SussexCHEER HEIM16 Introduction to HEIM Professor Louise Morley Director Centre for Higher Education and Equity Research CHEER University of Sussex UK Ms Tanja Jovanovic PhD Scholar CHEER ID: 600935
Download Presentation The PPT/PDF document "Including Roma Communities in European H..." is the property of its rightful owner. Permission is granted to download and print the materials on this web site for personal, non-commercial use only, and to display it on your personal computer provided you do not modify the materials and that you retain all copyright notices contained in the materials. By downloading content from our website, you accept the terms of this agreement.
Slide1
Including Roma Communities in European Higher Education: Celebrating Successes and Identifying Challenges
@SussexCHEER
#HEIM16Slide2
Introduction to HEIM
Professor Louise Morley
Director, Centre for Higher Education and Equity Research (CHEER), University of Sussex, UK
Ms Tanja Jovanovic PhD Scholar, CHEERSlide3
Why the HEIM Project?
A
ccording
to available data around 1% of Roma access higher education in CEE, 3% in the UK and 2% in Spain.
Higher Education Participation rates for whole population = 22% in Spain; 44% in Sweden; 43% in UK; Globally = 32%.
Disaggregated data on the Roma and Education unevenly collected across Europe
.
Roma in policy and research = in relation to compulsory education.
Placement of Roma children in ‘special education’ is common practice in many European countries - along with other forms of hidden segregation.
National strategies for widening participation in higher education often exclude specific consideration of Roma communities.
Desire/ Aspiration
for
Higher Education in Roma communities.
Lack of research on the Roma in higher education.
Diversity of Roma communities
across Europe/ Strategic Interventions.Slide4
What Value is HEIM Adding?
Policy Learning/ Knowledge Exchange across diverse constituencies:
Academic/ NGOs/ Policymakers
Central & Eastern Europe/ Western/Northern Europe Experienced and Early Stage ResearchersCo-
ordinating
/ Creating Knowledge on Roma in Higher
Education.Slide5
What HEIM is Doing?
Examining Roma
access to higher
education in Spain, Sweden and the UK.Evaluating European and National Policy Frameworks/ Solutions that regulate the access of Roma young people to education.Training professionals working with Roma communities in
research
methodologies for equity, diversity and social inclusion.
Interviewing Roma academics and doctoral students about their experiences of higher education.
Developing a Social Media Network to support
Roma researchers
and students
in higher education.
Providing a Training Module on Internationalisation.
Publishing, Disseminating, Networking and Promoting Impact from the findings.
Capacity-building.
Identifying/ Sharing Good Practices in Europe.Slide6
Higher Education Internationalisation and Mobility - Inclusions, Equalities and Innovations (HEIM)
University of Sussex, UK
University of Seville, Spain
Umeå University, Sweden
Roma Education Fund, Budapest Hungary Slide7
Good Practices
Policy
EU Framework for National Roma Integration Strategies
(to 2020) (education, employment, healthcare and housing).
Roma Decade of Inclusion (
2005-
2015).
Affirmative Action
policies support Roma students to access higher education (access, bursaries, mentoring
)
Central European University’s Access
Programmes
Roma Education Fund’s Scholarships
Roma International Scholarship Scheme (RISP
)
Transparent and accessible information/ support for higher education opportunities RomaversitasPromotes and encourages Roma access to higher education/ strengthens social relationships between Roma and non-Roma students in order to remove prejudices and stereotypes within society. Slide8
Spain
Designing
Plans for Roma Inclusion
Plan for Roma Development (1989)Participation in the DecadeStrategies and measures for national, regional and local administrations.
Consultation
State
Council of the
Roma
involvement in
design, implementation and
evaluation of inclusion programmes.Slide9
Sweden
Curriculum
National
Agency for Education commissioned Higher Education Courses for 'Roma mediators’/ teachers of Romani Chib in primary and secondary schools.Materials
G
overnment committed
to funding the production of school material in varieties of Romani
Chib
.Slide10
UK
The Equality Act (2010)
Romany Gypsies and Irish Travellers
recognised ethnic groups with legal protections from discrimination. NGOs/ Advocacy Groups e.g.
