EUROOPAN YHTEISÖJEN KOMISSIO 
Bryssel, 22.10.1996 
KOM(96) 495 lopull. 
Romaanien ja liikkuvan väestön lasten koulutus 
Raportti 22. päivänä toukokuuta 1989 annetussa neuvoston ja opetusministerien 
päätöslauselmassa (89/C 153/02) esitettyjen toimenpiteiden toteuttamisesta 
(komission esittämä) 

TIEDOTE 
Aihe: "Romaanien ja liikkuvan väestön lasten koulutus": raportti 22. 
päivänä toukokuuta 1989 annetussa neuvoston ja 
opetusministerien päätöslauselmassa (89/C 153/02) esitettyjen 
toimenpiteiden toteuttamisesta. 
Romaanien vaikean yhteiskunnallisen tilanteen merkityksestä yhteisössä 24. 
päivänä toukokuuta 1984 annetun Euroopan parlamentin päätöslauselman 
(EYVL 172/153, 02.07.1984) mukaisesti ja komission raportin perusteella (J. 
P. Liégeois: "Romaanien ja liikkuvan väestön lasten koulutus"; 
yhdistelmäraportti, 1986) neuvosto ja neuvostossa kokoontuneet 
opetusministerit antoivat 22. päivänä toukokuuta 1989 kyseistä asiaa 
koskevan päätöslauselman (89/C 153/02). Parlamentin vuonna 1991 
käyttöön ottama budjettikohta B3-1003 on mahdollistanut romaaniyhteisöjen 
ja liikkuvan väestön muodostamien yhteisöjen lasten koulutusta koskevien 
toimien täytäntöönpanon. 
Euroopan unionin 15 maassa arvioidaan olevan kaksi miljoonaa erilaisiin 
romaaniyhteisöihin kuuluvaa ihmistä (D: 130 000; B: 15 000; DK: 2 000; E: 
800 000; F: 340 000; EL: 200 000; IRL: 28 000; I: 110 000; L: 0.150; NL: 40 
000; P: 50 000; UK: 120 000; OE: 25 000; SU: 9 000; SW: 20 000); nykyisin 
Euroopassa asuu 7-8 miljoonaa romaania ja liikkuvaan väestöön kuuluvaa 
ihmistä pääosin kuudessa SOKRATES-ohjelmaan osallistuvassa KIE-maassa 
(Bulgaria: 800 000; Teekin tasavalta: 300 000; Slovakia: 520 000; Unkari: 600 
000; Puola: 50 000; Romania: 2 500 000). 
Aikuisten lukutaidottomuusaste on usein yli 50 prosenttia ja joissakin 
tapauksissa yli 80 prosenttia; yli 700 000 romaanien lasta, jotka ovat 
Euroopan unionin kansalaisia, saa niukasti alemman tasoista koulutusta. 
Tämän väestönosan perinteiset yhteiskunnalliset ja taloudelliset toimintatavat 
muuttuvat nykyisen taloudellisen kehityksen seurauksena. Lisääntyvä 
lukutaidottomuus muodostuu yhä suuremmaksi esteeksi, jonka vuoksi 
romaanien epäitsenäisyys ja syrjäytyneisyys lisääntyvät. Koska luku-, 
kirjoitus- ja laskutaidon vähimmäistaso on kaiken vhtoiskunnallispn \n 
taloudellisen toiminnan edellytys, romaanien asianmukainen koulutustaso on 
ehdottoman tärkeä romaanien lisääntyvän syrjinnän ehkäisemiseksi, heidän 
itsenäisyytensä lisäämiseksi ja perinteisen elämäntapansa jatkamiseksi, 
samalla kun edistetään heidän sopeutumistaan nyky-yhteiskuntaan. 
Euroopan parlamentin vuonna 1991 käyttöön ottamalla budjettikohdalla B3-
1003 (kulttuurien välinen koulutus) pyritään tukemaan romaanien ja liikkuvan 
väestön lasten koulutusta. Komissio järjesti aluksi mielipiteiden, kokemusten 
sekä opetus- ja oppimiskokemusten vaihdon kokousten, seminaarien ja 
konferenssien avulla tietoisuuden lisäämiseksi näiden ongelmien laajuudesta. 
Tämän alkuvaiheen seurauksena yhteisö tuki uutta luovien hankkeiden 
kehittämistä viidessä teemaverkostossa (keskiasteen koulutus, siirtyminen 
koulusta työelämään, etäopetus, oppi- ja opetusmateriaalit, avustajien 
koulutus). Se edisti osaltaan myös dokumentointi- ja tietojärjestelmän 
luomista. Komissio vastasi tulosten ja hyvien toimintatapojen yhteen 
sovittamisesta, erityistoimien täytäntöönpanosta, verkostoitumisen 
seuraamisesta sekä hankkeiden arvioimisesta ja levittämisestä. 
