1. Examples of intercultural education from the Western Balkans The Institutional Foundations for Dialogue and Respect Informal conference of European Ministers of Education Oslo, June 5-6, 2008 Tünde Kovač-Cerović

2. Overview Address 3 issues pertinent to intercultural education in the Western Balkans: –Equitable enrolment –Quality of education –Levels of intervention Use the case of Roma education as a common but difficult one (www.romaeducationfund.org) Use successful examples of currently running program types which I saw, evaluated Lessons learned, Questions suggested to address 2

3. Ethnic composition in the Western Balkans – Roma in all countries Albania AlbaniansMacedonsGreeksRoma 100.000 B&H BosniansCroatsSerbsRoma 30.000 Croatia CroatsItaliansHungariansSerbsRoma 30.000 Kosovo AlbaniansSerbsRoma 20.000 Macedon MacedoniansAlbaniansRoma 130.000 Turks MN MontenegrinsAlbaniansRoma 20.000 Serbia SerbsHungariansAlbaniansRoma 450.000 S/R/R/C In all countries minorities from neighboring countries + Roma

4. Multi-language instruction in all countries (e.g. Vojvodina): Instruction in basic education provided in 6 languages (data 2007) Minority language instruction mostly in 2 language schools Optional language and culture courses offered in 6 languages (Hungarian, Slovak, Romanian, Ruthenian, Croat and Romanes)

5. Specific situation of Roma in all countries affects their education chances Poverty constraints: invisible costs of schooling not affordable for Roma families lack of parental literacy to support education parental unemployment Admin constraints: schools not in vicinity of Roma settlements transportation not provided lack of identity/ registration papers Social & cultural constraints: language barriers fear of discrimination in schools lack of prerequisite skills

6. Issue 1: Intercultural education and living together How to overcome effects of territorial segregation on education chances?

7. Roma face patterns of multiple barriers Enrolment from settlement No notification from pre/school Neighbor hood preschool? Schools reluctant to accept Roma No enforcement of compulsory enrolment Distributed funding – who’s responsibility? Lack of financial assistance Preschool started too late or not at all Lack of preparation for school Overrepresentation in special schools Low achievement dropout

8. Example 1: Facilitating enrolment of Roma children Macedonia, local Roma NGO Community work: –house to house data collection –parent informing and motivation –providing school equipment to children Work with media: –reducing stereotypes, positive framing Work with schools: –sharing database –ensuring placement of children in integrated classes Similar project in Bosnia, Tuzla Canton and in many other places

9. Example 2: Preventing discrimination and segregation of Roma children Serbia, Human rights Roma NGO NGO: –Monitoring discrimination & segregation –Training inspectors –Preventing placement to special schools (new type of testing, Roma person present) NGO in cooperation with MoE: –Rulebook for inspectors –Negotiating school desegregation plans International replication considered

10. Lessons learned Distribution of housing is hindering the education of Roma Additional support and community work needed There are cases when territorial distribution would best be ignored and deliberately overcome for social outcomes to happen (Roma settlements in Medjimurje, Croatia, Roma settlement Konik in Montenegro, Sutto Orizari in Macedonia, etc.) Open questions: –Free choice of schools or neighborhood schooling? –What size of unit? How school catchment areas are/should be organised?

11. Issue 2: Quality of intercultural education Intercultural education challenges dominant discourse on education quality Innovative actions & new concepts required

12. inputprocessoutcomes performance social disagregated performance Affirmative action: Enrolment Equipment Teachers Key issue: Finding connections between input and process variables which maximize social outcomes and reduce group differences in performance

13. Example 3: Scholarship and mentoring program for secondary education Macedonia, int’l NGO Small stipends (all 1 st year Roma students, after 2 nd year merit based) Mentoring for all Roma students Dynamic monitoring of attendance and success, “freezing” scholarships in case of low indicators Evaluation: –success rate, participation rate –parent motivation –cooperation at school level Model replicated in other countries: Romania, Serbia (Vojvodina, NIP)

14. Example 4: Roma parents in school boards Serbia, local NGO + community + municipality + regional school authorities Community: ensures election of Roma parents for school representation School: –involvement of Roma parents in parent councils –school development plan includes their input Municipality: involvement of parents in school boards School authority: –endorsement –Guidebook –disseminating practice to other school authorities NGO: preparing Roma parents for the new roles (training, coaching) Non-Roma parents request similar training

