Eu member states

Information about the project/programme/measure/policy (as the case):

1. Title:	Strategy for Integration of Roma, Ashkali, and Egyptian communities in Kosovo
2. Rationale:	Roma, Ashkali, Egyptian community has difficulties in integration in society, particularly in the sector of education. The lack of integration is evidently shown in enrolment in education, lack of usage of their own language, no acceptance from the majority community as well as cultural, social and economical difficulties of RAE. The discrimination of RAE in Kosova, compared to other countries in the region, is related also to the development of pre-war and onward developments that results with a an increased marginalisation of the community. Consequently, the overall number of RAE community of 100,000 dropped to 35-40,000 members that influenced significantly enrolment in education. The data provided by Education Management Information System (EMIS) for the school year 2005/06 show that the inclusion of RAE in all levels of pre-university education was 4527 pupils and students, or 1.1 % when compared to figures for the majority community. Additionally, the numbers for the RAE staff employed in education made available by the Ministry of Public Services as of May 2007 show a total of 140 employed persons in education, or 0.53 % compared to the majority community. Many efforts and initiatives from NGOs and other multilateral organisation for inclusion of RAE in education resulted with limited or regional inclusion or not coordinated or included into mainstream education. The projects and programmes to motivate students for regular attendance such as programs against illiteracy, catch up classes, programs for informal education, reserved quota to increase enrolment in upper secondary and higher education, and other measures to return to classrooms the ones who dropped out from schools, there is still a large number of RAE children who are not included in education or drop out of school. Thus, the need for a nation wide policy to addresses education and other sectors was a necessity for a better integration of RAE in all sectors of the society.
3. Objective(s):	Significant improvement of access and quality of education for members of Roma, Ashkali and Egyptian communities Prevention of discrimination and segregation in the system of education Meaningful and efficient cooperation between relevant institutions and organization serving for improved education of Roma, Ashkali and Egyptian communities Increasing awareness among involved parties on the need to support the education of members of Roma, Ashkali and Egyptian communities. This strategic plan envisions 25 measures to be elaborated into concrete projects through which to implement the necessary transformation and fulfil the mission of the strategy.
4. Target ethnic group(s):	The targeted group are the Roma, Ashkali and Egyptian of education age Kosovo wide as well as the returnees. The overall number of RAE community of 100,000 dropped to 35-40,000 members that influenced significantly enrolment in education. It has been assessed that in the near future there will be around 10,000 children and youth of Roma, Ashkali, and Egyptian communities in Kosovo. The RAE members for this strategy are located in Kosovo.
5. Involvement of ethnic group in:
Scoping	The representatives of RAE community were involved in the development of strategy. There were representatives of Kosovo Forum of Roma, Ashkali and Egyptians, local NGOs, students and teachers of RAE origin.
Implementation	The strategy was signed quite recently from MEST. The other components of the Strategy for Integration of RAE are still in the process. The implementation plan for the education component is drafted with detailed planning and budget and MEST with partners will be responsible for the implementation of the strategy. The process of the development of strategy can be considered as a good practice having in mind that this is the first strategy coming after the Strategy for the Development of Pre-University Strategy with a focus on minorities; the inclusion of the three RAE communities in the process; the well planned and comprehensive approach in the objectives, measures and indicators of the strategy.
Assessment	There is no assessment has been done yet; the implementation has not started.