Eurooppalaisen yhteistyön edistäminen sekä sellaisten kansainvälisten 
hankkeiden tukeminen, joilla pyritään vastaamaan romaanien ja liikkuvan 
väestön lasten erityistarpeisiin, toteutetaan SOKRATES-ohjelman vuoden 
1995 maaliskuun 14. päivänä hyväksymän erityistoimen puitteissa (II luku -
Koulutus - Comenius-toimi 2 - Siirtolaisten, kiertävien ammatinharjoittajien ja 
romaanien lasten koulutus / Kulttuurien välinen koulutus). 
Tämän vaiheen, jota voidaan pitää pilottivaiheena, ensimmäisissä tuloksissa 
korostuvat saavutetut yhteistyön ja dynamismin tasot. Tämän tiedotteen 
liitteenä on vuosien 1991-94 toimintaraportin luonnos; raportissa annetaan 
yleiskuva kaikista jäsenvaltioissa ja yhteisössä täytäntöönpannuista toimista 
ja arvioidaan hankkeen vaikutuksia opetusjärjestelmään. 
Neuvoston ja opetusministerien 22. päivänä toukokuuta 1989 antamassa 
päätöslauselmassa vaaditaan, että komission on annettava 
päätöslauselmassa esitettyjen toimenpiteiden toteuttamista koskeva raportti 
ennen 31.12.1993. Jäsenvaltioiden kansallisten raporttien myöhästyminen 
vuonna 1993, päätös vuoden 1994 sisällyttämisestä lopulliseen raporttiin 
(näin saatiin yleiskuva erityisestä kohdeyleisöstä ennen SOKRATES-
ohjelman hyväksymistä) ja tekniset vaikeudet, jotka aiheutuivat laajan 
asiakirjan kääntämisestä yhdeksälle kielelle, siirsivät raportin valmistumisen 
vuoden 1996 heinäkuuhun asti. 
Komissio aikoo esittää tämän raportin neuvostolle, Euroopan parlamentille, 
talous- ja sosiaalikomitealle, alueiden komitealle ja koulutusasioita 
käsittelevälle komitealle Irlannin puheenjohtajakautena. Se suunnittelee myös 
julkaistavan asiakirjan laajaa levittämistä. Komissio aikoo myös järjestää 
perusteellisen keskustelun ja mielipiteiden vaihdon sellaisen uuden 
toimintavaiheen luomiseksi, jolla taataan strategisten tavoitteiden 
toteutuminen parhaalla mahdollisella tavalla. Pilottihankkeista saatujen 
kokemusten perusteella on nyt tarpeen luoda yhteisiä hankkeita, jotka liittyvät 
tiivisti yhteisön ja eri maiden tärkeinä pitämiin asioihin. Komissio ehdottaa 
sellaisten suositusten laatimista ja esittämistä jäsenvaltioille, joissa 
jäsenvaltioita kehotetaan toteuttamaan suunnitellut toimenpiteet. 
Yhteistyötä on edistettävä ja uutta luovia hankkeita on edelleen tuettava 
romaaneihin aina kohdistuvien rasististen asenteiden ja rasistisen 
käyttäytymisen nyt jälleen ilmaantuessa. Saatujen kokemusten sekä aiempina 
vuosina laadittujen ja vahvistuneiden yhteistyöverkostojen perusteella 
Euroopan komissio aikoo edistää yhteistyötä Euroopan talousyhteisön 
sellaisten jäsenvaltioiden kanssa, joissa romaanien ja liikkuvan väestön 
määrä on suuri (4 770 000) ja joissa tilanne näyttää huolestuttavalta. 
Liitteenä oleva raportti julkaistaan komission virallisena raporttina. 
Liite: 
Raportti: "Romaanien ja liikkuvan väestön lasten koulutus": raportti 22. 
päivänä toukokuuta 1989 annetussa neuvoston ja 
opetusministerien päätöslauselmassa esitettyjen toimenpiteiden 
toteuttamisesta (päätöslauselma 89/C 153/02, Euroopan 
komission puolesta laatinut lehtori Jean-Pierre Liégeois, 
Université René Descartes - Paris V, romaanitutkimuskeskuksen 
johtaja, kesäkuu 1994). 
