Annex One: EU-funded projects in the field of education of children of occupational travellers

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2 Annex One: EU-funded projects in the field of education of children of occupational travellers A1

3 Annex 1 EU-funded projects in the field of education of children of occupational travellers Projects to support and improve the education of children of occupational travellers can help to contribute to the key strategic objectives of the European Union, as outlined in the Lisbon Strategy for Growth and Jobs. We have identified over sixty projects which have been carried out to date (details of these projects are given below) on activities and research with this particular target group. The Lisbon Strategy outlines objectives for the European Union which are intended to meet the overall aim of making the EU "the most competitive and dynamic knowledgebased economy in the world, capable of sustainable economic growth with more and better jobs and greater social cohesion. The emphasis on knowledge in the economy recognises that advancing educational attainment is essential to generate the skills required in the labour force and is also an important factor in generating social cohesion. It is clear that occupational travellers face particular barriers in accessing education and at the same time are at significant risk of social exclusion. Projects to support the education of occupational travellers can help to break down these barriers, to maintain the skills and adaptability of Traveller communities and to overcome any exclusion faced by this group. To date, over sixty projects across the member states have been carried out with support from European funding. These range from making use of ITC and distance learning techniques, to training members of Traveller communities to participate in the provision of education. It is clear that these projects have generated a lot good practice and lessons learned which could be valuable to inform the future development of European or member states national strategies for the provision of education for this particular target group. This section now provides an overview of projects supported with European funding, across the member states. A2

4 TOPILOT The TOPILOT project was financed by the European Commission, DG XIII, in the framework of the Telematics Applications Programme (TAP). The TAP was aimed at stimulating research and technological development on applications of information and/or communications technologies in areas of general interest and ran from 1994 until Date: Description: The project used modern technologies to improve the education of the children of occupational travellers (circus, fairground and bargee children), by developing a low-cost multimedia service for open distance learning. This service helped to overcome the problem Traveller pupils often face of a lack of learning continuity. The platform developed improved the monitoring and management of traveling children s learning process. In addition, three 3 highquality multimedia learning packages (basic skills for pre- and primary education and electricity and business skills for vocational training) were developed in close collaboration with teachers. Finally, teachers in 15 schools from 4 EU member states were trained to use Information and Communication Technologies (ICT) in their daily teaching methods and experienced how ICT could help them. Lead Partner: EFECOT Partners: The project involved 22 institutes from 4 EU Member States. A3

5 FLEX The FLEX project was supported by the EU Educational Multimedia Taskforce, which issued a call for projects following publication of a report outlining challenging objectives for the year These objectives were: every teacher can incorporate multimedia materials in his/her teaching practice every pupil has access to quality multimedia learning resources at school every adult has access to quality multimedia resources for his/her personal and professional development every university has access to the very high-speed networks needed for exchanging and using multimedia educational materials with high-quality images every public library or public arts/cultural centre offers, free of charge, opportunities for access to multimedia resources every company, no matter what its size, has access to a centre for quality multimedia educational resources, thereby creating a virtual "open university for industry". 1 The FLEX project focused on the first of these objectives. Date: Description: The FLEX project was based on the learning from the TOPILOT project. Again, it looked at new ways of using technologies to improve the education of travelling children (e.g. circus, fairground, bargee children) and developed a computer based-learning environment. Its ultimate focus was on helping teachers to manage the learning process of their travelling pupils. The project did not focus on technology alone. Instead, it started from the pedagogic needs of the children and their teachers. The computer-based learning environment created had three capabilities: it allowed the teacher to monitor and manage the learning process, as well as to motivate the learner from a distance; it allowed the learning path to be flexibly adapted to each learner; it combined multimedia and traditional learning methods. Two learning packages were also developed, one for tutors and one in basic skills for young learners. The framework behind the learning environment and the work packages was based on learning blocks, which are flexible units of learning. The institutions involved in this project represented a good mix of technological and pedagogic partners (23 in total). Lead Partner: EFECOT Partners: The project involved 23 partner institutes from 5 EU Member States. 1 Taken from the Flex project website: A4

6 TRAPEZE The Trapeze project was supported under the European Space Agency's Multimedia initiative, Artes 3, as part of its commitment to the use of advanced European satellite technology in education. Date: 1999 (start) Description: This project trialed a satellite-based teaching scheme with travelling children in fairgrounds, circuses and other travelling communities over a five week period. Satellite technology was used to link children and teachers in the Netherlands and the UK in a 'virtual' learning environment. Lead Partner: EFECOT Partners: The project was run by a consortium, including partners from Belgium, Italy, the Netherlands and the UK A5

7 SOCRATES II PROGRAMME Socrates was the European programme for education between 1995 and The aim of Socrates was to improve the quality and promote the European dimension of education, by encouraging cooperation between the participating countries. The programme set out to develop a Europe of knowledge, better prepared to meet the major challenges of this new century: to promote lifelong learning, to encourage access by everybody to education, to acquire qualifications and recognised skills. Funding from the Socrates programme has thus been used to support projects working in the field of the education of children of occupational travellers, in pursuit of the aim to encourage access to education for all. There were eight Socrates actions: 1. Comenius: school education 2. Erasmus: higher education 3. Grundtvig: adult education and other education pathways 4. Lingua: learning and teaching of European languages 5. Minerva: information and communication technologies in education 6. Observation and innovation of education systems and policies 7. Joint actions with other European programmes 8. Accompanying measures. Minerva-funded projects The Minerva action of Socrates focused on Information Communication Technologies and Open and Distance Learning in education. The three main objectives of the action were: to promote understanding among teachers, learners, decision-makers and the public of the implications of the use of ICT in education, as well as the critical and responsible use of ICT for educational purposes to ensure that pedagogical considerations are given proper weight in the development of ICT and multimedia-based educational products and services to promote access to improved methods and educational resources as well as to results and best practices in this field. ICT and Open and Distance Learning clearly represent real opportunities in the field of the education of children of occupational travellers, since they consitute a means of overcoming the barriers and challenges these children face. One project within this action focused specifically on pupils from travelling families, as outlined below. A6

8 Project Title: ISOLDE - Information System for Interrupted Learners Date: Description: The aim of the ISOLDE project was to set up an information management system that would provide education providers (schools, ministries of education, etc.) with access to and advice on teaching and learning services and systems that are particularly suited to interrupted or excluded learners from travelling families at pre-school and compulsory school level. The target groups were teachers, administrators, public servants and others who are responsible for meeting the educational needs of school and pre-school level learners in the UK, FR, BE, NL, IT, BG and DE. The end beneficiaries were the travelling families who will enjoy an improved and more comprehensive education. The main activity was to create and test a system that will integrate information about the appropriate technical and pedagogical approaches especially suited to the target group. This system will consist of a structure to gather and organise the information available, a system to verify and validate the contents of a resource centre, and a user interface to submit to the resource centre or to search, consult and extract the information required. Lead Partner: EFECOT - European Federation for the Education of Children of Occupational Travellers Partner countries: Belgium, Bulgaria, Germany, France, Italy, Netherlands, UK Comenius-funded projects Most Socrates projects relating to the education of children of occupational travellers were funded through Comenius. This action focused on the first phase of education, from preschool through to secondary. Activities supported through Comenius included school partnerships, projects for the training of school education staff and school education networks. Comenius also emphasised certain important issues: learning in a multi-cultural framework, which is the cornerstone of European citizenship, support for disadvantaged groups, countering underachievement at school and preventing exclusion. Comenius had a major thematic field dedicated to education for the children of migrant workers, occupational travellers, Gypsies and Travellers. The main aim of projects in this field was to promote participation, integration and equality of opportunity for these children in all school activities. The projects aimed to improve school attendance levels and the quality of education received as well as meeting the children's particular needs. A7

9 Comenius was subdivided into three parts: Comenius 1 "School Partnerships", within which a school could apply for support for School Projects, Language Projects, School Development Projects or language assistant. Comenius 2 "Training of School Education Staff", designed to promote the professional development of all types of staff involved in school education. It did so by supporting transnational cooperation projects and mobility activities. All phases and aspects of professional development - initial training, induction, and in-service training - are covered. Comenius 3 "Networks" aiming to create links between projects carried out by school partnerships and those relating to the training of school education staff. The following projects to support the education of the children of occupational Travellers, Gypsies and Travellers were funded through Comenius. Project Title: Informationsfilm für Roma- und Sintieltern zum Thema Schule (Information Film about school for Roma and Sinti parents) Date: Description: The aim of the project was to make an information video for parents of gypsies and travellers about the school system; the objective of the video is to show how education and training work even if the parents themselves never went to school. The aim was also to improve the education situation for gypsies and travellers. Pre-school, primary as well as lower secondary education situation are dealt with in the video. The video outlines all the possibilities and opportunities education and training can give to the gypsy and travellers' children. The video especially focuses on the problems parents are worried about and where they can go when they need support. Particular attention is paid to the link between education and training and the opportunities for future work for the children. It was the overall objective of the group to produce a video to be translated into all the languages of the European Union. Lead Partner: Institut für Lehrerfortbildung Erziehung und Unterricht (DE) Partner countries: Germany, Netherlands A8

10 Project Title: Secondary Education for ALL Travellers Date: 1995 Description: The aim of this project was to exchange information considering the secondary education of Travellers. The partners organized conferences which included topics to enable teachers to learn and understand successful methods of attracting Gypsies and occupational Travellers to and retaining them in secondary schools. As a result of this conference, the partners prepared a report including the full list of all participants with their field of expertise and their contact addresses so that teachers who did not have the opportunity to take part in the conference at least had the possibility to contact people. The report also included areas which should be explored further: assessment of progress in good practice and comparison between several methods of assessment used in different Member states. Lead Partner: European Secondary Heads Association Partner countries: Information not supplied Project Title: QUETNET - Quality Education for Travellers Network Date: Description: "QUETNET - Quality Education for Travellers Network" acted in the field of education and social inclusion of occupational travellers and other travelling communities in Europe. The network's objectives were to exchange information and expertise, to share materials and educational techniques, to set new projects and to guarantee good dissemination of projects' results. QUETNET set four strands in its network with specific objectives: Strand 1 - Networking - aiming at developing structures within participating countries regarding travellers education; Strand 2 - Early learning - aiming at making traveller communities more aware of the importance of early learning skills of travelling children; Strand 3 - e-inclusion of travelling communities - aiming at integrating travelling children into the knowledge society and encouraging effective use of ICT for access of traveller children to learning opportunities; Strand 4 - Parents in education/parental support - setting to stimulate collaboration between travelling parents and teachers/schools. QUETNET organised two Open Seminars with workshops and demonstrations on the various themes of the network, produced several publications on these topics and updated the web site with information regarding the travelling communities and their schooling. A9

11 Lead Partner: EFECOT - European Federation for the Education of Children of Occupational Travellers Partner countries: Belgium, Germany, Denmark, Spain, France, Hungary, Ireland, Netherlands, Romania, UK Project Title: DROM-EDU project - integrating Romany and Traveller children to school Date: Description: DROM-EDU-project Integrating Romany and travellers children into school was a three-year project, which intended to promote the integration of Romany and traveller children into school. The activities were: training mediators to work as contacts between home and school, increasing teachers awareness of the Romany and traveller culture and the special needs of the target group, making the history and culture of Romany and travellers known to children of the target population and disseminating information on practices and experiences as well as the results of the project to Ministries of Education and teachers colleges in the EU and associated countries. The project involved partners from FI, FR, SE, DK, UK, EE and LT. The expected outcomes included information packages for mediators and establishing a mediator network, a computer based information package for the schools, books on the Romany population in Estonia and Lithuania, a circular to the Ministries of Education and a home page Lead Partner: Opetushallitus - Finland National Board of Education, Romany Education Unit (FI) Partner countries: Finland, France, Sweden, Denmark, Ukraine, Estonia, UK A10

12 Project Title: Nuevas herramientas para la formación de poblaciones itinerantes (New tools for training of travelling populations) Date: Description: This three-year project "Nuevas herramientas para la formación de poblaciones itinerantes" (New tools for training of travelling populations) had as its objective to improve the quality of learning for travellers and Gypsies. This was through the development of materials adapted to these groups' needs, culture and interests, taking into account the periods in which they attend classes. The project also aimed to give the teachers involved in the education of travellers and Gypsies a better knowledge of the history, traditions, culture and needs of travellers and Gypsies, in order to get a better understanding of their problems and needs. The project also aimed to increase the motivation of travelling and Gypsy youth by enhancing collaboration with young people from other countries in the same situation, using NICT. The partners of the project (ES, PT, UK, RO) collected information on traditions, history, daily life situations, tendencies, etc. of travelling and Gypsy people, and exchanged it amongst themselves. The project resulted in 1) a CD-ROM including language and maths exercises based on the needs and history of the travellers and Gypsies, 2) a website, 3) curricular activities and games to assist teachers during the delivery of their lessons to the target group. A training seminar was also organised for teachers involved in the education of travellers and Gypsies. Lead Partner: Instituto de Enseñanza Secundaria Ribeira do Louro Programas Europeos (ES) Partner countries: Spain, Portugal, Romania, UK Project Title: Gypsy - Traveller - Student Exchange Visits Date: Description: The aim of the project was the promotion of teacher exchange visits focusing on exchanges of experiences and exchanges of pedagogical materials and methods within the Member states of the EU in the field of the education of children of gipsies and travellers. Teachers were involved in an exchange network and visited each other on a rotational basis to share good practice, to exchange materials and ideas and to look for new ways in which common or similar problems can be solved. The second part of this project consisted in introducing jointly teachers and a small number of Travellers to their European and International ethnic heritage so that they become aware of the richness and the variety of the cultural and ethnic diversity in Europe. It was also hoped that through the direct contact between teachers and travellers, the latter would become more ambitious in terms of their own professional (vocational) life. The project was coordinated from the offices of the East Anglian Gipsy Council which established a A11

13 large network of potential participants to the project. Individual contacts and the identification of teachers and young Travellers to be involved in the project was the main objective of the national teams in the first phase of the project. Later on in the second phase it was hoped to start cooperation with other teams involved in similar projects. Lead Partner: International Romani Union and East Anglian Gypsy Council, East Anglian Gypsy Council (UK) Partner countries: Spain, Italy Project Title: Intercultural Education Project: Gipsy and Traveller children Date: Description: The project focused on the education of gipsy and Travellers' children and had the following objectives: 1) to investigate past transfers to post-primary school factors pertaining to the education of travellers' children (particular attention was given to drop-out rates, to attendances patterns, to subject choice and to access in general, to the teachers' and principals' perspectives, to contacts between the school and parents through pupils); 2) to enable schools with Traveller pupils to review current curricular practice so as to increase/improve pupil performance and parent participation in that process. The investigation to be carried out was based on the identification of post-primary schools with those children and on preliminary interviews with teachers, heads, groups of pupils and parents. The project hoped to share the published data from the investigation with the other countries involved and hoped that this data would encourage new approaches and innovative strategies in the field of education of gipsy and Travellers' children to enhance access to education and the active involvement of pupils (and parents) in the schools. Lead Partner: West Dublin Teachers' Centre (IE) Partner countries: Ireland A12

14 Project Title: Travelling on together Date: Description: "Travelling on together" was a one-year project that aimed towards the implementation of the objectives of Comenius action 2. The overall objective of the current project was to implement the Policy Plan regarding the Education of the Travelling Communities in the European Union. According to the above policy framework, EFECOT would maintain its focus on the children of families who are mobile as a consequence of their trade or profession. However, its remit would be broadened to include educational provision for adults, the sharing of relevant experience with all Travellers communities and the encouragement of parental involvement in decision-making processes. The subprojects proposed are: - A1: Models of school provisions for Travellers. Guidelines and recommendations for implementation of models of school provision for travellers. It set out to exchange information and experiences with models of school provision for travellers between different actors in order to investigate the feasibility of this model and to come to some guidelines. The activities comprised seminars and development of recommendations. - A2: Implementation of evaluation. It set out to undertake a permanent evaluation of projects developed by EFECOT. This was an on-going activity and linked the results with recommendations for new actions. - A3: The acquisition and maintenance of data regarding the schooling of travelling communities. It set out to elaborate a diagnosis of the needs of the travellers' education and to formulate an intervention model. The activities were based on research. - A4: Together with parents. Proposed to carry out actions that kept occupational parents informed about the educational possibilities for their children. Info-meetings were planned. - A5: Exchange and dissemination of information and good practices. It set out to disseminate the outcomes and results of other EFECOT actions. Lead Partner: European Federation for the Education of Children of Occupational Travellers Partner countries: Belgium, Germany, Spain, France, Italy, Ireland, Luxembourg, Netherlands, UK A13

15 Project Title: Quality Education in the classroom... and beyond Date: Description: This project contributed to the development of quality education for Travellers' children in the European Union through the development and promotion of open and distance learning approaches and materials. The aim of this project was to increase the number of teaching staff who are able to use independent learning materials through open and distance learning means. They wanted to produce model educational materials which concerned the education of primary school children. To make sure that all materials were disseminated, the partners of the project set up a two day visit for the European partners in Durham where they were shown the model learning materials and where they had the opportunity to test them and exchange ideas on the use of them.. The partners also disseminated the materials through existing European networks so that they were available to all teachers interested in this topic. Lead Partner: Durham Local Education Authority Traveller Education Service (UK) Partner countries: France, Ireland, UK Project Title: Instruction and Information: Second Year Date: 1995 Description: The objective of the project was to develop a handbook for teachers of the children of gipsies and of travellers. The handbook contained: 1) strategies and methods for working with these children and 2) background information about the cultural background of these children. Once the handbook was developed, a seminar was organized to introduce it to potential users. Furthermore a large scale dissemination plan was set up through articles in newspapers and in magazines, through meetings with interested groups and organisations and through the setting up of a data-bank in which some of the material of the handbook was stored and made available to the general public. The project later produced a video as support material to the manual. Lead Partner: KPC Group Hertogenbosch (NL) Partner countries: Information not supplied A14

16 Project Title: Feasibility Study on producing an interactive directory of examples of teaching materials for Gypsies and Travellers Date: 1995 Description: The aim of this project was to produce examples of teaching materials for Gypsies and Travellers. The computer and databases were used to store and make available information on ODL materials. Teaching staff were involved in the project to obtain examples of the materials they use in the concrete classroom situation. A questionnaire was drafted and sent out so as to create the data and the information was assembled an interactive directory, which was lined up either by age/sector or by subject area/author. This project brought together representatives from different countries who cooperated with the representatives of the Scottish Traveller Education Project and SITC. Eventually they wanted to explore the application of the CDI/Rom directory which should be later on disseminated at European level. Lead Partner: Scottish Traveller Education Project Moray House Institute of Education Partner countries: Information not supplied Project Title: The inclusive school: effective education for Secondary age Travellers Date: 1995 Description: The objective of this project was to find out how effective the education for secondary age Travellers-pupils is. To obtain required information a questionnaire was drafted, based on the performance indicators for effective schools; this questionnaire was widely disseminated through Traveller Education Services. They organized a meeting for Gypsy traveller mediators and representatives to collect oral information from this group of people. In line with the information obtained, they produced guidelines for the construction of case studies of good practice. They planned to send all those books to those schools or services which reported significant staying-on results. From this research they hoped to establish the degree to which recent intercultural education innovations have contributed to improvements for Traveller pupils. If Travellers need to have special educational needs, there should be specific funds and practices to meet individual needs. The results were collated into report form and disseminated through and Internet. Discs were supplied to others who did not have access to either. Hard copies were only available in limited numbers and for specific purposes. A small international seminar was organised to share the findings and the approaches proposed for the future phases of the programme. A paper was published in an international scientific and educational journal in order to promote interest in the wider educational community. It was hoped that there would be an opportunity to read a paper at ATEE (Association for Teacher Education in Europe, a major NGO) A15

17 and other international educational conferences in order to draw more attention to the education for Travellers in general education circles. Lead Partner: Scottish Traveller Education Project Moray House Institute of Education (UK) Partner countries: Information not supplied Project Title: To guarantee the right to a proper education and training for the various groups of the Occupational Travellers Date: 1995 Description: EFECOT (The European Federation for the Education of the Children of the Occupational Travellers) was a European umbrella organisation regrouping almost the totality of all local, regional and national bodies involved in the education of children of occupational travellers. The activities of EFECOT - subdivided into a series of projects - consisted of a) the production of teaching and learning materials, with a particular focus for Open and Distance Learning materials and for materials using New Information Technologies b) the production of study and research reports on key issues, c) the development of leaflets, of information materials such as the newsletter Newsline and the EFECOT Newsflash and of information packs and videos. d) the organisation of seminars and workshops at regional, national and European level, e) the setting up and strengthening of networks in the field of the education of children of occupational travellers. The overall aim of the project was to guarantee the right to a proper education and training of the various groups of children of Occupational Travellers such as bargees, fairground population, circus communities and seasonal workers. Therefore EFECOT organised various actions and projects, the reference framework of which were the conclusions and recommendations of the CEC studies ( ), the Resolution of the Council of the EC (May, 1988), the conclusions and recommendations of the second European Congress (March 1993, De Haan, Belgium) and the conclusions and recommendations of the EU Congress organised by the Stichting Rijdende School (March 1995, NL). Finally, another aim of EFECOT was to initiate successful European co-operation and encourage a collective approach of the educational problems of children of Occupational Travellers, in concertation with partners from the various Member States. The projects of EFECOT thus combated educational exclusion of people who undergo A16

18 discontinuity of learning. Lead Partner: European Federation for the Education of Children of Occupational Travellers Partner countries: Belgium, Germany, Spain, France, Italy, Ireland, Luxembourg, Netherlands, Portugal, UK Project Title: European Curriculum for children of migrant workers Date: Description: A three year project to develop a standardised programme of European education for the children of migrant workers and occupational travellers, with particular attention to the protection and promotion of the cultural heritage of the children's country of origin. The objectives were to 1) improve the situation at school and guarantee educational opportunities, 2) promote European identity and the awareness of European citizenship, 3) promote and protect the cultural heritage of the migrant pupils' country of origin, through the creation of a national module incorporated into the school curriculum, 4) promote educational opportunities for those from a socio-economically disadvantaged background, e) establish international and national local boards of experts to implement the European curriculum and the national module, 5) create educational aids for specific programmes and age groups. The main target groups were children of migrant workers and occupational travellers, schoolteachers and academic teachers. Main outcomes planned were a national curriculum for primary and lower secondary schools, a supranational curriculum for migrating children, handbooks, educational aids, web pages and an international board of experts. Lead Partner: Uniwersytet Jagielloñski Katedra Europeistyki (PL) Partner countries: Belgium, Italy, Poland, UK A17

19 Project Title: Aula cero Date: Description: The Project aimed to improve the school attendance of pupils in risk of social exclusion, including at the pre-school level, and of school success in primary and secondary education for Children of travellers and gypsies and of occupational travellers. The general objective was to improve the participation, integration and equality of opportunities of these children in society, by promoting tolerance and mutual comprehension among citizens of different origins and cultures. Participant countries were Spain, The Netherlands and Sweden. The project was planned for three years. Specific objectives were: to analyse the problem of school attendance in several countries in Europe; to promote integration into school of pupils (age 3-16) in social disadvantages, with the aim of prevention of school failure; to promote equality of opportunities between girls and boys, by developing concrete actions to facilitate the integration of gypsy and travellers girls in the school and their transition to the labour market; to facilitate a better relation among families and school; to promote mutual comprehension and knowledge of minority cultures; to develop concrete educational programmes to facilitate the integration of these minorities; to promote exchange and dissemination of the outcomes, for the benefit of the whole European community. The target groups were: disadvantaged pupils (age 3-16) in risk of school and social failure of the cities participating in the project, their tutors and teachers. The main activities to be carried out were: a comparative study of school failure and school attendance in the countries involved; advisory and support to families about the advantages of being at school for their children, as well as support for teachers; promotion of school programmes and projects based on intercultural and mutual comprehension issues; and development of pedagogical and entertainment materials for schools; and a publication of results of the project. Lead Partner: Dirección Provincial de Educación Delegación Territorial de Valladolid Unidad de Programas / Educación Compensatoria (ES) Partner countries: Spain, Netherlands, Sweden A18

20 Project Title: ROM-FIS: Understanding Cultural Diversity through Romany: Traveller Identity Date: Description: The objectives of the two year project within the education of Romany and Travellers children were to promote the awareness of cultural identity in these children and the understanding of cultural diversity in all children. This was done by 1) planning in-service training modules for teachers and Romany/Traveller contact persons in mixed group training in each partner country, and 2) by developing teaching material of international awareness for use by teachers, including items for history, geography, religion, social studies, music and handicrafts and 3) by testing and evaluating the training and the produced materials. All the work was done together with minority contact persons. The main target groups of the project were the pupils, both minority and majority pupils, teachers and minority contact persons. During the first funding year the project aimed to produce the three separate in-service training plans including overheads and handouts, the manuscripts for the teaching materials to be put together and finalised in an international working seminar and to implement and evaluate the in-service training modules. Lead Partner: Hämeen Lääninhallitus - The Provincial Government of Häme Koulutus - Ja Kulttuuriosasto (FI) Partner countries: Ireland, Sweden, Finland Project Title: 1. Accelerated Programme for Traveller Pupils newly entering Key Stage 3-2. Inter cult. Teaching : Stategies for Open & Distance Learn Date: Description: The aim of this project was to support social integration of Travellers pupils and to produce a reading programme for this group. They wanted to enable smoother transition for pupils, reduce elements of racial tension and increase staff awareness of methods of co-operative learning. They researched this kind of information through a small working party. According to the results of the working party, they gathered all information and produced a model for trial in series of schools. They also intended to develop a classroom practice model for teachers to support exclusive and co-operative learning within an intercultural framework. In the creation of a reading programme the main point was the development of materials for early literacy with cross curricular themes for pupils who are beginners or early readers. They disseminated all their products to secondary schools for Traveller children. This included the production of guidelines/suggested actions for the successful integration of Traveller children into the secondary school phase. This project also involved the development of a package to encourage flexibility of teaching styles to improve access to the curriculum for all pupils regardless of ability or experience A19

21 and promote the skills necessary for the production of quality distance learning materials. Lead Partner: National Association of Teachers of Travellers (UK) Partner countries: Germany, Spain, Ireland Project Title: Development strategies to increase the secondary (post-primary) school attendance of young travellers Date: Description: The project focused on the development of strategies to increase the secondary (post-primary) school attendance of young Travellers. The objective of the project was to encourage Traveller children over the age of twelve to continue in full time education and to promote the continuation of their full inclusive participation in education while retaining respect and value for their distinctive culture. During the first phase of the project the countries involved set up transnational working groups; each participating country produced a context paper providing information and data of current policy and practice. The working parties collaboratively planned initiatives and performance indicators to monitor outcomes and they will agree on how each of the initiatives will be piloted and by which country. During the second phase each country sought to design and implement delegated initiatives, keeping 'sister' projects informed of problems, methodology, re-progressing etc. In the third phase each of the countries involved evaluated its programme in this area and produced a report. Working groups met to agree on a final report which was translated and distributed to relevant agencies and organisations. The project put a major focus on all relevant groups on which the project has an incidence: local communities, schools, organisations, national agencies, ministries etc. Lead Partner: Teacher s Centre Cork (IE) Partner countries: Belgium, France, Italy, Netherlands, UK A20

22 Project Title: ELAP - Early Literacy Assessment Project Date: Description: The project set out to produce an early literacy assessment tool to monitor children's progress and identify those at risk of literacy failure in the early stages of schooling. Training courses were developed to enhance teachers' awareness of children's literacy acquisition and to apply their understanding to improve their teaching. The target groups were teachers of young children, especially children at risk of social exclusion, such as travellers, children from ethnic or linguistic minorities or from socially disadvantaged backgrounds. The activities centred around the production of a well-researched instrument in four languages (Irish, Spanish, Danish, Slovak). It was tested with groups of children to refine its sensitivity to profiling early progress and identify those with literacy difficulties at early stages. Teachers were trained to use it and courses and materials were developed to disseminate its approach. The expected outputs were a test of literacy achievement appropriate for each of the participating countries and training course materials to train teachers in using and interpreting it. Lead Partner: Institute of Education - University of London Child Development and Learning (UK) Partner countries: Denmark, Spain, Slovakia Project Title: In partnership we progress Date: Description: The project was submitted by the European Federation for the Education of Children of Occupational Travellers (EFECOT), a European umbrella organisation which represented the interests of several national and regional bodies working in support of the children of circus and fairground workers, bargees and seasonal workers. Established in 1988, EFECOT provided a source of information and a starting point for networking in a field where traditionally there had been little policy coordination. It played the role of consultative body for national governments as well as for the Commission with whom it has cooperated in the carrying out of two major studies, one on the needs of the children of the bargee and circus community and the other of the children of fairground families. The project was the second transnational project submitted by EFECOT under the Socrates programme. To a certain extent the work carried out in the ten sub-projects in the first project (n CE-COM2) which concluded in 1998 was continued in the nine sub-projects submitted under this project. The overall aim of both this and the former project was 'to guarantee the right to A21

23 proper education and training' of the various groups listed above and the application described nine areas where support from Comenius was requested. They were as follows: - value of pre-school education/transition to primary school of young travelling children; - multimedia learning and teaching materials; - promotion of lifelong learning; - open and distance learning for travelling communities; - improving links between schools and families; - the pedagogical follow-up of travelling children; - improving the initial and in-service training of teachers in this field; - development of an evaluation model; - dissemination and information strategies. Lead Partner: European Federation for the Education of Children of Occupational Travellers Partner countries: Austria, Belgium, Germany, Spain, France, Hungary, Ireland, Italy, Luxembourg, Netherlands, Portugal, UK Project Title: Gold card project for children of migrant (fairground) workers Ireland (Pilot Project) Date: Description: The Gold Card project for children of migrant and fairground peole intended to develop a system to monitor the education of children of migrants (fairground people in particular) in Ireland while the said children were away from winter school and on the road travelling from March to September every year. The project also enabled both parents and children to be kept up to date on primary school work while being away from the winter school. Practically speaking a passport system was developed for the children to be used in the school they visited en route. Furthermore the project produced distance learning materials and established a monitoring system to evaluate the project overall. The project intended to link up with the expertise and the knowledge acquired by national and by European networks; very close co-operation was envisaged with EFECOT, the European Federation of the Education of Children of Occupational Travellers, which had already developed a similar system. Lead Partner: Limerick Teachers' Centre Intercultural Education Project (IE) Partner countries: Belgium, UK A22

24 Project Title: Ouderlijke ondersteuning essentieel voor de educatie van Zigeuners, Woonwagenbewoners en Roma (Parental support is essential for the education of Gypsies, travellers and Roma) Date: Description: The objective of the project "Ouderlijke ondersteuning essentieel voor de educatie van Zigeuners, Woonwagenbewoners en Roma" (Parental support is essential for the education of Gypsies, travellers and Roma"), was to enhance education and training of children of those groups especially in Hungary by improving relations between schools, parents and families. The activities within the project were the following: a) the comparative analysis of the images and expectations which gypsy, traveller and Roma parents have concerning formal education and training compared to the objectives and expectations which exist in education itself; b) the creation and the development of an international network to enhance "parental support" in the broadest possible sense closely related to organisations active in the fields; c) make an inventory of the experience and expertise gained in this field and during the project. Through the comparative analysis mentioned above it was hoped to come to recommendations concerning formal education provisions which are adapted to the specific needs and possibilities of the Gypsy and Roma population. These would hopefully bring about action to enhance success at school so as to avoid the further marginalisation of the groups concerned. Lead Partner: Stichting Transfer - Sociale Technologie Tbv Minderheden (NL) Partner countries: Belgium, Spain, Hungary, Ireland, Netherlands, UK Project Title: Helpdesk voor Coaching van Leerkrachten (Helpdesk for the coaching of teachers) Date: Description: The overall objective of the project 'Helpdesk voor coaching van leerkrachten' or 'Helpdesk for the coaching of teachers' was to enhance the quality of education provided to children of occupational travellers by enhancing the quality of the teaching. The improvement of the quality of the teaching was achieved by setting up consultation by fellow-teachers within the schools and within a network of schools. The consultation between fellow-teachers of the network of schools across Europe was through ; it was supported by teacher training institutions which monitored and supported the whole development of this coaching strategy. The participating institutions offered an open and distance course to the participating schools which trained the teachers involved in the project at a distance. In the second year of the project the participating schools started with the consultation by fellowteachers after they had obtained at the end of their first year their 'digital driving licence' from one A23

25 of the expert teacher training centres; the digital driving licence was the certificate that they had successfully achieved the ODL course on consultation by fellow-teachers. The whole consultation exercise was supervised by the teacher education institutions. In the course of the second year the network of schools of itinerant pupils was opened to regular schools so as to enhance cooperation between the two kinds of schools and so as to enhance the dissemination of this pedagogical approach. Lead Partner: Hogeschool van Arnhem en Nijmegen Afdeling Educatieve Faculteit (PABO) (NL) Partner countries: Netherlands Project Title: INTEGRA: Integrazione figli stranieri e nomadi attraverso linguaggi non verbali ('The integration of the children of migrants and travellers through non verbal language expression') Date: Description: The project INTEGRA, 'Integrazione figli stranieri e nomadi attraverso linguaggi non verbali' or 'The integration of the children of migrants and travellers through non verbal language expression', was introduced by the Ministry of Public Education and aimed to explore the use of drama as a technique to facilitate communication between native and non native pupils and to encourage integration at school, facilitate education and avoid exclusion. The project was split in two stages:1) the pupils were introduced to drama-based modes of expression and their communication potential, through a.o. traditional dances and stories and 2) a theatre piece was developed, set up and played. The origin of the project lay in the basic pedagogical assumption that linguistic difficulties, and more particularly, the limited knowledge of the language of the host country, slow down the integration of non native children into the educational system and in society and bring about all kinds of educational problems and school failure. It was therefore felt, that the development of non verbal languages (body language, music, mime etc.) not only helps the integration and the feeling of belonging, but also forms a privileged channel of communication to enrich the linguistic knowledge of foreign children and all the pupils of a school and enhances their educational development. The project foresaw the gradual transfer from theatrical communication to the production of real texts which could be staged. The Portuguese partner worked on collecting traditional stories from all ethnic groups present in the project. The project was evaluated through the final presentations of the theatrical shows, the dances and the music, executed by the pupils themselves, and the decorative material used for the staging of the shows. The development of the projects involved groups of pupils of various classes, and was integrated in the working plan of the school. A24

26 Lead Partner: Provveditorato agli Studi Ministero della Pubblica Istruzione (IT) Partner countries: Spain, Italy, Portugal Project Title: Training of travellers parents to partnership Date: Description: This one year project aimed to improve the whole educational process of travelling children, better relationships between traveller families and schools and to improve the mutual understanding between sedentary and travelling populations. The objective of this project was to provide parents with the communication skills and support to help them play an active role in the education of their children. This was done through training sessions on the basis of the existing modules developed by the European Parents' Association (EPA) from In the course of this project, the modules were adapted to the specific situation of travelling populations. The training would be given by sedentary parents who in turn were trained in the frame of the Training Programme of the EPA. Depending on the region where the training was organised, the target groups were composed of traveller parents and sedentary parents. The training sessions were evaluated and a report with recommendations for the further training of travelling parents was produced. Lead Partner: European Parents Association Partner countries: Belgium, UK Project Title: Conference on research on education for children at risk, especially minority children, Date: Description: The project focused on the organisation of a major conference on research on education for children at risk in general and children of ethnic minority groups in particular. The conference was based on a trend analysis carried out in 1995 and on inventory research from several EU countries. The report which was produced as a result of the analysis was the basis for the discussions and researchers were able to comment on it. The conference gave the opportunity to discuss common themes and to exchange information about research results. The conclusions and the recommendations were published in a separate publication and were hoped to further the education of children at risk especially through the development of new pedagogical strategies in this field A25

27 Lead Partner: Sardes (NL) Partner countries: Belgium, Netherlands Project Title: An Open and Distance Learning Audio Visual Presentation Date: 1995 Description: This project intended to focus on the open and distance learning audio visual presentation which should help those people who are working in the field of Gipsy and Traveller Education. The partners to the project discussed and analysed the outcomes with representatives of the target groups concerned. Then they put all information together and provided a series of pictures and slides and an audio cassette which included comments and descriptions. Finally the partners made a video which was presented in various forums and then promoted. A European network of people who are interested in these subjects was created so as to facilitate their contribution to the preparation of the materials they intended to develop. The network also helped to disseminate the final products to all member countries. Lead Partner: Open Learning Unit Education (UK) Partner countries: Information not supplied Project Title: TCM - The Class Moves! International Project Date: Description: The objective of the TCM (The Class Moves) project was to develop and export a teaching method based on movement, relaxation, self-confidence and communication to enhance the motivation of children for learning and to combat school failure. The method was based on the use of calendars and a handbook, each age group having a calendar on the wall while the teacher used the handbook to integrate movement policies in education. This 3-year project was aimed mainly at primary schools, particularly for the integration of minority groups such as travellers and ethnic minorities. It did a pre-pilot in each country (but only UK in the first year) and then set up networks around the schools to exchange information and to improve the method. The project also hoped to create networks of experts, teachers and parents involved in the project so as to disseminate the outcomes of the project at European level. Concrete products of the project were a set of calendars to be used with the pupils and a handbook for the teachers in different languages. A26

28 Lead Partner: Stichting de Regio Beweegt International Project (NL) Partner countries: Belgium, Germany, Netherlands, UK Project Title: OPERATION NETWORK Education in own language and culture for children of Euro-Migrants Date: Description: The project OPERATION NETWORK Education in own languages and children for children of Euro-migrants addressed all the educational issues and problems which children of European civil servants and the like have when they have to be mobile with their parents across the European Union. The present project aimed at preparing thoroughly the setting up of a European network of educational initiatives to offer complementary information in the own language and culture to children of those Euro-migrants. The present project follows an extensive information campaign and research activities set up between 1994 and 1998; these activities paved the way for the final operational activities scheduled between 1998 and the end of Target groups were the national bodies - public and private - responsible in the EU countries for the education of children abroad, the educational world and its European associations, the European and international schools, the firms and big companies employing expatriates and the organisations catering for the needs of citizens abroad. Lead Partner: LES EUROPÉENS DANS LE MONDE (NL) Partner countries: Information not supplied Project Title: The Education of Gypsies and the Development of Teaching Material Date: Description: The project was the result of an international symposium organised on the theme of 'the education of gipsies - development of teaching materials' in Athens; the seminar was organised in co-operation with the Council of Europe and UNESCO. The proceedings of this international symposium were published in two languages in 1000 copies for each language. The publication was expected to provide theoretical information as well as practical help to organisations, universities, schools, or individual practitioners and researchers who were interested in the education of children of gipsies; it would contribute to raising the awareness of policy makers, scientists and teachers for these problems; it promoted the establishment of information and co-operation networks and the establishment of common criteria regarding the development and evaluation of teaching materials for gipsy children and gipsy adults at European A27

29 level. Dissemination of information, usefulness and validity of the included data and dissemination of good practice were key elements to the present project. Lead Partner: Ministry of Education Telecommunication / Systems Institute General Secretariat for Adult Education (GR) Partner countries: Spain, Italy, Portugal Project Title: The Identification, Analysis and Dissemination of Good Practice at Secondary Level, in Integrating Gypsy/ Traveller Pupils Date: 1995 Description: This project intended to focus on Educational opportunity for Gipsy/Traveller pupils at the age of the secondary school with a history of fragmented schooling and a low basic literacy level. The partners to the project identified secondary schools in Essex in which they analysed good practice; other suitable institutions were also be contacted through the ACERT network and were invited to join the project so as to give it a broader basis. To obtain the information needed the partners sent a questionnaire to all relevant organizations. At the same time they interviewed Gipsy/Traveller parents and young people to gather information about the educational needs of the above-mentioned group. The result of this project was to collect information on a variety of suitable integrated or open learning models. This document was disseminated to all partners. A European network of contacts for future information exchange was also be set up and strengthened. Lead Partner: Essex Traveller Education Service Alec Hunter High School (UK) Partner countries: Information not supplied Project Title: Creating Equality of Opportunity for Intermittent Attenders: Open and Distance Learning in Support of Traveller Pupils Date: 1995 Description: The aim of this project was to create a teaching methodology which would help to include fully into the educational process the intermittent attender or the regularly absent pupil. It was a kind of open and distance learning system in support of Traveller pupils. This required an increase in the quality of teachers who must co-operate and take further responsibilities for meeting the needs of all their pupils, including Traveller pupils. The partners wanted to develop guidelines for schools in the introduction of flexible learning approaches for their intermittent A28

30 attenders and they also intended to set up support to their families. The coordinator organized a seminar for the EC partners and for the participating schools in which the participants had the opportunity to exchange their experience and discuss the key areas for the development of an open and distance learning training pack for further teacher training initiatives. The guidelines were disseminated through Local Education Authorities, LEAs and through the Times Education Supplement, TES, so as to enhance their use in schools. Lead Partner: Scottish Traveller Education Project Moray House Institute of Education (UK) Partner countries: Information not supplied Project Title: Lians Date: Description: The objective of the project LIANS, which is named after a place where adult and children of gypsies were shot during the Spanish Civil War, was the development of a European platform for the exchange and dissemination of experiences and products and for the development of strategies and pedagogical materials for the education of young gypsy children in an intercultural perspective. The project had three major lines on which it operates: 1) the creation of a database as a support to the dissemination of educational materials and strategies and also as a means of collecting new educational initiatives, 2) the development of didactical materials, their adaptation and their dissemination in educational establishments all through Europe; particular attention was given to the development of a multimedia programme for the intercultural education of children of the primary and of the secondary school, 3) the experimental introduction and the validation of those intervention strategies and of those didactical materials through 15 schools which were pilot centres in the project. One of the major results of the project was the joint development by the three European partners of the materials and strategies to help to introduce intercultural practices and to consolidate the network of organisations which were involved in the dissemination of the products and the results. The target groups of the project were of course the pupils but also the teachers and the teacher trainers. Some of the partners in this project were members of EFECOT, the European Federation of the Education of Children of Occupational Travellers. Lead Partner: Asociación Chavós Para o Desenvolvemento Sociopedagóxico Vocalía de Ferrol (ES) Partner countries: Belgium, Spain, Italy, UK A29

31 Project Title: Early School Leavers: Increasing Secondary Level Opportunities for Traveller Children Date: Description: The project proposed to focus on the problem that many Traveller children are early schoolleavers; a fact which is aggravated for many Traveller children by their low achievement in literacy and numeracy, low secondary education expectations among teachers/parents and their interrupted schooling. The project worked on those issues in five local areas with individual schools and clusters of schools in the countries involved. Its activities a.o. emphasized activities at primary levels to raise teacher awareness, age-appropriate placement of Traveller pupils and focused curriculum support services within schools to increase transfer to secondary schools. At the secondary school level particular attention was paid to several organisational and curricular aspects of the schools: admission procedures, contacts with parents (and Traveller parents in particular), curricular continuity with primary schools, structures for pastoral care and subject placement and selection procedure. Seminars were organised based on the results of observation and the development of good practice arising from study-visits between the partners of the countries involved and from the experience gained in five clusters of interlinked primary and secondary schools. Each school and all the interlinked schools were scheduled to have an action plan comprising objectives, targets, tasks for named personnel, contacts with parents and monitoring dates. Data emerging from the project provided the basis for conferences and for the evaluation of the project. Lead Partner: West Dublin Teachers' Centre Partner countries: Ireland, UK Project Title: Transition école - vie professionnelle pour les jeunes artistes de cirque (Transition from school to professional life for young circus artists) Date: Description: The overall general objective of FEDEC, the European Federation of Circus Schools, is to guarantee the right to proper education and training of the circus population. A more specific focus of its actions are the activities it organises to support transition from school to working life for the children of circus people. The European project was composed of the following actions: the development of 'The young European circus' initiative which will enable young artists from all over Europe to meet, to practice and to exchange ideas and experiences; this pedagogical A30

32 meeting should also promote networking and joint performances of young circus artists; the preparation and the development of thematic trainings and individual trainings for circus children; teachers, pupils or administrative staff could be involved in such trainings; the production and the dissemination of a European magazine focusing on education and the arts of the circus in Europe as a means of communication between pupils in circus schools and as a means of informing the public at large; the preparation and the organisation of a European seminar in Wiesbaden (D) focusing on the theme: 'How to initiate and how to orient young artists in Europe in the field of the arts of the circus'; the development of a European documentation centre gathering information on circus arts and its components. FEDEC also hoped to strengthen its European network of circus schools in the years ahead. Lead Partner: Fédération Européenne des Ecoles de Cirque (BE) Partner countries: Belgium, Germany, Spain, France, Netherlands, Portugal, UK Project Title: Development of Conditions for Disabled Children of Gypsies and Migrant Workers Date: Start date: Description: The project focused on the education of disabled children of ethnic minorities with special educational needs. The primary aim of the project was to develop and improve the educational situation of physically and mentally handicapped children of migrants, travelling workers and gypsies in nine Member states of the European Union. Attention was also paid to the national policies and to the new initiatives which could be suggested and carried out within those policies. The project also wanted to change the negative attitude migrant groups have towards children with disabilities. The schools and NGOs involved in the project were asked to specify ideas and needs in relation with the focuses of the project mentioned above. Within some given guidelines the schools were asked to describe and specify in which areas they wanted to improve their efforts concerning the teaching and development of disabled children. On the basis of the incoming answers a seminar was organised where all participants were able to express their needs, problems and concerns on the one hand and where, on the other hand, they could also share possible answers and solutions to some of the problems. It was hoped that this would lead to networking between the participants so as to facilitate future activities and so as to share experiences on programmes and models for crosscultural communication. It was also be discussed how INTERNET and computers can be used successfully in this project to enhance the dissemination of results. The seminar also focused on the potential of the TESS network, a major network in the field of European intercultural co-operation. A31

33 Lead Partner: Københavns Skolevæsen School Psykological Office of Copenhagen (DK) Partner countries: Belgium, Germany, Denmark, Spain, Italy, Netherlands, Sweden, UK Project Title: Activities of "Centro Gitano Europeo" Date: Start date: Description: The activities of the "Centro Gitano Europeo" in this project consisted in the publication of the proceedings of the Gipsy Congress of the European Union. This project did not limit itself to producing the proceedings but it also intended to study and analyse the interventions of the members of the Working Groups, so as to determine the scope of the proposals submitted by the Group on Educational Policy and the ways in which those proposals could be implemented in the months and years ahead. This conference focused on all the major aspects which are related to the education of children of gipsies throughout Europe. Specific attention was given at this conference to the major challenges such as motivation of gipsy children for education, the transition from school life to a profession, the role of the parents in the education of gipsy children, the involvement of gipsies into society whilst maintaining and strengthening their own culture. The necessary documentation of the analysis mentioned above was provided by Ms.Barbara Dührkop, Member of the European Parliament and a referee and key expert on educational topics as a member of the Culture and Education Commission of the European Parliament. Other key contributions came from the following persons: Ms. Helga Sinner (Germany), Ms. Gitta Petersen (Denmark), Mr. Paulos Gousis (Greece), Ms. Carmen Santiago (Spain) and Mr. Bernard Leblon (France). This meant that the proceedings of the congress were really pan-european as they reflected contributions from many countries: Germany, Belgium, Denmark, Spain, France, Greece, Holland, Ireland, Italy, Luxembourg, Portugal and the United Kingdom. A major element was also the translation of the proceedings of the conference into Romanò-Kalò so that everything could be published in this language and was accessible to the groups concerned directly. The proceedings thus were available in Spanish and in Romano-Kalo. Lead Partner: Instituto Romanó de Servicios Sociales y Culturales Partner countries: Information not supplied A32

34 Project Title: Circus - en Kermisgezinnen en Hun Socio-culturele Eigenheid. Promotie van Deze Interculturele Dimensie bij de Europese Leerkrachten Date: 1995 Description: The project focused on circus and fairground families and their social and cultural habits; it also promoted the intercultural dimension with teachers in several European countries. The main activities within the project were the preparation of a publication and the dissemination of the proceedings of an international conference held on the topic; furthermore a CD I and CD ROM about the life of circus and fairground people were produced. The project was partly the follow-up of the European conference in the Hague in March 95 as produced the proceedings of this major event. Furthermore the organisation Stichting Rijdende Scholen (Foundation of mobile schools) gathered a lot of information about the life and habits of fairground- and circus people and about the educational provisions that are available to these families in the Netherlands. An overview of the activities of EFECOT in Europe was added in four languages as this foundation was a member of EFECOT. This information which contains pictures and graphics was put together on one CD ROM; furthermore a double CD I was produced which contained the same information. Both the CD ROM and the CD I enhanced dissemination in the field of education of fairground and circus children. Lead Partner: Stichting Rijdende School Partner countries: Information not supplied Project Title: PDEWP Persona Dolls: education without prejudice Date: Description: The pedagogy and methodology of persona dolls developed intercultural education with children under eight and challenged the values, stereotypes and prejudices that underpin racism and other social inequalities. Although widely and successfully used in the USA and Australia, educators in most countries in Europe do not know about this approach. It involves developing culturally appropriate stories and follow-up activities for children from a variety of backgrounds - children from indigenous, refugee, migrant and traveller/gypsy families as well as children with disabilities. Parents are involved in selecting and making the dolls and their clothes to ensure that they accurately represent the children in the centre/school. Each doll is given her/his own persona - her/his name, personality, family and life history so that the children bond and identify with each one. Educators use the dolls to tell stories about aspects of diversity, respect for all languages and to raise issues around teasing and name calling. Participating daycare centres and schools in the Netherlands and Denmark and students on a A33

35 childcare/education course in the UK trialled and evaluated story telling and follow-up sessions. National workshops and seminars and a European conference enabled participants to share their expertise, experiences and ideas. In the first year training guidelines in Danish, Dutch and English were produced and disseminated. Lead Partner: Early Years Trainers Anti-Racist Network (UK) Partner countries: Denmark, Netherlands, UK Project Title: Odysseus 2000: Indentità personale e convivenza sociale (Odysseus 2000: personal identity and social conviviality) Date: Description: The project 'Odysseus 2000: Identita Personale e Convivenza sociale' or 'Odysseus 2000: personal identity and social conviviality' addressed the area of intercultural education. It aimed at fostering transnational cooperation between educational institutions in the field of intercultural education through a number of different action projects. They developed two training courses for teachers and other educational practitioners on innovative methodologies (projectbased pedagogy, facilitator/mediator role, action-research). They conducted comparative analyses on the local contexts and on the different practices and regulations in the educational systems. They organised extra-school activities involving families and associations of migrants. Finally they developed and tested educational activities focused on non-verbal communication, aimed at reinforcing the personal identity of pupils in the framework of acceptance of the shared rules of social cohabitation. In addition, and especially for pupils from gypsy and traveller's families, they developed alternative educational integrated approaches, to include alternance of school-based and work-based learning. The project produced both methodological and educational materials. It employed both 'traditional' and ODL approaches, and developed telematic links between all the schools and other organisations involved in the project. Lead Partner: Istituto Comprensivo Jesi Centro Scuola Materna Scuola Elementare (IT) Partner countries: Germany, Spain, France, Italy, Sweden A34

36 Project Title: From understanding to education - Course for teachers with migrant and gypsy pupils Date: Description: "From Understanding to Education - Course for Teachers with Migrant and Gypsy Pupils" set out to design, develop, evaluate and disseminate two five-day courses for teachers working with migrant and Gypsy pupils. Teachers' professional development was supported by an innovative use of video analysis for understanding needs and culture patterns of learning as well as the introduction and exercise of the concepts of "adaptive teaching" and "meaningful learning". This process was supervised with positive video feedback. The aim of these activities was better mutual acceptance and wider possibilities for communication of teachers, pupils and the group leading to better cooperation and achievement at school. The products included: the course for teachers; didactic materials and guidelines for teachers; a textbook for pupils; and a film and a course book for trainers, published in four languages (English, German, Polish, Slovakian). Lead Partner: PLUS - Fundacja na Rzecz Dzieci ze Srodowisk Zagrozonych (PL) Partner countries: Germany, Slovakia Project Title: Interculturele Bemiddeling Basisonderwijs-Zigeuners Date: Description: The overall objective of the project was to improve the quality of education for gypsy children and to offer them an education which is closely linked to the way in which they live and to their capabilities, competencies and skills. To this effect a new service centre was innovated for teachers, schools and groupings of schools of which the objective is to assist schools and others with the integration of gypsy pupils in the schools; one of the activities of this centre was especially to facilitate access of gypsy children to primary school. Pedagogical and didactical materials were developed to enhance the integration of those children in pre-primary and primary education; the possibilities were looked into to make those materials accessible through Open and Distance Learning means. It was hoped that in this way both gypsy children and the other children could get to know each others cultures in an integrated way. Gypsy children would see the importance of going to school and to play a role in the economic process; teachers and future teachers would be informed about the way in which they have to work with gypsy children. Importance was also given to how the management of the school and the decision-makers have to deal with the problems of the education of gypsies. Finally it was also thought that this project would help to combat racism and xenophobia. A35

