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Description
The main existing problems in partner schools are those related to Roma school dropout and failure, lack of knowledge of Roma customs and traditions and family life, of parental role models for participation in education, early marriage of girls. There is still illiteracy among the Roma adult population, lack of knowledge about health education, drug and tobacco use and about the benefits generated through school attendance and professional guidance.
The project "Innovative methods and activities for the inclusion of Roma students" is coordinated by the County School Inspectorate in Satu Mare and brings together five partner schools form Satu Mare County with a large community of Roma children. Together with its partners, the coordinator aims to improve the quality of teaching and learning processes, the relationship between teachers and the family of the pupils, and the pedagogical methods and practices of teachers for extra-curricular activities with Roma children in partner schools.
Summary of project results
The five rural schools from the Satu Mare County included in the project have students belonging to different ethnicities, namely: Romanians, Roma and Hungarians. About 40% of the school students are Roma. Over the past few years, it has been found that Roma students do not feel included in the school and, moreover, they register not only a large number of absences and school dropout cases but also their academic results are average, poor or very poor. Before this project, schools did not benefit from support regarding the problems faced by the Roma students. Therefore we considered that specific Roma inclusion activities are needed targeted to the teachers working with Roma children (teaching-learning-evaluation classes), Roma and Non-Roma parents and children from the partner schools.
The project promoter: the County School Inspectorate from Satu Mare organised for the five partner schools training activities for the teachers working with Roma students and formal and non-formal activities which brought together Roma and Non Roma parents, respectively children:
65 teachers were trained on: "Methods and non-formal activities for teaching-learning-evaluating for teachers working with Roma children".
6 educational materials and curricula were elaborated for the partner schools: Roma Inclusion; We Learn, Adapt, Motivate; Non-formal Activities Guide; Extracurricular Activities Guide; Mentoring; Guide for Parents education and Counselling.
200 Roma and Non-Roma parents took part in three activities dedicated to: non-discrimination, social inclusion and tolerance, children rights and human rights.
200 Roma and Non-Roma children participated in varied activities (thematic trips and days, traditional songs and poetry performances, summer camps, etc.) and developed knowledge and skills on inclusion, multiculturality and volunteering.
After two years of project implementation the following outcomes were achieved within the five rural partner schools:
a) the quality of the teaching and learning processes increased: the teaching skills and methods of teachers are correlated with modern methods and are adapted to the needs of the Roma children; teachers use different teaching strategies, closer to the knowledge and life experiences of the children and second-chance learners they work with; they know aspects related to the Roma customs and traditions advising Roma children and their parents on behavioural issues at school;
b) the interrelationship between teachers and the main educational partner (the family of the Roma children they work with) were developed; the processes and practices of counselling Roma parents were adapted to their needs (health care, family life, child rearing, food hygiene, prevention of drug and tobacco use, and prevention of juvenile delinquency);
c) the pedagogical methods and practices of teachers in extracurricular and extracurricular activities were adapted, as well, to work with Roma students in the fields of health care, family life, food hygiene, prevention of drug and tobacco use, and prevention of juvenile delinquency;
d) through the educational interventions made in schools, the inclusion of Roma children was improved, teachers'' attitudes changed, jointly with their motivation and working methods;
e) School environment – a better communication between the schools different levels and the community (other relevant institutions at the local level) took place, and new models regarding counselling Roma parents to participate in children''s education were implemented.