Eu member states

SERBIA
Functional elementary education of adult Roma people
Organisations involved in the project/programme/measure/policy (as the case):

Initiating group/ Implementing organisation	Institute for Pedagogy and Andragogy, Faculty of Philosophy, Belgrade Address: Čika Ljubina 18-20, 11000 Belgrade, Serbia Telephon:0113206261, 0113282985 Fax: [phone] Email: [e-mail] Contact person: Snezana Medic (project manager) or Katarina Popovic
Profile of Partners	Ministry of Education and Sport National Employment Office National Council of Roma Roma NGOs Adult Education Society -Belgrade (NGO) Elementary Schools for Basic Adult Education Regional Training Centres and Secondary Vocational Schools Pomoć deci, Beograd (NGO)

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

1. Title:	Functional elementary education of adult Roma people (FEEAR)
2. Rationale:	Compared with non-Roma citizens, the educational status of the Roma population is extremely unfavourable and is reflected in low level of literacy, general and professional education; in a variety of impediments for the inclusion of the Roma into the system of education; in high dropout rate (especially at the upper grades of elementary school); and in extremely low enrolment into secondary education. There is a huge gap between the existing need of the Roma for education and employment and the education system’s offer to meet these needs. The attempts to solve the problem have until now been only partial and of non-systematic nature. The official second-chance (adult education) programme is offering poor quality of education as the consequence of outdated and rigid curricula, standardized training programs do not exist in the education system, and second-chance professional trainings are company-based, not providing certified and on the work market recognizable public documents. Consequently, Roma and other second-chance adults, even when enrolling in the existing programs end up without real employment possibilities. This project aims at overcoming the aforementioned systemic barriers for the Roma young adults who are without any education certificates and without any chances at the labour market.
3. Objective(s):	Goal: Reduction of poverty through increasing educational level and employability. To improve the employability of adult Roma by second chance education – functional basic education. Specific objectives: - To create and implement the programme of functional basic adult education - To build capacity for integration of Roma in functional basic education system - To create and test the model of functional basic education adaptable for different ethnic groups and minorities - To create the flexible approach and mechanisms to make the system of formal education open to the Roma population and other minorities, also by including various social partners - To developed set of recommendation for the educational authorities considering reform of basic education
4. Target ethnic group(s):	Target group is Roma people, age between 15 and 35, without certificate of elementary school education and without any qualification, with six grades of elementary school education. The projects targets those who abandoned regular education system at least for one year period and those with higher grades of elementary school for adult education as exceeded elementary-school pupils. Special attention is paid to inclusion of Roma women into this programme and girls/women had a priority during inscription. Target group includes unemployed people, people under employment, but without elementary school education and expert qualifications. This projects includes 275 Roma people from the whole territory of Serbia, that is, from towns in which project is being carried out: Sombor, Ada, Belgrade (2 schools), Obrenovac, Valjevo, Niš, Prokuplje, Vranje, Leskovac, Bujanovac.
5. Involvement of ethnic group in:
Scoping	Representatives of the Roma population took part in all phases of the project – via representatives in the Project Team and activities of National Council of Roma (they created goals, activities and measures).
Implementation	Roma co-ordinators were engaged in enrolment processes and in 11 classes there were Roma assistants who accompanied students from the beginning to the end. They were representatives of local Roma NGOs; the project thus helped in building capacities of Roma at local level.
Assessment	Introduction questionnaire for beginners, 2 monitoring visits and one evaluation visit – conversations with beginners, contact with Roma assistants which register opinions, needs and evaluations of beginners (regular administration of protocols, month and year records), conversations with extern evaluator and with members of REF team.
6. Main activities:	The basic idea is the development of functional elementary education of adult Roma, which implies simultaneous acquisition of elementary education and the initial vocational instruction and training, that is the first qualification, obtaining: 1) elementary school diploma (officially recognized by Ministry) and 2) vocational training certificate recognized at the labour market. The project developed the concept of the functional elementary education of the second chance students, the curriculum for the 7 and 8 grades of elementary education, the design of 15 modules of professional training for the Roma (but also the non-Roma) in accordance with work market needs, and established procedures for standardization and certification of programmes for vocational qualification and trainings. Elementary education programmes for 7 and 8 grades and vocational qualification programmes was effectuated within one year in 11 schools (schools for elementary education of adults, regular schools, regional training centres, regular vocational secondary schools, in areas of large Roma population) through which 275 Roma students will acquire an elementary school diploma and the officially recognized certificate of vocational qualification for certain occupations, that is jobs. Based on the programme observation and evaluation, the model of functional elementary education will be improved and the appropriate law regulations established, thereby continual implementation of this model of education and qualification for a wider Roma and other vulnerable groups will be enabled. Literacy and basic education programme are combined with vocational training, New curriculum for literacy and basic education programme was created in order to be more close and related to the real needs of the target group, New subjects were introduced in order to provide students with relevant social and professional competencies and life skills – entrepreneurship, active job seeking, computer literacy, active citizenship, family life education and family planning, health education and hygiene, nutrition and AIDS prevention, communication and interpersonal skills, Sustainability should be achieved mainly by the fact that project aimed making the formal system of education open, flexible and accessible, but also by a series of accompanying measures – networking the actors, developing of social partnership at all levels, awareness-raising campaigns among the Roma and other vulnerable groups etc. Didactical material was developed during the teaching, in order to achieve the maximum cultural relevance in language, content and style Assistant “teachers,” having same cultural background as students, have accompanied all classes. They were for the first time introduced into the classes.
