co-operation and Development (OECD) and EGREES. 81 Furthermore. Developing a set of national indicators for social disadvantage comparable across the country. disaggregated data are needed on all aspects of education – enrolment. When there are gaps. <http://dx. 33-92. See for example. In addition. scaling up. ParTNerSHiPS aNd ParTiCiPaTioN Governments must ensure that marginalized communities are included in decision-making and implementation processes when developing education services. governments need to take action to expand its impact. Evidencebased advocacy should be used to increase the scale of impact through. correct. and provide the necessary technical and financial support to refocus the programme. attendance.doi. It is not sufficient to rely on NGO initiatives operating on a small scale at a local level. 80 81 Committee on the Elimination of Racial Discrimination. including impact assessments of programmes with baseline assessment and situation analysis having been done prior to their implementation. partnerships and structures to achieve better educational outcomes for Roma children.III GOv ErNMEN t. 4(2). for example. The lessons from these programmes need to be written up. 41 . It is also important that information is collected on gender.2. NGOs.2304/eerj. Monitoring and evaluation Mechanisms need to be introduced to measure and monitor access.4. at national level to evaluate whether legislation is appropriate and policies are effective. is essential for gathering the required information to assess the efficacy of financing and to ensure the proper use of funds. Governments need to monitor and evaluate how effective and efficient its policies are in relation to the attainment of these goals for all Roma children. 80 In terms of scope. and resource allocation. shared. action will be needed to adjust. quality and respect for rights of Roma children to and within education. learned.w IDE Str AtEGIES tO prOMOtE tHE rIGHt tO EDUc AtION FOr ROM A cHILDrEN towards informing Roma communities about its purpose. A set of 29 indicators on the equity of educational systems'. The wishes of Roma to identify for themselves the designation they want to be given and the group to which they want to belong must be respected. or to highlight where they are failing to meet their targets. 'Part II. Governments and international agencies need to invest in local and national organizations experimenting with different approaches. When an intervention is shown to be working. Information is also needed to identify where teachers require more training or support. there is a need for greater investment in further approaches. storage and usage.
2007<http://www. 27: Discrimination against Roma. lobby and influence local and national political agendas • How to challenge violations of their rights. Participation should also happen through regular stakeholder evaluations of the different interventions. as well as national legislation and regulations • What services are available and how to access them • Where and how decisions affecting their education are made • How to advocate. commitment and resources to implement the laws. Decisionmaking should "take place at the level most appropriate for the issue (usually the lowest level possible). 27: Discrimination against Roma. pdf> (accessed 14 December 2010). 84 42 . parents and their children need access to information and support on the following: • Realizing their legal rights."83 Municipalities should actively seek out the cooperation of the local Roma community and NGOs to promote local ownership of initiatives. policies and the general educational environment. those delivering services and other duty bearers have the capacity. both the commitments governments have made under international law. in particular concerning Roma. General Recommendation No. CaPaCiTY-BUiLdiNG Achieving the right to education for Roma children requires that all levels of government.T H E R I G H t O F R O M A C H I L D r E N tO E D U c At I O N P O S I t I O N PA p E r I II III IV V not merely consumers. including local complaints procedures. Access to Basic Services for the Poor: The importance of good governance. Good governance. In order to achieve this goal. 82 It is important that approaches to provision of education are flexible. public officials.unescap. Asia Development Bank. UNDP. as there is great diversity within the Roma community. courts and international mechanisms • Using the media to challenge prejudice and xenophobia • Accessing available research and evidence to support their effort to realize education rights Governments must engage with Roma organizations and leaders at all levels of society. training to inform all relevant duty bearers of their responsibilities under the law and to provide an understanding of the rights of children. respect for others and tolerance. long term sustainability."84 82 83 Committee on the Elimination of Racial Discrimination. but as active stakeholders with an entitlement both to be heard and to influence decisions that affect them and the development of their communities.org/pdd/publications/ MDG-access2basic-service/MDG-access-to-basic-services. UN Economic and Social Commission for Asia and the Pacific. Committee on the Elimination of Racial Discrimination. as well as potential for economic growth all dictate the importance of recognizing Roma not merely as passive beneficiaries of policies. policies and programmes in place to support that goal. The Committee on the Elimination of Discrimination emphasizes that governments must "take the necessary measures to initiate projects to develop the political culture and educate the population as a whole in a spirit of non-discrimination. Governments need to invest in awareness-raising to challenge xenophobia and prejudice. General Recommendation No.
IV © UNICEF EStAbLISHING tHE NEcESSAry EDUcAtION pOLIcIES AND StrAtEGIES 43 .
ES tA bLISHING tHE NEcESSA ry EDUcAtION pOLIcIES A ND S tr AtEGIES Within the framework of the broader government strategies to create a positive environment for the right of Roma children to education, specific targeted policies and strategies are also needed to address access to, availability and quality of education, and to ensure that their human rights are respected within that educational environment.
THe riGHT To aCCeSS edUCaTioN
The right to education on the basis of equality of opportunity imposes obligations on States to establish the legislative and policy framework, together with sufficient resources, to ensure access for every Roma child. Achieving this goal will necessitate the following:
Early childhood development services
Although the Convention on the Rights of the Child does not require governments to provide early childhood education, the Committee on the Rights of the Child strongly encourages them to do so, recognizing that learning and development starts from the very beginning of life. 85 The convention calls on governments to ensure that young children have access to programmes of health, care and education designed to promote their well-being, and stresses that the right to optimum development implies the right to education during early childhood, with systematic and quality family involvement. Early childhood development and education, from conception to primary school age, is important to the overall achievement of the full inclusion of Roma into society, and to ensure the equal realization of their rights. As a marginalized and vulnerable population, they are at greatest risk of not having pre- and post-natal and early childhood needs met. Investment in early childhood development and education should be a priority, as this is the stage of life where the most rapid development occurs and is the basis for future learning. Early childhood development is widely recognized as the foundational stage to developing effective life skills, to socialization and education and to access and inclusion into the regular educational system. 86 An accumulating body of evidence now exists to indicate that early childhood interventions to remedy disadvantage are more effective than interventions that come later in life. The first few years of a child's life are the most critical period of human development, and early disadvantage, if left untouched, is shown to lead to academic and social difficulties in later years. Indeed, investing in disadvantaged young children is a public policy initiative that simultaneously promotes fairness and social justice for the families involved, while enhancing productivity in the economy and in society at large. 87 The OECD Starting Strong report makes it clear that investment in early childhood services impacts positively on both educational returns and in the social, economic and labour market spheres. 88 Quality services will alleviate social disadvantage and inequality, and further, it enhances social and economic outcomes by reducing gaps in school achievement, breaking the poverty cycle, improving long-term health and employment options, reducing reliance on social services and avoiding criminality. The findings of research on the benefits of early childhood education for vulnerable and marginalized populations have been summarized by Professor Jeanne Brooks-Gunn of Columbia University: "First, high quality centre-based programmes enhance vulnerable children's schoolrelated achievement and behaviour. Second, these effects are strongest for poor children and for children whose parents have little education. Third, these positive benefits continue into the late elementary school and high school years, although effects are smaller than they were at the beginning of elementary school. Fourth,
85 86
Committee on the Rights of the Child, General Comment No. 7: Implementing child rights in early childhood, CRC/C/GC/7, November 2005. United Nations Educational, Scientific and Cultural Organization, 'Strong foundations: Early childhood care and education', EFA Global Monitoring Report 2007, UNESCO, Paris, 2007. Organisation for Economic Co-operation and Development, Starting Strong II: Early childhood education and care , OECD, Paris, 2006.
Heckman, James J., 'Skill Formation and the Economics of Investing in Disadvantaged Children', Science , Vol. 312, 30 June 2006.
T H E R I G H t O F R O M A C H I L D r E N tO E D U c At I O N P O S I t I O N PA p E r
programmes that are continued into elementary school and that offer high 'doses' of early intervention have the most sustained long-term effects."89 The strategies found to be most effective in enriching the early years of disadvantaged children are through high quality preschool centres available on a voluntary basis, coupled with home visitation programmes. 90 Governments need to consider introducing: A commitment to two years of free preschool education for at least 80 per cent of Roma children by 2012. The segregated location of many Roma communities militates against inclusive early childhood educational environments, as they would involve sending very young children long distances to unfamiliar environments and restrict the active involvement of parents. In remote areas, where there are no local preschools, consideration could be given to temporary measures such as: • Satellite or mobile preschools run close to communities • Non-formal kindergartens in Roma settlements • Community-based or family-based preschool education for children under 4 years old • Preschool teachers visiting families • Preschool provision accompanied by literacy courses for parents • Supported home learning environments by providing books for families, family literacy programmes, and TV/ radio programmes that reach communities 91 However, these measures should not be allowed to develop into permanent lower quality parallel educational systems. Preparation for early childhood education school should be organized according to community preferences, funded at the same level as non-settlement options, and all preschools (state-funded, whether in or out of settlements) should be open to Roma and non-Roma and seek diverse populations. It is essential to ensure training of staff working with the children, either Roma or non-Roma, in order to provide quality education and to ensure links and regular visits to the formal preschools in the vicinity. Support and education for mothers. Good parenting and the well-being and education of mothers is an important dimension of effective early childhood education. Investment is needed in programmes designed to strengthen mothers' own literacy and capacities to support their children's readiness for school. Holistic service approaches. Early childhood educational programmes cannot alone address the issues of poverty and institutional discrimination. They need to be comprehensive and linked with other services. For example, for the youngest children up to 4 years, there should be an emphasis on screening, health, nutrition and capacity-building of parents; for children 4 to 7 years, more attention needs to be paid to their transition to primary school. Cooperation is needed to ensure that health and education ministries collaborate to provide effective and holistic services for young children, including wider community-based services. Building demand. Governments need to undertake awareness-raising programmes on the value of early childhood education, its potential to facilitate the successful transition of children into primary school, as well as the importance of play in children's development, in order to strengthen demand from Roma communities.
Brooks-Gunn, Jeanne, 'Do You Believe In Magic? What we can expect from early childhood intervention programs', Social Policy Report , vol. XVII, no. 1, 2003, p. 1. Heckman, J. and D. Masterov, 'The productivity argument for investing in young children', Early Childhood Research Collaborative , University of Minnesota, 2006.
'The Right to Education for Every Child: Removing barriers and fostering inclusion for Roma children', Conference Outcome Document, International conference organized under the Serbian Presidency of the Roma Decade, Belgrade, 2–3June 2009.
it is important to create mechanisms through which parents can raise concerns. In addition. © UNICEF 47 .IV ES tA bLISHING tHE NEcESSA ry EDUcAtION pOLIcIES A ND S tr AtEGIES Creating opportunities for Roma parents to visit early childhood educational facilities. talk to staff members and lodge complaints where they feel their child has been treated inappropriately. Parents need to be reassured that the culture and environment within preschool education is receptive to the Roma community and that their children will not experience discrimination. play an active role in their design and get involved as support workers will all help in building understanding of and confidence in early childhood services.