Friends
, Families and
Travellers
Gypsy Council
UK Roma Support Group
Advisory
Council for the Education of Romany and O
ther Travellers
Policy Activity
Cross Ministerial Working Group
on Gypsy
and Traveller Inequalities (CMWG).Slide11
The Future?
Disaggregated
Statistics
AnalysisSupport Programmes Inclusion of Roma communities in Higher E
ducation Policies and Practices.Slide12
Including Roma Communities in European Higher Education: Celebrating Successes and Identifying Challenges
@
SussexCHEER
#HEIM16Slide13
Work Package 4:
Supporting
Roma Students in Higher Education in Spain, Sweden and the
UKSlide14Slide15
Participants
Spain
- M. Teresa Padilla-Carmona & Alejandro Soria-VilchezSweden -
Nafsika
Alexiadou & Anders
Norberg
UK
-
Tamsin
Hinton
-Smith & Emily
DanversSlide16
Activities and Focus
Secondment
in Budapest: Spring/
Autumn 2015Conference presentationsAdditional
work
on national
cases
(continued
beyond
the
secondment
period)Slide17
Focus
National
education
and HE situation for Roma children and young peopleSpain, Sweden, UK
NGOs
work
on Roma
education
access
– focus &
sources
:
Roma
Education
Fund
International focus and the European Union Slide18
National Cases
To
discuss
relevant policy frameworks for the inclusion of minority groups in
education
/
HE
To
identify
the
nature
of
education
issues facing Roma pupils/students in each countryparticular problems that impede successful education participation for Roma youthinitiatives that can serve as the basis for policy learning and knowledge transfer
To
present and disseminate
positive and
successful
trajectories
of
Roma
students.Slide19
NGOs & Roma Education
To
examine
the role of NGOs that focus on Roma education
To
learn
about
Roma education
NGO operations,
initiatives
, research and policy actions
To
understand
the
interactions
between NGOs, national and EU policy structrures To identify areas of NGO work offer possibilities for policy learning in our national contexts. Slide20
The EU & Europeanisation of
Roma
Education Policy
The policy framework within the EU that applies to Roma education opportunities, and the mechanisms the EU employs to effect change
Identifying the major barriers associated with lack of progress in closing the gap between Roma and non-Roma
Policy learning and the capacity to effect change in Roma education and
inclusion.Slide21
Activities & Research – Budapest, 2015
Documentary
reviews (National documentation, European Union and REF
documents
)
Interviews
with policy officers, NGO
actors
, University
participants
(in, REF, ERRC, CEU, Roma
Decade
Secretariat
) & with students (CEU)Reviews of academic literature on 3 areas: National education and HE policiesEquality & Inclusion definitions Roma-specific research policy
issuesSlide22
Outcomes(a)
Reports
(b)
Conference & Seminar Presenations(c) Publications Slide23
Key Findings (i)
Lack
of
statistical data on Roma children /young people identified as a major problem
that
impedes
policy action
All participating
countries
have
extensive legal and policy
frameworks
against discrimination. In all countries there are problems of putting these into practiceProblems of definitions of ’equality’, ’inclusion’, ’integration’ in education and HE (national, and EU)Problems of representation of Roma
political
voices
.Slide24
Key Findings (ii)
Residential segregation and hence socio-economic and ethnicity-based
segregation
lead to segregated schools.Free
parental
school
choice and marketisation /privatization practices
:
exacerbate
problems for Roma and
other
vulnerable
group.sAffirmative action policies for Roma access to HE: Spain, Sweden, the UK policy learning opportunities from countries in Central and Eastern Europe.Slide25
Country Specific Issues:
Spain
Second largest Roma population in Europe (between 1.6% and 1.9%)
Pervasive, negative, extended prejudices against Roma
While in early (87%) and elementary Education (96.7%), the percentage of Roma is similar to non-Roma, early dropout (at compulsory
s
econdary
e
ducation) is extremely high (64% compared to 13% of non-Roma)
Recent research estimates that
2.2% of
young
Roma (22% in
the
general
population
) graduate from university.Slide26
Country Specific Issues:
Spain
International recognition of the so-called
Spanish Model for Roma inclusion
The
National Roma Integration Strategy for 2012-2020
(Ministry of Health, Social Services and Equality, 2011) does not address HE.