7. Duration of the project:	November 1^st 2005 – October 31^st2007
8. Main results:	Main approach is based on the ideas that there is no successful inclusion without alleviation of poverty and increased employability. This was done by combination of basic education + vocational training, new modules and development of basic skills and key competencies; The efforts were concentrated on opening of formal system of basic education for adult Roma and programme was successfully introduced into 11 schools. Out of 11 classes some consisted just of Roma students, the others were mixed, but it turned out to be completely irrelevant for the implementation and their success. For all the social partners it was obvious that educational and qualification level, quality of life, living conditions etc. are the factors connecting (or dividing) people much more than nationality. Students were integrated into schools; they even enjoyed respect among younger pupils. In smaller cities the respect within the local communities was obvious, especially after the students entered vocational courses.
9. Total budget and sources of funding:	Source of funds: - Roma Education fund (354.342,00 Euro) - Ministry of education and sports (teachers’ salaries and costs of regular activities of elementary schools) - Local Authority (some material costs of elementary schools foe education of adults) - National Employment Service (beginners training) - Education of adults Association and DVV international (some trainings and particular activities) - Children help (funds for classrooms in Bujanovac)
10. Assessment of effectiveness:	The total numbers of 275 students have enrolled the class, among them 32% women and girls. The retention rate is 75%. Of all the students who participated in the programme 90% have finished the elementary school (obtaining the state recognized diploma) and the vocational training (obtaining the qualification and recognized certificate for several jobs: hair-dresser, construction workers, sewing, grill-maker, house-painter, manicure, dealer...) This pilot programme tends to create the educational system which will contribute to the achievement of Millennium goals and Education for All goals related to the reduction of adult illiteracy. The learners are participating actively in the social activities of different kind, they are active in job-seeking, some of them already got the job (in one case the whole class!), many of them are for the first time officially registered and obtained identity documents, they got social and health insurance, in many classes the whole families came together to join the programme etc. The value of learning and education was increased among Roma communities, some common actions (such as public works) were organized in some communities and villages, the issue of education of marginalized and vulnerable groups received public attention. State institutions and organizations are more open and involved in making education accessible for marginalized groups, some synergy effects were achieved (main actors in Roma education are connected and networked).
11. Sustainability:	Sustainability will be achieved mainly by the fact that project aimed making the formal system of education open, flexible and accessible, but also by a series of accompanying measures – networking the actors, developing of social partnership at all levels (ministries and educational authorities, national and local labour offices, local communities, social services vocational schools, NGOs etc), awareness-raising campaigns among the Roma and other vulnerable groups etc. Very important is the appropriate law regulations – both curricula for basic education, vocational training modules and flexible, adaptable model of organisation were officially adopted by the Ministry of Education, which contributes significantly to the future accessibility and sustainability. The mechanisms are developed for the financing of future implementation of the programme – Ministry of Education would cover the costs for the basic education part and National Employment Agency for vocational training. Capacity building measures are also contributing: local partners (schools, labour market offices and local communities) have trained to work together in bringing closer education and world of work in needs analysis related to the specific target groups; Roma communities and NGOs are trained for advocacy, awareness-raising and conducting similar projects.
12. Difficulties and reasons of insuccess (if any):	Since the programme aimed the reform of the educational system and addressed some of the major social, economical and political problems of marginalized groups, the project had to deal with the different aspects of life and work of those groups. This problem was tackled by intensive cooperation with various institutions. There was also a big problem of old-fashioned educational system – lack of relevant legislation, insufficient financing mechanisms, lack of high-quality providers and programmes. Those problems were anyway the reason for launching the project and all the measures that have been taken were planned as the steps for the reform of educational system. Effective learning during the implementation of the programme was hindered by difficult life circumstances of students (poverty, big families, economic pressure, hard physical work, and bad living conditions), lack of learning habits, by not enough qualified teachers and trainers etc. The measures were taken to overcome those barriers were of various nature: training of teachers and Roma assistants for interactive teaching methods and for increase of students motivation, further - new curricula, flexible organization of teaching and so on. The difficulties were caused by general weaknesses of educational system, old-fashioned programs, traditional methods, lack of social partnership, passivity of local communities, than by prejudices and stereotypes toward Roma.
13. Transferability:	Teaching is based on principles of active learning. Teachers and Roma assistants passed a series of trainings for application of modern learning methods (especially in the sphere of education of adults), that represent the key measure for preventing the drop-out. 9 of 11 schools continue the enrolment of adult Roma even after the end of the project. The mechanisms (legal, financial) are prepared for the continuation of the project among Roma, but also for its adaptation to the other minorities group The model of the programme has been already “transferred” to some countries in the region. Modern approach to elementary education of adults, especially minorities – concept of functional elementary education; Defining of basic success factors for solving problems with education of Roma – introduction of Roma assistant, activating of social partners, specific accommodated contents… Propaganda activities and publications, exchange of experience Basic limitation is a complexity of problem – it is necessary to engage social partners, harmonize legislation on different levels, use experience of non-governmental sector in combination with high support of governmental institutions and authorities, support of media in creating of positive climate, orientation towards long-term measures and sustainable projects.

