Continued
Alternative solutions with examples
4/A/1. .Minority members can learn in their own
language and about their own culture:
- Schools cooparate with Roma organizations, NGOs, and/or involve local
government
In Hungary Minority Self-Governments have the right to
express agreement, inform themselves and to carry out orders concerning
minority programs at school. In Nagykanizsa a more extensive co-operation
between the self-government and the school has been established. The
Nagykanizsa Roma Minority Local Self-Government has initiated the education of
Roma culture in elementary schools in 1995. The curriculum of the education of
Roma culture has been prepared and developed by the collaboration of the Roma
Minority Local Government and experts. In the last three years, classes of
this subject have been held in every elementary school of the city. During the
last year, such classes were held in two of the institutions of higher
education in the county, and in 1999, the work in kindergartens will begin as
well. During the classes, students have an opportunity to meet guest speakers
and artists. The results of the three years of the program have been tested by
the knowledge bowl: "Who knows more about Roma culture?"
Furthermore, training programs were held for the local minority
representatives and their helpers, the latters teaching this subject in the
schools.
In the Czech Republic the afternoon education of Roma
children is organized by the Center for Romany Culture, providing free time
activity for children, youth and adults where anyone interested in Romany
Culture could meet. The Center also enables the skill-development of gifted
children.
The Romani Museum in Brno provides programs for the
community as well. Children can learn about their culture in afternoon
programs. This NGO is also involved in a bigger project improving the
situation of Romas in the city. In the field of education, the project aims to
create equal conditions for development for all national minorities,
especially the Roma. Focus is being placed on pre-school education,
transferring the children from special to mainstream schools, Romani teaching
assistants at schools cooperating with families and Romani organisations, and
the introduction of multicultural curriculum. The overall project, apart
education, focuses on social programs, the question of employment, security,
and media cooperating partners. The main partners are: Brno-Town Employmnet
Office, Brno District School Office, Helsinki Citizens Assembly-Roma Section,
Brno local governments, Municipal Police Brno DROM (an NGO), Association of
Roma in Moravia, Secondary Police School in Brno. The implementation is
coordinated by the Social and Cultural Department of the Brno Municipality.
The School of Józsefváros, Budapest is a foundation that
aims to increase the success at school and the chances for continuing to learn
(at elementary and high school levels) by organizing afternoon activities.
According to the principal, the learning failures of the Roma pupils do not
simply originate in the lack of skills or knowledge, but the psychological and
social-psychological factors of coming from the minority. The main services of
the school include: a study room where the students and teachers work in
pairs, free time activities, nationality program on the question of identity.
- Schools open to the community
This model surpasses the conditions of minority education
and strengthens interethnical relations among the children themselves and
between children and adults.
In Pátroha computer courses have been organized for
parents and members of the minority self-government; in the school parents
were allowed to listen to the classes as well. The aim of such initiatives is
to win the confidence of the Roma parents and to increase the level of their
education. Teaching them computer skills might increase their chances of
finding employment.
In Hungary the Tatabánya school organizes a Roma Festival
each year. Students and parents cook together and hold a contest on which
family’s cooking is best. After school, Roma parents and elder brothers and
sisters teach music and dancing to the children.
In the school on Graficka Street in Prague the students
annually organize a fair and perform a play for the parents and the local
community. (See details in section 2.)
A Community Centre was established, in cooperation and with
local authorities, by the Premysl Pitter School in Ostrava in October 1997.
This association consists of the employees of the school and the parents of
the students. The main aim of the center is the support of social as well as
educational programs. The target groups include children, youth, and adults of
Romani ethnic origin. The program focuses on after-school activities, and
there are daily tutoring lessons for the students.
The Center organizes various other activities (cultural
events, sports, community work) and cooperates with other local and
international NGO organizations and personalities. The students of the school
performed at the Roma Festival taking place in the Gandhi School in Pécs, at
end of June, 1999.
Romany teacher assistants have been hired in most of
the Czech schools I visited. They play an important role in the normal and in
preparatory classes and in maintaining contacts with the parents. According to
one assistant, "Being a bridge is not always, you might be crossed from
both sides. One person only may achieve many things, but can not settle the
tension existing in the society."
4/A/2. Members of the minority can learn every subject in
their language
In the case of Roma such primary schools do not exist.
- Although there are secondary schools for Romas, the teaching language
is the language of the majority.
