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Description
Roma children in Slovakia in marginalized Roma communities enter the school system with numerous disadvantages due to the little stimulating environment. The initial disadvantage supported by a rather standardized education system contributes to early school dropouts and loss of interest in higher education, and so leaves them in an endless circle of social exclusion and poverty. The main goal of the project is therefore to increase the social inclusion of marginalized Roma communities (MRCs) and build capacities of local community service providers. It shall be achieved through recognized good practices and programmes in areas of education and employment. These shall aim to decrease the impact of existing social discrimination and to increase the progress in formal education and their future careers. The project consists of upgrading and use of proven methodologies, career consultation support, digital skills training, and volunteer mentors’ programmes. The project activities are primarily focused on children and youth, aged 12 to 15 as this age is believed to be crucial for setting up a life trajectory. The project partners contribute to the implementation of the project through advisory and professional expertise, as well as sharing tools and procedures to measure impact on an individual, family and societal level. Project partners support gender orientated activities in MRC equality through empowering women and girls, their self-support and mutual support. The project focuses on the Roma population, their empowerment through education and social services, and the principle of non-discrimination is fundamental to the operational frameworks of the project.
Summary of project results
Roma children from socially marginalized communities in Slovakia often enter the school system with numerous disadvantages, primarily because they come from less stimulating environments. These initial disadvantages, reinforced by a standardized education system, contribute to early school dropouts and a loss of interest in further education. This, in turn, traps them in a vicious cycle of social exclusion and poverty. In the context of the Slovak education system, the goals of career development services are often limited to isolated elements, such as choosing the right education or job, without engaging students in proactive life management. Additionally, the outbreak of the pandemic has fully exposed and amplified the barriers many Roma children face in accessing education or employment. Many Roma children were excluded from education due to limited access to IT devices, the internet, a lack of digital skills, or support at home, while the accelerated digitization of society and the economy leads to further discrimination against those without digital skills.
The project involved the modernization and updating of existing, proven methodologies and the implementation of continuous career counseling, digital skills training, and support through voluntary mentoring programs. Under Activity 1, Project Launch and Methodology Consolidation, they updated and modernized two established methodological manuals ("Career Counseling: Service Methodology" and "Methodology for Working with Volunteers") and also created a new guide for implementing digital skills. In the initial phase of the project, three representatives from the participating organizations attended a study visit to the Norwegian organization Fretex Pluss, where they received practical training and demonstrations in career counseling. Based on this experience, they were able to incorporate practices used in Norway into the methodological manual.
Activity 2, Career Counseling Program, and Activity 3, Digital Skills Development Program, focused on providing career counseling and digital skills education. Services were delivered through both individual and group counseling sessions. These activities were conducted regularly according to a predetermined schedule but were also adapted to meet the individual needs of children and youth. The program operated under the guidance of a career counseling coordinator, and before its launch, all social workers and school staff were professionally trained in the career counseling methodology, which was enhanced by the expertise of the project''s Norwegian partner. The development of digital skills was overseen by a digital skills trainer, with volunteers playing a significant role in this activity as well.
Activity 4, Volunteering and Individual Support for Education, involved volunteers assisting individual children with educational activities through tutoring, including support with homework and individualized learning. In addition, volunteers served as mentors who, along with experts at each community center, provided guidance, motivated children to advance in their education, and supported them in overcoming various educational challenges. At the group level, volunteers were engaged in supporting group activities within the career counseling program as well as in building digital skills, typically at least once a week. Furthermore, in each community center, children and youth from marginalized Roma communities, along with volunteers, carried out ideas for local initiatives aimed at bridging the gap between the Roma and non-Roma communities in the area. As a result, they successfully organized Easter creative workshops (Sveržov Community Center), a mini-café (Kojatice Community Center), a cultural program in a shelter for displaced persons (Tobiáš Community Center), a sports day (Roškovce Community Center), a football tournament (Petrovany Community Center), and creative workshops (Plavecký Štvrtok Community Center).
In Activity 5, Monitoring, Evaluation, and Dissemination of Project Results, all partners were involved, with the Norwegian partner participating in the final conference. According to feedback questionnaires from conference participants, presentations on Norwegian experiences in career counseling were rated extremely positively. An external auditor and expert in monitoring and evaluation were hired to conduct the audit and collect data.