The initiative involved multi-level partnering and cooperation. a training was conducted at the community centre for participant mothers to review the lesson to be taught to the children that week. It did so by raising the capacity of the Roma community. This required the cooperation and the creation of good will among many different stakeholders. One of these classes was a Roma-only class. The kindergarten also relied heavily on Roma teaching assistants. p. But the most recognized component of the effort around preschool education in Jarovnice was the home-based preschool programme. Programmes for mothers were offered at the community centre to improve parenting and provide support. This component required that the mothers participate as the teachers.T H E R I G H t O F R O M A C H I L D r E N tO E D U c At I O N P O S I t I O N PA p E r I II III IV V Roma Education Initiative in Slovakia: Desegregation of Roma Children through Education– Combating Social Exclusion. 93 94 95 48 . local Roma NGOs helped to organize civic activities in which some non-Roma villagers participated. Strong involvement of the parents in this way not only served to extend the scope of educational provision for the children. 2005. Slovakia This project. During the implementation of REI in Jarovnice-Karice. such as through family planning counselling and the 'Mother and Children's Club'. the mothers would hold classes for the participant children. StepbyStep was employed in all three classes of the state kindergarten in Jarovnice. 94 At the school level. national. the involvement of parents.. the local community centre "created an operational framework through different partners and different programmes/activities to provide dialogue and communication on the local. pp. daily activities were organized to bring Roma and non-Roma students together. including civic engagement though Roma NGOs. but also benefited the parents' own personal self-improvement. The rest of the days of the week. Geneva. which has been documented as being particularly successful. the community. To a large extent. emphasizing the local needs of the Jarovnice-Karice settlement. and making central the participation of families and the Roma community. Toward Roma Inclusion . 2009. Multiple Case Study Analysis . was implemented under the Roma Education Initiative (REI) from 2003 to 2005. with the objective of the long-term integration and improvement of the quality of education for Roma children. Its objectives were to undertake a comprehensive community approach. The approach of the REI in Slovakia at large sought to integrate work across different levels of the educational system. 41. Jarovnice-Karice Roma Settlement. Ibid. In order to facilitate integration. which included everything from vocational and literacy training to health programmes and the especially important community development training that helped to facilitate empowerment and participation in decisionmaking around education. Guilford Publications. this included utilizing the comprehensive educational programmes of StepbyStep.. 201. The improvement of enrolment and quality of education were considered connected in this programme.95 The pedagogical approach in these classes was modified to be child-centred and multi-lingual. 42. 92 Community participation was integral to the initiative. Additionally. employing a strong community-based approach. Once a week. It included a home-based preschool programme run by mothers of the participant children. In order to influence long-term integration –and considering the fact that parents of the Roma children in Jarovnice-Karice were afraid to transfer their children into mainstream primary schools – the strategy of the project lay in providing quality preschool education and changing local attitudes. Robert E. improvements in early childhood education were brought about with a mixture of methods aligned with the rights-based approach. and international levels. school administrators and even the local pastoral centre. teachers."93 The centre's programming strove to improve inter-ethnic relations and to be a support centre and a source for lifelong learning for Roma parents and their children. There were also community-support activities. at designated homes. to support integration. 202-203. Toward Roma Inclusion: A Review of Roma Education Initiatives in Central and South-Eastern Europe . UNICEF. p. Stake. 92 United Nations Children's Fund. as was the inclusion of a wide array of stakeholders. p. UNICEF Regional Office for Central and Eastern Europe and the Commonwealth of Independent States.
based on in-depth analyses of the factors contributing to segregation. Baseline data should be gathered and used as the basis for regular updates. mainstream schools and special schools. Ending segregation and promoting inclusion Inclusion in both the educational system and in society as a whole is integral to improving the conditions and opportunities afforded to Roma. Where it is impractical to gather ethnic data. 49 . discriminatory actions and other barriers to realizing their rights. Legislation is also needed to prohibit segregation of children on the basis of ethnicity. local authorities and schools to address the structural exclusion of Roma children caused by living in segregated settlements. p. and contributes to ensuring that every child has access to the same form of schools. Desegregation is an important dimension of the move towards inclusion. taking into consideration proportions of Roma and non-Roma in a region. such as socio-economic status. in classrooms. • National information and monitoring systems to track school placements in the future to ensure that they sustain inclusive practice. to fulfil the right to education for every Roma child. and recognition of the obligations of the education system to adapt to accommodate and address their needs. Monitoring and evaluation of programmes to promote inclusion should also be undertaken. General measures to end segregation. As an overarching goal. States have obligations to establish the legislative and policy framework. together with sufficient resources. Such measures include: 96 'The Right to Education for Every Child'.IV ES tA bLISHING tHE NEcESSA ry EDUcAtION pOLIcIES A ND S tr AtEGIES Ensuring access to and availability of education As outlined earlier. in order to overcome the barriers facing Roma children. Governments first need to recognize segregation as a problem. The findings of such research and data will build a better understanding of the strategies that work most effectively and can be replicated. it brings an end to the physical separation of children. 96 • Governments have to be committed to providing the extra funding needed for inclusive quality education for Roma children. proxy measures. Governments need to provide a clear definition of inclusion and the specific objectives it is seeking to achieve. legal and administrative steps toward desegregation. providing vital insights to help target policies and investment more efficiently. and establish a long-term commitment to move towards inclusive education. This might entail: • Action plans to promote inclusion. A holistic policy framework facilitating desegregation and promoting inclusion and diversity needs to be created. authorities should strive for balanced and diverse classrooms and schools. including Roma children. with appropriate financial. but involves a cultural and philosophical change of approach based on a commitment to respect for every child. backed up by concrete strategies for its attainment. However. Consideration could be given to developing a set of indicators for monitoring segregation. 6. As a starting point. should be developed and used as the basis for indicators. governments need to commit to a goal of achieving universal access to basic education for every child. Effective inclusion needs to go far beyond simply changing the ratios of children in schools. • Introduction of accessible complaints mechanisms for Roma families so that they can challenge inappropriate placement of their children in segregated schooling. A move towards inclusion is not simply a technical or organizational change. • Consideration of legislation committing to the gradual elimination of segregated education and the introduction of an inclusive system. It will also highlight those initiatives that fail. Elimination of segregation between schools Measures need to be undertaken by municipalities. the following additional measures are needed.
Investment can be made in multi-pronged approaches towards working with communities. 13 December 2007. OSI EU Monitoring and Advocacy Programme. They should be educated within the mainstream student population. 97 Ibid. whereby parents simply remove children from schools that accept higher numbers of Roma children. Whole localities can be made targets of measures to help raise awareness. special or other classrooms. and in which they are simply taught a remedial curriculum. employment and social welfare programmes within Roma communities in order to narrow the socio-economic and cultural gaps that entrench prejudice and xenophobia between Roma and non-Roma communities. and linked with financial incentives. 98 99 50 . There is a pattern in some areas of 'white flight'. One of the challenges is the reluctance of families from mainstream communities to accept a greater proportion of Roma children in the schools. There are no easy solutions to the problem. with additional support teachers provided where necessary.pdf>. municipal officials. 98 Elimination of segregation within schools Efforts are needed to ensure that Roma children are not segregated into separate classes. staffing ratios and standards among teachers are directly comparable to those in schools in the non-Roma community.. school administrators. for as long as children remain in segregated schools within their own communities. • Develop municipal policies for inclusive classroom environments. p.europa. whereby all students participate together in the classroom and the teacher effectively and efficiently reaches all students in a heterogeneous environment. but consideration could be given to: • Making development assistance conditional upon a clear integration/desegregation plan of • municipalities or regions and its implementation • Ensuring that development assistance covers integration activities such as planning. 'EC Consultation on Education'.97 – Improved housing. action is needed to: • Include a commitment to inclusive classroom teaching in the national action policy and plan on inclusion. These plans need to be based on direct consultation with both Roma and mainstream communities. eu/education/school21/results/osi_en. Roma parents and children. <http://ec.7. • Ensuring that. monitoring and capacity-building of municipal/regional authorities rather than the pure education work in schools/preschools or Roma education centres. Schools. • Investment in affordable and accessible transport to take children from settlements to mainstream schools that do not have a significant Roma population."99 Accordingly. thus avoiding the issue of placement of students in separate. Instruction needs to be "integrated and differentiated. Open Society Institute. the level of expenditure. building tolerance within schools and collaboration with parents.T H E R I G H t O F R O M A C H I L D r E N tO E D U c At I O N P O S I t I O N PA p E r I II III IV V • A requirement that all local municipalities produce desegregation plans to be implemented over a given time period. school transport. • Provide support within mainstream classes to Roma children needing additional assistance. Ibid. based on assessments of academic ability or attainment. as well as other stakeholders should be involved in that process. which should be the responsibility of the education authorities through their regular budgets • In addition. build tolerance and promote desegregation in all sectors. local municipalities need to invest in: – Sensitization and awareness-raising within local communities to promote greater understanding of Roma culture and the challenges confronting it. sanitation. teachers.
be conducted in an objective way without incentives for a particular outcome. p. Opportunities for reassessment. Policies can be developed to help integrate teachers from special schools into the mainstream schools. However. This requires examining the process that leads to segregation into special schools and eliminating barriers in accessing regular mainstream schools. It is imperative that public policy should not promote socio-economic incentives that encourage parents to accept a lower quality education for their children. clear policies and guidelines. Accordingly.IV ES tA bLISHING tHE NEcESSA ry EDUcAtION pOLIcIES A ND S tr AtEGIES • Monitor schools on a regular basis to ensure that segregation is not taking place. Ending the placement of Roma children in special schools Urgent action is needed to address the factors that contribute to the practice of placing Roma children in special schools. Achieving comprehensive desegregation will necessarily take a number of years to implement. and not penalize parents. As with all initiatives. Governments should conduct analyses of the incentives and reasons parents have for sending their children to special schools. Where children have been placed inappropriately in special schools. in schools with a high concentration of Roma pupils. mechanisms should be in place to enable them to be reassessed and placed in a mainstream school. Ibid. If these conditions are not met. 100 101 'The Right to Education for Every Child'. 51 . As special schools close down due to lower enrolment. However. either formally or informally. perhaps having them help with the integration of new students transferred from special schools. and experience.101 Special schools can also be transformed into resource centres for mainstream schools. The current financial benefits that accrue to children with disabilities can and do serve as an incentive for parents to support their child's assessment for a special school placement. 6. such as providing free transport and free school meals. teachers at these schools need to be a part of the process. both the testing commissions and criteria need to be reformed in order to eliminate biases and take account of differences in language. Remove the financial incentives for special school placements. Monitoring should involve Roma parents to ensure that systems are transparent and accountable to them and their children. socialization. the quality of education should be improved simultaneously with the implementation of desegregation strategies. any such assessment should be based on reliable and valid instruments that are fair to students of all backgrounds. and be done in a transparent way involving the informed participation of parents. should be used to assess all students and not just those considered to have special needs.100 One approach might be to introduce the same benefits for placing students in mainstream schools as they would receive for attending special schools. providing expertise and support. Municipalities and the central government need to work with the teachers to ensure that most of them will be able to access gainful employment afterwards. no testing regime should be used. and use the findings to help construct appropriate solutions. Involve all stakeholders. Practical measures to work towards that end should include: Critical reviews of the current school entry testing systems used to assess whether or not a child is ready to enter regular primary school. measures taken to address the problem should enhance choice rather than reduce it. Having the vast majority of Roma children go through the mainstream school system from the very beginning of their compulsory education should be the goal of policies. A baseline assessment of children when entering compulsory education can be an effective tool for teachers to plan their instruction. efforts to reduce the number of Roma children in special schools should be done with the cooperation of all stakeholders and with adequate funding. In order for testing to be fair and accurate.