37 Lead Partner: VOW - Vlaams Overleg Woonwagenwerk VZW (BE) Partner countries: Belgium, Denmark, Germany, Spain Project Title: IR A ESCOLA - Formação de Mediadores de Etnia Cigana para Apoio Escola / Família (Go to school training of gypsy mediators to support school and family) Date: 1995 Description: The objectives of the project: a) the creation of curricular modules for the initial training of gypsy mediators, b) the investigation into the results of the interventions of the gypsy mediators who have received a training; especially by finding out if more children of gypsies attend the schools concerned as a result of the work of the mediators. Strategies were worked out and implemented which enhanced family - school co-operation and which would hopefully result in a better attendance at the primary school of the gypsy children. The activities of the project had several phases: a) work to be done with experts in several areas to organise and develop the curricular modules, b) the work to be done with the schools to find out about their concrete needs, c) the work to be done with the gypsy pupils involved in the project and d) the work to be done with teachers of schools involved in the project. It was hoped that the results will be the following: 1) better attendance of school by the gypsy pupils, 2) better involvement of gypsy pupils in compulsory education, 3) a better comprehension and acceptation of the final objectives of education especially by the gypsy community and 4) a larger number of pupils that stay in school till the end of compulsory education. Lead Partner: Departamento de Educação Básica Núcleo de Educação Recorrente e Extra- Escolar (PT) Partner countries: Information not supplied Project Title: Improving Access to Secondary Education by Effective Home-School Contacts and Outreach Work Date: Description: The principal aim of the project "Improving access to secondary education by effective home-school contacts and outreach work" was to promote equality of opportunity and integration of Gypsy and Traveller children in secondary education. The partners to the project intended to exchange information on the present situation with regard to access to education for Gypsy and Traveller children in secondary education and to identify the inhibiting factors so as to come up with possible solutions. The project intended to document and review existing strategies and practices aimed at promoting A36

38 intercultural relationships between schools, the family and the environment and to develop new ones. One of the activities planned was to consult with the children within the community on their experience of secondary education. It is the intention of the project to disseminate the project outcomes widely both at local and national level. The project will review and develop a methodology and a practice in developing home-school links at secondary school and in organising educational outreach to Gypsy and Traveller children. Lead Partner: Kent Local Education Authority - Kent County Council Education Department (UK) Partner countries: Portugal, Sweden, UK Project Title: Gate (Gypsy and Traveller Education) Gateways to Success Date: Description: A project which focused on major education issues for gypsy children with elements to stimulate success of gyspsy children towards secondary education. The purpose of the project was to improve secondary school attendance by gypsy children and to provide a meaningful education which takes into account educational, cultural and social differences. One of the objectives was also to work with the beneficiaries and their families and to develop basic numeracy and literacy skills. The projects furthermore intended to publish new strategies and findings which will be disseminated through the all Wales Forum for Traveller Education at a transnational conference. The approach focused on the following basic elements: a) a student centred approach, b) individual learning programmes, c) unit accreditation, d) partnerships with parents, e) group work, f) activity-based work and g) co-operative learning styles. It was hoped that the project would contribute to educate more traveller children at a secondary level and to adopt a transnational approach to this problem which at the moment has limited success in all known locations. It was also the intention of the partners to the project to forge close links with FE colleges in terms of offering taster courses and career advice and to try to accredit at earlier and more varied levels to allow for confidence buildings and total integration into the learning environment. Lead Partner: Wrexham County Borough Council Department of Education and Leisure (UK) Partner countries: France, Germany, Italy A37

39 Project Title: Trabajando con gitanos (Working with gypsies) Date: Description: The three partners to the project intended to develop, experiment, evaluate and disseminate training materials on how to work with gypsies and this for teachers and other educators such as gypsy mediators, social workers and voluntary workers in the field of education and social integration. The objective of the materials was to see to it that educators and teachers have basic knowledge on the gypsy population and how they can work with them. The training instrument was composed of three basic elements: to discover, to accept and to build. All together 15 booklets were produced within the duration of the project. Each of the booklets is a didactical unit for a meeting of one hour: it explains about the materials, there is information on group dynamics, there is information on how to share experiences and how to set up a dialogue. The contents focus on themes such as history, values, the culture of the gypsy people and criteria and proposals on how to work with this community. All of this was done through three sets of courses which should result in the fact that teachers and social educators have better training materials to improve their activities towards gypsies. Furthermore the European co-operation within the project should enable to improve existing materials and should put at the disposal of all the partners a model of socio-educational intervention with the gypsy community. Lead Partner: Caritas Española Servicios Generales (ES) Partner countries: Italy, UK Project Title: Il mediatore culturale zingaro : la formazione per gli anni 2000 (Cultural gypsy mediators: their training towards the year 2000) Date: Description: The objective of this project 'Il mediatore culturale zingaro,: la formazione per gli anni 2000' or the cultural gypsy mediators: their training towards the year 2000', which has partners in France and Portugal, inetnds to formalise the training methodologies for gypsy and ROM mediators, in order to develop the capacity to understand values, traditions and rules which differ from his/her own; it capitalises on the results of a previous Comenius A 2 project. The basic idea of the project being that the ROM mediator must develop the capacity to understand values, traditions and rules differering from his/her own while retaining respect for his/her values. The project wishes to identify and formalise elements of a learning process needed to acquire such capacity. This would also include the involvement of local actors with the aim of defining a kind of 'social pact' with the gypsies. As far as the results go, it aims at defining the skills of the cultural mediator and at assembling A38

40 written documentation on the experiences undergone by mediators and afterwards their publication on Internet; to this effect the project will also develop a website. The project will bring about through its activities the construction of innovating didactic modules for the individualisation of key competencies of the mediators in the different cultural environments. The projects will also enhance exchanges and study visits to confront whatever emerges from the different local realities and finally it will develop a joint training for both the gypsies and the other operators. Lead Partner: Opera Nomadi - Sezione Di Milano Presidenza Nazionale (IT) Partner countries: Spain, France, Portugal Project Title: Todos los Alumnos Pueden Aprender (All pupils can learn) Date: Description: The objective of the project was to develop a model of intervention in the primary and/or secondary school with important groups of gypsy children and children from migrant workers so as to improve the quality of education especially in the areas of reading, writing and arithmetic, the three disciplines which are the basis of their integration in the school and in society. Thus the project contributed to fighting school failure and helped the teachers of the disciplines concerned to better understand the situation and to act accordingly to the benefit of the children. The activities of the project thus all focused on enhancing the methodologies and the strategies to be used to lead to more effective education of the three disciplines concerned and to a better preparation of the teachers who have to work with those pupils. A special attention was also paid to the links with families; social workers were part of the project as they tried to change the attitudes of the families of the gypsies towards school and education. The project furthermore stressed that action to be taken within a school should involve the whole team of teachers and other educational staff. It also focused on the fact that the school is the place where those gypsy pupils learn democratic principles and usages. The extracurricular activities were also seen to be important as they can constitute a major contribution to intercultural education and can help to combat discrimination. The basic philosophy of the project was explained in its title saying that all children can learn if they are given the opportunity to do so. Lead Partner: Fundación Tomillo Capto - Centro de Actividades Pedagógicas (ES) Partner countries: Spain, Italy, Portugal A39

41 Project Title: Suitable Adapted Education for Gypsy Children Together with Cooperation with Their Parents Date: Description: The project 'Adapted Education for Gipsy Children' intended to focus on the following activities: the organisation of study visits and joint conferences; the setting up of research; the development of teaching materials and pedagogical methods; the training of teachers and mediators; close co-operation with gipsy families and the development of a network trying different ways of organising activities in the field concerned. The context is the fact that most Rom children in Oslo do not attend school. They arrive in Oslo late in Autumn and leave in early Spring. They are in lack of basic skills and knowledge and cooperation with their parents is insufficient. Nedre Bekkelaget skole is a small Primary school in Oslo, which had succeeded in making Rom children attend school for the previous two years; together with the Chief Municipal Education Office in Oslo it intended to establish a network of schools in Oslo, making plans for gipsy education and giving practical help in contact with Rom - children who do not attend school. Simultaneously research concerning Norwegian Roms attitude to school would be set up and hopefully would be finished in June Co-operation was envisaged with other countries which were often visited by the Norwegian Rom and which worked on the same issues as the ones in the present project. The anticipated results were: 1) enhanced motivation of the Rom children for school when they are stationary and 2) increased motivation for young Rom to study by themselves when they are travelling. The project also hoped to improve attitudes and relationships between people of Norwegian origin and of Rom origin. Through the networking effort it is hoped that Norway would be part of a European network in the field of gypsy education. Evaluation reports and adjustments throughout the project were elements which were embedded in the project and which should have quaranteed the quality of the work to be done. Data technology and internet were gradually integrated. Lead Partner: Nedre Bekkelaget Skole (NO) Partner countries: Ireland, Sweden A40

42 Project Title: Strategies for the Integration of Children of Gipsies in the Educational System - Training Gipsy Intermediaries Date: Description: A three-year project aiming at enhancing the integration of Gipsy children into the educational system by providing appropriate training to selected trainees which functioned as intermediaries. The main objectives of the project as stated include the following: a. research for the development of an operational strategy promoting the integration of children of Gipsies into mainstream educational systems; b. the development of an educational "package" which will be used as a tool in the educational and social work of the mediators. The methodology proposed for the achievement of these objectives included: a. research for determining the profile of a mediator required for playing an effective role; b. design of an appropriate training programme for mediators; c. design of the appropriate educational material which mediators are going to use in their work; d. piloting of methodology and material; e. planning for the integration of trained mediators into the job "market". The activities proposed included: the design and administering of a questionnaire; interviews; literature search on relevant areas; meetings for the exchange of information and experience; preparation of workshops with the participation of invited experts. The project results were expected to be useful at a European level. Lead Partner: Ministry of Education Telecommunication / Systems Institute National Foundation of Youth - Centre for Vocational Training (GR) Partner countries: Germany, France, Greece, Portugal, UK Project Title: Gypsy Mediators Training Date: 1995 Description: The project focusing on 'Gipsy Mediators Training' was composed of the following activities: a series of seminars was organised; exchanges of experience and expertise were set up; teaching materials were developed; vocational training for young people was enhanced; the project also resulted in publications which were translated in other languages so as to enhance dissemination of the products. The main aim of the project was to intervene in the process of the social integration of Gipsies, through the training of qualified Gipsy Mediators and through raising the awareness of the wider community for the problems Gipsies meet. More specifically, the Gipsy Mediators were expected to facilitate the active participation of the Gipsies in the fields of their education, the health A41

43 services and other institutions which deal with their problems; it was also their responsibility to raise the awareness of the public with regard to those problems; finally they also have to promote mutual understanding and co-operation. The training will take place through 5 day-seminars including presentations, working groups and educational visits. They were attended by both Gipsy Mediators and people who deal with Gipsies for professional reasons (teachers, social workers, civil servants...). The training was supported by teaching materials which were produced by field experts (written and audio-visual materials), and were later disseminated, through the Mediators activity, to the wider Gipsy community. The Seminars were followed by a 3 day Symposium with the participation of experts on Gipsy Mediators: training from other European countries, for the exchange of experience. The project also included the translation into Greek and the publication of D.Kenrick's book : «Gipsies :From India to the Mediterranean» as it was used in the mediators' training. The whole process was described and published together with all relevant materials of the course. Lead Partner: Ministry of Education Telecommunication / Systems Institute General Secretariat for Adult Education (GR) Partner countries: Information not supplied Project Title: Schulvorbereitung, schulische Integration und Alphabetisierung zugewanderter Roma-Kinder (Preparation for school, integration into school and literacy project for itinerant Roma children) Date: Description: The project "Schulvorbereitung, schulische Integration und Alphabetisierung zugewanderter Roma-Kinder" (Preparation for school, integration into school and literacy project for itinerant Roma children) intended to establish projects to fight illiteracy and create means to help integrate roma and sinti into schools by preparing and monitoring them. Project partners in Frankfurt, Vienna and Bologna exchanged information and experience on questions of education and professional training with regard to roma and they discussed this in conferences and meetings. There was active involvement of local actors. The main target group was roma children. The project partners tried to meet the pedagogical needs of the children: promotion of literacy in German and Italian, tuition within primary and secondary education, also support for transition school-work, promotion of native language (envisaged), training for employees of roma self-help groups (envisaged), support for parents with regard to their children in school, awareness and promotion of tolerance and acceptance of teachers for roma, intercultural communication, information dissemination about culture and language of roma, exchange of experience with regard to the local projects between all project partners. The project involved school children (roma) as well as their parents, teachers and local authorities. The project planned a European conference to discuss questions on education and professional training of Roma to disseminate information but also present results and compare experiences from other A42

44 European countries. Lead Partner: Stadt Frankfurt am Main, Amt für Multikulturelle Angelegenheiten Fachbereich Integration und Antidiskriminierung (DE) Partner countries: Austria, Germany, Italy Project Title: Verbesserung der Schulischen Betreuung der Roma und Sinti Schüler Implementation und Validierung der Vorangegangenen Materialien für Schüler (Improving the guidance given at school for Roma and Sinti pupils: Implementation and validation of materials for pupils) Date: 1995 Description: The project focused on the guidance given at school to children of gipsies (Roma and Sinti) and focuses on the development of pedagogic materials and tools for those children. The objectives of the project are: a) the use and the testing out in the classroom of materials which will be developed and which focus a.o. on the life of gipsies (Sinti, Roma); b) the in-service training of teachers in whose classes there are Sinti and Roma children; 3) the recrutement and the involvement of mediators who are themselves Roma gipsies. It is hoped that through a network of schools and with the help of the gipsy mediators, fear for 'strangers', xenophobia and prejudices against them will be broken down. The project focuses strongly on the fact that minorities and majority cultures should try to understand one another better and respect one another's culture so as to live without tensions together. The mediators have a crucial role to play in this process. The main focus of the project lies on the in-service training of teachers who receive in their classrooms the children of Sinti and Roma gipsies; the materials to be developed will be tested out by them and will be improved through this process. It is also hoped to enrich the project through the co-operation with and exchange between the other partners from the Netherlands, Belgium and Denmark who tackle similar problems. Lead Partner: Katholische Grundschule Lindenbornstrasse (DE) Partner countries: Information not supplied A43

45 Project Title: ESPATOS - Gitanos y educacíon intercultural: la escuela para todos (Gypsies and intercultural education: the school for all) Date: Description: The aim of this three-year project "ESPATOS: Gitanos y educación intercultural: la escuela para todos " (ESPATOS: gypsies and intercultural education: the school for all) was to integrate Gypsies and focus attention on their reality, needs and to eliminate the stereotypes in the school environment. The activities planned were to develop a practical methodology on the integration of Roma children and to train mediators in order to ease the integration process for these children. Workshops were also organised to fight against stereotypes and toconsolidate the coexistence of different cultural groups. The project resulted in a book, which summarised the experiences and activities carried out in the framework of the project. The expected outcome was an increase in teachers' awareness of all pupils' rights to be included, the training of mediators and the above-mentioned book. The target group of the project was Roma children of 6-12, their teachers and the community. The project involved partners from Spain, Italy and Portugal. Lead Partner: Asociación Unión Romani de Andalucía Area de Formación (ES) Partner countries: Spain, Italy, Portugal Project Title: Istruzione a distanza per Allievi Zingari e Viaggianti (Distance learning for Gypsy and Traveller pupils) Date: Description: The activities planned for this project were: a trial of the didactic materials developed in 1995/96; regular meetings for the programming and testing of the measures; audiovisual preparation of the materials produced and the production of guidelines for teachers in Italian, English and French; testing and printing of the materials produced. 1. The project aimed to target the inadequate educational provision for Travellers in Sicily ("camminanti"), which results from their nomadic lifestyle. It also aimed to target the low level of school attendance and the lower level of attainment of Italian and foreign Gypsies. 2. Project partners included the schools of the "camminanti" in Sicily, as well as the schools which are available to Italian Gypsies and Gypsies from other non-eu countries over a long-term period. 3. In 1996, there were two trial periods (at the end of the first quarter and to the year end) to test A44

46 the didactic materials. 4. Other activities planned included printing the didactic materials once they had been tested and producing audiovisual aids and guidelines for the teachers. 5. A structure of drop-in centres was planned to monitor and consolidate the school performance of the "camminanti" pupils. 6. Regular meetings with competent expert advisers accompanied the trial phase, where the initiatives were to be classified within an international framework. 7. A European seminar was organised (June 1996), with the aim of comparing the initiatives for Sinti, Roma and Travellers carried out within the framework of the Socrates programme. Lead Partner: Opera Nomadi - Sezione di Roma Nazionale (IT) Partner countries: Spain, France, UK Project Title: ROMBASE - Elektronische Lehr-und Informaterialien für und zu Roma (Electronic learning and information materials for and with gypsies) Date: Description: ROMBASE - Elektronische Lehr - und Infomaterialien für und zu Roma (Electronic learning and information materials for and with gypsies) was a three year project which had as objective the contribution to overcome the socio economic marginalisation of Romanies (and Sinti), by improving the educational provisions which would improve the educational level of Romany children and youngsters. The project involved Austria, France, Czech Republic and Slovenia. The objectives were: 1) to improve the availability of learning materials for Romany children and youngsters, a.o. through the implementation of NIT; 2) to improve the availability of information materials dealing with Romany issues, a.o. through the use of the internet; 3) to improve teacher training and teacher further training. Planned activities: 1) Adaptation and development of educational Romany-computer games, linking prestige of technology to language, which has been proved to be effective for the upgrading of self image and self esteem of Romany children. Interesting side effect is the enjoyable way of learning the mother language, which is already being less and less exercised; 2) Development of a multilingual, multimedia computer-based database which can easily be accessed through Internet. Contents will involve Romany ethnology, culture, history, social and political aspects, taking into account information about Romany groups and Romany celebrities. In addition to this database a 'suitcase' will be developed containing books, CD's, videos, and pedagogical - didactical instructions to facilitate the implementation of the database in schools, teacher training colleges and further education centres; 3) Development of modules based on the principles of intercultural learning. These modules can A45

47 be used in teacher training and teacher further training as well as by Romany-mediators. The experiences of the Romany organisations and training organisations involved in the project will be used in this development. Lead Partner: Universität Graz/ Institut für Sprachwissenschaft (AT) Partner countries: Austria, Czech Republic, France, Slovenia Project Title: ALCE - Animación Lectora y Comprensión Escolar (Animation for reading and comprehension at school) Date: Description: ALCE, animación lectora y comprensión escolar (ALCE, animation for reading and comprehension at school) worked in schools within deprived urban zones, where the concentration of immigrants, Gypsies and marginalised people is considerable. The project worked with secondary-age pupils and aimed to promote reading, bibliographical research and use of ITC to carry out schoolwork. These three axes of work aimed to promote the respect of cultural, sexual and economic differences. Lead Partner: Fundación Tomillo Capto - Centro de Actividades Pedagógicas (ES) Partner countries: Spain, Greece, Italy, Portugal A46

48 LEONARDO DA VINCI II PROGRAMME The Leonardo da Vinci II programme focuses on the field of vocational education and training. Transnational projects are funded through the programme to help to prepare European citizens to enter the labour market, thus helping to reduce unemployment. They bring together the various players in vocational training - training bodies, vocational schools, universities, businesses, chambers of commerce, etc. - in an effort to increase mobility, foster innovation and improve the quality of training. The programme helps people to improve their skills throughout their lives. There are six types of projects, or 'measures' funded through Leondardo da Vinci II: Mobility projects, aiming at fostering skills development and exchanging expertise by enabling specific target groups to spend periods of time in another European country, either by work placements or trainer exchanges. Pilot Projects, aiming at improving quality and promoting innovation in vocational training. Pilot projects develop tangible products, using new information and communications technologies where appropriate. Language Competences, aiming at enhancing multilingual and multicultural communication in the training and working environment. Projects must develop methods, approaches and tools which are related directly to work situations. Transnational Networks aiming at assembling, distilling and building on European expertise and innovatory approaches; improving the analysis and anticipation of skill requirements; and disseminating the network outputs and project results throughout the Union in the appropriate circles. Reference Materials aiming at supporting the creation and updating of Community reference material, specially surveys and analyses; the creation and updating of comparable data ('statistical projects'); the observation and dissemination of good practice; the exchange of information. Joint Actions, supporting initiatives that extend beyond the scope of a single programme, bringing Leonardo closer to Socrates and Youth. It also aims to encourage the development of innovative approaches to analysing and solving problems which cut across several areas, through co-operation between different sectors at different levels, transnational networking and removing barriers between different modes of intervention. It has been suggested that occupational Travellers may give more value to qualifications which give them relevant skills for use in the occupations they wish to pursue. Projects to support Travellers to gain vocational qualifications, where they can see the benefit in terms of the skills they gain, thereby have strong potential to appeal to this target group. Below A47

49 are some of the projects supporting occupational Travellers undertaken within the Leonardo da Vinci II programme. Leonardo da Vinci II-funded projects Project Title: QWATRA Training for travellers Date: 2000 Description: The QWATRA project provided easier access to vocational training courses (both initial and life-long learning) for occupational travellers, i.e. bargees, fairground and circus communities. Information on courses especially tailored to the needs of the target group and based on national qualifications was made available through a European network of vocational training providers. The service provided a multilingual central information access point focusing on courses that lead directly to nationally accredited vocational qualifications. An ODL structure including a module to prepare for the European Computer Driving Licence and an ODL course on business requirements for fairground businesses in Member States was included. These structures enabled the users to access the course material on-line. A web site was created containing a database of all vocational courses for travellers available throughout Europe, with special attention being given to the way courses will lead to official qualifications. This site also served as the main dissemination tool for the programme. Lead Partner: Europese Federatie Voor het Onderwijs aan Kinderen Partner countries: France, Germany, Netherlands, Slovenia, Spain, UK Project Title: BeKoSch - Entwicklung beruflicher Kompetenzen für den Schausteller durch blockweisen Unterricht (Development of professional skills for showmen by means of modules) Date: Ended December 2000 Description: The objectives of this project were: development of a system for acquisition of professional skills with regard to the mobility of showmen with prompt inclusion of the responsible institutions; derivation of qualification requirements for the professional activity of showmen; development of a curriculum of modules that is recognised by the responsible national institutions; testing of a curriculum by using flexible teaching and learning methods; improvement of competitiveness of small and medium-sized companies by acquiring professional skills. A curriculum was developed that created opportunities to acquire a certificate containing the A48

50 following components: general and specialised learning in the subject field; practical experience; a leaving certificate; Relevant materials were also developed, such as instructional leaflets, CDs, databases and modules for interactive learning in several languages. By implementing the curriculum it is possible to acquire different social, general and subject-related skills that are required for exercising professional activities. Block lessons should be differentiated into content relating to business management, typical crafts qualifications for the showman profession (fitting and assembling activities, welding, fundamental knowledge of electro-technical issues, woodwork, painting, etc.) and subjects concerning legal provisions (labour law, trade law, accident prevention, hygiene regulations, etc). The showman obtains a certificate relating to the skills acquired. At the conclusion of the project aspects relating to content and organisation were to be inferred by the partners and the national institutions for possible recognition of the qualification (by the Ministry of Education and the Arts). The main target group of this project was showmen and their companies. It was designed to provide impulses for developing professional skills for profession-related activities throughout Europe. The results of this project were intended to have an effect on: the development of specific educational subjects on offer for showmen; the teaching of both theoretical and practical skills for showmen and their flexibility on the European labour market; the dissemination and application of flexible teaching methods while using modern communication technology; the continued existence of the trade, its image in society and the attractiveness of this activity. Lead Partner: Landes Institut Sachsen-Anhalt (Lisa) (DE) Partner countries: Information not supplied A49

51 Project Title: Horsemen Date: 2002 Description: The Horsemen project aimed to develop and implement an accredited, pre-vocational course on horse care, specifically for Travellers and Roma people. Transnational thematic groups assessed existing Equine study provision as a basis for developing one or more modules tailored to the target group's educational levels and occupational prospects. Consultation took place with members of the target groups linking with youth workers and support agencies, with course development further involving literacy agencies and accreditation bodies. Following a 10-month pilot phase, within the partner countries, results were evaluated and a final course developed in EN, HU, ES and other minority languages. The learning package, in CD-Rom format, was circulated free of charge to national education bodies and other key agencies (each having been invited to participate in a project consultation group throughout the lifetime of the project) for implementation on a wider scale. Information on the results of the project were made available via the project website and via existing partner networks. Final results were publicised via specific project leaflets, articles to press and journals, through presentation at appropriate seminars and via a final project dissemination conference. Lead Partner: CO CLARE VEC (National Co-Ordination Unit for Senior Traveller Training Centres) (IE) Partner countries: Belgium, Hungary, Ireland, Netherlands, Spain Project Title: TRAVELCOM - Improve Competencies of Gypsies and Travellers in Commerce and Marketing in order to Improve Access and Permanence in the Labour Market Date: 2003 Description: The TRAVELCOM project intended to raise the skills levels of gypsies and travellers in the fields of commerce and marketing, capitalising upon individual interests and aptitudes to provide a foothold within education and the labour market and increasing individual opportunity against growing competition in the retail sector. Following an initial needs analysis, the project designed, evaluated and introduced a tailored-training programme and multi-media tool-kit for use by training providers. Primary project outcomes comprised: a report on the nature and extent of mismatch between training needs and provision for Gypsies and travellers in commerce and marketing; a training programme and support methodology suited to class or distance learning; a tool kit in the form of an interactive CD-Rom and a project website to act as a permanent network resource (to be maintained by the promoter beyond the lifetime of the project). Materials were webbased and downloadable in all partner languages, with additional teaching resources being made A50

52 accessible in the Roma language. End products were promoted via mailings and direct contact with associations representing or supporting gypsies' and travellers' interests and with public, private and non-profit training providers, especially commerce and marketing schools. A formal launch and final transnational dissemination seminar were also planned by the project. Lead Partner: Instituto de Enseñanza Secundaria Ribeira do Louro (ES) Partner countries: Czech Republic, Finland, Ireland, Romania, Spain Project Title: Childcare for a Changing World Date: 2000 Description: 20 beneficiaries traveled to Ireland, Belgium and Denmark for a 1-2 weeks exchange. The aims being to identify best practice & methodologies as the first steps in gaining pan-european consensus into caring for children of refugees, travellers and asylum. Lead Partner: Early Years National Training Organisation (UK) Partner countries: Belgium, Ireland, Netherlands Project Title: Fairground Date: 1996 Description: To translate and develop learning materials for occupational travellers; develop networks between UK Further Education Colleges and fairground families; and develop the skills of the Showmen's Education Liaison Officers. Lead Partner: Harlow College (UK) Partner countries: Belgium, Greece, Ireland, Netherlands, UK A51

53 Project Title: TRAINGYP - Professional Motivation and Training of Young Gypsies and their Engagement in the Job Market Date: 2003 Description: In line with current priorities for the integration of minorities, the TRAINGYP project capitalised on transnational co-operation in order to develop a range of tools and resources for facilitating the integration of young Roma (aged 15 to 25 years) into education. As a result of the project, a range of products were developed, to include comparative studies, a guide for Roma parents (how to cope with schools), information tools (databank of educational options, profiles of Roma role models), pre-vocational training modules (motivation, attitudes and behaviour at work, re-socialisation) and initial vocational training modules (introduction to computers, craft training, business skills) for young Roma and a skills assessment tool. All were designed by at least two of the partners and tested or evaluated with the involvement of the Roma community. End results were available in print and CD-Rom, in CZ and EN, with additional languages being considered. Potential users include Roma community organisations, schools and vocational institutions, guidance and employment services, trade unions, public and private sector employers, local and national administrations and the media. Proposals arising from the project experience were circulated to potential multipliers within public agencies and in the business sector. As the project results became available, debates were organised with relevant stakeholders via meetings, seminars and web forums and relevant press coverage organised. An end conference presented the project outcomes to EU specialists in Roma, migration and border zone issues. Lead Partner: Kreo Plus- Spol Sro (CZ) Partner countries: Czech Republic, Slovak Republic, Italy, France, Germany, Spain A52

54 Project Title: Training for Fairground Employees Date: Description: When the project was implemented, it was considered that education structures were not sufficiently flexible to provide relevant vocational training for mobile fairground employees. To satisfy the need for appropriate training, a multimedia-based platform was developed under the auspices of the TOPILOT project, funded by DG XIII of the European Commission. The platform enables trainers to monitor their trainees from a distance. However, the absence of suitable learning packages has limited its potential use. The partners of the TRAFE project developed two learning packages which would make use of the new telematic service. They were designed to permit regular contact between the employee and his or her trainer through a mobile datacommunication network, thus respecting the mobile nature of fairground employment. The project drew on a range of expertise and used the Internet. The two learning packages and support materials dealt with fairground electronics and business skills for fairground employees. The packages were developed in Dutch, English and German. Although the training did not at first correspond to national curricula, it enhanced the employability of fairground employees and support the process of lifelong learning. Lead Partner: European Federation for the Education of the Children of Occupational Travellers (EFECOT) Partner countries: Belgium, Germany, Luxembourg, Netherlands, UK Project Title: Vocational Education and Training for Occupational Travellers (Fairground People) Date: Description: There is a real requirement and considerable demand for vocational education, including core skills, amongst fairground people. In particular, there is a very strong need for such training for young adults, many of whom leave school without adequate qualifications. The organisation of the fairground life into travelling and non-travelling seasons denies mainstream education and training to showpeople. The partners of this project sought to disseminate training materials developed under an earlier PETRA project by translating them into English. They were promoted to providers of training and the fairground profession s representatives to stimulate cooperation between institutions and schools providing education and training to showmen and their families. The travellers needs were met not only by developing flexible training materials but also by the fact that the colleges sought accreditation of the modules as a means to making them mainstream. The training materials update the technical and business skills of the fairground people, thus allowing them to maintain competitiveness within their sector. In addition, the project A53

55 developed and enhanced the role of the education liaison officers of the showmens guilds. The project developed fairground workers awareness of initial and continuing vocational training as well as their understanding of realistic educational opportunities and progression Lead Partner: Harlow College, UK Partner countries: Belgium, Greece, Ireland, Netherlands, UK Project Title: Handbook for Occupational Travellers in Europe Date: 1996 Description: Occupational travellers such as fairground, circus and barge people, are extending their business more and more to other countries. They no longer remain solely in their own country, but visit foreign fairs and buy and sell goods in other countries. It is therefore very important for them to get to know other countries business laws and regulations. This project produced a Handbook for Occupational Travellers in Europe (HOT-EU). It was designed as a learning package for fairground employees who travel between the Netherlands, Belgium and Germany. It focused on the specific rules for fairground businesses that differ between these three countries. As the package will be suitable for open and distance learning, fairground employees will no longer be dependent for their training on schools in fixed places. Lead Partner: Harlow College, UK Partner countries: Belgium, Germany, Netherlands A54

56 Annex Two: Country fiches A55

57 Annex 2 Country Fiches Our initial desk research included both a qualitative literature review and a quantitative review, which resulted in the production of short national fiches for each country. The national fiches summarise: Educational provision for the target group The key issues for the specific target group in each country The recent developments The expected next stages Quantitative data as to the number of children of occupational travellers and their socio economic background. Our experience of quantitative research at European level led us to anticipate a lack of available data in some countries and the provision of data in very different formats that do not facilitate comparison among Member States. We also anticipated varying levels of recognition of the importance of the education of children of occupational travellers at the political level in all Member States. In fact, while we were able to find a wealth of information regarding the education of Gypsy/Roma groups in each country, for occupational traveller groups the information was often limited. Where we were unable to locate quantitative data through desk research, we carried out a significant number of telephone enquiries and interviews in order to fill in the gaps. Our proposal does not allow for the collection of new data and we therefore present the best data available in the country fiches. The data is drawn from many different sources and is not precisely comparable across different Member States and different occupational traveller groups. Clearly, additional in-depth research would be required to give precise data for a particular group in a particular country. Our desk research also involved qualitative analysis in order to map the school provision for children of occupational travellers in the different EU Member States, collect data regarding the specific target groups in each Member State and review the contribution of European programmes to progress in this area. Again, we consulted literature where available and conducted a large number of interviews with providers and occupational traveller representatives. A56

58 The national fiches are now presented below. Austria Target Population How does the Member State recognise / define travellers as an ethnic group? The Ethnic Groups Act (Volksgruppengesetz) of 1976 recognizes indigenous ("autochthonous") ethnic groups only and applies to those who have lived in Austria for at least three generations and who are Austrian citizens 2. The Act defines national minorities (Volksgruppen) as "groups of Austrian nationals living and residing in parts of the federal territory whose mother tongue is not German and who have their own traditions and folklore" 3. The census uses the criteria of language of everyday use to identify members of the official ethnic groups. There are six ethnic groups which are officially recognised. These include Roma and Sinti, who did not receive official recognition as national minorities until The official recognition therefore only includes autochthonous Roma and does not recognise persons who came to Austria as guest workers and their descendants, or refugees and asylum seekers. Roma from ex-communist countries and from the former Yugoslavia arrived in increasing numbers in Austria in the late 1980s but are not recognised demographically 4. Size of the following ethnic groups Ethnic Gypsy / Roma / Sinti Other travellers (defined as an ethnic group, e.g. Irish travellers) The 2001 census recorded 4,348 Romani speakers with Austrian nationality and 1,925 Romani speakers with other nationalities people stated that they spoke Romani as their everyday language The number of Roma living in Austria is estimated to be up to 25, The Austrian Foreign Ministry [online]. [Accessed Novermber 2006]. Available from the World Wide Web: < 3 Austrian Press and Information Service [online]. [Accessed November 2006]. Available from the World Wide Web: < 4 Halwachs, D. W [Romani] Projekt, Roma and Romani in Austria [online]. [Accessed November 2006]. Available from World Wide Web: < A57

59 Five larger sub-groups of Roma can be distinguished in Austria. These are: Roma of Burgenland, Sinti, Lovara, Vlax Roma from the Balkans (including Kalderaš and Gurbet) and Muslimic Roma from the Balkans (including Arlije) 5. The Rombase database 6 estimates the population of Burgenland-Roma to be 2,500 to 5,000 and of Gurbet to be around several hundred. It is considered likely that Roma from the excommunist countries and from the former Yugoslavia might be the largest group in Austria. It is speculated that their number is likely to double the previously mentioned total of Roma of Any particularly distinctive features about travellers as an ethnic group? Roma and Sinti mainly live in Burgenland and Vienna. The number of Roma who arrived as migrant workers in the 1960s and are now mostly Austrian nationals, is far greater than the number of Sinti, Burgenland Roma and Lovara that have lived in Austria for a longer period of time. None of the Roma groups which feel they are representing and conserving the true Roma are nomadic. The Lovara, the Kalderaš and the Gurbet try to be as independent as possible and prefer professional independence. As a consequence, they avoid being dependent on wages, if at all possible. 8 How does the Member State recognise / define travellers as an occupational group? No information could be found on how Travellers are defined as an occupational group. 5 Ibid. 6 Rombase, Didactically edited information on Roma. [2006]. [online]. [Accessed November 2006]. Available from World Wide Web: < 7 Halwachs, D. W [Romani] Projekt, Roma and Romani in Austria [online]. [Accessed November 2006]. Available from World Wide Web: < 8 Ibid. A58

60 Size of the following occupational groups Gypsy / Roma / Sinti The survey of travelling communities in Europe published by EFECOT in 2001 estimated the number of circus enterprises in Austria to be 11. Showmen / Fairground Bargees Circus families Seasonal agricultural workers, e.g. fruitpickers Seasonal tourism workers New Age travellers Other occupational travellers Any particularly distinctive features about travellers as an occupational group in this country? e.g. Regional dispersion, Socio-economic characteristics In Austria, there are two particular types of circuses: professional (which employ professional artistes) and family (small circuses, where most of the programme, as well as business activities is carried out within the family). 9 Any particular issues facing the education of the children of occupational travellers in this country? The European Commission against Racism and Intolerance (ECRI) published a report in 2005 which outlined the disadvantaged position of Roma, in particular non-autochthonous Roma, in education at all levels. 10 Recent research however has shown an improvement in the education levels of younger members of the Roma community in Austria, although they are still far lower than the rest of the population European Parliament Directorate-General for Research, Division for Social and Legal Affairs The situation of the circus in the EU Member States. Luxembourg: European Parliament 10 European Commission against Racism and Intolerance Third Report on Austria. Strasbourg: Council of Europe Directorate General of Human Rights 11 European Monitoring Centre on Racism and Xenophobia Roma and Travellers in Public Education. Vienna: European Monitoring Committee on Racism and Xenophobia A59

61 Illiteracy is high among the children of circus families, whose education is interrupted by their changes in location and suffers as a result. 12 National policy How does national policy specifically recognise the issue of education for itinerant pupils? National policy appears to recognise the needs of minorities by focusing on pupils whose mother tongue is not German (in line with the census measure of minorities according to their everyday language). Education statistics distinguish between Austrian and foreign nationals and data is also collected on pupils with a first language other than German. 13 The issue of schooling for the children of itinerant parents has received little attention to date. 14 What rights of access to schooling do these pupils have? In Austria, access to public sector schools, regardless of birth, gender, race, status, class, language or religion, is guaranteed by law. Private sector schools, in contrast, may select pupils according to the above criteria, although such selection is rarely applied. 15 The establishment of Roma and Sinti rights as legally recognised ethnic groups includes a right to education. Children who are permanently resident in Austria are obliged by law to attend school for nine academic years commencing at the age of 6. Children who are temporarily staying in Austria (such as children from foreign circuses on tour) are entitled to attend an Austrian school. 16 How does mainstream provision serve these While the national Ministry of Education is 12 European Parliament Directorate-General for Research, Division for Social and Legal Affairs The situation of the circus in the EU Member States. Luxembourg: European Parliament 13 Ibid. 14 European Parliament Directorate-General for Research, Division for Social and Legal Affairs The situation of the circus in the EU Member States. Luxembourg: European Parliament 15 Bundesministerium für Bildung, Wissenschaft und Kultur, Development of Education in Austria European Parliament Directorate-General for Research, Division for Social and Legal Affairs The situation of the circus in the EU Member States. Luxembourg: European Parliament A60

62 children? (i.e. static schools) responsible for funding and overall supervision of compulsory schooling, implementation is devolved to the level of the Länder. The provision for the children of occupational travellers may therefore vary across the country. Children of occupational travellers attend mainstream schools, or boarding schools. They are not given any specialised provision. Little support is provided for parents of itinerant children (such as circus folk) and solutions tend to be worked out by parents. Educational provision for circus children is similar to that in Germany. A mix of solutions are used, such as: - attending the school local to the circus venue - home teaching by parents or relatives, or by special learning programmes - attending schools local to place of residence, if living with relatives/friends/foster families - boarding schools/homes - distance learning - travelling schools. The German 'travelling school' model does not yet exist in Austria. 17 In 1992/93, teaching of the mother tongue of the pupil was made a part of the curriculum for mainstream education. In the school year 2002/03, there were 337 teachers who taught pupils in their mother tongue. Romanes is included as one of the languages offered for this purpose. However, in its 2005 report, ECRI noted that the activities which were carried out in this area (for example training for school authorities and teachers) were limited and poorly funded. ECRI observed that although initiatives aimed at 17 European Parliament Directorate-General for Research, Division for Social and Legal Affairs The situation of the circus in the EU Member States. Luxembourg: European Parliament A61

63 improving the access of Roma youths to education were in place at a local level, funding for these initiatives was reportedly extremely limited. Key recent developments What are the next stages planned to address the schooling needs of these pupils? No recent developments were found. Specific provision List and describe individual examples of customised provision (i.e. not necessarily comprehensively available; provided in addition to mainstream schooling) Romano Centro has provided free home tutoring for Roma children since In Oberwart, Romano Centro provides lessons in Romani. Since 2000, it has employed Roma teaching assistants for Viennese schools. Since 2001, the Vienna Board of Education has employed a Roma teaching assistant as language teacher for Romani, Bosnian/Serbian/Croatian, and Macedonian. 18 In 1995, the Roma Verein (Roma Association) established a fund (the Roma-Fonds ) for members of the Roma and Sinti groups to use for educational purposes. The fund provides grants which can be used, for example, for out-of-school educational resources and for both academic and vocational education. Who is responsible for these provisions? National, regional or local authorities? Specific provision is the responsibility of both Roma organisations and the Ministry of Education, Science and Culture. How is it funded? Romano Centro relies on support from donations. Its project to employ teaching assistants in Viennese schools is supported by the Vienna Integration Fund and the Ministry of Education. The Roma-Fonds is financed by the Austrian Roma Culture Association, the Roma Association and from public and private donations. How are parents and teachers/providers consulted Teaching assistants in the Vienna schools work within the schools and also meet the children s 18 European Monitoring Centre on Racism and Xenophobia (2006), Roma and Travellers in Public Education, European Monitoring Committee on Racism and Xenophobia, Vienna A62

64 for / involved in this provision? parents at home. Are there representative bodies? Verein Roma (Roma Association) Kulturverein Österreichischen Roma (Cultural Assocation for Austrian Roma) Volkshochschule der Burgenländischen Roma (Adult Education Centre for Burgenland Roma) Romano Centro Fachverband der Kultur und Vergnügungsbetriebe Österreichs WKÖ (Austrian Professional Association for cultural and amusement companies) A63

65 Belgium Flemish Community Target Population How does the Member State recognise / define travellers as an ethnic group? Belgium does not recognise any national minorities but there are an estimated 6000 caravan dwellers (Manoesj and Roma) in the Flemish and Brussels Capital Region of Belgium. Caravan dwellers are not registered as a separate group by the Flemish government. 19 Educational statistics for both the Flemish and the French communities categorise pupils according to citizenship. 20 Size of the following ethnic groups Ethnic Gypsy / Roma / Sinti Other travellers (defined as an ethnic group, e.g. Irish travellers) The National Focal Point for Belgium reports that there are three main groups of 'caravan dwellers' in Belgium original Belgian 'caravan dwellers', Manoesj (of Indian origin) and Rom. 21 However, a report published by the European Network against Racism distinguishes four groups of Roma/Sinti/Travellers: Voyagers: This group is descendant from the former occupational travellers and while they cannot be considered Roma/Sinti, they share the same culture. Their first languages are Dutch (in Flanders) and French (in Wallonia). There are estimated to be 7,000 voyagers in Belgium, living in caravans or houses. Manouches: The Sinti in Belgium call themselves Manouche. Their first language is Romanes and their second is the language of the region where they live. There are an estimated 1,500 Manouche in Belgium, living mainly in caravans. Rom: The Belgian Roma speak Vlax Romanes as their first language and French as their second. They live semi-nomadically and travel in summer, then stay in private or public camping sites during winter. There are an estimated 750 Roms in Belgium. 19 Luciak, M Migrants, Minorities and Education, Documenting Discrimination and Integration in 15 member states of the European Union. Vienna: European Monitoring Committee on Racism and Xenophobia 20 Ibid. 21 National Focal Point for Belgium, European Monitoring Centre on Racism and Xenophobia Analytical Report on Belgium. Brussels: Centre for Equal Opportunities and Opposition to Racism A64

66 Roma: An estimated 20,000 Roma from Eastern Europe can now be found in Belgium. They do not have Belgian nationality (unlike the three other groups) and tend to have the nationality of their country of origin. In addition to the figures given above, the report estimates another 200 to 300 families of EU Roma/Sinti/Travellers travel through or around the country. 22 The Vlaams Minderhedencentrum (VMC) estimates that approximately 26,000 immigrant Roma live in the Flemish and Brussels region. The number of school-age Gypsies and Travellers was estimated in 1993 to be a few thousand at most. 23 Any particularly distinctive features about travellers as an ethnic group? Most 'caravan dwellers' who live in the Flemish Community are Belgian citizens. More often, they now choose to live in static housing and only around 750 families (2000 adults and children) still live in caravans. 24 The lack of camping sites for Roma/Sinti/Travellers has meant that they have had to live in houses. The (eastern European) Roma live in houses, mainly in the cities, and move around a lot. 25 In western Flanders, there are no official halting sites and most Traveller families live in houses. The greatest concentration of Travellers in the Flemish part of Belgium is in Limburg, Western Flanders and in the Antwerp region. 26 How does the Member State recognise / define travellers as an occupational group? No information found. 22 Machiels, T Keeping the Distance or Taking the Chances, Roma and Travellers in Western Europe, European Network against Racism 23 Verlot, M Education for Gypsies and Travellers in Belgium [online]. [Accessed December 2006]. Available from World Wide Web: < 24 National Focal Point for Belgium, European Monitoring Centre on Racism and Xenophobia Analytical Report on Belgium. Brussels: Centre for Equal Opportunities and Opposition to Racism 25 Reyniers, A., Ahkim, A. Culot, P. Les Gens du Voyage en Wallonie. Namur: Benoîte Dessicy 26 Verlot, M Education for Gypsies and Travellers in Belgium [online]. [Accessed December 2006]. Available from World Wide Web: < A65

67 Size of the following occupational groups Gypsy / Roma / Sinti Showmen / Fairground Bargees Circus families Seasonal agricultural workers, e.g. fruitpickers Seasonal tourism workers New Age travellers Other occupational travellers There are seven recognised circus enterprises in the Flemish Community of Belgium. 27 EFECOT estimated that there were an estimated 74 circus workers and 14 school-age children in The estimated number of barge enterprises in Belgium was 1500 in 2001, with 1600 families and a total population of The number of fairground enterprises in Belgium in 2001 was estimated to be 1380, with 1186 families and a total population of Representatives of the Showmen Community gave the following estimates in 2007: Estimated number of registered Showmen businesses: 2,000-2,500 Estimated size of Showpeople community (including those who are retired, do not work or do not work as Showpeople): 4,000 Estimated number of Showchildren: 800 (150 children in Brussels, 250 in Wallonia and 400 in Flanders) 29 Any particularly distinctive features about travellers as an occupational group in this country? e.g. Regional dispersion, Socio-economic characteristics Most of the circuses in the Flemish Community tour within Belgium and in some cases, within Flanders only. Circus Ronaldo is the exception to this as it tours abroad between April and October and tours Belgium in November and December. 30 Any particular issues facing the education of the children of occupational travellers in this country? There are no official statistics concerning Traveller groups but research has shown that participation and enrolment levels among Rom and Roma 27 European Parliament Directorate-General for Research, Division for Social and Legal Affairs The situation of the circus in the EU Member States. Luxembourg: European Parliament 28 European Federation for the Education of the Children of Occupational Travellers Survey Travelling communities and schooling provisions in Europe. Brussels: European Federation for the Education of the Children of Occupational Travellers 29 Source: Beroepsederatie van Kermisexploitanten (Belgian professional federation of showmen) 30 European Parliament Directorate-General for Research, Division for Social and Legal Affairs The situation of the circus in the EU Member States. Luxembourg: European Parliament A66

68 groups are very low. The fairground community recognises the value of education and parents do ensure that their children attend boarding school. 31 A 1994 survey by the VMC showed that in the Flemish region, 94.6 per cent of Voyager children enrolled in primary school. However, only 80.3 per cent attended regularly and absenteeism of older pupils increased. The same survey showed that 81 per cent of Manouche children enrolled in schools, but only 67.8 per cent attended secondary schools. Only 18.8 per cent of Rom children attended school and around half of the Roma between the ages of six and eighteen attended school. Nevertheless, 2001 data collected by the VMC showed that school attendance had gradually improved. 32 In 2001, the VMC carried out a (limited) survey of the situation of caravan dwellers in education in three Flemish provinces (Antwerp, Limburg, and East-Flanders). The survey found that 45% of the children did not attend school even at compulsory levels. 12% of the pupils who did attend school took classes in special education. Only two pupils took classes in general secondary education (ASO). 33 National policy How does national policy specifically recognise the issue of education for itinerant pupils? The provision of education was on the whole delegated to the individual Belgian Communities (Flemish, French and German) in Education policy is based around the principle that every person must be given an equal chance of development. The Ministry of Education states that every individual, in the interests of integration into society and regardless of their social or ethnic origins, must receive social and profoundly personal formation, a realistic and world-oriented 31 Source: Chris Deloof, Ministry of Education (Flemish Community) Telephone Interview 32 European Monitoring Centre on Racism and Xenophobia (May 2006), Roma and Travellers in Public Education, Vienna: EUMC 33 Luciak, M Migrants, Minorities and Education, Documenting Discrimination and Integration in 15 member states of the European Union. Vienna: European Monitoring Committee on Racism and Xenophobia A67

69 general formation and broad job-oriented training on an equal footing. 34 Education should be accessible to a broad public and differentiated for particular target groups. In September 2002, the Flemish government introduced a decree on equality of opportunity in schools. The decree focuses on supporting children from deprived backgrounds and aims to counter exclusion, social separation and discrimination. Eligible schools are provided with additional support to allow them to meet the needs of deprived children. What rights of access to schooling do these pupils have? According to the constitution, everyone has a right to education. Compulsory education (at school or at home) starts at the age of six and lasts for 12 years. Education is compulsory for all children resident in Belgium (including those of foreign nationality). How does mainstream provision serve these children? (i.e. static schools) Educational policy in the Communities contains intercultural elements but does not target Roma and Traveller groups specifically. The policy relies primarily on measures prohibiting discrimination, rather than specific support measures or affirmative action. 35 The Flemish Community is the exception to this, where the 2002 GOK I decree stipulates that schools can receive extra funding for enrolling Roma and Traveller pupils. However, it is reported that few schools have taken advantage of this opportunity. 36 There are some other examples of affirmative action policies, for example the Flemish decree allowing travelling families to be absent from school on the basis of a specific arrangement for monitoring academic progress, but the EUMC report on Roma and Travellers in Public Education 34 International Bureau of Education The Development of Education. Brussels: Ministry of the Flemish Community Department of Education 35 European Monitoring Centre on Racism and Xenophobia (May 2006), Roma and Travellers in Public Education, Vienna: EUMC 36 Ibid. A68

70 stated that no concrete evidence of their effectiveness could be found. 37 No travelling school exists in Belgium for occupational traveller children they attend boarding school or attend the local school while staying with their relatives during the travelling season. Where the children attend boarding school, this is paid for by the parents with some support from the state. Key recent developments The current Minister of Education, Frank Vandenbroucke, has set two priority aims for the Ministry: to create equal opportunities for all in education and to facilitate increased attendance at school of very young (pre-school) children. A pilot project for a mobile pre-school for Showchildren has been set up within the scope of these two aims, which is described below. 38 What are the next stages planned to address the schooling needs of these pupils? Once the three-year pilot mobile school project has ended, the Ministry of Education will decide whether further funding should be provided to continue with, or expand, the project. No other plans have been made for projects or reforms in education to support these groups at this time. 39 Specific provision List and describe individual examples of customised provision (i.e. not necessarily comprehensively available; provided in addition to mainstream schooling) A 2001 report by the International Bureau of Education stated that at primary level, fairground and barge-based children often stay during the week in a boarding school connected with a primary school. Primary education is provided in schools that have been founded specially for these children. At this time, there were four "Community Education Hostels for children whose parents have no fixed place of abode" in Flanders. 40 A new pilot mobile school was introduced in September 2006 which provides pre-school education to the children of Showmen, on site. It has been based on the model of the Stichting 37 Ibid. 38 Source: Chris Deloof, Ministry of Education (Flemish Community) Telephone Interview 39 Ibid. 40 International Bureau of Education The Development of Education. Brussels: Ministry of the Flemish Community Department of Education A69

71 Rijdende School in the Netherlands and travels the major fairground route across the country. The school can cater for around 15 children and provides a similar curriculum to that delivered in mainstream schools. 41 Who is responsible for these provisions? National, regional or local authorities? The mobile school for the children of Showmen is run by the government and Showmen in collaboration each provide around 50% of the funding. The school travels across Belgium to all the major fairs (including one in the Frenchspeaking community) and caters for children from both the Flemish and French communities. Teaching is however only provided in Flemish. How is it funded? The funding for the mobile pre-school is provided by the government (50%) and by the Showmen community (50%). How are parents and teachers/providers consulted for / involved in this provision? The pilot pre-school project was established following consultation and strong communications with parents from the fairground community. A meeting was held to inform parents about the project, then later when the teacher was appointed she also held a meeting with the parents. Further meetings have been held to collect feedback and a representative from the Ministry observed that there were good relationships between the parents and the projects' organisers. 41 Source: telephone interviews with representatives from the Belgian fairground community A70

72 Belgium French Community Target Population How does the Member State recognise / define travellers as an ethnic group? The French community in Belgium does not recognise any national minorities. 42 Educational statistics for both the French and the Flemish communities categorise pupils according to citizenship. In the French community, differentiation is made between EU and non-eu nationals, as well as the largest nationality groups within these categories. 43 The Centre de Médiation des Gens du Voyage en Wallonie, CMGVW (Mediation Centre for Travellers in Wallonia) supports Gens du Voyage (Travellers) which it defines as 'all persons from a Gypsy culture (Roms, Manouches, Gitans) or with an itinerant lifestyle (Voyageurs)', who live or stop regularly or temporarily in Belgium, particularly in Wallonia'. 44 Size of the following ethnic groups Ethnic Gypsy / Roma / Sinti Other travellers (defined as an ethnic group, e.g. Irish travellers) The National Focal Point for Belgium reports that there are three main groups of 'caravan dwellers' in Belgium original Belgian 'caravan dwellers', Manoesj (of Indian origin) and Rom. 45 However, a report published by the European Network against Racism distinguishes four groups of Roma/Sinti/Travellers: Voyagers: This group is descendant from the former occupational travellers and while they cannot be considered Roma/Sinti, they share the same culture. Their first languages are Dutch (in Flanders) and French (in Wallonia). There are estimated to be 7,000 voyagers in Belgium, living in caravans or houses. Manouches: The Sinti in Belgium call themselves Manouche. Their first language is Romanes and their second is the language of the region where they live. There are an estimated 1,500 Manouche in Belgium, living mainly 42 Jamin, J Migrants and Ethnic Minorities in Belgium. Liège: Centre d études de l ethnicité et des migrations (CEDEM), Université de Liège 43 Luciak, M Migrants, Minorities and Education, Documenting Discrimination and Integration in 15 member states of the European Union. Vienna: European Monitoring Committee on Racism and Xenophobia 44 Centre de Médiation des Gens du Voyage en Wallonie a.s.b.l. [online]. [Accessed March 2007]. Available from World Wide Web: < 45 National Focal Point for Belgium, European Monitoring Centre on Racism and Xenophobia Analytical Report on Belgium. Brussels: Centre for Equal Opportunities and Opposition to Racism A71