15. Example 5: Teacher training and Roma assistants in schools Bosnia, pilot, teacher training NGO Intense preparation of schools: –Training teachers in child centered methodology - changing teachers’ expectations –Equipping schools –Hiring assistants Community work and work with parents School improvement, monitoring outcomes New activities of school: second chance & adult education

16. Lessons learned: Not easy: Action on input, process and outcome level needed Focus on outcome (both closing the performance gap and on social outcomes) requires changes at input and process level - integration of Roma in mainstream schools Dilemmas of policy makers: what comes first - quality or integration

17. segregatedintegrated low quality high quality

18. Issue 3: Multiple levels of intervention - school or policy

19. Example 6: Advancing education for Roma studies 2006/07 www.romaeducationfund.org www.romaeducationfund.org For: Bulgaria Czech Republic Hungary Macedonia Romania Serbia Slovakia Croatia BIH and Montenegro forthcoming Provides: A lot of data on the education and Roma in each country Basis for monitoring progress Basis for comparative analysis Inventory of policies currently used in the countries with regard of education of Roma

20. Old policies: Cumulated systemic barriers – felt at school level Special schools Special programms Culturally appropriate programms A,B,C classes (segregated classes) Segregated schoolsEarly tracking Short VET schools No access to preschool (statutes)

21. New policies: Chance for school level success AA in preschool Active remedial classes Parent participation DesegregationStipends/mentoring Per capita coefficients Roma mediators

22. Typical traps in education policies concerning 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

23. Multiple levels of actions required Framework, guidance, funds School network Maintenance Where the action is National level Municipal/regional level School level Curriculum, textbooks, teachers, evaluation Finances, management

24. Example 7: Roma education initiative Montenegro, national program + school action National framework: –Co-funding –Data collection –Monitoring –Legitimity School action: –Roma assistants –Roma mediators connecting school and parents –Teacher training Similar program in Croatia

25. Example 8: Preschool program Serbia, national only - history of failure New design: –community + –municipality + –preschool institution + –Professional support institution Roma coordinators: parent motivation Teacher sensitization and coaching Data/-base Key factors of success: –preschool institutional capacity –cooperation of teachers, teacher model –municipal committment

26. If levels disconnected: Commitment without system (school level) or system without commitment (national level) If levels connected: Not easy: living with tensions, unconfortable for all parties Needed at policy level: –Closer link between national and school policies –Closer link between research and schools –Closer connection of “Roma policies” to “education policies” –Clearer focus on equity in designing new education reform policies Special look at the schools Lessons learned

27. Why is the s chool where the action is:

28. Place of human interaction: Teacher/student Student/student Teacher/teacher Teacher/parent Parent/parent Place of intimate social experience: –Learning –Deep understanding –Respect Place of development of the Self-concept: Self-regulation Self-efficacy Self-esteem Self-description/attribution Place of creativity and innovation All depend on the quality of IA in school

29. Research shows that quality of interaction matters (a small reminder): Place of important barriers/enhancements: Hierarchy of motives Students’ memories Expectations of teachers function as self- fulfilling prophecies: Capacity development (Rosenthal & Jacobson) Motivation (Pelletier & Vallerand) Academic self-expectation (Wigfield) Self- actualization Esthetic needs Knowledge and understanding Respect Belonging Safety Physiological needs

30. Schools need a conducive and rich context Resea rch Educa tion Devel opme ntal prioriti es

31. …and strong connections Research Education Develop ment Education system solutions in other countries International instruments

32. Conclusions Multitude of success stories in all countries, at a variety of levels Multicultural context is needed for intercultural education to happen, but it is not enough Quality of intercultural education calls for new mechanisms and revisiting basic concepts Novel ties between national, local and school policies and actions need to be fostered Missing link: teacher and school leadership initial education for intercultural education But: Be aware of “policy traps” Be aware of, and change teachers’ expectations Be aware of time: Delay in overcoming barriers increases the gap between Roma and non-Roma

33. Social benefits Personal benefits teachers efficient Equitable & Interculturally sensitive accountable regulated participatory textbooks curriculum finan c i ng management assessment evaluation SCHOOL Research Development Policies 2025

34. Thank you!

35. Examples of intercultural education from the Western Balkans The Institutional Foundations for Dialogue and Respect Informal conference of European Ministers of Education Oslo, June 5-6, 2008 Tünde Kovač-Cerović