- KW ~ 
School Provision for Gypsy 
and Traveller Children 
Report on the implementation of measures envisaged in the Resolution of the 
Council and of the Ministers of Education meeting with the Council, 
22nd May 1989 (89/C 153/02) 
- \H~ 
Table of Contents 
Introduction 
Report objectives 3 
Report layout 4 
Developing Community action 
Genesis of a Resolution 5 
Context 6 
The foundations of Community action 9 
The Community's lines of action 
The logic behind the proposals 15 
Working axes 16 
Impiementation in the Member States 
Data collection 20 
National situations 21 
Reception structures 26 
Teaching methods and teaching materials 31 
Teacher recruitment and training 36 
Information and research 38 
Consultation, coordination, participation 41 
Other actions 43 
Outcomes and directions of work 44 
Impiementation at Community level 
Organising exchanges of views and experience 
Meetings, seminars, colloquia 51 
Promoting exchange of experiences and pedagogical materials 53 
Developing innovative projects 
A set of pilot projects 54 
The Working Groups 56 
A "think tank" 57 
Materials for school use 58 
A European Collection 59 
Information and documentation 
A newsletter 61 
Publications 61 
A database 62 
Monitoring, coordination, evaluation, dissemination 
The Ad Hoc Group 
The Gypsy Research Centre 
Other institutions in partnership 
Within the Commission 
Other international institutions 63 
64 
65 
66 
Analysis and proposals 
An assessment 
A strategy 
Prospects 73 
78 
79 
Appendix 1 
Appendix 2 
Appendix 3 Study published by the Commission 
"Orientation Document for Reflection 
and for Action'' 
The national reports 89 
90 
91 
Introduction 
Report objectives 
This report is one of the measures envisaged in the Resolution adopted in May 
1989 by the Ministers of Education of the twelve Member States of the European 
Community, in relation to school provision for Gypsy and Traveller children. Its primary 
objective is to outline the various stages of the implementation of this Resolution a few 
years after its adoption. 
This report is thus an exercise in stocktaking, with the following objectives: 
• to present an overview of the situation within the Union regarding the 
implementation of the May 1989 Resolution, both at the level of the individual Member 
States and at Community level; 
• to undertake a dynamic inventory and evaluation of what has been accomplished, 
in order to examine experience and consolidate the knowledge arising therefrom: 
• to examine the development of a Community dividend through exchanges of 
experience and information between the various partners involved in education-related 
questions in the different Member States; 
• to examine the synergies brought about by the coordination of activities developed 
in relation to school provision, by their coordination with other Community actions, and 
by their articulation with the activities of other international institutions. 
Clearly, however, this document must be more than a stocktaking of achievements 
to date. It is also a look forward : its outlines, analyses and evaluations must culminate 
in working guidelines and proposals. 
This report also aims to fulfil a demand for information. It must not be purely 
administrational in character, but enable all concerned parties to increase their 
understanding of the overall situation and how it is developing. Its dissemination should 
stimulate reflection, action and cooperation in clearly identified fields. 
It must also have a political impact This is essential in the present period, marked 
both by an aggravation of the situation of Gypsy communities in a Europe undergoing 
profound transformation, and in a European Union currently setting out its own 
structures, including in its programmes of an educational nature. In this context the new 
working guidelines of international institutions, especially those of the institutions of the 
European Union, must devote ongoing attention to the Gypsy communities, taking them 
into account in a sustained manner, if their being yet again the "great forgotten" of 
history save in the negative treatment of which they are victims, is to be avoided. 
Report layout 
These complementary objectives determine the layout of this report. It is conceived 
as a working document going beyond short-term, one-off applicability, enabling the 
reader to : 
• access the history and foundations of actions undertaken in the field of school 
provision for Gypsy and Traveller children, laid out in a few succinct paragraphs; 
• form a holistic picture of working guidelines and axes; 
• do a quick stocktaking of actions to date; 
• see proposals for future actions in black and white. 
This report is thus conceived as a whole, taking account of the overall context in 
which the Resolution came into being, and the overall context in which its 
implementation is taking place. But it is also part of a broader whole : as such it does 
not repeat, but rather complements, existing documents drawn up at the initiative of the 
European Commission, to which it will be referring, and links in with the other 
components of an increasingly rich documentary base enabling all concerned, from those 
formulating policy to those determining it, and indeed all who are partners in the context 
of education, to form a clear understanding of what has been achieved and what is being 
planned 
The layout is intended to make this a sort of "ongoing report", a reference base 
which can easily be updated. Its presentation as a series of adaptable modules thus makes 
possible updating and progress assessment on an ongoing basis. It should enable the 
Commission to continuously appraise actions undertaken in order to situate them in the 
broader framework of general education policy especially from an intercultural 
perspective and in accordance with the programmes planned within the European Union 
to "develop a global, structural approach", as the Resolution of 22 May 1989 itself 
emphasises. It must also enable the Commission to respond to questions put forward by 
the Education Committee, the European Parliament and other institutions, and indeed by 
any citizen in search of information. 
