RESOURCES OF ROMA STUDENTS GUIDE FOR THE INCLUSION - MEDIATORS FOR THE INTEGRATION - mediatorsfortheintegration
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RESOURCES
GUIDE FOR THE INCLUSION
OF ROMA STUDENTS
MEDIATORS FOR THE INTEGRATION
P R O J E C T C O - F I N A N C E D B Y T H E E U R O P E A N U N I O N F R O M T H E E U R O P E A N S O C I A L F U N D
I N V E S T I N G I N F U T U R E
The content of this publication/ broadcast material are the sole responsibility of Asociación Socioeducativa Llere.
RESOURCES GUIDE FOR
THE INCLUSION OF ROMA STUDENTS
MEDIATORS FOR THE INTEGRATION
Beneficiary / Leading partner: Asociación Socioeducativa Llere
Partners: Romsko nacional novijeće (Roma National Council), Osnovna škola Galdovo (Sisak) (Galdovo Elementary School, Sisak).
Contact persons:
César Arroyo (Project Manager – Llere, Spain) 0034 925 24 17 62
Bibijana Papo (Project Assistant – RNV, Croatia) 0091 600 19 49 / 01 580 26 99
Investing in the future.
www.strukturnifondovi.hr - www.ljudskipotencijali.hr
For Intermediate body 1: www.mzos.hr - e-mail address: odgojiobrazovanje@mzos.hr / For Intermediate body 2: www.asoo.hr - e-mail address: defco@asoo.hr
RESOURCES GUIDE FOR THE INCLUSIÓN OF ROMA STUDENTS PUBLICATION COORDINATORS Roberto Moreno López and César Arroyo López PARTICIPATING AS AUTHORS David D. Orlović Katarina Duhović Bibijana Papo Alen Beganović Petar Zelić Tea Kupec Veljko Kajtazi Jovica Radosavljević Goran Lapat Jovana Petrović Danijel Vojak Mirjam Ćorluka Ljubica Bakić Tomić Irena Čugura Ćerić Mirko Marković Čedo Todorović Rosa Mari Ytarte Milan Mitrović Rut Barranco Ana Benić Bojan Iličić Sandra Sekulić Danijel Bogdan Maja Martić Jagoda Šukovez Martina Kesak Marija Pokos Omer Ćorić Rosana Stanko Snježana Coha Original version of the document in Croatian and English ©Asociación Llere (Spain) ISBN: 978-84-617-0530-6 ISBN (Roma National Council):978-953-57825-3-7 Posted in Croatian and English The first edition of the Croatian language: Zagreb, July 2014. for publishers Asociacion Socioeducativa Llere Romsko nacionalno vijeće Translation: Natalija Bajs, Elvira Mulić, Helena Šintić Graphic design: La Casa Torcida Print: Grafički zavod Hrvatske Photos: Carlos Villarejo, Roberto Moreno i David D. Orlović. 4
PRESENTATION OF THE PROJECT
Partners, associates and funding agencies 01
___________________________________________________________________________________________________
CHAPTER I
European and national strategic framework 02
___________________________________________________________________________________________________
CHAPTER II
Intercultural mediation as a professional tool 03
___________________________________________________________________________________________________
CHAPTER III
Promotion of multiculturality / interculturality, human rights and active citizenship 04
___________________________________________________________________________________________________
CHAPTER IV
Presentation of experiences and good practices 05
___________________________________________________________________________________________________
CREDITS AND ACKNOWLEDGEMENTS 06
___________________________________________________________________________________________________
03
RESOURCES GUIDE FOR THE INCLUSIÓN OF ROMA STUDENTS
PRESENTATION OF THE PROJECT
PARTNERS,
ASSOCIATES AND
FUNDING AGENCIES
FOREWORD BY THE PRESIDENT OF THE ASSOCIATION
ASOCIACIÓN SOCIOEDUCATIVA LLERE
Mr. Manuel Peces
Our institutions are in a position to undertake a series
of transnational activities focused on improvements
in devising strategies and resources for the
integration of Roma children in the educational
system in the Republic of Croatia through the
implementation of expert mediation programs in
coordination with educational communities. A series
of specific activities will be implemented within this
general framework, all of which aim to include into
the system and improve the school success of all Roma
students in several Croatian counties, placing special
emphasis on strategies and human resources which can
be applied to this end.
In the course of preparatory meetings, which preceded
the project, partner institutions Llere, the Roma National
Council and Galdovo Elementary School, starting from
the analysis of the problems and needs of the Roma
communities in specific areas, three main lines of action
were chosen. They will enable the attainment of the
project’s main goal, and they relate to:
04
MEDIATORS FOR THE INTEGRATION
PRESENTATION OF THE PROJECT
Partners, associates and funding agencies
»» Training and qualification of all experts resides on the clear commitment to facilitate access to
connected with social and educational institutions knowledge from a theoretical and practical perspective,
»» Commitment to improving coordination which comprises the combination of basic elements of
channels and the transmission of information work in professional intercultural mediation. Finally, we
between included stakeholders have established that there is a need for work on the
»» Finally, the implementation of innovative didactic qualification of experts, identifying and
working measures in the afore-mentioned devising new ways of working with the students,
environments in the framework of mediation, parents and the educational community in
interculturality and mutual transnational general, concepts such as the promotion of different
learning and good practices. values, including difference, human rights and
active citizenship.