Examples:
Kolin, Romani Social and Legal High School
In September 1998, the Romani Social and Legal High School
was established in Kolín sa the initiative of Romas themselves. 45 Romani
students attend this school. The majority of them live at the hall of
residence which is located directly in the school building. After the
completion of the four-year school and the passing of the final exam, the
graduates will work as professional social workers in the area of integration
of ethnic minority or at district and municipal authorities. The school is
raised from private foreign founds and the support of domestic sponsors,
mainly Roma.
High School and Student Home of Gandhi, Pécs
The Gandhi Secondary School was established
in 1994, and functions as a 6 grade high school. The first students of the
school will graduate in 2000. 95% of the students is gipsy. Most students come
from the neighbour locations of Pécs and stay in a weekly collage during
the school year. Students here study the Roma "beas" and
"lovari" languages. The school aims to educate an alite dedicated to
the question of gypsies. There are 5 teachers of gypsie origin in the school
staff.
In both the Czech Republic and Hungary some Roma schools
have been created without the initial intention of becoming an ethnic or
minority school or without specialized pedagogical programs.
- Examples of not intendedly created ethnic schools:
Usti Nad Laben has its own purely gypsy school. It is not a
special, but a normal primary school That used to have ethnically mixed
pupils. Since 1989, however, the parents have the freedom to chose school for
their children, and the ’wighties’ left this school. The director
believes, that the students now benefit from being tough separately from the
Czech children.
In Hungary a similar school in Szeged used to be
ethnically mixed. The school offered special education for deaf and students
with hearing difficulties. After the introduction of the free choice of
school, the "white" students and the better trained teachers have
left the school. Those who have "chosen" to stay have been mined
together with another school.
- Alternatives to handling the problem:
Informing the public
The Graficka school in Prague provides an excellent example:
Responding to the tendency that non Roma parents do not want their children to
attend this school, being afraid that the presence of Roma students leads to
the lowering of the standard of the school, the directress regularly organizes
open days in the school. Furthermore, before the beginning of each school
season information is distributed about the school in the neighboring homes
and bus stops, and children finishing kindergarten are invited to visit the
school. By the initiation of various new programs: computer studies,
greenhouse gardening, ceramics, language courses, the standard of the school
has been raised well above average.
4/B School Initiatives
to reduce social disadvantages appearing in school
The initiated programs appear to be of two types again:
Receiving welfare support and the extension of the school period. Social
support while attending school
Before the political changes the schools received welfare
support from the state. After the changes, however, the amount of support for
education has been minimal if not abolished completely. As a result, only the
students coming from families with three or more children receive free meals
at school in Hungary. With a certificate of income, other families may apply
for such support, but the completion of their request depends on the resources
of the local self-government. The universal allowance of each child concerns
school books. The figure of this allowance changes each year. The school milk
project of the Soros Foundation have to be mentioned as well: providing snacks
for disadvantaged students, whose number is given by the teachers. In theory
the local self-governments have a so called Student Welfare Found, which in
case of excess in the budget, may be spent on disadvantaged students. In the
Czech Republic schools are financed by the self-government, that distributes
the normative support between the schools according to the number of students.
The support of meals depends on local resources. In the
Czech Republic everyone pays for the meals in school. "It has occurred
more than once, that a child would faint of hunger during the lesson. It is
difficult to ask the class questions when some of them are hungry",
commented a teacher working in a school located in a gypsy colony. From
September 1999, according to the Law of Child-Welfare, the schools are
obliged to report the absence of students not accounted for, that may lead to
the withdrawal of the support of school attendance from the family. The
effects of the law in practice are yet to be known, but I suspect that the
enforcement of such legal and social-political functions on the school will
not increase the chances of desegregation.
In Hungary there exists a support of
boarding-schools since 1997. It maintains weekly boarding schools for
disadvantaged and skilled children.
Another form of support for Roma students and their talent
would be the distribution of scholarships, a mean of support little used in
practice in the two countries examined. However, the Soros Foundation played a
vital role in the initiation of scholarships as means of support.
In Hungary, all of the state schools examined have
established foundations for the support of their students. This strategy of
survival is the result of the decreasing role and resources of the State.
In the Czech Republic the school books are free in theory,
but practice is another matter. Meals at the school are to be paid for as well
although there is some subsidy as well.
4/B/1 Alternative solutions and examples of helping the
social conditions of children:
- Involvement of Charity Organizations
The school of Nagymaros has set up good partnerships with
several charity organizations. In each season the school revieves second hand
clothes of which not only the children, but their parents can dress up as
well. Through these organizations the school also recieves food. Part of the
food is distributeed, while the other part is stored up in the school kitchen
for those who do not recieve food from home.