This document, simultaneously a look back and a look forward, is laid out as 
follows : 
• part one is a reminder of activities carried out over the past few years, including 
the necessity for and the foundations of C jmmunity action: the full text of the Resolution 
of the Council and the Ministers of 22 May 1989 is carried as an appendix, for reference; 
• part two outlines the working axes arising from research, reflection, consultation 
etc. These are broad, permanent thematic guidelines under which precise actions have, 
little by little, been developed: 
• part three, based on the reports drawn up by the individual Member States, 
describes actions implemented in response to the Resolution at State level; 
• part four describes projects developed at Community level for all Member States; 
inter-action synergy is analysed in a few paragraphs, as is the interlinking of activities 
being carried out by various international institutions; 
• part five carries an analysis and proposals. 
Developing Community action 
Genesis of a Resolution 
01. Following the resolution of the European Parliament dated 16 March 1984, on 
education for children whose parents have no fixed abode (OJ 104/144, 
16.4.1984), and the resolution of the European Parliament of 24 May 1984, on the 
situation of Gypsies in the Community (OJ 172/153, 2.7.1984), the Commission 
assigned the task of undertaking a study on the state of school provision for 
Gypsy and Traveller children to the Gypsy Research Centre of the Université René 
Descartes, Paris. This study took place from late 1984 to late 1985. 
02. The Gypsy Research Centre set up a coordinated network of experts throughout 
the participating States, to carry out the study, in the wake of which a monograph 
on the subject was compiled for every Member State. These were complemented 
by a specially commissioned text on Gypsy in-famiiy education and the 
discrepancies between it and the practices and assumptions of the school. The 
conclusions and proposals carried in the resulting report were the product of deep 
and wide-ranging reflection by all involved in the partnership. The investigation 
made possible a synthesis of the commissioned monographs (themselves already 
syntheses), consultation, particularly with Gypsy and Traveller families and 
organisations, and an analysis of hundreds of documents and projects. 
03. The synthesis report. School Provision for Gypsy and Traveller Children, was 
published at the end of 1986 by the Commission as pan of its "Documents" 
series (Office for Official Publications of the European Communities'), in English. 
French, German. Italian and Spanish. There are currently plans to republish it in 
easily accessible book form, as the text remains a valuable reference document. 
04. A meeting bringing together Gypsy representatives and representatives of the 
Ministries of Education, was held in July 1987, with a view to formulating 
precise recommendations for the Member States and Community institutions on 
the basis of the final report, as well as laying out guidelines for an education policy 
respectful of Gypsy and Traveller communities ' culture and lifestyle. Following 
this meeting, a provisional Orientation Document was submitted to Gypsy 
representatives and Ministerial representatives, whose reflections and 
suggestions were collected and incorporated prior to its being issued in its 
definitive form. The document (V/500/88) was conceived as a springboard for 
consultation and discussion. It was widely publicised in newspapers and journals 
in many States and issued as a booklet by numerous documentary services and 
associations, with Ministerial support ensuring its publication and distribution. 
05. In January 1988, the study was extended, under the coordinating auspices of the 
Gypsy Research Centre, to cover new Member States Spain and Portugal. A 
number of monographs ensued : 7 for Spain, subsequently written up as a single 
synthesis, and 2 for Portugal. 
06. In June 1988 (under the German presidency) and again in September 1988 
(under the Greek presidency), the Education Committee undertook an in-
depth and sympathetic examination of the Community's Gypsy dossier. This 
examination was pursued on numerous occasions throughout the first half of 
1989 (under the'Spanish presidency), culminating, on 22 May 1989, in the 
adoption by the Council and the Ministers of Education of the Resolution on 
school provision for Gypsy and Traveller children (see appendix for full text). 
Context 
07. Study and reflection entailed broad movement : documents and reports, 
meetings for exchanging ideas and experience, discussion. The partners 
involved (administrations, teachers and teachers' organisations, Gypsies and 
Travellers and their organisations, etc.) all showed a lively interest in this 
question and reached agreement both in identifying priorities and defining 
objectives. It became clear that over 700,000 child citizens of the Community 
were getting little or no schooling, and that action to rectify the situation was 
urgently required. 
08. Study, discussion, and evidence from a variety of sources all demonstrate that 
the situation of Gypsy communities is generally bad and, in relation to 
schooling in particular, quite alarming. For centuries, policies pursued with 
regard to Gypsies and Travellers have been policies of negating their culture 
and even their very existence as individuals and/or as a distinct group: these 
have taken a range of forms (from exclusion to assimilation) and entailed 
dreadful conditions. 
The situation, in the wake of centuries of such practices, is very grave. All 
Gypsy communities are deeply affected by difficult living conditions. 