In this sense, the project aims to train experts to function
as intercultural mediators for the successful The ability of communication between different
inclusion of Roma students. In this way the project institutions and the generalization of experiences
encompasses activities necessary for the improvement connected with Roma students are of vital
of the transition of educational innovations and importance, together with those educational processes
05
RESOURCES GUIDE FOR THE INCLUSIÓN OF ROMA STUDENTS
which include first-hand work with Roma communities education. This is why the Roma National Council,
and children. To this purpose, we intend to use the acting as an umbrella organization for the actualization
anticipated course of activities to create new spaces for of Roma rights in the Republic of Croatia, has become
coordination between all of the stakeholders concerned included in the implementation of this international
(institutions, associations, parents, etc), in order to project. Cooperation with institutions on the national,
improve the transmission of important information regional and local level plays a very important role in
about work on the inclusion of Roma children, with the achievement of our goals, as well as cooperation
the intention of uniting all efforts and increasing the with civil society organizations, schools, universities,
efficiency of activities which, if they are undertaken social care services and other institutions which work
together, have a significantly bigger influence and on improving the educational situation of the Roma
chance of success. Therefore, we advocate an increase in national minority. In fact, the intention of the project
the formalization of mutual work frames, in order to Mediators for Integration, within which this Manual is
render more effective the transmission of information published, is to connect individuals working in different
and examples of good practices, such as mutual work areas of expertise or in different institutions within
protocols, virtual spaces for sharing information and one city, to have them exchange different experiences,
mutual management. perspectives and ideas and acquire new skills and
knowledge through education for mediators and to
have them develop new strategies and resources for
INTRODUCTION BY THE PRESIDENT OF THE ROMA including Roma children into the educational system.
NATIONAL COUNCIL
Mr. Veljko Kajtazi Sisak, Kutina, Slavonski Brod and Darda were chosen as
the places where the activities would be implemented.
Dear readers! Individuals participating in the activities (Roma
activists, teachers, educators, school principals and
This Manual represents a collection of texts written as principals of centres for social care, social workers
a part of the EU project Mediators for Integration which and students of social and humanistic sciences) all
was implemented in 2013 and 2014. The purpose of came from these respective places. These places
this Manual is to provide information and resource have a significant number of Roma inhabitants and
material which will give you an insight into the national a significant number of Roma children included in
and European legislation for the education of children the educational system. Now that the process of the
belonging to the Roma national minority, into the subject implementation of the project is through, we can say
of mediation within the family, school and community, that we are exceptionally satisfied with the interaction,
into the basics of interculturalism and human rights which has developed between participants of the
and into examples of good practices implemented by education, the Roma National Council and our member
Roma associations, elementary schools, centres for associations in the locations of the implementation,
social care and other institutions, which were created elementary schools and centres for social care. The only
through work with students who are members of the way to solve existing problems is through continual
Roma national minority. Special attention should be work in local communities, establishing connections
paid to texts written by participants of the education for between kindergartens, schools, Roma activists and
mediators, in which they describe the position of Roma other stakeholders. Every local community and its every
and the state and perspective of their education in Sisak, member must become aware of the fact that it – and
Kutina, Slavonski Brod and Darda. The texts may serve its future– mostly depend on the education of their
as recommendations for the further development of children. In the context of communication between
activities in these environments, in the aim of achieving the family, the school representative, the social worker
full integration of children belonging to the Roma and the child, it is important to mention mediation.
national minority into the educational system. Mediation was the key word in all the project activities,
socio-educational mediation in the family and in school.
Education is a priority for the Roma National Council. Beside education for mediators, participants had the
Our goal is to increase the quality of education for opportunity to learn about Spanish experiences with
Roma children and to increase the number of children mediation during their study visit to Toledo, Spain, the
and young members of the Roma national minority seat of the Llere Association, our partner organization in
on all levels of education – from pre-school to higher the realization of this project.
06
MEDIATORS FOR THE INTEGRATION
I would like to thank the Llere Association for our at a too early age. This trend is more present among
successful cooperation in this project and the preparation girls, who leave school to get married.
of this Manual, as well as the exchange of information
and experiences, which will surely help us in developing The teacher plays an important role in the pupils’
further activities in Croatia. I would also like to thank success. He is the person who is supposed to create
our partners, Galdovo Elementary School from Sisak, a pleasant working environment and help the pupils
who were involved in all the activities within the project feel safe in school. The teacher must be aware of the
and who supported us by offering their suggestions and pupils’ abilities and approach them accordingly during
experience in educating children belonging to the Roma their upbringing and education. He/she must act as a
national minority. motivator, encourage pupils to complete their tasks
and adapt the curriculum to the pupils’ abilities. The
Last of all, I would like to recommend this Manual teacher must make sure that the atmosphere in the
to employees working in kindergartens, elementary classroom is pleasant and that the pupils accept one
schools and high schools, universities, social care another and respect their mutual differences. We must
institutions, NGO experts and volunteers and to all those make the pupils conscious of the importance of reading
who work on improving the Roma national minority and writing and encourage them to take an interest
members’ position and on implementing their rights. in books and the written word. Knowledge should be
transmitted through practical examples from real life
and everything that surrounds the pupils. At the same
GALDOVO ELEMENTARY SCHOOL time, we must respect the tradition, culture and past of
Petar Zelić, Principal the Roma people.
Galdovo Elementary School, in which Roma pupils Each instance of cooperation with parents is important
constitute a significant number of the student and each breakthrough should be appreciated.
population, joined the implementation of the project Our school boasts an excellent cooperation with
Mediators for Integration together with the Llere representatives of the Roma community in Palanjek,
Association and the Roma National Council. We did so whose children attend our school – Galdovo Elementary
out of a desire to improve the quality and conditions of School (5th – 8th grade) and Hrastenica Local School
education for all our Roma pupils. (1st – 4th grade). Parents have expressed their wish to
have their children attend kindergarten or pre-school. It
We encounter a large number of difficulties in our would be desirable that pupils belonging to the Roma
work with the Roma population within the educational national minority attend kindergarten or pre-school
system. Bilingualism remains the biggest problem for so that they could learn Croatian and develop motor
both pupils and teachers. The pupils’ mother tongue is functions. Starting school with previous knowledge
Roma, while Croatian is their second language, which would make it easier for the pupils to attend the first
creates a language barrier for them when they start grade. Extended stay at school would also be desirable,
school. Their knowledge of the Croatian language is so the pupils could stay on in school after regular classes
insufficient for them to be able to use it completely. are finished, write their homework, revise and spend
Teachers are not sufficiently acquainted with the Roma time with their peers. This would enable them to go
language to achieve complete communication and home without the burden of schoolwork.