‘Austerity’ policies leading to reduced governmental investment in education since 2010
(
Laparra
, Fernández, Hernández, Salinas &
Cedrón
, 2013).Slide27
Country Specific Key Findings
:
Spain
Case study of succesfull trajectories of Roma students and graduates show:The importance of being
raised
in a non-segregated context/family.
The importance of having precedents in the family (
follow the line).
Risk
of
’
apayamiento
’ or agenciality in their identity construction?
Mainstreaming schooling as a key factor
Ethnic invisibility
as a coping mechanismSlide28
Country Specific Issues: Sweden
A small but very diverse Roma population:
High absenteeism and alienation in school / high drop outs from compulsory and non-compulsory education (no official statistics)
23% of the whole student population left compulsory school without complete grades in 2015 – estimates for Roma: poor.
43% of the total Swedish population graduating from upper secondary school start tertiary education & 60% within 10 years
(2015)
National
Strategy for Roma Inclusion: 2012-2032
-
The
Swedish Strategy
submitted
in response to
EU Framework on Roma Inclusion, as the Swedish
National Roma Integration Strategy (NRIS) Interview with: Erik Ullenhag, Minister for Integration (2010-14) & Roma civil society
organisations
/representatives
Case study of one Pilot MunicipalitySlide29
Country Specific Key Findings
:
Sweden
Roma issues
explicitly
addressed
but
mainstreamed
into
the
work
of municipalitiesAnti-discrimination (universal human rights) v
group
differentiated
minority
rights
?
Higher Education
not particularly
addressed in the Strategy
Educating
mediators
:
Commissioned
HE
courses
by the National Agency in
Education
–
(
Södertörn University
)
Educating teachers
in Romani
C
hib
as a first language / funding of the production of school material in varieties of Romani
C
hib
Diversity of Romani
dialects - difficulties
or
implementation
Problems around Roma civil society representation & consultationSlide30
Country Specific Findings: UK
‘Gypsy
’
recognised as offensive terminology by many, the categories ‘Gypsies and Travellers’ and ‘Irish Travellers’ are used in the UK census and national policy.
Gypsies, Travellers and Roma in the UK are a highly deprived group experiencing multiple disadvantage and discrimination, particularly relating to education, health and
employment.
Marginalisation
and discrimination lead to poor
achievement.
Pupils
experience ‘racist, prejudiced and discriminatory attitudes both in their local communities and in school
’
(
Deuchar
and Bhopal, 2012:747).3-4% of UK Gypsy, Roma and Travellers access HE compared to 43% of the population as a whole.Lack of policy/ interventions to support disadvantaged groups from outside the UK in higher education e.g. refugee and migrant populations as well as Gypsies, Travellers and Roma.Slide31
Country Specific Key Findings:
UK
Wider educational and social disadvantage, lack of adequate data, and lack of political will are key barriers to HE
participation. Good quality, de-segregated schooling; information
about
HE opportunities
, financial support and
scholarships; and Roma
role models (including teachers) are central to supporting educational progression including HE.
