Norway Discrimination at school: Common challenges in Europe, SEE and Bosnia and Herzegovina Ms. Andrea Žeravčić, Regional Programme Manager, Save the Children Norway, Regional Office for South East Europe Sarajevo, May 18-19, 2010 Discrimination at school: Common challenges in Europe, SEE and Bosnia and Herzegovina Ms. Andrea Žeravčić, Regional Programme Manager, Save the Children Norway, Regional Office for South East Europe Sarajevo, May 18-19, 2010

Norway S o u t h E a s t E u r o p e R e g i o n a l O f f i c e As of 60' of the last century, the political scientists indicate that modern states are not homogenious socieities but culturally different national, ethnic and religious communities and that there are cultural differences that have to be taken into account if we want to achieve a fair and just society ; Culturally diverse societies open up divisions between majority and minority on issues of the right to language, regional autonomy, political representation, school curricula, state symbols and holidays, etc. ; The importance of multiculturalism as a set of public policies that attempt to improve social and economic position of all kinds of minorities in a society. Introduction

Norway S o u t h E a s t E u r o p e R e g i o n a l O f f i c e Every European citizen has the right to education not to be subjected to discrimination based on race, nationality, gender, ethnic or social origin, religion or public status however ; The EU Agency for Fundamental Rights (FRA) first ever EU-wide survey reveals that discrimination, harassment and racially motivated violence are far more widespread than recorded in official statistics.Roma reported the highest levels of discrimination, with one in two respondents saying that they were discriminated against in the last 12 months; Initiatives for anti-discrimination within EU countries particularly target education acknowledging the crucial role of education in securing equality of opportunity for members of all racial, national or ethnic groups within the education system. Status

Norway S o u t h E a s t E u r o p e R e g i o n a l O f f i c e In addition to relevant legislation, guides such as Combating discrimination starts at school (by the British Government’s Commission for Racial Equality) set equality standards to help schools fight racism and discrimination. It sets standards to certain areas like curriculum, teaching and assessment, attendance, discipline and execution, pupils’ personal development, attitudes and environment, staff recruitment, etc ; Despite the growing awareness and initiatives, in a number of EU countries, children do not have access to quality education and are victims of segregation based on disability, ethnic origin, poverty or social marginalization. Status cont-ed

Norway S o u t h E a s t E u r o p e R e g i o n a l O f f i c e Despite the growing awareness and initiatives, in a number of EU countries, children do not have access to quality education and are victims of segregation based on disability, ethnic origin, poverty or social marginalization The most blatant cases of discrimination/segregation in Europe are Roma children, and than children of other minorities, migrants/undocumented children Rulings of the European Court for Human Rights confirm racial segregation in education in the Check Republic, Greece, Croatia, Slovakia, and Hungary while reports by monitoring organs of the Council of Europe have consistently documented the separate and discriminatory education of Roma in many European countries. Situation in Europe

Norway S o u t h E a s t E u r o p e R e g i o n a l O f f i c e In the Czech city of Ostrava, Roma children were 27 times more likely to be placed in "special schools" for the mentally disabled than non-Roma children; The European Court of Human Rights ruled that this pattern of segregation violated non- discrimination protections in the European Convention on Human Rights; Despite a ruling by the European Court of Human Rights in November 2007 that it amounted to unlawful discrimination, discrimination against Roma still continues. ECHR Case D.H. et al v Czech Rep II, 2007 Romani children in special school Ostrava, Czech Republic, 10 February 2009, Amnesty International

Norway S o u t h E a s t E u r o p e R e g i o n a l O f f i c e Greece: Segregation of Roma children in Greek schools (Allegations concerned the refusal of education authorities to enroll their children in the local primary school during the school year and their subsequent placement in an annex to the local primary school, attended only by Roma, located five kilometers from the primary school); Croatia: The ECHR ruled that Croatia's practice of segregating Roma primary school students into Roma-only classes was discrimination (March 2010); In Slovakia, huge numbers of Romani children are inappropriately placed in "special schools" for children with mental disabilities, where they receive a substandard education, and have very limited opportunities for employment or further education. Other related cases

