budapest 6 july 2011 the roma early childhood inclusion (reci) project budapest, 6 july 2011 the...
TRANSCRIPT
Budapest 6 July 2011
The The Roma Early Childhood Inclusion Roma Early Childhood Inclusion (RECI) Project (RECI) Project
Budapest, 6 July 2011Budapest, 6 July 2011
John Bennett, M.Ed. [email protected]
Budapest 6 July 2011
Overview of this presentationOverview of this presentation
1. The rationale for the RECI project
2. Overview of the RECI project
3. The challenge of Roma inclusion in Hungary
4. Some recommendations from the RECI 4-country Overview Report
Budapest 6 July 2011
A personal introductionA personal introduction Organised the OECD review of early childhood services in Hungary in 2002. Organised the OECD review of early childhood services in Hungary in 2002.
Visited several parts of the country…Visited several parts of the country…
We called attention to the situation of Roma children and the weakness of We called attention to the situation of Roma children and the weakness of the local government: “smaller settlements in low employment or rural the local government: “smaller settlements in low employment or rural regions faced the greatest challenges in providing and assuring quality ECEC regions faced the greatest challenges in providing and assuring quality ECEC services to young children in their jurisdiction”… precisely where the Roma services to young children in their jurisdiction”… precisely where the Roma live.live.
We were very impressed by the work of the Hungarian kindergarten, the We were very impressed by the work of the Hungarian kindergarten, the óvodaóvoda, and by the use of the concept , and by the use of the concept nevelésnevelés (as opposed to (as opposed to tanitástanitás).).
Nevelés is a holistic concept, including not just care and education Nevelés is a holistic concept, including not just care and education (considered as very closely related) but also health, behaviour and social (considered as very closely related) but also health, behaviour and social skills – everything needed in life. It has, therefore, much in common with the skills – everything needed in life. It has, therefore, much in common with the concept of ‘social pedagogy’ (as used, for example, in Denmark or Germany) concept of ‘social pedagogy’ (as used, for example, in Denmark or Germany) or ‘education in its broadest sense’ or ‘education in its broadest sense’
Budapest 6 July 2011
A convergence of different rationalesA convergence of different rationales The unacceptable poverty and discrimination against Roma families and their children in
European countries;* The commitment of the Roma and their organisations, backed by the European Union
and international organizations, to change the situation; The realisation by governments that the Roma population is growing more rapidly than
majority populations and, in several countries, will soon constitute a significant part of the European workforce;
The understanding that the early childhood period is the foundation stage not only of individual development but also of lifelong health and education. Investments must be made from the beginning if Roma children are to acquire the knowledge, attitudes and skills to continue education and become part of a skilled European workforce;
The lack of reliable data on young Roma children in the Central and Eastern European (CEE) countries - in particular, concerning their health, developmental and education status - hinders the development of evidence-based policies.
*We are aware that there are many successful Roma people, that Roma groups differ from each other and that Roma *We are aware that there are many successful Roma people, that Roma groups differ from each other and that Roma society is socially stratified. Our concern is for the many Roma children who live in dire poverty and are denied the society is socially stratified. Our concern is for the many Roma children who live in dire poverty and are denied the educational opportunities that could break the inter-generational transmission of poverty and enable countries to educational opportunities that could break the inter-generational transmission of poverty and enable countries to avail of the positive contribution to society that Roma children can make. avail of the positive contribution to society that Roma children can make.
Budapest 6 July 2011
Overview of the RECI projectOverview of the RECI project
The RECI Project is sponsored and managed by the Roma Education Fund, the The RECI Project is sponsored and managed by the Roma Education Fund, the Open Society Institute and UNICEF. Open Society Institute and UNICEF.
The purpose is to gather data and information about the inclusion of young The purpose is to gather data and information about the inclusion of young Roma children in the early childhood services of four Central and Eastern Roma children in the early childhood services of four Central and Eastern European (CEE) countries: the Czech Republic, Macedonia, Serbia and Romania.European (CEE) countries: the Czech Republic, Macedonia, Serbia and Romania.
For each country, a national For each country, a national Roma Early Childhood Inclusion Report Roma Early Childhood Inclusion Report willwill be be researched and written by national experts. They will identify priority early researched and written by national experts. They will identify priority early childhood policy issues for Roma families and childrenchildhood policy issues for Roma families and children
Each report will be guided by a Each report will be guided by a Report Format Report Format and common questionnaire, and common questionnaire, grounded in normative values, in data-based investigation, and in agreed grounded in normative values, in data-based investigation, and in agreed research positions on the strategies to be adopted in supporting excluded research positions on the strategies to be adopted in supporting excluded families and childrenfamilies and children
Budapest 6 July 2011
Report validation…Report validation…
Each report is validated by: Each report is validated by: Conformity to the Report Format and questionnaire
A national meeting of all the stakeholders in each country , including government representatives and international experts.