The UK urgently needs national direction and impetus to support retention and success of Roma, Travellers and Gypsies in higher education.Slide32
Issues for
D
iscussion
Across C
ases
Are
Roma
young
peoples
’
rights
in
education
better
dealt with:through inclusion in common schools/HE, or, through more direct actions to protect culture, language customs? Given the diversity
of
the
groups
, ’
whose
’
culture
and
which
customs
? (
Rövid
,
2011)
How
can
representation
of
Roma be
improved
in
education
policies
and
practices
? Slide33Slide34
Issues for Discussion
Across
Cases (cont)
Does research and intervention need a focus on the ’
bright
side
’? Disseminate the positive successful models or persist treating Roma as a (
self
)
segregating
group
?
Would this impact on the non-Roma community view of Roma? Changing stereotypes against Roma is part of the things- to- do list?Slide35
@SussexCHEER
#HEIM16
Including Roma Communities in European Higher Education: Celebrating Successes and Identifying ChallengesSlide36
Work Package 5:
Researching
Marginalised Minorities in Higher Education Institutions: Policies and
PracticeSeptember-December 2015
Space for names
, logos, TwitterSlide37
Objectives
To develop
Roma
Education Fund (REF) expertise on barriers and enablers for marginalised minorities in European higher education, through visiting and exchanging knowledge with the Universities of Seville (Spain),
Umeå
(Sweden) and
Sussex (UK)
To apply REF’s specialist knowledge to specific country
contexts.Slide38
Activities (Research):
Conducting empirical research of institutional policy, practices and experience of the inclusion of marginalised minorities in HE participation through interviews and documentary analysis.
Identification of future initiatives to support widening participation of Roma students in European higher education.Slide39
Deliverables:
3
country-specific (Sweden, Spain, UK) research-informed briefing papers led by REF on issues for Roma people in accessing HE opportunities in European countrieshttp
://www.sussex.ac.uk/education/cheer/researchprojects/rise/outputsSlide40
Reports used interviews and documentary analysis to research and review the differing national and cultural landscapes experienced by Roma living in the 3 distinct European country contexts, including:
Historical developments
Legal frameworks
Social conditions and opportunitiesEconomic circumstancesSlide41
Secondments
3 teams from REF (each one Established Researcher
and 1
Early Stage Researcher) seconded to 3 academic partners for 1 month each.Seville: Dr Stela Garaz, REF Scholarship Programme and Studies Officer
(ER
),
and Ilona
Notar
(ESR)
Sussex: Dr Stela
Garaz
(ER), and Gabriela
Petre
(ESR)
Umea:
Merziha
Idrizi, REF Scholarship Programme and Studies Officer (ER), and Ljubica Tomic (ESR)Slide42
Sweden: Learning from the Secondment
‘
During our month stay in
Umeå University we reviewed policy documents around Higher Education access in Sweden, academic analyses, as well as institutional policies and practices that regulate entry and academic success in Universities. We also had the opportunity to conduct interviews with relevant people who work on issues around education policies, youth transitions research, and, policies for minorities, particularly about the Roma minority in Sweden.’
Ljubica
Tomic
,
ESRSlide43
Sweden: Summary of Key Findings
Enablers
Free education (for Swedish citizens only)
A comprehensive upper secondary education available to all who have completed compulsory school, and providing a strong foundation for vocational activities, further study, personal development and active social participation
A
very
good,
established Pre-Higher Education
system supports HE participation
Availability of Student Loans
The
National Roma Integration Strategy of Sweden
Government commitment to widening
participation in HE of disadvantaged groupsSlide44
Sweden: Summary of Key Findings
Challenges:
O
pportunities well-established in theory (including the Pre-HE system) do not function as effectively in practice
Interviews and documentary
analysis
convey discrimination
and
fear from students of
utilising
their
right
in compulsory
education
to assistance from a teacher in
their
mother-tongue languageLow self-esteem, as a result of being perceived as the ‘other’, and discrimination, majority not being aware of culture of the Roma minorityRoma not being well informed on available opportunities Enrollment in lower quality compulsory secondary schools and upper
secondary
education – particularly among
the students whose parents educational background is poor. Slide45
ESR Experiences from Ljubica
Surprise at the level of discrimination experienced by Roma in the 21
st
century in as economically a developed country as Sweden The need for the Swedish Government to work to ensure opportunities for Roma in Sweden in line with the contemporary experience of others there – to address the discrimination Roma feel they experience in their daily livesSlide46
Sweden Team Recommendations
To
explore
opportunities for establishing: mentorship-based support, quotas in
universities, scholarships, softening of criteria
for student loan
repayment.
