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While previous Roma integration programme has focused on the segregated case of Kirtimai, the new programme (2007-2010), that is currently awaiting confirmation by the Government, has foreseen the expansion of measures for Roma in other regions. However, the challenge remains to strike a balance between the competencies and obligations between the Government and municipalities. Areas of social life such as employment also remain of high importance for the Roma. Currently the NGO Lithuanian children Fund implements a largest so far Roma-focused project of its kind Creation and testing of the support mechanism for the integration of Roma into labour market funded by the EU initiative EQUAL. National strategy of antidiscrimination 2006-2008 is also important for strengthening an overall framework for equal opportunities, however, Roma are not singled out . There is further need to develop active and direct labour market measures for the extremely socially disadvantaged groups such as Roma. Activities at community level: Roma Community Centre and its role Since it is difficult to include the matters of a relatively small Roma community into the agenda of national institutions and into the mainstream policy schemes, the institution that is both visible, easily available and responsive to Roma individuals proved to be a success. The Roma Community Centre (RCC) in Kirtimai has its own premises and operates since 2001. The founders of the Centre are the Department of National Minorities, Municipality of Vilnius City, NGO Lithuanian Children’s Fund, and Roma NGO Romany Jagory. The RCC has five employees, including teachers, social workers, and also employs more stuff via project activities. The RCC has implemented many innovative activities, many of which were in the are of pre-school education for Roma children. While there had been doubts expressed by the various sources whether separate classes would not lead to higher segregation, the practical evidence suggest the opposite: the preparatory classes were amongst the most effective good practices. Teachers report that children who entered schools after these classes were better prepared both to follow the courses and catch up with their peers. The RCC has by now became an active player itself, who searches for larger projects, funding possibilities, and partnerships. While it still lacks the weight to provide substantial influence for the policy agenda, it does have Roma trust, experience, and direct knowledge about what policy measures work and which do not. See more: Roma: Situation Overview (2005) Research report, Vilnius: Human Rights Monitoring Institute, April 2005. Available at: http://www.hrmi.lt/<strong>download</strong>s/structure//Romu_padeties_analize_20050412%20ENG121.pdf Centre of Ethnic Studies of the Institute for Social Research (2004) Roma in Public Education. Study prepared at the request of the European Monitoring Centre on Racism and Xenophobia, October 2004. Vilnius. Available at: http://www.ces.lt/<strong>download</strong>s/structure/files/Roma_Lithuania.pdf 45
Presentation Europarat Kathrin Groth, DNK-Jugendkampagne „all different – all equal“ Berlin „All different – all equal“, Council of Europe Campaign for diversity, human rights and participation Facts: − Around 40 National Campaign Committees − Around 10 European wide Activities happening in 2006 and 2007 − On European level coordinated by the Council of Europe, Directorate for Youth and Sports History of the Campaign “all different – all equal”: − Previous Campaign 1995/1996 “against Racism, Anti-Semitism, Xenophobia and Intolerance“ − Initiated by Youth Organizations via the Joint Council of Youth of the CoE, Directorate for Youth and Sports − Decided upon by the Head of State Summit 2005 in Warsaw, approved by the Ministers for Youth Organised in partnership with the European Commission and the European Youth Forum Situated within the priorities of the CoE – Priorities: − Youth promoting human rights and social cohesion − Youth participation and democratic citizenship − Youth building peace and intercultural dialogue − Youth policy development and research − Human rights education and intercultural dialogue − Social cohesion and the inclusion of young people 46
Page 2 and 3: EU Congress “Children and Young P
Page 4: Table of Contents Introduction ....
Page 7 and 8: state concepts produce different na
Page 9 and 10: highlighted the importance of small
Page 11 and 12: Programme EU Congress “Children a
Page 13 and 14: WG 4: Cross-departmental strategies
Page 15 and 16: Working Group 1: Education Presenta
Page 17 and 18: promoted, respecting the voice of y
Page 19 and 20: cooperation with each other. Unfort
Page 21 and 22: coordination of skills, are aimed a
Page 23 and 24: Question for Discussion − How to
Page 25 and 26: 22 3. The encouragement and strengt
Page 27 and 28: The other major obstacle for youngs
Page 29 and 30: History The project was based on a
Page 31 and 32: The innovative outcome of the proje
Page 33 and 34: There are four broad reasons why we
Page 35 and 36: In youth work and adult education o
Page 37 and 38: For those who remain on Youthreach
Page 39 and 40: Working Group 3: Multicultural Livi
Page 41 and 42: Good results are achieved in locali
Page 43 and 44: education with her friends. The sup
Page 45 and 46: Presentation Lithuania Tadas Leonč
Page 47: Key policy programmes concerning na
Page 51 and 52: − Participation Symposium 25th -
Page 53 and 54: Report working group 3: Multicultur
Page 55 and 56: Working Group 4: Cross-departmental
Page 57 and 58: Example of local implementation - N
Page 59 and 60: Presentation France Philippe Choffe
Page 61 and 62: These facts demand ambitious measur
Page 63 and 64: 25 boarding school projects were se
Page 65 and 66: Presentation United Kingdom Kate Mo
Page 67 and 68: Evaluator’s Perspective In conclu
Page 69 and 70: national observation authority. Bri
Page 71 and 72: Working group 5: Local strategies f
Page 73 and 74: projects for young people. The LOS
Page 75 and 76: targeted a total of 332,004 persons
Page 77 and 78: employment, these young persons are
Page 79 and 80: the granting of a subsidy to enable
Page 81 and 82: S (Strengths)• Effective approach
Page 83 and 84: Two further Adele Lavoro projects r
Page 85 and 86: Implementation in London In London,
Page 87 and 88: Report for working group 5: Local s
Page 89 and 90: Prof. Salvador Parrado, Governance
Page 91 and 92: What is governance? • reflects a
Page 93 and 94: Prof. Rainer Kilb, Fachhochschule M
Page 95 and 96: anomic developments and, secondly,
Page 97 and 98: Three factors have a particularly p
Page 99 and 100:
• individual encouragement of tal
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Literature • Principle of transve
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These developments need relatively
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that was struck in 2005 on matters
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conventional aspirations in illegal
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premises practical concepts have pr
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Dr. Susann Burchardt, Dr. Heike Fö
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It is self-evident that the first g
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spanning the fields of education, h
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The various functions of programmes
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Lithuania is by its own account ori
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It must however be mentioned that t
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120 2. National action strategies a
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Literature professional standards s
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Carmona Maria Instituto de Apoio à
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Knudsen John Vinter Youth Guidance
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Rombach Jürgen Stadt Eschweiler De
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Speakers Surname First name Organis
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Project fair Ausstellergruppe Surna
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Frankreich Douat Rémi L'atelier Jo
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