SEPARATE AND UNEQUAL: SCHOOL SEGREGATION OF ROMANI CHILDREN

UNCLAS SECTION 01 OF 03 BRATISLAVA 000380 SIPDIS DEPT FOR EUR/CE J. MOORE; DRL FOR S. CORKE AND D. NADEL; PLEASE PASS HELSINKI COMMISSION E.O. 12958: N/A TAGS: PHUM PGOV LO SUBJECT: SEPARATE AND UNEQUAL: SCHOOL SEGREGATION OF ROMANI CHILDREN IN SLOVAKIA BRATISLAVA 00000380 001.2 OF 003 ¶1. Summary: A disproportionately high percentage of Romani children in Slovakia are shunted into "special schools" for mentally handicapped children. The implications of this de facto segregation are broad and troublesome, as it mislabels children as handicapped, confines them to a substandard education, and diminishes their prospects for future success. Embassy Bratislava, in conjunction with representatives of local and international NGOs, organized a visit for six Chiefs of Mission to two "special schools" in central Slovakia on June 24. In spite of the capable and dedicated staff and adequate school facilities, the visit highlighted the systemic failure of the education system to promote inclusion of the Roma minority. The diplomatic community saw a clear distinction between the Romani children (who accounted for over half of the students in both schools) and the students with genuine mental disabilities, and recognized the need for greater international attention to the situation. End Summary. Disproportionate Placement of Roma in Special Schools ¶2. Special education is provided in approximately 600 special schools and also in special classes in mainstream schools. A greatly simplified curriculum is taught in both settings. Students in special classes have very little opportunity for inclusion or integration into mainstream classes, but students in special schools are completely isolated. Education in Slovakia is compulsory until a student reaches the age of 15 (usually the 9th year). After completion of primary school, a student has two options: a two or three year vocational school or Gymnazium (high school). For graduates of the special schools, there are special vocational schools (practical schools) which provide some training, but do not award certification. Graduates from special schools are not prohibited from attending regular vocational schools or Gymnazium, but because of their subpar education, they are rarely able to pass the entrance exams. Fewer than 10% of special school graduates continue on even to practical school, and only a handful continues to vocational school. Unfortunately, most jobs require a vocational school certificate at minimum; thus, even for practical school graduates, most jobs will be out of reach. ¶3. Exact figures are unknown, since the collection of disaggregated ethnic data is prohibited in Slovakia, but a 2008 Ministry of Education report entitled "The status of pupils from socially disadvantaged backgrounds in special primary schools" shows that "socially disadvantaged students" (Roma, in most cases) accounted for 64% of the students in special schools. The European Roma Rights Centre estimates that a Romani child is 27 times more likely to be placed in a special school than a non-Romani child in a similar situation. ¶4. NGO sources report that many of the Romani children in special schools are placed there inappropriately. A standardized diagnostic test was introduced in 2005, but the Education Ministry acknowledges that schools often use other tools to determine placement. NGO contacts believe that direct discrimination plays a role. School directors, counseling center employees, and psychologists can recommend a student for special education regardless of his/her performance on the diagnostic test. Some Romani children do not speak Slovak, which may prohibit them from performing well on the diagnostic test or from participating in a mainstream classroom. There are no primary schools in Slovakia (special or mainstream) that teach courses in the Romani language. Because of the already high enrollment of Roma and a lack of multi-cultural education in the mainstream schools, special schools have become known in many communities as "the Roma schools." NGOs reported that parents often choose to send their children to special schools without recognizing that the education is inferior, because they believe that their children may receive more culturally sensitive education there. ¶5. There are financial motivations as well. Schools are funded on a per-student basis, and NGOs have reported that students are actually recruited from Roma communities by special school staff. Prior to the 2008 School Act, "motivational scholarships" were given to socially disadvantaged students to reward good grades. However, no distinction was made between good grades received at a special school or at a mainstream school, and this resulted in many parents sending their children to special BRATISLAVA 00000380 002.2 OF 003 schools where it was easier to get good grades as a way to supplement their monthly income. The motivational scholarships were eliminated in 2008 and were replaced by financial incentives based on attendance which make no distinction between mainstream and special schools. Leveling the Playing Field ¶6. The conditions in which many Roma live put Romani children at a distinct disadvantage. As many as one third of Slovakia's estimated 500,000 Roma live in extremely impoverished settlements which often lack basic amenities such as running water and electricity. When these Romani children begin school, they are often unprepared for an educational environment because their most basic needs are not being met and their parents lack the resources to provide pre-school preparation at home. Thus, these children require additional support to level the playing field with students from the Slovak majority. The Slovak version of the "head start" program has demonstrated potential in this regard. Unfortunately, the percentage of Roma children who have access to these services is so far minimal. The alternative, consigning them to special schools, is less costly only in the shortest-term calculation. The long-term costs for the state and its Roma citizens are hard to calculate. The Way Forward? ¶7. Despite the grim picture, there have been some improvements as a result of new programs and international attention. In 2002, assistants for socially disadvantaged (Roma) children were introduced in special classes at both mainstream and special schools and have proven to be enormously beneficial to students. However, there are only 500-800 of these assistants, which is clearly too few spread out among 600 special schools and numerous special classes in mainstream schools. The 2008 School Act established "zero year" classes - one year of state funded pre-kindergarten for socially disadvantaged children similar to the American Head Start program. In addition to educational services, the zero year program provides transportation to and from school, meals, and assistance with hygienic and material needs. Branislav Tichy, Director of Amnesty International Slovakia, told us that although the zero year program is a successful model, it is generally underfunded and undeveloped and would need to be greatly expanded to have any noticeable impact. ¶8. Economically, Roma were the biggest losers of the democratic transition in 1989 and the early 1990s. Already positioned on the lowest rung of the occupational ladder, Roma were often the first to lose their jobs and the last to be hired. In the past two decades, their prospects have deteriorated as they have been further marginalized. With as many as 90% of Roma currently unemployed, the neglect and under-education of a new generation will no doubt exacerbate an already desperate and dangerous situation. The over-representation of ethnic minorities in special education is not unusual, but the predominance of Romani children in special schools is, in many cases, de facto segregation. These students are undereducated, unprepared for competitive employment, and prevented from integrating into the labor market, which contributes to the cycle of unemployment, poverty, and marginalization that plagues so many in the Roma community. ¶9. In 2007, the European Court of Human Rights ruled that the placement of 18 Romani children in special schools in the Czech Republic constituted discrimination and violated the right to education, setting a precedent that the segregation of Romani children is unacceptable under the European Convention. Somewhat surprisingly, the decision had little resonance here. There has been no such legal action in Slovakia, and despite increased international attention, school authorities and administrators appear disinclined to institute systemic change. While the issue is being nominally addressed, integrating the school system will require dedicated intervention. The programs that are already in place will not be successful until they are adequately expanded and supported. BRATISLAVA 00000380 003.2 OF 003 ¶10. As current President of the Decade of Roma Inclusion, Slovakia has declared that an "integrated school system" is one of the top three priority areas of the year. Marek Lisansky, Director of the Human Rights section of the Government Office, told us that in conjunction with this priority, 10% of the special schools will be audited to monitor discrimination. Since ethnic data cannot be collected, however, the results of the audit are unlikely to show the actual representation of Romani children in special schools. Embassy Bratislava will continue to follow this proposed audit as it is carried out and continue to raise awareness of the importance of multiculturalism and equality of opportunity in education with GOS interlocutors, members of the diplomatic corps, and Slovak society. EDDINS