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World Bank Document 35205 Public Disclosure Authorized Public Disclosure Authorized Needs Assessment Study for the Roma Education Fund Background Paper Public Disclosure Authorized CZECH REPUBLIC Public Disclosure Authorized Version of September 2004. Please send comments and updates to: [email protected] TABLE OF CONTENTS 1 Executive Summary……………………………………………………………………….5 2 Introduction…………………………………………………………………………………6 3 Situation Analysis………………………………………………………………………….8 3.1 An estimate of the numbers, ages, spoken languages and locations of Roma…………………………………………………………………………………8 3.2 A summary assessment of the social and economic situation of the Roma…………………………………………………………………………………12 3.3 Estimates of trends in enrolment, dropout and completion……………….20 3.4 Estimates of educational quality and student performance………………21 3.5 A list of Romani groups and associations active in education, their functioning, representation and proposals………………………………….22 4 Policy and Financial Assessment………………………………………………………30 4.1 Pre-school education…………………………………………………………..30 4.2 Compulsory (basic school) education…….………………………………….35 4.3 Upper-secondary education…………………………………………………..39 4.4 Tertiary education………………………………………………………………41 4.5 Adult education ………………………………………………………………...42 4.6 Multicultural education ………………………………………………………..43 4.7 Estimates of required policies and cost implication of achieving the priority Roma education goals for the Decade of Romani Inclusion…………………….43 4.8 A comparison of these governmental goals, policies and cost estimates with those developed by the consultant……………………………………………47 5 Program and Project Survey and Identification……………………………………….48 5.1 A review of all educational programs and projects aimed at Roma………48 5.2 A list of ideas for projects or programs for financing……………………….49 Cited Sources……………………………………………………………………………….52 Appendix 1 Diagram of the Czech educational system………………………………...53 Appendix 2 List of interviews………………………………………………………………54 Appendix 3 Description of discussions held with Romani and pro-Romani organizations……………………………………………………………………………..…56 Appendix 4 A review of all educational programs and projects aimed at Roma, including a listing of donor involvement………………………………………………….64 2 Version of September 2004. Please send comments and updates to: [email protected] LIST OF TABLES Table 1 Estimated age structure of Romani population (according to gender) in comparison to the total population of the Czech Republic ……………………….……..9 Table 2 Estimated age structure of Romani population in comparison to other minorities……………………………………………………………………………………...9 Table 3 Usage of Romani …………………………………………………………………10 Table 4 Current or past occupational position of Romani respondents ……………...13 Table 5 Are you on social benefits?………………………………………………………14 Table 6 Dependence of Roma on social benefits according to their position on the labour market ……………………………………………………………………………….14 Table 7 Subjective poverty among Roma………………………………………………..14 Table 8 Subjective poverty within Romani and majority communities ……………….15 Table 9 Highest education obtained: comparison between Roma and non-Roma …17 Table 10 School education of Roma older than 15 years ……………………………..17 Table 11 Highest completed education among Roma over the age of 20 …………..18 Table 12 Educational level of Roma (age 20+): Comparison between UNDP 2002 survey and 1991 census…………………………………………………………………...18 Table 13 Average number of years spent in education (according to nationality and gender)………………………………………………………………………………………20 Table 14 Average number of years spent in education: comparison between 1980, 1991 and 2001 ……………………………………………………………………………..21 Table 15 Kindergarten costs ……………………………………………………………...31 Table 16 Cost analysis for preparatory years (2001-2015)…………………………….33 Table 17 Cost analysis for preparatory years (2005-2015)…………………………….34 Table 18 Cost of teacher assistants in preparatory classes…………………………...35 Table 19 Numbers of Romani children in special schools……………………………..36 Table 20 Numbers of Romani children in mainstream and special schools (1971- 1990)…………………………………………………………………………………………36 Table 21 Numbers of Romani children that will need to be integrated into mainstream system……………………………………………………………………………………….37 Table 22 Yearly salary expenses for teacher assistants I (2005-2014)………………39 Table 23 Yearly salary expenses for teacher assistants II (2005-2014)……………...39 Table 24 Scholarships for Romani upper-secondary students (2005- 2015)……………….