Community outreach
utilising
and
scaling-up already-established ‘bridge builder’
pilot project
outcomes, establishing links
between the Roma and the Swedish
majority.Slide47
Spain: Learning from the Secondment
‘
The
one month I have spent in Spain was enough to understand the possibilities Roma have to access higher education. I consider it important to present at the beginning of my paper who are the target group of our research… we need to keep in mind that the Roma are an ethnic group with specific traditions, set
of
values
, language and mentality
.’
(
Ilona
Notar
, ESR)Slide48
Spain: Summary of Key Findings
Enablers
Provision
of alternative access routes to HE e.g. work experience and special exams for those without a secondary education
could
be beneficially replicated in
Eastern
European
countries.
Availability of part-time and distance learning, and no restrictions on employment while studying, also support participation by socio-economically disadvantaged
groups.Slide49
Spain: Summary of Key Findings
Challenges
Spanish
HE has no affirmative action practices targeting Roma or any other ethnic group. A Quota system is in place only for mature students and those with disabilities
Despite rising HE participation overall, participation remains low for disadvantaged groups, including those from migrant, working-class, and low parental education backgrounds
Roma
are the most underrepresented group in HE (2% of
Roma
compared
to 32% of the total
population)
The
cost of university in the context of economic recession is a major participation barrier in
Spain
Poverty
, unemployment, low pay, low secondary education, and lack of information all contribute to low Roma HE participation. Slide50
ESR Experiences from Ilona
‘I
tried to find out more about the Flamenco culture, not as a tourist, but using the "snow ball method" to get to those authentic places which are basically family-supported traditional Roma music and dancing places. This visit was extremely useful for me to understand the role of the family in the life of Roma people, the importance of music and its very deep roots. It also highlighted that apparently contradictory fact, that in spite of all the prejudices existing in Spain,
the Flamenco, the traditional dance of the Roma ethnic group, has become an integral part of Spanish history and present
.
During the four weeks of research work every weekend I visited those towns where I knew that Roma ghettoes and segregated places can be found. Thus I gained empirical knowledge in Malaga and
Cadiz, where
I spent one or two days in the street with Roma musicians and later I joined them to their homes where I had the chance to experience the fact that the same city incorporated two different worlds in
two streets
located near each other. In one street comfort, cleanliness and wealth could be found, while in the other crumbling walls and poverty with all the discomfort possible. I am going to talk about
these experiences
later showing pictures as well. In Cordoba I met women telling fortune and selling things, which was very useful because I had the opportunity to ask them about their chances of further
studying and
their children’s possibilities at school. English language was spoken well only by those who worked in the milieu of the university, which is why I met difficulties in communicating with "average"
Roma people
. I needed all my knowledge as a researcher
.’(Ilona Notar)Slide51
Spain Team Recommendations
‘Marginalized groups including Roma in Spain face institutional barriers in accessing higher education. If the system does not decrease the costs of university studies for the entire population, or does not provide financial assistance to all socio-economically disadvantaged enrolled students, or does not institute a quota system specific for Roma that would also be coupled with an effective outreach campaign and financial support during the studies, Roma will continue being underrepresented in higher education in future as well.’