6. Main activities:	Broad participation in the development of the strategy with the representatives of all three communities (RAE) Kosovo wide. All the suggestion are considered carefully and included. The opportunity to have the teaching and learning in their mother tongue language (In Kosovo context this is more complex with the three communities Roma, Egyptian and Ashkali since they consider different languages as their mother tongue e.g. Roma in Romani and Egyptian and Ashkali in Albanian). A thorough analysis of the position of Roma, Ashkali and Egyptian communities in Kosovo has helped in identifying main reasons that did not allow for their full integration in the society. Inclusion of Roma, Ashkali, and Egyptian educators and their assistants in the pre-school and pre-primary level (this is an important activity foreseen since the participation of RAE in pre-school and pre-primary is very low). Educators belonging to RAE communities are identified for a faster inclusion in the process of education by offering them incentives for studies, work and practice. Future teachers are identified to be included in an expedited manner in the system of education by offering them incentives to study, work and practice at the same time. Exchange of Roma, Ashkali, and Egyptian teachers takes place for the purpose of professional development. Offering programmes for re-integration for children returnees from Diaspora Providing conditions for attending schooling beyond compulsory education Inclusion of Roma language as a taught subject (Training programs are designed for the teachers of Roma to teach according to the newly drafted curricula.) Inclusion of children with special needs in the regular system of education Increasing inclusion on vocational education and training Setting up of grant schemes for Roma, Ashkali, and Egyptian communities (government and donors) Cases of discrimination and segregation against Roma, Ashkali, and Egyptian communities are reported and made public Training for educators and education officers for elimination of prejudices There is adequate representation in the school boards and in the PTA in schools with pupils from Roma, Ashkali, and Egyptian communities Joint activities with the community police (CP) in the field of safety Co-ordination of policies and activities through regular meetings between MEST, municipal authorities, MEDs and civil society organizations Taking affirmative action for education and employment of members of Roma, Ashkali, and Egyptian communities (additional lessons for students with learning difficulties; allow for easier enrolment for RAE students who did not perform very well in the primary and secondary education; quota will be set for admission and employment; Programs are offered for reducing illiteracy through institutional support Setting up of resource centres at the level of municipalities (didactic centres in 5 municipalities) Review and writing of school textbooks Promotion of values, heritage, and identity of Roma, Ashkali, and Egyptian communities The opening of parents ‘corners’ to assist children for better performance.
7. Duration of the project:	2007- 2017
8. Main results:	-
9. Total budget and sources of funding:	The total budget: 13,919,010 Euro Sources of funding: state budget 7,717,545 Euro; donations and financial aid - 5,218,750; municipal own generated fund 982, 715 Euro It has been assessed that in the near future there will be around 10,000 children and youth of Roma, Ashkali, and Egyptian communities in Kosovo. Starting from there it comes out that additional annual expenditures per student capita of Roma, Ashkali, and Egyptian communities would be around 140 EUR, which is about 45% more than the overall average public expenditures per student capita in Kosovo, regardless of social and ethnic affiliation, of 310 EUR/year.
10. Assessment of effectiveness:	There is no assessment on the implementation of the strategy. Strategy, however, contains indicators for all the measures. Significant improvement of participation in and quality of education for members of Roma, Ashkali, and Egyptian communities: Inclusion of staff and children in the pre-school and pre-primary level Increased number of children enrolled in grade 1 Assistance is provided for children receiving aid from welfare schemes There is increased number of students completing primary, secondary and higher education Children are distributed in classes at all levels without any discrimination programs supporting informal education are in place and implemented Instruction is carried out in Roma language There is an increased number of pre-school and pre-primary institutions Mechanisms are set up and made operational for implementation of the Law on Primary and Secondary Education Municipal Education Departments are empowered Programs are designed and implemented for training of staff in planning, management and professional development Fully functional networks of non-governmental organizations are in place and address problems in the field of education There are agencies operating which engage in capacity building in the field of education 2. Prevention of discrimination and segregation in the system of education Cases of discrimination and segregation against Roma, Ashkali, and Egyptian communities are reported and made public. Staff in the system of education is familiar with the importance of preventing the phenomenon of discrimination and segregation. The number of cases of discrimination and segregation against members of RAE communities is significantly reduced. 3. Good and efficient cooperation between relevant institutions and organization There is increased cooperation between schools and parents for raising awareness on importance of education among Roma, Ashkali, and Egyptian communities. The civil society and government institutions mobilize for full integration of Roma, Ashkali, and Egyptian communities in the society. There is adequate representation in the school boards and in the PTA in schools with pupils from Roma, Ashkali, and Egyptian communities. The MEST creates favourable conditions for education of Roma, Ashkali, and Egyptian communities. 4. Level of awareness and readiness of relevant factors to help in education processes Reducing cases of unfair treatment Communities are made fully aware of the importance of education Increased activities in the school-community relation There is a system in place to support members of Roma, Ashkali, and Egyptian communities for schooling in all levels.
11. Sustainability:	-
12. Difficulties and reasons of insuccess (if any):	The issue of budget has often proved to be not properly dealt by MEST. Additionally, there is a need for a mechanism of monitoring and evaluation to ensure the implementation of the strategy.
13. Transferability:	Respecting the diversity among the Roma community with a special emphasis between Roma, Ashkali and Egyptian with focus on the language, training, curriculum Special attention given to the RAE returnees and IDPs. Inclusion of RAE in the development of strategy Special attention paid to discrimination and measures to be taken to make them public Inclusion in mainstream education with no exceptions (special schools or other) Transfer can be operational through EU programmes and dissemination, the monitoring of the implementation of the strategy and focusing on the outcome.