13. The number of Roma students in city schools remains high. this example is from the region of Vidin. p.107 Equality of opportunity can only be achieved by also taking action to remove the barriers in schools and local communities. the grassroots Roma organization DROM implemented the first desegregation project. making sure they are not re-segregated in classrooms within the new schools • Academic support and catch-up provisions • Meals (since discontinued) • Integrated extra-curricular activities Currently. 'Desegregation'. and increase graduation rates from secondary schools among Roma children. Organization DROM. This has meant transporting Roma children from sometimes very remote ghettos to mixed city schools with the aid of various support services. but this does not ensure the full realization of this right. Articles 3 and 4. Since that time. Bulgarian Helsinki Committee. attitudes towards girls' education. Annual Report 2007. Improving educational outcomes and the quality of education. the project has gone through different funding cycles with each cycle building on the initial one.103 The primary goals of the project are to increase enrolment and retention rates. with the support of the Roma Participation Program. from providing transportation to extra educational support. fear of violence or abuse. 28–30. <http://drom-vidin. the project covers all 12 schools in Vidin. available and inclusive is an important first step in fulfilling the right of every child to access education. discrimination. there are other parts that have been put in place to support Roma children. factors such as poverty.html>.org/en/aboutus. p. 103 104 105 106 Removing the social and economic barriers to education Making schools accessible. increasing the number of schools and beneficiaries. including:105 • Campaigns to help motivate the parents of Roma children to enrol their children in mainstream schools • Planning the enrolment of Roma children in mainstream schools. or a 107 United Nations Educational. Roma Education Fund. Budapest. with over 600 students completing the school year.106 102 Bulgarian Helsinki Committee. pp. Scientific and Cultural Organization. Convention against Discrimination in Education.org/en/aboutus. Due to various factors. was in 2002/ 03.html>. Even where schools exist.T H E R I G H t O F R O M A C H I L D r E N tO E D U c At I O N P O S I t I O N PA p E r I II III IV V Desegregation Project Vidin. with over 500 beneficiaries completing the 2006/ 07school year. The most recent project implemented by DROM is 'Desegregation and support: entry to and exit with quality education'. 'About us'. 15. The projects endeavour to stimulate positive attitudes towards desegregation among all stakeholders and successfully integrate every school in Bulgaria. 52 .104 Though the primary component of the desegregation project in Vidin has been providing transportation. Sofia. The desegregation project in Vidin dates back to 2000 when. Organization Drom. Roma Education Fund. 2008. 2008. The project in Vidin seeks to foster willingness and an insistence on the part of parents to have their children in mainstream schools in order to acquire a quality education. Bulgarian Helsinki Committee.102 Though there are several desegregation projects being run in Bulgaria. <http://drom-vidin. has also now been added to the list of measurable objectives. On the Road to Maturity: Evaluation of the non-governmental desegregation process in Bulgaria. the peak year. Bulgaria Desegregation projects in Bulgaria are widely viewed as some of the most successful in improving access to quality education for Roma children. On the Road to Maturity.
Any such measures will need to reflect the particular needs and barriers faced by different Roma communities across the region.109 School and local authorities need to make positive efforts to actively seek out Roma parents and involve them as partners in their child's education. awareness-raising and social support to encourage Roma communities to understand the potential benefits to their children and to the wider community of these measures. pp. Short-term focused interventions can also be provided for children struggling with language and reading. Governments have obligations to develop legislation. expectations and codes of behaviour. Ibid. as well as successful educational outcomes. These initiatives should be designed in collaboration with the Roma community and aim to promote confidence and self-esteem. Building bridges with the Roma community The active participation of parents in their children's education is a key factor in ensuring both the child's continued engagement in their education. in order to overcome the gender-based dimension to school exclusion and the long-term poverty of women. and familiarize Roma children with the school environment. a minimum age of 18 years should be established for marriage. which can inhibit involvement in their children's education 108 109 'The Right to Education for Every Child'. including community engagement. As argued earlier. especially among Roma mothers. catch-up classes for those students who had dropped out and are re-entering the school system. extra investment is needed to enable these parents to play a role in supporting their children's education. Given the challenges faced by many Roma parents in engaging in the formal school system. In addition. are needed to help increase enrolment and retention rates. Efforts need to be made to provide information to parents through Roma civil society activities in order to encourage and support early enrolment into preschool. 53 . policies and support services to remove these barriers in the family and community that impede Roma children's access to school. and extra academic support. and lower drop-out rates. Preparation for and retention in school Preparatory programmes for the start of school. affirmative action policy measures are needed to ensure high-priority early enrolment of children in poor communities. or differing school hours for working children. build academic skills. One of the challenges is the reliance of families on having their children work. In the short term. especially when transitioning from one educational level to the next. encouraging them to join school boards and developing programmes that explicitly address their concerns • Providing adult education classes. this might be accommodated by the creation of flexible school years for families that migrate for seasonal work..IV ES tA bLISHING tHE NEcESSA ry EDUcAtION pOLIcIES A ND S tr AtEGIES lack of understanding of Roma culture may serve to keep children out of school. 8–9. Active measures would be needed to promote raising the age for both work and marriage. the goal needs to be the elimination of children from child labour.108 Addressing poverty Governments need to take steps to address the poverty that is a primary cause of low enrolment and high drop-out rates among Roma children. including free access to preschool for Roma children and abolishing enrolment prioritization of children whose parents are both employed. Mechanisms to support parents and encourage their increased participation include: • Inviting Roma parents to visit schools. building partnerships between them and local schools. adult literacy and local or mobile libraries to help overcome the barriers caused by low levels of education. including their understandable wariness in the face of prejudice and hostility. Ultimately. together with a minimum age for leaving school that is consistent with the age at which children can begin to work.
including preschools. and to his or her present and future needs. have responsibilities to promote awareness of the value of education among Roma communities and enlist their support for local schools and the rights of all children to education. taking into account the beliefs and needs of local families. environmental and economic context. and governments must ensure that Roma children in all schools. and adapting school timetables to accommodate domestic labour commitments • Highlighting the role that parents can play in supporting and strengthening their children's learning • The importance of active engagement in the life of the school and the ways in which parents and communities can contribute • Listening to children and engaging them as active participants in their own learning • Promoting respect for children as learners and ending all forms of violence in schools THe riGHT To QUaLiTY edUCaTioN Education has to be of the highest possible quality to help every child reach his or her potential.110 Curriculum must therefore be inclusive and adapted to the needs of children in different and/or difficult circumstances. cultural. Actions might include: • Raising awareness of the right to education • Promoting the value of education for both girls' and boys' future opportunities • Stressing the importance of play as part of children's learning and development • Providing information about any available stipends. and opening schools prior to enrolment and in the first months of attendance • Supporting early preschool enrolment through the joint action of preschool institutions and Roma civil society organizations • Engaging Roma pedagogical assistants and/or mediators Analysing local barriers Local authorities. in partnership with the Roma community. All learning environments 110 Ibid. in collaboration with community partners. must be of direct relevance to the child's social. and take full account of the child's evolving capacities. The Committee on the Rights of the Child stipulates that the curriculum. or community-based services through parental counselling offered by the preschool professional team. mother-child clubs. or civil society outreach through house visits • Gradual and respectful inclusion of parents in preparing children for school. such as violence when travelling to school. such as parent-to-parent counselling. are able to receive the same quality of education as all other children. Action can then be taken to address the specific barriers that arise. in early childhood and in school. Local authorities. need to undertake an analysis of where the barriers to education lie. Quality in education can only be achieved through the development of child-friendly learning environments that have a holistic approach to children's development. 54 . their social values and experiences • Increasing the number and enhancing design of parent meetings. cash transfers or food for education programmes • Addressing parental concerns.T H E R I G H t O F R O M A C H I L D r E N tO E D U c At I O N P O S I t I O N PA p E r I II III IV V • Increasing parental skills and encouraging their involvement in their children's development and learning at home and in kindergartens.
early childhood education needs to meet the following criteria: • Be close to communities • Link with other services • Be flexible and openly managed • Be physically and emotionally secure • Have a child-centred pedagogy • Involve parents • Have a curriculum reflecting diversity • Be a democratic learning environment • Involve teachers with an understanding of child development 111 Ibid. but also to enable them to take control of their lives and to promote justice. The CFS framework conceives of the learning environment and all of its components as an interdependent whole. the CFS framework is "a means of translating the Convention on the Rights of the Child (CRC) into school management and classroom practice. teaching and learning processes should reflect human rights principles. particularly Roma. peace and tolerance." For preschools. democracy. In the larger context.111 In particular. abuse and harm and in which essential life skills and values of respect. thus ensuring that no child is left behind. they should: • Be inclusive of all children. its social cohesion and labour market • Provide a safe. healthy and protective school environment in which children are protected from violence. This means addressing children's multiple rights. Child-friendly schools and preschools UNICEF has established specific benchmarks for educational environments within its child-friendly schools (CFS) framework. 55 . tolerance and democracy are promoted • Be gender-sensitive and promote gender equality in both enrolment and achievement. Child-friendly learning environments seek not only to equip children with basic learning skills. families and communities – in all aspects of school life encouraging the involvement of parents and families through the development or strengthening of effective parent-teachers associations (PTAs). and ensuring the right of all children to have access to quality basic education. This holistic approach is fundamental to the creation of environments in which Roma children can learn effectively. but also to the growing disadvantage of boys in upper-secondary and higher education throughout the region • Promote the participation of stakeholders – children. schools and education systems in CSEE to be child-friendly. children with special educational needs and children with a disadvantaged social background • Offer good quality teaching and learning processes with individual instruction appropriate to the developmental level. the curriculum and educational content must be relevant to the needs of the society. rather than concentrating discreetly on different aspects of the learning environment. and fostering local partnerships in education through working with the civil society – NGOs and community-based organizations. abilities and learning capacities and outcomes of all children. using strategies that build links between the school and the family and community. adequate attention must be given to the situation of girls in some countries.IV ES tA bLISHING tHE NEcESSA ry EDUcAtION pOLIcIES A ND S tr AtEGIES and educational content.
