Social exclusion in the education system
How schools can provide better chances for their students
in disadvantaged areas of Hungary and
Czech Republic at the age of globalization
By Anikó Kaposvári
h11397bor@ella.hu
October 1999
The research was supported by
RSS grant no. 1410/1998 Individual Research Support
- Abstract
The intention of joining the EU mean new challenges for the
Czech Republic and Hungary.
The school is one of the places where social inequalities
are reproduced. In case the education system of these two countries do not
respond to the challenge of inequality, a small well prepared elite might
rise, finding it's way within the new-European circumstances, while the
majority will be left out of the European norms.
The question is, what efforts, initiatives these schools
can make in order to reduce social and ethnic inequality.
The aim of the research is to examine the initiatives
taken by the schools aiming to reduce social exclusion. The research
does not primarily deal with the distinction between the different types of
schools and social groups; the data speak for themselves.
Nor does it examine the mechanisms of selection within school, a problem which
has been approached by various sociological researches in the past,
investigating the reasons of inequalities of chances in schools. The present
research investigates what possible courses of action can be
taken by schools with disadvantaged students, focusing on how and under
what conditions the schools can contribute to solve this problem, and elementary
school initiatives already taken in order to improve the chances of
disadvantaged children. The research pays special attention to the situation
of the Roma. The effectiveness of the various initiatives, of course,
can only be assessed in the future. The present research provides: the
definition of the problem, ideas to be adopted by other schools and further
possible courses of action to be taken that might be relevant for other
schools in the region facing similar problems.
- Objectives
Areas of examination
1. To what extent do the aims reflected in the law
concerning the decrease of inequalities manifest in schools.
2. The socio-cultural background of the students of the
various schools. How the schools define the problems.
3. The pedagogical and / or social initiatives
inorder to reduce inaquilaties in the schools.
4. Conditions of development.
The original objectives were:
1. To analyze the social consequences of globalization and
it's appearance in schools
Theories reviewed:
A.
Social consequences of the transition in Hungary and the Check Republic, and
the types of exclusion concerning education. Understanding the changing role
of the state and it’s social consequences.
B.
The issue of the multiculturalism and teaching methodologies aiming the
reduction of social differences such as human rights, intercultural education
and cooperative learning will be reviewed using European Union documents
concerning education. and the reduction of social exclusion
2. To explore innovative models introduced in primary
schools situated in disadvantaged areas and working with disadvantaged
students; to provide recommendations for policy makers and schools
Implementation:
The methodology used in
this part includes case studies, and structured interviews aiming to get more
information about local problems and solutions.
A. 10 state primary schools have been selected based
on the criteria that they work in an economically disadvantaged area with
multi ethnic students, they try or have already introduced models for changing
their situation.
B. Visiting NGO's working in the field of education,
and introducing them new models for schools. 10 to 15 NGO's will be visited
and their work will be followed in case studies. The questions above will be
put to them as well, focusing however, on their possibilities of intervention
in school life and on the level of policy transforming.
C.
Interviews with politicians in the district or region of the selected schools
( 10 -15), and on government level (5-6 ).
The theoretical frame of the research has been limited to
the social problems appearing in education, more specifically to the
integration of Roma children into school (society). The far reaching
economical and social dimensions of globalization are not studied in the
present research.
The case studies have been prepared, the Checz part being
somewhat shorter than planned. The reasons for this are explained in Chapter
4. Overall, I believe the research has met its goal. I have succeeded to
examine, to my present knowledge, all of the main initiatives taken and the
interviews provided me sufficient information for the deeper analyses and
understanding of the question.
3. Findings
The free choice of school, and the freedom of founding new
schools mean the break of the monopoly of the state, and are often related to
the concept of pluralism. The questions of how the schools are dealing with
social and cultural diversity, and to what extent the system allows pluralism
affect culture and education has to be answered. This fact in itself demonstrate
the gap between the ideology and practice of democracy. As long as the school
threatens the interests of minority cultures, the minority will be doomed to
experience failure in the education system. As it has been pointed out by
various authors on ethnicism and social psychology, individual failure in
society contribute to the strengthening of group identity. Failure then, might
be considered as a result of belonging to a group . The above dilemma may be
solved in the education by creating cultural democracy within school, cultural
democracy that is centered on the child/person. Such equality, fairness and
dignity mean the effectivation of human rights.
Solutions to the problems have to be searched and implemented
at all levels; emanating upwards from practitioners and local policy makers,
networking on local level, as well as pushing officials at central level to
allow for systemic changes. Role of Central Programs can only be truly effective
when they are accompanied by complex improvement: Support pedagogical programs,
strengthen the social initiatives in schools.