Developing and promoting mother tongue, second language and interculturality of children of Vojvodina
Organisations involved in the project/programme/measure/policy (as the case):

Initiating group/ Implementing organisation	The Pedagogical Institute of Vojvodina Bulevar Mihajla Pupina 6, Novi Sad, Serbia, 021 4720372, [e-mail], www.pzv.org.yu, Danijela Stanojević, assistant
Profile of Partners	State agency of Autonomy Province of Vojvodina

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

1. Title:	Developing and promoting mother tongue, second language and interculturality of children of Vojvodina
2. Rationale:	National minorities in homogenous environments do not have communicational equality in society. The educational institutions in the national/ethnic homogenous areas did not consider cultural and language specifics of ethnic groups inhabiting the same area which resulted in lesser communication between national communities.
3. Objective(s):	The Pedagogical Institute of Vojvodina wants to develop and improve bilingualism and interculturality in children of Vojvodina implementing efficient methods of learning Serbian and minority language as second language, bearing in mind importance of bilingualism improvement and its role in multicultural society that recognizes diversity as advantage and that heads towards European standards which require quality education for all and equality for both majority and minority.
4. Target ethnic group(s):	Hungarian ethnic community. Approximately, 150 children in kindergarten and primary school in areas where Hungarian is a dominant language of communication.
5. Involvement of ethnic group in:
Scoping	Programme is created according to Hungarian ethnic community and author’s experiences.
Implementation	Kindergartens and schools commited to implement the programme, whose staff are of different ethnic backgrounds, Serbian and Hungarian.
Assessment	Consultation with educational specialists that implements the programme; experience exchange. Assessment is conducted by the Pedagogical Institute of Vojvodina involving experts of Serbian, Hungarian and other nationalities as well.
6. Main activities:	Developing the programme for teaching Serbian as second language in the first and second grade primary schools in classes with Hungarian Professional training for kindergarten teachers teaching Serbian as a second language Designing syllabus for optional subject Second language from first to fourth grade Conference on Developing bilingualism and interculturalism in Vojvodina Professional training for kindergarten teachers who taught the programme DEUTSCH ALS ZWEITSPRACHE IM KINDERGARTEN (German as a second language in kindergartens) Main activities were performed by the people of Serbian and Hungarian nationalities.
7. Duration of the project:	From 2004 (on-going)
8. Main results:	Additive bilingualism in children in Vojvodina leads to communicational equality which is an important precondition for successful life and an efficient way for developing interculturality in democratic, Europe oriented multicultural vojvodinian community.
9. Total budget and sources of funding:	Province of Vojvodina`s budget, OSI, OSCE There is no information on total budget.
10. Assessment of effectiveness:
11. Sustainability:	This practice is a part of the educational policy of Vojvodina. This will allow project activities to be carried out in the future.
12. Difficulties and reasons of insuccess (if any):
13. Transferability:	It has a considerable transferability potential, but the Ministry of Education and Sport should accept altered syllabus and make it a part of the education system. It will then be applicable across the entire system.