Throughout the whole of Europe, rejection in a variety of forms remains the 
dominant characteristic in relations between Gypsies and their immediate 
environment : accommodation difficulties, health hazards, evictions, denial of 
access to public places... Tension can rapidly escalate into open conflict, 
particularly during periods of economic difficulty and widespread 
unemployment; for Gypsies, the upshot is harsh treatment in a climate of 
perpetual insecurity. Any analysis of school-related issues is thus 
simultaneously an analysis of overall policy, and the introduction of 
interculturai pedagogy will occur downstream of the development of 
general policy characterised by interculturalism. 
09. In such a context, and given the fact that the school as an institution is often pan 
of an environment perceived by Gypsies as aggressive, it may be experienced 
as yet another imposition, and one whose quality leaves much to be desired. 
Parents may feel that the school's proposed "moulding" of their children may 
de-form, that is, culturally estrange, them. This analysis is well-founded, in the 
sense that until recently scholastic practice was indissociable from the negative 
tendencies outlined above; indeed, it was merely their scholastic manifestation. 
Parental resistance and the persistence of these communities are a sign of the 
strength of Gypsy culture and of parents' capacity to educate their children over 
the generations. 
In consequence, we must not take the effects of the overall situation (disinterest, 
absenteeism, outright refusal...) as the causes of scholastic failure. As long as 
relations between Gypsy and Traveller communities and surrounding society 
remain conflictual, parents', and children's, relations with the school will 
remain largely determined by the negative profile of these broader relations. 
10. We have thus identified a very* strong primary link between the general 
situation, and that pertaining in the schools. Its effects are to be found in 
statistical form in the documents cited above, and in the Resolution itself : in the 
Member States of the European Community in the late 1980's. only 30-40% of 
Gypsy and Traveller children attended school with a degree of regularity; over 
half received no schooling at all; a very small percentage got as far as, or 
entered into, secondary level; scholastic achievement, particularly as regards the 
attainment of functional literacy, has not been in keeping with the amount of 
time spent in school. 
These figures concern over 700,000 children, and this number is growing 
rapidly ; half of the members of Gypsy and Traveller communities are under 
16 years of age. 
Attention must also be drawn to the increasing number of Gypsy families 
originating in Central and Eastern Europe which, in some States, are 
swelling the ranks of families established for generations within the 
Community. 
11. Study and reflection indicate the existence of a secondary link, just as strong as 
the first, between the general situation and that pertaining in the schools. 
Gypsies' and Travellers' age-old adaptability is currently being tried to the 
limits, and established strategies for actively adapting to their environment are 
becoming inadequate. In consequence, their difficulties in surviving as a 
cultural minority group are on the rise. In the world today the least activity, 
particularly of an economic nature, demands a minimum grasp of reading, 
writing, and arithmetic. Illiteracy no longer provides protection from the 
aggression of other cultures as channelled through the school and what is taught 
there, but becomes a serious handicap in an environment in which the written 
word is an omnipresent, unavoidable reality. 
Lack of schooling is a serious handicap for economic reasons, but equally 
serious for social and psychological reasons as well : for example, dependence 
on the social services, a situation which is incompatible with the Gypsy's 
legitimate pride in handling his own, and his children's, affairs. For Gypsies 
and Travellers, schooling is synonymous with autonomy, and providing them 
with it will ensure significant savings for the public purse : the cost of adapted 
school provision is far less than the expense of providing social assistance 
which Gypsies and Travellers by and large reject. 
12. In other words, the future of Gypsy and Traveller communities depends to 
a large degree on the schooling available to their children. Active adaptation 
to the environment, in social as well as economic terms, today requires a grasp 
of certain basic elements which enable one to analyse and comprehend a 
changing reality. On the cultural plane these same elements can serve as tools 
for those wishing to preserve, affirm and develop their own unique identity. 
Parents are aware of all this, and are increasingly willing to send their children 
to school. Here we find another crucial secondary link between the general 
situation and the schools : the transformation of living conditions and of 
conditions dictating the exercise of economic activities in contemporary society 
entails a necessity for basic schooling, and with it parental desire to ensure 
that their children receive it. At present, in a number of cases, there is a 
widening rift between Gypsy and Traveller children and those of surrounding 
society, and many already bad situations will deteriorate rapidly and 
dramatically with the concomitant risk of certain forms of marginality and/or 
delinquency. 
13. The analyses carried out nonetheless emphasise that it is possible to envisage 
a more positive future : 
• measures associated with intercultural education open the way to new 
practices validating the different cultures present in the classroom, taking each 
child's own capabilities and experiences as their starting-point. Such measures 
make it possible to adapt the school to Gypsy and Traveller children; 
• every State has attempted, through diverse experiments and/or programmes, 
to respond to Gypsy parents' wishes regarding school provision for their 
children. Some aspects of these efforts have been successful, others less so. It 
is important to identify, analyse, and publicise those approaches which have 
demonstrated their value, to support innovative projects and to suggest new 
ones. The broad evaluation made possible by the study clearly demonstrates 
that the recommended global, structural approach (through cooperation, 
coordination, and information) has a significant impact on overcoming the 
major obstacles blocking Gypsy and Traveller children's access to school. 