It is important to support bottom up school initiatives and
cooperation among local institutions.( Cooperation with parents, using school as
a community center, etc. ) This change can not be "ordered" from the
central level, therefore the role of local initiatives and program are vital and
should be coureged by founding.
In both countries the schools initiate the integration of
disadvantaged children. (Providing intercultural education and parent training,
opening to the society, and offering direct help for the development of their
situation in society.) The school on its own can not decrease or solve
discrimination. Similarly, the education of Roma students is not merely a
question of education policy, but is related to the development of the
social-political and economic conditions. At the same time, school initiatives
concern the social groups involved and the programs of the school should take
into consideration the social and ethnic-cultural background of the students.
The programs should be adapted to the children, which means that the education
system prevailing in Eastern Europe has to undergo considerable changes. Good
inter-ethnic and/or social relations within the school can be maintained only in
the atmosphere of tolerance, respect and equal rights. The declaration of rights
on the level of legislation is not sufficient enough, these have to be realized
by: a, founding; b, the democratization of the teaching practice; c, teacher
training; d, teaching materials; e, restructuring of the education. (see more
detailed in chapter 10 )
Concluding the surveyed cases may provide good ideas for
schools who want to do something for their students in the region.
- Difficulties
In the course of the case studies I used the so called „snowball
method". I inquired about the school initiatives in all of my interviews
and from all of my information sources. This method led to difficulties in the
research in the Check Republic, partly because I ended up with the same
schools and partly because I was not received in a few schools or was not
provided with any information. I believe there could be two reasons for this.
One is the lack of confidence. In Hungary the fact that I work in this field
proved to be a sufficient reference. The other was the briefness of the time
spent there. While in Hungary I could have return to the schools in order to
clarify certain details, in the Check Republic this was not always possible.
Furthermore, in the Check Republic it was difficult to
initiate direct communication, in most cases I had to rely on the service of
interpreters. During the time interval of my research the report of the
European Roma Rights Center came to light, providing shocking facts about the
discrimination of Roma children in school. In many cases most part of my
interviews and discussions has been spent by reassuring my partners that I
would use the information they give confidentially, and not in the least „against"
them. This is why I have decided that while in my Report I give the full name
of the given schools, in the Study I use abbreviations and refrain from naming
the settlements where I have conducted the interviews. The successful
communication strategy I used was that I have explained that I have found the
schools by their good reputation and that knowing about their work could be
useful for other colleagues working in the same region.
Another difficulty I had to face with was that I could not
acquire the English translation of the Check law.
I have become familiar with the Law of Education through
the ERRC, the study of the technical literature and the consultations.
At the same time, I would like to thank the contribution of
the Czech and Slovak colleagues, Zdenka Jarabova, Laura Laubeova, Karel
Holomek, Kristof Roman, Pavla Polecova, Balázs Jarabik and Péter Huncsik who
by their contacts and regular consultations have helped my work immensely.
- Intended use of the findings and their publication
1. Teacher training
- My work at the Foundation for Human Rights and Peace Education already
includes the experiences of the research. My findings have become the
coherent part of the training on Intercultural and Human Rights Education.
Through pedagogical projects and other programs I promote all the
information I have on how other colleagues initiate the involvement of the
Roma children and communities into school life.
- I have begun to teach in Szombathely at the European Studies Department of
the Berzsenyi Dániel Teacher Training College.
- From January 2000 I will be a trainer at the teacher training Department
of the University of Pécs, and will teach program planing for teachers
working in multicultural environment.
- Projects: See in more details at chapter 9.
- In August 1999 in the frame of Building Confidence in the Carpathian Basin
and with the co-operation with the Slovakian Marai Foundation we had a
trainer program for local opinion makers in multi-ethnic communities
- CLAP project financed by the European Union are the following:
- In co-operation with the ERRC and the UNICEF and with the involvement of
three CEE countries, we are in the preparatory phase of building up a
project on the integration of Roma children in the main stream education.
The coordination of the training is our responsibility.
- We have applied to the United States Peace Institute with a project called
‘Peace Bus’.
- .On the 3-4th of December 1999 with the support of
KulturKontakt-Austria I organize a project preparatory meeting with the
participation of 7 Eastern Central European NGO leaders and experts in the
field of education. The title of the project planned is "What we know
about each other". This project also involves the collection of school
initiatives strengthening multi-ethnic communities.
- Conferences
Teachers for tolerance, 21-22nd January 2000,
Prague – presentation of the current research findings.