73 in caravans. Rom: The Belgian Roma speak Vlax Romanes as their first language and French as their second. They live seminomadically and travel in summer, then stay in private or public camping sites during winter. There are an estimated 750 Roms in Belgium. Roma: An estimated 20,000 Roma from Eastern Europe can now be found in Belgium. They do not have Belgian nationality (unlike the three other groups) and tend to have the nationality of their country of origin. In addition to the figures given above, the report states that estimates in Wallonia might give another 5,000 to 10,000 Belgian and foreign Roma/Sinti Travellers. It estimates another 200 to 300 families of EU Roma/Sinti/Travellers travel through or around the country. 46 It is difficult to confirm the number of Travellers in Belgium because of the transitory nature of this group. For example, Travellers from France may spend several months of the year in Belgium then return to France, with a subsequent impact on the number of Travellers in the country at any one point. 47 Any particularly distinctive features about travellers as an ethnic group? Most Roma/Gypsies have become sedentary. 48 The lack of camping sites for Roma/Sinti/Travellers has meant that they have had to live in houses. The (eastern European) Roma live in houses, mainly in the cities, and move around a lot. 49 The Voyageurs (Travellers) client group (which totals around a hundred families) of the Service Social de la Batellerie et des Gens du Voyage in Liège has begun to adopt a more sedentary lifestyle. Previously, they travelled from village to village and carried out small jobs such as roof repairs, selling baskets, knife-sharpening etc. Now, for various socio-economic reasons, they can not carry out these jobs and tend to stay in one place, working for example in the scrap metal industry. 50 Some continue to 46 Machiels, T Keeping the Distance or Taking the Chances, Roma and Travellers in Western Europe, European Network against Racism 47 Source: Ahmed Ahkim, Director of the Centre de Mediation des Gens du Voyage en Wallonie Telephone interview 48 Reyniers, A., Ahkim, A. Culot, P. Les Gens du Voyage en Wallonie. Namur: Benoîte Dessicy 49 Ibid. 50 Source: Representative of the Service Social de la Batellerie et des Gens du Voyage Telephone Interview A72

74 pursue itinerant occupations such as commerçants ambulants (travelling sales or pedlars) and repair work. Travellers are spread across Belgium but can be found in greater numbers around the big towns and cities. 51 How does the Member State recognise / define travellers as an occupational group? Legislation has recently been introduced (in January 2001) which formally recognises and regulates the profession of a commerçant ambulant (travelling salesperson, or peddler). This is one of the occupations held by Travellers who continue to maintain an itinerant lifestyle. There are two laws which recognise Gens du Voyage (Travellers) as a specific group within the population. The first relates to the sites available to Gens du Voyage (Travellers) and provides funding to local authorities for the creation of Traveller sites. The second relates to the requirement to register with a specific commune for social welfare and administrative purposes. 52 This law refers specifically to "les personnes qui habitent en demeure mobile" (people who live in mobile accommodation) and outlines how this group can register with a commune in order to access the support services they may require. The law recognises boats, camper vans and caravans (which are not fixed) as mobile accommodation. 53 Size of the following occupational groups Gypsy / Roma / Sinti Showmen / Fairground Bargees Circus families Seasonal agricultural workers, e.g. fruitpickers In the French Community of Belgium, there are a number of circus companies which either originated in the country or settled there, for example the Bouglione circus. 54 The European Federation for the Education of Children of Occupational Travellers (EFECOT) estimated that there were seven circus enterprises in Belgium in 2001, with an estimated 74 circus workers and 14 school-age children. The estimated number of barge enterprises in Belgium was 1500 in 2001, with 1600 families and a total population of The number of fairground enterprises in Belgium in Source: Ahmed Ahkim, Director of the Centre de Mediation des Gens du Voyage en Wallonie Telephone interview 52 Source: Ahmed Ahkim, Director of the Centre de Mediation des Gens du Voyage en Wallonie Telephone interview 53 Centre de Médiation des Gens du Voyage La Mobilité un mode de vie: Guide Juridique. Namur: Centre de Médiation des Gens du Voyage asbl 54 European Parliament Directorate-General for Research, Division for Social and Legal Affairs The situation of the circus in the EU Member States. Luxembourg: European Parliament A73

75 Seasonal tourism workers New Age travellers Other occupational travellers was estimated to be 1380, with 1186 families and a total population of Representatives of the Showmen Community gave the following estimates in 2007: Estimated number of registered Showmen businesses: 2,000-2,500 Estimated size of Showpeople community (including those who are retired, do not work or do not work as Showpeople): 4,000 Estimated number of Showchildren: 800 (150 children in Brussels, 250 in Wallonia and 400 in Flanders) 56 Any particularly distinctive features about travellers as an occupational group in this country? Liberalisation (in 1998) of the inland waterway transport sector in Belgium has led to shorter stopping times for bateliers (boatmen). 57 e.g. Regional dispersion, Socio-economic characteristics Any particular issues facing the education of the children of occupational travellers in this country? There is no legal recognition of Travellers in Belgium which has a negative impact on this group in terms of fundamental issues such as accommodation and schooling. Their lifestyle is not taken into account in policy or practice and no specific measures are in place to meet their specific needs. 58 There is only one official, equipped site (with water and electricity) for Travellers in Wallonia and few communes permit Travellers to camp, even on sites without these basic amenities. 59 Due to the lack of educational provision which has been adapted to meet the needs of this group, they find that they either have to give up their itinerant lifestyle in order for their 55 European Federation for the Education of the Children of Occupational Travellers, EFECOT Survey Travelling communities and schooling provisions in Europe. Brussels: European Federation for the Education of the Children of Occupational Travellers 56 Beroepsederatie van Kermisexploitanten (Belgian professional federation of showmen). 57 Source: Representative of the Service Social de la Batellerie et des Gens du Voyage Telephone Interview 58 Source: Ahmed Ahkim, Director of the Centre de Mediation des Gens du Voyage en Wallonie Telephone interview 59 Centre de Médiation des Gens du Voyage La Mobilité un mode de vie: Guide Juridique. Namur: Centre de Médiation des Gens du Voyage asbl A74

76 children to access education, or vice versa (they continue their lifestyle but their children do not access education). 60 There are no official statistics concerning Traveller groups but research has shown that participation and enrolment levels among Rom and Roma groups are very low. 61 The Direction générale de l'enseignement obligatoire (General Authority for Compulsory Education) does not hold specific data on the education of children of occupational travellers these children are not defined as a separate group by the authority. Education is a problem for smaller-scale circus companies in the French Community, due to their travelling lifestyle and the low motivation of parents to send their children to school. Out of season, children tend to stay with family members in Belgium who are not part of the circus or do not tour with the troupe. 62 Bateliers (boatmen) tend to take their children with them when they travel, until they reach the compulsory schooling age. Once the children are obliged to attend school, the parents either arrange for their children to attend boarding schools or to stay with family while they travel. For the Voyageurs who are beginning to take on a more sedentary lifestyle, education does not play an important role in their way of life. They feel that schools do not share their culture/way of life language and values for example and many parents have a feeling of mistrust towards teachers (and vice versa). As a result, the Voyageur (Traveller) children often quickly fall into the more marginalised groups within the education system. 63 National policy How does national policy specifically recognise the issue of education for itinerant pupils? The provision of education was on the whole delegated to the individual Belgian Communities (Flemish, French and German) in Source: Ahmed Ahkim, Director of the Centre de Mediation des Gens du Voyage en Wallonie Telephone interview 61 European Monitoring Centre on Racism and Xenophobia Roma and Travellers in Public Education. Vienna: European Monitoring Committee on Racism and Xenophobia 62 European Parliament Directorate-General for Research, Division for Social and Legal Affairs The situation of the circus in the EU Member States. Luxembourg: European Parliament 63 Source: Representative of the Service Social de la Batellerie et des Gens du Voyage Telephone Interview A75

77 Policies in the French community which can be related to the children of occupational travellers apply to the wider group of disadvantaged and excluded children. What rights of access to schooling do these pupils have? According to the constitution, everyone has a right to education. Education is compulsory for minors for a period of twelve years, starting at the age of six. Full-time education is compulsory until the age of 15 and is made up of seven years of primary school, followed by at least two years of secondary education. From the age of 15, part-time education is permitted. Education can either be provided at school or at home. How does mainstream provision serve these children? (i.e. static schools) There is little specific provision for the education of Traveller children in Belgium. There are some boarding schools available for children of primary/secondary school age but there is no specific recognition of their needs in terms of adapting to their culture and way of life (for example, through distance learning programmes or use of information technologies). 64 A report by the CMGVW states that in 2001, around 45% of Traveller children (under the age of 18) did not receive any education at all. While around 35% participated in primary education, only around 10% pursued some form of secondary schooling. Some of these children followed correspondence courses but these to do not lead to any form of qualification. For those that access mainstream education, problems arise for the family in terms of earning a living (due to the need to remain in one place to access an education) and the children also often suffer from discrimination (by fellow pupils or teachers). The CMGVW recommends action should be taken to support the education of Traveller children in the Frenchspeaking community of Belgium. 65 Key recent developments No recent developments were identified. What are the next stages planned to address the schooling needs of these pupils? 64 Source: Representative of the Service Social de la Batellerie et des Gens du Voyage Telephone Interview 65 Axe Scolarité. [online]. [Accessed December 2006]. Available from World Wide Web: < A76

78 Specific provision List and describe individual examples of customised provision (i.e. not necessarily comprehensively available; provided in addition to mainstream schooling) The Centre de Mediation des Gens du Voyage en Wallonie (CMGVW) was set up in 2001 and provides a mediation service between Travellers (any people who pursue an itinerant lifestyle, whether for occupational or cultural reasons), the public authorities and the sedentary population. The CMGVW provides educational and training activities for Travellers on a mobile basis. These activities are not provided by a qualified teacher and are not formal education but simply educational support. There is always high demand for the mobile provision and the CMGVW Director reported that Traveller children have a very strong desire to learn. 66 The Enseignement à Distance (distance learning) service helps families who want to educate their children at home. Pupils are sent lessons and homework which they return to the service for correction. This service however does not lead to any qualification. 67 In the French Community of Belgium, larger circus companies tend to employ teachers who travel with the group. 68 The Service Social de la Batellerie et des Gens du Voyage provides a wide range of services to Travellers and their families, for example help with paperwork, professional support and training. In terms of education, the Service acts as a mediator between children, parents and the schools, when they are experiencing difficulties. The Service currently works with around 150 families of bateliers (boatpeople) and voyageurs (Travellers), which represent around 40 batelier children and around 100 voyageur children. The Service Social de la Batellerie et des Gens du Voyage set up a pre-school (école maternelle) in Liège in 1992 for Traveller (in particular boatpeople) children aged 2-5. (There were similar schools in the Flemish region). The school aimed to prepare the children in advance of their entry into compulsory education. The number of children at the school varied from day to day, due to the itinerant 66 Source: Ahmed Ahkim, Director of the Centre de Mediation des Gens du Voyage en Wallonie Telephone interview 67 Centre de Médiation des Gens du Voyage en Wallonie a.s.b.l. [online]. [Accessed December 2006]. Available from World Wide Web: < 68 European Parliament Directorate-General for Research, Division for Social and Legal Affairs The situation of the circus in the EU Member States. Luxembourg: European Parliament A77

79 lifestyle of the pupils. The school closed in 1999, after the liberalisation of the inland waterway transport sector. 69 Who is responsible for these provisions? National, regional or local authorities? The CMGVW provides services and support across Wallonia. The distance learning service is publicly-funded. The Service Social de la Batellerie et des Gens du Voyage set up the pre-school and a teacher was employed on secondment from another school. 70 How is it funded? The CMGVW is funded by the Ministry of the Walloon Region, the European Social Fund, the Cultural Service of Namur Province and the Centre for equal opportunities and opposition to racism. The distance learning service requires a one-off payment of The pre-school was financed entirely by the Service Social de la Batellerie et des Gens du Voyage (except for the costs of employing the teacher). No state funding was received. 71 How are parents and teachers/providers consulted for / involved in this provision? As noted above, the Service Social de la Batellerie et des Gens du Voyage provides a wide range of services to Travellers and their families, for example help with paperwork, professional support and training. In terms of education, the Service acts as a mediator between children, parents and the schools, when they are experiencing difficulties. The Centre de Mediation des Gens du Voyage en Wallonie (CMGVW) was set up in 2001 and provides a mediation service between Travellers (any people who pursue an itinerant lifestyle, whether for occupational or cultural reasons), the public authorities and the sedentary population. Are there representative bodies? Centre de Médiation des Gens du Voyage en Wallonie (Mediation Centre for Travellers in Wallonia) Comité National des Gens du Voyage (National Committee for Travellers) Comité Wallon de défense des Gens du Voyage - La 69 Source: Representative of the Service Social de la Batellerie et des Gens du Voyage Telephone Interview 70 Source: Representative of the Service Social de la Batellerie et des Gens du Voyage Telephone Interview 71 Ibid. A78

80 Verdine (Walloon Committee for the Defence of Travellers, La Verdine) Service Social de la Batellerie et des Gens du Voyage (Social Service for Boatmen and Travellers) A79

81 Bulgaria Target Population How does the Member State recognise / define travellers as an ethnic group? The Bulgarian Constitution does not recognise any ethnic minority groups 72. Size of the following ethnic groups Ethnic Gyspy / Roma / Sinti Other travellers (defined as an ethnic group, e.g. Irish travellers) The Roma community is estimated at around 800,000 although according to the 2001 population census, only persons actually identified themselves as Roma. 73 The figure of 800,000 equates to around 10% of the country s total population. 74 The Roma/Gypsies are split into many diverse subgroups. The main ones which can be identified are: - Yerlia - Kardarasha - Rudara Any particularly distinctive features about travellers as an ethnic group? Roma and Gypsies are found across the country, in both urban and rural areas. They speak a variety of languages (Bulgarian, different dialects of Romanes and Romanian) and have differing religions (Orthodox/Muslim). The Roma population is notably younger than the ethnic Bulgarian population 75. The Roma community continues to face problems in integrating into Bulgarian society. A 2006 report by the European Commissioner for Human Rights 76 talks of the ghettoisation of some Roma districts, which are not provided with essential services like drinking water and electricity. It goes on to state that the community continues to suffer from discrimination and Roma are frequently refused 72 Save the Children (2001), Denied a future? The right to education of Roma/Gypsy and Traveller children in Europe, London: Save the Children 73 Gil Robles, A. (2006), Follow Up Report on Bulgaria, Strasbourg: Council of Europe Commissioner for Human Rights 74 Save the Children (2001), Denied a future? The right to education of Roma/Gypsy and Traveller children in Europe, London: Save the Children 75 ibid 76 Gil Robles, A. (2006), Follow Up Report on Bulgaria, Strasbourg: Council of Europe Commissioner for Human Rights A80

82 entry to public places such as bars or shops. How does the Member State recognise / define travellers as an occupational group? Bulgaria does not have a separate professional group or profession in itself for occupational travellers. Relevant institutions and professional registers do not acknowledge occupational travellers as a separate group. There are registered circus workers and agricultural workers but these are not a separate professional group. Most actors are likely to be self employed, which makes it difficult to keep statistics since they do not have a consistent employer. 77 Size of the following occupational groups Gyspy / Roma / Sinti Showmen / Fairground Bargees Staff at the National Agency for child protection reported a significant issue with regards children whose parents go abroad to work. Emigration is high in Bulgaria but there are no statistics on the number of children affected. Moreover, it unknown who looks after them when their parents leave the country (often for prolonged periods of time). 78 Circus families Seasonal agricultural workers, e.g. fruitpickers Seasonal tourism workers New Age travellers Other occupational travellers Any particularly distinctive features about travellers as an occupational group in this country? e.g. Regional dispersion, Socio-economic characteristics Workers on boats, barges or ferries usually live in a settlement by the river or sea and usually this type of work is carried out by men while women look after the children. One parent is therefore at home which allows the children to attend the local school. 79 Agricultural workers usually own large plots of land and live on these plots. They hire staff from the surrounding area. The children of agricultural workers therefore attend local or surrounding schools Information provided by a representative of the Child Welfare Reform Project at the Ministry of Labour and Social Policy 78 ibid 79 Information provided by a representative of the Child Welfare Reform Project at the Ministry of Labour and Social Policy 80 ibid A81

83 Workers in the tourism trade usually work in the summer at the seaside when children are on holiday and take them along. If they work away during term time they usually leave their children with grandparents or other relatives. There is a strong tradition of grandparents looking after or helping look after children in Bulgaria. 81 The collapse of Eastern European socialism and the resulting economic hardship led many Roma/Gypsy in Bulgaria to return to their traditional occupations and semi-nomadic lifestyle. Currently, Roma/Gypsies live in a wide range of economic circumstances. 82 Any particular issues facing the education of the children of occupational travellers in this country? Roma/Gypsy children are over-represented in schools for children with special educational needs. Figures on educational attainment show a far higher proportion of illitarate Roma/Gypsies than the national average. There are higher than average drop-out rates for this group. 83 Although the Government has committed itself to desegregation 84, there is a continuing problem with the segregation of Roma children and an estimated 70% of Roma children are educated in schools where they are the only pupils. The education provided to Roma children is generally of a lower quality, due to a lack of financial and human investment. Most of these schools are overcrowded and lacking in essential equipment. Young Romas find it much more difficult to gain a place at university as a result. 85 National policy How does national policy specifically recognise the The 1991 Public Education Act prohibits any 81 ibid 82 Save the Children (2001), Denied a future? The right to educatoin of Roma/Gypsy and Traveller children in Europe, London: Save the Children 83 Save the Children (2001), Denied a future? The right to educatoin of Roma/Gypsy and Traveller children in Europe, London: Save the Children 84 European Commission Directorate-General for Employment and Social Affairs Unit D3 (2004), The Situation of Roma in an Enlarged European Union, Luxembourg: Office for Official Publications of the European Communities 85 Gil Robles, A. (2006), Follow Up Report on Bulgaria, Council of Europe Commissioner for Human Rights, Strasbourg A82

84 issue of education for itinerant pupils? restrictions or privileges based on race, nationality, gender, ethnic or social origin, faith or social status. No government policy or even reference in relevant government literature of the issues of children whose parents travel for work could be identified. 86 In 1999, a Framework Programme was introduced for the integration of Roma into Bulgarian society. Within this Framework, Bulgaria is obliged to maintain a policy of human-rights protection and tolerance of minorities, as well as to ensure their integration into Bulgarian society. The Programme aimed to guarantee Roma/Gypsy children the right to (and opportunities for) equal education. The Framework Programme outlined the need for desegregated provision; abolition of the Roma/Gypsy schools and all forms of specialised education on an ethnic basis. The Framework was followed by a national action plan in A new 10-year action plan ( ) has now been drawn up with the help of Roma organisations. The plan outlines progress indicators in the areas of education, health, housing conditions and employment. 87 A Council on the education of children and pupils belonging to minorities was established in 2002 and a strategy on this issue was adopted by the Bulgarian Government. In 2005, a Centre on the integration of children and pupils belonging to minorities was set up. The Ministry of Education and Science has formulated a strategy for the integration of minority children with objectives for completion in The Ministry of Finance has also allocated funding to provide transport, books and canteen facilities for disadvantaged children. In 2005, this allocation to the municipalities represented around 25 million euros Information provided by a representative of the Child Welfare Reform Project at the Ministry of Labour and Social Policy 87 Gil Robles, A. (2006), Follow Up Report on Bulgaria, Strasbourg: Council of Europe Commissioner for Human Rights 88 Gil Robles, A. (2006), Follow Up Report on Bulgaria, Strasbourg: Council of Europe Commissioner for Human Rights 89 Save the Children (2001), Denied a future? The right to education of Roma/Gypsy and Traveller children in Europe, London: Save the Children A83

85 Although legislation has been introduced which decrees that the study of mother-tongue languages should be a mandatory elective with four hours provision per week, governments have been reluctant to develop teaching in Romanes. 89 What rights of access to schooling do these pupils have? The 1991 Constitution guarantees the right to education of every citizen. Under the Constitution, education is compulsory for every child from age 7/8 to 15/16 and is free at primary and secondary level. The Constitution also guarantees citizens whose mother tongue is not Bulgarian the right to study and use their own language alongside the mandatory study of Bulgarian. 90 Occupational traveller children have the same rights as all children but the question is whether they exercise the right and how. Statistics on their attendance at school are unavailable. 91 On December 15, 2005 the Council of Ministers adopted by Decision the National Programme for Child Protection The fourth priority area of this programme is Guaranteeing of equal access of children to quality education and preparation with a view to their full social realization. This comprises integrated education of children from ethnic minorities, improvement of the quality of education of children with special educational needs and enlargement of health education in the school. How does mainstream provision serve these children? (i.e. static schools) Bulgaria does not have a special agency which deals with issues of children of workers that travel for work. 92 The application of the Strategy for educational integration of children and students of ethnic minorities is an integral part of the national project for reforming of educational system and providing quality education for all children in Bulgaria. It includes the following policy measures: Active social measures to overcome the reasons which lead to drop-outs within the compulsory school age 90 Gil Robles, A. (2006), Follow Up Report on Bulgaria, Strasbourg: Council of Europe Commissioner for Human Rights 91 Information provided by a representative of the Child Welfare Reform Project at the Ministry of Labour and Social Policy 92 ibid A84

86 Free access to educational content children from I - IV grade have been successfully supplied with free textbooks and handbooks. Free access to educational content will also be provided by development of electronic training courses, which will be put on the national educational portal. Provision of free of charge transportation and forms of semi-boarding. 93 The teaching of minority languages is not compulsory and provision therefore depends on the individual state and municipal schools. 94 Key recent developments The 2006 National Programme for Child Protection(see above). What are the next stages planned to address the schooling needs of these pupils? No measures identified. Specific provision List and describe individual examples of customised provision (i.e. not necessarily comprehensively available; provided in addition to mainstream schooling) When children travel with their working parents (such as circus workers) they receive home tuition. In Bulgaria, when children are unable to attend local schools, they attend ad hoc tutorials and take exams in each subject at the end of the year. 95 The PRIMER Project aims to promote the inclusion of Roma children in mainstream education and to provide a higher standard of education provision within current all-roma schools 96. Who is responsible for these provisions? National, regional or local authorities? European Dialogue runs the PRIMER project within its Roma Rights programme. It works with partner NGOs in Bulgaria - the Romany Baht Foundation and the Roma Lom Foundation. 93 Bulgarian Contribution to the Monitoring Report of the European Commission, 01 March 2006, taken from 94 Save the Children (2001), Denied a future? The right to education of Roma/Gypsy and Traveller children in Europe, London: Save the Children 95 Information provided by a representative of the Child Welfare Reform Project at the Ministry of Labour and Social Policy 96 See the European Dialogue website for further information ( A85

87 How is it funded? The PRIMER project is supported by the Big Lottery Fund. How are parents and teachers/providers consulted for / involved in this provision? No specific measures identfied. Are there representative bodies? Romany Baht Foundation Roma Lom Foundation (North West Bulgaria) A86

88 Cyprus Target Population How does the Member State recognise / define travellers as an ethnic group? Size of the following ethnic groups Ethnic Gyspy / Roma / Sinti If there are gypsy, Roma or other travellers that move their families around Cyprus, their numbers are too small and there is no data on this. Other travellers (defined as an ethnic group, e.g. Irish travellers) Any particularly distinctive features about travellers as an ethnic group? How does the Member State recognise / define travellers as an occupational group? Size of the following occupational groups Gyspy / Roma / Sinti Showmen / Fairground Bargees Circus families Seasonal agricultural workers, e.g. fruitpickers The issue of education of the children of occupational travellers does not arise in Cyprus due to the small size of the country. Cyprus is so small that there is no need for parents to move their whole family if they have to work in another town or city or if they have to travel to do seasonal work. The parent travels to his job while children usually stay in one place and go to one school throughout the year. 97 There are no circuses in Cyprus. 98 There is a street circus Cyclown Circus made up of 7 performers, all adults without children. 99 There are some fairgrounds operating in Cyprus and there are also at least 5 water parks that operate mainly during the summer months. However, the education of water park employees children is not a problem. Children go to their base school even if their parents need to commute to their work. Seasonal tourism workers 97 Information provided by Ms Eleni Sivitanidou, Cyprus Department of Labour 98 Information provided by Cyprus Centre of the International Theatre Institute 99 Article in Falies Online Magazine, March 2006 ( A87

89 New Age travellers Other occupational travellers Any particularly distinctive features about travellers as an occupational group in this country? n/a e.g. Regional dispersion, Socio-economic characteristics Any particular issues facing the education of the children of occupational travellers in this country? n/a National policy How does national policy specifically recognise the issue of education for itinerant pupils? There is no specific policy in Cyprus as no need has arisen to provide education to children of occupational travellers What rights of access to schooling do these pupils have? n/a How does mainstream provision serve these children? (i.e. static schools) n/a Key recent developments n/a What are the next stages planned to address the schooling needs of these pupils? n/a Specific provision List and describe individual examples of customised provision (i.e. not necessarily comprehensively available; provided in addition to mainstream schooling) n/a Who is responsible for these provisions? National, regional or local authorities? n/a A88

90 How is it funded? n/a How are parents and teachers/providers consulted for / involved in this provision? n/a Are there representative bodies? n/a A89

91 Czech Republic Target Population How does the Member State recognise / define travellers as an ethnic group? The 2001 National Minorities Act does not list officially recognised minorities but does define the terms 'national minority' and 'member of a national minority': A community of citizens of the Czech Republic, who live on the territory of the present Czech Republic and as a rule differ from other citizens by their common ethnic origin, language, culture and traditions; they represent a minority of citizens and they show their will to be considered a national minority for the purpose of common efforts to preserve and develop their own identity, language and culture, and at the same time express and preserve interests of their community which have been formed during history. A citizen of the Czech Republic who professes other than Czech ethnic origin and wishes to be considered a member of a national minority in common with other persons who profess the same ethnic origin". 100 Czech statistics (e.g. the national census) categorise the population only by nationality and by mother tongue and do not refer specifically to travellers as an ethnic group. Pupils and students are also distinguished according to nationality and citizenship. 101 Only Roma are recognised by national legislation as a national minority, however, they might not be considered travellers Advisory Committee on the Framework Convention for the Protection of National Minorities (2005), Second opinion on the Czech Republic adopted on 24 February 2005, Strasbourg: Council of Europe 101 See Institute for Information on Education (IIE) (nationality only till 2000, citizenship ) and Czech Statistical Office (its information service also confirmed this information) 102 In the 1950s, Roma were prohibited from leaving their settling place and travelling within the Czech Republic as part of the assimilation policy of the Communist government (e.g. act no. 74/1958); as a result they abandoned their migratory way of life and did not return to it. Source: Ministry of Interior publication of the Office for the Documentation and the Investigation of the Crimes of Communism Police of the Czech Republic (Work paper no A90

92 Size of the following ethnic groups Ethnic Gypsy / Roma / Sinti Other travellers (defined as an ethnic group, e.g. Irish travellers) The Council of National Minorities estimated the number of Roma in the Czech Republic to be 200,000 in However, only 11,746 people declared themselves to be Roma in the 2001 national census. Other sources suggest the number may be over 200, Roma groups in the Czech Republic are: Slovak Hungarian Vlach Roma. 104 Any particularly distinctive features about travellers as an ethnic group? In the 1950s, Roma were prohibited from leaving their settling place and travelling within the Czech Republic as part of the assimilation policy of the Communist government. While this policy contributed to the emancipation and an improvement in the material status of the Roma, it destroyed their traditional way of life. 105 How does the Member State recognise / define travellers as an occupational group? Czech statistics categorise employment figures by broad sectors 106 but this does not give specific reference to occupational groups such as circus or fairground workers. The same applies to seasonal workers, although their children and families usually stay at home and do not travel with them seasonal workers might be regarded more as commuters in the Czech Republic 107. Size of the following occupational groups Gypsy / Roma / Sinti Showmen / Fairground There is no information/data about occupational travellers in the Czech Republic. However, it is reported that their number is low unlikely to be more than several hundred in total 108. Showpeople, bargees and seasonal workers who 103 European Monitoring Centre on Racism and Xenophobia (2006), Roma and Travellers in Public Education, Vienna: EUMC 104 Save the Children (2001), Denied a Future? The Right to Education of Roma/Gypsy and Traveller Children in Europe, London: Save the Children 105 Source: Ministry of Education, Czech Republic 106 See the national statistics website at Own expert experience and common knowledge. 108 Source: Czech Statistical Office, Ministry of Education and Ministry of Labour and Social Affairs, Czech Republic phone interviews A91

93 Bargees Circus families Seasonal agricultural workers, e.g. fruitpickers travel in the Czech Republic are not significant in number. Only circus families are recognised as travelling people but are not defined as a specific population group. Circus people are not considered to suffer from social disadvantage. 109 Seasonal tourism workers New Age travellers Other occupational travellers Any particularly distinctive features about travellers as an occupational group in this country? e.g. Regional dispersion, Socio-economic characteristics There are no distinctive features about occupational travellers in the Czech Republic. Mainly (and very likely only) showmen / fairground workers and circus folk might be considered as occupational travellers. Among these communities, children usually travel with their parents 110 and also usually work at the facility (although this does not apply to every family) 111. Any particular issues facing the education of the children of occupational travellers in this country? Statistics are not collected relating to the education of children of occupational travellers 112. According to interviews conducted, a barrier might be rather the weak learning culture among these communities, as they are often family businesses and families sometimes put stress on children to continue their traditional business 113. Other weak points are differences in the schools' topic schedules, as these might considerably vary at different schools during the year here it depends highly on whether parents are able to help their children, e.g. by explaining new topics etc. 109 Source: Ministry of Education, Czech Republic 110 One circus owner claimed that he does not employ anyone with children or if they have children, then children stay at (permanent) home and do not travel with the circus and thus they do not need to face any education problems. Others (both circus owners and fairground workers) claimed that children of some of their employees do not travel with them but stay at (permanent) home, e.g. with grandparents so that they can attend only their home town elementary school during the whole school year. 111 Information based on interviews and own experiences. 112 The Ministry of Education confirmed that no statistics are collected relating to the education of children of occupational travellers 113 Subjective assessment of the interviewer based on the phone interviews. A92

94 Another weakness highlighted was the rather lower education level attained by circus and fairground occupational groups, however this information might not be based on statistics. National policy How does national policy specifically recognise the issue of education for itinerant pupils? There are no specific education policies or programmes for occupational traveller pupils. Until now there has not been a problem with the school attendance of occupational travellers. However, a reform of education is now being introduced and it is not known if unexpected consequences regarding these pupils will result. 114 The Ministry of Education subsidises the production of teaching programmes and materials for national minorities. However, minority representatives consider that their cultures, languages and traditions receive limited (or no) attention in Czech schools. 115 What rights of access to schooling do these pupils have? Occupational travellers have the same rights and opportunities as all other pupils and students. How does mainstream provision serve these children? (i.e. static schools) Occupational traveller children attend mainstream schools and there is no specific provision for them since they are so few in number 116. They are registered at an elementary school in their home town which they attend when not travelling, usually in winter season. The school maintains documentation and finances and when travelling, pupils attend the school nearest their stopping-place (supporting schools). Children are considered visitors of this supporting school. They might use 'individual education', which has been permitted since 'Individual education' means that children are taught at home, usually by their parents. The person responsible for teaching the child is required to have achieved at least a full secondary education degree. The headmaster of the child s home town school officially permits individual 114 Source: Ministry of Education, Czech Republic 115 ibid 116 Interviews with the Ministry of Education A93

95 education. No evidence was obtained that this possibility is used by the travellers. However, individual education is not primarily aimed at occupational travellers but a general option, in fact unlikely for the group. Key recent developments The Education Act (or Schools Act) introduced in 2005 brought about changes in the Czech system of education and outlined principles and methods of ensuring that persons belonging to national minorities have equal access to education. The minimum class and school sizes for minority pupils are stipulated (which are lower than the conditions for the majority population). However, the measures (such as teaching of minority languages, preparatory classes, etc) depend on the presence of 'Committees for the National Minorities' in the area, which is not always the case (10% of the population of the municipality must have registered as a national minority in the last census for a Committee to be established). What are the next stages planned to address the schooling needs of these pupils? There have not been any changes in the past years regarding the education of children of occupational travellers and probably will not be in near future either. 117 Specific provision List and describe individual examples of customised provision (i.e. not necessarily comprehensively available; provided in addition to mainstream schooling) No specific provision is available for occupational traveller children. Any specific help would be provided by the schools the children visit, or by their home town school. Individual education might be considered as specific provision yet this is available for everyone, not just occupational traveller children 118 At secondary school, individual school plans might be used again, these are not aimed specifically at occupational travellers but rather at talented or disabled children. These individual plans are tailored ad hoc to the needs of the child/student. 117 Interviews with the Ministry of Education 118 One circus owner said that with his own children they used individual education when they were abroad and not in the CR, yet at this time it was unofficial individual education was not officially permitted by the legislation, while when in the Czech Republic, children attended the nearest school to their stop A94

96 Who is responsible for these provisions? National, regional or local authorities? Base and supporting schools may provide specific help. 'Individual education' is usually provided by parents. How is it funded? In the case of 'individual education', all expenses are paid for privately by parents. The home town school provides textbooks and other school accessories as required by regulations. How are parents and teachers/providers consulted for / involved in this provision? In the case of 'individual education' parents are usually the ones who teach their children. However, they are not given any special guidance Are there representative bodies? A95

97 Denmark Target Population How does the Member State recognise / define travellers as an ethnic group? National legislation National statistical definitions The Central Population Register contains information on age, sex, marital status, citizenship, place of birth, present address and family information. Moreover, the register provides up-todate information on births, deaths, changes of residences within the country, immigration and emigration. 119 There is no information in the Central Population Register, which could be used for determining the number of persons belonging to Roma groups. The Roma are not a national minority in Denmark in the opinion of the Danish Government. 120 Size of the following ethnic groups Ethnic Gypsy / Roma / Sinti Other travellers (defined as an ethnic group, e.g. Irish travellers) Total population Number of families Number of children Any other data (quantitative, qualitative and anecdotal) The estimated 1,500 Roma in Denmark have no historic or long and coherent ties with Denmark but are either immigrants or refugees. 121 According to an official report there are 1,750 Roma, but representatives of Roma communities estimate a number closer to 10, Danish authorities divide Roma into two main groups, namely those having arrived at the end of the 1960s and recent refugees from former Yugoslavia having arrived in the 1990s. The authorities maintain that those Roma who took up residence prior to the 1960s have been completely integrated and do not emerge as an identifiable group. 122 Any particularly distinctive features about travellers as an ethnic group? 800 of the estimated 1,500 Roma live in Helsingør. The majority of 600 Roma who came to Denmark in the mid 1990s in connection with the wars in ex- 119 Statistics Denmark 120 Advisory Committee on The Framework Convention for the Protection of National Minorities Second Opinion on Denmark, adopted on 09 December Council of Europe 121 Advisory Committee on the Framework Convention for the Protection of National Minorities Second Opinion on Denmark, adopted on 09 December Council of Europe 122 Roma and Travellers in Public Education, European Monitoring Centre on Racism and Xenophobia (EUMC), 2006 A96

98 Yugoslavia are spread over the rest of the country. 123 All Roma are sedentary, the travelling aspect does not seem to be an issue in the Danish context. How does the Member State recognise / define travellers as an occupational group? Travellers are not defined as an occupational group in Denmark. Size of the following occupational groups Gypsy / Roma / Sinti Showmen / Fairground Bargees Circus families Seasonal agricultural workers, e.g. fruitpickers Seasonal tourism workers New Age travellers Other occupational travellers Total population Number of families Number of children In 2002, there were around 20 circuses in Denmark, three of which are large traditional touring circuses that have existed for many years, such as the 'Cirkus Benneweis'. New circuses are also constantly being created. 124 The Danish Artists Association estimates that it has around 250 members who can be termed performing artistes, i.e. circus or variety artistes. The Danish Artists Union estimates that more than 80% of all professional artistes are members. In addition to these there are the foreign artistes who work in Denmark for a variable amount of time. 125 The teacher of Circus Arena's mobile school estimates that there are about thirty school-age children of circus workers in Denmark. 126 Seasonal work is not relevant in the Danish context. Most seasonal workers in the agricultural sector tend to come from Eastern European countries and would not take their children with them. 127 Number of enterprises Any particularly distinctive features about travellers as an occupational group in this country? e.g. Regional dispersion, Socio-economic The circus travelling season lasts six to seven months. Only a few circuses, such as Circus Arena, travel the whole span of the country. 123 Advisory Committee on the Framework Convention for the Protection of National Minorities Second Opinion on Denmark, adopted on 09 December Council of Europe 124 The Situation of the Circus in EU member states, European Parliament, The Situation of the Circus in EU member states, European Parliament, Telephone interview with Kurt Wagner, Circus Arena 127 Telephone interview with Lone Kaplan, Cirius, Comenius National Agency A97

99 characteristics Any particular issues facing the education of the children of occupational travellers in this country? Access Discontinuity / interruption Right of access Poor data Weak learning culture Low expectations Poverty / exclusion Discrimination Lack of recognition of learning and of achievement Limited access to IT Different teaching methods Dispersed /disorganised communities The investment that circuses put into education depends on their personal situation: they are often family-owned businesses, and directors will think that schooling is a problem if they have school-age children. If directors do not personally have school age children, even though circus staff may do, they tend not to see schooling as an issue. 128 The director of Circus Arena stated that he wanted his grandchildren to be schooled well so that they can manage the business in the future. 129 As circus staff often come from different countries, providing schooling for all children can be difficult. Staff are often also on short term contracts, in which case they would take care of childrens' schooling themselves. 130 Problems encountered with a circus mobile school are: - Children are tired in the mornings because they have been travelling and because they have been up late, as circus workers tend to eat late after performances. - Finding materials and books can be difficult as access to libraries can be limited. For subjects such as physics and chemistry, it is difficult to undertake practical work which requires specialist equipment. - Internet connection can be intermittent National policy How does national policy specifically recognise the issue of education for itinerant pupils? Policy documents There is no specific intercultural educational strategy at national level and local authorities are primarily responsible for support projects. 131 Individual travelling circuses in Denmark have to finance and organise school instruction for their 128 Telephone interview with Klaus Jochumsen, Circus Arena 129 Tlephone interview with Kurt Wagner, Circus Arena 130 Telephone interview with Klaus Jochumsen, Circus Arena 131 Roma and Travellers in Public Education, European Monitoring Centre on Racism and Xenophobia (EUMC), 2006 A98

100 Legislation National programmes Requirements placed on local authorities children themselves when they are on tour. 132 In 1997, the Danish Ministry of Education accepted the establishment of a five year pilot project, which provided a mobile school for Circus Arena. The project's objective was to be in close cooperation between the travelling school and the winterquarters school by and mobile phone. The circus owner agreed to pay for the school vehicle and equipment, while the teacher s time was to be paid for by the Ministry of Education through sums of money made available at individual local level. The town of Slagelse, where the circus has its winter quarters, was to part-finance the scheme. It has proved very difficult to finance the school during the travelling season, as the circus travels through various regions and therefore areas for which different authorities are responsible. 133 Klaus Jochumsen from Circus Arena explained that the Government did not agree to pay for the teacher for the mobile school, because according to law, at least twelve children have to be present in order for the government to financially support an activity (and the number of children at Circus Arena was less than this). As the circus children attend a normal school from October to March, the municipalities feel that they already pay for their education, and should not have to pay extra. 134 What rights of access to schooling do these pupils have? Travelling pupils have the same rights and responsibilities for schooling as other children. Children have to be educated but they do not have to attend a school. If home schooled, children will pass their exams at a local school. Passing exams was optional until How does mainstream provision serve these children? (i.e. static schools) Base schools (attended when not travelling) The Comenius National Agency is of the opinion that travelling is not an issue for many pupils in Denmark. If children are home-schooled, it is the responsibility of the municipality school to check that the child has all of the materials necessary for this. However, how well this is implemented is 132 The Situation of the Circus in EU member states, European Parliament, The Situation of the Circus in EU member states, European Parliament, 2003: 134 Telephone interview with Klaus Jochumsen, Circus Arena 135 Telephone interview with Lone Kaplan, Cirius, Comenius National Agency A99

101 Supporting schools (attended when travelling) variable. 136 Key recent developments None found. What are the next stages planned to address the schooling needs of these pupils? None found. Specific provision List and describe individual examples of customised provision (i.e. not necessarily comprehensively available; provided in addition to mainstream schooling) Provision in base schools or supporting schools Mobile/distance/electronic learning Provision of advice and guidance Awareness-raising / promotional activities Tackling discrimination Methods of recording educational attainment, e.g. learning passports Validation of non-formal learning Delivery at national, regional or local level Circus Arena mobile school Circus Arena bought a school caravan from the Dutch Stichting Rijdende School four to five years ago, through involvement in an EFECOT project. The mobile school provides teaching during the travelling season, teaching seven of the circus's children. They are all Danish, as unfortunately the teacher cannot teach the foreign workers' children. Pupils range from grade one to nine (seven to fifteen years old). Adapting teaching to different ages can be challenging. During the travelling season (lasting from Marchmiddle of September) the children are taught five days a week, from 9-2pm, also during the school summer holiday. Sometimes all of the children are taught in one room, at other times the younger and older pupils are separated. Travelling enables the teacher to teach practical lessons: visiting a castle or different nature sites. It is also positive that there is a lot of contact with the parents: if a problem occurs with a child, the teacher can very easily go and have a chat with the parents, unlike in normal schools, where problems often become bigger before contact can be established with parents or anything is done about it. Before the travelling season starts, the teacher visits the children's base schools, to speak to the teachers about how far the students are in subjects, and also to get materials for the travelling season. The 136 Telephone interview with Lone Kaplan, Cirius, Comenius National Agency A100

102 various children attend three different schools. During the travelling season the teacher is in internet contact with the normal school. After the travelling season he also visits the schools to talk about progress made and any issues. This contact with the schools is especially important as one of the youngest children has learning difficulties. Foreign workers in Circus Arena bring their children with them, and arrange their schooling either through a private teacher or teach their children themselves. Some parents from travelling circuses send their children to boarding schools. In other circuses parents teach their children themselves. Circus Danneborg has no real teacher, but has engaged young people to provide lessons for their children. Other circuses on Fyn (an island in Denmark), who only travel a limited distance will take their children to a normal school every day, even if that means driving 100 km. 137 Who is responsible for these provisions? National, regional or local authorities? Municipalities are responsible for ensuring that children are schooled and that those children who are schooled at home have the necessary materials e.g. books, to undertake their education. However, the Comenius National Agency was not sure how well this works in practice. 138 How is it funded? EU funding (specify programme) The mobile school of Circus Arena is funded by the circus itself. National Regional Local Private / other 137 Telephone interview with Kurt Wagner, teacher of Circus Arena 138 Telephone interview with Lone Kaplan, Cirius, Comenius National Agency A101

103 Are there representative bodies? Danish Circus Owners Association Danish Artists' Union CIRKUS Cirkus Arena Cirkus Arli Cirkus Benneweis Cirkus Dannebrog A102

104 Estonia Target Population How does the Member State recognise / define travellers as an ethnic group? National legislation National statistical definitions Ethnic groups are generally defined according to the Classification of Ethnicities and was last used for the 2000 Census ( mustlane in Estonian rom as a code Romani, Gipsy, Tzigane in English romi as an Estonian synonym) 139 Ethnic groups, e.g. Roma are not defined as travellers. Size of the following ethnic groups Ethnic Gypsy / Roma / Sinti Other travellers (defined as an ethnic group, e.g. Irish travellers) Total population Number of families Number of children Any other data (quantitative, qualitative and anecdotal) In Estonia, according to the 2000 Census, there are 542 Roma, of which 426 declared Romani as their mother tongue, although unofficial estimates suggest that there are approximately 1,000-1, There are no detailed education statistics on the Roma. According to the Ministry of Education and Research during the 2003/2004 academic year there were fifty-six pupils in all schools of Estonia who spoke Romani at home. 141 There are Roma children of school age, but only sixty-seven of them are currently in school. 142 There is no information available for other travellers as an ethnic group. Any particularly distinctive features about travellers as an ethnic group? Roma are mostly involved in the informal economy. Some of them travel across the border of Estonia and Latvia. How does the Member State recognise / define travellers as an occupational group? There is no special national statistical definition for occupational travellers. Occupations are defined according to ISCO Statistics Estonia 140 Roma and Travellers in Public Education, European Monitoring Centre on Racism and Xenophobia (EUMC), Roma and Travellers in Public Education, European Monitoring Centre on Racism and Xenophobia (EUMC), Third Report on Estonia, (ECRI) European Commission Against racism and Intolerance, A103

105 Size of the following occupational groups Gypsy / Roma / Sinti Showmen / Fairground Bargees Circus families Seasonal agricultural workers, e.g. fruitpickers Seasonal tourism workers New Age travellers Other occupational travellers Total population Number of families Number of children Number of enterprises Any other data According to the Ministry of Education and Research there are no children (or the numbers are very small) in Estonia whose parents would travel as a result of their occupation. 143 The National Statistics Office states that circuses are listed under general entertainment and they do not have a separate code, which means that there is no separate data for circus workers. The latest census from 2000 outlines the numbers of the following occupational groups: 219 street, night-club and related musicians, singers and dancers (ISCO88=3473), 11 clowns, magicians, acrobats and related associate professionals (ISCO88=3474), total of 3480 artistic, entertainment and sports associate professionals (ISCO88=347). 144 There is no national circus. There is only one circus and one company that organises fairground activities in summer. There are some circus groups, but these are not travelling. 145 Lauri Viikna from "Tsirkuse Tuur" estimates that there are four to five travelling circus troupes in Estonia (from two to ten individuals in each and with accompanying family members), with whom he has had business. There is no data available on the number of school-aged children in those circus troupes. 146 Lauri Viikna estimates that the number of Estonian circus artists is similar to the results of 2000 census (eleven) or even less. Vello Vaher is one of these circus artiste families it is made up of a couple plus five children aged between four and eighteen. Vello Vaher concluded that "those (i.e. occupational travellers including fairground workers and circus families/showmen) are very marginal and odd in our circumstances. (Basically) we do not have such a company (of people)". 147 The biggest agent of mobile amusement parks (plus some circus) is Tivoli Tuur Ltd. 143 Liilia Oberg, General Education Department, Ministry of Education and Research 144 Estonia Census Tonu Lensment, Adviser for Theatres, Ministry of Culture 146 Lauri Viikna, Tsirkuse Tuur 147 Lauri Viikna, Tsirkuse Tuur A104

106 ( The only stationary amusement park, Rocca al Mare Tivoli, was closed down because of safety issues in Mr Lauri Viikna from Tivoli Tour Ltd. estimated the workforce to be fairground workers for a season (summer in Estonia). There are two travelling amusement parks or festivals - "Tivoli Tuur" (between May-August 2006 in 11 different locations) and "Tsirkuse Tuur" (between June and October 2006 in 16 locations). Both tours are operated by Tivoli Tuur Ltd. Lauri Viikna stated that there is no other (mobile) amusement park operator except Tivoli Tuur Ltd. Fairground workers are mainly Polish and come usually without families. There are Polish brokers for fairground workers who have their own training centre for workers. The number of non-eu short term employed (incl. seasonal workers) whom the Citizenship and Migration Board has registered for short-term employment (max. six months per year) has been growing - from 396 in 2005 to 646 (including four seasonal workers) in As EU citizens do not have to register their short-term employment in Estonia, their number is not known but their employment as seasonal workers for example is unlikely (decreasing agriculture, low wages). There are no suitable and long enough waterways for bargees in Estonia. Any particularly distinctive features about travellers as an occupational group in this country? e.g. Regional dispersion, Socio-economic characteristics Roma tend to be settled and not travelling. The sectors of construction, transportation and medicine face the biggest share of outward migration in Estonia. 149 Estonians find fruit-picking work in Finland during the summer, but it is most likely that they do not take their children with them. 148 Source: Citizenship and Migration Board, Estonia. 149 Operational Programme/Human resource. Draft. January 2007 A105

107 The most likely circus groups are NGOs or selfemployed artists (e.g. NGO: Experimental Movement Center, self-employed: Vello Vaher) with studios for acrobatics etc for young people and children, or offering their programmes together with other showmen (through professional party organisers or agents). No information could be found on whether performing or training children is their main and only job/source of income. According to Vello Vaher, there are no other Estonian circus troupes or performers travelling abroad with families. There is only one Estonian artist who had shows abroad (in Japan). Only four to five foreign troupes travel with their families through Estonia. According to Vello Vaher, travel happens mostly in the summer and therefore schooling does not arise as a need. Estonia is just another transit country for circus groups/families (troupes). An article in the Baltic Times states that the circus carries negative connotations in Estonia and many people still associate tsirkus (the Estonian word) with negative experiences during Soviet times. 150 Fairground workers are mainly Polish and come usually without families. There are Polish brokers for fairground workers who have their own training centre for workers. 151 Any particular issues facing the education of the children of occupational travellers in this country? Access Discontinuity / interruption Right of access Poor data Weak learning culture Low expectations In practice occupational travellers would probably first face general practical access problems, as the school owner municipality - keeps the register (poor data or no existing data for occupational traveller children) and monitors attendance. They may face most of the problems listed on the left, some of them are more systematic (poor data, discontinuity) some depend on circumstances, i.e. school, region, urban versus rural, (discrimination, poverty / exclusion, limited access to IT). Some circus workers, such as the Estonian circus family of Vello Vaher, which has been abroad altogether 5x8 months, have successfully used 150 Young acrobats of Tallinn, Sep 07, 2006 By Joel Alas, Baltic Times 151 Lauri Viikna, Tsirkuse Tuur A106

108 Poverty / exclusion Discrimination Lack of recognition of learning and of achievement Limited access to IT Different teaching methods Dispersed /disorganised communities individual curricula for schooling children. 152 This family had no problems with switching schools (or school levels) in Estonia and their children have shown good progress (two are studying at university level in 2007). Their children did not attend foreign schools as the parents did not consider it necessary. In their case educational progress depends on parents attitudes. The parents are the first generation circus artists, the graduates of an Estonian university. However, as the respondent concluded, that their case is completely different for example from Italy, where the children of a typical circus family have six years of schooling on average. 153 The Department of Analysis of the Ministry of Education and Research predicted that Estonia might face a situation when more and more parents working abroad try to move their children back and forth from Estonian schools to foreign ones or even leave unsupervised. Many schools today face problems with unsupervised children as parents work at a long distance or abroad. 154 National policy How does national policy specifically recognise the issue of education for itinerant pupils? Policy documents Legislation National programmes Requirements placed on local authorities The Ministry of Education and Research recently introduced a policy document 'Newly Arrived Children in the Estonian Education System'. The document outlines the main positions and development trends in the education of newlyarrived children. No legal provisions for other occupational travellers are included. What rights of access to schooling do these pupils have? According to law, children of foreign nationals and stateless persons residing in Estonia, except children of foreign representatives, are subject to 152 Phone interview with Vello Vaher, Circus Artist 153 Phone interview with Vello Vaher, Circus Artist 154 Telephone interview with Tiina Annus, Ministry of education and research A107

109 compulsory school attendance. 155 Children of school-age are obliged to attend school until acquisition of basic education or until reaching the age of 17. Children who attain 7 years of age by 1 October of the current year are subject to the obligation to attend school. 156 The Decree of Minister of Education and Research No 61 1 states that 'the individual curriculum' is designed for a pupil who has special educational needs, such as special talent, learning difficulties and behavioural problems, health problems or disabilities or whose longer absence from the learning environment may cause considerable difficulties for working together with his/her group and the work programme designed for that particular group. Decree No 24 regulates home learning either according to parents will (Grades one to six) or health problems. How does mainstream provision serve these children? (i.e. static schools) Only regular, static schools are available. Base schools (attended when not travelling) Supporting schools (attended when travelling) Specific provision List and describe individual examples of customised provision (i.e. not necessarily comprehensively available; provided in addition to mainstream schooling) Provision in base schools or supporting schools Mobile/distance/electronic learning Provision of advice and guidance Distance learning (other than home learning and individual curriculum), validation of non-formal learning and methods of recording educational attainment as examples of customised provision are available to all students at gymnasium/upper secondary school level. They are not available at basic school level. 157 No special provisions are made for occupational travellers. 155 subsection 8 (6) of the Education Act and 17 of the Basic Schools and Upper Secondary Schools Act 156 subsections 8 (1) and (2) of the Education Act 157 Source: Regulation of Minister of Education and Research, No 75 A108

110 Awareness-raising / promotional activities Tackling discrimination Methods of recording educational attainment, e.g. learning passports Validation of non-formal learning Delivery at national, regional or local level Who is responsible for these provisions? National, regional or local authorities? Local authorities are generally responsible, the ministry and county governors as the state representatives monitor the municipality governments and schools. Local governments are obliged to ensure educational opportunities for all children 158 and young people aged seven to seventeen (until acquisition of basic education). Rural municipality governments or city governments register children subject to the obligation to attend school. The executive bodies of local governments along with schools shall monitor the performance of the obligation to attend school and create conditions for the compliance therewith. (subsection 17 (5) of the Basic Schools and Upper Secondary Schools Act). Schools are obliged to provide all children of the age of compulsory school attendance living in the service area of the school with studying opportunities. ( 19 of the Basic Schools and Upper Secondary Schools Act). Parents can choose an educational institution for a child of the age of compulsory school attendance themselves if there are available places in the desired school. 159 This means that the parents can choose a school for the child, but each child also has the right to be admitted to the school which is located the nearest to his home. According to Basic Schools and Upper Secondary Schools Act, parents have to provide favourable conditions for learning and compulsory school 158 The underlining is 's of the Basic Schools and Upper Secondary Schools Act A109