Norway S o u t h E a s t E u r o p e R e g i o n a l O f f i c e Segregation in education is a serious problem and represents a breach of one of the basic human rights. It is harmful to children and generates social exclusion and causes irreversible damage to the mentality of children; The European Parliament adopted in April 2009 a resolution on the topic of the Green Paper in which it stressed “the need to integrate migrants and social categories such as Roma people, in society. A consequence and Policy response at EU level

Norway S o u t h E a s t E u r o p e R e g i o n a l O f f i c e Two out of three Roma do not complete primary school, and two out of five do not attend primary school, compared to 1 out of 20 in majority communities. Roma children spend, on average, less than half the time that children from majority households spend in the educational system. One in four of Roma surveyed are illiterate.; SEE level

Norway S o u t h E a s t E u r o p e R e g i o n a l O f f i c e The principle of non-discrimination is built into the B-H constitutions and legislation, but de-facto discrimination against children based on ethnic/minority origin, disability and social status continues; Of particular concern are the gaps in the systems of service delivery governed by fragmented legislative and policy frameworks, inadequate investment, and inherent regional and sub-regional inequalities; Also depending on the financial means available in different cantons and entities, the costs of transportation are provided in full or partially (requiring co-funding by the parents who often cannot afford this thus causing their children to drop out). Bosnia and Herzegovina

Norway S o u t h E a s t E u r o p e R e g i o n a l O f f i c e Bosnia and Herzegovina The education system too continues to discriminate against children from national minorities and marginalised groups in that schools have no mechanism for identifying discrimination or addressing it through affirmative action. As a result there are significant gaps between the enrolment and attendance rates of particular vulnerable groups and the national averages.

Norway S o u t h E a s t E u r o p e R e g i o n a l O f f i c e Segregation in education still exists. In April 2010, the Conference of the Ministers of Education concluded that it was important for MoE to re-define the term “Two Schools Under One Roof” and to investigate all forms of discrimination and segregation in the education process in their respective areas of responsibilities ‘Students in Bosnia-Herzegovina are not discriminated, but they live discriminated’. ‘Students in Bosnia-Herzegovina are increasingly not onlythe objects of discrimination - and more frequently they are the subjects of discrimination, they have already long since been educated for discrimination’ Bosnia and Herzegovina

Norway S o u t h E a s t E u r o p e R e g i o n a l O f f i c e Increase of access of vulnerable/invisible groups to quality education and prevention of exclusion and drop out; Provision of inclusive and quality primary education for all children, particularly for vulnerable/invisible groups of children through their integration to regular education system (those aged 6 – 15) or provision of classes according to shortened curriculum (providing minimum 30% of regular curriculum) through which those aged are enabled to complete primary education (3 cantons of FB-H and RS, B-H; “I see a brighter future for my brother and myself” A girl 12 years, II Primary School Zavidovici Positive Practices/Systemic solutions

Norway S o u t h E a s t E u r o p e R e g i o n a l O f f i c e Capacity building of teachers and school management Replication of Index for Inclusion Methodology with Education for Social Justice aims at creating inclusive policies, practices and culture in B-H education system; “Upon completion of primary school, I am planning to enrol in a police academy” A boy, 15 years, II Primary School Zavidovici Positive Practices/Recommendation;

Norway S o u t h E a s t E u r o p e R e g i o n a l O f f i c e The implementations of policies aimed at securing that ALL children, especially vulnerable groups of children enrol and complete education Stronger financial incentives to keep children in school, combined with disincentives for tolerating non-attendance, seem critically important in this respect Practical measures in place/mechanisms that will ensure identification of out-of school children, monitoring of school attendance and prevention of drop out. Inclusive model to be integrated into policy, culture and practice of education and social welfare system and replicated at national level, thus ensuring – in a long term – equitable access of ALL children in B-H to inclusive quality education that respect human rights, promotes diversity and interethnic and religious tolerance, critical thinking, and meaningful children participation Needs for: