Transcript Education and Training 2010 Process

Integration of the Roma in VET
Agnes Roman, ETUCE
Sesimbra
10 March, 2012
MUNDI ROMANI: the World through Roma
Eyes: http://www.mundiromani.com/
1. Individual actions
1. Problems
2. EU actions
3. ETUCE actions
4. National example: Spain
Problems:
1.
2.
3.
4.
5.
6.
7.
8.
Access to VET and motivation
Living conditions: housing, employment
Access to early childhood education
Segregation of schools
Roma students as “disabled students”
Lack of self-esteem of the Roma
Lack of motivation by the schools
Lack of Roma teachers and Roma intellectuals
as “role models”
Situation of Roma women (traditions: early
marriage….)
Council of Europe:
Problems:
 high drop-out of school as the result of
discrimination
 schools refuse to register Roma children due to
pressure of non-Roma parents
 bullying, harassment from non-Roma students,
parents
 financial problems and the lack of documents
such as birth certificates and proof of residence
Problems with VET:
1. Low status of VET – low status of those who
are in VET
2. VET schooling of Roma is considered as
exclusion: “In the Netherlands, there is a
disproportionately large attendance of Roma
and Sinti children in vocational training
schools … as opposed to upper secondary
schools.”
Problems with VET:
3. Pressing need to increase the chances of Roma
entering the labour market -> improving the
public vocational training programmes for Roma
4. Roma women’s high unemployment rate:
participation in markets, rural trade and seasonal
agricultural work. -> access to VET
2. EU actions
EU Framework for National Roma Integration
strategies up to 2020 (Hungarian Presidency – 2010)
 Strategies can be effective by including all four
pillars of Roma integration:
education,
employment,
health,
housing.
EU Framework for National Roma
Integration strategies up to 2020
 improving school attendance
 improving early childhood education and care.
 special attention to Roma women and girls
 policy paper condemns the segregation in
education and the practice of labelling schools
as disadvantaged.
EU Projects
 The EU’s Leonardo da Vinci and Youth
programmes funded educational projects for
the Roma and some
 Phare programme funded projects have been
taken up as part of national education
strategies.
 Roma issues have also been addressed ad hoc by
European Social Fund projects and the
 Community Action Program with respect to
education and vocational training.
Intercultural dialogue
• Promotion of multiculturalism, professional
development of teachers
• CEDEFOP Study visit: Challenges for education
and teacher training of the Roma (p 284)
13-17 May 2013: Pécs, Hungary
 CEDEFOP Study visit: Schools of inclusion:
access to mainstream education for Roma
children (p 282)
13-17 May 2013: Sofia, Bulgaria
3. ETUCE actions
Projects, statements, seminar discussions
Statement: Education as a tool in the Roma inclusion
policies (20 May 2011)
 EU policy fails to include the views of Roma intellectuals
 More investment in education for :
- continuous teacher training,
- special teacher training material,
- alternative learning methods,
- curricula design,
- training of school mediators,
- employing more social workers,
- setting up guidance and counseling, etc.
Statement:
Education as a tool in the Roma inclusion policies
 Open-classroom methods, alternative ways of teaching
can help to decrease early drop-out;
 Involvement of Roma experts in education reforms is
essential.
 Teachers alone cannot face the accumulated
responsibilities.
Statement:
Education as a tool in the Roma inclusion policies
Necessary:
 teachers’ professional development on Roma
 teachers should learn to teach Roma and/or
multicultural classes,
 change of attitudes towards other cultural groups – via
personal development courses
Statement:
Education as a tool in the Roma inclusion policies
 Initial teacher education should involve Roma culture
subjects in their curricula.
 Preparing young teachers for special education for Roma
adults.
 Adult learning, especially long-term, continuous
intergenerational learning must be improved.
Statement:
Education as a tool in the Roma inclusion policies
 The role of social workers and school mediators dealing
with the children’s families is essential.
 The strategies cannot place all responsibility and
workload exclusively on schools and teachers.
 Campaigns for inclusive Roma education must address
mutual understanding among both Roma and non-Roma
parents and children.
Statement on Early School Leaving
• Teachers need to be prepared to tackle the violence and
bullying among students;
• Teachers themselves are the target of the aggression,
from students or from parents (hitting, shooting and
killing of teachers by their students);
• Social, financial, educational and psychological support
should also be provided for the teachers working with
disadvantaged groups;
Statement on Early School Leaving
 Preventive measures are necessary to enable
teachers to recognise atypical behaviour in time
and to efficiently handle it.
 Education reforms for Roma inclusion should
approach all the actors of the school
environment.
 ETUCE project: Developing non-discriminatory quality
education for Roma children’ (Bulgaria, Slovakia and
Hungary)
 Trade unions projects:
- organising vocation-related workshops
- cultural activities – non-formal education
- organising short-term courses
- Information activities aimed to change the negative image
in the society and increase confidence of the Roma
- Trade unions working with NGOs, parents associations
[email protected]
THANK YOU FOR YOUR ATTENTION
Inclusion of the Roma
How could the teacher trade unions
improve the integration of Roma via the
VET sector?
Please highlight the most important priorities of teacher trade unions:
AT INSTITUTIONAL LEVEL
SHORT TERM
PRIORITIES
MEDIUM TERM
PRIORITIES
LONG TERM
PRIORITIES
AT NATIONAL LEVEL
AT EUROPEAN LEVEL