transmit the necessary knowledge to the pupils. This is
why pupils are not able to fully follow the curriculum The project “Mediators for the Integration” made us
and they cannot achieve the expected progress. Another aware of the need for strengthening the cooperation
problem that has been noticed is the inconsistency between the school, the centre for social care and the
between home and school upbringing. The parents, City Council of Sisak with the Roma population in the
most of whom have not finished elementary school, aim of sharing information from all sides and connecting
believe education is unnecessary. Luckily, that opinion institutions’ work in order to help the Roma population.
seems to be changing, as well. Unfortunately, pupils’ The project also made us aware of the importance of the
homes do not possess the conditions necessary for them mediator, a person who would be in charge of mediating
to fulfil their school duties and study, which slows down between institutions, sharing information, working
the children’s progress during their education. Members with families and offering the Roma community
of the Roma national minority also abandon education necessary help and support. The mediator would work
07
RESOURCES GUIDE FOR THE INCLUSIÓN OF ROMA STUDENTS
on connecting families with the school in the aim of
ensuring a more successful education for the pupil.
He/she would help the families with all the necessary
legal questions or problems that they might come
across. He/she would work on decreasing the children’s
absences from school and give feedback to the school
and the centre for social care, and in this way work on
these questions in the field, where the problems are
real, in the hopes of improving the Roma community’s
position in the society and of changing the perception
of education in the Roma community, i.e. increasing its
importance.
08MEDIATORS FOR THE INTEGRATION
09RESOURCES GUIDE FOR THE INCLUSIÓN OF ROMA STUDENTS
CHAPTER I
EUROPEAN
AND NATIONAL
STRATEGIC
FRAMEWORK
The overall EU framework, integrated into the plans of
the Republic of Croatia on the objectives for the inclusion
of the Roma minority, represents the starting point in
our project’s study and implementation of actions to
improve the current situation. The Europe 2020 Strategy
towards new ways of smart, sustainable and inclusive
growth leaves no place for the entrenched economic
and social marginalization of the largest minority in
Europe. The primary responsibility of this work lies with
the public authorities, but remains a challenge because
the social and economic integration of Roma is a two-
way process that requires changing the mindsets of the
majority of people as well as of members of the Roma
communities.
As it is stated in the working group “Gypsies” of the
Commission, despite some progress done at Member
States and EU level in recent years, little has changed
in the daily lives of most Roma. Strong and adequate
measures still haven’t been put in place to address
the social and economic problems of a large part of
the Roma in the EU. To face them, and because the
10MEDIATORS FOR THE INTEGRATION
CHAPTER I
European and national strategic framework
absence of discrimination is not sufficient to combat on providing access to education and care from early
the social exclusion of the Roma, the Commission calls childhood on and including a larger number of children
on EU institutions to support the European Framework in disadvantaged groups (Roma children) in high-
of National Strategies for Roma Inclusion. An oriented quality preschool programs.
approach within the broader strategy fighting against
poverty and exclusion, which does not exclude aid Roma children are often overrepresented in special
to other vunerable and disadvantaged groups of the and segregated schools. We should strengthen the ties
population, is consistent with the principle of non- between communities via mediators between cultures
discrimination both in the EU and nationally. and schools, associations and religious communities
and the participation of Roma parents, as well as
The Commission has adopted the “Communication on improve intercultural competences of teachers, reduce
Early Childhood Education and Care”, highlighting that segregation and guarantee compulsory assistance in
participation rates of Roma children are significantly Primary Education. Mediators may inform and advise
lower, although their needs for help are greater. It must parents on the operation of the local educational system
be ensured that they finish at least Primary Education and help children in transition between different stages
and, following the Europe 2020 Strategy, attempts must in their school itinerary.
be made to reduce the number of those who drop out
of High School. Visible are also the efforts to develop In many countries, the training needed to work with
common principles for the inclusion of the Roma made children at risk is included in the initial training, but
from good experiences of inclusion initiatives among it doesn’t take sufficiently into account many other
Member States. The goal is to integrate the Roma aspects of diversity. Although the professionalization
problems and use mutual learning and peer evaluations and specialization of such personnel has improved, it
to explore possible improvements for their initiatives on still remains very low. And to support it, the European
desegregation and access to education, employment Commission promotes the identification and sharing of
and basic social services. best practices and policies through the Open Method
of Coordination (OMC) in the subjects of education and
Access to education. It is already known that children, training in the Member States (Education and Training
who are not schooled, are incorporated into the school 2020) and supports the development of innovative
system late or leave it early, find considerable subsequent approaches by transnational projects and networks.
difficulties ranging from literacy and language problems
to feelings of exclusion and inadequacy. As a result, they According to the Monitoring Commission for the
find it more difficult to access higher levels of education, Implementation of the National Program for the Roma,
to college or good jobs. They put their future life at risk. targets set out in the Plan of the Decade of Roma
Inclusion 2005-2015 in direct reference to improving
To improve this situation and in accordance with EU the situation of Roma students are:
recommendations, it is necessary to focus attention
11RESOURCES GUIDE FOR THE INCLUSIÓN OF ROMA STUDENTS
»» Pre-School education. Inclusion of Roma Children
(male and female) in pre-school education
programmes.
»» Primary Education. Inclusion of all Roma children in
the system of compulsory primary education.
»» Secondary education. Increasing the number of
Roma students (male and female) enrolled and
graduating from secondary school.
»» Informal education. Awareness-raising campaigns
on the preservation of Roma culture, language and
customs for Roma and non-Roma populations.
On March 31, 2005, the Government of the Republic
of Croatia adopted the Action Plan for the Decade of
Roma Inclusion 2005-2015, while the Plan of Action
of the Decade of Inclusion for the years 2009 and 2010
was adopted on July 16, 2009. In these documents, the
Government of the Republic of Croatia shows its strong
dedication and willingness to assume new commitments
to overcome the difficulties that the Roma national
minority has faced in Croatia and the EU for many years.