Capacity Building for Social Workers/Career Counselors: In the initial phase of project implementation across six community centers and at Petrovany Primary School, a key focus was on the transfer of know-how from the Norwegian partner, Fretex Pluss, which has extensive experience in career counseling. Following the publication and dissemination of the methodological manuals, these are now being used in other community centers and primary schools. However, a more effective system for gathering feedback after the distribution of these manuals needs to be developed. The manuals are regularly used in the following schools: Cirkevná Spoločná School Snina, Spojená School Lipany, Primary School Torysa, Primary and Nursery School Pečovská Nová Ves, Primary and Nursery School Bajerov, Primary School Petrovany, Primary and Nursery School Svinia, Komenského Primary School Spišská Nová Ves, Primary School with Nursery Gaboltov, and Primary School Ameisenhaufen Plavecký Štvrtok.
Career Counseling: The project succeeded in establishing and stabilizing groups of children in community centers who continue to meet regularly even after the project has ended. Interest in career counseling has significantly increased compared to the period before the project implementation, thanks to experiential activities and various motivational techniques. The quality of career counseling provided in the participating community centers has improved, as career counselors were able to work with the updated methodological manual and had access to informational and educational seminars in collaboration with the Norwegian project partner. Due to the relatively short duration of the project, it is not possible to evaluate success in terms of increased interest in secondary school studies. However, a comparison between September 2022 and September 2023 shows some progress in terms of the increased number of applications for secondary school studies. Still, it is not yet possible to assess what percentage of students will complete their studies. From years of experience, however, it is known that even if students from marginalized Roma communities do not complete their secondary education with a certificate, the experience has a positive impact on their lives (e.g., acquiring new skills, traveling to the district town, and adapting to a new environment). Career counseling continues at Petrovany Primary School after the project, based on the methodology updated during the project. Other primary schools, such as Bajerov and Zlaté Klasy, have also expressed interest in introducing career counseling as a separate subject based on the methodological manual.
Development of Digital Skills: The project has led to the professionalization of the program, systematic education, and the ability to apply IT skills in everyday life. In the past, digital skills development in the community centers was only a part of other educational activities. Thanks to this project, a methodological manual was created that allows community center staff to systematically educate children in this area. The children have shown great interest in digital education. The development of digital skills is considered the most successful aspect of the project, as it has transitioned from occasional education to systematic and regular activities, becoming a solid part of the community center''s activities. Additionally, the team secured a specialized grant from Lenovo for further development of digital skills.
Volunteer Engagement: Volunteer work has had a significant impact on Roma children and youth, as well as on the organization itself (two volunteers are now employed as staff members). Volunteers were seen as positive role models for Roma children and youth, bringing new ideas and perspectives to the activities. They played a crucial role in motivating and supporting the career development of Roma children.
Summary of bilateral results
Thanks to the involvement of Fretex Pluss, the team had the opportunity to learn how career counseling operates in Norway and gain inspiration for their work. In the initial phase of the project, a visit to the Norwegian partner took place, during which they were inspired by their approaches to integrating career counseling into the support system for educating children from vulnerable and excluded communities. During the project implementation, regular online meetings were held, providing opportunities to consult on their practices. Based on these consultations, they enhanced the career counseling methodology, focusing particularly on the model of individual work with clients, which was adopted from the Norwegian partner. Additionally, during the project, they organized three online training sessions for a broader group of career and employment counselors, where Fretex Pluss presented their model of individual work with clients and discussed specific case studies. The colleagues who participated in these training sessions rated them as highly beneficial. Fretex Pluss, in turn, was impressed by the team''s volunteer engagement system.The main outcomes of the bilateral cooperation include an updated methodology that incorporates the Norwegian model of individual work with clients, capacity building for social workers and career counselors through online training for a broader team of career and employment counselors, and opportunities for consulting on specific case studies, as well as through a study visit to Norway.Since Fretex Pluss specializes in employment counseling, the team would like to utilize their expertise in their employment program in the future. However, specific steps have not yet been agreed upon.