111 attendance for their children. The compulsory school attendance may be also met at home if parents wish (grades one to six) or the child is in poor health (grades one to nine). Its principles are regulated by the Ministry s decree. How is it funded? EU funding (specify programme) National In the future, it is planned that funding will be sought from ESF (it is not clear whether this funding would be for newly arrived children or other groups). At the moment national resources are used. Regional Local Private / other How are parents and teachers/providers consulted for / involved in this provision? There is no guidance for teachers or providers as far as occupational travellers are concerned. Guidance/support for teachers Guidance/support for providers Are there representative bodies? Specialist providers Parents associations Traveller groups Occupational groups The Estonian Parents Association ( is an umbrella organisation representing all interested parents (more of a children's hobby club) y/1/49/ According to Ms Siiri Rebane from Confederation of Estonian Trade Unions and Estonian Employee s Unions Federation there is no representative organisation/trade union for circus troupes. A110

112 Finland Target Population How does the Member State recognise / define travellers as an ethnic group? The Census does not collect data on ethnicity, but does collect information on language. The Roma are classed as a national ethnic minority, since 1995 when Roma/Gypsies gained the same minority status as that enjoyed by the Swedish and Sami. The Romani language was thus confirmed to be a non regional minority language and therefore public organisations should enable the Roma to maintain their culture and language. 160 Schools are not allowed to record pupils ethnic origin. In the Finnish context recording ethnicity is seen as dangerous as keeping tabs on someone, especially as the group is very small. 161 Size of the following ethnic groups Ethnic Gypsy / Roma / Sinti / Saami Other travellers (defined as an ethnic group, e.g. Irish travellers) The estimated total population of Roma is 10,000 in Finland, and 3,000 Finnish Roma in Sweden. 162 Eine Lillberg from the Romani Education Unit estimates that this 3,000 may recurrently travel between Sweden and Finland. 163 The Saami population in Finland is estimated at 8, No data is available on the number of families. An estimate of the numbers of comprehensive school age children: 1, Roma pupils were recently surveyed by the National Board of Education. 166 Any particularly distinctive features about travellers as an ethnic group? Roma are not itinerant in Finland. In Finland Roma wear a traditional costume, which is very important. For instance, older Roma should not see a Roma woman without her costume. This is argued to make it more difficult to find a job as in 160 Education for Romanies in Finland Telephone interview with Eine Lillberg, Romani Education Unit, Finnish National Board of Education 162 Education for Romanies in Finland Telephone interview with Eine Lillberg, Romani Education Unit, Finnish National Board of Education 164 The Finnish Sami Parliament Land Rights, Linguistic Rights, and Cultural Autonomy Indigenous Affairs, No.33/4, July- December, Education for Romanies in Finland Survey undertaken In 2002: Romani lasten persuopetuksen tila , Opetushallitus (The Finnish National Board of Education) A111

113 many work places the traditional dress can not be worn. How does the Member State recognise / define travellers as an occupational group? Travellers are not recognised as an occupational group in Finland. Size of the following occupational groups Gypsy / Roma / Sinti / Saami Showmen / Fairground Bargees Circus families Seasonal agricultural workers, e.g. fruitpickers Seasonal tourism workers New Age travellers Other occupational travellers There are only three touring circus troupes in Finland. 167 According to Statistics Finland in 2004, there were 64 clowns, magicians and acrobats, and in 2000, this figure was 74. (code 3474) In 2004 there were 263 people working in fairgrounds. 168 (code 92330) In 2005 there were 341people working in companies in the inland water transport sector 169. Reindeer herding, game hunting and fishing are the main traditional Saami occupations, and the majority of the approximately 200,000 reindeer in Finland are owned by Saami. Ten per cent of the Finnish Saami population (800 people) form a travelling occupational group. No other occupational groups apply. Any particularly distinctive features about travellers as an occupational group in this country? e.g. Regional dispersion, Socio-economic characteristics Most Roma do not travel, but live in council housing. They face poverty and exclusion, and use services such as healthcare much less than the mainstream population. The traditional Roma professions do not generate enough income to live on and many Roma receive income support. There are no distinctive features about Roma in Finland as an occupational group, Roma can no longer live on the traditional occupations. Roma study and work in the same occupations as other 167 The Situation of the Circus in EU member states, European Parliament, Information from Statistics Finland 169 Statistics Finland, Suomen Yritykset (Companies in Finland) A112

114 Finnish people: many work in social services, as nurses as youth workers. 170 Circuses and Fairgrounds in Finland close for the winter and only reopen in the spring. As the school term is from the middle of August to the end of May, during the time that parents are travelling, their children may not go to school at all. One obstacle to travelling fairgrounds and circuses is the winter. The Tivoli in Finland opens again in the spring - which may suggest that travelling during the summer period doesn t present the same problem for schooling of children. Large-scale reindeer herding is more common among the North Saami than among the Inari Saami or Skolt Saami who have traditionally earned their living from a mixed form of subsistence livelihood comprising mainly fishing, hunting, small-scale animal husbandry and reindeer herding. Seasonal migration is more common amongst Northern Saami. The social and educational conditions and incomes of the Saami people engaged in traditional occupations are all lower than those of the majority population 171 Any particular issues facing the education of the children of occupational travellers in this country? Access Discontinuity / interruption Right of access Poor data Weak learning culture Low expectations Poverty / exclusion Discrimination A Finnish mapping exercise from the year showed that Repetitive absenteeism had significantly affected the education of at least third of the Roma pupils. The schools attribute most of the absences to illnesses. Secondary reasons were family issues, such as travel, visiting family and social issues. The third major reason was skipping school. The sheer volume of absenteeism among Roma pupils is a cause for concern. During the school year , 41 pupils, or 5 percent of the Roma pupils dropped out of school. The number is high as the average drop-out rate in the country is close to zero. According to a representative of the Romani Education Unit teachers do not follow up cases of Roma pupil absences in the same way as for the mainstream population. The attitude is often that for Roma children education is not as important. Roma children may be absent for months without any kind 170 Telephone interview with Eine Lillberg, Romani Education Unit, Finnish National Board of Education 171 Horn, F, (2006) National Minorities of Finland, The Sámi. The Northern Institute for Environmental and Minority Law. A113

115 Lack of recognition of learning and of achievement Limited access to IT Different teaching methods Dispersed /disorganised communities of follow up percent of Roma pupils changed schools midterm, which is also a high number compared to the national average. The survey does not highlight the reasons for changing schools (i.e. whether it is a question of parents moving around or simply not liking the school and therefore dropping out.) Changing schools is not for the most part due to their families moving as a result of their occupations. 173 Many Roma children also face language problems, although their mother tongue may be Finnish, the Finnish spoken at home differs somewhat from that used at school. The survey also looked into the availability of classes in the Romany language, which turned out to be very limited. During the school year , only 20 schools in Finland provided teaching in the language, which is about 6 percent of all the schools with Roma pupils in them. 174 A significant number of Roma children are homeschooled. This practice transfers the responsibility from the school system to the guardians of the child. It is probable that the guardians are not familiar enough with the legislation to understand all the obligations they take on when signing up for home schooling. Cooperation between school and the home does not always work well either, or rather teachers think it does, but Roma parents do not. 175 National policy How does national policy specifically recognise the issue of education for itinerant pupils? Itinerant pupils are not recognised in national policy. However, parents have the right to home school their children. Municipalities are responsible for providing education to children and following up pupils. 172 Telephone interview with Eine Lillberg, Romani Education Unit, Finnish National Board of Education 173 Telephone interview with Eine Lillberg, Romani Education Unit, Finnish National Board of Education 174 Survey undertaken In 2002: Romani lasten persuopetuksen tila , Opetushallitus (The Finnish National Board of Education) 175 Telephone interview with Eine Lillberg, Romani Education Unit, Finnish National Board of Education A114

116 Compulsory education normally takes place in the commune where the breadwinner and the child are living. It is the responsibility of the breadwinner to make sure that the compulsory education is completed. In Finland, compulsory education does not necessarily mean obligatory presence at school, since students may also achieve comparable knowledge in other situations, one of these being the home. For the children of circus workers, education has not appeared to be as much of a problem as in many other European countries, since in Finland there is no national circus and there are only three touring circus troupes. The travelling season lasts 7-8 months. 176 Currently, there are no children of school age in Circus Finlandia, but during the years the circus hired a travelling teacher to teach the children. For this, Circus Finlandia did not receive any financial aid from the state. During the winter, children attended a normal school. Finland has had an advisory body for the Roma population since 1956 in the ministry for Social Affairs. This body advises on the Roma population, their acces to the labour market, education and so on. Since 1994 The Finnish National Board of Education has had a department for the education and training services for the Roma population. It implements national policy in developing the training opportunities for Roma and promoting their culture. In addition to this one of its tasks is teaching for language and cultural minorities. Roma children have the right to receive language instruction in Kalo. The Board has also trained Roma language teachers, and in 1995 the first Roma language book was published for this in elementary school. In 1997 the Education Board started to develop two professions: Roma cultural teacher and special cultural teacher. It has been suggested that regional councils (at least in Southern Finland) should have 176 The Situation of the Circus in EU member states, European Parliament, A115

117 permanent Roma school assistants to aid the school attendance of Roma pupils. What rights of access to schooling do these pupils have? All children have to go to school until they are 16. The latest policy is about inclusion, which is aimed at merging normal education and special education together. This means that all children go to school together. However, legislation does not necessitate children to attend a school. There is a possibility of home schooling for those pupils who can not attend school normally. In these cases it would usually be the parent who undertakes the teaching. The pupil would then have to take exams in the nearest school. How does mainstream provision serve these children? (i.e. static schools) Distinguish between Base schools (attended when not travelling) Supporting schools (attended when travelling) Travelling does not seem to be an issue in the Finnish context. There are problems in co-ordination between schools in the case of Roma moving schools. What is supposed to happen is that the school that the child is leaving should notify the school in the new area. However, in practice this does not happen in the case of Roma pupils, as teachers often have prejudices about Roma pupils not needing education in the same way as other pupils. 177 Key recent developments See notes regarding language teaching in previous boxes. What are the next stages planned to address the schooling needs of these pupils? The Romani education unit is taking forward some of the recommendations in the survey of The Unit is also trying to recruit a project coordinator to develop activities. Key priorities are awareness raising to Roma parents, as often they do not have access to information about education and cooperation between schools and parents. The Unit will organise awareness raising sessions about Roma culture to teachers. A problem exists, however, with teachers' attendance. School budgets have been reduced in recent years and as a result teachers are not able to 177 Telephone interview with Eine Lillberg, Romani Education Unit, Finnish National Board of Education A116

118 come to events because of a lack of funds to recruit substitute teachers. 178 Specific provision List and describe individual examples of customised provision (i.e. not necessarily comprehensively available; provided in addition to mainstream schooling) Teaching of Roma language in elementary schools started in Language teaching can be provided for 2 hours per week. The minimum requirement is to have 4 children in a class. There are issues of lack of teachers, and inadequate training for Roma language teachers. The legislation also enables Roma to be examined as the second language in the matriculation exam (as opposed to Swedish or English). Projects: 'DROM EDU' project was funded through Comenius 2 and coordinated by the National Board of Education-integrating Romany and Traveller children to school. The aim of the project was to promote the integration of Romany and Traveller children to school by: training mediators to work as a contact between the home and the school; increasing teachers' awareness of the Romany and Traveller culture and the special needs of the children; making the history and culture of the partner countries' Romanies and Travellers known to the children of both the main population and the Romany and Traveller population; giving information on the proven practices and experiences as well as the results of the project to the Ministries of Education and the teachers colleges in EU and Peco countries. The project ran from2001 to 2004 Who is responsible for these provisions? National, regional or local authorities? Municipalities are responsible for provision of schooling. How is it funded? EU funding (specify programme) The 'DROM EDU' project was funded through the Comenius action of the (EU) Socrates programme. 178 Telephone interview with Eine Lillberg, Romani Education Unit, Finnish National Board of Education A117

119 National Regional Local Private / other How are parents and teachers/providers consulted for / involved in this provision? Guidance/support for teachers Guidance/support for providers In the survey undertaken in 2002, only 22% of schools had provided training or awareness raising for teachers about Roma culture, and its implications for school attendance of Roma pupils. However, there is nothing at national level that would require schools to do this. 179 The Romanies own representatives are almost always involved in planning courses designed for Romanies. This procedure has been useful because it has allowed the Romanies own needs and the special features of their culture to be taken into account. This, in turn, has increased their motivation to take up training. Particularly good results have been obtained when the initiative for arranging training has originated with the Romanies themselves. 180 Are there representative bodies? Specialist providers None found. Parents associations None found. Roma groups: Romani mission-religious group Suomen Romani Yhdistys-National organisation for Roma Elämä ja Valo- religious Roma group Regional Romani groups as well as representative 179 Survey undertaken In 2002: Romani lasten persuopetuksen tila , Opetushallitus (The Finnish National Board of Education) 180 Education for Romanies in Finland A118

120 organisations for young Romani. Occupational groups Esiintyvat taiteilijat ry (association of entertainment artists) Circo-uuden Sirkuksen keskus (body promoting circus activities) The Advisory Board on Saami Affairs (Sámiáššiid ráððádallangoddi) was founded in 1960 as a consultative body, with representatives of central government ministries, the Province of Lapland and the Saami Parliament, for the improvement of the social, cultural, educational, economic and legal situation of the Saami. Administratively, the Board is affiliated to the Ministry of Justice. A119

121 France Target Population How does the Member State recognise / define travellers as an ethnic group? Ethnic minorities are not legally recognised in France. This has been stated by the Constitutional Council in its case-law. The recognition of collective rights is seen as contrary to the principles of the French Republic of indivisibility, equality and unity. 181 No statistics are broken down by ethnicity in France. The term gens du voyage (Travellers) is used to refer to a wide range of groups, including Rom, Kale, Manouche, Sinti, Catalan and Andalusian Gitans, as well as Yenish (commonly referred to as gitans Gypsies). 182 Data collection for this group is made difficult by the fact that the term 'Travellers' is somewhat ambiguous. 183 "Considerable obstacles to efforts at data-collection arise from the widespread belief that collecting any form of 'ethnic' data is illegal and from the ambiguity of the term 'Travellers'." 184 The recent Besson Law (see below) defines Travellers as people whose traditional habitat is constituted by mobile homes. 185 Size of the following ethnic groups Ethnic Gypsy / Roma / Sinti Other travellers (defined as an ethnic group, e.g. Irish travellers) There are between 280,000 and 350,000 Travellers in France. 186 In 1990, it was estimated that there were around 100,000 sedentary, 70,000 non-sedentary and 65,000 semi-sedentary Travellers. There have been a number of local initiatives to collect statistical information about the participation of children of Travellers in education. These have 181 European Commission against Racism and Intolerance (2004), Third report on France, Strasbourg: Council of Europe 182 European Monitoring Centre on Racism and Xenophobia, EUMC (2006), Roma and Travellers in Public Education, Vienna; EUMC 183 European Roma Rights Centre (2005), Always Somewhere Else, Anti-Gypsyism in France, Budapest: European Roma Rights Centre 184 ibid 185 European Roma Rights Centre (2005), Always Somewhere Else, Anti-Gypsyism in France, Budapest: European Roma Rights Centre 186 Taken from the Gens du Voyage website, at November 2006 A120

122 given estimates of the Traveller populations in these regions. For example, in Gironde, the total Traveller population is estimated to be around 13,000. In the Rhône, the number of Travellers is estimated at around 9,000. Recently, many Roma from Central and Eastern Europe have arrived in France. Any particularly distinctive features about travellers as an ethnic group? Many Travellers in France are non-sedentary with sources estimating around 35,000 caravans. Many Roma in France are sedentary, whereas the majority of the Manouche are nomadic. Gitans are also mainly sedentary and are on the whole based in the South of France. 187 The Loi Besson (Besson Law) in 2000 gave local authorities the responsibility to provide encampments for Travellers. However, the 2004 European Commission against Racism and Intolerance (ECRI) report reported that some local authorities are reluctant to provide encampments, meaning that there are not enough stopping-places to meet the level of need and that existing sites are poorly equipped and sub-standard. More recent legislation (the 2003 laws on internal security and on town planning, programming and urban renewal) has penalised illegal encampment, while also making it very difficult for Travellers to camp legally. 188 In its Third Report on France, the European Commission against Racism and Intolerance expressed concern at the situation of Roma from Central and Eastern Europe in France. It had been revealed that these people lived in difficult conditions, often in camps posing serious health risks. 189 There have been an increasing number of racist manifestations towards Roma and Travellers in France, including from public figures. 190 Manual work and trade are the main economic 187 Ministère de l'education nationale, Desco (2000), La Scolarisation des Enfants de Voyage, Ministère de l'education nationale 188 European Monitoring Centre on Racism and Xenophobia, EUMC (2006), Roma and Travellers in Public Education, Vienna: EUMC 189 European Commission against Racism and Intolerance (2004), Third report on France, Strasbourg: Council of Europe 190 ibid A121

123 activities of Travellers in France % of Travellers in France are in receipt of the Revenu Minimum d'insertion (French social welfare benefit). 192 How does the Member State recognise / define travellers as an occupational group? Gens du voyage (and enfants du voyage) is an administrative term used to recognise different ethnic groups (Gitans, Manouches and Roms) who lead different lifestyles (nomadic, sedentary and semisedentary). No distinction is made in France between these sub-groups, nor between the different professions they hold. For example, some Manouches may be Showpeople or circus people. 193 As indicated above, this creates difficulties in collecting data regarding the different sub-groups of gens du voyage. Education policy recognises the 'itinerant population' as one group, which includes both (ethnic subgroups of) Travellers and occupational travellers (such as bargees, Showpeople and circus people). 194 Size of the following occupational groups Gypsy / Roma / Sinti Showmen / Fairground Bargees Circus families Seasonal agricultural workers, e.g. fruitpickers In 1996/97, there were around 1,105 casual circus performers in France, who worked for over a hundred circus enterprises affiliated to AFDAS (Association pour la formation professionnelle dans les domaines des arts et du spectacle Association for vocational training in arts and entertainment). In fact, 3000 to 5000 artists were involved in this sector. The Groupement des Institutions sociales du spectacle Group of social security institutions for entertainment (GRISS) listed 52 circus enterprises in 1998 but this figure is likely to hide around 100 enterprises with a more or less professional 191 Pouleau, H., Gens du Voyage, Inspection académique de Seine-Maritime, Scolarisation des enfants du voyage, taken from the Amiens CASNAV website, Reyniers, A., Ahkim, A. Culot, P. Les Gens du Voyage en Wallonie, Namur: Benoîte Dessicy 193 Source: Representative of the Centre de Liaison et d'information Voyage-Ecole (CLIVE Centre for Liaison and Information on Travellers' Schooling) 194 Ministère de l'education nationale, enseignement supérieur et recherche (2002), Bulletin Officiel spécial, Scolarisation des enfants du voyage et de familles non sedentaires, Ministère de l'education nationale, enseignement supérieur et recherche, 25 April 2002 A122

124 Seasonal tourism workers New Age travellers Other occupational travellers operation and around another 100 microstructures. 195 The Survey of Travelling Communities in Europe published in 2001 by the European Federation for the Education of Children of Occupational Travellers (EFECOT) gave the total number of bargee enterprises in France as 2660, with a total population of 3259, of which 1643 were school age children. The Survey gave the number of circus enterprises as 140, with 4000 circus families. Finally, the Survey estimated the total number of fairground enterprises to be 25,000, with 30,000 families. 196 According to the Centre de Ressources HLM there are 450 circus companies in France (both traditional and new/contemporary). 197 There are many seasonal workers in France, for agricultural work. Seasonal work often represents an important source of revenue for Travellers in France. 198 Any particularly distinctive features about travellers as an occupational group in this country? e.g. Regional dispersion, Socio-economic characteristics Any particular issues facing the education of the children of occupational travellers in this country? Over the last few years, there has been an increase in the level of attendance at school of the children of Travellers, in particular at primary level. This has been attributed to an increase in the awareness of the parents, who themselves have participated in education, together with the impact of awarenessraising activities with these families. Although there 195 Division for Social and Legal Affairs, Directorate General for Research, European Parliament (2003), The situation of the circus in the EU member states, Luxembourg: European Parliament 196 European Federation for the Education of Children of Occupational Travellers, EFECOT (2001), Survey Travelling communities and school provisions in Europe, Brussels: EFECOT 197 Source: Syndicat to Cirque de Création (Telephone Interview) 198 Les Gens du Voyage: Définition des Groupes, (November 2006) A123

125 has been some improvement in secondary-level schooling, it has not been as marked. 199 In 2004, it was found that enrolment rates in 2002/2003 approached 85 per cent among sedentary and 60 per cent among non-sedentary Traveller children. 200 However, a recent European Roma Rights Centre (ERRC) report stated that participation levels of Gypsy children are dramatically low, with many children not attending school at all and others dropping out at an early age and only a very small minority complete secondary education. 201 In 2005, ECRI voiced concern over allegations of continued refusal by authorities, in certain cases, to enrol children whose parents were in an illegal situation or to enrol children who were Travellers, although they are compelled by law to do so. 202 The same ECRI report indicated that some Roma children from Eastern and Central Europe had also not been able to enrol in school. The ERRC report outlines the difficulties experienced by Traveller families in enrolling their children at school. It refers to problems such as evictions from campsites, poor living conditions and obstructions by local officials to the enrolment of Traveller children in schools. The report also notes that a 'disproportionately high' number of Gypsy and Traveller children are channelled into Segpa classes (Applied General and Vocational Education) which provide specialised education for children experiencing serious learning 199 Ministère de l'education nationale, enseignement supérieur et recherche (2002), Bulletin Officiel spécial, Scolarisation des enfants du voyage et de familles non sedentaires, Ministère de l'education nationale, enseignement supérieur et recherche, 25 April European Monitoring Centre on Racism and Xenophobia (2006), Roma and Travellers in Public Education, European Monitoring Centre on Racism and Xenophobia, Vienna 201 European Roma Rights Centre (2005), Always Somewhere Else, Anti-Gypsyism in France, European Roma Rights Centre, Budapest 202 European Monitoring Centre on Racism and Xenophobia, EUMC (2006), Roma and Travellers in Public Education, Vienna: EUMC 203 European Roma Rights Centre (2005), Always Somewhere Else, Anti-Gypsyism in France, European Roma Rights Centre, Budapest 204 ibid 205 European Roma Rights Centre (2005), Always Somewhere Else, Anti-Gypsyism in France, Budapest: European Roma Rights Centre A124

126 difficulties for social, cultural or intellecutal reasons. 203 Finally, despite government policies aimed at the integration of Traveller children, segregation appears to remain a problem. 204 Although there have been various initiatives instigated at local level, there has been no national effort to coordinate and harmonise these measures and to date, there has been "no indication of a coordinated approach by the Ministry of Education to incorporate such methods into mainstream schools and classes". The initiatives thus remain dependent on local will. 205 National policy How does national policy specifically recognise the issue of education for itinerant pupils? National education policy is driven by antidiscrimination, rather than intercultural principles. 206 The Bulletin Officiel of 25 April 2002 "Scolarisation des Enfants du Voyage et de Familles non sédentaires" (Education of Traveller children), addressed to rectors and inspectors of local Académies (education departments), as well as directors of the departmental services of the national education system, replaces the previous guidance issued in November It states that although the movements of these groups makes their regular attendance at school difficult, it should not represent an obstacle to their education the national education system should put in place the measures necessary to accommodate for the children of travellers. The Bulletin outlines recommendations for primary and secondary level provision for this target group this is explained in more detail below. The Bulletin refers to the legislation relating to the education of the children of Travellers. It quotes article L of the Code de l'éducation, which states that the current place of residence of travellers within a French commune (administrative unit subdivision of a French département) determines which school they should attend. At primary level, even when parents are not able to present all of the necessary documentation for registration at a school, the children have a right to provisional schooling, until the full set of papers can be submitted. 206 ibid A125

127 A more recent law, adopted in 2004, guarantees equality of treatment and bans direct and indirect discrimination with respect to education, on grounds of "national origin, as well as belonging or nonbelonging real or supposed to a given ethnicity or race". 207 What rights of access to schooling do these pupils have? French legislation guarantees the right of all to education, regardless of social, cultural or geographic origin. Children of travellers have the same rights to education as other children, whatever the length of their stay and the nature of their accommodation. They are also subject to the same regulations, in particular regarding attendance children must attend school from the age of 6 to 16. The April 2002 Bulletin Officiel states that it is the responsibility of the national education system to ensure that measures are in place which guarantee the right to education is met for children of travellers. How does mainstream provision serve these children? (i.e. static schools) The Ministry of Education Bulletin Officiel of 25 April 2002 outlines recommendations for the schooling of children of travellers. The emphasis is on the integration of traveller children into the mainstream classes and curriculum, with support provided where necessary. The recommendations in the Bulletin Officiel are summarised below: Each Département (administrative unit) should appoint a coordinator to take responsibility for the education of children of occupational travellers. These coordinators should liaise with state bodies, the CASNAV (Centre Académique pour la Scolarisation des Nouveaux Arrivants et des enfants du Voyage Academic Centres for the teaching of new arrivals and Travellers) and the various relevant partner organisations and associations and have the responsibility to oversee and coordinate the actions concerning the education of the children of occupational travellers, in particular: - their registration at school 207 European Roma Rights Centre (2005), Always Somewhere Else, Anti-Gypsyism in France, Budapest: European Roma Rights Centre A126

128 - the continuity of their education - the provision of training for the personnel who work with them, such as teachers, and - dialogue with the families and partners within the education system. At pre-school level, children should attend the local infant school. Where necessary, measures should be taken (such as part-time attendance) in the shortterm to move the children towards the common curriculum and full-time attendance. At primary school, children should also be integrated into mainstream classes. Specific support measures can be used in the short-term (such as specific onsite provision) but should be geared towards integrating the children into mainstream provision. The optimum solution suggested is for children to attend mainstream classes, appropriate to their age group, with (where necessary) special weekly classes for support in French and sometimes maths, in order for these children to be able to keep up with their class. Where possible, children of Travellers should benefit from support given to other children experiencing difficulties. It is also recommended that where children must attend mobile schools due to the frequency of their parents' travel, this should also be with the intention of moving on to mainstream classes. In order to monitor children of Travellers, information should be recorded in their livret scolaire (school booklet) which gives detail of information on the work programme they have followed, the materials used and the results they have achieved. This should allow teachers in each different school to ensure a continuity and appropriate breadth of study in the child's education. It is also recommended that the children work on books which can be taken with them as they travel. Finally, schools should ensure that children of occupational travellers are able to benefit from the extracurricular activities which are on offer. The recommendations suggest that the schools traveller children attend regularly, and for reasonable periods of time, should 'experiment' with their role as a "reference school" for the children. The "reference school" could take responsibility for the monitoring of A127

129 the child's education through dialogue with their families and with teachers at the other schools they visit when travelling. The recommendations encourage the development of networks of the schools which these children attend regularly. The Bulletin Officiel goes on to explore the secondary education of the children of travellers, focusing on collèges (collèges are attended for the four years following primary school) and vocational training. The guidance notes that at secondary level, there may be more apprehension by travellers towards education and recommends that a member of staff is given responsibility for communication with the families and monitoring of the pupils' schooling. Again, priority is given to integrating the children of travellers into mainstream classes and to providing instruction in the mainstream curriculum for this group. Schools can however set in place their own measures to support these pupils, such as 'catch-up' classes. An evaluation of each child's knowledge and abilities should be carried out, to enable an appropriate approach to be drawn up. The emphasis should be on giving value to the capacity of the pupil to follow the mainstream curriculum. When the pupil has serious and persistent difficulties which cannot be dealt with through the school's support measures, the pupils can be referred to the SEGPA (Sections d'enseignement général et professionel adaptés department which provides adapted education). The guidance also suggests however that schools set in place their own, innovative measures to assist these pupils. In terms of vocational training, it is recommended that the CAP (Certificat d'aptitude Professionel Certificate in Vocational Skills) is particularly suited to pupils from a traveller background. The CAP can be studied in courses of varying length (one to three years) and is also offered by the CNED. Key recent developments In the eighties, there was a 'trend' for schools to be offered on halting areas. The official strategy has now changed and it is recommended that Traveller children are integrated into local schools. However, schools on halting areas to still exist in a number of A128

130 locations (in 2001, there were such schools in Avignon, Dijon, Orléans, Pau and Strasbourg). 208 In 2002, the CEFISEM (Centres de Formation et d'information pour la scolarisation des enfants de migrants centres for training and information for the education of children of migrants) became the CASNAV (Centres pour la Scolarisation des Nouveaux Arrivants et des enfants du Voyage Centres for the education of new arrivals and Traveller children). The CASNAV provide support to teaching and educational staff and also mediation with families and partner organisations. This change was recognition that the educational integration of these target groups should not be confused with the work of educational priority zones and networks (ZEP and REP). The CASNAV are resource centres for schools and educational establishments. They provide advice and support to teaching personnel through training and the publication of teaching materials and other resources. They also facilitate the development of networks. CASNAV are based locally and currently the Ministry of Education lists contact details for a total of 27 centres 209. What are the next stages planned to address the schooling needs of these pupils? Specific provision List and describe individual examples of customised provision (i.e. not necessarily comprehensively available; provided in addition to mainstream schooling) Mobile provision is available for children whose parents travel so much that registration at a school is not possible. There are around 40 mobile school units (Antennes Scolaires Mobiles), mostly operated by ASET (Aide à la Scolarisation des Enfants Tsiganes Aid association for the Education of Gypsy children) 210. ASET states that these schools cater for nearly 4000 pupils in 13 départements. 211 The mobile schools go to locations where caravans are halted and visit different groups of children for a period of half a day each. Each mobile school can cater for around 12 pupils at once. "Some of these 208 European Roma Rights Centre (2005), Always Somewhere Else, Anti-Gypsyism in France, Budapest: European Roma Rights Centre 209 Details can be found at European Monitoring Centre on Racism and Xenophobia (2006), Roma and Travellers in Public Education, Vienna: EUMC 211 Taken from the ASET website (November 2006) A129

131 schools have been centres of pedagogical innovation, for instance with respect to teaching materials and tools allowing for the continuity of children's education when they travel". 212 There are also around 15 campsite schools. However the Ministry recommends that this provision should also have as its main goal to enable the children to integrate into mainstream classes. School inspectors are charged with monitoring such provision. The European Monitoring Centre on Racism and Xenophobia has reported that "teachers and parents often perceive them as ghetto schools or classes, since they inevitably reinforce residential segregation, while the quality of education provided is reportedly low." 213 Specialist teachers can be given responsibility for supporting the children of occupational travellers and for ensuring they are monitored when travelling, if this takes places within France. The CNED (Centre National d'enseignement à Distance national centre for distance learning) can be called upon to provide teaching to secondary school children for whom regular attendance at school is made difficult due to their parents' travel. The Ministry of Education however recommends that this should not become their regular mode of education. Circus children tend to use the distance learning service. 214 The Centre de Liaison et d'information Voyage-Ecole (CLIVE Centre for Liaison and Information on Travellers' Schooling) was set up in 1985 and 'revived' in 2003 after more than ten years out of action. The Centre's aims are to promote reflection and exchange of ideas, networking among teachers and increasing understanding of the current situation 212 European Roma Rights Centre (2005), Always Somewhere Else, Anti-Gypsyism in France, Budapest: European Roma Rights Centre 213 European Monitoring Centre on Racism and Xenophobia, EUMC (2006), Roma and Travellers in Public Education, Vienna: EUMC 214 Source: Syndicat to Cirque de Création (Telephone Interview) 215 Information taken from the website of the Inspection Académique de Meurthe et Moselle, (November 2006) 216 European Monitoring Centre on Racism and Xenophobia, EUMC (2006), Roma and Travellers in Public Education, Vienna: EUMC A130

132 in the education of Traveller children, as well as to develop measures which make school provision more accessible for those with a nomadic lifestyle. 215 EU funding has been used to support some innovative projects, such as the successful 1991 distance education Year 6 consolidation courses for Gypsy and Traveller children. This project introduced Gypsy history and culture into the teaching within primary schools and targeted exclusively non-sedentary children. 216 Who is responsible for these provisions? National, regional or local authorities? The Antennes Scolaires Mobiles are run by ASET but are supported by various partners, including the Ministry of Labour and the Fondation de France. 217 The ASM teachers are recruited by the Ministry of Education. 218 How is it funded? Antennes Scolaires Mobiles are funded by public and private finances. How are parents and teachers/providers consulted for / involved in this provision? Awareness-raising activities have been carried out with the families of Travellers, where necessary in partnership with relevant associations this has helped to bring about the increase in school attendance of the children of Travellers, in particular at primary level. The importance of gaining the confidence of parents in the schooling of their children is recognised, as it can have an impact on their children's level of attendance. Families should be provided with information on the systems within the school their children attend, as well as information about how they can get involved in school life (for example as elected parent representatives). Primary schools should provide a welcome service for parents, where the school and its services are presented, including an explanation of the school regulations. 219 Are there representative bodies? Gens du Voyage (Travellers organisation) Centre de recherches tsiganes (Centre for Gypsy 217 Taken from the ASET website (November 2006) 218 European Roma Rights Centre (2005), Always Somewhere Else, Anti-Gypsyism in France, Budapest: European Roma Rights Centre 219 Ministère de l'education nationale, enseignement supérieur et recherche (2002), Bulletin Officiel spécial, Scolarisation des enfants du voyage et de familles non sedentaires, Ministère de l'education nationale, enseignement supérieur et recherche, 25 April 2002 A131

133 Research) ASET: Aide à la Scolarisation des Enfants Tsiganes (Help for the Education of Gypsy children) USETA: Union Socio-Educative Tzigane d'aquitaine (Socio-Educative Gypsy Union of Aquitaine) CCPS: Comité de Coordination pour la promotion et en solidarité des communautés en difficultés migrants et tsiganes (Coordination Committee for the promotion and in solidarity with migrant and gypsy communities in difficulty based in Toulouse) ASNIT: Action Sociale Nationale et Internationale Tzigane (National and International Social Gypsy Action) CNED: Centre National d'enseignement à Distance (National Centre for Distance Learning) A132

134 Germany Target Population How does the Member State recognise / define travellers as an ethnic group? Roma and Sinti have been considered a national minority in Germany since 1995 but they have not received any of the legal protection, political privileges, or reserved representation given to other minority groups. The exception to this is now in Rheinland-Pfalz, where the Romani language and culture was officially recognised in July 2005 in an agreement recognising German Roma and Sinti as a national minority. The agreement means that the group will receive financial support to protect their culture and language, as well as the right to use the Romani language in official state settings. Furthermore, the agreement means that Romani and Sinti history will be taught in all state schools. 220 Size of the following ethnic groups Ethnic Gypsy / Roma / Sinti Other travellers (defined as an ethnic group, e.g. Irish travellers) There are no ethnically differentiated statistical data relating either to the demographic characteristics or the educational situation of Roma and Sinti. The Central Council of Sinti and Roma (Zentralrat der Sinti und Roma) estimates their number at around 70,000 (a figure corroborated by the Federal Foreign Office). This figure only includes Roma and Sinti who hold German citizenship, and therefore belong to the officially recognised national minority of Sinti and Roma. In addition, about 100,000 Roma with foreign citizenship are currently living in Germany, mostly refugees from East and Southeast Europe 221. Educational statistics distinguish between Germans and migrants with foreign nationality. EU and non- EU citizens are identified, as well as those from various nationality groups Taken from the ERRC website at November 2006, source: BBC News website, 25 July Available from: European Monitoring Centre on Racism and Xenophobia, EUMC (2006), Roma and Travellers in Public Education, Vienna: EUMC 222 Luciak, M. (2004), Migrants, Minorities and Education, Vienna: European Monitoring Centre on Racism and Xenophobia, EUMC A133

135 Any particularly distinctive features about travellers as an ethnic group? Many Sinti and Roma in Germany still have a seminomadic lifestyle and travel around Europe in large clans. 223 How does the Member State recognise / define travellers as an occupational group? Education policy and guidelines provided by the Kultusministerkonferenz 224 focuses on occupational travellers and specifically highlights circus, showmen and bargee families as target groups for actions such as the Schultagebuch (school diary) which is used by the children of occupational Travellers. Size of the following occupational groups Gypsy / Roma / Sinti Showmen / Fairground Bargees Circus families Seasonal agricultural workers, e.g. fruitpickers Seasonal tourism workers New Age travellers Other occupational travellers In 2004, there were a total of 7,612 people working in this occupational sector in Germany: 6,080 on barges (out of which 1,147 were ship owners) and 1532 land-based barge workers. These figures include both goods and passenger transport. There were 1189 companies registered in Germany operating in the sector. 225 In 2001, 373,833 temporary foreign workers arrived in Germany, according to the Federal Institute for Population Research. 226 Many of these came from Poland. There are varying figures for the number of showmen enterprises in Europe. EFECOT figures for 2001 estimated the number of fairground enterprises in Germany to be 10,000. The estimated number of fairground families for this year was also 10, However, according to the Deutscher Schaustellerverbund (DSB - German Showmen's Union), there are currently (in 2006) around 5,000 showmen enterprises in Germany, with 45,700 itinerant members of staff. 228 The Bundesverband Deutscher Schausteller und Marktkaufleute e.v (German Association for Showmen and Market vendors) states that it represents a community of 223 Binder, T. (2006), The nomads by the Neckar, in Catalyst, November-December 2006, London: Commission for Racial Equality 224 An umbrella body which brings together the ministries with responsibility for education and culture in each Land. 225 Source: Statistisches Bundesamt, Wiesbaden 226 Taken from the Bundesamt für Bevölkerungsforschung website, November Knaepkens, L., van de Rakt, R. (2001), Survey Travelling communities and schooling provisions in Europe, Brussels: European Federation for the Education of Travelling Communities, EFECOT 228 Source: Interview with Christoph Jansen, representative of the Deutscher Schaustellerbund A134

136 occupational travellers which is made up of over 100,000 enterprises. 229 When the European Parliament survey of circuses in the EU member states was published in 2003, the report gave the number of circus companies in Germany as 300. The report explained that no precise figures are available because circuses are equated with showmen under trading regulations. The report suggests there are around 15 large and medium-sized enterprises and that the remainder are small or very small. 230 A 2005 report states that there are around 400 circuses in Germany, with 1500 children. 231 This is more than any other EU country. Circuses are equated with showmen under trading regulations and are not classified separately in statistics on trading enterprises. 232 Any particularly distinctive features about travellers as an occupational group in this country? e.g. Regional dispersion, Socio-economic characteristics Most circuses in Germany are family circuses and operate within a fairly local area. 233 Family circuses often tend to change the location of their winter stopping place. The larger circuses (e.g. Barum, Flic-Flac, Fliegenpilz and the Rudolf Probst circuses) do travel throughout Germany and Europe and sometimes farther afield Source: Bundesverband Deutscher Schausteller und Marktkaufleute website ( December Division for Social and Legal Affairs, Directorate General for Research, European Parliament (2003), The situation of the circus in the EU member states, Working Paper, Luxembourg: European Parliament 231 Franz, M., Olesch, K, Knauf, A., Oertel, B., Treichel, M., Andrae, M., Schwer, A., Sinner, H. (2005), Leben und Lernen auf der Reise, Berlin: Sekretariat der Ständigen Konferenz der Kultusminister der Länder in der Bundesrepublik Deutschland 232 Division for Social and Legal Affairs, Directorate General for Research, European Parliament (2003), The situation of the circus in the EU member states, Working Paper, Luxembourg: European Parliament 233 Division for Social and Legal Affairs, Directorate General for Research, European Parliament (2003), The situation of the circus in the EU member states, Working Paper, Luxembourg: European Parliament 234 Division for Social and Legal Affairs, Directorate General for Research, European Parliament (2003), The situation of the circus in the EU member states, Working Paper, Luxembourg: European Parliament A135

137 Any particular issues facing the education of the children of occupational travellers in this country? Around 10,000 children of occupational travellers change school in Germany every week. These children often visit over 30 schools in a year 235. Circus children attend between 30 and 60 schools a year they are constantly faced with different teachers and curricula. They are rarely able to learn on a continuous basis or to form attachments. Circus children can attend school up to 40% less than the norm. 236 It is particularly challenging for circus children to attain the annual Zeugnis (examination) in order to progress to the next academic year. 237 The United Nations Human Rights Committee expressed concern in 2004 at the prejudice and discrimination suffered by Roma in Germany. An improvement in participation in education of Roma and Sinti was reported for the 1990s but their educational situation remains poor. Roma and Sinti pupils suffer from poor achievement, high rates of absenteeism and drop-outs 238. The European Monitoring Centre on Racism and Xenophobia (EUMC) 2006 report on Roma and Travellers in public education outlined a concern that Roma and Sinti pupils appeared to be overrepresented in special schools. 239 Despite some positive development in participation in education, Roma and Sinti pupils demonstrate lower than average achievement rates, high drop-out rates and high absenteeism 240. National policy How does national policy specifically recognise the issue of education for itinerant pupils? Specific education policy is devolved to the Federal states (Länder). Provision therefore varies across the country, although it is mandatory for schools to 235 Franz, M., Olesch, K, Knauf, A., Oertel, B., Treichel, M., Andrae, M., Schwer, A., Sinner, H. (2005), Leben und Lernen auf der Reise, Sekretariat der Ständigen Konferenz der Kultusminister der Länder in der Bundesrepublik Deutschland, Berlin 236 Division for Social and Legal Affairs, Directorate General for Research, European Parliament (2003), The situation of the circus in the EU member states, Working Paper, Luxembourg: European Parliament 237 Source: Rebecca Simoneit-Barum, Junior Directrice of the Circus Barum (telephone interview) 238 European Monitoring Centre on Racism and Xenophobia, EUMC (2006), Roma and Travellers in Public Education, Vienna: EUMC 239 ibid 240 ibid A136

138 work with the books and materials Traveller pupils bring with them. The use of a Schultagebuch (school diary) for children of occupational travellers has now been made mandatory on a national level by the Kultusministerkonferenz. The Kultusminsterkonferenz also published a recommendation in 1999 that a subsidy of 5.11 per day and per child should be provided for circus, fairground and bargee families whose children attend boarding schools. This recommendation was upheld by eight Länder in January In general, Roma and Sinti benefit from the same support measures as other migrant children and young people, such as language support. These measures aim for integration of the pupils into mainstream classes as quickly as possible. What rights of access to schooling do these pupils have? Traveller children have the same rights to schooling as any other children in Germany and are subject to the same regulations surrounding compulsory education. School is compulsory from the age of six for either nine or ten years, depending on the Land. On completion of this compulsory period of full-time schooling, young people who do not continue in fulltime education must at least still attend a Berufschule part-time for a period of around three years (some Länder require pupils to attend a fulltime institution). Since the administration of the school system is devolved to the Länder, specific legislation and provision (including the start of the school year, for example) varies from one to another. "Schooling is compulsory, yet some authorities do not check carefully enough whether the children from circuses visiting a particular town actually attend a school. Unfortunately, if parents do not register their children at a school and do not fulfil their educational obligations, some children in Germany still receive no schooling or only an inadequate school 241 Sekretariat der ständigen Konferenz der Kultusminister der Länder in der Bundesrepublik Deutschland (Kultusministerkonferenz) (2006), Sachstandsbericht Unterricht für Kinder von beruflich Reisenden, Berlin: Kultusministerkonferenz A137

139 education". 242 How does mainstream provision serve these children? (i.e. static schools) Guidance for educational provision for children of occupational Travellers (such as the guidance produced to accompany the Schultagebuch) focuses on occupational categories (showmen, circus families, pedlars and puppeteers). Since 1989, the Länder have provided an increasing level of support for the children of occupational Travellers. There is now a dedicated officer within the Kultusminsterium (Culture Ministry) of every Land with responsibility for issues relating to the children of occupational travellers. Education for this group is provided through a system of Stamm- and Stützpunktschulen. Stammschule maintain the pupil s school files and Stützpunktschule are the supporting schools they attend when travelling. Länder also have mobile teachers (Bereichslehrkräfte) who operate within a specific area. The Stammschule provides a specific teacher or tutor for the children of occupational travellers, who accompanies them through their schooling and who takes the role of their contact person and guardian during the travelling season. The Stammschule also provides each pupil with their own school books and learning materials to take with them when travelling. A variety of additional support and provision, such as teacher training and the provision of guidance, is in place in the different Länder. In some Länder, teachers are appointed who accompany the Traveller pupils within a certain area and provide information, advice and support such as supervised homework. Other Länder employ static teachers who are charged with supporting Traveller children. Four Länder also provide mobile schools (Nordrhein- Westfalen, Sachsen-Anhalt, Sachsen and Thüringen). Details can be found below in the 'specific provision' section. Children from small, family circuses, attend a 242 Division for Social and Legal Affairs, Directorate General for Research, European Parliament (2003), The situation of the circus in the EU member states, Working Paper, Luxembourg: European Parliament A138

140 Winterschule (Winter School) in each place the circus stops for winter. The Winterschule takes on the same role as a Stammschule for these children. Vocational training for showmen and circus folk is available within three Länder (in Hessen, Nordrhein Westfalen and Schleswig Holstein), under the framework of the EU-funded BEKOSCH project. 243 Romany, the language of the German Sinti and Romanies, is taken into account to varying degrees in schools, higher education institutions and in adult education. 244 The ECRI 2005 report on Germany noted that Roma and Sinti organisations were still calling for teaching of Romany to be made possible in all Länder. 245 For pupils whose mother tongue is not German, support classes are provided at both primary and secondary level. Pupils are prepared for transition to mainstream classes and are instructed in German and subject-related teaching. An integrative model of teaching, combining German and migrant pupils, is predominant across the country. 246 Key recent developments The Kultusministerkonferenz (Culture Minister Conference) recommended the use of the Schultagebuch (school diary) for Traveller children across Germany from September 2003 and it is now mandatory. The diary aims to help teachers to set the level of schooling for the pupil and for parents to keep track of their child's progress. Pupils are given the diary before the travelling season starts by their Stammschule or the school they are visiting at the time it should accompany them throughout their time at school. Parents are obliged to present the Schultagebuch to the school when their children start. Teachers are required to fill in the Schultagebuch and to send a copy of the reports 243 Sekretariat der ständigen Konferenz der Kultusminister der Länder in der Bundesrepublik Deutschland (Kultusministerkonferenz) (2006), Sachstandsbericht Unterricht für Kinder von beruflich Reisenden, Berlin: Kultusministerkonferenz 244 Taken from Eurydice Eurybase, (at November 2006) 245 European Commission against Racism and Intolerance (2004), Third report on Germany, Council of Europe Directorate General of Human Rights, Brussels 246 Luciak, M. (2004), Migrants, Minorities and Education, Vienna: European Monitoring Centre on Racism and Xenophobia, EUMC A139

141 they have filled in to the pupil s Stammschule. The Kultusministerkonferenz also adopted 'learning building blocks' (Lernbausteine)/descriptions of expected competencies' for use in teaching the children of occupational travellers in These 'building blocks' for German, maths and one foreign language can be referred to when preparing an individual learning plan they relate to the standards required by mainstream curricula. It is also now mandatory for every Stützpunktschule to have a designated teacher to oversee the teaching of Traveller children. What are the next stages planned to address the schooling needs of these pupils? The Regional Schools Institute in Nordrhein- Westfalen is developing a data bank of materials on the web platform This data bank will contain teaching materials and relevant links. 247 Specific provision List and describe individual examples of customised provision (i.e. not necessarily comprehensively available; provided in addition to mainstream schooling) In the past, some circuses (for example the Busch- Roland and Krone circuses) have employed private teachers for their own circus schools. These schools receive recognition (but not funding) from the state. 248 Today, Circus Krone has its own school and Circus Barum employs a teacher to support the circus children during touring season. In 1994, a mobile school for circus children was set up in Nordrhein-Westfalen. The school, now made up of 28 teachers with 29 mobile school 'caravans', travels to the circus sites and accompanies them across the Land. Today, the school supports over 130 circus children from 23 circuses and provides four days of teaching on location, which are to be supplemented by an additional day of electronic distance learning. The teaching provision is based 247 Sekretariat der ständigen Konferenz der Kultusminister der Länder in der Bundesrepublik Deutschland (Kultusministerkonferenz) (2006), Sachstandsbericht Unterricht für Kinder von beruflich Reisenden, Berlin: Kultusministerkonferenz 248 Division for Social and Legal Affairs, Directorate General for Research, European Parliament (2003), The situation of the circus in the EU member states, Working Paper, Luxembourg: European Parliament A140

142 on an individual learning profile for each pupil. Nordrhein-Westfalen also provides online distancelearning for 70 circus children, while they are travelling within Germany or abroad. 249 Children of bargees in Germany tend to stay with relatives or host families while their parents are travelling. A small number of these children live in the four residential homes (Schifferkinderheime) which are dedicated to this group. (These are in Würzburg, Mannheim and Minden). This enables them to attend mainstream schools full-time in the area local to the residential homes. However, staying away from the family can present a strain for the children and parents, including financially. There is a mobile school in Sachsen Anhalt, run by Mobile Schule e.v, which caters for the children of showmen and fairground workers during the travelling season. Since 2004/05, Sachsen has provided a mobile school for the children of showmen and circus folk. The mobile school is run by the organisation "Schulbildung von Schaustellerkindern in Sachsen e.v", using the educational materials of the Land. The Schulmobil (mobile school) project was set up in 1999 in Thüringen. This 'travelling classroom' offers teaching and help with homework in the afternoon. In 2006, the LARS (Lernen auf Reisen-Schule School for learning while travelling) project was established in Nordrhein-Westfalen. Eight pupils from class levels six and seven are taking part in an e-learning trial. They receive individual learning plans and are 'virtually' linked to their teacher while they study independently. E-learning works well for Traveller children, because they develop a sense of independence early on due to their work within the family business. 250 In some states (Schleswig-Holstein, Hessen and 249 Source: Nordrhein-Westfalen Ministry for Education and Training website: at March More information available from the Detmold government website at European Monitoring Centre on Racism and Xenophobia, EUMC (2006), Roma and Travellers in Public Education, Vienna: EUMC A141

143 Hamburg), Roma and Sinti mediators are employed to improve communication between parents, children and teachers. The employment of Roma and Sinti teachers and social workers in Hamburg has successfully brought about an increase in enrolment and attendance, as well as reducing learning problems. Other states (Brandenburg and North-Rhine Westphalia) have developed information and awareness-raising materials for teachers of Roma and Sinti pupils. In Hamburg, the teaching of Romanes has been integrated into the curriculum and bilingual teaching material has been developed on Roma history and literature 251. Who is responsible for these provisions? National, regional or local authorities? Specific provision is the responsibility of the regional authorities. Some of the mobile schools are also run by individual organisations as outlined below. How is it funded? The mobile school in Sachsen-Anhalt is run and financed by the organisation Mobile Schule e.v and by the Land. Mobile Schule e.v organises the activities provided by the school and pays for costs such as the insurance, while the Land covers the costs of the teaching staff. The mobile school in Sachsen is financed by "Schulbildung von Schaustellerkindern in Sachsen e.v" and by the Land. 252 The pilot e-learning project in Nordrhein-Westfalen is run by a partnership of the Detmold government, the Paderborn University and other partners and sponsors. How are parents and teachers/providers consulted for / involved in this provision? A website, was set up by the Land Nordrhein-Westfalen in This internet platform provides information, facilitates communication and to some extent coordinates nationwide activity in the field of education for the children of occupational travellers. Distance-learning materials are also available from the site Sekretariat der ständigen Konferenz der Kultusminister der Länder in der Bundesrepublik Deutschland (Kultusministerkonferenz) (2006), Sachstandsbericht Unterricht für Kinder von beruflich Reisenden, Berlin: Kultusministerkonferenz 253 ibid A142

144 In 2004, the Kultusministerkonferenz made a handbook available for teachers, called Leben und Lernen auf der Reise (Living and learning while travelling) which provides guidance on teaching the children of occupational travellers and in particular on using the Schultagebuch and the Lernbausteine. Within the framework of the Kultusministerkonferenz, there is an annual meeting of officials with responsibility for the education of children of occupational travellers. Regular exchanges of information and experience also take place between relevant stakeholders. 254 Are there representative bodies? BERID Bund für Erziehung Reisenden in Deutschland (Federation for the Education of children of occupational Travellers in Germany) BSM - Bundesverband Deutscher Schausteller und Marktkaufleute e.v. (Association of German showmen and market vendors) DSB - Deutschen Schaustellerbundes e.v. (German association of Showmen) GCD - Gesellschaft der Circusfreunde (Society of Circus Friends) Schule Unterwegs Nordrhein-Westfalen Schule für Circuskinder Zentralrat Deutscher Sinti und Roma 254 ibid A143