The Action Plan also gathers cross-cutting themes like
combating discrimination and poverty and promoting
gender equality.
As identified in the last report of UNICEF Program
Document for Croatia 2012-2016 dealing with the
situation of children (E/ICEF/2011/P/L.1) about 10
percent of children under 14 live in poor households, the
most vulnerable among them are Roma children. The
vulnerability of this group continues despite Croatia’s
participation in the intergovernmental initiative Decade
of Roma Inclusion (2010-2015). Although Croatia offers
good coverage of overall social protection, new policies
are needed to strengthen social recovery.
12MEDIATORS FOR THE INTEGRATION
13RESOURCES GUIDE FOR THE INCLUSIÓN OF ROMA STUDENTS
INCLUSION OF
PUPILS BELONGING
TO THE ROMA
NATIONAL
MINORITY AND
THE ROLE OF THE
MEDIATOR
Mirko Marković, consultant at the Office for Human
Rights and the Rights of National Minorities of the
Government of the Republic of Croatia
Parallel to the implementation of the National Program
for Roma, the Republic of Croatia has expressed its
readiness to join several other European countries and
take part in the Decade for the Inclusion of Roma 2005-
2015, which was started by a group of relevant regional
and international stakeholders.
By implementing the National Program for Roma
(adopted in 2003) and acceding the Decade for the
Inclusion of Roma, the Republic of Croatia also applies
the basic goals of the United Nations’ Millennium
Development and the Social Inclusion Program of the
14MEDIATORS FOR THE INTEGRATION
European Union through its program intended for the for Roma. It encompasses a scope wider than the
most vulnerable minority population in Europe – the one recommended by the EU Framework, but on the
Roma. other hand it introduces innovations in relation to the
National Program for Roma. The main areas covered by
In order to adjust its activities and efforts for the inclusion the Strategy involve: education, employment, inclusion
of Roma to the Decade’s goals, in 2005 the Republic in economic life, healthcare, social care, urban planning,
of Croatia adopted the Action Plan for the Decade for housing, environmental protection, inclusion in social
the Inclusion of Roma 2005-2015 (hereinafter: APDR). and cultural life, associations and status solutions,
The plan listed the precise goals, measures, indicators suppression of discrimination and help in achieving
and institutions responsible for the implementation rights. In accordance with the Strategy and the AP NSUR
of measures for the advancement of the lives of Roma 2013-2015, the Government of the Republic of Croatia
in the areas of education, housing, employment and has reached the Decision on forming a Committee for
healthcare. Seeing as the initiative started by the Decade monitoring the implementation of the National strategy
for the Inclusion of Roma extended over a longer period and the Solution on the appointment of committee
of time, and since it possessed external (on the part of members for monitoring the implementation of NSUR
the Decade) and internal mechanisms for monitoring and AP. The Committee president is the vice-president
the implementation (committees which monitor the of the Croatian Government and his deputy is a Member
implementation of measures in Croatia), as well as of Parliament who acts as the Roma representative in
certain financial structural support, primarily through the Croatian Parliament. The Committee is comprised
the Roma Education Fund (REF), the APDR represented in equal number by representatives of competent
the key document in the field of Roma inclusion. state bodies and representatives of the Roma national
minority chosen after the execution of the Public Call.
In its attempts to improve the position and life
conditions of the Roma national minority and include The Committee’s task is to systematically monitor and
members of the Roma community in public and social coordinate the implementation of the Strategy, propose
life, the Government of the Republic of Croatia has measures for the advancement of the implementation
regularly secured financial means from the State budget of the Strategy and the AP for the implementation of the
for the implementation of the National Program for Strategy, the creation of recommendations, opinions,
Roma (NPR) and the APDR. The National Strategy for expert statements and reports and guidelines related
the Inclusion of Roma for the Period from 2013 to 2020 to the implementation of the Strategy. They must also
(hereinafter: the Strategy) was adopted at the end of propose changes and additions to the Strategy and
2012, while the Action Plan for the implementation of Action Plan, monitor schedules and the consumption of
the above Strategy (hereinafter: AP NSUR) was adopted funds for the Strategy, which are secured from the State
in April 2013. budget of the Republic of Croatia, the distribution of
financial funds for solving problems and improving life
The Strategy has ‘inherited’ the National Program conditions of members of the Roma national minority.
15RESOURCES GUIDE FOR THE INCLUSIÓN OF ROMA STUDENTS
Expert and administrative jobs for the Committee and the co-financing of the parental stake for each Roma
its work groups are carried out by the Office for Human child, which attends kindergarten within the integrated
Rights and the Rights of National Minorities. pre-school program. In a large number of environments
there is no possibility for inclusion into integrated
Within the Republic of Croatia’s one-year presidency over conditions of pre-school upbringing in a regular pre-
the Decade for the Inclusion of Roma, the conference school institution. For now, this presents a serious
Quality Education for Roma: the Sustainability of the problem because of the decentralization of pre-school
Educational Politics Developed within the Decade on upbringing and the large number of small municipalities
an European Level was held in Zagreb on 22nd and 23rd which cannot co-finance pre-school upbringing in their
April 2013. This international conference was organized territories. As founders of kindergartens, municipalities
by the Office for Human Rights and the Rights of National should be responsible for an important part of the
Minorities of the Government of the Republic of Croatia activities necessary for the quality preparation of all
and the Ministry of Science, Education and Sports. Its children, and especially Roma children, for attending
participants included almost a hundred government the first grade of elementary school. This is the reason
and civil society representatives from member states for the introduction of the program of pre-school, i.e.
of the Decade, representatives of Roma organizations the program of preparation for attending elementary
and international organizations, EU representatives and school. It is most often executed in elementary schools
experts from the field of education from 12 member and partly in pre-school institutions, where there is
states of the Decade, Italy, and Great Britain. often no integration or the integration is symbolic,
regardless of whether only some children in the group
The inclusion of Roma students and the role of mediators are not Roma or only some Roma children are included
in the integrated groups. The pre-school program is most
A total of 6.825 students belonging to the Roma often carried out only for Roma children so as to prepare
national minority were included in the system of them for attending the first grade as much and as well
upbringing and education (from pre-school to higher as possible, and to teach them, as much as possible, the
education) in the school year 2013/2014. Croatian language, according to their age group.
