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In the Czech Republic, responsibilities are clearly laid down within the varying levels of<br />

operation.<br />

In Lithuania, measures and programmes are for the most part centrally determined and<br />

certain features indicate a more welfare-based approach.<br />

Unlike in Lithuania where the integration programmes exist in parallel with socialpolitical<br />

measures, the strategy in the Czech Republic is conceived as a framework<br />

programme and its implementation is embedded in regular welfare work.<br />

The actors in the Czech Republic have a substantially greater scope of action in the<br />

concrete implementation of programmes.<br />

The degree of Roma participation in the implementation of programmes in both<br />

countries varies greatly; for example, Roma are involved as advisors and coordinators in the<br />

Czech Republic.<br />

Recommendations for action<br />

Integration programmes on a national level should be designed to provide sufficient<br />

scope for flexible implementation on a local level.<br />

In order to achieve a higher level of participation among the target group, the minority’s<br />

needs should be addressed more precisely to enable the development of suitably tailored<br />

projects and services.<br />

The motivation of the target group will be strengthened by participation in the planning<br />

of projects.<br />

Integration will be improved through a comprehensive approach, i.e. through the<br />

involvement of the complete social environment (e.g. family, schools, etc.).<br />

A significantly stronger cultural sensitisation of the population and actors towards the<br />

Roma is necessary; for example, campaigns such as the EU campaign presented here, “All<br />

different – All equal”, can also accompany national integration programmes. This is<br />

particularly appropriate in areas in which the population and local authorities are extremely<br />

reserved towards integration programmes for minorities such as the Roma.<br />

It would also be wise to include Roma history (and/or that of other minorities) in<br />

school curricula.<br />

What also appears to be important is national coverage and evaluation of these<br />

programmes: this has not yet taken place in either of the two countries.<br />

51

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