- Publication
A book of ‘Intercultural Education in the CEE’ is to be
published at the end of November 1999. This book supported by
Kultur-kontakt-Austria and the Hungarian Ministry of Education European
Connections Department will contain the lectures and case studies presented at
the conference of the same title in 3-4th December 1998. The
publication is prepared both in English and Hungarian and will be distributed
among partner schools and institutions of the CEE.
- Data Base
My research will be available on the web page on managing
multiethnic communities of the Local Government Initiatives Program of OSI,
Budapest. (contact person: Perta Kovács)
- Future developments
- I attended for a fellowship to the Open Society Institute
Policy Fellowship, 2000
To the Institute on Education Policies.
The proposed project: Working for Equity in Heterogeneous
classroom. The project aims the adaptation of the Complex Instruction method,
in order to raise the quality of education in this region and to provide
methodological help for teachers working in ethnically, linguistically, and
academically diverse classrooms. The adaptation process is framed by a
research.
- In the course of the research some of the initial questions been have
altered and the greater understanding of the problem investigated brought up
new ideas and questions, possible projects for the future. I extend my Ph.D
tesis according the following questions:How the effectiveness of
intercultural, and human rights education programs can be measured?
- Development of project based on the findings ( see above)
- Extention of the research on other CEE countries
- General remarks
I asked for support letter from the RSS office, what proved
to be very useful in many cases. I do not know is it a practise or not, but it
can help the researchers’ work if they work in an other country.
- Specific activities:
A. Field research
List of the visited state primary schools in Hungary.
Place Name programmes/topic data
Nagymaros:
|
Kittenberger Kálmán Primary School
|
2 ethnic minority living together. Introduced Human
Rights Education. 9-10 grade for those who has less acces for further
studies
|
October 7-8.1998
|
Szeged:
|
Kolozsvári Téri Primary School
|
Roma programme
|
October 13,1998
|
Nyírtelek:
|
Nyírtelek Primary School
|
Kedves-Ház School-College Programme for Roma
children
|
November
9-10
December 7.1998
|
Pátroha:
|
Pátroha Primary School
|
Patroha modell for Roma students
|
16-17
November,1998
|
Gyoma-endrod
|
Rózsahegyi Kálmán Primary School
|
Program for talented Roma students
|
26-27
November
1998
|
Hejo-keresztúr
|
Hejokeresztúr Primary School
|
Programs supporting special skills and follow up
courses for not only Roma children. Pre-school activities
|
1-2
December 1998
23-24 March
1999
|
Tatabánya:
|
Kosszth Lajos Primary School
|
Pre-school programs in kindergartens,
Programs or involvment in programs to create working
places for the local communities,
Involvement of parents in the class
|
11,January,1999
|
Nagykanizsa:
|
Petofi – Vécsey Primary School
|
Involvement of the parents in the education
Computer studies for the representatives of the
minorities in the local government
Involvement of the minority members of the local
governments in the work of the school and the process of teaching
Involvement of parents in the class
|
20-21 January
|
Gyor:
|
Kossuth Lajos Primary School
|
Intercultural education
|
3-4 February
|
Schools visited that work in non-profit forms:
Budapest: Józsefvárosi tanoda, 10, December,1998
Edelény: Foundation Primary School,2 November,1998
Dates of the Visit in the Czech republic
6-22 May,1999
31May-6 June,1999
Place Name programmes/topic data
Brno,
|
Zakladni Materska Skola
Krenova,
|
Romani assstant, Roma program, preparatory classes,
cooperation with the local Roma NGOs
|
7. May
|
Praha
|
Graficka School:
|
Multiethnic school, special programmes for children
with dyslexia, learning disadvantages, involvment of the parents
|
11.May
|
Ostrava
|
Church Primary School of Premysl Pitter
|
Privat school, Roma assistants,out reach to the Roma
community
|
12.May
|
Most Chanov-
|
Zlatnicka
|
Roma assistant, help in furthe studies through
partnerships
|
18. May
|
Praha
|
Harlicskova
|
Preparatory and follow up classes
|
21.May
|
Ivancice
|
|
|
1.June
|
NGOs visited:
Civitas Association, Zsuzsa Szöllös, Democracy Education
in Hungary.11, September
Amnesty International, local office, campaigns against
rassism5, October.1998
Differently Foundation, Imre Furmann, once in every month
for legal cases on education
Human Rights Center ,Gabor Halmai, Romas and the HR.11,
December,1998
Alternative Pedagogical Workshop Association, Katalin Végh,