Pre-school education: the program of pre-school In 2013, more precisely at the end of school year
upbringing and education is exceptionally important for 2012/2013, 764 children were part of pre-school
Roma children. Ensuring their inclusion into programs upbringing, 351 of which (160 male and 191 female)
of pre-school upbringing is necessary in order to bridge were in regular (integrated) pre-school upbringing
the gap between the socio-economic situation in which and 413 of which (203 male and 210 female) were
Roma children live and the possibility for their successful in pre-school programs. A total of 769 children were
integration in the course of compulsory elementary included at the beginning of school year 2013/2014.
education. The Republic of Croatia is the first member of 390 of them (180 male and 210 female) were in pre-
the Decade (from 2009) to have secured, on a state level, school upbringing and 379 (184 male and 195 female)
16MEDIATORS FOR THE INTEGRATION
were in pre-school programs. The amount of 3 131 967, of Croatia. A solution for the problem is to be found
31 HRK was paid from the State budget for pre-school within the project Integration of Groups in Unfavourable
upbringing and pre-school programs in 2013. This Positions in the Regular Educational System funded by
significant increase in the consumption of funds for pre- the EU from the IPA help program. The first kindergarten
school upbringing was caused by the implementation to integrate all Roma children from their earliest age
of measures for the execution of the verdict in the was the kindergarten Maslačak in Mursko Središće,
case Oršuš et al versus Croatia. The Ministry of Science, which started the integration process in 2006 with the
Education and Sport, in agreement with the county of help of REF funds.
Međimurje, secured a pre-school program for all Roma
children in the year before they start elementary school, Elementary education: the past six years saw a
i.e. for children who were enrolled at the first grade significant increase in the number of children belonging
of elementary school in the school year 2012/2013. to the Roma national minority included in elementary
The children were in the pre-school program from 15 education (elementary schools), and the number
September 2011 to 15 June 2012, five hours per day, continues to rise. In school year 2011/2012, there
with two meals and transportation. Consequently, were 4.882 pupils (2.449 male, 2.433 female). At the
the children were included in the pre-school program beginning of school year 2012/2013, there were 5.173
during the whole school year (from 15 September of pupils (2.612 male, 2.561 female), while there were
the current year to 15 June of the following year), five 5.311 pupils (2.671 male, 2.640 female) at the end of
hours per day, and were provided with two meals and that school year.
transportation.
There was a total of 5.470 pupils (2 769 male, 2 701
The pre-school program is essential for Roma population female) belonging to the Roma national minority at
of pre-school age. It achieves good results and points the beginning of school year 2013/2014. Data about
to the necessity of organizing pre-school upbringing the number of pupils leaving elementary school after
groups for all Roma children in order to prepare them multiple repetitions show that completion of elementary
for inclusion in the system of upbringing and education, education is still at a low level (see table). The total
especially in environments where there are no capacities number of pupils who abandoned their education also
for integrated pre-school upbringing. The pre-school included pupils who had turned 15 (and thus ceased to
program depends on financing from State budget funds be obliged to attend school) and who have not finished
in the position of the National Program for Roma. The elementary school.
sustainability of this program is rendered more difficult
by the diversion of priority because in the case of the
execution of the verdict of the European Court for
Human Rights, after the introduction of pre-school for
all the children in Međimurje, only a small portion of
funds remained for pre-school programs in other parts
17RESOURCES GUIDE FOR THE INCLUSIÓN OF ROMA STUDENTS
School year 2008/2009 2009/2010 2010/2011 2011/2012 2012/2013 2013/2014
Number of 136 144 173 189 153 -
withdrawn
pupils
Number of 68 / 68 69 / 75 101 / 72 102 / 87 83 /70
male / female
Number of - - 587 604 464 428
repeaters
Number of - - 348 /239 331 /273 250 / 214 428 / 193
male / female
Number of - - 555 700 362 511
pupils – study
assistance
Number of - - 289 / 266 341 / 359
male / female
Number of 229 340 246 256 362 548
pupils in ex-
tended stay
Number of 124 / 105 .183 / 157 142 / 104 141 / 115 190 / 172 293 / 255
male / female
When it comes to class repetition, data shows that up to year. The number of pupils in extended stay continues
a certain level the increase in the number of repeaters is to grow, but not sufficiently considering the needs and
the result of more regular class attendance and a larger conditions in which most Roma pupils live, and which
number of pupils in elementary education. Starting with do not include even minimal conditions for studying.
school year 2010/2011, data has been collected about the 548 pupils (293 male, 255 female) were included in the
number of Roma pupils who have been offered special extended stay program in 7 counties, which means that
assistance in learning Croatian based on Article 43 of the only 10% of Roma pupils were included in the extended
Law on Upbringing and Education in Elementary Schools stay program. This created specific preconditions for
and High Schools. Assistance in learning Croatian has them to become more successful pupils and to receive
been offered in nine (9) counties to 555 pupils (289 help in understanding the curriculum.