………………………………………………………………………..41 Table 25 Scholarships for Romani tertiary students (2005-2015)…………………….42 Table 26 Romani education goals for the Decade of Romani Inclusion……………...44 Table 27 Policies and funding required to achieve Romani education goals for the Decade of Romani Inclusion ……………………………………………………………...46 3 Version of September 2004. Please send comments and updates to: [email protected] Table 28 Cost analysis for preparatory years (2005-2010)…………………………….46 Table 29 Scholarships for Romani tertiary students (2005-2013)…………………….47 Table 30 Summary of the interventions cost by the consultant………………………..47 Table 31 Summary of the costs of the interventions as suggested by the government………………………………………………………………………………….47 Table 32 Comparison of costs of the interventions in common areas as suggested by the government and the consultant ………………………………………………………48 Table 33 Step by Step Czech Republic Results………………………………………...78 Table 34 Language Course Grants for Talented Romani Students…………………..79 Table 35 Open Society Fund Prague Main Romani Funding………………………….79 Table 36 Numbers of preparatory classes………………………………………………84 Table 37 Absolute and relative data about average numbers of pupils who change from preparatory years in specific types of school into first grade of mainstream basic school………………………………………………………………………………………84 Table 38 Number of supported Romani upper-secondary school students and the money donated……………………………………………………………………………85 Table 39 Grant applications to the Ministry of Education (submitted vs supported) 2003………………………………………………………………………………………….86 4 Version of September 2004. Please send comments and updates to: [email protected] 1 Executive Summary The objective of this study is to assess the priority areas of activity and potential financing needs for the proposed international Roma Education Fund for the Czech Republic and to identify possible projects and programs for initial financing. The main educational problems facing the Czech Roma can be summarised as follows. Majority of Romani children do not participate in pre-school education and some 60- 67% undergo their basic education in separate provisions of special schools originally intended for mentally and physically handicapped children. Those who attend mainstream basic schools often fail and drop-out at a rate 6 times higher than non-Roma, most often in 5-9th grade. Consequently only 15% Romani pupils finish basic education at mainstream schools and only few continue to upper-secondary and tertiary education. As a result, Romani unemployment reaches 50-80% in some regions and at least 47% of Romani population of productive age are dependent for their income solely on social assistance. The availability of social benefits eliminates to a certain extent material deprivation and extreme poverty within the Czech Romani community, however the living standards of the majority of Roma remain very low in comparison to the population at large. Educational segregation is reinforced by increasing housing segregation. Based on these data, the study identified the following as the priority areas of activity in relation to Romani education in the Czech Republic: pre-school, basic school, upper-secondary (including vocational), tertiary, adult and multicultural education. The following interventions have been cost: a major increase in Romani enrolment in preschool education through preparatory years; the use of (ideally Romani) teacher assistants; desegregation of compulsory education; drop-out prevention through training of pedagogical workers; tutoring and mentoring at basic and upper- secondary schools; upper-secondary and tertiary scholarships; adult courses for the completion of basic education; and multicultural education training for pedagogical workers. The cost calculated for these interventions is 371,234,023-402,499,484 USD or 37,123,402-40,249,948 USD per year. While at the first look this may seem an astronomical figure, it equals to only 10.4-11.2% of the yearly expenses of the Czech Ministry of Education.1 Similarly, it is indeed at least 2.5 times less than the estimated yearly expenses for social benefits for the Czech Roma. In addition, a large proportion of the expenses is already now a part of the governmental budget (e.g. current expenses for preparatory years and teacher assistants). Additional cuts can result from relocation of existing school facilities and staff. Finally, some expenses could be cut down if necessary as the consultant was rather generous in some instances. Besides these large-scale interventions, the report also suggests a number of ideas for projects that could be piloted in the Czech context. Given the dearth of available data, the conclusions made in this report are very tentative. It is hoped that the projects run within the framework of the Decade of Romani Inclusion will contribute to generating more reliable data upon which systematic policies could be build. 1 According to the budgetary information by the Czech Ministry of Finance, these were 94,000,146,000 CZK or 356,694,833 USD for 2004. 5 Version of
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