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

2. 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

3. 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

4. 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

5. 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)

6. 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)

7. 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.

8. 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

9. 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