pedagogy expert, 7, January,1999
European Youth Center of the Council of Europe,Antje
Rothemund vice director, Youth programs of the Council of Europe, 3-4,
December.1998
Martin Luther King Association, Multicultural Association,8
February,1999
Helsink committee, Bruno, Karel Holomek, Multiethnic and
multu agency approach in Brno, 6. May 1999
Romano Hangos, Newspaper, Brno Kristof Roman, Romas and the
Media, 6. May.1999,
Partners Praha, Tatjana Sisakova, , Projects for primary
schools, majority-minority conflicts 19.May. 1999
OSF Dana Horecova director,, Roma Programs 20. May,1999
People in Need Foundation, Prague, Projects for
Romas,3.June.1999
Nova Skola, NGO, Jirincová, Helena, director,
Activities in 1998-1999, relation with the government, Roma assistant program,
4. June. 1999
OSF Olga Gadicova, program coordinator on Roma Projects,
Special schools abd the Romas, 6.June.1999
Helsinki Committee, Prague, Researches and datas on the
level of discrimination, libary visit, regularly during my stay
European Roma Rights Center (ERRC), Budapest, - James
Goldstone, Angela Kocze, Romas in CEE, 24. June,1999
B, Study trips (related activity, financed from other
sources)
Wien, Austria. 28-31 , October 1998
Study trip to visit intercultural schools, and Support
organization for the Roma community. Supported by the KulturKontakt,
Visit to Temesvar,Romania, 3-4 Marc,1999 interview with
director of the Intercultural Institute of Temesvar (an NGO) Banat is a
special multiethnic region and the foundation provides programmes for teachers
working with multicultural students.
Bratislava, Slovakia 15-21 March,1999, Marai Foundation,
project planning, collection of information and contacts. Péter Huncsik was
the advisor of the president of the Czech Republic
Training on Working for equity in Heterogenious classroom,
collection of research outcomes on meassuring complex instruction in
heterogenious classroom. 7-11 June,1999, Standford University, California,
participant
C ,Meetings
Consultation - Interviews:
András Bíró - Alternative nobel price owner,
Topic: Romas in CEE,3, December, 1998
Dietmar Larcher - Austria, University of
Klagenfurt, Multicultural societies, intercultural Education,
5.December.1998, in Budapest
Francoise Kempf - Assistant to the co-ordinator of
activities on Roma/Gypsies,
Council of Europe, Council of Europe
activities,11, December.1998 in Budapest
Martin Emerson - Minority Rights Group, UK,
European policies towards Romas,13, January,1999 in Budapest
Zsuzsa Ferge - Social Policy Faculty of ELTE University ,
Social Exclusion ,
In every month
Ilona Lisko - Researcher, Research Institute
on Public Education, Disadvantaged students and the education
system, 9 Marc,1999
Anna Mezos - Researcher, Research
Institute on Public Education, Information on researches on the
field of my interest, 9 Marc,1999
Éva Orsós - Ex director of the National
Ethnic and Minority Office , Hungarian Government policies,10
Marc,1999
Felisa Tibbitts - Human Rights Education
Association, USA, Human Rights and Children Rights,22 Marc,1999
Rachel Lotan - Standford University,
Department of Complex Instruction, What equity means in the
classroom ,
8.June, 1999 in Standford
Péter Radó - Special Advisor, Open Society Institute,
Romas in the Education
In every month
Bojan Such-Ivan Fiala - Ex coordinators of
the Phare Democracy Programme,8. May.1999
Zdenka Jarabova - Olomouc Palackego
University- University teacher Textbooks for Romas and about
Romas, School Initiatives, 13. May
Kumar Wishavatan, - Teacher in Ostrava, about
the gypsies in school in Ostrava, Programmes for Roma children,
14. May.1999
David Canek, Praha, - OSI Fellow, The Czech Government
policy towards ethnic minorities 15. May.1999
Pavla Polecova, - Charles University,
Pedagogy department, The state of intercultural education in the
Czech Republic,17. May.1999.
Monica Horakova, - Representative of the
Czech Parliament, Government policy towards Romas, 19.May.1999
Csaba Szaló, -Professor of the Sociology
department in the Brno University,22. May.1999
Mgr. Iva Pellerova - Interdipartmental office
on Romana Community (Urad Vlady Ceske Republiky), Activities of
the office,4. June,1999
Zdenek Kavan, -University teacher of the
Sasex University, Brighton,UK. The meeting was in Köszeg, and
about Czech policy from ‘west’ in Hungary, 2. August,1999
Laura Laubeova, - expert, teacher,
Discrimination in the Czech education system, regular contact
during my stay in Praha and 23-24 September.1999 Budapest
Andreas Guerro - Trainer, program director at
Unicef, New York, meeting was in Genova, July,11-17,1999
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