145 Greece Target Population How does the Member State recognise / define travellers as an ethnic group? The Roma population in Greece are Greek citizens and therefore subject to the Constitution and laws of the Hellenic State. Size of the following ethnic groups Ethnic Gypsy / Roma / Sinti Other travellers (defined as an ethnic group, e.g. Irish travellers) Roma are registered in the national census as Greek citizens, without any other indication about their origin, etc. As a consequence, there is not any specific identification of the Roma population other than an approximate approach. Survey data indicate a number between 150,000 and 300, Any particularly distinctive features about travellers as an ethnic group? Because of their particular living conditions, Roma are recognized as a sensitive social group so the state is implementing series of actions aiming at their social integration and at the fight against discriminations and social exclusion. How does the Member State recognise / define travellers as an occupational group? No information identified. Size of the following occupational groups Gypsy / Roma / Sinti Showmen / Fairground EFECOT 256 figures for 2001 gave a total of 110 fairground enterprises, 600 Fairground families and 300 school age children. The total population of other travellers including Roma/ Sinti was reported as Bargees Circus families Seasonal agricultural workers, e.g. fruitpickers Seasonal tourism workers New Age travellers 255 European Monitoring Centre on Racism and Xenophobia (2006), Roma and Travellers in Public Education, European Monitoring Centre on Racism and Xenophobia, Vienna 256 Knaepkens, L., van de Rakt, R. (2001), Survey Travelling communities and schooling provisions in Europe, EFECOT, Brussels A144

146 Other occupational travellers Any particularly distinctive features about travellers as an occupational group in this country? No information identified. e.g. Regional dispersion, Socio-economic characteristics Any particular issues facing the education of the children of occupational travellers in this country? No information identified. National policy How does national policy specifically recognise the issue of education for itinerant pupils? In regions with significant Roma population, special classes have been set up with specially trained teachers and teaching assistance has been provided especially to those children whose families have led a nomadic way of life. Cross-cultural policy implementation is based on Law 2413/1996 which regulates issues of crosscultural education and at school level the implementation of programmes seeking to identify and develop suitable conditions for ensuring equality of opportunities in education for all pupils and implementation of educational measures which assist pupils with special education needs. What rights of access to schooling do these pupils have? It seems that Traveller children have the same rights to schooling as any other children in Greece and are subject to the same regulations surrounding compulsory education as Greek nationals. How does mainstream provision serve these children? (i.e. static schools) Key recent developments A third phase of the programme has been launched ( ). As in the previous phases the actions focus on producing teaching material for the training of teachers, the awareness of the education community and society on remedial teaching. A145

147 What are the next stages planned to address the schooling needs of these pupils? Specific provision List and describe individual examples of customised provision (i.e. not necessarily comprehensively available; provided in addition to mainstream schooling) The Gypsy Children Education Scheme was implemented as part of the Cross-Cultural Education Programme organised by the Repatriate and Cross- Cultural Education Institute under the supervision of the Ministry of Education and Religious Affairs. The scheme was initially operated for 3 years ( ) but following its inclusion in the 3rd CSF has now been extended until The second period was completed in December 2004 while the third has already started. The objectives of the Gypsy Children Education Scheme have been: - To attract large numbers of Gypsy children to mandatory education and ensure systematic education by making registration easier, supporting parents and schools to take on their roles responsibly and overcoming problems related directly or indirectly with the educational marginalisation of Gypsy children. - To ensure equal learning and social inclusion opportunities. - To train teachers and administrative staff. - To combat prejudice related to the target group. - To gradually do away with separate classes for the pupil population. - To improve performance levels of pupils and to support them during lower and upper secondary school and at TEE Conventional and online teaching material was prepared as part of the scheme; the following materials have been produced: - Nine (9) supplementary books for teaching language at primary and lower secondary school and two (2) Romani dictionaries for educational A146

148 purposes. - Supplementary linguistic material on the history and modern life of the Gypsy community and its interaction with the rest of society. - Supplementary teaching material for mathematics, history, geography, physics, health education and new technologies. The initial results for implementation of the scheme showed a decrease in Gypsy children drop out from primary education from 75% in 1997 to 24% in 2001 and an increase in secondary education entry rates. Furthermore, a shift from separate schools or classes towards integrated schools with an enriched curriculum was noted as well as a change in the attitude of parents on recognition of the educational role of school and an improvement in the level and quality of cooperation between teachers and Gypsy families in promoting educational solutions. The Ministry of Education and Religious Affairs established in 200 the "Roma Student Card" enabling Roma pupils to enrol without further formalities. Who is responsible for these provisions? National, regional or local authorities? The Ministry of the Interior, Public Administration and Decentralization has adopted since 2002 an Integrated Action Plan for the social integration of Greek Roma. The Integrated Action Plan is organized in two priority keystones, which deal with first the housing rehabilitation of Gypsies (first keystone-infrastructure) and second services in the sectors of education, health, employment, culture and sports. The Ministry of Education and Religious Affairs (ΥΠΕΠΘ/YPEPTH) is responsible for the administration of all the schools in the country: an administration carried out through the Central and Regional Services and through councils of a consultative and scientific nature that have been created and function in the Ministry's Central and Regional Services. How is it funded? Education financing is the responsibility of the state through the regular budget and the public investments budget; and secondarily by non-state sources (public agencies, individuals etc.). A147

149 How are parents and teachers/providers consulted for / involved in this provision? Roma were not involved in the design or planning, but it seems that some were reportedly employed by the project contributing to educational and research activities. Are there representative bodies? The Greek government reported that Roma participate in the organs and procedures to elect local and national representatives as well as in the particular organs that function at the level of public administration (in the frame of the Committees functioning in the Ministry of the Interior, Public Administration and Decentralization concerning the social integration of Greek Roma, they participate as official members and representatives of the Roma population). There has also been established the political party of Roma. A148

150 Hungary Information sought Notes Target Population How does the Member State recognise / define travellers as an ethnic group? In 1993 the Hungarian parliament approved Europe's charter of minority rights, including the creation of a representative mechanism by which Roma/Gypsies (along with the 12 other acknowledged minority communities) may exercise collective minority rights. 257 Size of the following ethnic groups Ethnic Gypsy / Roma / Sinti Other travellers (defined as an ethnic group, e.g. Irish travellers) According to the 2001 census, 190,046 people identified themselves as Roma (ca.1.8% of the population). However, the estimates indicate that the number of Roma reaches 550, ,000 people ( % of the population). Any particularly distinctive features about travellers as an ethnic group? Government policy from 1961 aimed to eliminate Gypsy Settlements (Cigánytelep) and improve in the quality of Roma/Gypsy housing. Through a combination of slum clearance, access to public sector housing and low interest loans, Roma/ Gypsies were able to leave settlements with little or no sanitation or infrastructure. Quality of much of the new housing was poor, and in the late 1980s it was acknowledged that Roma/Gypsies generally occupied the smallest and worst forms of housing. As employment opportunities declined from the mid- 1980s many Roma/Gypsies found it difficult to maintain their property. Freeing up of the housing market has also led to white flight : some poor villages have lost many non-roma/gypsy residents and are becoming largely or exclusively Roma/Gypsy (Gilvanfa, Csetenye) Save the Children, 2001, Denied a Future, the right to education of Roma/Gypsy and Traveller children in Europe. Available at: Save the Children, 2001, Denied a Future, the right to education of Roma/Gypsy and Traveller children in Europe. A149

151 Information sought Notes How does the Member State recognise / define travellers as an occupational group? It was not possible to identify any methods of recognition/definition of travellers as an occupational group. Size of the following occupational groups Gyspy / Roma / Sinti Showmen / Fairground Bargees Circus families Seasonal agricultural workers, e.g. fruitpickers Seasonal tourism workers New Age travellers Other occupational travellers There are about 15 to 20 travelling circuses operating in Hungary. However, it is possible for any individual to open a circus in Hungary and the number of circuses each year is thus very variable. Circuses employ on average about 450 people in season. Some 100 of these people are technical staff. The number of children travelling regularly with circuses is estimated to be around 20. The Hungarian State Circus also employs artists. 259 The Ministry of Education provided an estimate for the total number of circuses in Hungary of several hundred enterprises, employing some thousand people 260. Total population Number of families Number of children Number of enterprises (no data) Any other data Any particularly distinctive features about travellers as an occupational group in this country? e.g. Regional dispersion, Socio-economic characteristics The circus travelling season in Hungary is normally seven months long, from March to October, or sometimes mid-november. They usually travel 1500 kilometres in a season and change venue twice a week. The State Circus in Budapest operates all year round. Circus people either take their children with them or leave them at home with relatives. This depends on several factors, such as the age of the children, if 259 Information provided by a representative of the Maciva Circus 260 Gabor Darcozi, Ministry of Education A150

152 Information sought Notes there are any other siblings and other general circumstances. 261 Although Roma/Gypsies live throughout Hungary, the population is concentrated in the poorer regions of the country, with around 60 per cent still living in the countryside. 262 The Roma population is settled and not itinerant. 263 We were unable to find any information on the number of people working on barges but these workers would not take their children with them in Hungary. Any particular issues facing the education of the children of occupational travellers in this country? Circus children face two particular issues: the hardship of either travelling, or growing up without seeing much of their parents. The children who travel usually have a special status in their home school of a private student and they do exams at the end of the year to finish a school year. (In Hungary normal students only have to do exams at the end of their secondary studies). The usual practice is that if they stay more than 2 weeks they take the children to the local school. The second challenge is to ensure that they receive proper professional education. We try to do as much as we can in this field. Amongst the Hungarian artists who work for the Maciva circus, about 90% have finished high school and about 25% have obtained the circus artist degree. 264 The latest ethnically based data on education were collected in The data reveal that almost half of the children attending remedial special schools for children with developmental disabilities were Roma. Further research indicated that the trend of overrepresentation of Roma in special schools 261 Information provided by a representative of the Maciva Circus 262 Save the Children, 2001, Denied a Future, the right to education of Roma/Gypsy and Traveller children in Europe. 263 Information provided by Gabor Daroczi, Ministry of Education 264 Information provided by a representative of the Maciva Circus 265 ECCR (2003). Stigmata: Segregated Schooling of Roma in Central and Eastern Europe, a survey of patterns of segregated education of Roma in Bulgaria, the Czech Republic, Hungary, Romania, and Slovakia, p.11 A151

153 Information sought Notes was maintained. Moreover, the Roma are also segregated at schools in Roma classes. This practice was backed by the 1997 decree of the Ministry for Education that established so-called 'catch-up' classes that were frequently of lower standard of education. Romani children were never mainstreamed into normal school system. A report by the European Roma Rights Centre (ECCR) also points out that there existed a practice of encouraging Roma parents to apply for 'private student' status for their children which effectively deprived them of education as it was used to release the children from compulsory education. Romani children are also being taught in ghetto schools 266. Research carried out by the Hungarian Institute for Higher Education Research, indicates that the attendance rate of the Romani children in schools has been increasing since the second half of the 1990s. This was mainly due to the financing arrangements of the schools (based on per capita allowances) and demographic fall in the number of young people 267. The 2003 report on education in Hungary indicates, however, that the increase in the number of students is mainly due to their increase in vocational education rather than in general education 268. National policy How does national policy specifically recognise the issue of education for itinerant pupils? The overwhelming emphasis in the Minorities Law regarding education is for special and separate education. Rights to equality of treatment within mainstream education are covered by the single general clause prohibiting all forms of disadvantageous discrimination against minorities". The preamble to the Law on Public Education guarantees equality of opportunity, although, as with the constitutional and other prohibitions of 266 ECCR (2003). Stigmata: Segregated Schooling of Roma in Central and Eastern Europe, a survey of patterns of segregated education of Roma in Bulgaria, the Czech Republic, Hungary, Romania, and Slovakia, p Lisko I. (2005). Gipsy students in secondary schools, Institute for Higher Education Research, Budapest, Research Paper No 269, summary available online 268 National Institute of Public Education (2003). Education in Hungary 2003, p.128 A152

154 Information sought Notes discrimination, the practical realisation of such a guarantee is often non-existent, particularly in respect to Roma/Gypsies. 269 The Public Education Act specifies additional groups of children that can be eligible for additional support from the State for their education one of these is national and ethnic minorities 270. To comply with its statutory obligation to support minority education, the state provides additional resources (approximately $100 per year) for each pupil registered by schools as coming from a minority and engaged in some kind of minority education. This method allows for the collection of data on minority pupils, but data protection rules mean that they cannot be used for ethnic monitoring purposes. Furthermore, registration as a minority pupil is meant to take place only with parental consent, though the extent to which this is the case for many Roma/ Gypsy pupils is questionable. 271 What rights of access to schooling do these pupils have? Schooling is compulsory for all children in Hungary until the age of 16. Basic education is free in Hungary and is organised by the state. There are kindergartens, elementary schools and high schools. There are no fees for university tuition. How does mainstream provision serve these children? (i.e. static schools) Distinguish between Circus children attend normal state schools. Base schools (attended when not travelling) Supporting schools (attended when travelling) Key recent developments In 2000, the government changed the allocation for the education of Roma students in primary schools. The additional resources were allocated to schools that would suppress segregation Save the Children, 2001, Denied a Future, the right to education of Roma/Gypsy and Traveller children in Europe 270 National Institute of Public Education (2003). Education in Hungary 2003, p Save the Children, 2001, Denied a Future, the right to education of Roma/Gypsy and Traveller children in Europe. 272 Havas G., Lisko I. (2005). Segregation of Roma students in primary schools, Institute for Higher Education Research, Budapest, Research Paper No 266, summary available online A153

155 Information sought Notes What are the next stages planned to address the schooling needs of these pupils? Specific provision List and describe individual examples of customised provision (i.e. not necessarily comprehensively available; provided in addition to mainstream schooling) Provision in base schools or supporting schools Mobile/distance/electronic learning Provision of advice and guidance Awareness-raising / promotional activities Tackling discrimination Methods of recording educational attainment, e.g. learning passports Validation of non-formal learning Delivery at national, regional or local level In order to qualify as a circus artist, it is necessary to complete a supplementary year after finishing high school to obtain a circus artist degree. There is Secondary Institution for the training of circus artists ( The Maciva state circus ( also organises training for talented young people for the children of circus artists. These children can receive grants from the circus trade union. 273 NMGS-G is the Roma Chance School in Szolnok. This school is run in association with the organisation Lungo Drom, the political base of the NMGS-G s president, Florian Farkas. 274 For Roma/Gypsies, most minority education takes the form of catch-up education (felzárkóztató) designed to give additional support to achieve greater success within the wider educational system rather than the nurturing of linguistic or cultural traditions and difference. The framework for educational initiatives within broader Roma/Gypsy policy was laid out in 1992 : - the creation of a nationwide network of hostels to provide a living environment more conducive to study for Roma/Gypsy pupils - the development of catch-up education grants for the encouragement of talented pupils - the establishment of a Roma/Gypsy dimension in teacher training courses and - the production of Roma-related textbooks. 275 A Romology Department has been established in the Zsambek Catholic Teacher Training College and a National and Ethnic Minorities Centre set up within 273 Information provided by a representative of the Maciva Circus 274 Save the Children, 2001, Denied a Future, the right to education of Roma/Gypsy and Traveller children in Europe 275 Save the Children, 2001, Denied a Future, the right to education of Roma/Gypsy and Traveller children in Europe A154

156 Information sought Notes the National Institute for Public Education. Teaching materials Despite the promotion of minority education based on knowledge of a minority s history and culture and the inclusion of intercultural education within the national curriculum, there has been less success with the development of teaching materials and textbooks about Roma/ Gypsies and/or for cultural Roma/Gypsy 'minority education. This is partly due to the decentralisation of the education system, in which often the lack of local willingness to develop initiatives can be exacerbated by the lack of central control. 276 Who is responsible for these provisions? National, regional or local authorities? The Maciva circus provides its own training courses. How is it funded? EU funding (specify programme) National Regional Local Private / other EU programmes and in particular the European Regional Development Fund (ERDF) are particularly relevant for addressing these issues, provided sufficient funding is earmarked for Roma inclusion in areas benefiting from such funding. Furthermore, the Community Support Frameworks for agreed with the Czech Republic, Hungary, Poland and Slovakia recognise the importance of Roma issues and have adopted strategies to combat Roma exclusion. 277 How are parents and teachers/providers consulted for / involved in this provision? Guidance/support for teachers Guidance/support for providers Roma organisations are active in developing educational initiatives. There is no consultation with the parents of circus children Save the Children, 2001, Denied a Future, the right to education of Roma/Gypsy and Traveller children in Europe 277 European Commisison, Employment and Social Affairs, 2004, The Situation of the Roma in an enlarged EU 278 Information provided by a representative of the Maciva Circus A155

157 Information sought Notes Are there representative bodies? Specialist providers Parents associations Traveller groups Occupational groups Hungarian State Circus: There is no representative body of travelling circuses in Hungary. There is an association of circus directors and circus artists neither of these are functional. There is an active trade union for circuses. 279 The Cultural Alliance of Hungarian Gypsies (Magyarországi Cigányok Kulturális Szövetsége) National Minority Gypsy Government 279 Information provided by a representative of the Maciva Circus A156

158 Ireland Target Population How does the Member State recognise / define travellers as an ethnic group? It is the mandate of the Equality Authority to promote equality of opportunity and to combat discrimination in the areas covered by the Employment Equality Acts 1998 and 2004 and the Equal Status Acts 2000 to These Acts both cover nine grounds: gender, marital status, family status, age, disability, sexual orientation, race, religion and membership of the Traveller community. Under the Acts, Travellers are defined as People who are commonly called Travellers, who are identified both by Travellers and others as people with a shared history, culture and traditions, identified historically as a nomadic way of life on the island of Ireland. In 2002, the Equality Authority published Building an Intercultural Society which includes the Traveller community within the term Black and minority ethnic groups. However, the Government has recently stated on several occasions that it does not recognise Travellers as an ethnic group 280. Size of the following ethnic groups Ethnic Gypsy / Roma / Sinti Other travellers (defined as an ethnic group, e.g. Irish travellers) The 2002 census included a question on membership of the Irish Traveller Community for the first time. The census recorded just under 24,000 Irish Travellers, which equated to less than 0.6% of the total population. 281 Traveller representatives have suggested that the actual number is likely to be 30,000 some may have preferred not to identify themselves as Travellers in the census. 282 In the 1990s, Roma from Romania, Poland, the Czech Republic and Bulgaria began to arrive in 280 The Equality Authority (2006), Traveller Ethnicity An Equality Authority Report 281 Central Statistics Office (2003), Census 2002 Principal Demographic Results, Dublin: Stationery Office 282 Department of Education and Science (2006), Report and Recommendations for a Traveller Education Strategy, Dublin: Stationery Office A157

159 Ireland. An estimated 1,700 migrant workers and asylum seekers have migrated to the country. 283 Any particularly distinctive features about travellers as an ethnic group? The 2002 census found that the age structure of Traveller families differs from that of the settled population. The Traveller community consisted of a relatively large proportion of children and young people and a small proportion of older persons. The average age of Travellers was eighteen years, compared with a national figure of thirty two. Almost half of the 2002 Traveller population lived in permanent accommodation, including private households and permanent halting sites. Approximately four out of ten Travellers lived in temporary accommodation 284. Approximately 9% of Travellers live on unauthorised sites. 285 How does the Member State recognise / define travellers as an occupational group? The 2002 census includes a separate report on Irish Travellers which classifies the group by broad industrial group however this categorisation is made within the minority group of Irish Travellers, rather than as occupational groups within the national population. The census uses NACE (the General Industrial Classification of Economic Activities within the European Communities) to classify an individual s occupation. The definition of the Traveller community as an ethnic group does not include Showmen, who are considered to be occupational travellers. 286 Size of the following occupational groups There are around 4 circuses in Ireland. 287 Circuses from other countries also tour the country, for example from Russia and Australia. 283 European Monitoring Centre on Racism and Xenophobia (2006), Roma and Travellers in Public Education, Vienna: EUMC 284 Department of Education and Science (2005), Survey of Traveller education Provision, available from Department of Education and Science (2006), Report and Recommendations for a Traveller Education Strategy, Dublin: Stationery Office 286 Source: Karen Geoghegan, President of the Irish Showmens' Guild Ltd A158

160 Gypsy / Roma / Sinti Showmen / Fairground Bargees Circus families Seasonal agricultural workers, e.g. fruitpickers Seasonal tourism workers New Age travellers Other occupational travellers The 2001 EFECOT report estimated the number of fairground families in Ireland to be 92, with 173 school age children. 288 In 2004, the Circus and Fairground Support Service provided mobile educational support to 36 children. In 2006, 46 children were visited by the service. However, this figure only recognises the children whose families chose to access the service and therefore the size of the group could be larger. There are no official statistics relating to the number of Showmen in Ireland. Currently (in 2006) there are around 200 individual members of the Irish Showmens' Guild but not all showmen are members of the Guild. An estimate of the total number of showmen in Ireland might be around There is a specific sub-group of Irish Travellers based in the town of Rathkeale in Limerick, which continues to travel for professional reasons. This group is involved in trading in fine art and furniture, antiques, industrial goods etc and also travels during the season for laying tarmacadam. They travel across Europe and further afield, to the United States and China, during the period March-October. There is no evidence of significant groups of other occupational travellers in Ireland (e.g. seasonal workers or bargees). Any particularly distinctive features about travellers as an occupational group in this country? e.g. Regional dispersion, Socio-economic characteristics Compared to the ethnic Traveller community, occupational travellers suffer less prejudice and discrimination from the settled community. Any particular issues facing the education of the children of occupational travellers in this country? The circus and fairground communities recognise the value of education and make considerable efforts to ensure that their children are able to access primary, and increasingly secondary and third-level 287 Division for Social and Legal Affairs, Directorate General for Research, European Parliament (2003), The situation of the circus in the EU member states, Working Paper, European Parliament, Luxembourg 288 European Federation for the Education of the Children of Occupational Travellers EFECOT (2001), Survey Travelling communities and schooling provisions in Europe, Brussels: EFECOT 289 Source: Karen Geoghegan, President of the Irish Showmens' Guild Ltd A159

161 education. Circus and Showchildren face particular issues at secondary level since there is no specific provision for them through mainstream education. They have to stay with relatives in order to attend school, rather than being with their immediate family. 290 Circus and fairground children face issues concerning access to second and third level education, access to assessments and individual profiling/educational planning and access to other support services. Travellers are seen as one of the most marginalised groups in Irish society. The 2002 census recorded that 73% of Traveller men and 64% of Traveller women were unemployed. Poor accommodation prevents Traveller children's participation in education and Travellers experience poor health (high levels of morbidity and frequent hospitalisation). 291 Participation in education by Travellers is higher at primary level than post primary. The 2002 census found that 66% of Travellers were educated to primary level only, compared with a national figure of 21%. Of the 13,680 Travellers aged fifteen or over, only 197 (1.4%) had completed a third-level qualification; this compared with 21% of the general population. Only 2% of Travellers had completed the senior cycle at second level, compared with 23% of the general population for all age groups. 292 Department of Education and Science (DES) figures for the school year 2002/2003 showed that nearly all primary age Traveller children attended school (a total number of 5900 Traveller pupils enrolled). Figures for the school year 2004/2005 reported a total of 1858 Traveller students in post-primary education but the retention rate remained poor at 290 Source: Karen Geoghegan, President of the Irish Showmens' Guild Ltd 291 Department of Education and Science (2006), Report and Recommendations for a Traveller Education Strategy, Dublin: Stationery Office 292 Department of Education and Science (2005), Survey of Traveller education Provision, available from ibid 294 Department of Education and Science (2006), Report and Recommendations for a Traveller Education Strategy, Dublin: Stationery Office A160

162 56% (compared to a national average of 94%). 293 Low attendance is a problem among Traveller pupils at primary level. The DES Survey of Traveller Education Provision reported that the average attendance rate of Traveller children is around 80%, including a range varying from 35% to 100%. The lowest rates were among children from unauthorised sites. Attainment is also lower among primary Traveller pupils. More than 60% of Traveller pupils are below the 20th percentile in English reading and in mathematics. 294 National policy How does national policy specifically recognise the issue of education for itinerant pupils? Although the Department of Education and Science (DES) does have a specific policy in place relating to Irish Travellers, there is no recognition of occupational travellers at national policy level. The DES does not carry out any monitoring of the children of occupational travellers and their access to education. The 1995 "Report of the Task Force on the Travelling Community" made 167 recommendations regarding education and training more than half the total recommendations in the report. In 1998, the National Advisory Committee on Traveller Education (NCTE) was set up to advise on the provision of education to the Traveller community. The 1998 Education Act provided for the establishment of an Educational Disadvantage Committee. The 1999 "White Paper on Early Childhood Education: Ready to Learn" recognised the need "to raise standards so that all Traveller children can receive early education of a high quality". The 2000 Education (Welfare) Act outlined a framework for the promotion of regular attendance at school and for tackling absenteeism. The Act led to the establishment of the National Educational Welfare Board in 2002 with responsibility for school attendance. In 2000 and 2005, progress reports were produced A161

163 on the recommendations outlined in the 1995 Task Force on the Travelling Community report. These address directly the recommendations made by the Task Force, in line with developments which have been made since. The "National Action Plan against Poverty and Social Exclusion", and , outline the main targets for Traveller education. These include: - age-appropriate placement of Traveller children in primary schools by the transfer rate of Travellers to post-primary schools to be increased to 95% by the retention of Traveller pupils to completion of the post-primary senior cycle - meeting the needs of early school-leavers through Youthreach and STTCs (Senior Traveller Training Centres) - providing Travellers with further education and training options - doubling the participation by mature disadvantaged students in third-level institutions, including Travellers. The Plan was given an intercultural framework by the "National Action Plan against Racism: Planning for Diversity", published by the Department of Justice, Equality and Law Reform in In 2002, the Inspectorate of the Department of Education and Science published two sets of guidelines, on Traveller Education in primary and second-level schools. The guidelines state that the DES policy is for Traveller children to receive their education in a mainstream school and in an integrated way 296 (provision had mainly been segregated into the 1990s). The guidelines also stress the importance of pursuing education with an intercultural approach. Further guidelines on intercultural education in primary schools were 295 Department of Education and Science (2006), Report and Recommendations for a Traveller Education Strategy, Dublin: Stationery Office 296 Department of Education and Science (2005), Survey of Traveller education Provision, available from A162

164 produced in For parents who choose for their children not to attend recognised schools, the 2003 Guidelines on the Assessment of Education in Places Other Than Recognised Schools give a definition of the minimum education which children must receive, in addition to guidance on how this can be assessed. Travellers are one of the target groups of the 2004 plan "Achieving Equity of Access to Higher Education in Ireland: Action Plan, What rights of access to schooling do these pupils have? The 1998 Education Act formally recognised the rights of all children to education and legally obliged schools to provide for diversity. It required schools to establish and maintain an admission policy that provides for maximum accessibility and to include objectives relating to equality of access and participation within a school plan. The Education (Welfare) Act (2000) outlined every child's entitlement to an appropriate minimum education (until reaching the age of sixteen or until the completion of three years of post-primary education, whichever is the later). The Employment Equality Acts and the Equal Status Acts (mentioned above) apply to most employment situations and to the provision of a wide range of goods and services, including education. How does mainstream provision serve these children? (i.e. static schools) The Circus and Fairground Support Service (CFSS) provides support to the children of circus and fairground families through a network of Education Centres throughout the Republic of Ireland. The service is available all year round but is only for children of primary age. Children attend a winter base school and are provided with distance learning packs for while travelling. They receive support with this work at home from the teachers provided by the Education Centres. The service is funded entirely by the Department of Education and Science. 297 Additional resources have been provided to support Traveller pupils learning since the 1970s. The DES is now committed to integration of Traveller children 297 Division for Social and Legal Affairs, Directorate General for Research, European Parliament (2003), The situation of the circus in the EU member states, Working Paper, European Parliament, Luxembourg A163

165 in mainstream education. A wide variety of provision is currently available including: - Pre-school provision for Travellers (funding provided to around 45 special Traveller pre-schools) - In-school support (through for example Resource Teachers for Travellers (RTTs) further details below) - School transport - Visiting teachers for Travellers (40 posts) further details provided below - School Completion Programme (targets pupils at risk of early leaving) - Special schools for Travellers (primary school located in Bray, County Wicklow; post-primary located in Clonshaugh) - Senior Traveller training centres (STTCs) for age 15 and over 298 Since June 2004, there have been no special classes for Traveller pupils in mainstream schools. In 2004/05, an estimated 55.2m was spent on Traveller education above and beyond mainstream education. "Many Traveller pre-schools are operating with inadequate resources and in unsuitable accommodation". 299 RTTs are provided for primary schools where there are more than 14 Traveller pupils enrolled. There were 523 RTT posts in 2004/05. The DES policy however remains that Traveller children should be taught in an integrated setting with the RTT either working within their classroom or with separate 298 Department of Education and Science (2005), Survey of Traveller education Provision, available from Department of Education and Science (2006), Report and Recommendations for a Traveller Education Strategy, Dublin: Stationery Office 300 Department of Education and Science (2006), Report and Recommendations for a Traveller Education Strategy, Dublin: Stationery Office A164

166 groups withdrawn for intensive tuition. An enhanced capitation rate is provided for each Traveller pupil enrolled in a primary school which has been allocated an RTT. There is a higher capitation rate for children over 12. The Visiting Teacher Service for Travellers (VTST) was established in In 2004/05, the Service had 40 visiting teachers and worked with around 8,000 Traveller pupils and their parents. There is still a permanent staff of 40 for the academic year 2006/2007, with an additional two temporary posts. The service caters for pre-school to further and higher education. Visiting teachers work with Traveller parents, their children, schools and all education partners to facilitate equality of access, participation, educational status and outcome for Traveller learners. At post-primary level, schools are allocated an additional 1.5 ex-quota teaching hours per week for each Traveller pupil enrolled. In 2004/05, this equated to 136 whole-time equivalent posts. A supplementary capitation grant is also provided for each Traveller pupil enrolled. There are three Junior education centres for Travellers, where pupils (aged 12-15) are provided with transport, breakfast and lunch and are not required to wear a uniform. Parents are not required to contribute any financial support. There are 33 STTCs and three outreach centres. The STTCs provide general education, vocational training, work experience and guidance, counselling and psychological services. In 2004, there were 981 trainees enrolled in the centres. There is no upper age limit and in 2004 there were 248 trainees under eighteen the majority were aged between 18 and 45. STTC trainees are paid an allowance and provided with childcare. Youthreach is part of the national second-chance education and training programme and supports unemployed early school-leavers aged In 2004, of the 2,746 Youthreach trainees, 330 were Travellers. Continuing professional development is provided to teachers and principals by the VTST. 300 A165

167 Key recent developments The Irish Showmens' Guild is currently negotiating with the Department for Education regarding the lack of provision at secondary age for the children of showmen. 301 In 2007, a pilot project was in the process of being set up to deliver a CFSS service at secondary level, through four of the Education Centres. In 2004, the DES Inspectorate undertook a Survey of Traveller Education Provision (STEP). 302 In March 2005, the Directorate of Regional Services of the DES took over responsibility for the VTST. The Directorate supports the VTST though local management by Regional Office inspectors and nationally through a management model of partnership and consultation. In May 2005, the DES published "Delivering Equality of Opportunity in Schools: An action plan for educational inclusion". The plan will address the needs of disadvantaged children and young people through a standardised system for identifying and reviewing levels of disadvantage and a new integrated School Support Programme (SSP). The plan will be implemented in a phased manner, starting in the school year 2005/06. It is estimated that the schools included in the SSP cater for around 60% of Traveller children. The remaining 40% will be catered for by existing interventions, or by recommendations outlined in the 2006 "Report and Recommendations for a Traveller Education Strategy". 303 In May 2005, the National Council for Curriculum and Assessment (NCCA) published its "Guidelines on Intercultural Education in the Primary School." Local authorities are adopting new Traveller accommodation policies for the period What are the next stages planned to address the schooling needs of these pupils? In 2003, a joint working group was set up with members from the Education Disadvantage Committee (EDC) and the Advisory committee on Traveller Education (ACTE). A five year strategy 301 Source: Karen Geoghegan, President of the Irish Showmens' Guild Ltd 302 Department of Education and Science (2005), Survey of Traveller education Provision, available from Department of Education and Science (2006), Report and Recommendations for a Traveller Education Strategy, Dublin: Stationery Office A166

168 was proposed to look at Traveller education provision. This Traveller Education Strategy has as its main objective equality of access, participation and outcomes for Travellers in the education system. The joint working group report, "Report and Recommendations for a Traveller Education Strategy" was published in November Guidelines on intercultural education in primary schools were published by the National Council for Curriculum and Assessment in 2005; those for postprimary schools were published in Specific provision List and describe individual examples of customised provision (i.e. not necessarily comprehensively available; provided in addition to mainstream schooling) Two Traveller pre-schools have already been integrated into mainstream pre-schools. One of these is St Catherine's Community Services Centre Play-School in Carlow, where intercultural activities are provided, including for example story-telling about children from different racial, national and minority groups. The DES policy of integrating the remaining pre-schools in consultation with local preschool providers continues to receive priority. The Traveller Visibility Group (TVG) undertakes activities aimed at increasing the school leaving age of Travellers. One recent initiative was to set up a forum for all those involved in Traveller education in Cork. The 'Star Pupil Programme' in Tallaght, Co. Dublin aims to retain Traveller pupils in education up to the Leaving Certificate. The Programme also links educational progress with paid summer work experience and pupils are given training in CV preparation and interview skills. Pavee Point Travellers Centre runs projects in the field of Traveller education. It is currently managing a project entitled Parents and Traveller Education, which started in 2004 and will run over two and a half years. Outputs will include a video/dvd resource for training with Traveller parents and a good practice booklet aimed at relevant stakeholders. 304 Department of Education and Science (2006), Report and Recommendations for a Traveller Education Strategy, Dublin: Stationery Office A167

169 The Traveller Homework Club in Ennis, Co. Clare has two main objectives: to provide professional and voluntary homework support to children from the Traveller community and to provide development and training support to parents and volunteers. Higher education access offices are developing initiatives to engage Traveller parents and their children. An important part of this work is in primary and post-primary schools. For example, at Dublin City University, seminars have been held for Traveller parents in 2004 and 2005, to give them the chance to engage in discussion, reflection and planning of their children's education. A project at the National University of Ireland includes homework support groups, cultural awareness initiatives and an induction programme for the transfer from primary to post-primary schools. Who is responsible for these provisions? National, regional or local authorities? Pavee Point Travellers Centre Traveller Visibility Group Higher education access offices Circus and Fairground Support Service How is it funded? The Parents and Traveller Education project and the Traveller Homework Club are funded by the DES Education Equality Initiative. TVG s core funding comes from the Department of Community, Rural and Gaeltecht Affairs How are parents and teachers/providers consulted for / involved in this provision? Annual meetings are held with parents of the children who access the CFSS service. These meetings are attended by parent representatives, members of the Irish Showmen's Guild and the coordinator of the CFSS. Consultations were held with Traveller parents in early 2004 which led to the production of a report with 49 recommendations. This report will be fed into the Traveller Education Strategy mentioned above. Parental agreement is required for additional RTT support for Traveller children. RTTs are required to liaise with parents on their child's progress and to encourage and develop their involvement. A168

170 The Home-school-community liaison (HSCL) scheme encourages parental involvement in the education of their children this includes Traveller parents. 305 Are there representative bodies? Advisory Committee on Traveller Education (ACTE) Association of Teachers of Travelling People (ATTP) Circus and Fairground Support Service (CFSS) Committee to Monitor and Coordinate the Implementation of the Recommendations of the Task Force on the Travelling Community Department of Education and Science Co-ordinating Committee for Traveller Education Educational Disadvantage Committee High Level Group on Traveller Issues Irish Showmen s Guild Irish Traveller Movement (ITM) National Association of Travellers' Centres (NATC) 306 National Traveller Women s Forum Citizen Traveller Pavee Point Traveller Visibility Group (TVG) Visiting Teacher Service for Traveller Education 305 Department of Education and Science (2006), Report and Recommendations for a Traveller Education Strategy, Dublin: Stationery Office 306 National Education Officer for Travellers, Maugie Francis, (091) / A169

171 Italy Target Population How does the Member State recognise / define travellers as an ethnic group? The Roma are not recognized as an ethnic minority by the Italian government. 307 Italian National Statistics do not collect data about ethnicity, only data on foreign nationality is collected. Size of the following ethnic groups Ethnic Gypsy / Roma / Sinti Other travellers (defined as an ethnic group, e.g. Irish travellers) Total population Number of families Number of children Any other data (quantitative, qualitative and anecdotal) The three main components of the Roma community in Italy are Roma, Sinti and Camminanti. A further distinction, on legal grounds, has to be made between those with and those without Italian citizenship. The origin of the Camminanti is unclear; their community is historically located in Sicily and travels throughout the whole of Italy for part of the year. Unofficial estimates say that there are around 110, ,000 Roma and Sinti in Italy, including immigrants mainly from Eastern Europe, especially former Yugoslavia. 308 Official statistics indicate that 130,000 Roma live in the country while local NGOs suggest a range from 105,000 to 160,000. Of these, 45,000 to 75,000 are immigrants or children of immigrants, mainly from Eastern Europe, particularly the former Yugoslavia. 309 The second most numerous group, which is well established in Italy, is the Sinti. They live mainly in northern Italy. They traditionally run small circuses and funfairs or peddle haberdashery and lace tablecloths. They have maintained a semi-itinerant way of life; and stay in large cities during the winter. 310 Educational statistics do not exist, but a 2000 survey carried out by the Education Ministry recording 8,982 Roma and Sinti pupils in both primary and secondary education; 75 per cent were in nursery level (19.07 per cent) or elementary schools (56.78 per cent), 307 International Helsinki Federation for Human Rights, The Situation of Roma in Selected Western European Countries, Report to the OSCE Conference on Anti-Semitism and on other Forms of Intolerance, Cordoba, Spain, June 8-9, Roma and Travellers in Public Education, European Monitoring Centre on Racism and Xenophobia (EUMC), International Helsinki Federation for Human Rights, The Situation of Roma in Selected Western European Countries, Report to the OSCE Conference on Anti-Semitism and on other Forms of Intolerance, Cordoba, Spain, June 8-9, Denied a Future?: The right to education of Roma/Gypsy and Traveller children, Save the Children, A170

172 19.68 per cent at lower secondary schools and less than 5 per cent in upper secondary schools. Most of the registered Roma/Sinti pupils were concentrated in the first few years at each school level and dropout rates and disaffection increased in later school years. 311 Any particularly distinctive features about travellers as an ethnic group? Fairground workers in the North of Italy are often Sinti by ethnicity. The European Commission on Racism and Intolerance (ECRI) has continued to receive reports according to which many Roma and Sinti born in Italy or who have lived in Italy most of their lives, and their children, do not have Italian citizenship, in many cases only having short-term residence permits or none at all. ECRI has also received reports that a few hundred stateless Roma children currently live in Italy. 312 Many Roma who fled from war and persecution to Italy are undocumented. They have no legal permits to stay in the country or may simply have been granted short-term leave to remain on humanitarian grounds and exemption from expulsion which is difficult to renew. An increasing number of Roma children born in Italy to foreign parents are stateless, and face overwhelming obstacles in obtaining any passport at all. The existence of local administrative offices for Nomads and Non-Europeans indicates that Roma are commonly perceived as foreigners in the eyes of the Italian authorities. 313 ECRI has urged the Italian authorities to address the Roma and Sinti s lack of documents, including Italian passports and residence permits. 314 How does the Member State recognise / define No definition of travellers as an occupational group 311 Roma and Travellers in Public Education, European Monitoring Centre on Racism and Xenophobia (EUMC), Nando Sigona (2005) Locating The Gypsy Problem. The Roma in Italy: Stereotyping, Labelling and Nomad Camps Journal of Ethnic and Migration Studies, Vol. 31, No. 4, July 2005, pp. 741_/ A171

173 travellers as an occupational group? could be identified. Size of the following occupational groups Gypsy / Roma / Sinti Showmen / Fairground Bargees Circus families Seasonal agricultural workers, e.g. fruitpickers Seasonal tourism workers New Age travellers Other occupational travellers Total population Number of families Number of children Number of enterprises Any other data There are around 5000 showmen entrepreneurs in Italy, of which 80% have an itinerant lifestyle. 315 There is a difficulty in estimating the number of circuses in Italy and there are no official estimates. A few years ago Ministry authorisation was required to practice as a circus and so numbers of institutions would be kept by Ministry of Culture, but now that the profession has been liberalised, circuses can seek authorisation from Municipalities, and of course this makes it more difficult to keep track of the numbers. 316 Estimates about the number of circuses range from 130/ to The National Circus Association-L Ente Nazionale Circhi - has 80 members. Estimates of circus workers range form 2000 (not all of them Italian) 319 Italy currently has some 5,000 circus workers, to whom we should add firms supplying equipment. The Italian National Statistics Office (ISTAT) can not provide any figures of seasonal workers in Italy, but estimates can be deduced from information on the numbers of work permits given to seasonal workers in agriculture. The presence of atypical workers is a structural characteristic of the agricultural and tourism sectors, where the incidence of fixed term contracts reaches 23.3% to 17.5 % of all employment. 320 Temporary workers represent 49.5% of the total workforce in the agricultural sector. Almost half of the employees in the sector (and more than half of the women) are not employed on open-ended contracts, which is indicative that seasonal and occasional 315 Source: Information provided by a represenative of the Associazione Nazionale Esercenti Spettacli Viaggianti e Parchi, ANESV 316 A. Serena, Accademia del Circo, exchange 317 A. Serena, Accademia del Circo, exchange 318 The Situation of the Circus in EU member states, European Parliamnet, A. Serena, Accademia del Circo, exchange 320 (Source, Schedi Paesi, il lavoro sommerso, perhaps it is Rapporto sul mercato dell lavoro,2005,cnel) A172

174 work is a distinctive feature of the agricultural sector. 321 Non-EU immigrant workers have considerably increased their presence in the Italian labour market in recent years. In 2003, there were 1,867 immigrants, equal to 0.3% of total immigrants in regular employment, working on regular contracts in agriculture. It is likely that the number of immigrants in the sector is underestimated, given that official surveys report that one-third of workers in the agricultural sector are illegal, and are therefore not included in the statistics, and that the estimate of hidden employment is even higher for non-eu immigrant workers. 322 Some estimates say that immigrants make up 13% of the agricultural workforce in Italy. Almost 125,000 immigrants work in agriculture in Italy, 84,000 (86% ) are temporary and 17,000 (14%) are in Italy for an unspecified time. 24% come from new member states, and further 38% from Eastern Europe. Most work in Northern Italy. 323 According to a survey of Medecins Sans Frontiers (MSF), most seasonal workers who are immigrants work in the following regions Trento; Emiglia- Romagna; Veneto and Bolzano. Seasonal workers are asylum seekers or refugees. 324 The Flussi Decree of 12 March 2007 outlines that 80,000 more seasonal workers from outside Europe (India, Albania, Bosnia, Croatia etc) will come and work in Italy in tourism and agriculture this year. The quotas of workers are per region: Abruzzo 3.500; Basilicata 1.000;Bolzano 2.000; Calabria 3.000;Campania 8.000; Emilia Romagna 321 Source: Questionnaire for EIRO comparative study on industrial relations in agriculture case of Italy, Livio Muratore) 322 Medecins Sans Frontiers report 'I frutti dell'ipocrisia: Storie di chi l'agricoltura la fa: di nascosto', March 2005): 323 8/3/2007 Eco di Bergamo (a newspaper) in an article 'immigrati e lavoro stagionale, con la task force flussi piu rapidi' 324 Medecins Sans Frontiers report 'I frutti dell'ipocrisia: Storie di chi l'agricoltura la fa: di nascosto', March 2005): 325 Medecins Sans Frontiers report 'I frutti dell'ipocrisia: Storie di chi l'agricoltura la fa: di nascosto', March 2005): 326 RAPPORTO I LAVORATORI STAGIONALI IMMIGRATI IN ITALIA, 2002, CNEL 327 RAPPORTO I LAVORATORI STAGIONALI IMMIGRATI IN ITALIA, 2002, CNEL A173

175 14.000; Friuli Venezia Giulia 1.000; Lazio 6.000; Liguria 800; Lombardia 2.000; Marche Molise 500; Piemonte 5.500; Puglia 6.000; Sardegna 1.000; Sicilia 3.500; Toscana 4.000; Trento 3.000; Umbria 1.000; Val d'aosta 200 Veneto Undeclared work is a deeply seated phenomenon of the Labour market in Italy, and present principally in agriculture, almost ¼ of the production in Italian agriculture is non declared/regulated work. This is especially the case in the south of Italy. In the South, seasonal workers are often illegal because of the high levels of unemployment in the region (they wouldn t be able to enter legally). This situation makes it possible for employers not to give workers contracts and for very bad working conditions to be in place. 325 MSF argues that there is a lack of political will to give these workers some kind of rights and to ensure these are in place and respected. In the 1970s seasonal work was mainly done by Italians. The gathering of fruit etc. takes place all around Italy from spring to autumn. Seasonal tourism is also another important characteristic in the labour market. However, the demand (requests) for foreign seasonal workers is not the same all over Italy. 60.7% of requests come from Trentino-AltoAdige, 14.8% from Veneto, the South accounting for only 4,3% of migrant seasonal agricultural workers. 326 However, it appears that Southern Italian employers simply do not use the regular channels to request migrant workers, as the South employs thousands of migrant workers, who are irregular as well as regular, with varying permits to stay. 327 Any particularly distinctive features about travellers as an occupational group in this country? e.g. Regional dispersion, Socio-economic characteristics There are circuses of different dimensions-some travelling solely in a region or some in the whole of the country. There is no regional dispersion as such. 328 Circuses work all year, although many have limited their activity recently to March-November. After this 328 A. Serena, Accademia del Circo, exchange A174

176 period they often move abroad and for instance manage permanent theme/amusement parks. 329 The label nomads (nomadi) is applied indifferently to the whole Roma and Sinti population, regardless of whether they are Italian citizens or foreigners, travellers or sedentary people, war refugees or economic migrants. 330 A majority of Roma (about 60 per cent) are Italian citizens. Among the Sinti, about 15 per cent have an itinerant or semi-itinerant lifestyle connected to their economic activities, whilst the Roma tend to have a more sedentary one. 331 About one-third of the Roma and Sinti population*/including both Italian and an estimated 18,500 foreign citizens*/currently live in authorised or unauthorised camps separated from the rest of Italian society. 332 They live in abandoned buildings or in overcrowded camps/ghettos of different sizes, which often lack basic infrastructure. The camps are either self-organised or officially authorised and administered. Most camps are on the outskirts of cities and surrounded by walls. 333 Camps came into being at the end of the 1980s and early 1990s when ten out of the twenty regions in Italy adopted laws aimed at the protection of nomadic cultures. It is argued that the laws served to perpetuate the perception that all Roma are nomadic and formed the basis of the government s inactivity in adopting effective integration and housing policies for the Roma minority. 334 The Roma face high unemployment. 329 A. Serena, Accademia del Circo, exchange 330 Nando Sigona (2005) Locating The Gypsy Problem. The Roma in Italy: Stereotyping, Labelling and Nomad Camps Journal of Ethnic and Migration Studies, Vol. 31, No. 4, July 2005, pp. 741_/ Nando Sigona (2005) Locating The Gypsy Problem. The Roma in Italy: Stereotyping, Labelling and Nomad Camps Journal of Ethnic and Migration Studies, Vol. 31, No. 4, July 2005, pp. 741_/ Nando Sigona (2005) Locating The Gypsy Problem. The Roma in Italy: Stereotyping, Labelling and Nomad Camps Journal of Ethnic and Migration Studies, Vol. 31, No. 4, July 2005, pp. 741_/ International Helsinki Federation for Human Rights, The Situation of Roma in Selected Western European Countries, Report to the OSCE Conference on Anti-Semitism and on other Forms of Intolerance, Cordoba, Spain, June 8-9, International Helsinki Federation for Human Rights, The Situation of Roma in Selected Western European Countries, Report to the OSCE Conference on Anti-Semitism and on other Forms of Intolerance, Cordoba, Spain, June 8-9, S.vatteroni, Fondazione Migrantes, Telephone Interview A175

177 The majority of seasonal workers are from eastern central European countries and outside the EU, and do not bring their children with them. 335 Any particular issues facing the education of the children of occupational travellers in this country? Access Discontinuity / interruption Right of access Poor data Weak learning culture Low expectations Poverty / exclusion Discrimination Lack of recognition of learning and of achievement Limited access to IT Different teaching methods Dispersed /disorganised communities Often Roma children cannot register in school since they lack the relevant documents for school registration, such as civic registration and medical certificates. 336 Civil society organisations report that as many as 20,000 Roma children, virtually all non-citizens from the Balkans and Romania, are at present outside the compulsory school system. 337 Because Romani children live in segregated housing or camps away from school, where there is no public transportation available, they have difficulties attending school. Roma are also often too poor to afford decent clothes, school supplies and the transportation necessary to ensure regular attendance by their children. 338 Other problems are evictions of Roma and raids by police. In practice non-roma parents have tended to move their children from schools attended by Roma children, which has resulted in classes in certain schools being left with Roma children only. 339 ERRC concludes that at present, the Italian educational system is dramatically failing to meet its international commitments where Roma are concerned. 340 Roma/Sinti pupils attendance rates are quite irregular in primary education, despite the importance attached by pupils and their families to basic writing and reading skills. 341 Circus children have attendance problems, they lose school days because of the travelling and also lose 336 International Helsinki Federation for Human Rights, The Situation of Roma in Selected Western European Countries, Report to the OSCE Conference on Anti-Semitism and on other Forms of Intolerance, Cordoba, Spain, June 8-9, International Helsinki Federation for Human Rights, The Situation of Roma in Selected Western European Countries, Report to the OSCE Conference on Anti-Semitism and on other Forms of Intolerance, Cordoba, Spain, June 8-9, Roma and Travellers in Public Education, European Monitoring Centre on Racism and Xenophobia (EUMC), 2006 A176

178 days because of the many different holidays/saints days that different towns in Italy have when schools and offices are closed. It also depends a lot on circus parents whether they register their children at a school. Many children also do not want to go to school. Circus children have difficulties in learning due to frequent changes of schools which makes it difficult to get a solid basis of a subject. 342 A survey carried out by the NGO Opera Nomadi suggested that the dropout rate among Roma and Sinti children was very high reaching 73% in primary and 84% in lower secondary education increasing with age. The situation differs somehow across provinces, with Naples recording the lowest incidence of Roma/Sinti pupils on overall school population leading the Education Ministry to conclude that there is a failure in that province to fulfil the duty of compulsory education by Roma/Sinti children. Rigid curricular structures, lack of teacher flexibility and frequent refusal to register pupils in schools close to their camps, prejudice and racism in schools, contribute to Roma/Sinti disaffection from education. 343 Circus/Show children encounter a lot of prejudice at school and suffer from all the negative stereotypes that may be associated with Roma. 344 National policy How does national policy specifically recognise the issue of education for itinerant pupils? Policy documents Legislation National programmes Requirements placed on local authorities In 1986 schooling was made compulsory for all Roma children by Ministry of Education. Support for the Romany language in the Italian school system is almost non-existent, or provided sporadically and on a very local level; in the Italian legislation (1999), aimed to the linguistic minorities, Roma and Sinti were not recognised either, since they lacking a compact territorial unit in the country. In 1986, the concept of mutual responsibility was 342 Reply from A. Serena, Accademia del Circo 343 Roma and Travellers in Public Education, European Monitoring Centre on Racism and Xenophobia (EUMC), S.vatteroni, Fondazione Migrantes, Telephone Interview A177

179 introduced into compulsory education: pupils have a duty to attend school and public educational institutions have a corresponding duty to respect the cultural identity of the pupils. 345 In later years, legislation recognised also the need to protect the right to nomadism as a cultural trait. However, the National Focal Point (NFP) report suggests that these legislative measures were never properly implemented. The Italian government has appointed mediators to manage the relationship between local communities and the Roma: cultural mediators who assist in interaction between the schools and Roma and intercultural mediators involved in social integration activities. However, the role of the mediator remains unclear and the impartiality of mediators remains a subject of controversy because Roma and school institutions have different expectations as to their role. Often the institution sees the mediator as an assistant who can handle Roma problems and Roma see the mediator as an ally against authorities. 346 No arrangements have been made for compulsory school attendance by the children of circus workers. Moving around with the circus, youngsters are obliged to change school and teacher frequently. 347 There are no plans to introduce mobile schools or tutoring, and only in a few cases do State schools offer special curricula. These are experiments run by individual (primary and middle) schools that, when confronted by a certain number of circus children with sizeable gaps in their knowledge (accumulated because of the above-mentioned itinerant lifestyle), have devised remedial schemes for which the ministry has provided teachers on an ad hoc basis. This happened - in the past - in Cesenatico, where the Academy is located and where it was possible to implement this remedial scheme because of the large number of circus pupils registered in local State schools. But the experiment ended three years ago because it was discontinued by the provincial 345 Roma and Travellers in Public Education, European Monitoring Centre on Racism and Xenophobia (EUMC), Roma and Travellers in Public Education, European Monitoring Centre on Racism and Xenophobia (EUMC), The Situation of the Circus in EU member states, European Parliament, The Situation of the Circus in EU member states, European Parliament, A178

180 education office. 348 What rights of access to schooling do these pupils have? At present, compulsory education in Italy lasts 8 years and can be accomplished in state schools or scuole paritarie. It includes five years of primary school and three years of scuola secondaria di primo grado. It can also be fulfilled through the scuola paterna; in this case, pupils should pass through an exam, held in a state school or scuola paritaria, at the end of each school year of private education or scuola familiare to pass to the following grade. However, the number of families applying for this kind of education is quite low. 349 In 1986 schooling was made compulsory for all Roma children by Ministry of Education. 350 Children have a right to register in any school where their parents move to and receive education there. Schools have a responsibility to receive the child. How does mainstream provision serve these children? (i.e. static schools) Base schools (attended when not travelling) Supporting schools (attended when travelling) Usually circus children change schools in every city they visit, for instance frequenting around 30 schools per year. Some circuses have a permanent base or leave their children with parents or grand parents. Problems can arise as often places in schools are limited, and cannot accommodate children, who in some areas, arrive in a large group. In the Tuscany region, large numbers of Show children (10-15) can arrive at once, who expect to be inserted into a class. The ease of insertion into school also depends on relationships between the family and school personnel. The number of children in a class has also been increased to 27 children per class. 351 Circus and show children are not adequately monitored by schools. When they register at a school they will appear on the register, the quality and updating depends on the school. A report card, 'quadernino' that the child keeps and shows to the next school, does exist, where teachers write in what subjects have been studied, the educational objectives and grades. The information contained in this document is often variable, with 349 Eurybase information database on education systems in Europe: Italy, Section 2.5 Compulsory Education. 350 Roma and Travellers in Public Education, European Monitoring Centre on Racism and Xenophobia (EUMC), S.vatteroni, Fondazione Migrantes, Telephone Interview A179