The final chapter (conclusions and recommendations) of each report The final chapter (conclusions and recommendations) of each report are written only after the national consultation meetingare written only after the national consultation meeting
Finally, a synthetic Finally, a synthetic Final ReportFinal Report has been written by the senior has been written by the senior consultant - corrected and validated at a review meeting bringing consultant - corrected and validated at a review meeting bringing together the country authors, Roma representatives and government together the country authors, Roma representatives and government officials.officials.
Budapest 6 July 2011
The challenge of Roma inclusion in HungaryThe challenge of Roma inclusion in Hungary
Budapest 6 July 2011
Social challengesSocial challenges““In almost all terms related to the United Nation’s Human Development Index including In almost all terms related to the United Nation’s Human Development Index including
life expectancy at birth,life expectancy at birth, knowledge and education and standard of living,knowledge and education and standard of living, the majority of the majority of Roma in Hungary are in a much more disadvantaged situation than the rest of the Roma in Hungary are in a much more disadvantaged situation than the rest of the population. “ RECI Report for Hungarypopulation. “ RECI Report for Hungary
The income level in 82% of Roma households fails to reach the minimum living The income level in 82% of Roma households fails to reach the minimum living standard. Around c.33% live in absolute poverty (Kemény, I. and B. Janky, 2003: “On the standard. Around c.33% live in absolute poverty (Kemény, I. and B. Janky, 2003: “On the employment and income position of the Roma”… Ladányi and Szelényi) employment and income position of the Roma”… Ladányi and Szelényi)
More than 35 % of Roma children (aged 0-18) live in households below the poverty More than 35 % of Roma children (aged 0-18) live in households below the poverty line. (over twice the national ratio)line. (over twice the national ratio)
““Unfortunately every piece of evidence points towards serious segregation and even Unfortunately every piece of evidence points towards serious segregation and even ghettoisation … the socially deprived are strongly concentrated in the Northern regions of ghettoisation … the socially deprived are strongly concentrated in the Northern regions of the country” the country” RECI Report for HungaryRECI Report for Hungary
The international research agrees that even when there is a level playing field in The international research agrees that even when there is a level playing field in education, family background and socio-economic status are the two most powerful education, family background and socio-economic status are the two most powerful influences on educational achievement and life chances, e.g. PISA … experience of Head influences on educational achievement and life chances, e.g. PISA … experience of Head Start in the USAStart in the USA
8
Budapest 6 July 2011
Education challengesEducation challenges In Hungary, pre-school is compulsory for a minimum of four hours a day from the age of
five. It is against the law to reject any child who is obliged to attend pre-school. For children 5-6 years, attendance is compulsory . 92% of 5-year olds receive kindergarten education (c.80% for children 3-5 years, mostly for 5 hours per day)
Roma kindergarten attendance is around 50% (estimate … at what age? for how many hours?). According to education statistical data in 2009/2010, there was no kindergarten service available in 29 per cent of the settlements in Hungary (927 settlements). According to Plantenga and Remery, 2009, 43% of families with a young child live in Plantenga and Remery, 2009, 43% of families with a young child live in municipalities with no services. municipalities with no services.
Based on the 2003 research, about 80% of Roma children finish elementary school. The same year, 5% graduated from a secondary school, and about 1% studied in tertiary education.
The ratio of school-age Roma children reached 15 percent of all the students in 2008. Kemény-Janky, 2003. évi cigány felmérésről” [“Statistical Records of the Gypsy Population in 2003”]
Budapest 6 July 2011
What are the lessons from the RECI Overview Report?What are the lessons from the RECI Overview Report?
Budapest 6 July 2011
Seven principles of actionSeven principles of action1.1. Roma children are valuableRoma children are valuable: Europe and its member states can no : Europe and its member states can no
longer afford to neglect their future. The barriers to their access must longer afford to neglect their future. The barriers to their access must be torn down.be torn down.
2.2. In addition to legislation, In addition to legislation, governments need to invest in governments need to invest in communication and education communication and education to renew majority notions of citizenship to renew majority notions of citizenship and democracy.and democracy.
3.3. Early childhood policies for Roma children will be more effective if Early childhood policies for Roma children will be more effective if linked closely with EU Roma initiativeslinked closely with EU Roma initiatives. These policies also benefit . These policies also benefit from inclusion within national policies for all children, but with a from inclusion within national policies for all children, but with a strong Romani input.strong Romani input.
4.4. In contexts of extreme poverty and exclusion, In contexts of extreme poverty and exclusion, developmental developmental readiness for school requires a multi-dimensional concept of early readiness for school requires a multi-dimensional concept of early childhood programming childhood programming that places a strong emphasis on early that places a strong emphasis on early intervention and women’s education.intervention and women’s education.