In most of the visited schools in both countries, where
poor children are studying a system of keeping the used text books of each
grade for the coming generations has been developed. The students can also use
the school library from where textbooks could be taken home for study.
The Kind-House (Kedves Ház
) boarding school of Nyírtelek, the "Kedves ház" is gradually
becoming a role model in Hungary. Children staying in this school either
suffer from cumulative disadvantages or have excellent results in school. The
school rents a house where 14 students of different age stay during the week,
learning the work in the household from a pedagogue. In the house the students
learn together, providing the possibility of catching up, and create the rules
of their community themselves. In such a small community, the disadvantages
derived from different socialization are successfully overcome.
The programs of the Edelény Foundational School and the
Elementary School and Boarding School of Csapi (Both in Hungary) are similar
to the above example.
- Program of public work involving the school
The Tatabánya school mentioned aimed to develop the social
situation of the Roma community. With the help of the self-government and
foreign programs, public work has begun in the Roma colony, providing jobs and
salaries for the families involved for a few months. At present, the director
of the school is searching for entrepreneurs in order to be able to continue
the long term work.
- Roma teaching assistants – Social workers at school:
In the case of the Premysl Pitter School, the role of the
Roma teaching assistant is more like that of a social assistant. Such
assistants are supposed to be hired at the local government and function as
social workers: helping the Roma parents write official letters and arranging
official things them.
In Hungary, the interests of the student and the parents
are represented at the local self-governments by the school social worker or
the pedagogue working in child-protection, who at the same time might send the
family to other institutions concerned. According to the assistant of the
school of Gyor, due to
the lack of time, her role besides teaching is limited to collecting data. In
order to maintain contacts with the Roma families, and to prepare the social
map of the settlement, the staff of the school of Hejokeresztúr visit
the Roma families at the beginning of each school-year. This map of the
society is then being forwarded to the social department of the
self-government. Using part of the quota, the self-government supports the
transport and meals of students whose families can not provide this.
4/B/2. Extension of primary education by the prolongation
of the school period
There are two alternatives to prolong the duration of
schooling. Pre-school education or a preparatory "0. grade"
(Ivancice) or the system of 9-10th grade professional training
might be introduced (Nagymaros).
In both countries pre-school education is an important and effective tool of
preparing children of ethnic minority for entering school and overcoming
language/cultural/social barriers. The so called preparatory classes are one
year courses aiming to prepare disadvantaged children for their first year at
school. The evaluation of such casses is somewhat ambivalent. During this year
the questions of approaching the parents, gaining their trust and working with
them in partnership remain unsolved. Therefore the number of Roma children in
preparatory classes is still very low. At the same time, one year is by no
means a sufficient period of time for removing handicaps and barriers
accumulated through many decades. The international experience shows that
pre-school activities for minority children are most effective if started at
the earliest age (3 - 4 years of age) and if followed up by support programs
at the primary school.
In the 1990's in Hungary the possibility of learning in
special professional schools ceased to be the privilege of the disabled.
Initially such programs served as the equalization of a demographic wave.
However, many youngsters continue to receive education who in other
circumstances would have low chances of attending some kind of a school after
the completion of the 8 years of primary education. The special training
schools are profession oriented and aim to teach professional skills in order
to raise the chances of finding jobs. The study of the composition of the
students of such schools
(Lisko, 1997) demonstrate, that such a training provides institutional
background for disadvantaged children. Regarding the chances of arranging
jobs, however, the contents of the training do not really make any difference.
The school of Edelény in Hungary is a private special
school. It has been founded by 4 enthusiastic pedagogues dismissed from the
state special school due to their intention to change certain things. Since
then 80% of the parents have
transferred their children to the private school that resulted in the closing
of the other. For the last two years the school offers there are pre-school
courses, and 70% of the students are accepted in institutions of normal
primary education. "We do not prepare the children for our school, since
their chances will be better if they complete a normal primary school"
claimed the directress of the Edelény School. "
The preparatory programs of various schools in the region
have been financially and methodically helped by the Step by Step Program of
the Soros Foundation.
In the school of Harlicskova the preparatory classes
successfully use the elements of co-operative learning and intercultural
education. Entering the first class, however, they have to start learning
according to the traditional method. Consequently, even if the preparatory
course are excellent, their achievement might be confronted by the traditional
education system. The same problem appears with the excellent Step by Step
Program of the Soros Foundation that trains teachers, reorganizes classrooms,
divides the children into small study groups and provides alternative
curricula. Without the extension and implementation of this reform in the
upper classes, however, the achievements of the program might be lost in the
course of time.