Concept paper. Slovakia. national curricula should be developed in consultation with parents. in part. who commonly experience profound prejudice and lack of respect. Assessment of learning also needs to be sensitive to the situation of Roma children. A child-centred methodology would allow children. develop a healthy lifestyle. 'The Right to Education for Every Child'. For example. to follow their own interests. have a right to acquire the core academic curriculum and basic cognitive skills. This recognition of the inherent value of each child is particularly important in building confidence and self-esteem among Roma children. and promote respect for different cultures and values and for the natural environment. teachers and local communities. and knowledge of each child. relevant and inclusive curriculum Roma children. Furthermore.T H E R I G H t O F R O M A C H I L D r E N tO E D U c At I O N P O S I t I O N PA p E r I II III IV V A broad. and all teaching and learning materials are free from harmful or negative representations of Roma communities and from gender stereotypes. there is a need for clear and measurable expected results and indicators in order to track their learning achievements over time and monitor progress. A commitment to ensuring that Roma children are able to fulfil their educational potential implies the need for sensitive and constructive methods of appraising and monitoring their work that take account of their cultural context. In addition. A human rights-based education requires that learning environments be sensitive to the needs of Roma children and conducive to the optimum development of their capacities. Eva. together with all other children. school materials and books could include aspects of Roma life with which Roma children would be familiar. pp. Roma students should be encouraged to maintain a strong sense of Roma identity while concurrently building literacy and other skills for full inclusion into mainstream society. skills. the curriculum should include the teaching of Roma language. In addition. teacher-training 112 Kon č oková. culture and history. In order to achieve this objective. good social relationships. including their language and culture. make wellbalanced decisions. The learning environment should be stimulating and efforts must be made to make teaching as relevant as possible to the realities of children's lives. Rights-based learning and assessment Every child should be valued as an active contributor to their own learning rather than a passive recipient. This involves utilizing interactive teaching methodologies instead of a topdown approach. 'Building Effective National Early Care and Education System: How to improve the school and classroom environment for Roma children so that they succeed in integrated early childhood education?'. given the poor educational outcomes for Roma children. 113 56 . Improving teaching quality Investment is needed to support teachers to understand their role and responsibilities in delivering quality education. The curriculum must develop respect for human rights and fundamental freedoms. children.112 The role of teachers and others involved in creating or strengthening learning opportunities is to facilitate participatory learning rather than simply transmitting knowledge. Schools should support the introduction of individualized instruction. The leadership provided by head teachers is essential if the prevailing negative culture of schools towards Roma children is to be challenged. The curriculum needs to be reviewed to ensure that it is inclusive of all children. and through which non-Roma children would benefit by learning tolerance and diversity.113 This might include: Teacher training. interests. 7–8. Training of head teachers to strengthen their capacity to build inclusive learning environments is of fundamental importance. taking into account the specific developmental level. critical thinking and the capacity for non-violent conflict resolution. together with essential life skills that equip them to face future life challenges. promoting equal access and retention in schools. discovery and learning. and do not discriminate against those whose first language is not the medium in which education is provided.
cit. mediators or coordinators working within mainstream schools. They need to be supported. providing out-of-school academic support and working with parents and the Roma communities. governments need to establish desired student teacher ratios. fortnightly or monthly meetings of teachers in schools in the local community – to allow for opportunities to share ideas. higher pay. adequately paid and respected. Efforts are also needed to encourage Roma to become teachers. Eva. Additionally. In addition. Roma assistants and mediators. Governments need to establish and implement minimum standards for all teachers and Roma teaching assistants. with clearly defined responsibilities for supporting students in class. strategies and solutions. Lack of support. 57 . Research evidence from the region indicates that such approaches have improved educational outcomes. These courses should include an emphasis on the following: • Child-centred methodology • Sensitization to Roma culture and identity • Gender awareness • Teaching in inclusive and multicultural environments • Non-discrimination as a human right • Understanding and recognizing both direct and indirect discrimination • Positive strategies for promoting tolerance and tackling discriminatory behaviour • Working in a bilingual teaching environment Minimum standards. in consequence. op. Consideration could be given to building in a system of ongoing support for teachers – through. acknowledgement of their concerns and opportunities for them to identify their training and other needs would all contribute to improving morale and motivation and. poor pay and inadequate training and supervision diminish the motivation of teachers and the quality of their work. low status. Proper training and payment for their services is essential. These standards need to be enforced equally across all schools and municipalities. forums through which teachers can influence policy. Efforts should be made to raise awareness of their role and importance so that their work is appreciated by the school and accepted by the Roma parents. Support should also be given to members of the Roma community to become teachers or classroom assistants. challenges. and those ratios should again be the same across all schools and localities. raise teaching standards. Supporting teachers If teachers are expected to respect the rights of children. 114 Kon č oková. In addition.IV ES tA bLISHING tHE NEcESSA ry EDUcAtION pOLIcIES A ND S tr AtEGIES courses should instruct teachers in how to work positively and respectfully with Roma children and their parents. Commitment needs to be given to the development of a network of Roma assistants. tools and resources should be developed for teachers on how to promote positive and inclusive learning environments.114 It will be necessary to review both initial and in-service training and to develop a flexible programme to provide all teachers and administrators with such training. stipends for teachers working in unpopular schools might be considered. effective appraisal systems. for example. Improved management. it is equally important that their rights are upheld.
respected. The establishment of RTAs included comprehensive training and the official drafting of their job descriptions. Serbia. valued and equal. It 58 . such as extra financial aid. A school team trained to help make reforms and improve the school setting was formed. extra homework and academic support. and school staff created mini projects to facilitate the participation of parents and adjust the programme to the needs of the children. health and well-being. Accordingly. among others used. In order for children to be able to maximize their learning experience. consideration as to the location of schools. Pestalozzi Children's Foundation. This could mean working together with the health ministry and other relevant bodies to provide basic health screenings. 27–32. and the 'Reading and Writing for Critical Thinking' programme was also employed. Schools should take measures to contribute towards children's health and well-being. safe and healthy environment For learning environments to be optimized to enable children to reach their full potential. in-school meals. Basic health and safety standards for school buildings need to be set and equally implemented. The philosophy behind approaching both improvement of access and academic performance was to change the educational experience for Roma students by promoting a tolerant. in the community and in the schools themselves. Toward Roma Inclusion . and appropriate facilities for girls. In evaluations. 'Evaluation of the Pestalozzi Children's Foundation International Programme: Project Evaluation of Equal Chances in Secondary Schooling. ESJ training and the child-centred methodologies were just two programmes. The curriculum and teaching practice was modified to be more child-centred.T H E R I G H t O F R O M A C H I L D r E N tO E D U c At I O N P O S I t I O N PA p E r I II III IV V Equal Chances: Integrating Roma children and youth into the educational system and Equal Chances in secondary schooling115 Nis and Kragujevac. 2. p. 2007. pp. taking into account the differing needs of children – for example. Roma children. they need to be in proper physical condition to learn. factors which might cause illness or accidents in the classroom or playgrounds. Teachers were made to be more sensitive to the needs and cultural differences of Roma children by going through Education for Social Justice training (ESJ). Schools need to take an intersectoral approach in order to bridge gaps in health and nutrition for Roma children. Serbia The Equal Chances projects employed a comprehensive programme to improve the quality of education and facilitate the inclusion of Roma students in Nis and Kragujevac. This will necessitate attention being paid to the following concerns: Physical health. Southeast Europe'. to improve the class environment and pedagogy. the participation of the Roma community in the projects was considered vital. may also need additional targeted assistance. travel to and from school. At the school level. accepting environment where they would feel safe. but on non-Roma too. schools need to take a holistic approach to their education. in particular. was shown to have positive effects not only on the Roma students. On the preschool and primary school level much emphasis was placed on the role of the Roma teaching assistants (RTA). The Equal Chances projects had an inclusive approach with a view toward systematic change on all levels: in the government (national and local). the educational practice in institutions receiving Roma children was improved through a number of effective approaches in both projects. in combination with the implementation of Step-by-step methodologies. this component. vaccinations and the provision of free meals to the poorest. A child-centred.116 115 116 UNICEF.
A healthy environment also needs to provide safe and stimulating opportunities for play and recreation. particularly those who may be required to work. An inclusive ethos and environment. after formal school hours. Schools should promote a culture of respect for differences and introduce approaches to support all children. Schools need to be provided with policies and guidance on how to create learning environments that respond to and value the needs of Roma children. teachers. materials and equipment to be included should be developed with the input of the local community. irrespective of gender. it is necessary to explore options for a more flexible and inclusive approach to the organization of schools. Article 32. services and policies to promote health and safety of children. children are entitled to protection from economic exploitation and from any work that interferes with their health. If Roma children. All schools should be equipped with appropriate and adequate educational equipment and materials. However.IV ES tA bLISHING tHE NEcESSA ry EDUcAtION pOLIcIES A ND S tr AtEGIES also requires the proactive provision of facilities. Parental and family support. A flexible structure and timetable. For these children. the socio-economic position of some Roma children may affect their chances of having appropriate places to do school work. Many live in cramped housing conditions or may be homeless. with attention paid to special needs such as multilingual texts books in Romani-speaking areas. 59 . The design of the schools and kinds of facilities. Schools should adapt to children rather than requiring themto adjust to a pre-defined and rigid system. Of course. until this goal is realized. Inclusive education A multi-sector and cross-departmental approach to promoting inclusive education would involve: Sensitization to the rights of all children to education.117 The first priority must be to ensure that children are not forced into work that limits their access and opportunity to benefit from education. ethnicity or disability. 117 Convention on the Rights of the Child. children and other stakeholders. it is important that schools provide facilities to enable them to study safely and quietly. such children are entitled to an education that accommodates the competing demands on their time. are to realize their right to education. For instance. Design and equipment. language. Roma parents need to be supported to promote both their willingness and capacity to ensure their children's attendance at school. and the active participation of the local community. National campaigns and information dissemination are necessary to challenge many of the cultural barriers and discriminatory attitudes and beliefs that impede access to education for Roma children. education or development. Offering alternative curricula for Roma children can serve to discriminate and limit their future opportunities. parents. flexibility should not extend to the exclusion of Roma children from mainstream classes. However. especially during early years and through the first grades of primary school.