Budapest 6 July 2011
European support for regional development in Northern Hungary European support for regional development in Northern Hungary and for multi-functional prgrommaingand for multi-functional prgrommaing
A major problem for Roma communities exists in Northern Hungary, one of A major problem for Roma communities exists in Northern Hungary, one of the poorest regions in Hungary. Many Roma groups are concentrated there. the poorest regions in Hungary. Many Roma groups are concentrated there. Municipalities are often too small and too poor to afford even a health unit, Municipalities are often too small and too poor to afford even a health unit, not to mention a kindergarten or schoolnot to mention a kindergarten or school
Multi-functional interventions are needed in the isolated regions to engage Multi-functional interventions are needed in the isolated regions to engage women and communities around the well-being of children: health and pre-women and communities around the well-being of children: health and pre-natal care; play groups for children, women´s groups, community natal care; play groups for children, women´s groups, community development groups… development groups…
Financing will be needed. The EU offers assistance and significant funding for Financing will be needed. The EU offers assistance and significant funding for micro-regional development, in particular, for the EU's least developed micro-micro-regional development, in particular, for the EU's least developed micro-regions, “where the most marginalised groups live, and in particular Roma” regions, “where the most marginalised groups live, and in particular Roma” ((((An EU Framework for National Roma Integration Strategies up to 2020An EU Framework for National Roma Integration Strategies up to 2020). ).
Budapest 6 July 2011
Comprehensive services in which Roma parents have agencyComprehensive services in which Roma parents have agency
For comments: [email protected]
Early Learning
Health, Mental Health & Nutrition
Family and community support
Special Needs/ Early Intervention
Early care and education
opportunities based on play, which aim for
the holistic development of
children, and help them to understand
the world
Economic and parenting
supports to ensure children have nurturing and stable relationships
with caring adults
Early identification, assessment and appropriate services for children with special health care needs, disabilities, or developmental delays
Comprehensive health services that safeguard mother & infant
well-being with a focus on
interaction and parenting
Budapest 6 July 2011
Principles of action contd.Principles of action contd.
5.5. For successful policy implementation, For successful policy implementation, effective effective governance of the kindergarten sector is criticalgovernance of the kindergarten sector is critical..
6.6. Effective kindergartens and schools for excluded children Effective kindergartens and schools for excluded children need clear goals, high quality, expanded services, need clear goals, high quality, expanded services, outreach to parents and appropriate pedagogies. outreach to parents and appropriate pedagogies. A free A free place in kindergarten should be provided for at least two years place in kindergarten should be provided for at least two years to every child coming from an ‘absolute poverty’ background.to every child coming from an ‘absolute poverty’ background.
7.7. Evidence-based policy in favour of Roma children will not Evidence-based policy in favour of Roma children will not be achieved without research, consultation and data be achieved without research, consultation and data collectioncollection
Budapest 6 July 2011
Many difficulties aheadMany difficulties ahead
Huge difficulties for Roma children re. early childhood servicesHuge difficulties for Roma children re. early childhood services
Access difficulties
Many Roma families are reluctant – and with good reason – to entrust their children to national early childhood services
Language development challenges… little understanding in the reviewed countries of the importance of birth to 3 years
Low expectations of teachers, many of whom have difficulty in distinguishing their professional role from their personal opinions… training
Exclusion by other children..
Budapest 6 July 2011
Vocabulary Growth – First 3 YearsVocabulary Growth – First 3 Years
Higher educated families
Middle-class families
Poor families with little education
1200
600
012 16 20 24 26 32 36
Vocabulary
Age- MonthsSource: B.Hart & T. Risley. Meaningful Differences in Everyday Experiences of Young American Children, 1995
Budapest 6 July 2011
Difficulties for this project to be heardDifficulties for this project to be heard
Political challengesPolitical challenges
Particularly when Roma constitute a very small minority - politicians do not see Roma inclusion as important. Is 15% enough?
Situation exacerbated at the local political level…
The present financial situation… but ECDE is an investment that actually saves money!
The solution for the Roma people must include JOBS – the most important form of inclusion for any group
Budapest 6 July 2011
What we hope to achieve…What we hope to achieve…
To have better data on Roma families and young children… No data, no problem (OSF, Budapest) … Good work achieved by the Hungarian authors of the RECI Report for Hungary
To encourage co-ordination between the Ministries, NGOs and Roma communities without apportioning blame
To encourage the EC and governments to provide finance and encourage isolated rural communities to establish mothers’ groups and informal play groups for young children. It all starts from birth to three!
To do away with segregation in kindergarten and ensure access – and duration - for Roma children to national mainstream services
To raise awareness among Roma families of the importance of giving a good educational start to their young children