4/C Pedagogical methods and the role of civil organizations
In both countries the education of tolerance and
intercultural education are emphasized by policies as well. As it was stated
above, the prejudice against Roma is the major element of their disadvantaged
situation in the countries examined. Education also can reduce, but at the
same time, it can also reinforce the existing prejudice in the society.
Cooperative learning, intercultural education, complex instruction and
teaching for tolerance or Human rights aim to change this situation.
Intercultural education or working in heterogeneous classrooms involve changes
in the curriculum, the instructions of the teachers and in the organization of
the classroom. Besides teaching the methods mentioned above play an important
rule in developing the skills of co-operation and in forming a different
attitude. These methods, furthermore, do not place the focus only on members
of minority or ethnic groups, like minority education does, but extend it to
the whole class, school or community, at the same time concerning both the
contents and methods of teaching.
Actually, what happens is that the school adopts to the
students and not vice versa. The democratization of teaching means a
more child centered education, since children can not really learn about
democracy in a hierarchical system of a ’white norm’ structure, in which
the role of the child is restricted to listening, and following the
instructions and norms of the school. Teaching democracy involves the
implementation of new teaching methods and curriculum focusing on cooperation
vs. competition, activity and creativity vs. the reproduction of information
and internal versus external motivation, etc.
In my experience, the methods of intercultural education
and the approach explained above do not appear to make an integral part of
education in practice. The same can be said about the practice of most of
those schools in which some efforts are being taken for the integration on
disadvantaged children. In most schools such endeavors are restricted to the
preparatory or complementary programs, as the examples bellow demonstrate. In
the appearance of human rights as important parts of teaching politics, the
local and international civil organizations have a vital role. Their sphere of
influence in the region extends to teacher training, the activation of
cooperation, the realization of programs related to the school and to the
representation of interests. Besides the innovative function of the local
NGOs, the difficulties of the Eastern European civil organizations are
apparent: their programs are not well coordinated, with a duration of 1-2
years depending on the financial support of the projects, and found raising
consumes a lot of energy from professional work. The civil organizations
cooperating with European of American organizations or working as the local
representative of these are exceptions. It is the articulate requirement of
the European institutions that the schools reflect the multi-cultural nature
of society, and strengthen ethnic relations by intercultural education.
"The implementation of intercultural education is quite difficult, but it
is necessary if we do not want to alienate the immigrating and ethnic students
from the school system thus depriving them of better chances in the
future." Being important, even the most efficiently structured program of
intercultural education can not, however, guarantee equal chances for all
children. The personality of the teacher and the relation of the school and
the wider community (including other institutions) put a lot into account as
well. The improvement of the education of teachers, in terms of raising
their awareness and changing their attitudes towards minorities, is the most
urgent prerequisite for improving the entire educational system. The school
system being one of the most powerful factors enhancing social stability
(long-term ethnic conflict prevention) and democratization in the Central
European society, if it is not isolated from other areas of community life.
- intercultural education in school
Kossuth Lajos Primary School,
Gyor
According to its foundation document the school fulfills
various tasks concerning the minority (ethnicity) in the region. The pupils of
the school come from the premises of Pinnyéd, Sziget and Újváros. 80 % of
the population of the district consist of workers. The number of Roma
population is high. In order to catch up, the school has worked out a special
program for students of gypsy origin. The program aims to introduce Roma
culture to the Roma and non-Roma students together. In 1996, in the frame of a
scholarship, a school-team of 12 persons has prepared a book entitled
"Our World". The four volumes of this book became part of the
curriculum of the grades 5-8. In 1997 an experimental 5th grade has
been created tought by teachers trained for intercultural education.
The method of intercultural education is incorporated into the classes of
literature, history and home-room.
Club
In the Nagymaros school there exist a Club of Human Rights
in which the students work on different themes of their everyday lives each
week, involving the methods of Dialogue and Dramatic Plays and Situation
Games.
Camp
Children camps have gradually become too expensive for most
of the Roma families, and as a result, Roma children have quit attending
these. This situation, however, eliminates one of the last opportunities, for
both Roma and majority youth, to meet and spend some time together, creating a
perfect ground for prejudice. The managers of the Ametyst Assosiation in
Prague, have organized a summer camp for majority and minority children
involving Roma experts and trained volunteers.