181 some teachers only writing 'was present from x-y period.' 352 Key recent developments Fondazione Migrantes presented a proposal of law to MPs, which was taken up by an MP Fabio Evangelisti to the Chamber of Deputies (Camera dei Deuptati) to support schooling of children of travelling circus workers and fairground workers. This law was presented to Parliament on and referred to the Commission on culture for It is unclear what is currently happening with this proposal. This proposal follows on from a successful project in Tuscany delivered jointly by Fondazione Migrantes, the Region of Tuscany, and the Tuscan Educational Authority, for the schooling of children of circus and fairground workers. L'Irre Toscana (l'instituto di Ricerca per l'instruzione regionale-educational research agency of Tuscany) has also joined the partnership. The proposal in summary: Local educational offices and regional administration should support itinerant children's right to schooling and put in place interventions to overcome nonattendance and irregular attendance; favour a concrete integration of pupils in school; and reduce the risk of de-motivation. Local administrations should form partnerships with private or social organisations to coordinate and contribute to activities. Educational institutions should have the autonomy to put into contact schools where these students are registered, creating a network of schools so that schooling of students is monitored in the long-term. Regional educational offices should provide mediators between families and schools to facilitate communication and to support children when they are moving schools. Local organisations should be sensitised to the needs of these children S.vatteroni, Fondazione Migrantes, Telephone Interview Camera dei deputati, Proposta di Legge, Disposizioni per la tutela del diritto allo studio dei bambini delle famiglie dello spettacolo viaggiante e del circo, 1 August, 2006 A180

182 An agreement was signed on June 22nd 2005 by the Ministry of Education with Opera Nomadi, a voluntary sector organisation, to support Roma, Sinti and Camminanti minors, in order to address the problem of Roma schooling. 354 In the agreement, the Ministry of Education undertakes itself to promote initiatives to prevent school drop out, to activate, in collaboration with Regional Education Authorities, initiatives which favour the integration of Roma minors into school, awareness raising activities and training for school personnel on Roma culture, and promote research and monitoring initiatives in the field. However, it is not known how the agreement is currently implemented in practice. Specific provision List and describe individual examples of customised provision (i.e. not necessarily comprehensively available; provided in addition to mainstream schooling) Provision in base schools or supporting schools Mobile/distance/electronic learning Provision of advice and guidance Awareness-raising / promotional activities Tackling discrimination Methods of recording educational attainment, e.g. learning passports Validation of non-formal learning Delivery at national, regional or local level Mobile teachers In the 1970s the Ministry of Education made teachers available to travel with certain circuses to cover at least the education of children of compulsory school age. This is no longer the case. 355 Circus Academy The Circus Academy (l Accademia del Circo di Verona) was founded in 1988 partly in order to compensate for problems associated with an itinerant lifestyle. The Academy is a foundation of the Ente Nazionale Circhi (National Association of Circuses) and funded by the Ministry for Culture. It is a boarding school that teaches circus skills as well as providing education for children of compulsory schooling age (8-16 years of age). The school, although mainly aimed at circus children, is open to everyone who wishes to learn circus skills. The school has been attended by around 100 students in the last 15 years. 356 Of these pupils, 70 have received a diploma, and most of them now work in 354 Protocollo d intesa per la tutela dei minori zingari, nomadi e viaggianti Tra Ministero Istruzione, Università, Ricerca Direzione Generale per lo Studente E Opera Nomadi Reply from A. Serena, Accademia del Circo 356 Serena, A. Un monastero italiano delle arti circensi. A181

183 circuses in Italy and abroad. Some interviewees noted that there were some problems with children attending this type of provision; drop out rates were high as families preferred children to stay with the family. 357 Recording learning libro dei saperi A booklet that school children keep with them whilst travelling that keeps a record of levels of advancement in different subjects. Migrantes CEI, an organisation of the Vatican that follows children of travellers has been very involved in this in the Veneto region. 358 (see also Fondazione migrantes project below) Networks of schools Project for the schooling of circus and fairground children The project is delivered jointly by Fondazione Migrantes, the Region of Tuscany, and the Tuscan Educational Authority. The project has formed a network of now 35 schools in Tuscany frequented by children of circuses and Luna Park, (a fairgournd in Versillia, Tuscany), through which Show children and circus children pass regularly. Fondazione Migrantes provides a coordinator and a mediator and has developed materials with the schools to facilitate transition of pupils from school to school as well as the communication between schools. The project has been partly funded by the Region of Tuscany will pay Fondazione Migrantes. The rest of the funding came from Fondazione Migrantes. In reality the sums of money have been very small. 30 schools have signed the agreement in the network, but in reality the project has worked with 40 schools, some of them also outside the Tuscany region. Over 300 children have been involved in the project, the majority of them from Show people 357 S.vatteroni, Fondazione Migrantes, Telephone Interview Reply from A. Serena, Accademia del Circo A182

184 families of Luna Park. Fairground workers move less and only in the region, whilst circus workers move more. The project has organised information sessions for schools and teachers to aid them to understand the reality of travelling circuses and to analyse the problems that schools encounter when working with children from these travelling families. The Region of Tuscany has printed information sheets and a folder of documents distributed to all schools in the network. In addition, the project developed a learning passport-'foglio notizie', a booklet that records and monitor learning, attainment and movement of the pupils between schools. This booklet records information about teaching received and courses taken, and grades from all of the schools that the pupil has frequented. This has been distributed to all the caravans in the area, with the details of the pupil, the objectives of the project, a letter to a teacher and scholastic materials. A qualified tutor is also a key person in the project, and is in contact with children also in the summer. A similar project exists in Bergantino, where the Museo della Giostra e dello spottacolo viaggiante is located (fairground museum). Roma In some cases local mediator training has been organised by local authorities. (However, no more information could be found much more on this) Opera Nomadi projects for Roma/Sinti Istituto Comprensivo di Piazzola sul Brenta (Pd) and Opera Nomadi have organised a project of cultural mediation and distance learning, between schools and Show people families (a large majority of whom are Sinti), with also visits to camps and trailers, in order to prevent youth malaise and exclusion, and to aid inclusion. In the year , 30 students (elementary and secondary school age) who attended 38 institutions, took part in the project, in various regions. 359 Who is responsible for these provisions? National, regional or local authorities? Projects are often led by voluntary sector agencies and supported by regional and local education A183

185 authorities. How is it funded? EU funding (specify programme) The Fondazione Migrantes project was funded by regional, local and the Agency's own funds. National Regional Local Private / other How are parents and teachers/providers consulted for / involved in this provision? Guidance/support for teachers No national guidelines exist for teachers on working with itinerant children. Voluntary sector agencies, such as Fondazione Migrantes above have developed materials for both schools and parents. Guidance/support for providers Are there representative bodies? Specialist providers Parents associations Traveller groups Occupational groups ENC, Ente Nazionale Circhi (National Association of Circuses) ASNEV AGIS- Associazione Nazionale Esercenti Spettacoli Viaggianti e Parchi (National Association of Showpeople) Opera Nomadi (various local websites) Fondazione Migrantes Pontifical Council for the Pastoral Care of Migrants and Itinerant People Palazzo S. Calisto Città del Vaticano Tel. (06) / Fax (06) A184

186 Latvia Target Population How does the Member State recognise / define travellers as an ethnic group? The national census categorises the population by nationality but does not refer specifically to Travellers as an ethnic group 360. Gypsies / Roma do not travel any more; families have settled and live in houses / communities for years and their children attend local schools. 361 Size of the following ethnic groups: Ethnic Gypsy / Roma / Sinti There are 8,204 Roma according to the 2001 Census. However, other sources estimate their number as 13,000 15, Other travellers (defined as an ethnic group, e.g. Irish travellers) Any particularly distinctive features about travellers as an ethnic group? No ethnic groups are defined as travellers 363. There is a national circus in Riga, Latvia and a national association of circus artists. Latvian circus workers mainly work in Riga. How does the Member State recognise / define travellers as an occupational group? National statistics do not identify and categorize occupational travellers as a specific group. Size of the following occupational groups: Gypsy / Roma / Sinti Showmen / Fairground Bargees Circus families Seasonal agricultural workers, e.g. fruitpickers There is a national circus in Riga, Latvia and a national association of circus artists. Latvian circus workers mainly work in Riga. There are two other self-employed circus families who are occupational travellers. They travel and work in the EU and other countries. They bring their families and children with them. 364 People from Latvia move abroad for work for a season or longer period of time. They mainly travel to Ireland and the UK, working mostly in agricultural Researcher Tana Lace, phone interview on , previously she has done research for EC on social exclusion and poverty in Latvia; 362 Roma and Travellers in public education, p Researcher Tana Lace, phone interview on Lolita Lapinska, Executive Director of Riga Circus, phone interview on A185

187 Seasonal tourism workers New Age travellers Other occupational travellers and processing sectors. According to official statistics, 50,000 people have left Latvia to work abroad and of them 20,000 people are working in Ireland 365 (according to unofficial data there could be a variation of 30%). Any particularly distinctive features about travellers as an occupational group in this country? e.g. Regional dispersion, Socio-economic characteristics. Latvian circus workers mainly perform in Riga where they are stationed. This includes not only adult circus workers but also young circus workers and children. The group of circus workers is small and only two families are occupational travellers 366. Seasonal workers moving abroad leave their children behind with relatives or after settling down in a country take the children to a new home. Any particular issues facing the education of the children of occupational travellers in this country? The 2001 Census outlines that Roma experience low educational attainment, since show decreasing enrolment rates at school and 6% drop out rates. 367 Travelling circus workers' children face problems due to interrupted schooling. National policy How does national policy specifically recognise the issue of education for itinerant pupils? National policy does not specifically recognize issues of education for the circus families as a target group. Schools and civil servants are quite flexible in their thinking and can assist in finding solutions for different cases, such as individual learning agreements etc. 368 There are no specific education policies that target the Roma population. There are, however, references made in the National Action Plan for Reduction of Poverty and Social Exclusion ( Here and further in the text, Interdisciplinary study Latvia and free labour force movement: the example of Ireland, conducted by Strategic analysis commission created by State President of Latvia, November 2005-January 2006, Latvia 366 Lolita Lapinska, Executive Director of Riga Circus, phone interview on Roma and Travellers in Public Education, European Monitoring Centre on Racism and Xenophobia (EUMC), 2006, p Lolita Lapinska, Executive Director of Riga Circus, phone interview on A186

188 2006). Education Initiatives for Roma pupils integrated one hundred children with the help of Roma teaching assistants and trained teachers 369 What rights of access to schooling do these pupils have? Every child of school age has to be registered at a school. It is the responsibility of the local municipality to ensure this happens. How does mainstream provision serve these children? (i.e. static schools) Pupils attend normal mainstream provision, no targeted provision was found for occupational travellers. Children whose parents leave them in Latvia to go and work abroad, continue going to their local school. Stakeholders agree that children left behind when their parents go to work abroad is a major problem, but no support programmes exist for this target group. Specific provision List and describe individual examples of customised provision (i.e. not necessarily comprehensively available; provided in addition to mainstream schooling) For circus children, in addition to mainstream schooling there is the opportunity to agree between families and schools on individual educational programmes to pass exams. 370 Families and schools agree on individual educational programmes for school students or private tuition to be undertaken whilst travelling. The family, school and the school board agree on each individual case. 371 Who is responsible for these provisions? National, regional or local authorities? The children s family and a school may take this initiative and agree on individual education programme. The school board would support this Ibid., p Lolita Lapinska, Executive Director of Riga Circus, phone interview on Lolita Lapinska, Executive Director of Riga Circus, phone interview on Lolita Lapinska, Executive Director of Riga Circus, phone interview on A187

189 How is it funded? No special funds were found for these programmes. How are parents and teachers/providers consulted for / involved in this provision? Individual agreements arrived at through discussions between families, teachers and the local school board. Are there representative bodies? National Association of Circus Artists A188

190 Lithuania Target Population How does the Member State recognise / define travellers as an ethnic group? There was a Programme for the Integration of Roma into Lithuanian society , coordinated by the Department for National Minorities and Lithuanians living abroad. The Programme dealt with such issues as education, health, social issues and protection of the Roma cultural heritage 373. Size of the following ethnic groups Ethnic Gyspy / Roma / Sinti The 2001 Census estimated 2,571 Roma but other sources quote 3,000 4,000. Other travellers (defined as an ethnic group, e.g. Irish travellers) Any particularly distinctive features about travellers as an ethnic group? How does the Member State recognise / define travellers as an occupational group? The national census does not specify Travellers as an ethnic or professional group. There are almost no occupational travellers inside Lithuania as the whole country can be crossed in three to four hours drive. Furthermore, the climate conditions are harsh - houses are heated from October until April. Thus, occupational travelling such as circus or fairgrounds can take place only during May-September. Drivers, constructions workers, sailors, and in some instances sports people also travel because of their profession. This professional travelling is not connected to an itinerant lifestyle. In addition, there is an increasingly large number of Lithuanians working outside of Lithuania. This group is defined as emigrants. However, many Lithuanians who work abroad return to Lithuania periodically. Some of them leave their family members, especially children, in Lithuania. Thus, a part of emigrants can 373 Review on Roma in Lithuania available at: A189

191 be also defined as seasonal workers. For instance, many Lithuanians work in as seasonal fruit pickers in Spain, or construction workers, and restaurant and hotel business personnel in Ireland and the UK, while coming back to their families in Lithuania periodically. Extended family traditions are strong in Lithuania and children usually remain with grandparents or other extended family members if their parents travel or work abroad. Consequently, occupational travelling with families does not exist in Lithuania. This social group is not recognised by national policy makers 374. Size of the following occupational groups Gypsy / Roma / Sinti Showmen / Fairground Bargees Circus families Seasonal agricultural workers, e.g. fruitpickers Seasonal tourism workers New Age travellers Other occupational travellers Occupational travellers: Showmen/fairground workers. A number of firms rent fairground equipment (usually small scale or inhouse children attractions). Most open fairgrounds are stationary - installed in the same place every season. Servicing personnel is usually local. Larger travelling fairgrounds come to Lithuania from abroad. Because of climate conditions fairgrounds under open air operate during the summer months or May September at best. There are no children who would leave schools and travel with fairgrounds in Lithuania. Circus families there are two professional circuses which travel around in Lithuania. The Lithuanian circus artists count around 20. Some of them perform abroad while Lithuanian circuses invite foreign artists. Currently, there is one school age child in one Lithuanian circus artist family 375 and two families with school age children and babies in another circus artist family 376. Education of children is not a problem because the Lithuanian circus season starts in May and finishes in September. A month before school holiday (May) and a month after school holiday (September) children of circus artists stay home with grandparents and remain at the same school all year round. There are no bargees in Lithuania. People cannot live in barges in Lithuania all year round as inland 374 The Ministry of Culture: Mrs. Rasida Zygiene, specialist responsible for performing arts (Programme Department), said she had no information of such a group of artists and could not comment. 375 Telephone interview with Mr Raimonas Janusevicius Sakiu District Circus director Telephone interview with Mrs. Ieva Varekojyte Reinshtorm from the Baltic Circus. A190

192 waters are frozen during winter. Sailing and other river boating is a seasonal and expensive leisure activity. Pedlars There are no travelling pedlars in Lithuania. Small retail agents operate from their places of residence. Seasonal workers: The official annual emigration is about 40, Analysts estimate that in 2006 there could be 284, ,000 Lithuanians working abroad 378. The most popular emigration countries are the UK, Ireland, Germany, Spain, and the USA. 379 Children of emigrant workers usually remain at home in Lithuania with grandparents and attend the same school all year round. Alternatively children get their schooling in the country of immigration. Seasonal tourism workers: Seaside resorts function during the summer months. Some seasonal workers may come to resort places. It was popular among college or high school students who come to live and work in seaside resort places during summer months. During recent years college students, however, prefer to work abroad as seasonal workers. Occupational travelling with children does not exist Any particularly distinctive features about travellers as an occupational group in this country? e.g. Regional dispersion, Socio-economic characteristics If parents work (abroad as seasonal workers) children usually remain with grandparents and attend the same school all year round. Primary and lower secondary education enrolment was 95-96% in Any particular issues facing the education of the children of occupational travellers in this country? No, except for the issue of children of emigrants wanting to study in the native language. Roma groups show low educational attainment (Census 2001), but by 2004 the drop out rates 377 Statistics Lithuania Average emigration rate during 2004 and 2005: Research paper Lithuanian Emigration by Lithuanian Expatriate Institute and the Lithuanian Civil Society Institute: Statistics Lithuania: Population/Emigration: Lithuanian Statistics, Comprehensive Statistical Review Education. Section 4.15 Net enrolment rates by level of education (percentage of students of standard age group compared to the total number of population of the same age): A191

193 decreased, especially in primary education, and enrolment levels have increased. Only one quarter of the school-aged Roma children go to school 381. Attempts to dissolve all-romani classes were undertaken by the Department of National Minorities and Lithuanians living abroad in National policy How does national policy specifically recognise the issue of education for itinerant pupils? There are no specific provisions relating to the education of children of occupation travellers as this group does not exist in Lithuania 382. The Lithuania education strategy mentions that in order to ensure better accessibility, continuity and social justice of the education development process, the State has to ensure socially fair conditions for, inter alia, children of migrating families to acquire education. In the context of promoting lifelong learning the government is also committed to ensuring a favourable learning environment and overcoming barriers, which also include the location 383. However, there are no specific references to Travellers or itinerant pupils. The Programme for Implementation of the Strategy focuses on the improvement of management, infrastructure, support, personnel and contents of educational curriculum 384. Specific measures and classes are provided for foreign children or children of Lithuanian citizens returning from emigration who have special adaptation (linguistic, cultural, level of education) needs. What rights of access to schooling do these pupils All national and ethnic minority pupils have access to 381 Report about segregation in Lithuania available at: Telephone interview with Head of General Education Department, Ministry of Education and Science Mr. Arunas Plikšnys. 383 Lithuanian Education Strategy , p Overview of development of education in Lithuania in: Education in Lithuania Facts and Figures 2006, p.10 A192

194 have? pre-school and general education at every level that would provide education according to their cultural and societal background; as well as some classes provided in their native language 385. This right is guaranteed by the New Regulations of the Law on Education. Also, the Provisions for Education of National Minorities specify the operational issues regarding education in different languages (for example, coordination of languages of instruction, standards for learning native languages at school, informal education options, teaching aids, curriculum contents, etc.). Also, as provided by the Law on Ethnic Minorities, the minorities are entitled to State support to maintain and develop their culture and language 386. Article 25 The Right and Duty of Lithuanian Residents to Study of the Law on Education of the Republic of Lithuania states that: 1. Each citizen of the Republic of Lithuania, also each alien having a permanent or provisional residence permit for the Republic of Lithuania, has the right to study, attain an education level and a qualification. 2. The State takes measures so that each child in Lithuania studies according to primary, basic, secondary or special education curricula. 387 Basic education comprises ten years. In accordance with the Law on Education, attendance at general or other types of school is compulsory for children under the age of 16 inclusive. Lithuanian Statistics distinguish pupils and students according to citizenship and the language of instruction at schools. Traditionally schooling is available in the Lithuanian, Russian and Polish languages 388. There are special integration measures for children of immigrants or children of Lithuanian citizens 385 General concept of education, Ministry of Education and Science of Lithuania, p For overview see: The Department of National Minorities and Lithuanians living abroad under the Government of Republic of Lithuania at: Law on Education: Comprehensive statistical review, Statistics Lithuania; Education section: Decree of the Minister of Science and Education on the special measures for adaptation of immigrant children Education in Lithuanian 2006 Facts and Figures report by the Ministry of Education and Science: A193

195 returning back to Lithuania after emigration 389. During there were 291 foreign children studying in Lithuanian schools 390. How does mainstream provision serve these children? (i.e. static schools) Many children of parents who travel because of work study at mainstream schools according to their place of residence. Regulations on the Education of National Minorities, effective from January 2002, recognise that the best way to ensure that the minorities can improve their skills and knowledge of their culture and traditions through informal and non-formal learning is through Saturday and Sunday schools established and run by the communities. There is one Roma school like this. Modern educational aids are lacking 391 Key recent developments Currently there are some initial ideas about secondary school e-education for the children of emigrants staying abroad. This idea is in the initial stages of development. It has been discussed at the Portal of Education and Information Systems What are the next stages planned to address the schooling needs of these pupils? Specific provision List and describe individual examples of customised provision (i.e. not necessarily comprehensively available; provided in addition to mainstream schooling) As indicated above, there are special integration measures for children of immigrants or children of Lithuanian citizens returning back to Lithuania after emigration 392. No individual examples of customised provision for the children of occupational travellers were identified. Who is responsible for these provisions? National, regional or local authorities? 391 Education improvement project, Lithuania, , p Decree of the Minister of Science and Education on the special measures for adaptation of immigrant children A194

196 How is it funded? How are parents and teachers/providers consulted for / involved in this provision? Are there representative bodies? A195

197 Luxembourg Target Population How does the Member State recognise / define travellers as an ethnic group? The national census categorises the population by nationality 393 but does not refer specifically to Travellers as an ethnic group. The data protection law ( , Art.6) forbids the registration of ethnic origin for needs of the administration or for national surveys and the census. 394 Pupils and students are distinguished according to citizenship. There is data on foreign pupils and distinctions are made between EU and non-eu nationals, as well as certain nationality groups. 395 Size of the following ethnic groups Ethnic Gypsy / Roma / Sinti Other travellers (defined as an ethnic group, e.g. Irish travellers) In 1996, the number of Travellers and Gypsies in Luxembourg was estimated at The European Federation for the Education of the Children of Occupational Travellers (EFECOT) estimated the total population of 'Other Travellers, including Sinti and Roma' (not bargees, circus people, Showpeople) to be 100 in A more recent report (2004) gave estimates ranging from 250 to 500 Gypsies in Luxembourg. 398 Any particularly distinctive features about travellers as an ethnic group? Travellers are not permitted to enter Luxembourg, unless coming for short periods to work in certain sectors. 399 Some Gypsies arrived in Luxembourg with the asylum seekers during the 1990s. However, Gypsies in Luxembourg are not travellers and are 'integrated' (they 393 See the national statistics website at Hartman-Hirsch, C., Bodson, L. (2004), Roma, Sinti, Gypsies and travelers in public education, Differdange 395 Luciak, M. (2004), Migrants, Minorities and Education, Documenting Discrimination and Integration in 15 member states of the European Union, Vienna: European Monitoring Committee on Racism and Xenophobia 396 European Commission (1996), School Provision for Gypsy and Traveller Children, Brussels: European Commission 397 European Federation for the Education of the Children of Occupational Travellers, EFECOT (2001), Survey Travelling communities and schooling provisions in Europe, Brussels: EFECOT 398 Hartman-Hirsch, C., Bodson, L. (2004), Roma, Sinti, Gypsies and travelers in public education, Differdange 399 Source: Gaby Urbe, member of the European Commission Cluster on Social Inclusion and Access to Lifelong Learning for Luxembourg A196

198 live in ordinary housing and their children go to school like other children). 400 How does the Member State recognise / define travellers as an occupational group? The national census categorises employment figures by broad sector. 401 This does not give specific reference to occupational groups such as bargees and circus or fairground workers. The Annuaire Statistique de l Artisanat gives a much narrower definition of occupations but again makes no reference to groups such as bargees, circus or fairground workers. 402 Size of the following occupational groups Gypsy / Roma / Sinti Showmen / Fairground Bargees Circus families Seasonal agricultural workers, e.g. fruitpickers Seasonal tourism workers New Age travellers The European Federation for the Education of the Children of Occupational Travellers (EFECOT) estimated the number of fairground enterprises in Luxembourg in 2001 to be 50. The total population of fairground workers was estimated at 160, of which 55 were school-age children. 403 There has never been a national circus in Luxembourg. Circuses from abroad may include Luxembourg in their programme of shows. 404 A representative of the fairground operators in Luxembourg estimated that there are approximately 85 families in Luxembourg, all of whom are resident in traditional housing. 405 Other occupational travellers Any particularly distinctive features about Showmen in Luxembourg work only on fairs within the 400 Hartman-Hirsch, C., Bodson, L. (2004), Roma, Sinti, Gypsies and travelers in public education, Differdange 401 See the national statistics website at Centre de Promotion et de Recherche (2005)Artisanat: Annuaire Statistique 2005, Luxembourg: Chambre des Metiers 403 European Federation for the Education of the Children of Occupational Travellers, EFECOT (2001), Survey Travelling communities and schooling provisions in Europe, Brussels: EFECOT 404 Division for Social and Legal Affairs, Directorate General for Research, European Parliament (2003), The situation of the circus in the EU Member States, Luxembourg: European Parliament 405 Hartman-Hirsch, C., Bodson, L. (2004), Roma, Sinti, Gypsies and travelers in public education, Differdange A197

199 travellers as an occupational group in this country? e.g. Regional dispersion, Socio-economic characteristics country and therefore do not pursue an itinerant lifestyle. 406 Fairgrounds are run mostly during the summer holidays and if they are held during school time, the parents return home in the evening. 407 Fairground operators from abroad, entering Luxembourg to take part in the national annual Schueberfouer would not require schooling for their children, since the event takes place during the summer holidays. Any particular issues facing the education of the children of occupational travellers in this country? No official statistics are collected relating to the education of children of occupational travellers. 408 A PISA (Programme for International Student Assessment) study by the OECD highlighted deficiencies in the Luxembourg school system and ranked the country 30th out of 32 in Non-native pupils and pupils born in the country with foreign parents had lower attainment levels than native pupils. 409 The 2004 report 'Roma, Sinti, Gypsies and travelers in public education' notes that both Gypsies and occupational travellers are sedentary and integrated into Luxembourg's society (housing, school etc). The report attributes this to a restrictive legal framework which: forbids 'colportage' (peddling) regulates the entrance of foreign citizens forbids foreign travellers to promote their activity forbids overnight stops at the margins of national roads and motorways Foreign travellers who arrive in Luxembourg thus have two alternatives: either to settle and assimilate or to leave the country. 410 A survey carried out as part of the above report revealed a very low presence of Gypsy and fairground pupils in 406 Source: Information provided by a representative of the Luxembourg Confederation du Commerce, Groupement des Commercants Forains (Showmen's sector of the Chamber of Commerce) 407 Hartman-Hirsch, C., Bodson, L. (2004), Roma, Sinti, Gypsies and travelers in public education, Differdange 408 Source: Gaby Urbe, member of the European Commission Cluster on Social Inclusion and Access to Lifelong Learning for Luxembourg 409 Luciak, M. (2004), Migrants, Minorities and Education, Documenting Discrimination and Integration in 15 member states of the European Union, Vienna: European Monitoring Committee on Racism and Xenophobia 410 Hartman-Hirsch, C., Bodson, L. (2004), Roma, Sinti, Gypsies and travelers in public education, Differdange A198

200 school. Over the previous five years, six fairground pupils (two from circus families) were reported and no Gypsy pupils. This is because of the sedentary lifestyle pursued by fairground operators in Luxembourg and the integration of Gypsies. 411 National policy How does national policy specifically recognise the issue of education for itinerant pupils? There is no national policy relating to the education of children of occupational travellers. 412 Specific measures and classes are provided for foreign children (nearly 40% of primary schoolchildren in Luxembourg had foreign citizenship in ). They should attend the same schools as Luxembourg nationals, in order to promote social cohesion. There is no official monitoring of complaints regarding discrimination and racism in education. 414 What rights of access to schooling do these pupils have? Every child of school-age (4-15) must be registered at a school, regardless of the status of their parents. No child can be rejected due to their race, sex, language or religion. There are 11 years of compulsory schooling in Luxembourg: 2 years of pre-school, 6 years of primary school, 3 years of post-primary. Pre-school education is compulsory for children from the age of 4 years old. How does mainstream provision serve these children? (i.e. static schools) There is no specific provision for the children of occupational travellers since these are so few in number in Luxembourg. Traveller children attend mainstream schools. In the survey conducted as part of the 'Roma, Sinti, Gypsies and travelers in public education' report, the six cases of fairground/circus children attending schools in Luxembourg each attended the schools for a duration of one week. None of the survey respondents expressed a need for special arrangements for these children. In all cases, the addition of the Traveller pupils was felt to have 411 Hartman-Hirsch, C., Bodson, L. (2004), Roma, Sinti, Gypsies and travelers in public education, Differdange 412 Source: Gaby Urbe, member of the European Commission Cluster on Social Inclusion and Access to Lifelong Learning for Luxembourg 413 Luciak, M. (2004), Migrants, Minorities and Education, Documenting Discrimination and Integration in 15 member states of the European Union, Vienna: European Monitoring Committee on Racism and Xenophobia 414 ibid A199

201 been beneficial to the classes involved, as the experience of these children in other countries revealed a different world to the Luxembourg pupils. Key recent developments What are the next stages planned to address the schooling needs of these pupils? No specific plans identified. Specific provision List and describe individual examples of customised provision (i.e. not necessarily comprehensively available; provided in addition to mainstream schooling) Some initiatives to incorporate intercultural learning into schooling have been carried out. For example, 'dat sin ech' was a project on social and intercultural education for children aged 4-8, carried out within the framework of the EU Socrates-Comenius programme. The project used books and photographs to illustrate cultural diversity and gave children from different backgrounds the chance to talk about their own experiences. A second project on intercultural education was "Integration multicultural au Lycée Technique du Centre" which offered cultural and linguistic co-education for pupils between 13 and Who is responsible for these provisions? National, regional or local authorities? How is it funded? How are parents and teachers/providers consulted for / involved in this provision? Are there representative bodies? 415 Luciak, M. (2004), Migrants, Minorities and Education, Documenting Discrimination and Integration in 15 member states of the European Union, European Monitoring Committee on Racism and Xenophobia, Vienna A200

202 Malta Target Population How does the Member State recognise / define travellers as an ethnic group? Malta does not recognise any national minorities. Size of the following ethnic groups Ethnic Gyspy / Roma / Sinti Other travellers (defined as an ethnic group, e.g. Irish travellers) According to the EUMC, Malta does not identify either autochthonous or immigrant groups of Roma, Gypsies, Sinti and Travellers. Therefore there are not specific education programmes for these population groups. Any particularly distinctive features about travellers as an ethnic group? How does the Member State recognise / define travellers as an occupational group? Occupational travellers as defined do not normally go to Malta. This is probably due to the difficulty in crossing over from mainland Europe. Size of the following occupational groups Gyspy / Roma / Sinti Showmen / Fairground Bargees Circus families Seasonal agricultural workers, e.g. fruitpickers Seasonal tourism workers New Age travellers Other occupational travellers A201

203 Any particularly distinctive features about travellers as an occupational group in this country? e.g. Regional dispersion, Socio-economic characteristics Any particular issues facing the education of the children of occupational travellers in this country? National policy How does national policy specifically recognise the issue of education for itinerant pupils? After surveying primary and secondary state and non-state schools, those responding reported that there are no children of occupational travellers attending the schools. In view of the complete absence of this type of pupils/students, schools have not developed specific educational programmes to cater for these target groups. 416 What rights of access to schooling do these pupils have? All children between the ages of five and sixteen are entitled to free education in all state schools regardless of age, sex, belief and economic means. The national minimum curriculum and the national minimum regulations for all schools are established by the state according to the rights given by the Education Act (1988). How does mainstream provision serve these children? (i.e. static schools) Key recent developments What are the next stages planned to address the schooling needs of these pupils? Specific provision List and describe individual examples of customised provision (i.e. not necessarily comprehensively available; provided in addition to mainstream There is no customised provision for itinerant pupils in Malta. 416 Information provided by the Ministry of Education A202

204 schooling) Who is responsible for these provisions? National, regional or local authorities? How is it funded? How are parents and teachers/providers consulted for / involved in this provision? Are there representative bodies? A203

205 Netherlands Target Population How does the Member State recognise / define travellers as an ethnic group? The Equal Treatment Act prohibits discrimination based on race and therefore protects the Roma and Sinti population. Caravan dwellers are not specified as a group eligible for protection under Dutch antidiscrimination legislation but the Equal Treatment Commission has offered protection under the concept of race to members of this group, under certain conditions (a tradition of caravan-dwelling that spans from generation to generation and the group regards itself as a population group with a culture that is different from that of other population groups). 417 Circus and fairground people are not defined as an ethnic group. 418 Size of the following ethnic groups Ethnic Gyspy / Roma / Sinti Other travellers (defined as an ethnic group, e.g. Irish travellers) There are an estimated 30,000 caravan dwellers in the Netherlands. Caravan dwellers are ethnically native Dutch people and have a native Dutch subculture. Roma and Sinti are a separate ethnic group to the native Dutch caravan dwellers, with origins outside the Netherlands. 419 Roma and Sinti are no longer recorded by the Central Statistical Agency, which makes it difficult to estimate their number. In 2003, the National Sinti Organisation (LSO) estimated the number of Roma and Sinti at 5,000, while the 2003 Minorities Yearbook quoted an estimated 4,000 persons. Other sources estimate their number at between 6,000 and 10, Within an estimated total of 6,000 Roma and Sinti, the following sub-groups can be determined: Sinti: 2,000 Roma with an established existence in the 417 Rodrigues, P.R., Matelski, M. (2004), Education and Discrimination of the Caravan Dwellers and Roma and Sinti in The Netherlands, Amsterdam: Dutch Monitoring Centre on Racism and Xenophobia 418 Source: Wouter Tuyn, Director of the Stichting Rijdende School 419 Rodrigues, P.R., Matelski, M. (2004), Education and Discrimination of the Caravan Dwellers and Roma and Sinti in The Netherlands, Amsterdam: Dutch Monitoring Centre on Racism and Xenophobia 420 European Monitoring Centre on Racism and Xenophobia, EUMC (2006), Roma and Travellers in Public Education, Vienna; EUMC A204

206 Netherlands: 500 Roma who arrived during the 1970s influx: 1500 'New Roma' (most of whom came to the Netherlands as refugees): 500 Roma who came to the Netherlands as part of the recruitment of guest workers: 1, Any particularly distinctive features about travellers as an ethnic group? Some Roma and Sinti live in caravans and others live in houses. Most of the Roma now living in the Netherlands have acquired Dutch nationality. It is reported that caravan dwellers are increasingly viewed with criticism by the government and society in general. Both caravan dwellers and Roma and Sinti often feel stigmatised and discriminated against by the Dutch population and government. 422 Some, but not all, Roma and Sinti continue to pursue an itinerant lifestyle (it varies from family to family and community to community). Dutch caravandwellers now tend to lead a sedentary lifestyle and often live in houses. The percentage of Roma and Sinti who are unemployed is very high. 423 Many Roma do not work in regular jobs. They tend to take on traditional 'Gypsy' occupations such as musicians. Sinti tend to be more integrated and more have jobs. Dutch caravan dwellers still suffer from a high level of unemployment but this is not on the same scale as for the Roma and Sinti. However, they tend to take on low-skilled jobs Rodrigues, P.R., Matelski, M. (2004), Education and Discrimination of the Caravan Dwellers and Roma and Sinti in The Netherlands, Amsterdam: Dutch Monitoring Centre on Racism and Xenophobia 422 Rodrigues, P.R., Matelski, M. (2004), Education and Discrimination of the Caravan Dwellers and Roma and Sinti in The Netherlands, Amsterdam: Dutch Monitoring Centre on Racism and Xenophobia 423 Rodrigues, P.R., Matelski, M. (2004), Monitor racism and the extreme right Roma and Sinti, Amsterdam: Anne Frank House, Leiden: Department of Public Adminstration, Leiden 424 Source: Wilbert Seuren, Landelijk Informatie-en steunpunt Specifieke Doelgroepen (LISD) A205

207 Size of the following occupational groups Gypsy / Roma / Sinti Showmen / Fairground Bargees Circus families Seasonal agricultural workers, e.g. fruitpickers Seasonal tourism workers New Age travellers Other occupational travellers The Central Statistical Agency does not maintain data on the number of occupational travellers. 425 The European Federation for the Education of Children of Occupational Travellers (EFECOT) estimated that there were thirteen circus enterprises in the Netherlands in 2001, consisting of 46 families. The total circus population was estimated at 69, with 43 children of school-age. The same survey estimated that there were 4,560 barge enterprises in the Netherlands in 2001, with 4,560 families and a total population of 12,000, of which 2,749 were school-age children. 426 A more recent estimate by the association of primary schools for bargee children (BSOS) gave a total of 550 bargee children aged 6-12 and 265 bargee children aged 4-6 years old. 427 The number of fairground enterprises in the Netherlands was estimated by EFECOT to be 1,200, with 1,200 families and a total population of 2,590, of which 450 were school-age children. A more recent estimate by the Director of the Stichting Rijdende School for circus and fairground children was 67 children of the pre-school age, 327 primary-age children and 142 children of secondary school age. 428 The EFECOT survey also estimated that there were an additional 35,000 other travellers, including Sinti and Roma and gave a total population of 50,119 travellers in the Netherlands. 429 In 2007, the total number of children supported by the Stichting Rijdende (primary) School (SRS) for circus and fairground children was 536 Within this total, 305 children pursued an itinerant lifestyle. 231 children maintained a sedentary lifestyle and visited the mainstream local school. For these children, the SRS continues to take responsibility for their education and maintains contacts with both the mainstream school and the parents. In this way, should their lifestyle change and they became 425 Source: Centraal Bureau voor de Statistiek (Central Statistical Agency) 426 European Federation for the Education of the Children of Occupational Travellers, EFECOT (2001), Survey Travelling communities and schooling provisions in Europe, Brussels: European Federation for the Education of the Children of Occupational Travellers 427 Source: Wilbert Seuren, Landelijk Informatie-en steunpunt Specifieke Doelgroepen (LISD) 428 Source: Wouter Tuyn, Director of the Stichting Rijdende School 429 European Federation for the Education of the Children of Occupational Travellers, EFECOT (2001), Survey Travelling communities and schooling provisions in Europe, Brussels: European Federation for the Education of the Children of Occupational Travellers A206

208 mobile, the SRS would be able to meet their needs. In 2007, the SRS also maintained contact with 142 secondary-age circus and fairground children. 91 of these children attend mainstream schools but the SRS provides support to the children and parents through mediation with the mainstream schools when problems occur. 430 Any particularly distinctive features about travellers as an occupational group in this country? e.g. Regional dispersion, Socio-economic characteristics The lifestyle of bargees in the Netherlands has changed in recent years and many now occupy houses or within the family, the mother and children live in a house while the father travels. This is because while previously, bargees tended to be independent and owned their own boats, they now often lease boats or work for large companies (and follow a lifestyle similar to lorry drivers). 431 Any particular issues facing the education of the children of occupational travellers in this country? Roma, Sinti and caravan dwellers' educational position is below the national average. They face issues such as language problems, illiteracy, truancy, lack of parental involvement and low expectations. Truancy is a particular problem for Roma children and usually results from their family's travelling patterns (the children are taken out of the country and are therefore away from school for long periods). However, almost 100% of Roma, Sinti and caravandwelling children now attend primary school and go on to secondary education. Truancy, poor school performance and above average numbers of dropouts from school remain the biggest problems for these groups. 432 The educational attainment of Roma and Sinti is reported to be generally lower than the national average. There have however been signs of improvement, with practically all Roma and Sinti pupils completing primary school and continuing to secondary level. Participation in pre-school and early school programmes and schooling (up to age 5) has also sharply increased in recent years, but a study from 2001 reported that there are still problems with poor school performance, above-average truancy 430 Source: Wouter Tuyn, Director of the Stichting Rijdende School 431 Source: Wilbert Seuren, Landelijk Informatie-en steunpunt Specifieke Doelgroepen (LISD) 432 Rodrigues, P.R., Matelski, M. (2004), Education and Discrimination of the Caravan Dwellers and Roma and Sinti in The Netherlands, Amsterdam: Dutch Monitoring Centre on Racism and Xenophobia A207

209 and higher than average drop out rates in primary education. A survey by CEBEON (Centrum Beleidsadviserend Onderzoek b.v.),revealed that in , 62 per cent of Roma and Sinti children attended preparatory vocational education rather than general secondary education, in contrast to the national average of 19 per cent. In the same year, 8 per cent attended VMBO/HAVO/VWO schools (junior general secondary education, senior general secondary education, university preparatory education) in contrast to the national average of 95 per cent, while 9 per cent attended no school and 21 per cent attended a special secondary school, in contrast to the 5 per cent national average. 433 Roma and Sinti children are regularly refused admittance to schools they want to attend. The reasons for this are often vague and usually not based on school performance. 434 Traveller children also face a problem of lack of understanding from schools and in this way, they still face an element of discrimination. 435 Primary education is usually considered beneficial for circus children, but secondary school education is problematic. Circus children do not often attend boarding school in the Netherlands. 436 Bargee children who attend boarding school from the age of six, face educational difficulties due to the fact that they are not living at home with their families. 437 National policy How does national policy specifically recognise the issue of education for itinerant pupils? There is no supplementary legislation to the extensive Equal Treatment Act (Algemene Wet Gelijke Behandeling) with specific reference to 433 European Monitoring Centre on Racism and Xenophobia, EUMC (2006), Roma and Travellers in Public Education, Vienna; EUMC 434 Rodrigues, P.R. Few and Neglected: Roma and Sinti in the Netherlands, European Roma Rights Centre, taken from at February Source: Wilbert Seuren, Landelijk Informatie-en steunpunt Specifieke Doelgroepen (LISD) 436 Division for Social and Legal Affairs, Directorate General for Research, European Parliament (2003), The situation of the circus in the EU Member States, Luxembourg: European Parliament 437 Source: Wilbert Seuren, Landelijk Informatie-en steunpunt Specifieke Doelgroepen (LISD) A208

210 education. There are however various policy frameworks within the educational system that address certain target groups. The Dutch policy on educational disadvantage aims to offer every student an equal range of classes without specially adapted teaching programmes for certain student groups. 438 What rights of access to schooling do these pupils have? Under the Compulsory Education Act (1969), children must attend school in the Netherlands between the ages of 5 and16. This law applies to children of travellers in the same way as any others. Circus and fairground children are exempt from the compulsory education law when the parents are travelling. In that time they have to visit a mobile school when the school is within a distance of max. five kilometers. This also applies to children of circus workers from other countries when they are in the Netherlands. 439 Bargee children are not required to attend school until the age of seven (this is because they have access to an 'on-board' pre-school until the age of six). 440 How does mainstream provision serve these children? (i.e. static schools) There have been some attempts to tackle the educational problems of Roma and Sinti by establishing separate educational facilities for them, or referring them to special education programmes. A 2003 study showed that 15 per cent of Roma and Sinti were enrolled in primary special education, in contrast to the national average of 5 per cent, and the cultural minorities average of 6 per cent. Another study showed that nationally 21 per cent of the Roma, Sinti and caravan-dwelling students were enrolled in special education. Researchers attribute the high number of referrals to special education largely to failure to understand the cultural norms and behaviour of the group and argue that referrals to special education would be fewer, if schools were better informed about the cultural norms and characteristics of this group. 438 European Monitoring Centre on Racism and Xenophobia, EUMC (2006), Roma and Travellers in Public Education, Vienna; EUMC 439 Division for Social and Legal Affairs, Directorate General for Research, European Parliament (2003), The situation of the circus in the EU Member States, Luxembourg: European Parliament 440 Source: Wilbert Seuren, Landelijk Informatie-en steunpunt Specifieke Doelgroepen (LISD) A209

211 The trend, however, is now to offer educational support in regular schools and avoid placement in special education. 441 Most special schools for Roma and Sinti have now been closed and extra attention is being paid to the regular schools in order to supplement the standard teaching programme. 442 During the 1980s, projects for the integration of caravan-dwelling and Roma and Sinti children into secondary schools were established (called the OWWZ projects education for caravan and gypsy children). A network of 36 local projects was formed and regional consultants were appointed to encourage participation in education and mediate between parents and schools. These consultants are also involved in pre-school programmes, primary education and job market participation. The projects are said to have achieved good results. In 1998, the OWWZ projects were integrated into the Municipal Policy for Educational Disadvantage, when the responsibility for education for these target groups was devolved to the municipalities. It is no longer mandatory to reserve separate funds or facilities for caravan-dwellers, Roma and Sinti and the approaches differ from one community to another, which has had a negative effect. 443 Intercultural education was introduced into elementary education in There is a pre-school system available to the children of bargees, which provides education on board their boats, until the age of six. However, an increasing number of bargee children now attend mainstream schools, as their parents' lifestyle has changed and the mother and children tend to live in houses while the father travels. This may be causing a problem in that funding for these children is allocated to the special 'on board' school instead of to the mainstream primary schools which they now 441 European Monitoring Centre on Racism and Xenophobia, EUMC (2006), Roma and Travellers in Public Education, Vienna; EUMC 442 Rodrigues, P.R., Matelski, M. (2004), Education and Discrimination of the Caravan Dwellers and Roma and Sinti in The Netherlands, Amsterdam: Dutch Monitoring Centre on Racism and Xenophobia 443 Rodrigues, P.R., Matelski, M. (2004), Education and Discrimination of the Caravan Dwellers and Roma and Sinti in The Netherlands, Amsterdam: Dutch Monitoring Centre on Racism and Xenophobia 444 European Monitoring Centre on Racism and Xenophobia, EUMC (2006), Roma and Travellers in Public Education, Vienna; EUMC 445 Source: Wilbert Seuren, Landelijk Informatie-en steunpunt Specifieke Doelgroepen (LISD) 446 Source: Wilbert Seuren, Landelijk Informatie-en steunpunt Specifieke Doelgroepen (LISD) A210

212 attend. 445 The government also funds centres of expertise in in working with these target groups. One of these is the Landelijk Informatie-en steunpunt Specifieke Doelgroepen (LISD), an umbrella organisation which brings together the support bodies for children of asylum seekers, bargees and Roma, Sinti and caravan-dwellers). The three organisations work together through LISD and share good practice. One of the problems Traveller children face now that they attend mainstream schools is that the schools do not understand their needs. LISD helps to inform schools about these target groups and how they should be supported. LISD also assists mainstream schools in dealing with these children, for example by designing tailor-made programmes for them. These programmes are delivered in collaboration with the schools, teachers and other relevant partners such as social workers and may take place both in school and at home. 446 Key recent developments The Municipal Policy for Educational Disadvantage (Gemeentelijk Onderwijsachterstandenbeleid), or GOA policy, was launched in At the end of 2001, the policy framework for the GOA policy for the period was set out. The policy defines five points of activities that mainly focus on reaching target group children for pre-school and supplementary education, supporting the scholastic career, tackling the problem of school dropouts, mastering the Dutch language and working with the policy on educational opportunities. Children of Roma and Sinti, caravan dwellers and ex-caravan dwellers are given a weight of 1.7 in the Municipal Education Disadvantage Policy. The higher the weight, the more money becomes available for the school which the child is attending. By way of comparison, a child with native parents who have had little schooling has a weight of 1.25, and a child with ethnic minority parents who have had little schooling has a weight of Bargees' children have a weight of However, in August 2006, the policy was again amended and the weightings according to target group were discontinued. Instead, pupils are now 447 European Monitoring Centre on Racism and Xenophobia, EUMC (2006), Roma and Travellers in Public Education, Vienna; EUMC 448 Rodrigues, P.R., Matelski, M. (2004), Education and Discrimination of the Caravan Dwellers and Roma and Sinti in The Netherlands, Amsterdam: Dutch Monitoring Centre on Racism and Xenophobia A211

213 allocated additional funding according to the level of education of their parents. This change in the system has made it even more difficult to monitor the children from these target groups and to produce data on their number. 449 What are the next stages planned to address the schooling needs of these pupils? There are no specific plans for changes to the current level of provision. Specific provision List and describe individual examples of customised provision (i.e. not necessarily comprehensively available; provided in addition to mainstream schooling) The Stichting Rijdende School (SRS), established in 1955, provides mobile primary education for circus and fairground children during their travelling periods. Outside of the travelling season (in winter), the children attend mainstream base schools. The SRS has fifteen large schools and six smaller ones. 30 teachers are employed by the service. Circuses can apply to the SRS for a mobile school when they have six children or more. The SRS is also willing to educate children travelling with circuses and fairgrounds from abroad. Children attend the SRS on location. When there is no school in the vicinity, they go to a normal primary school or work at home, supported by teachers through , msn and webcam. For children who cannot attend a travelling school, such as those working on the smaller fairgrounds, the SRS developed a distance learning programme in There are now 30 children who use this service and are supported by a teacher for one session every two weeks. In addition, they are able to communicate with their teacher on a daily basis through , msn and webcam. Children who travel abroad also receive schooling through an online service provided by the SRS. SRS was also involved in the EFECOT 'Trapeze' project and 12 children were selected to participate Source: Wilbert Seuren, Landelijk Informatie-en steunpunt Specifieke Doelgroepen (LISD) 450 Division for Social and Legal Affairs, Directorate General for Research, European Parliament (2003), The situation of the circus in the EU Member States, Luxembourg: European Parliament A212

214 For secondary-level education, the children of Showmen and circus people attend mainstream schools for the full academic year. There is a network of around 20 boarding schools across the Netherlands for the children of bargees and fairground people. In early 2007, there were around 1150 children staying at the boarding schools, most of whom were children of bargees. These schools are supervised and supported by the organisation "Censis Begeleidingsorgaan", which provides training and advice to the school workers, managers and the members of the governing body. The children of bargees can attend the boarding schools from the age of six to 18. There is also an organisation which provides pre-school education (Stichtung voor Landlijk Onderwijs aan Varende Kleuters). How is it funded? SRS is funded by the national authorities in the same way as any other school in the Netherlands. The Ministry of Education, Culture and Science funds the technology used in the mobile schools and provides additional funding for the distance-learning programme. Censis Begeleidingsorgaan receives subsidies from the central government in order to run the boarding schools, which are related to the number of children attending the establishments. How are parents and teachers/providers consulted for / involved in this provision? The SRS teachers usually have good relationships with the parents of the travelling school pupils. The school has even developed a project called ADAPT, which gives circus artists themselves the opportunity to improve their computer skills. Are there representative bodies? Stichting Rijdende School (SRS) Landelijk Informatie-en steunpunt Specifieke Doelgroepen (LISD National Support point for specific target groups) BasisScholen Onderwijs Schipperskinderen (BSOS Association of Primary Schools for Children of Bargees) Onderwijs aan Woonwagen- en Zigeunerkinderen (OWWZ Association for Traveller and Gypsy A213

215 Children) Stichting voor Landelijk Onderwijs aan Varende Kleuters (LOVK Organisation which supports primary-age bargee children) Landelijke Sinti Organisatie (LSO - Dutch National Sinti Organisation) Landelijke Stichting Roma Emancipatie (National Foundation Roma Emancipation ) A214

216 Poland Target Population How does the Member State recognise / define travellers as an ethnic group? The problem of the definition (or recognition) of travellers as an ethnic is not resolved in the national legislation. However, the Roma are recognised as an ethnic minority by the Polish law 451. Therefore, according to the Polish law, they are entitled to be educated in their language 452. Size of the following ethnic groups Ethnic Gyspy / Roma / Sinti Other travellers (defined as an ethnic group, e.g. Irish travellers) The Community Support Framework estimates that the Roma population is approximately 20,000 (0.05% of Polish population in 2001). The same figure is quoted by the Programme for the Roma population in Poland 453. According to the Ministry of Education it is difficult to estimate the precise number of Roma children, as schools are not obliged to provide statistics which break down ethnicity. The data found in the General Polish Census is contested by Roma Associations. However statistics on the number of children to whom special financial support was transferred by the state 454 are available. According to these statistics there were 2,172 pupils in Polish schools in Any particularly distinctive features about travellers as an ethnic group? After 1945, the communist regime in many communist countries, including Poland, undertook intensive efforts to end nomadic lifestyle among the Roma through intense assimilation measures 455. The peak of this policy was so called action on settlement and productivity in 1964 as a result of which most of the Roma were settled. Not only were the economic foundations of the existence destroyed but the new settlements were also deprived urban areas. The developments after 1989 further contributed to the deterioration of the situation of the Roma population 451 See infra, note Article 8(4), Law on ethnic minorities and regional language, OJ 17/141, Ministry of Internal Affairs and Administration (2003). Programme for the Roma population in Poland, p Within Multiannual Programme for Roma people for funds were transferred to those schools which introduced special actions addressed to Roma s children. 455 EC (2004). The Situation of Roma in an enlarged European Union, p.8 A215