male, 266 female) out of the 4 723 (2 409 male, 2 314
female) Roma pupils in elementary school in that school Certain breakthroughs achieved in the county of
18MEDIATORS FOR THE INTEGRATION
Međimurje were co-financed by the Ministry of Health, implement identical and similar programs in schools,
Education and Sport and the REF, given the condition which will be feasible during special holidays and
that extended stay in three elementary schools (one various celebrations of significant events and visits by
in the county of Međimurje and two in the county of famous persons. Work with parents and with all the
Varaždin) shall be continued, and that the Ministry of citizens of the county of Međimurje should include
Health, Education and Sport would finance one half knowledge about conventions and their application,
of the project, while the other half would be financed insistence on teaching about the values of knowledge,
through the budgets of counties which founded the responsibility, tolerance, solidarity. Work with principals
schools. Most of the schools in the county of Međimurje is necessary in the sense of specific problems in the
hire Roma helpers. There are 26 of them (15 male, 11 county of Međimurje, so that they might be assisted
female) and their work is financed from the State in solving those problems in timely manner, because
budget, as well as that of all other elementary school they demand more efficient school management and
employees. 1 608 757, 91 HRK was spent for the running and more intensive cooperation with Roma
salaries of 26 employees – Roma helpers – in 2013. In and non-Roma parents. In 2013, 229 963, 40 HRK from
accordance with the Law on Upbringing and Education the State budget was spent on educational programs,
in Elementary Schools and High Schools, the end of excursions, nature studies, extracurricular activities,
2011 marked the beginning of the process of hiring extended stay, etc., bringing the total amount of money
Roma helpers on the basis of work contracts (they were spent in 2013 to 1 728 976, 32 HRK.
previously hired on the basis of service contracts). The
Education and Teacher Training Agency (Agencija za High school education: from year to year, the number
odgoj i obrazovanje, hereinafter: AZOO) also began the of Roma students included in high school education
professional training of cooperates – Roma helpers. increases. On the occasion of inscription in the Decision
on the Elements and Criteria for the Choice of Candidates
Measures for the execution of the verdict in the case for the Enrolment in High School, which was adopted
Oršuš et al aim, among other things, to increase the by the competent ministry (the Ministry of Health,
organization of different activities which would: a) Education and Sport), the number of Roma students
provide cultural affirmation for the Roma population was determined, so that students who live in difficult
with its specificities, knowledge and craft, b) contribute conditions are helped and it is made easier for them to
to the bigger connection and common activities with enrol at the high school program of their choice. Although
the non-Roma population in their life surroundings, c) the number of students who continue their education
increased circulation of famous or important persons in three-year programs is bigger in comparison to the
from other parts of the Republic of Croatia and abroad number of Roma students in four-year programs, there
whose visits would set a powerful example and model is a notable increase in the number of students enrolled
for the accomplishment of the goals of efficient in the first year of four-year schools. It is also visible
coexistence in the community and encourage more that students drop out of school, i.e. abandon their
effective teaching and learning. It is necessary to education. Data on the change in the number of high
19RESOURCES GUIDE FOR THE INCLUSIÓN OF ROMA STUDENTS
school students, scholarships, repeaters and students 16 female) students were given scholarships to the total
who choose not to continue their education can be amount of 230 000, 00 HRK through the National Trust
found in the table below. Since enrolment at three-year for the Support of Pupil and Student Standard, which
vocational schools is still prevalent, there will be a need has been announcing scholarship competitions from
for stronger engagement, support for students and 2012. In 2013, the National Trust awarded scholarships
encouragement for their parents where enrolment in to 23 Roma students, while the City of Zagreb awarded
four-year programs is concerned. The Ministry of Health, 2 scholarships to Roma students.
Education and Sport gives all Roma high school students
scholarships in the amount of 5 000, 00 HRK per year per Adult education: Members of the Roma national
student, i.e. 500,00 HRK per month during the whole. minority were included in the project Decade of Literacy
in Croatia – for Croatian Literacy 2003-2012. In 2012,
In the last four years there has been a significant increase 311 adults (156 male, 155 female) participated in
in the number of high school students and scholarships. literacy and training programs. The number of Roma
In the school year 2008/2009, 265 students were given included in the system of adult education during 2013
scholarships, while the number of student scholarships totalled 495 (323 male, 172 female). 446 of them (297
increased to 480 in school year 2012/2013. 2 125 male, 149 female) were included in the literacy program
000, 00 HRK was spent on high school scholarships in and 49 were in the program of training for the first
2012, while the money spent on scholarships in 2013 profession, while the total amount of funds stood at 984
amounted to 2 429 656, 96 HRK. 700, 00 HRK.
Excursions and accommodation into dorms are co- The biggest problems in relation to the education of
financed for students in need. 82 075, 00 HRK was spent Roma in the field of elementary education are: irregular
on excursions in 2013, while 46 213, 80 HRK was spent class attendance, a low rate of completion of elementary
on accommodation into student homes. Special forms education, i.e. abandoning education after turning 15
of classes (summer school) and nature studies were years of age, inadequate tracking of the representation of
organized for Roma students in 2013: summer school Roma children who are being educated through special
for 32 students. programs for children with difficulties, inadequate
Higher education: State budget funds are provided for planning and discontinued financing of extended stay
scholarships for all Roma students who apply for them, programs, a lack of continued and focused support for
given that they declare themselves as members of the education workers who work with Roma children and a
Roma national minority. The scholarship amounts to 1 lack of consistent implementation of measures for the
000, 00 HRK per month in the course of ten months, i.e. repression of segregation.
10 000, 00 HRK per year. Scholarships were given to 29
students in the academic year 2011/2012 and 290 000, Educational segregation has a negative effect on three
00 HRK from the State budget was spent to that purpose. key levels which contribute to the inclusion of Roma in
In the academic year 2012/2013, a total of 23 (7 male, the society. Its most direct an intense effect is on the
20MEDIATORS FOR THE INTEGRATION
2010. 2011. 2012. 2103.