- Examples of the Role of Civil Organizations
Partners Praha: in the project of Education Towards
Tolerance and Against Racism (1997-98) the organization visited 49 schools and
153 discussion seminars on racism, tolerance and xenophobia conducted in
primary and secondary schools of Czech Republic. The Partners have organized
teacher training aiming discussion and promoting information about the culture
of different minorities. Teachers learned conflict resolution skills focusing
especially on ethnically motivated conflicts. The organization has also
developed alternative textbooks on Civic Education with children and teachers.
Nova Scola ( New School Foundation) is dedicated to the
promotion of multi-culture, responsible citizenship and tolerance through
Education. The school works for harmonious society, ensuring equal
opportunities for all regardless of social, cultural or ethnic origin. The
projects of the foundation concentrate on alternative forms of education
enhancing initiatives. The areas of activity of the school include the
training of Romani assistant teachers, the organization of annual literary
contests in Romani language, and a library on multi cultural education.
Foundation for Human Rights and Peace Education
In operation since 1996, the Foundation gives regular
training in the field of intercultural education and human rights mainly for
teachers, but has also worked with border guards and self-government
representatives. The Foundation has published two auxiliary materials helping
the work of the teacher in the classroom. As the result of the work of the
Foundation, the schools involved in the given training have formed a network
and despite of their location in various regions of Hungary, hold joint
teacher conferences and "professional days" focusing on different
themes. Aiming to develop inter-ethnical relations, the Foundation organizes
dialogue circles involving the schools and other institutions of the
settlement.
Besides the in-service teacher training on Roma culture,
the publication of various books on the culture, history and customs of Roma
is attached to the name of Zdenka Jarabova, professor at the Palacky
University of Olomoczl.
5. Summary and conclusion
This report intended to demonstrate the complexity of the
problem and its solutions, and the differences and similarities of the Czech
and Hungarian practice, focusing on the importance of initiatives on local
levels. The research aimed to explore the possible solutions of social
exclusion manifested in school.
Despite of some differences, the examples presented above
have many common elements. Such is the declaration of the governance –
manifesting in the different legislative measures, in the establishment of an
institution structure representing Minority Rights, and in some centrally
coordinated programs and actions – acknowledging the importance of schooling
Roma children. However, these new initiatives do not in practice reflect the
legislative intentions. In both countries Roma and non-Roma organizations are
involved in developing the local situation and changing the education policy.
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.
Concluding the cases surveyed in order to strengthen school
initiatives the following steps are recommended:
- The elimination of social discrimination reflected in the structure of the
education system (special schools, only gypsy compensatory classes) by
expanding the frame of the main stream education. Integrated education does
not solve exclusion apparent in the system. Complex structural changes have
to be made focusing on the implementation of government policies and
international commitments relevant to the protection of ethnic minorities
and non-discrimination, and on local and institutional level bottom up
policies have to be designed and implemented. Therefore, concerning
education, central policies should encourage by funding the cooperation of
local institutions with public administration, educational settings, local
media and self-governments, NGOs, Roma and non-Roma civic associations,
schools, cultural centers etc., and the local community.
- Positive financial discrimination would be necessary in case of schools
operating in environments of extreme poverty, providing the children their
basic needs (food, clothing, proper conditions for learning).
- 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.
- Looking at the Roma question from the ethnical-cultural perspective
"only" does not help changing the situation. Programs of ethnic
orientation should be included in the frame of intercultural education,
providing chances of success in education for ethnic minority. In the
mainstream education the focus needs to be put on the non-discriminating and
multicultural aspects of the process and structure of education, such as
more appropriate methods, adapted curricula and textbooks, pre-school
programs and support classes in the mainstream, and the support of teachers
and teacher assistants. (The Czech model of the training and involving Roma
assistants seems to stand as a good model for other countries in the
region.) It does not only prove to be helpful teaching of Roma and non-Roma
children, but seem to strengthen the relation of the school and the
community and the communication between the members of the majority and
minority as well.
- Teachers have to be well prepared concerning this situation. The initial
teacher training curricula should include modules on the practice of equal
opportunities and anti-discrimination. In-Service teacher training run by
NGOs need to be supported by the state, and textbooks on multicultural
society have to be published.
- Pre-school education is an important and powerful tool of preparing ethnic
minority children to enter school and overcome language/cultural/social
barriers. (However, beginning such education in the kindergarten would be
more relevant) In case intercultural education is limited to pre-school
practice, the students will have difficulties in meeting the demands of the
traditional school. Therefore, the intercultural approach should permeate
every level of the education.
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