provided that this does not serve to exclude them from the culture and language of the wider community. • Indigenous children or those belonging to a minority shall not be denied the right to enjoy their own culture. and that the standard of education is not lower than the general standard provided for others. UNESCO's Convention against Discrimination in Education protects the educational rights of national minorities. • Members of national minorities are entitled to develop their own educational activities. conscience and expression. efforts must be made to address children's rights to respect for their culture and language. The Convention on the Protection and Promotion of Diversity in Cultural Expressions (2005) introduces obligations to respect cultural diversity. that respect is afforded to their culture and religion. However. governments have obligations to ensure that children do not experience discrimination. In addition to the equal rights of every child to quality education. culture and language Article 30 of the Convention on the Rights of the Child stresses the right of children to enjoy their own culture. • Respect for the liberty of parents and guardians must not be allowed to lead to extreme disparities of educational opportunity between different groups in society. or to use their own language. such as a prohibition on physical and humiliating punishments. Inspection and regulation systems need to be in place to ensure compliance with these standards. parents must be provided with the possibility of alternative education that accommodates their wishes. to protection from all forms of violence and to the right to express their views and be taken seriously within the school environment Right to respect for identity. practice their own religion and use their own language. and that every effort is made to prevent social exclusion and educational disadvantage as a consequence of speaking a minority language.T H E R I G H t O F R O M A C H I L D r E N tO E D U c At I O N P O S I t I O N PA p E r I II III IV V ReSPeCT for riGHTS wiTHiN THe LearNiNG eNViroNMeNT A human rights-based approach to education needs to ensure that the human rights of children are fully respected in school. including through educational programmes. non-discrimination and optimum health and safety within schools. schools also need to introduce policies and practices that ensure that all other relevant rights in the CRC are understood and respected. • Parents and guardians can choose other than public education for their children as long as the schools comply with the aims of education elaborated in Article 29 of the Convention on the Rights of the Child and minimum standards established by the government. provided this does not exclude them from understanding the language and culture of the larger community and that minority language instruction is not provided at a lower standard. Religious and cultural rights within educational environments The core obligations of States in upholding religious and cultural rights within educational environments are as follows: • Respect must be afforded to the freedom of parents and guardians to have the religious and moral education of their children in conformity with their convictions. However. There is no one correct approach to addressing the challenge of language and education. In relation to Roma children in particular. The educational policy of each State establishes the right for minorities to use or be taught in their own language. • Education in the general history of religion and ethics is permitted if it is given in an unbiased and objective way that is respectful of freedoms of opinion. whatever approach is adopted. to profess and practise their own religion. 60 .
in order to fulfil their obligations to Roma children.120 Creating a child-friendly inclusive school. 2nd ed. in collaboration with children. EFA Global Monitoring Report 2006: Literacy for life . 11. They should be accompanied by mechanisms through which children can raise concerns or register complaints if they feel they are not being treated appropriately. These should be promoted actively and monitored on a regular basis to ensure that they are implemented effectively. Washington. children and other stakeholders. cit. The use of children's mother tongue in the early school years is pedagogically sound. will necessitate the development of policies and guidance for schools on how to create supportive multicultural learning environments. respect and value differences in culture.. p. gender. These tools should use the childfriendly schools framework as a guide. Paris. the case for continuing mother-tongue education throughout school is less persuasive: • Exclusive mother-tongue education could inhibit the development of inclusive education • Children who are not proficient in the majority language risk being marginalized from higher education and employment as they grow older • There are unlikely to be sufficient numbers of Roma teachers to fulfil the education needs of all Roma children • There is less clear-cut evidence on the educational benefits of bilingual education at upper levels • The lack of a standardized written language would restrict the potential for effective education for Roma at higher levels Overall. D. 118 United Nations Educational.119 However. 27. governments need to adopt clear policies on the issue of bilingualism that would commit to: • Provision of preschool learning for Roma children in their mother tongue • Progressive transition to the majority language and bilingual education in the first or second year of primary education • Opportunities for all children to learn Romani at school as an additional language Multicultural learning environments Learning environments should respond to. 216.118 Furthermore. provides the child with a political voice and increases economic opportunity and mobility in the longer term.C. An environment of intercultural communication and understanding needs to be fostered in order to give Roma children the best chances for success. States can realize a cost saving through a reduction in the numbers of students who repeat grades when children are educated in their mother tongue and in bilingual schooling systems. Expanding Opportunity in Linguistically Diverse Societies . based on respect for the cultural rights of every child. religion. Center for Applied Linguistics. and involve the Roma community. Eva. Kon č oková. teachers. UNESCO. Dutcher. 119 120 61 . Nadine. pp.IV ES tA bLISHING tHE NEcESSA ry EDUcAtION pOLIcIES A ND S tr AtEGIES Bilingualism Research demonstrates the importance of building a strong educational foundation in a child's first language if she or he is to be successful in the second and additional languages. It encourages community mobilization and social development. Individual schools should also develop policies. on commitment to tolerance and respect for diversity. 2004. 2005. Scientific and Cultural Organization. overcomes exclusion and marginalization. op.. abilities and socio-economic backgrounds. parents.
concerns and ideas on how to improve the quality of their school experience. based on child rights indicators they have developed within the local community School level • Establishment of school councils in which both girls and boys from the Roma community play an active role • Development of school policies in partnership with children on rights. This principle of participation is affirmed by other rights to freedom of expression. It is of particular importance that Roma children. General Comment No. July 2009. who face widespread social exclusion and discrimination. tackling dropout. 62 . CRC/C/GC/12. multicultural education or inclusive schools Municipal level • Creation of forums where Roma children can meet and share experiences. They do not simply extend to the pedagogical relationships within the classroom. Action to give effect to this right needs to take place at a number of different levels: Governmental level • Introduction of legislation guaranteeing school children the right to establish democratic bodies such as school councils. which could also encourage and train local adult members of the Roma community to act as facilitators for the children. inclusion. respect for diversity and non-discrimination • Introduction of circle time where children can share issues of importance and concern and learn to respect each other's right to be heard and to be treated equally 121 Committee on the Rights of the Child.12: The Right of the Child to be Heard. • Establishing dialogue between children's forums and local policy-making bodies in order that their decisions are informed and influenced by the direct experiences of Roma children • Support for individual schools in developing inclusive mechanisms for listening to children • Introduction of mechanisms for ensuring that children are able to express a view on school placements.121 Children's participation in all aspects of school life should be promoted. are able to articulate their views and have them taken seriously in order that they can address those challenges. Such forums would need administrative and financial support from the local municipality. religion and association. and requiring that such bodies comply with principles of non-discrimination and promote inclusion of Roma children. but also across the school and in the development of educational legislation and policy. and have their views taken seriously in accordance with their age and maturity • Support for Roma children to undertake audits of schools and local education authorities.T H E R I G H t O F R O M A C H I L D r E N tO E D U c At I O N P O S I t I O N PA p E r I II III IV V Respect for participation rights Article 12 of the Convention on the Rights of the Child establishes that children are entitled to express their views on all matters of concern to them and to have them given due weight in accordance with their age and maturity. transitions between stages of education. These rights apply to all aspects of their education. both girls and boys • Development of guidance to local municipalities and schools on creating opportunities for children to be heard that emphasizes the necessity for inclusive and non-discriminatory approaches • Consideration could be given to the creation of advisory groups of Roma children to provide guidance to governments on the development of policies on issues such as segregation.
Articles 19 and 28.and School-related Stresses in Depressed Hungarian Children. Schools themselves also have an important part to play. 15(2): 128–132. in Hart. 2006. New York. This involves explicit recognition that all children. 'Bullying and Symptoms among School-aged Children: International comparative cross-sectional study in 28 countries'. 122 123 Convention on the Rights of the Child.124 Nearly all countries in the region have banned corporal punishment in schools. 16: 18–26. physical and psychological punishment. P. verbal abuse. bullying and sexual violence in schools were repeatedly reported as reasons for absenteeism. but also can result in long-term physical harm. World Report on Violence against Children .. They need to be encouraged to contribute towards breaking patterns of violence by giving children. These policies must also give attention to the particular vulnerability of some groups of children. • Governments need to promote a strong message that all forms of violence against children are unacceptable. predictors and implications for child behaviour and development'.. and Due. In order to achieve this. and that one of the functions of education is to produce adults imbued with non-violent values and practices. • Promoting non-violence should be accompanied by policies with clear enforcement mechanisms. Eliminating Corporal Punishment. Governments should ensure that schools have trained and trusted adults to whom students can safely and confidentially report incidents of violence and receive advice. have equal rights to education in settings that are free of violence. However. P. as well as being highly counter-productive to learning.IV ES tA bLISHING tHE NEcESSA ry EDUcAtION pOLIcIES A ND S tr AtEGIES • Peer counselling programmes in which Roma children play an active part and through which they can access support if they are experiencing problems in school • Introduction of safe and confidential complaints mechanisms through which children can raise concerns Right to respect for personal and physical integrity The CRC demands that children are not only protected from all forms of violence. 63 . • Clear codes of conduct reflecting child rights principles should be established and promoted widely for all staff. 'Family. and that schools should be rights-based and promote and practice human rights principles. J. This should be accompanied by local campaigns to promote zero tolerance of violence against Roma children. et al.'Corporal Punishment: Prevalence. whether experienced by teachers or other children.122 Physical and other forms of humiliating and abusive treatment. students and their families and communities. Paris.123 In the regional consultations for the UN Study on Violence against Children. are not only a violation of the child's right to protection from violence..N. et al. S. European Psychiatry. UNESCO. but also that school discipline is administered in a manner consistent with the child's dignity. including Roma. Cited in Durrant. • When planning and designing schools. tolerance and non-violent conflict resolution. The European Journal of Public Health. See for example Csorba.. their parents and communities the knowledge and skills to communicate. building a culture of non-violence requires more than a legal framework of protection.E. and take specific measures to ensure their protection. 124 Sergio Pinheiro. Violence-prevention programmes need to be implemented throughout the education system... as well as the gender-based dimensions of violence. emotional distress and mental illness. negotiate and resolve conflicts in more constructive ways. 2005. ed. governments should ensure that safe physical spaces are provided so that both girls and boys have equal access to facilities and can participate fully in school life without fear of violence. the following goals should be met: • All forms of violence in schools should be explicitly prohibited by law. 2005. including Roma children. dropping out and lack of motivation for academic achievement. 2001. UN Secretary General.. both in ensuring that Roma children are protected from violence at and en route to school. and also in promoting a culture of peace. J.
• Data collected should ensure that the views of students and potential students are considered along with those of teachers. as well as specific skills to prevent patterns of bullying and other gender-based violence and to respond to it effectively. should be actively involved in the design. development. faith-based groups. nondiscrimination and non-violent conflict resolution. health services. 64 . parents and other partners. and conflict resolution and mediation. citizenship education. social services. respect. with a special focus on the experiences of vulnerable children. Information should be incorporated into existing education management information systems established at local. • Children. • Schools should be supported as a resource to build closer relationships with the community to address violence in and around schools between Roma and non-Roma populations. human-rights education. community recreation groups and cultural groups should all be encouraged to be involved. • Rights-based life skills programmes for non-violence should be promoted in the curriculum through subjects such as peace education. • Governments should ensure that the curriculum. anti-bullying. and emphasize tolerance. support diversity and knowledge of the Roma community. such as police. including Roma children. textbooks and teaching methods promote child rights. parents and the wider community.T H E R I G H t O F R O M A C H I L D r E N tO E D U c At I O N P O S I t I O N PA p E r I II III IV V • All school staff should be trained and supported in the use of non-violent and respectful classroom management strategies. implementation and monitoring of policies and programmes. equity. district and national levels. including having access to confidential complaints or reporting mechanisms. staff. Students.