Total number of 327 (158 male / 169 425 (214 male / 211 480 (286 male / 294 586 (328 male /258
students female) female) female) female)
Number of students 57 (27male / 30 67 (30 male / 37 63 (34male / 29
who have dropped female) female) female)
out of school
Number of repeaters 20 (9male / 11 45 (30male / 15 53 (38male / 15 52 (35male / 17
female) female) female) female)
State budget funds 1.598 820,00 2.125 000,00 2.429 656,96
for scholarships (in
HRK)
Scholarship funds are continually increased: 2.429 656, 96 HRK was paid up in 2013.
reduction of quality of the education received by Roma children, to raise awareness in the Roma community
children. According to the European Court for Human about the harm of consuming addictive substances. This
Rights’ verdict, Roma students who attend classes Special Objective is in accordance with the goals and
where there are no other students, so-called segregated priorities of the National Program for the Prevention
classes, stand a big chance of becoming less successful of Addiction for children and youth in the educational
students, to abandon their education earlier and to have system, and children and youth in the system of social
significantly smaller chances and success in finding jobs, care. Special emphasis must be placed on the need for
i.e. on the labour market, or to only be able to do jobs additional education of all the workers in educational
which do not require a high level of skill, which is the institutions attended by Roma children. In order to
type of job the Roma typically perform. On the other ensure that the children receive a quality education and
hand, Roma children who attend ‘mixed’ classes, i.e. to even out all the children’s possibilities for achieving
integrated classes, face the challenges of inclusion in equal educational accomplishments, teachers working
the school program and fitting in the environment of with the most vulnerable population should be
the rest of the population. motivated for work, highly educated and committed to
their continued professional improvement. Significant
On the other hand, teachers in ‘Roma’ classes face reinforcements are necessary in the support mechanisms
difficult working conditions and limited funds and for educators, teachers, expert associates and principals.
abilities for the implementation of additional support
programs necessary for Roma children. It is necessary to It is also necessary to strengthen workers’ capacities for
provide information, education and methods for raising tracking the work quality in multicultural surroundings
the awareness of the Roma population, parents and and with children from socially deprived families, as
21RESOURCES GUIDE FOR THE INCLUSIÓN OF ROMA STUDENTS
well as in the recognition of discriminatory practices in school education. There has been a slight decrease in the
education workers’ activity. In addition to presenting a number of students in higher education, which might
pedagogic challenge, work with children from socially partly be the consequence of the long-lasting, severe
deprived families often presents an emotional burden. economic crisis and the inability to hire those Roma
Education workers should therefore receive additional persons who have successfully completed their higher
specific education in the field of stress management, education.
as well as counselling and supervision. The Education
and Teacher Training Agency has continued professional
training based on the Curriculum for Teaching Croatian
as a Foreign Language in the aim of facilitating the
study of Croatian as a foreign language and of easier
inclusion of foreign language-speaking students
into the educational process. Between 35 and 40
participants attended those courses. The workshops
took place in Čakovec (30 January – 12 November
2013), as did the final conference for the project. A
workshop was held in connection with the Strategy for
Teaching and Learning Croatian as a Foreign Language:
a congress primarily meant for teachers from the county
of Primorje-Gorski Kotar and Lika-Senj who teach
foreign language-speaking students. The Education and
Teacher Training Agency also organized the introductory
seminar Approach Focused on the Pre-school Child
whose participants were kindergarten teachers. They
also organized the project Getting Ready for School,
within which workshops were given once a week from
January to June 2013 in four elementary schools. The
workshops were organized for Roma parents with pre-
school children. The schools included in the project were
Vladimir Vidrić Elementary School in Kutina, Orehovica
Elementary School in Orehovica, Tomaž Goričanec
Elementary School in Mala Subotica and Dr. Ivan Novak
Elementary School in Macinec. More than 100 parents
were included in the workshop. This practice of mutual
cooperation should be encouraged and continued.
The implementation of external evaluation of Roma
education and upbringing in elementary schools
and the presentation of the results of this external
evaluation should be carried out by the National Centre
for the External Evaluation of Education, as well as
expert control of knowledge of the Croatian language.
The most suitable educational model for individuals or
student groups should be based on the results of these
evaluations. The models would serve for the study of the
Croatian language, achieving successful integration and
socialization and improving school success.
In accordance with the Strategy, there has been an
increase in number of Roma children in integrated pre-
school upbringing and pre-school program and in the
number of students included in elementary and high
22MEDIATORS FOR THE INTEGRATION
23RESOURCES GUIDE FOR THE INCLUSIÓN OF ROMA STUDENTS
CHAPTER II
INTERCULTURAL
MEDIATION AS A
PROFESSIONAL
TOOL
The content of this publication is meant to ease the
acquisition of new skills for those professionals who
exert their efforts in the implementation of potentially
mediative activities in order to improve the integration
of Roma children in the educational system. The manual
may also be useful for the introduction of good practices,
methods and tools for professionals who directly or
indirectly work with Roma children.
On the other hand, it may also serve as an addition to the
work that is already being done by professionals. In this
way, it can offer new educational and social challenges.
Different countries hire mediators to the purpose of
improving the education of Roma children. However,
the practical aspects of these working positions differ
greatly, depending on the country, while the situation
differs the most when considering the inclusion of
children from the Roma community in the educational
system.
The mediator figure can mostly be seen as able to become
a part of educational institutions, local government or
24MEDIATORS FOR THE INTEGRATION
CHAPTER II
Intercultural mediation as a professional tool
civil society organizations. In this sense it is necessary social space. The majority collective whose values and
to emphasize the difference between mediators and cultural codes are dominant coexists with different
teachers who offer additional support to Roma children: minority collectives who demand the right to remain
different and not have cultural hegemony eradicate their
»» Teachers only satisfy the children’s needs in characteristics. On a socio-economic level, it is visible
educational activities (learning in class, homework, that the average rate of members of those minority
etc). collectives who find themselves in unfavorable social
»» Mediators perform a more global function – they situations is higher than the average rate of members
bring together the family, the school and the child. of the majority collective in the same situation. This has
They also perform the function of establishing a negative impact on their access to basic needs and on
closer relations with the community environment. their ability to act, understand and manage the codes
of the majority culture. Within this frame, there is an
Intercultural mediation apparent need for stimulating communication between
Mediation is used in a great number of areas both as persons belonging to the majority culture and those
a means and as a way of solving conflicts and also as belonging to minority cultures, because communication
an answer to different needs. In multicultural contexts, is jeopardized by spatial segregation under the influence
the application of mediation is relatively new and has a of stereotypes and prejudice which the two groups have
limited theoretical and practical heritage. about each other.