14. In many ways Gypsies and Travellers demonstrate better adaptation to present 
changes, and to future ones, than other sections of the population : their 
economic flexibility, geographic mobility, and in-family education, their 
communal lifestyle linking the individual into a network of reciprocal security 
and giving him a solid identity. Their society is young, with as many children 
as adults. Bit by bit families are taking on more books, and schooling is on the 
rise. The children will read - and then they will write, enriching European 
culture with their contributions. These children must have the opportunity to get 
into school, to stay in school, and to be personally and culturally respected 
while there. 
15. There are possibilities for positive action. The various documents cited above 
analyse both concrete achievements and agreed guidelines. After six centuries 
in Western Europe, the Gypsies are still waiting for a coherent, concerted, 
respectful policy concerning them to be drawn up and applied. Scholastic policy 
is part of the package, and must indeed be a driving force. The means by which 
this may be achieved are both simple and inexpensive, as demonstrated in the 
analyses outlined in the quoted documents. 
The foundations of Community action 
16. The fact that Gypsies and Travellers are present in all of the Member State», 
and hold a range of different nationalities (including nationalities from outside 
the European Union and the European Economic Area), reinforces the role to 
be played by Community institutions in their regard. 
It thus falls to these institutions, in collaboration with the Member States, to 
play an active role in the field of school provision for Gypsy and Traveller 
children 
- to encourage innovative initiatives, 
- to put forward and support positive, well-adapted measures, 
- to ensure the coordination and interlinkage of actions undertaken, 
- to ensure that the lessons to be learnt from experience are widely publicised, 
- to encourage the interchange of experience. 
17. The number of Gypsies and Travellers in the European Union can be estimated 
as follows : 
State minimum maximum 
Belgium 10,000 15,000 
Denmark 1,500 2,000 
France 280,000 340,000 
Germany 110,000 130,000 
Greece 160,000 200,000 
Ireland 22,000 28,000 
Italy 90,000 110,000 
Luxembourg 100 150 
Netherlands" 35,000 40,000 
Portugal 40,000 50,000 
Spain 650,000 800.000 
United Kingdom 90,000 120,000 
European Union 1500,000 to 1800.000 
18. More broadly speaking, the following estimates can be put forward for Europe as 
a whole : 
State minimum maximum 
Albania 90,000 100,000 
Austria 20,000 25,000 
Belgium 10,000 15,000 
Bosnia-Herzegovina 40,000 50,000 
Bulgaria 700,000 800,000 
Belarus 10,000 15,000 
Croatia 30,000 40,000 
Cyprus 500 1,000 
Czech Republic 250,000 300,000 
Denmark 1,500 2,000 
Estonia 1,000 1,500 
Finland 7,000 9,000 
France 280.000 340,000 
Germany 110,000 U0,()00 
Greece 160,000 200,000 
Hungary 550,000 600,000 
Ireland 22,000 28,000 
Italy 90,000 ' 110,000 
Latvia 2,000 3,500 
Lithuania 3,000 4,000 
Luxembourg 100 150 
Macedonia 220,000 260,000 
Moldavia 20,000 25,000 
Netherlands 35,000 40,000 
Norway 500 1,000 
Poland 40,000 50,000 
Portugal 40,000 50,000 
Romania 1800,000 2 500,000 
Russia 220,000 400.000 
Serbia-Montenegro 400,000 450,000 
Slovak Republic 480,000 520.000 
Slovenia 8,000 10,000 
Spain 650,000 800,000 
Sweden 15,000 20,000 
Switzerland 30,000 35,000 
Turkey 300,000 500.000 
Ukraine 50,000 60.000 
United Kingdom 90,000 120.000 
Europe (approx.) 7 000,000 to 8 500,000 
19. Gypsies' and Travellers' characteristics make them a Community population 
par excellence : 
• the Community language with the widest geographical distribution - present in 
every State of the Union - is Romani, a Gypsy language; 
• nomads cross and re-cross the frontiers of Community States in the exercise of 
their trades and for social reasons, and will do so more freely in future; in 
consequence pedagogical follow-up and distance learning are as necessary at 
Community level as they are within each individual State; 
• the ongoing and foreseeable influx of Gypsy families originating in Central and 
Eastern Europe. Since the language and culture of these new arrivals are identical 
with those of a significant number of families long-established in Community 
territory, work undertaken for the latter has the double advantage of direct 
usefulness in welcoming, and developing school provision for, immigrant children 
whatever the host State, and of applicability (for example with regard to teaching 
materials) to Gypsy communities resident in Central and Eastern States and to the 
education authorities there, through the exchange programmes currendy being 
developed; 
• Gypsy social organisation is largely transnational. This means that à given 
family's or group's structure and ties cover a number of States, with important 
10 
practical consequences for school provision : for example, teaching materials 
developed and produced in one country may prove useful in many others besides. 