217 due to their lack of skills and qualifications which were sought after in the market economy 456. Most of the so called Carpathian Roma (95%) are in receipt of some form of State welfare benefits. The social situation of these Romany families is often dramatic with overcrowded dwellings, higher incidence of illnesses, lack of basic facilities, poor diet and limited access to healthcare 457. Currently Roma lead a sedentary lifestyle but may also spend a few months travelling, as trade is their most common occupation (such as importing old cars, trade in textiles, fleece, carpets and antiques). However many Roma do not have any regular employment and may work in the black economy. (How) does the Member State recognise / define travellers as an occupational group? Representatives of the Ministry of Education, Ministry of Labour and Social Policy, National Centre for Culture 458 and the Comenius Foundation state that occupational travellers have not been identified in public policies or national statistics as occupational groups. What is the size of the following occupational groups Showmen / Fairground Bargees / travelling inland shipping workers Circus families According to an interview 459 carried out with a representative of the most famous circuses in Poland, Zalewski Circus, approximately sixteen circuses operate currently in Poland hiring from two to ten workers each. Ten employees are hired in Zalewski Circus at present. On the other hand, in the opinion of the Director of National School of The Circus Art 460 there are approximately twenty-six small (hiring two to five 456 Ministry of Internal Affairs and Administration (2003). Programme for the Roma population in Poland, p Community Support Framework , Promoting economic growth and an environment for job creation, Brussels-Warsaw, December 2003, p Interviews carried out on 27 March, Ministry of National Education: with Anna Zczęsna-Durys (Department for Structural Funds), Roman Ponczek (Department for Education and Social Prevention) and Grażyna Płoszajska (Department for General and Special Education, responsible for Romas); Ministry of Labour and Social Policy with Magdalena Sweklej (Migration Department); National Centre for Culture, Grzegorz Łużny (Spokesman), Comenius Foundation (It s well known NGO supporting childcare initiatives in Poland), Teresa Ogrodzińska (Director) 459 Interview conducted on 28 March with Stanisław Zalewski director of Zalewski Circus, contact: School was set up in 1999 after closure of National Circus School in Julinek; interview was carried out with Janusz Mitura - school s director on 21 March, tel: A216

218 Seasonal agricultural workers, e.g. fruitpickers Seasonal tourism workers Other occupational travellers employees) and four big circuses in Poland. Circus workers constitute 1% of the artistic movement in Poland (according to interview). According to interviews 461 approximately 512 active rafts/ bargees could be identified in Pieniny Region. Rafting season lasts from April until October. According to the Home Office report on the profile of Polish citizens migrating to UK, Polish migrants could be described as mainly young, single people without children. The Ministry of Labour and Social Policy (MLSP) confirmed that no statistics on the number of children going abroad with parents have been collected so far. The MLSP points out that 70 % of occupational departures abroad to countries with which cooperation are based on bilateral agreements (Germany, France) have a seasonal nature (two to three months). 462 In general Polish seasonal agricultural workers recruit from the countryside (or very close areas) where the seasonal work is needed from March until October. No statistics could be found on their numbers. Mainly citizens from the Ukraine and Belarus have been recruited for seasonal agricultural work in Poland so far. As their work is basically carried out on an illegal basis, no clear statistics are available. However, it is broadly known that they usually recruit from people who stay in Poland for one to three months without their children. No data available on seasonal tourism workers. No other occupational traveller group has been identified so far. Are there any particularly distinctive features about travellers as an occupational group in this country? e.g. Regional dispersion, Socio-economic The few circuses operating in Poland are usually run by people of fifty to sixty years in age, who have grown-up children (according to interview). There are few circus troupes with young people (usually 461 Interview conducted on 27 March with Katarzyna Cichoń finance specialist in the Polish Association of Bargees in Pieniny Region, contact: tel Interview with Mrs. Magdalena Sweklej (MLSP), A217

219 characteristics. students) and these mostly comprise of amateurs, participating occasionally in adverts or promotional events organised by enterprises in different parts of Poland. In the past children of circus families used to change their schools even sixty times a year, but now school-age children usually stay at home with their extended families, such as their grandparents. Younger children usually travel with their parents. Operation of circuses has been changed; in the past one circus used to stay for a minimum four months in one place, now it is a maximum 1 month. According to Mr Zalewski, currently Polish circuses usually employ foreign artists because interest in this particular occupation is very poor among Polish people. This occupational group is located mainly in the southern parts of Poland (Pieniny mountains). Children usually stay with their families at home and receive standard education in schools. According to the Director of the Comenius Foundation, the problem of occupational travellers children has not been discussed so far in Poland. However it has been noticeable, particularly with regard to children in rural areas whose parents left to work abroad for a few months or even years. These children usually stay in Poland with grandparents. In the town of Siemiatycze, people usually leave to work in Belgium. Citizens from western regions regularly leave to work in Germany, particularly from the Opolskie region. The economic situation of children whose parents work abroad is much better then those who have parents in Poland. The Foundation s Director pointed out that the problem of these children was noticed by a British research institute for education that asked the Foundation to carry out a study in this particular field. This problem has been also noticed by the Ministry of Labour and Policy representatives but no actions have been undertaken so far. No information has been found regarding seasonal agricultural workers or seasonal tourism. Are there any particular issues facing the education of the children of occupational travellers in this According to the Multi-annual Programme for the Romany Community for period, about A218

220 country? 70% of Polish Roma children are currently in regular schooling but the attendance level of pupils is very low, as children travel with their parents providing help with trade. 463 According to the report from 1997, lack of pre-school education (nursery schools) is the most important problem for Romany education as Roma usually do not send their children to pre-school establishments. One of the reasons for this situation is lack of resources for funding pre-school education. 464 The most acute problem for Romany children is the lack of pre-school 465. The very limited resources also do not allow many of the Romany families to buy necessary educational materials. Another factor that contributes to the lower attendance among the Romany children is the negative attitude of their non- Romany classmates. According to the Ministry of Education Romany children face discontinuity with their education. Roma children usually interrupt education for a couple of months and then return to school. Girls of thirteen to fifteen years are treated by the Romany society as candidates for wives. Therefore parents worry about possible kidnapping of their daughter by the prospective son-in-law and (for matrimonial purposes) very often take away the child from the school and place them under the supervision of more elderly members of the family. After these periods married girls usually do not return to school. Currently Roma leaders and representatives of Roma organizations are aware of the importance of education and their expectations become much higher than in the past. The most urgent needs for support of Romany families were identified by Polish authorities in Małopolskie region (particularly in Nowy Sącz city) where many national initiatives were addressed (see below). Also schools in podlaskie region (Suwałki city) face problems with the education of Romany 463 Multiannual Programme for Romany Community for Roma abort education of their children - example of Carpatian Roma, Ibid., p.4 A219

221 children. Currently provision of appropriate education is one of the key aims of Romany organisations 466. As circus children do not travel with their families, and attend normal schools, they do not face any particular problems with schooling. No information has been found regarding the children of Seasonal migrants to other EU Member States. No information has been found regarding Seasonal agricultural workers in Poland. National policy How does national policy specifically recognise the issue of education for itinerant pupils? Policy documents Legislation National programmes Requirements placed on local authorities Only Romany children have been recognised in particular national programmes. The responsibilities for Romany people lie with the Ministry of Interior and Administration, supported by the Ministry of Education. Since the introduction in 2001 of the Pilot Governmental Project for Romany Community in Małopolskie Voivodeship for Period, fifteen national programmes and initiatives have been developed significantly (see below). What rights of access to schooling do these pupils have? All groups have the same rights of access. Roma have the same rights of access as all pupils in Poland. If they face problems with Polish language they have the right to receive additional classes in Polish. According to regulations on foreigners, if significant group of pupils of given nationality attend school then additional classes focusing on their culture, language and history could be organised. This rule does not apply to Polish minorities. However, on request of parents children of minorities have the 466 Multiannual Programme for Romany Community for period. A220

222 right to learn their language (it is regulated by Art. 13 of the Law on Education System). How does mainstream provision serve these children? (i.e. static schools) Distinguish between Base schools (attended when not travelling) Supporting schools (attended when travelling) The first Romany class was set up in Nowy Sącz in After 1989 Romany classes covered the whole of Poland. In 1993 there were approximately twentyfive classes of this kind (with 430 pupils). This type of education is negatively perceived by some Romany communities. The level of education in this type of classes is very often lower than in others. Currently there are a dozen or so Romany classes in Poland (seven in Małopolskie region). However, it is a common opinion of teachers, parents and policy makers that Romany classes are just a temporary solution which does not solve the problem for the future. Key recent developments After implementation in 2001 of the Pilot Governmental Programme addressing Romany people in Małopolskie region, a national programme coordinated by the Ministry of Interior and Administration and Ministry of Education has been launched. This is the Multi-annual Programme for Romany Community for period 467. In the field of education the main objective of the programme is to improve the education of Romany children through increasing the graduate rate, attendance rate and learning results. The programme is aimed at the prevention of unemployment among Romany community. To achieve these goals the following measures have been introduced: Development of intensive care for children in integrated classes (where both Polish and Romany children attend). Employment of Supporting Teachers at schools attended by Romany children. Employment of Romany Assistants and mediators at schools who are responsible for sustaining of regular contacts between parents, children and teachers. Co-financing of nursery school and pre-school fees, purchase of education materials, transport to schools, provision of extra meals, insurance from an accident, introduction of compensation classes, 467 Available at: A221

223 enabling to do one's homework under the supervision of teacher at school, integration of summer holidays for both Romany and Polish children. A good example of applying of these measures was identified in a school in Nowy Sącz city. In 2006 the Ministry of Education spent ,00 PLN on the aforementioned actions. What are the next stages planned to address the schooling needs of these pupils? No information has been found. Specific provision List and describe individual examples of customised provision (i.e. not necessarily comprehensively available; provided in addition to mainstream schooling) No particular policies have been set up with respect to seasonal agricultural workers. However many local groups and NGOs (often supported through EU funds) have initiatives focusing on the creation of summer schools, pre-school education centres and playground centres for the children of agricultural workers. A variety of summer schools are provided by primary and nursery schools and NGOs. The provision is addressed to all pupils (not only children of seasonal workers). Provision of summer schools is regulated in the Directive of the Minister of National Education and Sport from 8th November 2001, on conditions and ways of organising by public nursery schools, schools and institutions of sightseeing and tourism. Activities offered within summer schools vary. 468 Who is responsible for these provisions? National, regional or local authorities? NGOs (supported through European Union funding) How is it funded? EU funding (specify programme) NGO project examples above are often financed by EU funding. National Regional Local 468 Interview on 9/05/2007 with Mrs. Małgorzata Stępińska, Ministry of National Education and Spor A222

224 Private / other Are there representative bodies? Specialist providers Parents associations Traveller groups Occupational groups The association of Employers of Circuses and Funfairs 469 was set up in It numbers twelve institution members and cooperates very closely with the Ministry of Agriculture. It is a member of the European association of circuses. The national club of magicians, The most famous circuses in Poland are Zalewski Circus and Korona Circus, represented by agencies. There is no national circus in Poland. Polish Association of Bargees in Pieniny Region (mezoregion in Polish mountains); Central Romany Council, Chairperson Stanisław Stankiewicz 469 According to interview with Mr Zalewski. A223

225 Portugal Target Population How does the Member State recognise / define travellers as an ethnic group? Portugal does not legally recognise national minorities. According to Prof. Beatriz Rocha Trindade, in Portugal only the Roma community can be considered a national ethnic minority, in as much as the concept of ethnic minorities is necessarily tied to a situation extending from generation to generation i.e., it is necessarily tied to the preservation of codes regarding a specific culture. Such is the case with the Roma community, which constitute a welldefined ethnic minority, although they are seldom viewed as such 470. Size of the following ethnic groups Ethnic Gypsy / Roma / Sinti Other travellers (defined as an ethnic group, e.g. Irish travellers) Legislation determines that "computerised storage cannot be used for information concerning a person s ideological or political convictions, party or trade union affiliations, religious beliefs, private life or ethnic origin, the same applying to the case of statistical data that is based on ethnic and racial factors". Therefore there are no official demographic data regarding the "ciganos" groups (descendants of Rom, Sinti, Calé and Manouche groups). The Alto Comissariado para a Imigraçao e Minorias Etnicas, ACIME (High Commisariat on Inmigration and Ethnic Minorities) estimates their number at 40,000-60,000. There are no official demographic data regarding the ciganos groups (descendants of Rom, Sinti, Calé and Manouche groups). Different sources estimate their number at 40,000 60,000 or 30,000 92, Maria Beatriz Rocha Trindade, Minorias, Polissemia do Conceito e Diversidade de Manifestação, in Emigração- Imigração em Portugal. Actas do Colóquio Internacional sobre Emigração e Imigração em Portugal nos Séculos XIX e XX [Emmigration-Immigration in Portugal. Minutes of the International Meeting on Emigration and Immigration in Portugal in the 19th and 20th centuries], Lisbon, Ed. Fragmentos, 1993, p European Monitoring Centre on Racism and Xenophobia (EUMC)(2006), Roma and Travellers in Public Education A224

226 Any particularly distinctive features about travellers as an ethnic group? In 2001/02, Roma were the third largest minority group attending elementary school with a proportion of 10.84% among all the minority pupils. Roma students show a decreasing participation in postcompulsory education. How does the Member State recognise / define travellers as an occupational group? No information identified on definitions of occupational groups. Size of the following occupational groups Gypsy / Roma / Sinti Showmen / Fairground Bargees There are significant numbers of casual agricultural labourers in Spain and Portugal. These groups have a mixed economy and also carry out activities such as begging, playing music or sporadic one-off jobs. There is a considerable level of diversity in the circumstances and socio-economic levels among the Portuguese/Gypsy Roma. 472 Circus families Seasonal agricultural workers, e.g. fruitpickers Seasonal tourism workers New Age travellers Other occupational travellers Any particularly distinctive features about travellers as an occupational group in this country? e.g. Regional dispersion, Socio-economic characteristics Portugal uses the category "cultural groups and nationalities" to collect data on pupils of foreign nationality, returned emigrants and Roma. The aggregate data bring together all groups but in some statistics distinctions are made between various non- EU nationality groups, EU-nationals, returned emigrants and Roma. It is difficult to analyse school performance, passing or failure rates or assessment results of ethnic minorities. There is no data on pupils' national assessment results. The Portuguese Gypsy/Roma casual labour population travels in large family groups that include 472 Gimenez Adelantado, A., Piasere, L., Liegeois, J-P (2003), The Education of Gypsy Childhood in Europe A225

227 children of all ages and follows the established tradition of setting up camps along river banks and on the outskirts of towns and villages, or on or near the farms where they work. They live in poor conditions and run the risk of employer exploitation as their contracts take the form of verbal agreements and they are paid on a piecework basis. 473 Any particular issues facing the education of the children of occupational travellers in this country? Roma pupils have been identified as the group most vulnerable to direct or indirect discrimination in the education sector, e.g segregation. This situation led to the Council of Ministers Resolution 157/96 which entailed the Creation of the Work Group for the Equality and Insertion of "Gypsies". Some educational measures followed this resolution, such as the implementation of Cultural Mediators for Education. The Group's objectives are to carry out an analysis of the difficulties concerning the integration of the "Gypsy" community into Portuguese society and to elaborate a set of proposals, which will contribute to the elimination of social exclusion. The Portuguese and Spanish Gypsy/Roma casual agricultural labourers suffer from a precarious economic situation. The lack of resources and the vulnerability they face particularly affect the children and young people in these groups. The illegal participation of the Gypsy/Roma under-16 age group in agricultural work, the high school drop out rates and almost permanent absence from school means that this group experiences a serious process of exclusion from the education system, with the likely result that the situation of socio-educational marginalisation in which they are trapped will be perpetuated. 474 National policy How does national policy specifically recognise the issue of education for itinerant pupils? Law 134/99 (August 28, 1999) prevents and bans all forms of racial discrimination and to punish actions that violate any fundamental rights or refuse the exercise of any economic, social, or cultural rights by whomever on the grounds that he or she pertains to a certain race, colour, nationality or ethnic origin. Article 4 refers specifically to education, e.g. to refusal or restriction of access to any educational 473 ibid 474 Gimenez Adelantado, A., Piasere, L., Liegeois, J-P (2003), The Education of Gypsy Childhood in Europe A226

228 institution or the composition of classes. Decree-Law 111/00 (July 4, 2000) regulates Law 134/99 in what concerns the prevention and interdiction of discrimination in the exercise of rights on the grounds of race, colour, nationality or ethnic origin, with particular reference to education in Article 2. The Ministry of Education created the Secretariat for the Coordination of Intercultural Education (Entreculturas), in order to address the cultural diversity in Portuguese schools. The Secretariat monitors the situation of cultural minorities in education including the ciganos. However, the development of ethnic monitoring was criticized by NGOs, such as SOS Racismo and Roma associations. There are few government initiatives specifically for cigano communities in education, but a host of legislative measures on education to target disadvantaged social groups including the ciganos. 475 What rights of access to schooling do these pupils have? All children, regardless of their legal situation in the host country, have the right to education and, therefore, the right to go to school. How does mainstream provision serve these children? (i.e. static schools) For children that belong to emigrant families, ethnic minorities and gypsies there are various intercultural education projects underway, whose objective is to encourage educational initiatives involving these people, as well as the production pf pedagogic material. A project in partnership with EFECOT produced Activity Books, Poetry, Songs, Rigmarole, Riddle and Story Books for the children of itinerant workers that have no chance of regularly attending jardins-deinfância, as well as supporting the families and teachers that work with them. A Record Book and Identity Card was also produced that should be with the child throughout the academic year, keeping an up to date record of attendance in jardins-de-infância, depending on the professional path of parents. For children that belong to socially excluded families, 475 European Monitoring Centre on Racism and Xenophobia (EUMC)(2006), Roma and Travellers in Public Education A227

229 apart from financial support programmes, the Ministry of Work and Social Solidarity created the Ser Criança (Being a Child) programme, and the Minors Protection Commissions, for the support and protection of children at risk. Key recent developments Several legislative measures in recent years influenced the promotion of intercultural education. The Coordinating Secretariat for Multicultural Education Programmes (Statutory Act 63/91) has the purpose "to coordinate, foster and promote, within the education system, the programmes aiming to teach the values of conviviality, tolerance, dialogue and solidarity between different peoples, ethnicities and cultures". This institution, currently called Intercultural Secretariat, is considered the most important political measure taken to this date dealing with the education of minority communities. Since 1996, however, the Intercultural Secretariat's budget has been reduced and therefore its effective action has diminished accordingly. The PREDI - Intercultural Education Project (Ruling170/ME/93) pursues the purpose to "increase equality of access and the right to make use of the benefits of education, culture and science" and to "consider and value the different knowledge and cultures of the populations served by the schools" and has a special emphasis on teachers training in areas relating to interculturalism. This project developed into two experimental stages between 1993 and 1997 and was supposed to eventually reach all public schools. However, this goal has not yet been attained. Regarding intercultural-oriented projects developed by schools, the Department for Elementary Education (DEB) concluded that efforts in this area are scarce and that projects of this nature are only implemented when minority pupils are present. Also, the inclusion of mediators, which could facilitate the pupils' integration by improving their relation with the school institution, is as yet only in the setting-up phase. Specific provision List and describe individual examples of customised provision (i.e. not necessarily comprehensively available; provided in addition to mainstream schooling) In 2002, the Cooperative Organisation for Intercooperation and Development (COID) conducted training of Educational Action Agents for Interculturalism. It trained 15 educational "action agents" of different ethnic groups by developing their A228

230 sensibilities towards cultural difference. The programme's curriculum included units and themes related to inter-culturalism. The programme involved training periods in different work contexts so that each trainee could learn about the various countries' institutions. The Intercultural Teachers' Association, whose main goal is the professional advancement of teachers, has been training teachers, administrators and educational auxiliary personnel by promoting a critical and reflexive attitude towards multiculturalism. It is currently part of the "School for All" project, which conducts research on the modalities of school integration and the organisation of seminars on the subject. Together with SOS Racism, this association is creating a Recurrent Training Centre for Teachers in order to constantly promote training on the theme of interculturalism. The Amílcar Cabral Documentation and Information Centre (ACDIC) is also carrying out a Training Programme aimed specifically at individuals working in multicultural environments. The course's main objectives are to empower the participants with a heightened awareness of intercultural learning and its cultural and political importance in society and in global development. Education for children of circus artists In the early nineties, the Commission financed a project in Portugal aimed at providing these children with facilities and teachers wherever the circuses would travel. The Government and the Ministry of Culture are developing a project looking into issue. Normally, children have to spend a month or two at a certain school and then change on to another to continue their education. The process can be lengthy and bureaucratic having negative effects on the children, e.g. increase on the drop out rates Who is responsible for these provisions? National, regional or local authorities? National government and EU. How is it funded? Projects have been funded by the Portuguese National government and European Commission. How are parents and teachers/providers consulted Within its general responsibilities, and among other activities to be submitted to the approval of both the A229

231 for / involved in this provision? member of Government responsible for matters concerning equality and the Education Minister, the Secretariat, working in partnership with parents and student associations and local government, has to plan, launch and monitor programmes which include the promotion of initiatives contributing to the appreciation and recognition of cultural diversity in Portuguese society and thus lead to an increased awareness of the latter s manifold and open historical character. These include the endorsement of a scheme promoting intercultural dialogue and the appreciation of ethnical diversity in schools, in partnership with parents and student associations and local government; the promotion of school competitions dealing with themes such as human rights and the principles of solidarity and tolerance; and the organisation of a national survey with the aim of assessing the attitudes of the Portuguese school population towards tolerance and a multiracial and multicultural society 476. Are there representative bodies? ACIME has tried to forge closer links with Gypsy/Roma Associations, most of them having a long history since they were set up but lacking in organisational, technical and human terms. In addition to meeting with these associations, there is also a set of Bodies/Projects which have carried out work at the level of integrating Gypsy/Roma families into society. 476 Analytical Report on Legislation RAXEN National Focal Point PORTUGAL,NUMENA Centro de Investigação em Ciências Sociais e Humanas/Research Center on Human and Social Sciences, Porto Salvo Presidência de Conselho Gabinete do Alto Comissário para a Imigração e Minorias Étnicas, Lisboa, Page 38. A230

232 Romania Target Population How does the Member State recognise / define travellers as an ethnic group? The national census 2002 categorises the population by nationality but does not refer specifically to Travellers as an ethnic group 477. Within the Romanian Constitution, minorities are given the freedom to develop their culture and languages. However, the Constitution does not define or officially recognise any specific minority community. "In practice, the concept of national minority is understood to refer to the historical minorities that have lived in Romania for hundreds of years. This usage of the term is reflected not only in the 1992 census, which records the existence of 16 national minorities, but also in the national minority representation of the Council of National Minorities and in parliament." 478 Size of the following ethnic groups Ethnic Gyspy / Roma / Sinti Other travellers (defined as an ethnic group, e.g. Irish travellers) The Roma/Gypsy minority has been estimated at 500,000 to 2.5 million between two and ten per cent of the total population. According to Save the Children, a little over one million is a realistic figure. Difficulties in determining the size of the Roma/Gypsy population arise from the fact that some consider themselves to be Romanian citizens and some do not wish to identify themselves for fear of discrimination. In addition, not all births are registered, particularly by the itinerant population. Sub-groups of Roma/Gypsies include Vatrashi/kherutno, Căldărarsi (or Kaldarari), Zlatara, Kolari, Gabori, Kazandzhi, Pletoshi, Korbeni, Modorani, Tismanari, Lautari, Ursari, Spoitori and others. 479 In 2002/03, the number of Roma students who attended educational institutions (including pre- 477 National Insitute for Statistics (2002), Population and Household Census 478 Save the Children (2001), Denied a Future? The Right to Education of Roma/Gypsy and Traveller Children in Europe, London: Save the Children 479 ibid A231

233 school, primary, lower or upper secondary, or vocational) was 158, Any particularly distinctive features about travellers as an ethnic group? Roma/Gypsies have been present in Romania for many hundreds of years. The Roma/Gypsy population is highly diverse. Most Roma/Gypsies speak a Romani dialect, although many are native Romanian- or Hungarian-speakers and bilingualism/multilingualism is common. The wide variety of dialects spoken represents a challenge for the teaching of Romanes in schools. Roma/Gypsy communities are spread widely across the country but are concentrated within certain regions. Historically, Roma/Gypsies have had low social status and many thousands became victims of genocidal policies during the second world war. Communist assimilation measures led to significant economic integration and urbanisation, but also to increasing hostility during the later years. Roma/Gypsies now experience high levels of unemployment and poverty and are also the victims of human rights abuses. This has led to their migration in high numbers. The majority of Roma/Gypsies in Romania are settled. Some groups may however be partially nomadic and partially settled. Nomadism in the Balkans, including Romania, is very different from that practised in Western Europe. All nomadic Roma/Gypsies have permanent winter homes and travel seasonally with periodic breaks. This makes the translation of models from Western Europe, such as caravan schools, at best problematic. Many Roma/Gypsies live in rural communities where, "regardless of ethnicity, access to secondary education is often restricted by lack of transport. Schools are also more affected by extreme weather conditions, e.g. winter closure. Attending school beyond fourth grade is not viewed as being productive or necessary, particularly within rural communities, due to the particular lack of employment opportunities, and it is often considered to be a burden by those who expect their children to 480 Andreescu, G (2004), Ombudspersons for National Minorities Report on minority education in Romania, Vienna: RAXEN_CC National Focal Point Romania, European Monitoring Centre on Racism and Xenophobia (EUMC) A232

234 contribute to family income." 481 Among the Roma/Gypsy population, some examples of occupational groups include Ursari (bear-trainers), Căldărarsi (or Kaldarari) (tinsmiths/coppersmiths), Grastari (horse-dealers) and Rudari (woodworkers) but multiple groups may practise such occupations. 482 How does the Member State recognise / define travellers as an occupational group? The national institute of statistics 483 provides information regarding the labour force and enterprises in Romania. However, the categories used to define sub-groups of the labour force and types of enterprise are broad, such as "leisure, culture and sport" and do not specify to a level of detail where it would be possible to determine the size of the groups of different types of occupational travellers in the country. Size of the following occupational groups Gyspy / Roma / Sinti Showmen / Fairground Bargees Circus families Seasonal agricultural workers, e.g. fruitpickers Seasonal tourism workers New Age travellers Other occupational travellers There are very few occupational travellers in Romania. There is one national circus in Bucharest but it does not travel. One particular group of occupational travellers in the south east of the country is miners. However, this group is diminishing in number as the mines close down. 484 There is no breakdown of data as these categories are included in broader sectors data, e.g. agriculture, tourism, transport, culture 485. Showmen / Fairground: they are regular employees of public institutions, travelling only occasionally and without their families. Bargees / travelling inland shipping workers: they are regular employees of shipping companies and they do not travel with their families. Circus families: there is only one circus in Bucharest and it does not travel. Occasionally, artists are 481 Save the Children (2001), Denied a Future? The Right to Education of Roma/Gypsy and Traveller Children in Europe, London: Save the Children 482 ibid 483 See website: Information provided by Maria Voica, Comenius Coordinator, Socrates National Agency, Romania 485 Ministry of Labour Social Solidarity and Family (2006), Trends of Labour Force Occupations towards 2010 A233

235 travelling without their families. Seasonal agricultural workers: there is no data relating to this group. It is estimated that this group is increasing as number, especially with those working abroad. At least 200,000 workers were officially placed by MoLSSF (Labour Force Migration Office) during the period It is not specified how many of these were placed to work in agriculture. It is estimated 487 that the total number of migrant workers is between 230,000 and 1,300,000 (including at least 200,000 placed officially by the MoLSFF, the remainder of whom tend to find employment through PES 488 and private agencies and may not have official legal status to work abroad). Most of these work as seasonal agricultural workers. It was estimated that the total number of migrant workers is environ 2,000,000, most of them as seasonal agricultural workers. 489 In the first trimester of 2006, were families of which at least one of the parents is temporary working abroad, which affected children. The majority of these children (36.779) are left with relatives (including older but still minors-brothers and sisters), have some kind of social protection, 286 were assisted by foster care parents and 290 were enroled into foster care institutions 490. Regarding regional dispersion, the largest numbers of abandoned children are present in Suceava, Neamt, Valcea, Tulcea or Dambovita counties. In the Suceava county alone 2,293 families had left the 486 Mr. Aurel Teodorescu, Director, Labour Force Migration Office (MoLSSF, Oficiul pentru Migrarea Fortei de Munca) 487 Department for Labour Abroad (MoLSSF) 488 Public Employment Service (National Agency for Employment of Labour Force) have reported worker placed in 2006 through EURES. 489 Open Society Foundation estimates , International Migration Office estimates and other sources quoting MoLSSF mention Mr. Bogdan Panait, Director, Romanian National Authority for the Protection of Child s Rights (RNAPCR) 491 Strawberry-pickers children rokult news agency, quoting RNAPCR 492 ibidem 493 Social Alternatives Association (2006) Home Alone A reasearch in Iasi county about the children left at home by one or both parents who left to work abroad 494 Abandoned Child Situation in Romania (2005) UNICEF, MoLSSF, RNAPCR, Institute for Mother and Child Protection Alfred Rusescu 495 Ministry of Labour Social Solidarity and Family (2006), Trends of Labour Force Occupations towards 2010 A234

236 country, which meant that 3,157 minors had been abandoned. Another families left Vrancea county, abandoning children 491. According to a 2005 statistic, around 200,000 children were left country-wide by their parents who are seasonal workers abroad, out of which only were placed into a residential foster care institution 492. The typical travelling family (seasonal worker abroad in agriculture) is young (age 25-45), unemployed, with 2 or 3 children, living in a rural community. Within 70.4% of cases, the mother is the one who leaves to work abroad, as it is easier to find a job. 493 Abandoned children within the context of current report means they are not living temporarily with one or both of their parents due to work-related travel. They do not have the legal status as abandoned children because they have known parents, they are in contact at least weekly by phone, they are living in their family houses and there is a "child care" commitment signed by a family relative or friend. However, one or both parents are not present "temporarily". This temporary period might be a month or several years, with the parents returning to their children only for Easter, Christmas and sometimes for summer holiday (if available according to the nature of work). It is acknowledged that parents used to send their children money or packages with food, clothes, toys and so on. However, it is now estimated that almost half of these workers are not able to make a living abroad and they are trapped. They cannot return (owing money to various people both abroad and in-country, due to lack of financial discipline), have a difficult life abroad and are separated from their children who are not receiving any support from them. This is valid for those who left abroad formally (through placement by the MoLSSF or private agencies). For the others, the situation is even worse. The legal definition for "abandoned children" is "a child whose biological parents cease to assume responsibility to protect, to care and to provide means for satisfying his development needs and have ceased all physical relations with him". 494 Thus, public institutions cannot be involved. If the children are legally declared as abandoned, then their parents lose their rights and the children are A235

237 placed in foster-care families (with the associated costs), until a suitable adopting family is identified. In Romania the trend is to accommodate children in foster-care institutions only in extreme cases. One proposal was to force parents to declare who is to continue to take care of their children during their absence and for this activity to be monitored by "community boards". This is however applicable only for those workers who were supported to find employment abroad by the MoLSSF. After Romania s accession to EU, workers are no longer obliged to prove who is taking care of their children during their absence. Another proposal was for these "community boards" to identify the situation of those children whose parents are not obliged to make this statement and to see if there is somebody who is taking care of them. The third proposal was to force parents who are working abroad to enrol their children into boarding schools. The problem with these boarding schools is that they are expensive - most of the workers cannot afford to pay the fees. Seasonal tourism workers: the main destination is the Black Sea Coast. It has not been identified how many of them are commuters and how many travellers. Another occupational group are shepherds but no data is available regarding the size of this group. Usually they do not travel with their families. The total number of miners according to the 2002 census was They do not usually to travel with their families. Usually, in Romania small towns are established in mining regions. Miners commute daily to the surrounding mines. Their children are enrolled in mainstream education Any particularly distinctive features about travellers as an occupational group in this country? e.g. Regional dispersion, Socio-economic characteristics There are few occupational travellers within Romania but there is a growing number of people who travel abroad to work. These migrants leave their children at home (for example with grandparents) and they continue to attend mainstream education. 496 It was reported by Prima TV station (April, 2007) that the Spanish Ministry of Education has mentioned 40,000 Romanian students enrolled in primary and secondary schools. This figure does not reflect how many of them are travelling with parents who are 496 Information provided by Maria Voica, Comenius Coordinator, Socrates National Agency, Romania A236

238 working in agriculture. A study found that within 10.7% of investigated schools was reported as a cause for not attending school children of occupational travellers 497. Any particular issues facing the education of the children of occupational travellers in this country? The children of occupational travellers are integrated into mainstream education. This is because they do not tend to travel with their parents. 498 "A study found that only 17 per cent of Roma/Gypsy children aged between three and six years old participated in preschool in , compared with 60 per cent for the population as a whole in A study in showed that for children aged between seven and ten years, school participation was 94 per cent for the entire population of Romania, but only 70 per cent among Roma/Gypsies. Part of the discrepancy can be explained by poverty. According to the 1997 Romania Integrated Household Survey, the poverty rate among Roma/Gypsies was 79 per cent, compared to a national poverty rate of 31 per cent." 499 Due to a lack of official monitoring, there is little data on Roma/Gypsy attainment in schools. It has been shown that their attendance is significantly lower than average and their participation in secondary and higher education is very low. Educational reforms have led to the transfer of some costs to families, in particular at pre-school and primary level. This acts as a disincentive for those at the lower income level, particularly Roma/Gypsies. Although 'Roma schools' do not officially exist, there are a number of schools, particularly in villages and urban districts with a majority Roma/Gypsy population, where (nearly) all pupils are Roma/Gypsies. In these schools, provision is inferior to mainstream schooling. It is estimated that between 1,200 and 6,000 Roma/Gypsies might be stateless in Romania, after giving up their Romanian citizenship in the hope of 497 Ministry of Education and Reseearch (2002) Education in Rural Communities of Romania 498 ibid 499 Save the Children (2001), Denied a Future? The Right to Education of Roma/Gypsy and Traveller Children in Europe, London: Save the Children A237

239 being granted asylum in Western countries. There are particular bureaucratic obstacles associated with Roma/Gypsy children returnees, which prevents them from returning to school (registration requires presentation of official documentation such as a birth certificate). 500 Despite the government policy for the integration of Roma pupils, "the government s approach is violated in practice at local level". 501 Principals are said to find ways of avoiding implementing the policy of a certain number of hours' provision of Romanes per week for example by influencing the children's parents. 502 National policy How does national policy specifically recognise the issue of education for itinerant pupils? There is no specific provision for the children of occupational travellers and they attend mainstream classes in mainstream schools. 503 Law 156/2000 has provisions regarding obligation for the parents who travel abroad for work to declare at their local Town Hall their intention to work abroad and who will be responsible for their children. According to the Order no. 4370/2000 of The Ministry of Education and Research, regarding methodology for functioning and organizing of reduced frequency classes within primary and secondary schools, provisions are mentioned for organizing alternative education for people who are not able to attend regular day time school. This Order is addressing especially the needs of various student groups, as follows: those living in remote areas, children of occupational travellers, people who have abandoned school. 504 There is no data to prove implementation of this Order in relation to children of occupational travellers. Some partial information is available 500 Save the Children (2001), Denied a Future? The Right to Education of Roma/Gypsy and Traveller Children in Europe, London: Save the Children 501 Andreescu, G (2004), Ombudspersons for National Minorities Report on minority education in Romania, Vienna: RAXEN_CC National Focal Point Romania, European Monitoring Centre on Racism and Xenophobia (EUMC) 502 Save the Children (2001), Denied a Future? The Right to Education of Roma/Gypsy and Traveller Children in Europe, London: Save the Children 503 Information provided by Maria Voica, Comenius Coordinator, Socrates National Agency, Romania 504 Ministry of Education and Research (2004) Quality and Equality within Romanian Education System A238

240 regarding the problems faced by traveller teachers who are supposed to provide education for children with Special Education Needs 505. There are no provisions within the National Development Plan , Sector Operational Program Human Resources Development and the Strategy of Ministry of Education and Research regarding the issue of education for itinerant children. The 1995 Education Law states that people belonging to national minorities have the right to learn and be educated in their mother tongue language. It also declares that persons belonging to national minorities have the right to study and to be trained in their mother tongue at all levels, in all forms of education. The law gives the possibility, according to local needs, for national minorities to request and organise on a legal basis, groups, classes, sections or schools in the mother tongue of national minorities. The law affirms that curricula and manuals of universal and Romanian history will reflect the history and traditions of national minorities in Romania. Furthermore, it states that at secondary level national minorities can request lessons in history and culture, as appropriate that are taught in their mother tongue. The Ministry of Education, though, has to approve all curricula and manuals used in such lessons. Pupils belonging to national minorities who learn in the Romanian language have, at their request and according to the law, the possibility of studying the mother tongue, literature, history and traditions of the respective national minority. Finally, it is the parent (or legal tutor) who ultimately bears responsibility for deciding upon the child s right to learn in the Romanian language, or in the language of a national minority. The Ministry of Education has also adopted some 505 Ministry of Labour, Social Solidarity and Family Sector Operational Program Human Resources Development Save the Children (2001), Denied a Future? The Right to Education of Roma/Gypsy and Traveller Children in Europe, London: Save the Children 507 Andreescu, G (2004), Ombudspersons for National Minorities Report on minority education in Romania, Vienna: RAXEN_CC National Focal Point Romania, European Monitoring Centre on Racism and Xenophobia (EUMC) 508 Save the Children (2001), Denied a Future? The Right to Education of Roma/Gypsy and Traveller Children in Europe, London: Save the Children A239

241 additional instructions relating to the Education of national minorities concerning the duration and amount of teaching pupils should receive in the mother tongue language. Teaching of the mother tongue should begin in the first grade of primary school and should be for three to four hours per week until the twelfth grade. Additional provisions for Roma/Gypsy pupils include: For families who often travel, children may begin school at any time, without being subject to the condition of a stable place to live. School management and teachers have no right to influence children s and parents options concerning the study of the Romani language. Positive discrimination measures such as reserved university places and quotas for colleges, high schools and vocational schools for Roma/Gypsy students 506 In 1998, the Ministry of Education officially prohibited ethnic segregation in schools. 507 Amendments to the 1999 Education Law made it possible to teach in minority languages at universities. 508 What rights of access to schooling do these pupils have? Equality of rights between all citizens of Romania, as specified in the Constitution, guarantees equality of opportunities for all citizens. The 1995 Education Law states that Romanian citizens have the right to equal access to all levels and forms of education, irrespective of social and material conditions, sex, race, nationality, and political or religious affiliation. Education is free and compulsory between the ages of 6 and How does mainstream provision serve these children? (i.e. static schools) Teaching of the mother-tongue language is permitted at all levels and Romani has been an option in school since Romani teachers are trained in three colleges and in 2000, over 4,000 pupils learned in the language. Romani language and literature is 509 Save the Children (2001), Denied a Future? The Right to Education of Roma/Gypsy and Traveller Children in Europe, London: Save the Children A240

242 taught at the University of Bucharest, which attracts a number of Roma/Gypsy students. 510 In 2001/02, there were 102 schools with 12,650 Roma pupils studying in their mother tongue. They were assisted by 164 teachers with a full teaching load and another 96 part-time teachers. A collection of Roma/Gypsy literary texts (for years one to four) was first published in 1995/96. The Educational Publishing House has published a textbook to support the teaching of Romanes and the Ministry of Education has prepared a curriculum for years one to four. A government initiative for 'school caravans' had yet to become fully operational in Romani school inspectors have been appointed in 16 counties. 511 Key recent developments The Ministry of Education and Research is considering establishing a partnership with the Ministry of Education from Spain, in order to organise classes for children of migrant workers using migrant teachers (as a second job and paid by MoER). 512 What are the next stages planned to address the schooling needs of these pupils? The Romanian National Authority for the Protection of Children s Rights has developed a program to establish community boards which are monitoring home alone children and are reporting any identified cases to the RNAPCR (Order no.219/2006). 20 boards were reported to have been established already and they are currently monitoring 200 children. Regarding home alone children, the Ministry of Labour, Social Solidarity and Family has announced a new 350,000 euro programme aiming to develop 10 new services and centres to inform and prevent neglect of children left at home. Regarding itinerant children, there is no 510 Save the Children (2001), Denied a Future? The Right to Education of Roma/Gypsy and Traveller Children in Europe, London: Save the Children 511 Save the Children (2001), Denied a Future? The Right to Education of Roma/Gypsy and Traveller Children in Europe, London: Save the Children 512 Gandul newspaper ( ) - Profesori "capsunari" pentru copiii din Spania ai "capsunarilor" A241

243 provision/plan/strategy identified. Specific provision List and describe individual examples of customised provision (i.e. not necessarily comprehensively available; provided in addition to mainstream schooling) Some schools from Satu Mare (a city in the North West) reported a School after School Programme to provide support for the children left at home by their travelling parents. 513 Between 1998 and 2000, the Open Society Foundation Romania, in partnership with the Netherlands National Institute for Curriculum Development and the MATRA programme, ran a project entitled, Equal opportunities for Roma children through school and school-related activities. The project developed models of school improvement and education reform that would not only be suitable for local implementation, but could also be replicated in other contexts. In addition, the project sought to promote bilateral communication and co-operation amongst institutions and agencies responsible for the implementation of education reform relevant to Roma/Gypsies at a local level. Post-secondary school distance-learning mechanisms were established in autumn 2000 in the Faculties of Languages (Romani language and literature) and of Political Studies at the University of Bucharest. Around 60 Roma/Gypsy students enrolled, some of whom were required to apply for scholarships. The Second Chance programme established in a secondary school in Cluj Napoca aims to encourage students, with an emphasis on Roma/Gypsies, to continue their education beyond the compulsory age. 514 Some higher education institutions have acknowledged the necessity of affirmative measures for Roma by setting aside their own special places for Roma, independent of the Ministry of Education, with an additional fifty places being made available. 515 Some mainstream schools offer courses in Romanes 513 PROTV news Save the Children (2001), Denied a Future? The Right to Education of Roma/Gypsy and Traveller Children in Europe, London: Save the Children A242

244 in response to parental request. However, Romanes is still not the teaching language in other school disciplines. Those classes that do exist in Romanes are only a result of initiatives on the part of individual Roma/Gypsy teachers and do not receive official support or recognition. In 2000, Save the Children Romania organised five training courses for 188 teachers working with Roma/Gypsy children from 34 counties. It aimed to give teachers information about Roma/Gypsy history, culture and traditions, and help contribute to a positive change in the overall approach towards Roma/Gypsy children. The Project on Ethnic Relations also organised a series of training activities in Tergu-Mures for Roma/Gypsy and non-roma/gypsy teachers who have Romani children in their classrooms. These seminars provided an opportunity for teachers to learn about the language and cultural traditions of Roma/Gypsies as well as different teaching methodologies for multicultural classrooms. 516 Who is responsible for these provisions? National, regional or local authorities? The Ministry of Education and Research, together with Romanian National Authority for the Protection of Child s Rights and in cooperation with local authorities, organised the School after School Programme. "Though the heightened political profile of Roma/Gypsies has contributed to notable actions by the state, many specific Roma/Gypsy related education initiatives are the product of voluntary or NGO efforts or have been developed with the support of international institutions. ( ) There are also instances of co-operation between NGOs and the state, notably in the area of developing Roma/Gypsy-oriented textbooks." 517 How is it funded? The School after School programme receives national funding. As outlined above, specific provision is mainly funded by NGOs or by European-funded projects, although in some cases, the state has collaborated 516 Save the Children (2001), Denied a Future? The Right to Education of Roma/Gypsy and Traveller Children in Europe, London: Save the Children 517 ibid A243

245 with NGOs. How are parents and teachers/providers consulted for / involved in this provision? Guidance and support are provided for teachers. Special classes have been established for Romani language and literature teachers and in Romanes for primary teachers in teacher-training colleges. 518 Are there representative bodies? Community boards formed by church, police, school and local government representatives. CRISS Roma Centre for Social Intervention and Studies Inter-Ministerial Committee for National Minorities 518 Save the Children (2001), Denied a Future? The Right to Education of Roma/Gypsy and Traveller Children in Europe, London: Save the Children A244

246 Slovakia Target Population How does the Member State recognise / define travellers as an ethnic group? Roma were recognised as a national minority in 1992 by the Slovak Republic. 519 Size of the following ethnic groups Ethnic Gypsy / Roma / Sinti Other travellers (defined as an ethnic group, e.g. Irish travellers) The 2001 census recorded 89,920 Roma but this figure was considered low as it was based on selfidentification. The Office of the Plenipotentiary of the government of the Slovak Republic for Roma Communities estimated the number of Roma to be 320,000 in Any particularly distinctive features about travellers as an ethnic group? Roma in Slovakia are a young population, with high birth and mortality rates. 521 How does the Member State recognise / define travellers as an occupational group? Occupational travellers are not defined as a special occupational group in Slovakia. Size of the following occupational groups Gyspy / Roma / Sinti Showmen / Fairground Bargees Circus families Seasonal agricultural workers, e.g. fruitpickers Seasonal tourism workers Only some of these occupational groups are included in the categories monitored by the Statistical Office of the Slovak Republic (KZAM categories): Ship and aircraft professional staff (Category Code 314) Ship crews (Category Code 8340) Street and bar musicians, singers, dancers and other entertainers (Category Code 3473) Circus staff, clowns, magicians, acrobats and similar 519 Salner, A. (ed), (2005), Roma Children in the Slovak Education System, Bratislava: Slovak Governance Institute 520 European Monitoring Centre on Racism and Xenophobia (2006), Roma and Travellers in Public Education, Vienna: EUMC 521 Save the Children (2001), Denied a Future? The Right to Education of Roma/Gypsy and Traveller Children in Europe, London: Save the Children A245

247 New Age travellers Other occupational travellers staff (Category Code 3474) However, the number of employees in these categories is unknown and only numbers at the level of 3-digit categories are reported. We therefore do not know the actual data for 4-digit categories and the real number of travellers within them can be expected to be significantly smaller. Category 314 (Ships and aircrafts professional staff): employees Category 834 (Ship crews and workers in similar occupations): 400 employees Category 347 (Operating staff in the area of arts and entertainment): employees The total number of employees in Slovakia in the same period was (Labour Force Survey, 3Q 2006). 522 Circus families: According to NGO Sloboda zvierat 523 (Freedom for Animals), there are no circuses in Slovakia with wild animals, there are only foreign (e.g. Czech, Russian) circuses which visit Slovakia. The only Slovak circus identified (without animals, with artists only) is Cirkus Variette Karlson 524. According to the information obtained through a telephone call with the circus owner, they have three children (aged 7, 14 and 24), so they have to manage the education of their two younger children who attend primary school (see below for further details). According to the 2001 census 525, there are households (out of census households) that live in dwellings that are not part of the housing stock (of which in emergency dwellings and 47 in mobile dwellings). These households have members and almost half of them are families with minors. 522 Information provided by Ivan Chrappa, Section of Labour and Wages Statistics, Statistical Office of SR information provided by Alexander Vígh, the co-owner of the circus 525 Population and Housing Census 2001, Statistical Office of SR, A246

248 Any particularly distinctive features about travellers as an occupational group in this country? e.g. Regional dispersion, Socio-economic characteristics According to anecdotal information, workers in the following occupations: bargees/inland shipping workers, seasonal tourism workers and seasonal agricultural workers do not travel with their children. Any particular issues facing the education of the children of occupational travellers in this country? A 2005 survey of Roma political attitudes found that: %of the sample had not completed elementary education % had completed elementary school % had attended, but not completed secondary education - 3.5% had gained secondary school qualifications. The survey also showed 63.6% unemployment in the sample. 526 In the school year 2003/04, the share of Roma children in primary schools was 0.53%. The figure was almost 15 times higher for special needs schools, at 7.62%. Surveys indicate that the number of Roma children in special needs schools for handicapped students was even higher. 527 Few Roma children continue into secondary education. In the school year , less than 20% of Roma children who had attended primary school went on to a vocational secondary school. None went on to a secondary grammar school. Roma pupils are absent from school for on average one month per year. Controlled pilot studies in western and eastern Slovakia found that Roma children were between 22 and 26 times more likely to be placed in a special school. Where there is a proportionally higher number of Roma pupils in schools as a result of residential 526 European Monitoring Centre on Racism and Xenophobia (2006), Roma and Travellers in Public Education, Vienna: EUMC 527 Salner, A. (ed), (2005), Roma Children in the Slovak Education System, Bratislava: Slovak Governance Institute A247

249 concentration, non-roma parents often transfer their children to private schools. 528 National policy How does national policy specifically recognise the issue of education for itinerant pupils? There is no specific recognition of the issue of itinerant pupils in the policy documents, national programmes or legislation. In 2001 the Concept for Schooling of Roma Children and Students was established. The Concept examined the problems faced by Roma children and outlined measures to be taken to address them. This policy was criticised however for its lack of quantified outputs and results for evaluation. 529 The Basic Principles of the Slovak Government s Policy to Integrate Romany Communities, introduced in 2003, addressed the need to develop Romani based-education on a long term basis. It included proposals for funding and capacity-building for Roma assistant teachers in pre-school and primary education and for scholarships for Roma pupils. 530 In addition, a measure was introduced in 2003 linking the allocation of child allowances to school attendance, in the hope of improving school attendance. 531 In 2004, the Ministry of Education approved the Strategy of Integrated Education of Romany Children and Youth, Including Development of Secondary and University Education. This strategy identified two key objectives: - to ensure that education fulfils adequately pupils needs - to positively influence societal attitudes towards 528 European Monitoring Centre on Racism and Xenophobia (2006), Roma and Travellers in Public Education, Vienna: EUMC 529 Salner, A. (ed), (2005), Roma Children in the Slovak Education System, Bratislava: Slovak Governance Institute 530 European Monitoring Centre on Racism and Xenophobia (2006), Roma and Travellers in Public Education, Vienna: EUMC 531 European Monitoring Centre on Racism and Xenophobia (2006), Roma and Travellers in Public Education, Vienna: EUMC A248

250 minorities. The strategy is closely aligned to the objectives of the "Decade of Roma Inclusion" It defines some specific measures, such as new diagnostic tests for assessing children s mental capacity. Critics however have noted that it will be difficult to assess whether its objectives have been met. A National Action Plan has also been developed within the framework of the Decade of Roma Inclusion, which focuses on four priority areas: employment, health and housing. The plan sets objectives are set in the area of education, based on the 2004 concept of integrated education of Roma children and young people. These are: - to improve the education-related achievements of the Roma population - to improve the training and readiness of Roma children - to increase the rate of Roma students attending secondary schools - to cut down the number of Roma children attending special elementary schools and special training facilities - to promote the life-long learning of Roma with incomplete education from the perspective of enhancing their competitiveness at the labour market (including career counselling). 533 What rights of access to schooling do these pupils have? The Slovak Constitution states that everyone has the right to education and that education is compulsory. Citizens have the right to free primary and secondary education and, based on their abilities and society's resources, a right to free higher education. In accordance with the Education Law, compulsory school attendance is for ten years and lasts until the 532 The Decade of Roma Inclusion is "a political commitment by governments in Central and Southeastern Europe to combat Roma poverty, exclusion, and discrimination within a regional framework". The nine countries taking part in the Decade are Bulgaria, Croatia, the Czech Republic, Hungary, Macedonia, Montenegro, Romania, Serbia, and Slovakia. 533 National Action Plan of the Slovak Republic Regarding the Decade of Roma Inclusion , available from A249

251 end of the school year in which the pupil reaches the age of 16. Compulsory school attendance starts at the age of 6, unless the child is not adequately physically or mentally developed, in which case the appropriate body of state administration postpones the start of compulsory school attendance by one school year. 534 The current Education Act (1984) guarantees non- Slovak nationals the right to education in their native language, "within the scope adequate to their national development, at all levels and types of schools and school facilities". The Act on School Administration and Self- Government enables school boards and regional school boards to promote the interests of local and regional self-administration, parents and teachers in the field of education and training. This also refers to teaching in the native language. 535 According to the Schools Act 536, all children have a right to free primary and secondary education in public schools. Compulsory education in Slovakia lasts 10 years. Children enter primary schools at the age of 6, or 7 at latest. There are also 'zero grades' for children who are at least 6 years old, but are considered not to be mature enough for regular schooling and are from socially disadvantaged environments, which makes them unlikely to master the first grade at primary school along with other children. In practice, mostly Roma enter these 'zero grades'. Exemption from attending compulsory education at a static school is possible only due to health reasons. Public bodies are obliged to provide these pupils with such form of education that will enable them to master the same level of education as if completing compulsory education at a static school (for example hospital schools). According to the State Administration and Self- Governing Institutions in Education Act 537, the 534 Source: Eurydice database, 27 February Salner, A. (ed), (2005), Roma Children in the Slovak Education System, Bratislava: Slovak Governance Institute 536 Schools Act (No. 29/1984 Coll.) 537 State Administration and Self-Governing Institutions in Education Act (No. 596/2003 Coll.) 538 Source: Information provided by Mgr. Jarmila Braunová from the State School Inspection in Bratislava A250

252 territory of Slovakia is divided into school districts, but only for the reason that there is always at least one base school that is obliged to accept a pupil for his/her compulsory education in his/her place of permanent residence. Pupils can enrol in any school of their choice and are admitted by the headmaster. This act deals in detail with compulsory education of Slovak children abroad: either at a similar school or through individual home-learning. Such a pupil must obtain a permission from the headmaster of his/her base school in Slovakia where it must be stated, for example, what required exams are to be taken at the base school in Slovakia and their timing (either in each school year or for more school years jointly, maximum for the 1-4th and 5-9th grade jointly). 538 How does mainstream provision serve these children? (i.e. static schools) Slovak education legislation does not take into account the issue of itinerant children. According to anecdotal information, itinerant children use their base school and ask for a permission to attend a supporting school for a certain period of time (see below). There are certain measures in place to deal with issues concerning the neglect of compulsory education, especially with regard to Roma pupils and pupils from socially disadvantaged environments. Subsidies to low-income families for school catering, school aids, scholarships are contingent upon proper school attendance. Also, in the case of more than 15 missed classes without authorization from parents or a doctor, child benefits are not paid to the parents, but are provided to the local authority (municipality) that covers the cost of e.g. food and clothes to the child. 539 Key recent developments The introduction of fees for pre-school education (which was free until 1989) has led to a decrease in the number of pre-school Roma pupils (1% of the total in 2003). Drop-out rates of Roma children at primary level have also risen considerably over the last years Source: Húšová, M. (2006): How has the situation concerning the school absence rates of Roma children changed as a result of governmental measures between the , Interface Newsletter 1/2006, Slovak Governance Institute, Bratislava European Monitoring Centre on Racism and Xenophobia (2006), Roma and Travellers in Public Education, Vienna: EUMC A251