Conflicts are closely related to human relations and The vulnerability which characterizes persons from
they constantly appear. Their frequency and seriousness minority cultural collectives demands that the
largely depend on the ability of persons and groups methodologies of social intervention be adapted in
to prevent them, solve them when they appear and accordance with the specificities of these groups. In
use them to further their mutual understanding and some cases, emphasis will be placed on the inequalities
improve their interaction. Mediation is a means that and discrimination concerning the access to resources
conflicted parties resort to in order to overcome their and satisfying basic needs. In other cases, it will be
conflict, in which both parties are protagonists, while useful to achieve a synergy between common resources
the mediator must remain neutral and dedicated to and resources belonging to the community itself.
managing the process which will lead the conflicted
parties to a satisfactory solution for everyone involved. In conclusion, figures of professional mediators present a
triple connection for supporting groups which comprise
In multicultural contexts, there are also other the educational community:
characteristics which make the need for mediation
different and relevant in comparison to others. Firstly, For families. Direct contact with them, counselling
we are talking about persons who belong to different about educational questions (administrative and legal,
socio-cultural and ethnic groups which share the same educational plans and programs, etc), knowledge of the
25RESOURCES GUIDE FOR THE INCLUSIÓN OF ROMA STUDENTS
Roma language and their role of mediator in connecting »» If possible, to possess knowledge of the language
schools with other educational institutions. applied in the educational system, as well as
knowledge of the Roma community’s language.
For schools. By contextualizing the reality of the »» To understand the ‘’cultural codes’’ of the majority
communities in schools, training teachers in culture and of the Roma culture.
multicultural questions, intercultural activities in the
school context... In regard to the school
»» To be acquainted with the school environment (the
For children. By offering support during their transition educational system, the school, teachers, available
into the following phases of education, including resources and capacities for children in unfavourable
activities for offering extracurricular support and positions, especially Roma children).
entertainment, social promotion and integration into
groups of equals... In regard to the community or the context.
»» Notifying the community about the measures
PROFILE, TASKS AND CODE OF CONDUCT relating to the education of Roma children and
It is important to emphasize those skills, abilities and raising awareness among Roma families about the
attitudes which are desirable and appropriate for the importance of pre-school upbringing and education
profile of professional mediators for integration. Some and school education.
of their most important functions within the frame of
each of their areas of influence on children include: Abilities and skills
»» Mediators should be acquainted with the local
With regard to family and minors community in general, and the Roma community
»» Visiting families, especially those who live in in particular.
underprivileged neighbourhoods and areas, in »» To be acquainted the local authorities, especially the
order to establish their social surroundings, the social care and child protection system. Mediators
parents’ attitudes and the children’s position. must also possess good communication skills.
»» Offering specific activities to Roma families.
»» Motivating parents to participate in their children’s Mediators’ possible tasks
education and school activities. According to the situation, the priorities set by the
»» Offering support to children in schools. European and national framework, and in relation to
»» Organizing potentially inclusive activities for the educational system, mediators’ main lines of work
children. may focus on:
»» Early inclusion in the educational system. It is
Abilities and skills necessary to advocate the improvement of inclusion
»» It is exceptionally important to have a thorough and early support.
knowledge of the Roma culture as a whole. »» Ensuring class attendance.MEDIATORS FOR THE INTEGRATION
»» Prevention and control of abandoning education. »» Cultural identity
»» Encouraging academic success. »» Fostering mediction activities
»» Fostering positive relations between Roma and
non-Roma children. Basic rules or Code of conduct
»» Focusing on the reasons because of which pupils Mediators involved in socio-educational processes
miss classes or leave school. must serve as reference models of professionals for the
»» Increasing chances for academic success and in- community as a whole by respecting questions which
class support. appear within the processes of completing basic tasks.
»» Analyzing problems faced by the local community, It is important to constantly bear in mind the following:
such as the approach to school, i.e. non-acceptance
of the school by the local Roma community. Respect of human rights, the dignity of all people
and fostering equality in the actualization of
In a practical sense, the mediator’s work will mostly those rights. The mediator acts from the perspective
focus on: of respecting human rights in order to ensure that
»» Active cooperation in the integration of Roma members of the Roma community wholly benefit
children into schools, especially at the beginning of from the rights that they are entitled to. The mediator
the school year; offers support in overcoming possible obstacles which
»» Enabling communication between the school and might disable real equality in rights. In some cases it
Roma parents: is necessary to take special measures in order to take
»» Fostering a school environment which encourages into consideration certain specific needs. The mediator
intercultural communication between members of is trusted both by the Roma community and by the
Roma and non-Roma communities, and which is public institutions, and respected as a professional with
based on mutual understanding and acceptance. specific tasks.
»» Fostering and promoting activities which bring
together families, schools and the social and The mediator cooperates with interested parties
cultural surroundings. in finding solutions, to their mutual pleasure.
»» Acting as intermediaries between different The mediator acts as an intermediary who presents
establishments involved in the processes of the needs of the Roma community’s members, as well
socialization of Roma children. as the institution’s needs, and he/she cooperates in
both parties’ agreement. The mediator does not accuse
Generally, we must advocate: any of the involved parties, because his/her task is to
»» Cooperation with school management improve relations and advocate both sides’ interests.
»» Rendering the parents sensitive In this sense, the mediator possesses a certain degree
»» Communication with parents, children and teachers of neutrality in relation to the parties involved, but he/
»» Organization of meetings and events she is familiar with the facts and manages the Roma
»» Managing conflicts and structural imbalance population’s and public institution employees’ needs inYou can also read
