Guidelines for the Provision of Non-Disruptive and Non-Discriminatory Education

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AFEJI

Objective of Guidelines


Through comparison and examples of the three countries involved, and through empirical data collected during the project, we aim for any education professional (teacher, school director, social worker, mediator, etc.) to find information that will support them in:
- Better understanding the various contexts in which Roma children on the move can evolve;
- Learning inclusion strategies used by other professionals in other contexts and challenging their transferability;
- Building a sense of community of practice and inciting people to get involved in the TCM.

Description of content

Although all sections followed a similar pattern, each country contributed to the following guidelines according to what seemed most relevant to their context.

The Romanian part is built on feedback and testimony from teachers acquired through the project during the various activities that took place. After presenting those activities, the section focuses first on the teachers’ needs and concerns about school education for Roma children; then it highlights obstacles to education faced by Roma children in intracommunity migration. The experiences and best practices are supported by direct testimonies from teachers who are involved with Roma pupils, and Roma pupils returning from other European countries. Teachers' direct speech is reported to underline the advantages of a transnational cooperation mechanism in supporting education continuity for Roma children on the move. Finally, TDH Romania advocates the updating of the SIIR (Integrated Information System for Education in Romania).

The Spanish contribution starts by introducing the activities implemented with MISTO AVILEAN and showing what effects it had for the professionals involved. They deconstruct the various forms and manifestations of discrimination that Roma populations face in Spain, and take time to assess the impact of the Covid-19 pandemic on the access to quality education for Roma children. Then existing practices and initiatives that proved efficient are presented, and two specific programs are more detailed: the Promociona Program, and the Program for the Promotion of Social Inclusion of Ethnic Roma Families from Eastern European Countries (Roma). Global approaches, making schools safe places for all children, and building methodologies that are specific and impact oriented, are topics supported through the whole contribution. In the conclusion, FSG further underlines the need to maintain and to keep developing these aspects for the benefit of children.

The French part focuses more on the online dimension of the tools and strategies used throughout the project. The section starts with an introduction to the situation of Roma populations in France and to some of the obstacles to continuous education faced by Roma migrant pupils and education professionals. It then shifts to the experiences and “best practices” of professionals and tries to suggest some of the ways these can be created or replicated, even in online contexts. While advocating stronger cooperation on a transnational level, AFEJI puts a strong emphasis on the intersectoral cooperation dimension. The latter is viewed as a way to challenge our modes of action and perspectives, and a means for better social and educational inclusion of the children.

Finally, the conclusion of these guidelines synthesizes the various contributions and compares the different perspectives, approaches and strategies, depending on national and structural contexts. It highlights the differences, but also the commonalities, and some inspirations one can find in each of those contributions.

We hope you’ll find the MISTO AVILEAN guidelines resourceful and that you’ll join our community of practice that says Misto Avilean! (Welcome!) to every Roma child!

 

SUMMARY

 

Who we are

The project

  • Transnational cooperation mechanism
  • Training to strengthen the capacities of education professionals
  • A Campaign to promote change of attitudes toward Roma children on the move
  • Impact of the Covid-19 pandemic on the implementation of training and activities (challenges and solutions found)

Objective of Guidelines

  • Description of content

 

ROMANIA

National Context

  • Roma children – school education
  • Obstacles faced in education by Roma children in International migration

Romanian teachers’ recommendations

  • Lessons learnt by teachers involved in the project

Transnational Cooperation Mechanism Feedback

  • Community of Practice on non-discriminatory education
  • Transnational Cooperation Mechanism on non-disruptive education

Conclusion and recommendations

 

SPAIN

National Context

“Best practices” through the examples of two programmes

TCM Feedback

Conclusion

 

FRANCE

National Context

  • Education: a universal right from which many "Roma migrant" children and young people are excluded
  • The “precariousness and migration” approach in France

French experiences and “best practices”

  • Better cooperation
  • Sensitize and train professionals
  • Systematise and centralize information regarding best practices and strategies to make them accessible to wide audiences

Transnational Cooperation Mechanism

Conclusion: So, What’s Next?

 

Conclusion of the Guidelines