Learning of lessons form intervention programmes in Eastern and Central Europe (
Central European University Roma Access Program and Roma Language
Program;
Romaversitas
;
Jezsuita
Szakkollégium
;
Roma
Education Fund Roma Scholarship
Program
These
programmes
don’t exist in Spain, but would be beneficial through tutor-student and student-student relationships, professional development and community power.Slide52
UK: Summary of Key Findings
Enablers
A history of Government Widening Participation initiatives
Existence of alternative pathways into higher education for entrants without traditional qualificationsAvailability of loans to support university participation. Slide53
UK: Summary of Key Findings
Challenges
Access to HE
has increased, but with it the importance of what kind of degree you get, and where you get it from, has increased as well, which raises
new barriers for social mobility beyond
access
to higher education.
S
ignificance of published
rankings of UK universities every year, all of them including graduate
employability.
Graduates from the 20
leading “
Russell Group
” universities are most likely to be favored by employers. Slide54
ESR Experiences from Gabriela
Insights from interviews with Roma students in the
UK:
‘Traditions in my local community are not different from those in the other parts of the world: the woman is expected to take care of
children, to be
a good
housewife and to support her
husband’s
development. Those women who study, or who try to build a career receive attitudes starting from complete admiration (more coming by other youngsters), to the opposite: full isolation from the community and acceptance as
‘
gadzi
’
(non-Roma).’Slide55Slide56
UK Team Recommendations
Affirmative measures (special
places for members of marginalized minorities at UK
Universities)
Preparation
Programmes
to support graduate progression to Masters level study
P
olicies in schools on
prevention of
bullying
I
ncrease
the number of Roma cultural and history activities in
schools.Slide57
Drawing Together Key Messages
Individualised insights from each secondment team
A
lso underpinning/ transnational issuesNeed for knowledge exchange of good practice
Interrelations of opportunities and initiatives at educational stages
W
ider nexus of educational opportunities amongst poverty, jobs, housing, and marginalisation/exclusion from community and society.Slide58
Including Roma Communities in European Higher Education: Celebrating Successes and Identifying Challenges
@
SussexCHEER
#HEIM16Slide59
Research Methodologies Training for Equality and Diversity
Collaboration between Roma Education Fund and University of Sussex
Drawing together:
Experienced researchers
Early stage researchers
Research and innovation staff.Slide60
Research Methodologies Training for Equality and Diversity
Objectives
To share expertise in research methodologies between Sussex and the Roma Education Fund.
To build capacity within the Roma Education Fund to undertake innovative studies in their communities.To develop online resources for researching Equality and Diversity that can be used by the Roma and wider research communities.Slide61
The Partners: Roma Education Fund
I
nternational
foundation based in BudapestImplements policies and projects aimed at facilitating the access to quality education for ethnic Roma in 16 countries of Central, Eastern, and South-Eastern Europe R
esearch
and policy development unit,
but it is
not a research
organizationCollaboration builds capacity and competency to engage with and translate research into interventions and policies.Slide62
The Partners: Roma Education Fund
Areas/activities we are looking to strengthen:
Roma Education Fund
baseline studies to analyze the context in a given country or locality at the very beginning of a projectProject proposals through greater understanding and referencing of researchImprove project reports, which usually require policy analysis and
data
analysis
using
statistical
techniquesImmediate and longer-term evaluations of Roma Education Fund Initiatives
All
require
familiarity with social research methodology and research
techniques.Slide63
The Partners: University of Sussex
University of Sussex
ranked in Top
20 in all three major UK higher education league tables and 65th in Europe (THE World Rankings, 2016).Strength in social sciences and the training of social science researchers; hosting one of the UK’s Economic and Social Research Council Doctoral Training
Centres
.Slide64
Training Programme in Research Methodologies
Key dates
:
The Training Programme for colleagues from the Roma Education Fund ran from 22nd June 2015 to 17th July 2015, with a follow-up event on the 1st to 4th November 2015. Secondments
:
10 Early Stage Researchers (ESRs) from the Roma Education Fund attending Sussex for intensive training for research
methodologies
Secondees
:
Mihaela
Velicu
; Gabriela
Petre
;
Dănuț Dumitru; Máté Dezső; Szilvia Pallaghy; Radoslav Kuzmanov; Marsela Taho; Ljubica Tomic; Dragana Radoman; Albena VelchevaStage: CompleteSlide65
Welcome to Sussex!Slide66
Training Programme in Research Methodologies Secondees
Eastern European: Albania (1), Bulgaria (2), Hungary (2), Macedonia (1), Montenegro (1), Romania (3)
Ethnicity: 70% Roma
Gender: 70% Female and 30% Male Role: 4 Early-stage researchers and 6 Research and Innovation StaffSlide67
Training Programme in Research Methodologies
Seminar 1
: A
ddressing female students' fear of sexual assault at a South African university residence Seminar 2: Social Inclusion in Education and Social Care (day course)
Seminar 3:
The Ethics of Researching Roma
Seminar 4:
Diversity at home: Irish women
travellers
and residents in the South of England. Travelling women's voices as a bridge between communities
Seminar 5:
Inclusive education and ethnic identity: Educational policies for Roma in Central and Eastern
Europe.
Seminar 6:
Work in progress:
Educational
Systems and Romani Identity: A comparative study of legal strategies for exclusion and inclusion educational systems in Macedonia.Generational changes of the Roma graduates, in the impact of social resilience.Migration Dynamics and New Trends in European (In)Security.Seminar 7: Employability, opportunity and the prospects for social mobility.Slide68
Training Programme in Research Methodologies Slide69
Training Programme in Research Methodologies
Workshop 1:
Quantitative Research Literacy
Workshop 2: Practical Tips to Improve your Academic WritingWorkshop 3: Qualitative Research Workshop 4:
Getting the Better of TechnologySlide70
Training Programme in Research Methodologies
Networking event:
Celebrations and Challenges: The Roma Community in the UK
Speakers:
Dr
Annabel
Tremlett
- Annabel's
research interests include investigating the differences between public and self representations of minority or
marginalised
groups, with a focus on ethnicity/'race'. She is particularly interested in how to challenge misleading images through ethnographic research and photo elicitation, and has worked extensively with Roma people in
Hungary.
Dr
Aidan
McGarry - Aidan's research focuses on the political participation and representation of Roma across Europe. He is the author of 'Who Speaks for Roma?' (Continuum 2010) and is currently writing a book entitled 'Romaphobia' (Zed 2016) which looks at the causes of anti-Roma prejudice.Lucie Fremlova - Lucie's research is on the lived experiences of Romani LGBTIQ people. She has worked with/for Romani communities in mainland Europe and the UK for the past 17 years, particularly in the fields of desegregated/inclusive education and the movement of Roma to the UK.Slide71
Training Programme in Research Methodologies Slide72
Roma Social Inclusion and Higher Education: Lessons Learned and Future Priorities
Andrzej
Mirga
, Chair, Roma Education Fund Slide73
Lunch break: We will return shortly
@
SussexCHEER
#HEIM16Slide74
Roma Epistemology and Contribution to their own Representations
Ciprian
Necula, State Secretary, Ministry of European FundsSlide75
Action and Impact Groups
@SussexCHEER
#HEIM16Slide76
Action and Impact Groups
Introductions
(10 minutes)
What key message will you take away with you in relation to the findings /presentations today? (10 minutes)Which ideas/ interventions can be transferred to your organisation/location? (10 minutes)
Which
stakeholders from your network should be informed about the findings? What action would you like them to take? (10 minutes)
What
will you do differently as a result of this seminar? (10 minutes)
Were
there any issues that were not raised that you would like the research team to consider? Any advice to the research team? (10 minutes)Slide77
Closing Discussion: Moving Forward
Andrzej
Mirga
and Tanja JovanovicSlide78
Closing Discussion: Moving Forward
Summary of key messages
What are the main actions to take forward? Who will take them forward? When? Where?Slide79
THANK YOU!
@SussexCHEER
#HEIM16