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This publication was compiled as part of the Council of Europe 'Education of Roma children in Europe' project which is responsible for implementing Recommendation No. R (2000) 4 of the Committee of Ministers to the member states on the education of Roma/Gypsy children in Europe. It outlines the Council of Europe's official texts on Roma and Travellers, highlighting references to education, and the summary summary reviews the working context for these texts, their implementation and the activities of the Council of Europe in this area.
The volume presents the results collated in the frames of the fact finding project led by the editor. The analysis includes the examination of a large number of legal documents and policy statements issued by national authorities and the international community on the matter. A critical overview is also made about the various Roma-specific political campaigns on national and European scale. The second half of the book contains interviews with activists that assumed a leading role in school desegregation. These testimony pieces have been critically reviewed by educational and policy analysts from the concerned countries.
Lifelong Learning and the Roma Minority in the Western Balkans examines the education situation of Roma in the Western Balkans, providing an overview of the education policies for Roma in 5 EU-candidate and potential candidate countries: Albania, Bosnia-Hercegovina, Kosovo, Montenegro and Serbia.
The United Nations Sustainable Development Goals for 2015-2030 strive for a world that is "just, equitable, and inclusive," in which everyone receives care, education, and opportunities to thrive. Yet many children are living on the margins of society, face multiple disadvantages, and are excluded from full participation in all that life has to offer. To examine the science, economics, and politics of investing in the health, education, nutrition, and social protection of children at the margins, the National Academies of Sciences, Engineering, and Medicine held a workshop in Prague, Czech Republic in November 2015. Held in partnership with the Open Society Foundations and the International Step by Step Association, the workshop convened a diverse group of stakeholders from around the world for 2 days of discussion. This report summarizes the presentations and discussions from the workshop.
This book examines the impact that parents and schools have on disadvantaged children who perform against the odds.
"The global disruption to education caused by the COVD-19 pandemic is without parallel and the effects on learning are severe. The crisis brought education systems across the world to a halt, with school closures affecting more than 1.6 billion learners. While nearly every country in the world offered remote learning opportunities for students, the quality and reach of such initiatives varied greatly and were at best partial substitutes for in-person learning. Now, 21 months later, schools remain closed for millions of children and youth, and millions more are at risk of never returning to education. Evidence of the detrimental impacts of school closures on children's learning offer a harrowing reality: learning losses are substantial, with the most marginalized children and youth often disproportionately affected. Countries have an opportunity to accelerate learning recovery and make schools more efficient, equitable, and resilient by building on investments made and lessons learned during the crisis. Now is the time to shift from crisis to recovery - and beyond recovery, to resilient and transformative education systems that truly deliver learning and well-being for all children and youth."--The World Bank website.
This open access book explores the nexus between knowledge and space with a particular emphasis on the role of educational settings that are, both, shaping and being reshaped by socio-economic and political processes. It gives insight into the complex interplay of educational inequalities and practices of educational governance in the neighborhood and at larger geographical scales. The book adopts quantitative and qualitative methodologies and explores a wide range of theoretical perspectives by drawing upon empirical cases and examples from France, Germany, Italy, the UK and North America, and presents and reflects ongoing research of international scholars from various disciplinary backgrounds such as education, human geography, public policy, sociology, and urban and regional planning. As such, it provides an interesting read for scholars, students and professionals in the broader field of social, cultural and educational studies, as well as policy makers and practitioners in the fields of education, pedagogy, social work, and urban and regional planning.
This report presents the first internationally comparable results to OECD's 2003 Programme for International Student Assessment (PISA) Survey of the educational performance of 15-year-olds in reading, mathematics, and science in 25 OECD countries.
Like any other children, Roma children have the right to education. They are all born with talents and potential, just like other children, and are capable of succeeding and contributing to society - if they are accepted by the majority and educated in inclusive early childhood services and schools. However, many Roma children in Europe continue to face discrimination, segregation and exclusion from quality early childhood care and education (ECCE). Inclusion from the start - Guidelines on inclusive early childhood care and education for Roma children envisions ECCE as an important stepping stone toward inclusive participation in school and society. By fostering good health, well-being, school readiness and the value of equality and living together in the early years, society can help Roma children get a good start in primary school. These guidelines provide guidance on key themes in ECCE - such as the conceptualisation of ECCE services, agenda setting, curricular and pedagogical approaches, staff training and professional development, assessment and transition to primary education - and highlight examples of good practice. It is hoped that they will support the work of policy makers, early childhood educators and their trainers, Roma organisations, NGOs and international organisations and contribute to making a real change in the lives of young Roma children.
Following the enlargement of the European Union in May 2004, Roma (or gypsies) are now the largest minority group in Europe. They are also one of the poorest and most vulnerable groups, living mainly in Central and Eastern Europe, suffering poverty levels as high as ten times that found within majority populations. The lack of information about the living conditions and needs of Roma people compound these stark gaps in human development outcomes. This publication, prepared for a conference held in Budapest, Hungary in June 2003, brings together original sociological research, evaluations of programme initiatives, and the first comparative cross-country household survey on ethnicity and poverty. It finds that Roma poverty is multi-faceted and can only be addressed by a inclusive policy approach which respects their diversity.