253 The government developed new diagnostic tests in Specific provision List and describe individual examples of customised provision (i.e. not necessarily comprehensively available; provided in addition to mainstream schooling) According to anecdotal information, itinerant children in Slovakia use their base school and ask for a permission to attend a supporting school for a certain period of time (see below). There are no special provisions in legislation that oblige potential supporting schools to accept the pupils of occupational travellers for the period of their stay in a certain location. However, school headmasters are usually willing to co-operate in such cases. There is only one stable circus in Slovakia - Cirkus Variette Karlson. According to the the circus owner, they have 3 children (7, 14 and 24 years old), so they have to deal with the education of their two younger children who attend primary school. Both children have their primary school in their hometown and before each trip (usually taking 14 days) their parents inform the school headmaster of when it will take place. They then contact a school in the town they visit and arrange for their children to attend during their stay. Schools are generally willing to cooperate. The children from Cirkus Variette Karlson have attended Slovak and also Polish schools - only once they were refused by a Slovak school but on this occasion were able to find another one in the same town. 541 A pilot project, reformed in 2002, for 'Zero grade classes' was aimed at improving school entry standards in districts with a significant Roma population. According to the Ministry of Education, the classes are [ ] a form of alternative education of children from socially and educationally nonstimulating environment, for children with insufficient or no command of the language of instruction and children less adaptable to school, in the framework of which the pupils should master the knowledge of the first class of a primary school and obtain skills for successful promotion to higher levels. There is a Roma Educational Centre based in Prešov, which is an integral part of the in Prešov Methodological and Pedagogical Centre. The Centre was founded in 2001 through a Phare project. It carries out educational activities for teachers and information provided by Alexander Vígh, the co-owner of the circus A252

254 prepares methodological documents. According to the Concept of integrated education, the centre s role will be strengthened further. Who is responsible for these provisions? National, regional or local authorities? The decision to accept itinerant children for the time of their stay in the town is taken by the school headmaster on his/her discretion. How is it funded? Schools are funded by local authorities that receive funds from the state budget based on the perstudent formula. Supporting schools do not get additional funds for itinerant pupils as their base school receives funding for them based on the perstudent formula. Zero Grade classes were instigated by government policy. The Phare Programme is funded by the EU. How are parents and teachers/providers consulted for / involved in this provision? No information obtained. Are there representative bodies? There are parents associations at the school and national level. 542 No information obtained about other representative bodies. 542 Slovenská rada rodičovských združení (Slovak Council of Parents Associations), A253

255 Slovenia Target Population How does the Member State recognise / define travellers as an ethnic group? Slovenian law and practice differentiate between: autochthonous Italian and Hungarian minorities, who enjoy the highest degree of minority rights protection; autochthonous Romani communities, who receive lower protection; and nonautochthonous Roma, whom Slovenia excludes from the scope of the implementation of the Council of Europe Framework Convention for the Protection of National Minorities 543. Size of the following ethnic groups Ethnic Gypsy / Roma / Sinti Other travellers (defined as an ethnic group, e.g. Irish travellers) Slovenia has around two million citizens. In the 2002 Slovenian census, approximately 3,000 people declared themselves as Roma. However, their real number is estimated at between 7,000 and 12,000. 3,834 people have declared Romani language as their first language. Any particularly distinctive features about travellers as an ethnic group? Statelessness in the context of state succession is a problem of dramatic proportions for Roma living in a number of successor states to the former Central European federations (Czechoslovakia and Yugoslavia). Following the changes of 1989, significant numbers of Roma have been rendered stateless in the Czech Republic, Slovenia, Croatia and Macedonia. The problem may also exist in the Federal Republic of Yugoslavia and Bosnia and Herzegovina, although to date adequate documentation on this issue is lacking. 544 Many Roma were erased, that is, unlawfully removed from the registry of permanent residents in 1992, after Slovenia became independent. As a consequence, they lost their jobs or could no longer be legally employed. Amnesty International reports that Slovenian authorities have failed to resolve the problems of the 18,305 individuals unlawfully removed from the Slovenian registry of permanent residents in The "erased" were people from other former 543 Slovenia: Roma and the right to Education, Fact sheet: Personal Documents and Threats to the Exercise of Fundamental Rights among Roma in the former Yugoslavia, ERRC A254

256 Yugoslav republics who had been living in Slovenia but had not acquired Slovenian citizenship after Slovenia became independent. The authorities failed to ensure that the "erased" had full access to economic and social rights, including the right to work and access to health care. Although the Slovenian Constitutional Court had ruled in 1999 and 2003 that the removal of these individuals from the registry of permanent residents was unlawful, approximately one third of the "erased" still did not have Slovenian citizenship or a permanent residence permit. Many were living in Slovenia "illegally" as foreigners or stateless persons; others were forced to leave the country. In June, eleven "erased" people filed an application with the European Court of Human Rights claiming that the "erasure" resulted in violations of their rights, including the right to privacy and family life, the right to be free from inhuman or degrading treatment or punishment, the right to freedom of movement, and the right to be free from discrimination. 545 How does the Member State recognise / define travellers as an occupational group? It seems that there are no specific categories for typical traveller occupations (such as circus, fairground or bargees) in the census. Size of the following occupational groups No information obtained. Gyspy / Roma / Sinti Showmen / Fairground Bargees Circus families Seasonal agricultural workers, e.g. fruitpickers 545 Report on Slovenia, Amnesty International Asia/Slovenia A255

257 Seasonal tourism workers New Age travellers Other occupational travellers Any particularly distinctive features about travellers as an ethnic group? Unemployment among Roma is above 90% in some areas. Most of the working Roma collect scrap iron and occasionally work at local farms. Most of the Roma are concentrated in the Dolenjska and Bela Krajina regions in the south-east of the country and in the Prekmurje region in north-eastern Slovenia near the border with Hungary. Roma also live in urban centres, including in the capital, Ljubljana. Many of their settlements are not formally legalised. They also lack sanitation, running water, sewerage or waste removal services. Any particular issues facing the education of the children of occupational travellers in this country? Particular issues faced by Roma/Gypsies: Romani children are over-represented in schools for children with special needs or segregated in Roma only classes and groups. Negative stereotyping by teachers results in low expectations of Romani children and other discriminatory attitudes. Long distances between settlements and schools, overcrowded and cold houses, poor sanitary conditions in the settlements, lack of adequate clothing and insufficient financial resources to meet costs associated with education continue to deny children the full advantages of education. Failure to include Romani language, culture and traditions in school curricula acts a linguistic barrier. Insufficient access to pre-school education Lack of Romani teaching assistants and training for teacher. Statelessness also effectively precludes many Roma from having access to schooling. 546 Amnesty International reports that authorities failed to fully integrate Romani children in education and tolerated in certain primary schools the creation of 546 Personal Documents and Threats to the Exercise of Fundamental Rights among Roma in the former Yugoslavia A256

258 special classes for Romani children, where in some cases a reduced curriculum was taught. The so-called "Br ljin model", used at the Br ljin elementary school in the city of Novo Mesto, provided for the creation of separate groups, composed mainly of Roma, for pupils who did not perform sufficiently well in certain subjects. These were intended as "catch-up groups" and, at least in theory, would allow for pupils to return to mainstream groups. Such a model had been criticized by education experts in Slovenia for effectively resulting in the segregation of Roma. It was also criticized by the Council of Europe Commissioner for Human Rights, in a report published in National policy How does national policy specifically recognise the issue of education for itinerant pupils? The Slovenian Constitution guarantees free education to Slovenian nationals. Basic education is mandatory and funded from budgetary resources. The State is required to enable its citizens to obtain appropriate education. State universities and professional colleges are autonomous. Members of ethnic minorities have the right to receive and further instruction in their mother tongue. Roma are likewise granted special educational rights. The 1991 Constitution provides for equality in the enjoyment of human rights and fundamental freedoms, irrespective of national origin, race, sex, language, religion, political or other conviction, material standing, birth, education, social status, disability or any other personal circumstance (Article 14). The Constitution enshrines the principle of compulsory and publicly financed primary education (Article 57). What rights of access to schooling do these pupils have? Romani children are reported to be enrolled in forty nursery schools throughout Slovenia. However, the majority of Romani children do not have access to 547 Report on Slovenia, Amnesty International Asia/Slovenia A257

259 pre-school education. Approximately 30% of Romani children who reach school age are estimated as having a very limited command of Slovene. The rate of school attendance differs, while in Prekmurje 70% of Romani pupils are reported to attend school regularly, in Dolenjska region the corresponding figure is 39%. Romani children attending school frequently do not complete all nine years of compulsory elementary education 548. How does mainstream provision serve these children? (i.e. static schools) In 2004, the government adopted a Strategy for the Education of Roma. The Strategy is a significant step in identifying the main obstacles to the integration of Romani children and a number of important measures aimed at improving access to education for Roma. However, it has not been followed by a detailed action plan translating it into policy 549. The Organisation and Financing of Education Act states in its Article 81 of this Act that the education of minorities in Slovenia, Slovene emigrants and migrant workers abroad, and Romanies should be financed by the state budget. Information from the Ministry: Children can attend primary school in the surroundings where they live. Primary education is free but parents have to pay for books and food at school. Parents can use kindergartens for children from one to six years. Parents have to pay the education and all other costs (care, food).the average full cost per month is ,00 sit. Key recent developments No information 548 Report on Slovenia, Amnesty International Asia/Slovenia 549 Ibid. A258

260 What are the next stages planned to address the schooling needs of these pupils? No information Specific provision List and describe individual examples of customised provision (i.e. not necessarily comprehensively available; provided in addition to mainstream schooling) It seems that no customised provision is provided for these groups. Who is responsible for these provisions? National, regional or local authorities? N/A How is it funded? N/A How are parents and teachers/providers consulted for / involved in this provision? No information obtained Are there representative bodies? No information obtained A259

261 Spain Target Population How does the Member State recognise / define travellers as an ethnic group? The Constitution does not formally recognise or define ethnic minorities but recognises the Roma as citizens and guarantees their fundamental rights and freedoms. The Spanish "Gitano" community, which has its own cultural identity, is the country's largest ethnic minority. Spanish Gypsies are usually divided into two main groups: -Gitanos are also divided into subgroups classified by both social class and cultural differences. In the late 1980s, the gitanos lived predominantly in southern and central Spain. Many of them took up a sedentary form of life, working as street vendors or entertainers. Although poor and largely illiterate, they were usually well integrated into Spanish society. -Hungaros (Hungarians) are Kalderash, one of the divisions of the group from Central Europe. They were much poorer than the gitanos and lived an entirely nomadic lifestyle, usually in tents or shacks around the larger cities. The general perception was that they made their living by begging or stealing, so their integration was more difficult. Many gitanos denied the hungaros the status of being in their same ethnic group, but outsiders tend to regard them all as basically Gypsies. Their segregation is displayed in their deficient living conditions and in their inequitable access to welfare services, fundamentally housing, education, employment, health care and social services. Size of the following ethnic groups Ethnic Gypsy / Roma / Sinti Other travellers (defined as an ethnic group, e.g. Irish travellers) The socially and culturally diverse Gitano population is estimated at 650,000 to 800,000 people 550. Correct estimates are made difficult by the nomadic life-style followed by a portion of the group, by their cultural isolation, by the sense of mystery surrounding them and their origins, and by the division of the population into a number of distinctive 550 Ministry of Labour and Social Affairs, data available at: A260

262 subgroups. A large number of immigrant Roma from Eastern Europe, Romania, Bulgaria and ex-yugoslavia were added after 2002.The largest immigrant group are Romanian Roma, mostly of the Ursari subgroup. Most of the "Gitano" population are not itinerant. Any particularly distinctive features about travellers as an ethnic group? Statistics on education in Spain distinguish groups according to citizenship. Educational attainment of the Gitano in primary education is lower than the national average, but data indicate that the situation has improved in the last 20 years. There is little information regarding Gitanos in secondary education, but a study on teachers 551 perceptions indicates that absenteeism and drop-out rates remain a problem. In Spain, "white flight" 552 affects many public schools situated in or near "Gitano" areas. In areas with 50% Gitano population, schools are attended by 80-90% Gitano pupils. The separation of schools in public, private and "colegios concertados", a form of private partly state funded schools, has intensified further the segregation of "Gitanos", as they are overrepresented in public schools, as access the "colegios concertados" is limited for these groups. Regular school does not include in its study programmes elements of the Romani culture or the social structure of the Roma people. Schools do not have a disposal to receive Roma pupils nor do Roma parents and children see the school as something useful for their future. The consequence is a high rate of absenteeism from school among the Roma children. How does the Member State recognise / define travellers as an occupational group? It seems that there are no specific categories for typical Traveller occupations (such as circus, 551 Asociacion de Enseñantes Gitanos(2004), El exito escolar de los españoles gitanos 552 "white flight" is a colloquial term describing a trend to move away from areas with increasing populations of "nonwhites". The phenomenon is observed in countries like Spain when non-roma parents move or send their children to schools in other areas to avoid being schooled together with Roma. A261

263 fairground or bargees). According to a report (Roma Population and Employment, 2005) published by the Secretariado General Gitano the ten most cited activities for Gypsy/Roma groups were as follows: mobile trading (39.0%), construction (9.6%), agriculture (8.8%), own home (5.5%), cleaning services (5.4%), ironmongery (4.5%), NGOs ( 4.2%), public administration (3.2%), hotel and restaurant work (2.8%), sales of fruit and vegetables (0.8%). Size of the following occupational groups Gyspy / Roma / Sinti Showmen / Fairground Bargees Circus families There are significant numbers of casual agricultural labourers in Spain and Portugal. They can be found along the border in Andalusia, Extremadura, Castile and Galicia, as well as farther afield in other Spanish regions. These groups have a mixed economy and also carry out activities such as begging, playing music or sporadic one-off jobs. 553 Seasonal agricultural workers, e.g. fruitpickers Seasonal tourism workers New Age travellers Other occupational travellers Any particular issues facing the education of the children of occupational travellers in this country? Particular issues faced by circus children: -Constant travelling that prevents consistency in educational programmes. -Cultural Diversity of the group so classrooms tend to be quite heterogeneous. - Lack of social relations outside the circuses -They tend to pursue a career in the circus so they have a lack of interest and expectations, especially beyond compulsory education - Need to combine the school activities with the circus 553 Gimenez Adelantado, A., Piasere, L., Liegeois, J-P The Education of Gypsy Childhood in Europe A262

264 -Circuses tend to be set up in the outskirts of the city and are not well equipped. -Reduced space and equipment for the school activities. -The classroom equipment tends to deteriorate quickly because of the constant travelling. -Difficulty to access some educational resources and support General issues for Traveller children: -Teachers, who are not properly trained to deal with ethnically mixed classes, are not sufficiently supported in their work by intercultural mediators. This is now addressed at universities with the aim of improving the preparation of the teachers. -Lack of interest and expectations, especially beyond compulsory education -Lack of co-ordination between the different autonomous communities. This particularly affects the children of occupational travellers, because each educational system can be different. -Absence of Roma and Traveller related material and information in the curricula -Prejudices from the pupils and the teachers -Parents' experience of discrimination and prejudice preventing them from realising how formal education can improve the life chances of their children -Poverty and discrimination. National policy How does national policy specifically recognise the issue of education for itinerant pupils? A number of measures were taken to avoid segregation and to introduce affirmative action as well as in some cases positive discrimination policies. Since 1983, for example, the government has operated a special program of compensatory education to promote educational rights for the disadvantaged, including those in Gypsy communities. A direct result of this legislation is the signature in 1986 of the first agreement between the Ministry and A263

265 the Spanish Association of Circus' Employers that marked the start of the Programme for itinerant Children from Circuses. The aim of this programme is to improve the education of children of circus' workers through the creation of itinerant classrooms. Another decree in 1996 (Real Decreto 299/1996, de 28 of February) established the necessary actions to regulate the compensatory education for the groups above mentioned. What rights of access to schooling do these pupils have? Every child between the ages of 6 and 16 is entitled to instruction free of charge. Schools are funded by public authorities the Autonomous Communities and, indirectly, the State through regional fiscal transfers which vary across Spain. About 78% of total education expenditure is contributed by public authorities and 22% from private sources. While tuition is free, parents pay for a range of additional services and materials. In order to guarantee conditions of equality when exercising the right to education, so that all pupils may have the same opportunities, scholarships and study grants charged to the State Budget are established to compensate unfavourable socio-economic conditions of those pupils enrolled in compulsory education. If children are not part of any particular programme, it is the parents' responsibility to enrol their children at an appropriate establishment for the period of compulsory education. Some parents choose to leave them in the care of relatives, send them to a boarding school or keep them with them. In the latter case, they are enrolled with the Centre for Innovation and Development in Distance Learning (CIDEAD). All children of itinerant workers must be registered with this organisation which is responsible for recording and coordination teacher assessments, the award of assessments etc. Those children usually attend the nearest school when they move to a new location. How does mainstream provision serve these children? (i.e. static schools) The Organic Law 8/2000 extended the benefit of free education to all foreign pupils. Spanish education authorities fund a range of programmes which target disadvantages experienced by different groups of the school population. The programmes tackle problems such as socio-cultural disadvantage in urban areas, problems of rurality and isolation, immigration, cultural minority experiences, transience (in the case A264

266 of children of itinerant workers) and truancy. 554 Given the different sources or forms of disadvantage addressed by these programmes, they are of varying relevance and emphasis across the Autonomous Communities. Intercultural education is currently confined to providing support to minorities through compensatory education programmes. Key recent developments The draft law introducing reforms to the 2002 Law on the Quality of Education includes measures directed at providing a better distribution of children with special educational needs, including Gitanos, in public schools and in publicly-funded private schools, as well as measures aimed at the promotion of better attention to cultural diversity, including teacher training, and of better relations between the school and its environment. The Gitano Development Programme also implemented a variety of educational programmes. In 2001, the Education Commission of the Gitano Development Programme, belonging to the Ministry of Education and Culture, drafted a major policy document The Gitano people and education with recommendations to include elements of Gitano culture to the primary education curricula, to distribute relevant educational materials and to develop intercultural mediator training programmes. The Departments of Education of the Autonomous Communities also funded training programmes and programmes of employment promotion to support students older than sixteen who did not achieve the main objectives of compulsory secondary education in the context of the so-called Social Guarantee Projects. Explicit reference to the Gitano population or culture is also made in the legislation regulating education of the Autonomous Communities of Canaries and Valencia. What are the next stages planned to address the schooling needs of these pupils? Priorities for the education policies: -To avoid segregation. 554 Calero, 2005, in Equity in Education Thematic Review, Spain Country Note, available at: A265

267 -To foster the access to education for children (0-6). -To coordinate the "Compensatory programmes" with Community Development. -To foster the monitoring of these programmes, providing a holistic approach to the needs of these groups. -To promote intercultural education. -To recognise diversity. -To undertake awareness-raising campaigns. -To develop extracurricular activities Regarding immigrant pupils, the State School Council urges education authorities to provide the appropriate measures to guarantee that all publiclyfunded establishments assume the schooling of immigrant pupils as well as providing the human and material resources that may allow a rational distribution of these pupils among the aforementioned establishments. 555 Specific provision List and describe individual examples of customised provision (i.e. not necessarily comprehensively available; provided in addition to mainstream schooling) Itinerant educational services Itinerant Support Units are set up for pupils who, due to the working situation of their parents, cannot attend school on a regular basis (circus and fair workers, fruit harvesters). Education and support programmes are also implemented for pupils whose parents are migrant workers. In this case, a permanent teacher who has been granted the basic methodological resources, is provided. Two types of schooling are offered to pupils from seasonal workers' families: Educational establishments in the corresponding reception area together with additional teaching staff; or prefabricated classrooms where teachers from the compensatory education programme are located, and only during the time or period the agricultural activity is carried out. The Classroom Programme for Itinerant Children 555 Eurydice, Education System in Spain ( ) A266

268 from Circuses. The Ministry for Education and Science (MEC) has worked with the Spanish Association for Circus Workers to implement The Classroom Programme for Itinerant Children from Circuses. Six circus schools provide classrooms for 74 students at different educational levels. The classes are taught by ten teachers, who travel to the classrooms, to ensure a systematic and progressive education adapted to particular educational and social needs of these children. The teachers have been specifically trained accredited for this role by the MEC and children sign up for the classes via the Centre for Innovation and Development of Distance Education (Centro de Innovación y Desarrollo de la Educación a Distancia). The programme has now been expanded into the Programme for Educational Care to cater for the educational needs of the children of occupational travellers more generally, e.g. those of seasonal workers. This wider programme has received support from Comenius, Action 1 in partnership with the German Circus Programme and the Dutch Stichting Rijdende School. The LOCE establishes that education authorities must promote the incorporation of pupils coming from foreign countries, especially those pupils at the compulsory education levels. It also points out that education authorities must also develop specific programmes in order to facilitate the integration of those who do not have the knowledge of the Spanish language or culture or lack basic general knowledge in the corresponding level. The incorporation of foreign pupils takes into account their age and curricular competence, following the corresponding procedure established by the education authorities. The specific programmes are provided, in accordance with the education authorities planning, in mainstream education specific classrooms. The development of these programmes is simultaneous with the schooling of pupils in ordinary groups, depending on their level and evolution. Who is responsible for these provisions? National, regional or local authorities? Since the passing of the Organic Law on the Right to Education (Ley Orgánica del Derecho a la Educación or LODE) in 1985, the Spanish education system has been progressively decentralized. Powers over education are distributed across different constitutional levels. The State has responsibility for A267

269 ensuring that across Spain there are basic minimum programme standards (curriculum and qualifications) and for guaranteeing that the rights of Spanish citizens in regard to education are respected. This is primarily a regulatory role. Delivery of educational services is mainly the responsibility of the seventeen Autonomous Communities. These administer school systems and exercise control over all non-foreign schools operating within their jurisdiction, whether public or private. The Autonomous Communities also regulate programmes beyond the minimum structure and content determined by the State. They are responsible for school staffing, they provide school support services, and they provide grants to nongovernment schools. Local government authorities and individual schools exercise a limited role in Spanish education, including setting land aside for schools, upkeep of buildings, and extra-curricular activities. In every provincial direction, there is a unit for educational programmes, department for the attention to differences, which deals with the attention to travelling people, intercultural education and Compensatoria. How is it funded? At present Spain has several means of aids for the Roma people through the central, regional or local government. Generally speaking, there exists a certain compromise of the authorities towards the Roma people problems. There is a National Scheme for Roma Development. How are parents and teachers/providers consulted for / involved in this provision? Efforts are being made to engage parents in school activities to improve their understanding as well as the participation and consultation with the representative bodies. Are there representative bodies? Roma/Gypsies: Fundacion Secretariado Gitano Centro de estudios gitanos (Centre for Gypsy studies) Union Romani (Roma Union) Asociacion de ensenantes con gitanos (Association of teachers of Gypsies) A268

270 Federations of Gitano Associations from the Autonomous Communities (FAGIC, FAGEX, FAGA). Confederación Espanola de Industriales Feriantes (Spanish Confederation of Fairground Workers ) A269

271 Sweden Target Population How does the Member State recognise / define travellers as an ethnic group? National legislation National statistical definitions The Population Statistics are reported in groupings: 1. Population by sex, age, civil status, citizenship and country of birth 2. Population change including, among other things, migration, births and death Ethnicity is not recorded in national statistics, although Roma are now recognised as a national ethnic minority. Education authorities record neither the ethnicity nor the nationality of pupils so there are no relevant ethnically differentiated statistical data. Ethnicity is not recorded because of bad experiences from the Second World War. (i.e. connotations of ethnic monitoring etc.) The only way that researchers will know if schools have Roma children is if they have requested teaching in the Roma chib language. 556 Size of the following ethnic groups Ethnic Gypsy / Roma / Sinti Other travellers (defined as an ethnic group, e.g. Irish travellers) Total population Number of families Number of children Any other data (quantitative, qualitative and anecdotal) Although ethnicity is not recorded in the Swedish Census there are an estimated 20,000 25,000 Roma in Sweden, excluding travellers. 557 Sweden has the largest number of Roma in the Nordic Countries. The Swedish Roma population is estimated to be between 20,000 and 25,000 and the Traveller community numbers about the same, and 3,000 Finnish Roma. 558 The Roma group in Sweden is very heterogenous, consisting of 5 main groups: Swedish Roma, Finnish Roma, Roma coming from outside Scandinavia, new comers and travelling groups. These groups speak a mixture of dialects of Romani chib: Finnish Romani, lovari, tjurari, sinto, arli, bugurju and Swedish 556 Telephone interview with Lena Hammarberg, Skolverket (The Swedish National Agency for Education) 557 Roma and travellers in Public Education in Europe, EUMC, International Helsinki Federation for Human Rights, The Situation of Roma in Selected Western European Countries, Report to the OSCE Conference on Anti-Semitism and on other Forms of Intolerance, Cordoba, Spain, June 8-9, 2005 A270

272 Romani. There are 17,000-20,000 Sami in Sweden, many of whom (10-15%) are reindeer herders and some of them therefore travel. 559 In there were 168 sami children attending a sami school. 560 Any particularly distinctive features about travellers as an ethnic group? Almost all Roma live in housing and do not travel. The travelling issue and changing schools as a result does not seem to be an issue in Sweden. 561 Lack of adequate housing and poor living conditions are central problems that the Swedish Roma face, mainly due to discrimination. Roma experience problems in accessing the public housing market and suffer from discriminatory treatment by private housing companies and landlords because of their ethnicity. As a result, it is difficult for Roma to settle on a permanent basis. Sweden's Roma community is dialectally diverse: speakers of Finnish Romani, Kalderash, Lovari and Balkan varieties are established groupings in Sweden. Apart from these, there are also the descendants of the very first Romani immigrants, who call themselves Romani-Manusj % of Sami are reindeer herders. ( Some travelling is found in the Sami group-for instance their families may move to Norway and back. 562 During the summer the Sami travel to the coast in Norway and during the winter back to inland Sweden. How does the Member State recognise / define travellers as an occupational group? Travellers are not defined as an occupational group Telephone interview with Lena Hammarberg, Skolverket (The Swedish National Agency for Education) 562 Telephone interview with Sameskolstyrelsen (Sami Board of Education) A271

273 Size of the following occupational groups Gypsy / Roma / Sinti Showmen / Fairground Bargees Circus families Seasonal agricultural workers, e.g. fruitpickers Seasonal tourism workers New Age travellers Other occupational travellers Total population Number of families Number of children Number of enterprises Any other data Around twenty circuses operate in Sweden. Statistics Sweden can not provide an estimate of the number of workers, but informs that in ,228 individuals were registered under the occupational headings "SNI fair and amusement park activities" (fairgrounds and other activities) and in "SNI other entertainment activities n.e.c." (which includes circuses). 563 Circuses can be divided into five categories: large traditional circuses, such as Cirkus Scott, Brazil Jack, Maximum, Skratt, Olympia and Wiktoria; small traditional circuses, such as Harlekin, Hellas, Cirkus Madigan and Europa; new circuses, like Cirkus Cirkör and Gycklargruppen Vazir; circuses that are stationary and give performances in parks, such as Cirkus Trollehatt and Ölands Parkcirkus; youth circuses, like Furuviks Ungdomscirkus, Östersunds Ungdomscirkus and Norsholms Ungdomscirkus; and finally circus festivals, such as CirkusPrinsessan, Norrköpings Youth Circus Festival and Circo Massimo. 564 Sweden does not have what in the rest of Europe is referred to as a 'family circus' i.e. a circus in which the owner family to a large extent is responsible for the performance as well as doing much of the work off the stage, such as electricity and repair work, raising the tent, etc. 565 Any particularly distinctive features about travellers as an occupational group in this country? e.g. Regional dispersion, Socio-economic characteristics Roma mainly reside in the cities of Stockholm, Göteborg and Malmö and their bordering municipalities, and often in parts of town with a high concentration of immigrants. After this the highest concentrations of Roma are found in Norrköping, Sundsvall, Örnsköldsvik, Härnösand, Umeå, Haparanda, Eskilstuna, Katrineholm, Borås, Västerås, Örebro, Helsingborg and Landskrona. 566 There are problems in securing own contracts for flats and houses, due to discrimination, letters not wanting to let to those who are unemployed, and another barrier is debt. Roma often live in very 563 Figures provided by Statistics Sweden 564 The Situation of the Circus in EU member states, European Parliament, The Situation of the Circus in EU member states, European Parliament, Romer I Sverige, 1997 (report by the Swedish Government) A272

274 confined spaces. Roma without a flat will often live on campsites. 567 Most Roma in Sweden are not itinerant-they have lived housing since the 1960s. Most reindeer herders live in permanent housing, but many have cottages where they herd reindeer and usually the man travels by himself and stays at the cottage for the time of the reindeer season. Some travelling is found in the Sami group- families may move to Norway and back due to reindeer herding. However, it isn't known exactly how many children sometimes travel with their parents to Norway for extended periods. 568 In these cases there is a possibility that the municipality may grant Sami children permission for home schooling. Other sources say that only a few Sami children would travel with their parents, and they would not be away for weeks. School summer holidays in Sweden are long, and the reindeer division season falls in the summer. However, experiences show that children often prefer to be with their parents and children's help is also needed at specific times, such as during the moose hunting season. 569 Any particular issues facing the education of the children of occupational travellers in this country? Access Discontinuity / interruption Right of access Poor data Weak learning culture Low expectations Representatives from Skolverket are of the opinion that as circuses tend to travel during the summer, and school summer holidays are long, attending normal school would not be a problem for children of circus or fairground workers. A representative from the Swedish National Agency for Education (Skolverket) states that there may be some occasional problems with attendance for Sami children if they follow their parents to Norway during the reindeer season. However, no information is available about how many children travel with their parents across the borders. It is presumed that If parents travel to Norway children will attend a Norwegian school. In Sweden and Norway if you 567 Romer i Sverige, 1997 (report by the Swedish Government): 568 Daniel Grunfrab, Skolverket (The Swedish National Agency for Education) 569 Telephone interview with Marie, Sami Parliament of Sweden (Sametinget) A273

275 Poverty / exclusion Discrimination Lack of recognition of learning and of achievement Limited access to IT Different teaching methods Dispersed /disorganised communities reside in the country you have to attend school there. 570 The 1999 report "Roma and the Swedish school" based on teachers' assessment of Roma scholastic achievement in two schools found that only 20 per cent of Roma girls and 12 per cent of boys could manage to complete compulsory education, while their absenteeism rate exceeded 50 per cent. 571 A survey carried out by the National Agency for Education in 2000 in a selected number of cities showed that problems regarding attendance, poor performance and relatively high drop-out rates were common in all cities examined, while most Roma pupils, although entitled to education in Romani Chib, did not choose it. Roma children have more absences than other children. This is especially the case when they hit puberty-girls are expected to marry or help out at home. Before the age of 14 children do not usually have problems of attendance. Too many Roma children are in special needs schools, such as for children with mental disabilities. 572 Many schools still experience difficulties in making sure that Romany students complete their education, at both compulsory and upper secondary. 573 National policy How does national policy specifically recognise the issue of education for itinerant pupils? Policy documents Legislation National programmes Requirements placed on local authorities Sweden has nine years of compulsory schooling from seven years old with an option of a voluntary school start at six years. Alongside the state school system are independent schools, open to all. Independent schools must be approved by the National Agency for Education. Schooling in independent schools must have the same objectives as municipal schools but may, for example, have a religious or educational profile that differs from that of municipal schools. The municipality is responsible for undertaking educational activities within the frameworks set by 570 Telephone interview with Daniel Grynfarb, The Swedish National Agency for Education 571 Roma and travellers in Public Education in Europe, EUMC, Lena Hammarberg, Skolverket (The Swedish National Agency for Education) 573 Curriculum development for social inclusion, Experiences from Sweden, 2001 A274

276 the state in the Education Act, national curricula and other ordinances. The municipality has great freedom to determine how the school system is to be organised for the national goals to be achieved. The municipality is also responsible for schools being given the resources and conditions they need to provide education that is equally good throughout the country. It is also in charge of the follow-up and evaluation of schools. Children can be schooled at home, however this very seldom happens, mostly in cases where children are ill or have conditions such as ADHD. The provision in these cases tends to be very poor. 574 In 1999, the government adopted a new minority policy that defined education as an area of major concern and promoted equal opportunities for national minorities to establish and run their own educational institutions. The new policy led to curricular reforms providing all pupils with education on the culture and history of national minorities, as well as developing skills in the mother tongue, which is seen as crucial in the development of identity. 575 Since 1996, the Swedish Government has been cooperating via a government-appointed Working Group with the national umbrella organization, the Roma National Union. The aim is to improve the situation of the Roma in Sweden and make the Romany issue more visible. In all, the Union has 22 affiliated associations and virtually all Romany communities are involved in the work. Romany organizations in Sweden seek to pave the way for the integration of the various Romany groups. The National Union has identified the following areas as being of pressing importance: - the education of young people and adults - cultural efforts to preserve and strengthen the language, - collaboration between Romany organizations and 574 Telephone interview with Lena Hammarberg, Skolverket (The Swedish National Agency for Education) 575 Roma and Travellers in Public Education, European Monitoring Centre on Racism and Xenophobia (EUMC), Roma and Travellers in Public Education, European Monitoring Centre on Racism and Xenophobia (EUMC), 2006 A275

277 central and local government authorities. Preschools have to provide opportunities for children whose first language is not Swedish to develop both that language and Swedish. Municipalities have an obligation to live up to the curriculum requirements, e.g., by providing special support in first language instruction for children with languages other than Swedish. The right of official minorities to first language instruction is comprehensive, there are no restrictions concerning numbers apply to the provision of language teaching. The lack of Romani teachers, however, may prove to be a problem. In Stockholm, for example, apart from the education in the single special Roma class, there was only one Romani teacher (not a qualified teacher). 576 The National Agency for Education (Skolverket) supported the development of education for Roma pupils in close collaboration with Roma representatives. Its work consists of initiatives supporting the development of Romani dialects represented in Sweden, educational materials in different Romani dialects and training for Roma working in education. Since there is a great shortage of Roma qualified to work in education, the Agency tries in the meantime to provide immediate assistance to pre-school and school teachers and to authors of educational textbooks; in the long run, it develops a plan to increase the number of qualified Roma teachers. See Sami schools in mainstream provision box. What rights of access to schooling do these pupils have? The same rights and obligations as all children. How does mainstream provision serve these children? (i.e. static schools) Base schools (attended when not travelling) Supporting schools (attended when travelling) Roma do not usually move around and if they do they will move from a flat to another within the same city. In this case the parents should contact the new school. The school the child is leaving may contact the receiving school, however sometimes this does not happen. 577 The school law stipulates that Sami children may 577 Telephone interview with Lena Hammarberg, Skolverket (The Swedish National Agency for Education) A276

278 fulfil their compulsory school attendance in the Sami school instead of the comprehensive school. The Sami School, which comprises grade 1-6, is equally valued as the comprehensive school, but its profile is to meet the needs of the Sami to develop the Sami language and their cultural heritage. According to the Sami school curriculum the teaching should be given in Sami and Swedish and the subject Sami should be taught in all grades. There are Sami schools in Karesuando, Lannavaara, Kiruna, Gällivare, Jokkmokk and Tärnaby. 578 No specific mainstream provision could be found for children of circus workers. Key recent developments Skolverket has undertaken a mapping study to look at Roma children s school situation in Sweden and what kind of provision municipalities have for their education. A current proposal from the Pan-Nordic Saami Organisation proposes to the Parliament that Sweden, Finland and Norway should 'take measures to provide Saami individuals residing in any of the three countries with the possibility to obtain education, medical services and social provisions in another of these countries when this appears to be more appropriate. The Saami population residing in the Saami areas shall have access to education both in and through the medium of the Saami language.' 579 Representatives of Skolverket were unsure at which stage this proposal is at. Campaigning for these rights commenced fifteen years ago, when nomadism was more topical. 580 What are the next stages planned to address the schooling needs of these pupils? The Skolverket mapping study on Roma education was published in February 2007, submitted to Riksdagen (Swedish Parliament) with the hope that some of the recommendations will be taken forward Nordic Sami Convention 580 Interview with Daniel Grynfarb, Skolverket (The Swedish National Agency for Education) A277

279 Specific provision List and describe individual examples of customised provision (i.e. not necessarily comprehensively available; provided in addition to mainstream schooling) Provision in base schools or supporting schools Mobile/distance/electronic learning Provision of advice and guidance Awareness-raising / promotional activities Tackling discrimination Methods of recording educational attainment, e.g. learning passports Validation of non-formal learning Delivery at national, regional or local level No special regulations exist for circus children. Swedish artistes and circus owners have arranged so that their children either: - attend regular school during the school year, staying with friends or relatives, and join their parents on tour during the summer vacation; - hire a school teacher who travels with the circus; or - receive schooling by their parents while on tour. 581 A few years ago the government gave the National Agency for Education special instructions to support the development of education for Romany students. The work is carried out in close collaboration with representatives of the Roma, and includes: Support for the development of the dialects of Romani represented in Sweden, for example by means of the work on a computerised Romani wordbase. Development of educational materials in different dialects of Romani. Seven sets of materials published and a further five are in the development stage. Materials developed with the Romany community. Competence development for Roma working in education: There is a shortage of Roma qualified to work in education. There is also a plan to increase the number of qualified representatives of the Romany community working in preschool and school education. 582 Initiatives exist such as school attendance and teaching assistants of Roma origin, who aim to keep in contact with students families and ensure that Roma children attend school. 583 There have also been criticisms of the fact that assistants can 581 The Situation of the Circus in EU member states, European Parliamnet, Curriculum development for social inclusion, Experiences from Sweden Maia Beijer: 583 Romer och den svenska skolan, Skolverket, A278

280 become embroiled in loyalty conflicts between the school and the family. One school in Sweden has a special Roma class with Roma chib teachers. Roma groups themselves, however, express the wish for Roma children to attend mainstream provision. 584 At Nytorpsskolan, a school of 700 pupils, has a specific class for Roma pupils (35) in operation since Also in Rinkebyskolan there is a specific teaching group for Roma students. However absences are high at 60-70%. Barriers to more provision are funds: Skolverket argues that Roma are more resource intensive than other groups. 585 There is a school called Mariaskolan, which is based on the internet and can be attended by distance learning. This is aimed at travelling children, for instance those abroad. 586 Who is responsible for these provisions? National, regional or local authorities? Responsibility for schools in Sweden is shared by the Riksdag (parliament), the Government, the municipality, agencies in the field of education and the individual school. The municipality is responsible for undertaking educational activities within the frameworks set by the state in the Education Act, national curricula and other ordinances. The municipality has great freedom to determine how the school system is to be organised for the national goals to be achieved. The municipality is also responsible for schools being given the resources and conditions they need to provide education that is equally good throughout the country. It is also in charge of the follow-up and evaluation of schools. How is it funded? Not applicable. 584 Lena hammarbeg, Skolverket (The Swedish National Agency for Education) 585 Romer och den svenska skolan, Skolverket, Lena Hammarberg, Skolverket (The Swedish National Agency for Education) A279

281 EU funding (specify programme) National Regional Local Private / other How are parents and teachers/providers consulted for / involved in this provision? The Swedish National Agency for Education will consult with Roma groups about school matters of Roma children. 587 The Swedish Government also has a Committee on Roma with Roma representatives. There is also a Sami Committee which decides about matters such as schools and student intake. Are there representative bodies? Specialist providers Parents associations Traveller groups Romani National Union The Sami Education Board UK Target Population How does the Member State recognise / define travellers as an ethnic group? The Race Relations Act of 1976 recognised Gypsies and Irish Travellers as ethnic groups, identified as having a shared culture, language and beliefs. However, Gypsy/Roma and Travellers of Irish Heritage are not included in the ethnic categories of the National Census. The only monitoring of these groups is carried out by schools. The Pupil Level Annual School Census 587 Telephone interview with Lena Hammarberg, Skolverket (The Swedish National Agency for Education) A280

282 (PLASC) included Gypsy/Roma and Travellers of Irish Heritage as ethnicity categories for the first time in The term Gypsy / Roma is used in order to recognise that within different communities there may be a preference for the separate term "Gypsy" or "Roma". However, this does not exclude Gypsy / Travellers who are housed or live in static accommodation, unless stated as such in a specific context. The DfES also recognises that there is a stated preference within sections of the Traveller community to self define as "Nomadic" rather than as "Traveller". It acknowledges that there are other groups of people who describe themselves as travellers but who do not fall in either of the two groups (Gypsy/Irish Traveller) used for ethnic monitoring for example, fairground, circus, bargee and New Travellers. For the purposes of data collection, these are recorded under the most appropriate ethnic category. The Scottish Executive carries out an annual school census to gather data about all pupils. The census gives three categories of Gypsies and Travellers: Gypsies/Travellers, Occupational Travellers and New Travellers. Size of the following ethnic groups Ethnic Gypsy / Roma / Sinti Other travellers (defined as an ethnic group, e.g. Irish travellers) The Commission for Racial Equality gives the estimated number of Gypsies and Irish Travellers living in the UK at between and , although it emphasises that no official statistics exist as the only monitoring of these groups is carried out by schools. The 2003 PLASC records 3,800 pupils (2,600 primary and 1,200 secondary aged) registered at school as Travellers of Irish Heritage and six thousand pupils (4,400 primary and 1,600 secondary aged) registered as Gypsy/Roma 589. It is likely that this data is an underestimate - Ofsted (the Office for Standards in Education) estimated that in 2003, there were 12,000 Traveller pupils of secondary age who were not registered at school 590 and estimated 588 Taken from the website of the Commission for Racial Equality (CRE) website at 10 November Bhattacharyya, Gargi ; Ison, Liz ; Blair, Maud (2003), Minority Ethnic Attainment and Participation in Education and Training: The Evidence, University of Birmingham and Department for Education and Skills 590 Ofsted (2003), Provision and Support for Traveller Pupils A281

283 the school-age population of this group to be 60-70,000. Any particularly distinctive features about travellers as an ethnic group? According to the 2003 DfES report Aiming High: Raising the Achievement of Gypsy Traveller Pupils A guide to good practice, a large number of the total population of the Gypsy Traveller communities live in housing. Others live on local authority or privatelyowned caravan sites, or are resident on their own plot of land. Around one-fifth of the non-housed Gypsy Traveller population have no secure place to stay, and move between unauthorised encampments. Living in housing is not seen as an ultimate goal for many families. How does the Member State recognise / define travellers as an occupational group? SIC (Standard Industrial Classification) codes can be used to identify itinerant occupations within the labour market. These include: Fairground and amusement park activities 92.34/9 Other entertainment activities not elsewhere classified: includes circus production It does not appear that any other specific monitoring of occupational travellers as an occupational group is carried out. The Commission for Racial Equality states that: Gypsies and Travellers do work. Traditionally they find work as licensed hawkers or pedlars, basket makers, horse dealers and seasonal agricultural labourers, many Gypsies and Irish Travellers are now landscape gardeners, tarmacers, motor trade workers, scrap metal dealers, tree fellers and so on. Some are employed as teachers, academics and health workers, while others work in the financial sector and in the sport, leisure and entertainment industries 591. The Gypsy Caravan Count System is a voluntary survey undertaken by local authorities to produce returns twice a year on the number of Gypsy caravans and families in their area. The count only 591 ibid A282

284 includes people who meet the statutory definition of a 'Gypsy' which is primarily based on a nomadic lifestyle in which travelling is related to economic activity it therefore does not include other groups such as housed Gypsies and Travellers and New Travellers. The term 'Traveller' is used by the DfES to cover a wide range of identified groups associated with a nomadic lifestyle. This includes Fairground families, Circus families, bargee and other families living on boats. 592 Data is not collected by schools relating to the specific groups of Occupational Travellers but may be collected on a local level by the Traveller Education Support Services (TESS). Size of the following occupational groups Gypsy / Roma / Sinti Showmen / Fairground Bargees Circus families Seasonal agricultural workers, e.g. fruitpickers Seasonal tourism workers New Age travellers Other occupational travellers A 2003 report estimated the number of circuses in the UK to be around A more recent estimate, provided by the Association of Circus Proprieters in 2007, was for 25 touring circuses. 594 A 2005 survey conducted by the Circus Parents Association recorded around circus children in the UK. 595 There are around 20,000 showmen in Britain. 596 The European Federation for the Education of Children of Occupational Travellers (EFECOT) estimated that there were 22 school-age children of bargees in the UK in The July 2006 Gypsy Caravan Count numbered 16,313 caravans in England Department for Education and Skills (2005), Aiming High: Partnerships between schools and Traveller Education Support Services in raising the achievement of Gypsy Traveller Pupils, DfES Division for Social and Legal Affairs, Directorate General for Research, European Parliament (2003), The situation of the circus in the EU member states, Working Paper, European Parliament, Luxembourg 594 Source: Malcolm Clay, Circus Proprieters Association (Telephone interview) 595 Source: Lia Fossett, Circus Parents Association (Telephone interview) 596 Source: website of the Showmen's Guild of Great Britain, at January European Federation for the Education of the Children of Occupational Travellers, EFECOT (2001), Survey Travelling communities and schooling provisions in Europe, Brussels: European Federation for the Education of the Children of Occupational Travellers 598 Department for Communities and Local Government (November 2006), Count of gypsy caravans on 19 th July 2006 Last five counts A283

285 Any particularly distinctive features about travellers as an occupational group in this country? e.g. Regional dispersion, Socio-economic characteristics Circus children mostly travel with their families although some may stay behind with relatives or friends in order to access education. Circus families prefer to stay together and others may therefore stop travelling in order for their children to access education. This is a difficult choice for the parents to make as when children do not travel with the circus, they are not able to learn circus skills. 599 Show-children also usually travel with their families. Show-people see themselves as a cultural minority and would not categorise themselves in the Gypsy / Roma ethnic group category of the PLASC. Bargees tend to live in fixed accommodation and their children are therefore able to attend mainstream schools. 599 Lia Fosset, representative of the Circus Parents Association (telephone interview) A284

286 Any particularly issues facing the education of the children of occupational travellers in this country? Poor health is an issue for Gypsies and Travellers - they have higher levels of prenatal mortality, stillbirths and infant mortality than the national average 1. Travellers are considered to be one of the most disadvantaged groups in the education system. In 2004, compared to an average of three quarters of all pupils, only one quarter of Irish Traveller pupils and a third of Gypsy / Roma pupils in England achieved the expected level in KS2 English and Maths. 2 Gypsy and Irish Traveller children have much lower levels of school attendance than pupils from other groups, particularly those of secondary age. Only a third of the number of Gypsy/Roma pupils are recorded at GCSE and equivalent compared to Key Stage 1; and less than a half of Travellers of Irish Heritage are recorded at GCSE and equivalent compared to Key Stage 1 3. A 2004 study revealed that only one in five Traveller children moved on to secondary school, despite a 95% attendance at primary level 4. Pupils in these groups are disproportionately identified as presenting Special Educational Needs (SEN) 5. Because Show-children and Circus children are not classed as a separate group within educational statistics, it is not possible to find educational data relating to this group (attainment, attendance etc). This may also mean that schools attended by these children do not receive the additional funding they are entitled to in order to best support their needs. National policy How does national policy specifically recognise the The Race Relations (Amendment) Act places a duty on schools to monitor the impact of their provision on 1 Taken from the website of the Commission for Racial Equality (CRE) website at 10 November Department for Education and Skills (2006), First Release National Curriculum Assessment, GCSE and Equivalent Attainment and Post-16 Attainment by Pupil Characteristics in England ibid 4 Young People Now, 31 March 2004 (Referring to a study carried out by the University of Derby) 5 ibid A285

287 issue of education for itinerant pupils? the achievement of their pupils, including on those from Gypsy / Roma and Traveller of Irish Heritage backgrounds. In 2003, the DfES published the consultation Aiming High: Raising the Achievement of Minority Ethnic Pupils. This document outlined a government commitment to raising standards for all young people, regardless of their ethnic or cultural background and included provision for those from Gypsy / Traveller groups. What rights of access to schooling do these pupils have? Government policy is for all children to be given the same opportunities. The 1996 Education Act obliges Local Education Authorities (LEAs) to ensure that education is available to all children of compulsory school age (5 to 16 years) in their area. It should be appropriate to age, ability and aptitude, and to any special educational needs they may have. This duty extends to all children residing in their area, whether permanently or temporarily. Traveller children are subject to the same regulations as the sedentary population in terms of school attendance. However, the 1908 Children's Act recognised the issue of mobility with relation to school attendance. Thus, Traveller children are required to attend a minimum of 200 school sessions (half-days). How does mainstream provision serve these children? (i.e. static schools) When undergoing an inspection, schools need to be able to show that they are supporting the education of absent pupils, such as offering good quality distance learning opportunities and teachers and peers keeping in close contact with Gypsy /Traveller children via a range of strategies including information and communication technologies. The Traveller Achievement Grant was replaced in 2003 by the Vulnerable Children Grant. It should be used by Local Education Authorities (LEAs) to deal with the overall target group of vulnerable children (including Gypsy / Traveller children). Funding for Traveller Education mainly goes to the Traveller Education Support Services (TESS): In local authorities, TESS provide support and advice for Traveller communities and in-class support for schools with Traveller children. They are an A286

288 additional resource which schools can call upon for help. For example, Advisory Teachers working for the local TESS help schools to include Gypsy Traveller pupils and to promote their achievement and engagement. TESS provide distance learning packs and at-home teaching support for the children of Occupational Travellers (e.g. Circus and Showpeople). There are around 100 TESS in the UK most local authorities have a TESS and they cooperate to maximise educational continuity when families move. Circus and Show-children attend a base school which is normally in the locality of their winter home. When travelling, Circus and Show-children are able to attend the school which is local to where they are based. In addition, the base schools provide a distance learning pack for the pupils to use while they are away. The Traveller Education Support Services can also provide qualified teachers to give support on site. These are mainly primary teachers but it is also possible to request help from teachers from the local secondary school. When travelling, the children use a 'Red Book' to record their activities and achievements on a weekly basis. Key recent developments The DfES supports a project, ELAMP to look at the use of ICT to support distance-learning. The project supplies laptops and datacards, together with distance learning packs, to children who travel frequently. The project works with Fairground children and Gypsy and Traveller children. What are the next stages planned to address the schooling needs of these pupils? The Circus Parents Association has received funding to set up a website, which will provide materials, support and advice for the parents of Circus children. Specific provision List and describe individual examples of customised provision (i.e. not necessarily comprehensively available; provided in addition to mainstream schooling) The NATT developed a literacy programme for beginner and non-reading secondary aged Traveller pupils. The scheme, based around a short teenage novel (The Smiths) was piloted successfully with both Traveller and non-traveller pupils in the UK. In 2003, the first in a planned series of over 100 books to encourage Traveller children to read was A287

289 published. Many of the writers of the books are Travellers themselves and the first title Houses and Homes looks at traditional wagons, barges and modern caravans in comparison to houses and flats. The ELAMP (E-learning and mobility) projects mentioned above supplied laptops and datacards to Traveller children in ten local authorities of the UK. Using distance-learning techniques, the children involved in the project were able to keep up with their studies and reintegrate with their base schools more easily. Who is responsible for these provisions? National, regional or local authorities? NATT National Association of Teachers of Travellers ran both the literacy programme and the ELAMP project. Derbyshire Gypsy Liaison group published House and Homes How is it funded? The NATT literacy project for secondary aged Traveller pupils was supported by the European Commission. The book series was funded by the Esmee Fairbairn Foundation, the Tudor Trust and Connexions. ELAMP3 was funded by the DfES. How are parents and teachers/providers consulted for / involved in this provision? The National Association of Teachers of Travellers was established in 1980 in order to address the isolation of teachers of Travellers and to support and encourage their work. NATT now provides the national platform for teachers of Travellers to share good practice and promotes this through its activities. The Association also represents and supports members at a national level. The Association provides: Three one-day meetings a year Information mail-out three times a year A national resources day every two years Professional development opportunities A288

290 Conferences. 1 The Showmen's Guild's ten Section Offices each have an education liaison officer. The liaison officers cooperate with the Local Education Authority (LEA) and the National Association of Travelling Teachers (NATT). The Circus Parents Association (CPA) provides support and advice to parents, as well as liaising with the Travellers Education Service and the National Association for Teachers of Travellers (NATT). Annual meetings between the CPA, NATT and TES are held, to which parents are also invited. The Scottish Traveller Education Project provides information, advice and support to all professionals engaged in enabling the education of Gypsies and Travellers. The organisation communicates information through print and online material including leaflets, newsletters and a web site; hosting conferences; writing research reports and articles; speaking at conferences and in-service training; meeting with colleagues throughout Scotland. 2 Are there representative bodies? Advisory Committee/Council for the Education of Romanies and Travellers (ACERT) National Association of Teachers of Travellers (NATT) Scottish Traveller Education Programme (STEP) Traveller Law Reform Project Showmen's Guild of Great Britain Association of Circus Proprieters Circus Parents' Association Circus Friends Association of Great Britain 1 More information can be found at: A289

291

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