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NEW CHALLENGES BEFORE ROMA EDUCATIONAL INTEGRATION Special Issue on Education August 2008, № 1 CENTER AMALIPE

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NEW CHALLENGES BEFORE ROMA EDUCATIONAL INTEGRATION Special Issue on Education August 2008, № 1 CENTER AMALIPE NEW CHALLENGES BEFORE ROMA EDUCATIONAL INTEGRATION Special issue on education August 2008, № 1 CENTER AMALIPE Center Amalipe, Veliko Turnovo 5000, p.o.box 113 Tel: 00359 888 681 134; [email protected]; www.amalipe.com THE EDUCATIONAL REFORM IN BULGARIA AND THE CHALLENGES BEFORE ROMA TABLE OF CONTENTS EDUCATIONAL INTEGRATION The educational reform and the challenges before Roma Since January 2008 a structural reform is going on in all children educational integration.....................................1, 2 schools in Bulgaria. The reform will have a significant Changes in the National Education Act..............................1 impact on the process of Roma educational integration. Equal access to quality education for Roma…………...1, 4 The reform combines the parallel introduction of two A workshop of RIE experts................................................3 principles; from one side the principle “the money Financing opportunities……….........................………… 4 follows the student” is introduced thr ough defining the The educational integration in the context of the local so-called ‘unified standard of expenses’ i.e. annual conditions…………...................................................4, 5, 6 allowance for the education of one student that includes all possible expenses and is not divided into type of closing of many schools. In March 2008 the expenses. The budget of a single school is defined only municipalities have dec ided to close 320 schools (most on the number of students enrolled in it. This supports the of which are in small settlements) which is around 15% big city schools and would harm the schools in the small of the primary schools in Bulgaria. settlements which will face the danger of announcing As a result the educational reform raises several bankruptcy due to the small number of students. From problems and challenges before the process of Roma another side the so-called ‘delegated budgets’ pri nciple is educational integration: introduced according to which the school receives its 1. Most probably the number of dropping-out budget on the basis of number of children and the school children will be sharply increased: many of the parents director decides how to spend the money: for utilities, would not let their children study in schools in other teacher’s salaries, out of school activities and so on. towns no matter that free transport is provided. At this The unified standard of expenses is different for the stage the Ministry of education does not provides s pecial different types of schools. According to directors’ funds for work with the parents so that they are opinions and municipal educational experts’ opinions convinced in the necessity of education for their kids. however its value is rather low which predefines the Continues on p.2 CHANGES IN THE NATIONAL EDUCATION ACT EQUAL ACCESS TO QUALITY EDUCATION FOR ROMA Changes in art.26 of the National Education Act published in State Gazette, # 50/2008 provide opportunities for A new report of EUMAP intercultural education a nd promoting educational (Open Society Institute – integration. Budapest) has been (4) (New - SG, # 50/2008) Full-day schooling and published at the end of lunch are provided for the traveling children from 1 st to 8 th 2007. The report is a part grade in the focal points schools. The financial resources for this will be defined according to the financial rules of § of a series discussing the 6v/5. situation with the access to (5) (New - SG, # 114/2003, previous § 4, compl. - quality education for Roma SG, #50/2008) The financial resources for transportation children in the countries of according to § 3 and for full-day schooling and lunch Central and Eastern according to § 4 will be specially provided from the Europe. The report can be central budget and will be allocated to the municipalities downloaded in Bulgarian on the basis of the norms adopted by the Council of and English from Ministers with the decision for implementation of the state www.eumap.org budget. Continues on p .4 Page 2 NEW CHALLENGES BEFORE THE EDUCATIONAL INTEGRATION THE EDUCATIONAL REFORM IN BULGARIA AND THE CHALLENGES BEFORE ROMA EDUCATIONAL INTEGRATION From p.1 2. The quality of the educational process in the activities tha t would result in an appropriate environment small (village) schools will be worsened due to the in the focal point schools; minimal budget they would have. Most probably it will not cover any extra curricula activities, study-halls (the 4. The forms for intercultural education (ICE ) so-called zanimalni ) or free-elective subjects. In addition , will be reduced to minimum: at present