Policies in Education and Discrimination What the Roma Education Fund can recommend for an Effective Education Strategy. Marius Tabã Geneva December 2008

Objectives of the Roma Education Fund Closing the education outcome gap between Roma and Non-Roma Influence institutional changes in education systems and policy reforms for Roma inclusion Foster Roma participation (II core principles (9) evaluation should be included) Document and disseminate best practices on both policy reforms and programs

How does discrimination happens? Open discrimination is not the most frequent occurrence in case of education Hidden discrimination and systemic discrimination is still very strong and is the most difficult to combat § Anti discrimination legislation is a necessary condition but largely insufficient

Education Polices and discrimination It is important to understand the impact of education policies on discrimination It is important to understand how polices for minorities could have discriminatory effects

Education Policies can facilitate Discrimination Excessive decentralization (without narrowing the school inspection) III 19 Early tracking of children; Psychological testing – as a barrier - abolition of tests. IV 25; 26 District school (existence of special schools for learning disabilities in the vicinity of Roma communities) IV 31 Free choice of school without clear rules of the game (white flight; segregation) VI 46 REF-lottery Per capita income financing of school (in case higher amounts go to special schools or smaller/ ghetto schools) Introduction of compulsory pre-school education (without looking at availability and distribution of pre-school facilities)

Targeted Polices could have discriminatory effects Material incentives-CCT (without clear mechanisms might lead to segregation) III 16;17; 20 Multicultural education ( preparation and training of school staff; lack of mechanisms for real parents involvement V 36; 37; 39 Reinforcing a specific curriculum for minorities (in the case it encourages separate education; role of inspection monitoring integration of minorities) VI 51 Positive discrimination/affirmative actions (without adequate support to the students)- temporary measures School consolidation-”magnet school” (leads to segregation)

Conclusions Correlation between antidiscrimination legislation and actual discrimination is very weak according to REF analysis Should include clear mechanisms for recourse and information dissemination Should be based on a good analysis and understanding of how the education system work It is important to remember that good education policies fostering equity might be more efficient than an antidiscrimination legislation with bad education policies.

Traps in developing polices for Roma The “minority cultural rights” trap –Assimilating into other minority policies The “poverty” trap –Ignoring discrimination, providing assistance The “vulnerable group” trap –Not recognizing resiliency, compensating for handicap instead of building on strengths The “inclusion” trap –Fusion with special needs children The “school-based-approach” trap –Creating Roma-magnet schools The “parent involvement” trap –Expanding the role of school above realistic limits The “quality education” trap –Ignoring integration

What is REF financing? Bulgaria: working with political parties on integrated education Serbia: training school inspection on antidiscrimination Hungary: disseminating information on enrolmrnt in the primary school -“lottery system” Macedonia: providing information to parents on how to enroll their children Romania: Helping Roma NGOs comment on the new Education law Policy notes for Decade countries