To put it another way, coordinating work within the Community is not only a 
pedagogical necessity, but much more economical. 
20. In the wake of the study undertaken, the contacts established, the consultations 
realised et al, it is clearly apparent that Community-wide coordination, 
encouragement and mediation at the initiative of Community institutions can and 
must be put into practice, and that this can be achieved at a cost insignificant in 
comparison to the positive effects to which it would give rise. 
Pooling, comparing and confronting experiments and their results through a 
network of cooperation is a necessary response, and one well suited to the 
problems involved. One-off ventures, disassociated from collective discussion and 
structured projects, can at best - regardless of the time, money, and human 
resources invested in them - result in limited success; they are, first and foremost, 
a costly duplication of previous experiments, and in many cases a repetition of 
proven mistakes and failures, 
Coordination, synthesis and evaluation, as well as the information and training 
which may arise from these, enable Community action to achieve results far 
surpassing the simple sum of its parts, that is, the individual actions coordinated 
and evaluated. Apart from the fact that these actions may serve as a driving force 
in mobilising others, the pooled, complementary nature of the effort reinforces its 
effectiveness. In these conditions a State which might think twice about 
undertaking the task of researching and producing teaching materials on its own, is 
far happier to do so as its contribution to a joint effort. The task of the European 
Union, through the Commission, is to provide the essential keystone binding these 
individual elements into a solid edifice. 
21. The Union's contribution is in no way intended to replace existing programmes 
relating to school provision for Gypsy and Traveller children, but rather, through 
measures encouraging coordination, synthesis, evaluation, information and 
training, to render them complementary, better suited to the task in hand, and more 
efficient. Community input can stimulate national initiatives, help in the inception 
and setting up of new approaches to school-related questions, encourage the most 
promising innovations and, by facilitating all involved to associate within a 
structured whole, help avoid the dissipation of resources of every description on 
one-off projects. 
22. A number of programmes developed by the Commission over a period of many 
years are direcdy relevant to school provision for Gypsy and Traveller children, 
and in particular with regard to : 
• combating illiteracy and scholastic failure (no other population shows figures 
approaching those of the Gypsy and Traveller communities); 
• equal educational opportunity for girls and boys, and the reduction of disparities 
(Gypsy children have the right to attend the schools of the European Union); 
• education and training, particularly for migrant workers and their families (here 
emphasising once again the role of Community institutions in this context). We 
can also affirm that, while Gypsy and Traveller children will benefit from 
interculturalism in education, they may also serve as an embodiment of the 
1 1 
intercultural because of their unique characteristics : the strength of their culture, 
lived in full on a daily basis wherever they find themselves, their dispersion 
among the surrounding population, their presence in every State of the Union; 
• similar points may be raised regarding the introduction of new information 
technology (think, for example, of the relevance of distance learning to nomadic 
and/or highly dispersed populations); 
• teacher training (especially in-service training), which up to now has been 
particularly inadequate in this field; 
• information exchange, which was practically nonexistent prior to the adoption of 
the Resolution of 1989; 
• relations between representative organisations - teachers, teacher trainers, 
personnel involved in the administrative side of education, parents' associations... 
23. The proposed measures (see next chapter) were articulated in the proposals of the 
Commission presented to the Council of Ministers of Education on 24 May 1988 
in a Communication entided "Education in the European Community : Medium 
Term Perspectives : 1988-1992" (COM (88) 280 final). These included the 
reduction of disparities, taking cultural richness and the diversity of educational 
traditions into account, ensuring that actions remain coherent, encouraging 
initiative and innovation and providing support for education systems' capacity to 
engender and follow up on innovation in order to respond more effectively to 
economic and social changes as well as the needs of individuals, in-service teacher 
training and strengthening dialogue between education authorities. These measures 
also complement proposed actions aimed at assisting innovation and information 
transfer. In the social aspects of the Single Market, they complement measures of 
support aimed at the most vulnerable citizens, and those concerning the protection 
of minorities and the struggle against discrimination. 