intercultural teachers would be paid significantly less than their education is applied through the Roma culture classes , colleague sin the big city schools. Roma mother tongue classes and few other initiatives . Due to the limited budgets however most of the schools 3. Many of the focal-points schools do not offer would not be able to afford any elective classes which good accepting environment for minority children; many would destroy the existing now initiatives. At the moment of these schools enroll Roma children for the first time the Ministry of education does not plan devoting special and the teachers do not have experience in work in reso urces for supporting the elective classes in the small multicultural environment. At the same time often the schools or for supporting Intercultural education Bulgarian parents have a negative reaction to the process. initiatives. At present no financial resources are allocated for such WHAT ARE THE STEPS FROM NOW ON Unavoidably the changes in the educational system 3. Incorporating the opportunity for elective require more effective and efficient measures for courses in ICE within the full-day schooling in the so- attracting and keeping Roma child ren at school as well called “focal-point schools” ensured through art . 26, 4 as for ensuring the quality of education. Assigning of the Public Educational Act. Following the changes in financial resources for elective courses and afternoon art. 26 of PEA specific financial resources outside of classes is a good investment that will result in keeping the delegated budgets will be provided to the focal- the children at school. There are several ways to do this point schools for ensuring full-day schooling for these pupils who travel in order to attend the school. Roma 1. Includin g the elective courses in the general culture lessons and othe r forms of ICE could be horarium of the teacher. The lessons of “Roma folklore organized within the frames of the afternoon classes and culture classes” are taught by teachers from the ensured by these changes. given school: teachers in History, Literature, and Music, teachers for the afternoon classes, etc. In the 4. Incorporating component “activities for begi nning of every school year Center “Amalipe” integration of minority children” or “activities for ICE” organizes a training for teachers who will teach Roma within the formula for defining the delegated scho ol folklore for first time and maintains permanent budget. If this component is not included in the formula communication with them during the entire school year by the Ministry of Education and Science, in order to inform them about new methodological and municipalities could incorporate it as “additional pedagogical publications in this field. In this way component” in the formula for distributing delegated teachers start teaching Roma folklore subject motivated budgets at municipal level. In this way schools wi ll and well-prepared and the results usually come soon. receive additional amounts for intercultural education and part of them could be dedicated for elective 2. Establishing National Program for Support of courses. Many municipalities have done it this year. It is Intercultural Education (ICE) within the budget of very important that the focus is put not on the number Ministry of Education and Science. Through such a of Roma children at school but on t he additional work program schools could receive financing for organizing for their integration and quality education. elective courses in ICE as well as for afternoon courses additional to the delegated school budget. Such a 5. Preparing and implementing projects with program could be similar to the other Nat ional focus on ICE. programs within the budget of MoES that exist now. NEW CHALLENGES BEFORE THE EDUCATIONAL INTEGRATION Page 3 EXPERTS FROM REGIONAL INSPECTORATES OF EDUCATION DISCUSSED ROMA EDUCATIONAL INTEGRATION UNDER THE DELEGATED SCHOOL BUDGETS “afternoon classes” separately from the delegated school budgets. They will also propose the incorporation of additional component for schools that implement the Strategy for educational integration (approved by the Minister of education in June 2004) in the formula of the so-called “unified standard of expenses” (i.e. the sum provided by the Ministry of Education and Science for the education of one student). It was decided also Center “Amalipe” and RIE to organize regional meetings with principals of focal-point schools in the six regions of Bulgaria and successful practices for attracting, keeping and integrating Roma children at school (such as Roma folklore classes), the main conclusions and recommendations of the report “Equal Access of Roma to Quality Education ”, opportunities for fina ncing Roma integration measures The number of Roma drop-outs of school most probably within the delegated budgets to be presented d uring the will sharply
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