1. Integration Through Education

3. 1. To Integrate - by Segregating? - National minorities living in Hungary have the right to found and to run educational institutions ● The aims of the schools are: - To transmit minority culture - To preserve the language and the values of the minority - To strengthen self-confidence

4. 2. Size of National Minority Communities in Hungary

5. 3. Roma in Hungary  Linguistico-cultural groups - Romungros (71%) - Beash (6%) - Lovari (23%) o Sedentary way of life o Social status

6. 4. Member of a Minority and a Citizen

7. 5. Roma Minority Education: the Aims  TO PRESERVE THE VALUES AND THE LANGUAGE  TO GUARANTEE QUALITY  SCHOOL ACHIEVEMENT  SELECTION ON THE BASIS OF CAPACITIES  A SOUND SELF-IMAGE  EMPHASIS ON POSITIVE ELEMENTS

8. 6. Roma minority education AIM: TO PRESERVE THE VALUES AND THE LANGUAGE  Transmission of the culture  Multiculturalism, multilinguism – an asset  Positive self-image: - Basis for integration - Emphasis on the positive cultural and linguistic elements

9. 7. Roma minority education AIM: TO GUARANTEE QUALITY To know the impact of cultural, linguistic and social disadvantages on learning

10. 8. Roma minority education AIM: SCHOOL ACHIEVEMENT - To adapt methods, teaching materials and technology - To expect school achievement.

11. 9. Roma minority education AIM: SELECTION ON THE BASIS OF CAPACITIES  Minority education is not equal to language teaching !

12. 10. Roma minority education – aim: A SOUND SELF-IMAGE EMPHASIS ON POSITIVE ELEMENTS

13. 11. ONCE AGAIN: To integrate – by segregating?  How does a minority school contribute to integration?

14. 12. Integration: Capacities and tools  PREPARING STUDENTS - Competences - Socialisation – participation – common code

15. 13. Integration = capability to lead a life within society Positive self-image Knowledge and information Programmes and opportunities

16. 14. GANDHI PUBLIC FOUNDATION SECONDARY BOARDING SCHOOL

17. 15. GANDHI PUBLIC FOUNDATION SECONDARY BOARDING SCHOOL  A short history  Principles and school curriculum  Staff members  Students and parents  Results

18. 16. GANDHI PUBLIC FOUNDATION SECONDARY BOARDING SCHOOL  History - 1992 – a foundation - 1993 – Act on the Minorities - 1994 – first class enrolled - 1999 – opening of the sports hall - 2000 – first students completing secondary education - 2002 – opening of the building of the secondary school

19. 17. GANDHI PUBLIC FOUNDATION SECONDARY BOARDING SCHOOL  Principles - To join forces with the parents - Methodological diversity - School achievement - Attention and care - Respect and tolerance

20. 18. GANDHI PUBLIC FOUNDATION SECONDARY BOARDING SCHOOL  Staff members - Co-operation - Continuous self-training - Achievement - Exactitude

21. 19. GANDHI PUBLIC FOUNDATION SECONDARY BOARDING SCHOOL  Students and parents - Enrolment - Contact keeping - The Day of Parents

22. 20. GANDHI PUBLIC FOUNDATION SECONDARY BOARDING SCHOOL  Curriculum - Length of the education - Special subjects - Students’ hostel and afternoon programmes - Projects and festivities

23. 21. GANDHI PUBLIC FOUNDATION SECONDARY BOARDING SCHOOL  Results -136 students with a successful secondary school leaving exam -94 university students -34 students in specialised vocational training

24. 22. What is the role of the language in education?  Strength – positive self-image – preservation of values  Equal ranks – equal rights  Belonging to a community – building a community  Language: travelling and seeing the world, a tool  The Bologna process: an advantage – bilingual minority students + English  International Roma contacts – representation

25. 23. How is language teaching implemented? THE SITUATION OF ROMA LANGUAGES IN HUNGARY: - Standardisation - Teaching the language - Secondary school leaving examination - Language proficiency exams - Schoolbooks - Teachers’ training

26. 24. Why do people learn Roma languages in today’s Hungary? A DEMAND OF THE ROMA: - Native language – language proficiency exam - Bilingualism – in the Bologna process: with English added - At European and international level: representation – common language

27. 25. Why do people learn Roma languages in today’s Hungary? A DEMAND OF THE MEMBERS OF THE MAJORITY SOCIETY: Language proficiency exam Langauge teaching as an element of further training courses: - for teachers - for police-officers - in the social and health sector

28. THANK YOU VERY MUCH FOR YOUR ATTENTION! Csovcsics Erika:csovcsics@gandhi-gimn.sulinet.hu www.gandhi-gimn.sulinet.hu