briefing papers for policy makers

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Institutional There is a need to: 16. Consolidate socio-pedagogical actions aimed at the improvement of inter-ethnic relations in educational contexts, fighting with prejudices, stereotypes and negative social representations of Gypsy/Roma. 17. Guide the training offered to teachers, towards an ideological reformulation of the system itself, from a critical and constructive perspective regarding educational processes. 18. Guarantee the interdisciplinary training of teachers, orientated towards the ideological de-construction in order to activate the renovation and positive transformation of the educational systems. 19. Foster the democracy and the participation in the educative communities, guaranteeing the participation of Gypsy/Roma families. 20. Articulate pedagogic strategies and educational curricula aimed at fighting ethnic prejudice and negative social representations regarding Gypsy/Roma children. 21. Eradicate educational segregation, determined by formal and informal processes, of the Gypsy/Roma students in classrooms and schools, promoting inter-ethnic co-existence. 22. Help the inclusion of Gypsy/Roma students in ordinary centres and classes, thus avoiding exclusion and segregation. 23. Articulate educational policies that foster the decrease in the teacher/student ratios (1/10) with disadvantaged Gypsy/Roma students. 24. Foster models of cooperative education that help the inter-ethnic co-existence and that decrease prejudice and segregation of Gypsy/Roma students. 25. Implement educational policies aimed at the interdisciplinary university training of teachers and the enlargement of the curricula dealing with Gypsy/Roma issues. 26. Foster interdisciplinary and transnational networks that promote the training and dissemination of good teaching practices. 27. Support and encourage teachers, through continuous training, to develop appropriate interdisciplinary learning resources and enable them to develop flexible schedules. 28. Encourage the spread of good practice to all teachers in order to avoid the creation of “specific” groups of teachers for Gypsy/Roma students. 29. Foster flexible democracy in the educational communities in order to promote the participation and leadership of the families of Gypsy/Roma students. 30. Guarantee the right to the free choice of a school centre for all the Gypsy/Roma community and particularly to the most disadvantaged groups in socio-economic terms, in order to avoid concentration or exclusion. 31. Guarantee the inclusion of the Gypsy/Roma culture in the school curricula. 32. Implement the use of new technologies in educational centres with the aim of facilitating the tracking of the itinerant Gypsy/Roma students. 33. Create a transnational institutional portal (ROMA-NET) in order to facilitate the coordination of the educational policies in the countries of the European Union, regarding the education of the Gypsy/Roma children. 142
Further information The final report of the project was completed in May 2003. The project web site at: http://www.opre.roma.uji.es The Final Report and results of this project are available through the electronic version of this report at: http://www.cordis.lu/citizens/publications.htm (under Reports) Key Publications Most of the project reports are available from the project website. The Spanish reports are freely available upon request. Italy Barontini, M., I roma Xoraxané di Pisa: educazione, musica, contesti. Lelli, S., Pragmatiche in una relazione educativa interculturale. Ricerca micro-etnografica a taglio prevalentemente sociolinguistico in una clase pluriculturale con alunni rom di un plesso scolastico di Firenze, 2002. Monasta, L., Mappatura degli insediamenti di cittadini non italiani di etnia Rom sul territorio nazionale, Universitá degli Studi di Firenze, 2002. Pontrandolfo, S., Io questi cinque anni di scuola lo strascorsi tutti bene e tutti felice. I rom e la scuola di Melfi, Universitá degli Studi di Firenze (2002). Sidoti, P. S., Pratiche d´erranza quotidiana in una comunitá di Caminanti siciliani, 2003. Sorani, A. V., Gli insegnanti degli alunni rom e sinti. Un'analisi quantitativa, 2002. Tauber, E., Men Ham Sinti - Men ham ker gage!. About Sinti, Childhood and the others, 2003. Trevisan, P., Sinti in Emilia, 2002. France Bruggeman, D., Repair V., L´enseignement a distance pour les enfants du voyages, 2002. Bruggeman, D., Les Antennes Scolaires Mobiles de Lille, 2002. Centre de Recherches Tsiganes. La scolarisation des enfants tsiganes. La situation de la France, 2003. Faure, P., Quelques aspects de la question scolaire en milieu gitan, Montpellier, 2002. Kirilova, D., Tare M., Les roms de la región Parisienne, 2002. Spain Berta Chulvi, Comunidades invisibles. Los húngaros en España, 2002. EINA Equipo de Investigaciones aplicadas, Prospección sobre la escolarización de la infancia gitana/romni en 167 poblaciones de Andalucía, 2003. García Pastor, B., La educación de la infancia gitana/romni en la ciudad de Valencia. Del barrio a la escuela, 2002. Marcos, C., Gitanos en la ciudad de Sevilla, 2002. Martínez, Mariví, Alfredo Alfageme, La escolarización de la infancia gitana en cifras, 2002. Sama Acedo, S., Espacios vividos, espacios creados. Los gitanos/roma de Évora, 2002. 143
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REPORT EUR 20791 European Union-sup
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2003 EUROPEAN COMMISSION European U
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Table of Contents Foreword ……
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Notes from the editor This report i
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Briefing Paper 1 Research Instituti
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4. Other incentives to improve mobi
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4. However, the push to make work e
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Key Publications Gornitzka, “Gove
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7. Despite strong resistance from e
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10. There needs to be encouragement
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The full title of the project is: E
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2. Some employers and politicians a
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Briefing Paper 11 Research Institut
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• A greater understanding of the
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The Final Report and results of thi
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9. Policy needs to provide opportun
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• The levels of teachers’ inter
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4. Strengthening the educational re
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Key Recommendations The project mad
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National Policy Recommendations 1.
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Key Recommendations The following r
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Key Recommendations The following r
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8. Lifelong Learning is still seen
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Key Recommendations Specific recomm
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Tikkanen, T., Teknologian muutos ty
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• Moving from training-based deve
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This project is now being taken for
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13. Some of the enterprises have ha
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Key Recommendations 1. Efforts shou
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Page 101 and 102: 10. In addition, important learning
Page 103 and 104: Briefing Paper 31 Research Institut
Page 105 and 106: 8. Opening schools to activities be
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Page 113 and 114: establishing links between the scie
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Page 121 and 122: The Final Report and results of thi
Page 123 and 124: 8. Apprenticeships also have invest
Page 127 and 128: • The import behaviour (nature an
Page 129 and 130: Key Recommendations The following r
Page 133 and 134: University of Barcelona 3. Further
Page 135 and 136: Educational research supported by D
Page 139 and 140: mentoring to help the less confiden
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Page 145: Key Recommendations Political and l
Page 149 and 150: 8. Learning in a “learning compan
Page 159 and 160: Further Information The full title
Page 161 and 162: Adaptability and Entrepreneurship 6
Page 163 and 164: 18. Gender audits and relevant acti
Page 165 and 166: 4. As some legislation describes at
Page 169 and 170: 2. There is a need to encourage fle
Page 171 and 172: Key Recommendations 1. The focus of
Page 173 and 174: • Shaping European learning relat
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Page 183 and 184: Further Information The project sta
Page 185 and 186: 3. Concerning inequalities it has b
Page 187 and 188: Summaries of research project clust
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Page 191 and 192: 7. Policy should encourage long-ter
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8. Compensation programmes/schemes
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5. Combating segregation at school
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questionnaire approaches to increas
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learning partnerships, 178 learning
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