V © UNICEF ROLE OF NON-StAtE ActOrS 65 .
V ROLE OF NON . can help parents to improve their levels of literacy through community-based programmes. If parents acquire skills in reading and writing. they can not only better understand what their children are doing at school. by the relevance and the quality of the education they receive and by the respect with which they are treated within the school. attitudes and behaviours of all members of communities impact on the realization of a child's right to education. particularly mothers. including parents.S tAtE ActOrS States cannot fulfil their obligations with regard to education for Roma children without the active support and engagement of many other actors. Parenting education programmes are also needed that acknowledge the different support and information required by parents at different stages of their children's lives. For example. together with national governments. Parents and other caregivers Parents are key stakeholders in their children's education. The creation of an environment in which Roma children can learn without discrimination and on the basis of equality of opportunity requires that the concept of education is understood and owned by parents. and in so doing prevent the transmission of poor educational outcomes across generations. families and all members of the community. extended family members. Children's commitment to education will be influenced by the regard in which it is held within their own community. All these factors can be supported through government action. remuneration and appropriate training and support. and freedom from the necessity to work. Provision of education for parents Many Roma parents. but they can help them in their school work and communicate better with their children. the quality of teachers. It is often assumed that parenting support is only required for preschool children. Teachers are entitled to respect. the extent to which they are engaged as actors in the educational process. a close interrelationship between rights and responsibilities. Roma children's opportunities to attend school will be influenced by parental recognition of their right to an education. and cannot fulfil their obligations to children unless these rights are realized. teachers. Such programmes also need to include the promotion of equal gender practices. In practice. lack literacy and are therefore restricted in their ability to support their children's education. But for their implementation. It is also necessary to acknowledge that some of the actors involved in the lives of Roma children can and do serve to erect barriers to the right to education. A necessary dimension of a human rights-based approach is to work with the Roma community to overcome those barriers. They are standards and principles that directly affect the day-today relationships between individuals in their communities. the teaching methods employed. and it is essential that clear and appropriate lines of accountability are drawn. The actions. then. Recognition also needs to be given to the fact that every adult has rights as well as responsibilities. There is. 67 . and a willingness to offer the necessary flexibility to facilitate their regular attendance. The nature of the obligations for parents and members of communities differ from those of the State. Human rights are not simply legal entitlements that can be realized through enactment of legislation and policy. Respect for human rights is not contingent on the exercise of responsibilities. Children's achievements in education will be influenced by the degree of support they receive at home. religious communities. have not been to school. NGOs or local politicians. the extent to which the school welcomes their attendance. Local authorities. It is important that they are engaged at every level in the building of educational opportunity for their children. the availability of the necessary teaching aids and resources. the demands of parenting change and parents can benefit from advice and information on the evolving capacities of children throughout childhood. unions. but their realization is necessarily dependent on those responsibilities being taken seriously. they rely on the mobilization of all members of the community. parents cannot fulfil their obligations to ensure that their child is prepared for and attends school on a regular basis unless the government has provided the schools and the economic environment to support that attendance.
Consultation and engagement with parents Programmes to improve access. deal with the media. get help from national or regional organizations. Some parents may need support to enable them to organize among themselves to advocate for enhanced education rights for their children. accurate and comprehensive information. they need information on where to go and how to make a complaint if their child is discriminated against or treated inappropriately in school. advocate for a cause. quality and respect for rights within education should involve and consult with parents of Roma children at every stage. provided in the Roma language where necessary. This will not only serve to ensure that the barriers to education are more effectively understood and challenged. parents will acquire greater capacity to support their children's education from birth.T H E R I G H t O F R O M A C H I L D r E N tO E D U c At I O N P O S I t I O N PA p E r I II III IV V With education. Parents as partners and advocates Parents need to be recognized and supported as advocates for their children's right to education. ensuring compliance with the right to education and challenging rights violations. pressing for stronger legislation where needed. the school curriculum. identifying weaknesses in implementation of education policies. Finally. support could be provided on how to: form and run an organization. Only with accessible. There is a need for engagement with parents in all areas. their parents can contribute to fulfilling their children's right to education through: • Provision of an environment in the early years that ensures the child's preparedness to start school • Support and recognition of the right to education and its value for all their children • Ensuring that children are not over-burdened with domestic and other work to the detriment of attending school 68 . the expectations of parents and the role that they can play in the school. They need to know who to approach when they face difficulties. They also need information about the school their child is attending. including: • Policy development at the national. They can play a critical role in holding schools and education authorities to account in fulfilling their obligations to children. but will also encourage the active engagement and participation of Roma in their children's education. who is responsible for what services and how to approach them. For example. monitoring progress. local and school level • Local analyses of the barriers to education for Roma children • Data collection • Placement of individual children in school • Progress reports of individual children • Development and design of accessible complaints mechanisms to address problems as they arise • Participation on parent-teacher associations or governing bodies of schools Provision of information Parents need to be provided with information on legislation. Parental responsibilities If governments provide appropriate support and provision for the education of Roma children. can parents ensure that they are receiving the services to which they and their children are entitled. write funding proposals. policies and services available to them and their children. greater understanding of their children's needs and more confidence in collaborating with schools to help improve the quality of education provided.
ROLE OF NON - S tAtE ActOrS • Ensuring that children are prepared for school and able to arrive ready and on time when school is in session • Getting involved in the school and supporting its work through participation in fundraising, meetings with teachers, committees, consultations and governing bodies • Showing encouragement and support for their child's work and helping with homework where possible • Ensuring to the greatest extent possible that their children are healthy and well-nourished and hence able to learn • Ensuring that local traditions and customs, such as early marriage, do not prevent their child going to school
Civil society organizations
Within the CEECIS region, there are a growing number of international, regional and national civil society organizations playing a key role in promoting the rights to education of Roma children. In the absence of state provision, these groups have often played an important role as a service provider in the field of Roma education. Clearly, NGOs cannot be a substitute for properly funded government provision of education for all Roma children, nor should they be seen as a stop-gap solution to problems within municipal education. However, they can and do also play a key role in strengthening education provision and they can play a vital role in empowering Roma communities to advocate for the right to education. Building partnerships with these organizations is therefore of considerable importance. Collaborating in the provision of education NGOs are often the source of considerable expertise not only on where gaps in provision exist within local communities, but also on the strategies needed to address those gaps. It is important that national and local governments collaborate with civil society organizations to ensure that their experiences are reflected in the design and development of programmes to achieve the right to education for Roma children. NGOs are often the source of experimentation and piloting of innovative methods of achieving improved educational outcomes that can subsequently be scaled up by governments. For example, in Serbia, the Roma Education Fund has supported the following initiatives in recent years:125 • Inclusion of Roma children in preschool education one year before compulsory schooling • Development and provision of a new model to help Roma finish primary school and gain a first vocational certificate through second-chance education • Piloting a programme on inclusion of Roma parents in school boards and school councils, and development of a regional Roma integration action plan • Mentoring of Roma students, research into the needs of the employment market and helping Roma students who have graduated to start careers in accordance with their education level, as well as promoting the concept of university studies to meet the needs of the Roma community • Preventing discrimination and segregation of Roma children within the education system • Scaling up the approach of the obligatory preschool programme for all Roma children into a complete support system for the Roma community, educational institutions and municipal governments In Hungary, the Roma Education Initiative, sponsored by the Open Society Institute, has collaborated with civil society partners to support programmes with the following goals:126
Advancing Education of Roma in Serbia: Country assessment and the Roma Education Fund's strategic directions , Roma Education Fund, 2007. http://www.osi.hu/esp/rei/index.html
125 126
T H E R I G H t O F R O M A C H I L D r E N tO E D U c At I O N P O S I t I O N PA p E r
ROLE OF NON - S tAtE ActOrS • Develop new, culturally appropriate, sensitive and non-biased tools for measurement of children's educational abilities in order to prevent their inappropriate placement in special schools or classes • Develop a model of cooperation between the Teacher Training Institute and School for Student Teacher Practice promoting school success for Roma children in an integrated setting • Develop a Roma family/school coordinator as a registered profession. Initiatives such as these, which exist in all countries in the region, provide an invaluable resource for governments, serving to complement and strengthen their role in ensuring the right to education for Roma children. Open and respectful dialogue between government and civil society organizations is vital if the optimum benefit is to be achieved in moving the education agenda forward. Funding for NGO programmes to encourage the exploration of innovative practices, including those initiated and managed by the Roma community themselves, is also needed. Mobilizing and capacity-building Despite their numerical strength in a number of countries in the region, Roma in Central and Eastern Europe are significantly under-represented in political life.127 A combination of factors – including poverty, stigma, discrimination, and lack of citizenship status – all serve to marginalize Roma. This absence from political participation weakens the capacity of Roma to influence the agenda and advocate effectively for their rights, including the right to education. Civil society organizations, particularly those of Roma people themselves, can play a key role in helping members of the Roma community overcome this political marginalization. Within the CEECIS region, such organizations have worked with the Roma population to develop their capacities and assist in identifying opportunities to engage with governments to realize their rights. Some groups have worked to connect more marginalized Roma communities with middle-class peers who can serve as effective spokespersons, resource persons and leaders.128 The Spolu International Foundation, for example, has engaged in programmes to achieve the following goals: • Empower Roma to be heard and visible to stimulate activism and create leadership among Roma on all levels of society to gain collective influence • Facilitate grassroots Roma to establish their own representative structures, networks and alliances • Help Roma to promote their own agenda and influence policies and programmes targeting them • Create conditions to enable European Roma Grassroots Organizations (ERGO) members and partner organizations to function professionally and effectively • Facilitate and support the international ERGO network to become a reliable partner of national and European institutions, as well as organizations dealing with grassroots development • Develop effective strategies towards equal opportunities for Roma • Create a support base among Roma and non-Roma in the Netherlands and in Europe to be involved in the grassroots Roma movement While this agenda has not focused specifically on education, it contributes towards the foundation of an empowered community base that can support effective advocacy on education rights.
European Network against Racism and European Roma Information Office, 'Political Participation of Roma, Traveller and Sinti communities', Fact Sheet 32 , Brussels, May 2007, <http://cms.horus.be/files/ 99935/ MediaArchive/pdf/ FS32_Roma_political_participation_may2007.pdf>. Spolu International Foundation, 'Strengthening the Roma Voice', Annual Report 2006 , Spolu International Foundation, Utrecht.
