Improving Education of the Most Vulnerable Groups: The Roma's Case

• In Event: Successful Educational Research That Overcomes Inequalities

Abstract

1) Objectives and purposes
This paper aims to highlight the contributions of the Roma Studies Group (CEG) within CREA in improving the educational and social inclusion of the Roma. We draw on the contributions of two European Union funded projects: WORKALÓ (5th Framework Program) and INCLUD-ED (6th Framework Program). The contributions of both projects are connected and show common features leading to the inclusion of the Roma.

2) Theoretical framework
Roma inclusion is a present challenge in the EU policy framework, which recommends that all Roma complete at least primary school and encourages their participation in secondary and tertiary education (European Commission, 2011; Council of Europe, 2009). However, surveys still show that a limited number of Roma achieve success in Education, and that inequalities exist even to access education: on average, 14 % of the Roma children of compulsory school age are not in education, compared to 3 % of the non-Roma children (FRA, 2014). In the same line, scholars have already demonstrated that Romani voices are not present in the research, policies or programs for them (Munté, Serradell & Sordé, 2011).

3) Methods
WORKALÓ and INCLUD-ED were carried out under the Communicative Methodology (Gómez, Puigvert & Flecha, 2010) which has been recommended by the EU for its potential impact in research with vulnerable groups (European Union, 2010). This methodology entails a permanent dialogue with the end-users and different stakeholders and professionals, engaging Roma and non-Roma in the research.

4) Data sources and evidences
In this paper we present the results of: 1) a policy analysis of the programs and plans derived from resolutions related to WORKALÓ findings, and 2) a case study in a successful elementary school containing Roma students, which was carried out within INCLUD-ED. The data collection techniques used were: documentary analysis, standardized open-ended interviews, communicative daily life stories, communicative focus groups and communicative observations.

5) Results
WORKALÓ findings were used by the European Parliament to recommend all European members and institutions to promote the recognition of the Roma people as a European minority (European Union, 2005). It has allowed new European and national plans for Roma inclusion, as the Integrative Plan for Roma people in Catalonia, which counts with the participation of the Roma in its implementation. This Plan, covering different areas including education, is implementing in schools the SEAs identified by INCLUD-ED. In the successful school studied, situated in a Roma neighborhood, after only one year implementing one SEA –educative participation of families and other community members–, early school leaving decreased from 60% to 5%, educational performance of children increased in all subjects, and many adults obtained the School Graduate degree or the Secondary Education Graduate degree, improving their employability.

6) Significance of the study work
This paper shows research with the Roma that has contributed to Roma inclusion. Both SEAs and the Integrative Plan are based on Roma active and authentic participation, which is, according to our findings, a key feature of research, policies and educational programs and practices that promote the Roma inclusion.

Authors

• Fernando Macias, Universitat de Barcelona

• Vladia Ionescu, Universitat Rovira i Virgili

• Itxaso Tellado, University of Vic