OECD. which calls upon development partners to do the following: • Deepen their institutionalization of human rights considerations. but also the global strategies for the realization of those rights. The Paris Declaration on Aid Effectiveness moves development partners towards human rights-based approaches in terms of capacity-building. Holding states to account. Facilitating the capacity of stakeholders to claim their rights. including: Providing technical expertise and building capacity to help states meet their international human rights commitments. The Dakar Framework for Action expressly introduces a role for the international community. for instance. On the demand side. NGO efforts strengthen advocacy. Harmonisation. accountability and outcome measurement. OECD. 2005. The Development Dimension: Integrating Human Rights into Development: Donor Approaches. Paris. NGOs have contributed by building capacity of: • Roma communities. awareness and sensitization that enables communities to participate in. social auditing and monitoring exercises of government services • Governments – by training and sensitization of public officials The international community The international community has a key role to play in providing support to build the capacity of both governments and individuals in the realization of the right to education for Roma children. Paris. procedures and staff incentives and allocating adequate resource to better translate their policies into practice • Support the strengthening of national ownership of human rights in the context of development partnerships. 129 'Paris Declaration on Aid Effectiveness: Ownership. and in ensuring that education strategies complement other efforts for poverty elimination. Integrating Human Rights in Development130. NGOs can also play a role in helping guarantee the continuation of successful programmes when there are changes of government or administration. 130 72 . in particular around poverty reduction strategies • Push for the integration of human rights into thinking and practice around new aid effectiveness processes. in the allocation of a larger share of resources to support primary and other forms of basic education. for example. experiences and challenges. Partners with a commitment to the human rights of children have obligations to hold states to account on the commitments they have made both in ratifying international human rights treaties. and the creation of opportunities for them to do so. lobbying and ensure accountability and transparency of duty-bearers – for example. High Level Forum.T H E R I G H t O F R O M A C H I L D r E N tO E D U c At I O N P O S I t I O N PA p E r I II III IV V The work undertaken by NGOs can play a role on both the demand and supply side. through training.129 This role has been further affirmed in the OECD Report. This will involve training and support on human rights to enhance the capacity of the Roma community to advocate for and claim their rights. instruments and modalities of aid delivery Strategies for promoting human rights-based education Development partners can utilize a range of strategies in their programming for human rights-based education. monitoring whether governmental policies and programmes have been effectively implemented. Alignment. Results and Mutual Accountability'. looking at their systems. June 2006. On the supply side. parents and traditional leaders.
adhered to and monitored by communities. an alienating curriculum. 2005. xenophobia and prejudice. Segregated services that provide no linkage for children from minority groups to mainstream education provision should also be avoided. Targeted interventions will only cease to be necessary when national standards are set. talents and mental and physical abilities to their fullest potential. Piecemeal measures are not sufficient.131 Support collection and analysis of data from a national. Recognition must be given to the right of Roma children not only to access education. Building systemic change. it will be essential to continue to target support on the most vulnerable groups. social exclusion. revisions to the curricula. The NGO sector also needs to collaborate with partners to maximize effectiveness. which calls for measures to ensure the "development of their personality. investment needs to be made in programmes that have the potential to achieve large scale systemic change. Clearly. together with training for teachers. These barriers are not insurmountable. This will also allow for cross-country comparisons of progress.V ROLE OF NON . will help identify promising programmes or practices as well as analyse the conditions under which those best practices can be adopted by countries facing similar challenges. and the introduction of social protection measures designed to help overcome them. as this paper demonstrates. Agencies need to collaborate effectively in order to ensure the greatest possible efficiency and effectiveness in programming and development co-operation both at the global and national levels."Achieving this goal will require the following: • Coordinated action across government • Legislation to establish both entitlement and mechanisms of enforcement.S tAtE ActOrS Building strategic partnerships to strengthen efficiency. New York. But until such reforms have been introduced. However. Thematic Report on Girls' Education: Analysis of issues. inadequate teaching and chronic underfunding. Overall. Only by addressing these three dimensions of the right to education will they be afforded an education on the basis of equality of opportunity that is consistent with Article 29 of the Convention on the Rights of the Child. • Governments must extend an open hand to the Roma community. but for that education to be of appropriate quality and for their rights to be respected within the school environment. CoNCLUSioN The barriers faced by Roma children in realizing their right to education are huge: acute poverty. investment in a coherent and consistent strategic approach that systematically targets each of the barriers is needed if real change is to be achieved. backed up by the policies and resources to translate them into practice • Investment in designing and supporting inclusive school environments. A human rightsbased approach necessitates giving priority to the most disadvantaged. although experience indicates that many equity policies imply a continued need for some targeted interventions such as compensatory and positive discrimination programmes. challenges and achievements in 2004 . biased assessments. UNICEF. Efforts need to be made to avoid pilot programmes that never go to scale. inadequate housing. regional and international perspective to facilitate informed policy-making. 73 . in the long run they are best served by a non-discriminating and fully inclusive education system. learning in an unfamiliar language. adaptations to assessment tools and recruitment of Roma teaching assistants • Acknowledgement of the social and economic barriers that impede access. inviting them to join as partners in building an education for their children 131 United Nations Children's Fund.
Championing quality education is a win-win opportunity that governments need to grasp as a matter of urgency. There is also a powerful pragmatic case for doing so. promoting social cohesion. who can provide the analysis and understanding on the ground of how the current system militates against them in gaining an effective education and who know the changes needed to make that happen. 74 . It is only the Roma people. the long-standing experience of xenophobia and marginalization faced by the Roma community over decades have inevitably led to a deep mistrust of the majority community. these governments have undertaken obligations to fulfil the right of every child to education without discrimination. Action to bring about change is not just right in principle. This can only benefit the whole society. reducing unrest and building economic capacity. The scale of the rights violations that Roma children continue to experience is unacceptable in humane and civilized societies. including children themselves. Governments will need to communicate a commitment to challenging that history and working towards a different future if they are to overcome the understandable mistrust and demonstrate a genuine desire to offer Roma children equal opportunities with all other children. In addition.T H E R I G H t O F R O M A C H I L D r E N tO E D U c At I O N P O S I t I O N PA p E r I II III IV V Without a commitment to working in collaboration with Roma people and respecting the experience and expertise they can bring to the table. Quality education has the potential to empower the Roma community to participate and contribute as citizens on an equal basis with others. it is unlikely that any efforts to fulfil the obligations to the right to education can be realized for Roma children. and governments in particular. All the governments in the region have ratified the Convention on the Rights of the Child. There is an urgent imperative to act now on those obligations. Many have also signed the Roma Decade of Inclusion. In so doing.
T H E R I G H t O F R O M A C H I L D r E N tO E D U c At I O N P O S I t I O N PA p E r © UNICEF SUMMAry OF kEy ISSUES ApprOAcHES tO rEALIzING tHE rIGHt OF ALL ROMA cHILDrEN tO EDUcAtION 75 .
privacy and appropriate designations of ethnicity • Capacity-building in data collection • Mechanisms to strengthen monitoring and evaluation of programmes to promote Roma children's right to education • Monitoring schools regularly to ensure that formal or informal segregation is not taking place • Monitoring preschool and school attendance for regularity and dropout • Evidence-based advocacy to replicate programmes. inequalities and exclusion from education • Advocacy to overcome the resistance to disaggregated data • Consultation with Roma community on measures needed to ensure protection of integrity. access to justice and the rule of law • Recognition of and commitment to comprehensive and sustained measures to tackle the extreme marginalization and exclusion of Roma children in the education system • Scaling up of programmes. policies and strategies that have been successful and increase the scale of impact • Development of national indicators of social disadvantage 77 . transparency. guidance. dedicated budgets and transparent reporting Financing • Action to address both demand and supply side of education – investment in education infrastructure to overcome disadvantage and financial incentives to increase enrolment and retention • Commitment to equitable allocation of funding to promote equality of opportunity • More effective tracking of expenditure to strengthen accountability. transparency and ensure more effective use of funds • Investment in improved housing. to be accompanied by capacity-building. policies and strategies that have been successful – evidence-based advocacy should be used to increase the scale of impact • Investment in new and innovative programmes to overcome the barriers to the right of Roma children to education Government structures • Government-wide strategies to address Roma education involving collaboration across all ministries • Integrated education ministries – a commitment to achieve integrated administration of education to bring an end to separate structures for special education • Devolved government structures – devolving responsibilities to the local level to strengthen local accountability. employment and social welfare programmes to narrow the socio-economic gaps that fuel discrimination Data collection and monitoring • Improved disaggregated data collection to provide accurate information on the Roma community and identify disparities. sanitation.T H E R I G H t O F R O M A C H I L D r E N tO E D U c At I O N P O S I t I O N PA p E r SUMM A ry OF k E y ISSUES 1 GoVerNMeNT-wide MeaSUreS Political will and good governance • Measures to promote accountability.
backed up by policies to ensure its implementation • Legislation to require registration of every birth. school administrators and teachers • Awareness-raising for Roma communities to inform people of their rights and how to use them 78 . resources and training to promote its implementation • Guaranteed equal right to education for Roma children to bring an end to segregation and promote inclusion • Prohibition of all forms of violence against children. especially to address issues between Roma and non-Roma Capacity-building and awareness-raising • National campaigns to challenge xenophobia and prejudice against Roma communities • Training and capacity-building for all those responsible for Roma education. backed up by a commitment to achieving registration of all Roma children through: – consultation with local communities to identify barriers to registration – information campaigns to raise awareness of the importance of birth registration – simplifying forms and registration processes – translating forms into the Romani language – removing the requirement for parents to present their own identity papers • Raising the age of marriage to 18 years for both boys and girls. including national and local government officials. accessible and ensure access to justice • Establishment of children's ombudsmen or commissioners with a mandate to promote and protect the rights of the most marginalized children Partnerships. including multi-pronged approaches to building dialogue and promoting tolerance • Development and dissemination of mechanisms through which Roma communities can make complaints or challenge decisions.T H E R I G H t O F R O M A C H I L D r E N tO E D U c At I O N P O S I t I O N PA p E r I II III IV V Legislation • Prohibition of discrimination on grounds of race and ethnicity. with effective mechanisms for implementation and enforcement • Raising the legal minimum age for full-time work to align it with the school-leaving age. backed by commitment of policies. actions or treatment of their children in schools • Active collaboration with NGOs and other community-based organizations to engage their commitment to programmes designed to promote the right to education of local Roma children • Schools to be utilized to build closer relationships with the community. participation and community mobilization • Involvement and consultation with Roma communities in policy development and implementation • Investment in civil society programmes to promote empowerment of Roma communities to claim their rights • Involvement of children in development of education and school policies • Respect for and recognition of diversity within Roma communities • Sensitization of local communities towards the Roma population. accompanied by both effective enforcement and social protection measures • All laws and policies to be backed up by effective monitoring and enforcement mechanisms that are effective.
T H E R I G H t O F R O M A C H I L D r E N tO E D U c At I O N P O S I t I O N PA p E r SUMM A ry OF k E y ISSUES © UNICEF 79 .
to maximize support and utilize all available expertise in transferring children to mainstream schools • Integration of special school staff into mainstream schools • Financial support for local municipalities taking measures to address 'white flight' 132 Although UNICEF's overall regional policy is for a minimum of one year early childhood education. together with sufficient numbers of adequately trained teachers and appropriate resources and equipment. including parents and teachers in both mainstream and special schools. legal and administrative measures – commitment to address segregation both between and within schools – national and local monitoring systems to track progress in achieving inclusion – introduction of complaints mechanisms for Roma families to challenge breaches of their right to inclusion – provision of specialized training for teachers in mainstream schools to work in more inclusive environments – requirement for local municipalities to produce desegregation plans – financial incentives to promote desegregation • Commitment to ending inappropriate placement of Roma children in special schools by: – abolition of current school entry testing systems to ensure that bias against Roma children is removed – removal of the financial and material incentives for special school placements in ways that do not penalize Roma parents or parents of children with disabilities – introduction of opportunities for reassessment of children placed in special schools – involvement of all stakeholders. in view of the extreme deprivation and marginalization of Roma children.T H E R I G H t O F R O M A C H I L D r E N tO E D U c At I O N P O S I t I O N PA p E r I II III IV V 2E dUCaTioN PoLiCieS aNd STraTeGieS To ProMoTe THe riGHT To aCCeSS edUCaTioN Measures to make school accessible and available • Investment in early childhood education for every Roma child that offers on an inclusive basis wherever possible: – a minimum of two years provision of quality education132 – a holistic approach to addressing health and nutrition needs – collaboration and awareness-raising with local Roma communities to encourage demand • Investment in promoting parental literacy to strengthen support for children's education • Provision of an accessible school place for every Roma child in primary and lower secondary education. with consideration given to: – numbers of places needed – location of school building programmes – type of schooling required – availability of transport – wishes and needs of local Roma communities – achieving inclusive educational environments – the particular barriers facing girls in accessing education Measures to end segregation and promote inclusion • Comprehensive policies to implement a long-term commitment to inclusive education that include: – national and local action plans to promote inclusion. 80 . supported by financial. it is considered that two years is necessary.
to support children at risk of dropping out. safe and affordable transport to enable Roma children older than preschool age to travel to schools outside their local communities • Involvement of Roma parents in monitoring to ensure transparency and accountability • Investment in local programmes. provide catch-up classes.T H E R I G H t O F R O M A C H I L D r E N tO E D U c At I O N P O S I t I O N PA p E r SUMM A ry OF k E y ISSUES Measures to remove the socio-economic barriers to education • Preparatory programmes and additional academic support for Roma children: – to facilitate readiness for school – to support the transitions from one educational level to the next – to re-engage those who have dropped out of school • Financial incentives to overcome the poverty that impedes access to school including: – free school meals or food programmes – free transport – stipends – help with school materials – conditional cash transfers to mothers at a level high enough to compensate for the costs of sending a child to school – scholarship with additional academic support • Measures at the local/municipal level • Opportunities for Roma parents to play an active role in the design. which include a commitment to inclusive classroom environments • Supporting schools to develop their own action plans on inclusion • Investment in accessible. including through local NGOs. facilitate transitions between educational stages and promote readiness for school • Mechanisms through which parents can raise concerns. development and delivery of early childhood education facilities • Collection of disaggregated data on local populations to identify the numbers of preschool and school places needed and where they should be located • Provision of temporary satellite or mobile preschools in areas where no preschools exist until more permanent solutions are found • Local desegregation policies to be implemented within a given time limit. talk to staff members and lodge complaints where they feel their child has been treated inappropriately 3E dUCaTioN PoLiCieS aNd STraTeGieS To ProMoTe THe riGHT To QUaLiTY edUCaTioN Child-centred learning and assessment • Commitment to child-centred learning that engages children as active contributors and recognizes the inherent value of every child • Provision of individualized instruction that takes account of the different developmental levels of individual children • Introduction of assessment procedures that are sensitive to the culture and language of Roma children and enable them to fulfil their potential without discrimination 81 .
challenges and strategies for working in multicultural environments • Audits of local schools. safe spaces for play and physical standards of school buildings • Provision of appropriate and adequate educational equipment and materials. effective appraisal systems and opportunities to influence policy • Investment in measures to encourage greater numbers of Roma to become teachers • Tools and resources developed for teachers on how to promote positive inclusive learning environments Creating child-friendly. safe travel to and from school.and in-service training for teachers to enhance their capacity to provide appropriate teaching for Roma children • Revision of the teaching curriculum to address children's rights. working in a bilingual environment and promoting positive strategies to promote tolerance • Introduction of minimum standards for teachers to be applied equally across all schools • Introduction of appropriately trained and paid Roma assistants and mediators • Improving support for teachers through higher pay. through 82 . tolerance. better management. sensitization to Roma culture and identity.T H E R I G H t O F R O M A C H I L D r E N tO E D U c At I O N P O S I t I O N PA p E r I II III IV V Curriculum development • Development of a broad-based. understanding and addressing discrimination. and respect for diversity – is free of any negative stereotypes or representations of Roma communities – is free of gender stereotypes – includes the teaching of Roma language. in consultation with children and parents including from the Roma community. appropriate facilities for girls. health and safety • Consideration to be given to building a system of ongoing support for teachers –for example. taking into account location of schools. safe and healthy school environments • Development of intersectoral approaches to promote the health and nutrition of Roma children in order to maximize their potential for learning effectively • Establishment of basic health and safety standards for children to ensure that both girls and boys have equal access to facilities and can participate fully in school life without fear of violence. relevant and inclusive curriculum for all children that: – promotes academic and cognitive development together with essential life skills – includes human rights education promoting peace. culture and history • Commitment to ensuring that Roma children are taught the core curriculum on an equal basis with other children and not marginalized by a remedial curriculum Improving teaching quality • Investment in pre. including multilingual textbooks where needed • Access to spaces in school or in other appropriate locations where Roma children who lack the facilities and support at home can study after school hours Measures at the local/municipal level • Forums for teachers to share experiences. including stipends for those working in challenging schools. teaching in inclusive and multicultural environments. gender awareness. to assess issues of quality.
T H E R I G H t O F R O M A C H I L D r E N tO E D U c At I O N P O S I t I O N PA p E r SUMM A ry OF k E y ISSUES fortnightly or monthly meetings of teachers in schools in the local community – to allow for opportunities to share ideas. recognizing the particular vulnerability of Roma children as well as the gender-based dimensions of violence • Clear codes of conduct reflecting child rights principles. inclusion. outreach programmes and parental counselling services – involvement of parents in programmes to promote children's readiness for school – engaging Roma pedagogical assistants or mediators 4E dUCaTioN PoLiCieS aNd STraTeGieS To ProMoTe reSPeCT for riGHTS wiTHiN edUCaTioN Promoting the right to identity and respect for culture and language • Recognition of the right of Roma children to retain their own language and to the optimal linguistic environment to support their learning through: – provision of preschool learning for Roma children in their mother tongue – bilingual education in the first year of primary education – opportunities for all Roma children to learn Roma at school as an additional language • Development of policies and guidance for schools. based on principles of inclusion and non-discrimination • Development of guidance to local municipalities and schools on the right of children to be heard. in partnership with representatives from the Roma community. and approaches towards its implementation. accompanied by policies with clear enforcement mechanisms. that schools should be rights-based and promote and practice human rights principles • Promotion of non-violence. which emphasize the necessity for inclusiveness and non-discrimination • Establishment of advisory groups of Roma children to provide guidance on development of legislation and policies in relation to segregation. as well as specific skills to prevent patterns of bullying and other gender-based violence and to respond to it effectively 83 . students and their families and communities • Schools should have trained and trusted adults to whom students can safely and confidentially report incidents of violence and receive advice • All school staff to be trained and supported in the use of non-violent and respectful classroom management strategies. challenges. strategies and solutions • Building capacity and links with Roma communities including: – inviting Roma to join school boards – providing adult education and literacy programmes – increasing parental skills and encouraging their involvement in children's learning through mothers' clubs. established and promoted widely for all staff. on how to promote multicultural learning environments Respecting children's participation rights in education • Consideration of legislation to provide children with the right to establish democratic school councils. school dropout or transitions between educational stages Protecting children's right to respect for their personal and physical integrity • Legal prohibition against all forms of violence in schools. backed up by a strong message that all forms of violence against children are unacceptable.
implementation and monitoring of policies and programmes. including Roma. involving students. concerns and ideas on how to improve the quality of their school experience • Establishment of school councils in which both girls and boys from the Roma community play an active role • Introduction of circle time where children can share issues of importance and concern and learn to respect each other's right to be heard and to be treated equally • Consideration of peer counselling programmes in which Roma children play an active part. respect for diversity and non-discrimination. including by majority children against Roma children in and travelling to school 84 .T H E R I G H t O F R O M A C H I L D r E N tO E D U c At I O N P O S I t I O N PA p E r I II III IV V • Children. including through access to confidential complaints or reporting mechanisms • Schools supported as a resource to build closer relationships with the community to address violence in and around schools between Roma and non-Roma. and have their views taken seriously in accordance with their age and maturity • Initiate local campaigns to promote zero tolerance of violence against Roma communities. inclusion. parents and other partners such as police. faith-based groups. to be actively involved in the design. recreation and cultural groups Measures at the local/municipal level • Development of school policies in partnership with children on rights. development. and through which they can access support if they are experiencing problems in school • Introduction of safe and confidential complaints mechanisms through which children can raise concerns • Support for individual schools in developing inclusive mechanisms for listening to children • Introduction of mechanisms for ensuring that children are able to express a view on school placements. social services. staff. health services. accompanied by mechanisms through which children can raise concerns or register complaints if they feel they are not being treated appropriately • Monitoring of school policies on a regular basis to ensure that they are implemented effectively • Consideration of forums – which would need administrative and financial support from the local municipality and could include adult Roma facilitators – where Roma children can meet and share experiences.
and Cultural Organization UNICEF United Nations Children's Fund 85 . Scientific.T H E R I G H t O F R O M A C H I L D r E N tO E D U c At I O N P O S I t I O N PA p E r I II III IV V ACRONYMS CCT CEECIS CFS CSEE conditional cash transfers (CCT) Central and Eastern Europe and the Commonwealth of Independent States child-friendly schools Central and South-Eastern Europe EU European Union INGO international non-governmental organization MDG Millennium Development Goals MICS multiple indicator cluster surveys NDA National Development Authority NGO non-governmental organization OECD Organisation for Economic Co-operation and Development OOIH National Educational Integration Network PEA PISA REF Public Education Act Program for International Student Assessment Roma Education Fund SEE South-Eastern Europe UN United Nations UNDP United Nations Development Programme UNESCO United Nations Educational.
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