24. Numerous texts and declarations (Directives. Resolutions. Conclusions...) of the 
Council and of the Ministers of Education have, since the adoption of the 1989 
Resolution, served as solid bases for Community action in the field of school 
provision for Gypsy and Traveller children, among them : 
• the Resolution of the Council and of the Ministers of Education meeting within 
the Council, 9 February 1976 (OJ C 38, 19.2.1976, p. 1), comprising an Action 
Programme in the field of education; 
• the Council Directive of 25 July 1977, on school provision for the children of 
migrant workers (77/486/CEE); 
• the Conclusions of the Council and of the Ministers of Education meeting within 
the Council, 14 May 1987 (OJ C 211, 8.8.87, p. 5) on in-service training for 
teachers; 
• the Commission proposals presented to the Council of the Ministers of 
Education in the Communication of 24 May 1988 (COM (88) 280 final) on 
"Education in the European Community : Medium Term Perspectives : 1988-
1992" (mentioned above); 
• the Conclusions of the Councils on Education held on 6 October and 14 
12 
December 1989 emphasise young people's specific needs with regard to teaching 
materials, and request the Commission to develop proposals for action to adapt 
and strengthen existing programmes and to implement a set of specific measures; 
during the course of the Councils themselves, the accent was on Central and 
Eastern European education and training programmes analogous to programmes 
within the Community, and on local participation in these. The measures outlined 
in the Resolution on school provision for Gypsy children are of particular 
relevance to the very considerable Gypsy populations in these countries, often 
with relatives living the the Union and speaking the same language variants as are 
to be found here, and both sides have a great deal to learn from exchange of this 
kind. Eventually the Council and the Ministers of Education adopted a Resolution 
on combating scholastic failure, of direct relevance to Gypsies and Travellers. 
25. It should also be pointed out that the European Parliament has shown itself 
sensitive to this question, and demonstrated sustained concern with improving the 
situation. Parliamentary deputies have been questioning the Commission and the 
Member States on various Gypsy- and Traveller-related issues for over a decade. 
Among the numerous Resolutions adopted by the European Parliament, the 
following are of particular relevance : 
• that of 11 February 1983 (OJ C 68, 14.3.83, p. 103) on measures favouring 
minority languages and cultures, in which it invites the Commission to pursue and 
intensify its efforts in this field, particularly with regard to setting up projects and 
pilot studies; 
• thatof 16 March 1984 (OJ C 104,16.4.84, p. 144) on the education of children 
of parents of no fixed abode, in which it invites the Commission to cooperate with 
the Member States in developing, in collaboration with organisations representing 
the parents of these children, measures guaranteeing education adapted to their 
particular needs, regardless of which Community State they happen to be in; 
• that of 24 May 1984 (OJ C 172,2.7.84 p. 153) on the situation of Gypsies in the 
Community, through which the Parliament recommends that attitudes, particularly 
of the governments of the Member States, be coordinated, and charges the 
Commission with developing Community-funded programmes to improve 
Gypsies' overall situation without undermining their distinguishing values; 
• thatof 30 October 1987 (OJ C 318, 30.11.87) on the languages and cultures of 
regional and ethnic minorities in the European Community. 
26. In the Resolution of 16 March 1984 on education for children whose parents have 
no fixed abode, the European Parliament : 
"Urges the Commission, in cooperation with the Member States and in 
consultation with the organisations representing the parents of these children, to 
take steps to ensure that these children receive an appropriate education, regardless 
of the Community country they happen to be in, so that they may meet 
compulsory education requirements; 
Calls on the Committee to investigate ways of providing audio-visual education 
and of establishing a lending service for audio-visual teaching material linked to 
the cultural infrastructure of central towns; 
Urges the Commission, through the Social Fund and other Community policies as 
13 
appropriate, to make resources available for the measures required, including pilot 
projects, to determine the most suitable muitioiliural and multilingual modrh f"»»v 
education and training." 
A number of subsequent Parliamentary questions attest to the Parliament's 
sustained interest in this issue and in what should be done to implement the 
recommendations set forth in the synthesis report. School Provision for Gypsy 
and Traveller Children. The Parliament has followed the implementation of the 
Resolution of 22 May 1989 with close attention. By opening up (at the end of 
1990, for the 1991 budget) a budgetary line earmarked for school provision for 
Gypsy and Traveller children, the European Parliament once again demonstrated 
the importance it attaches to this question, and provided the Commission with the 
means of setting an action programme into motion. 
Mention must also be made of the Parliament's Declarations and Resolutions on 
fundamental rights and freedoms, as well as the "Joint Declaration" of the 
Parliament, the Council and the Commission, against racism and xenophobia 
(86/C 158/01). 
27. The broader framework of the Resolutions and Recommendations of the 
Ministers meeting within the Council of Europe - especially those covering 
intercultural education and regional and minority cultures generally, but also 
Gypsies and nomads in particular - opens up similar perspectives while 
emphasising the necessity, and the urgency, of a coordinated approach. The 
European Union recognises collaboration with the Council of Europe, and the 
coordination of actions undertaken by both bodies, as indispensable; indeed, this is 
stressed in § 2.4. of the Resolution of 22nd May itself. 
28. It is important to emphasise the fact that the measures introduced arc 
complementary to existing options under other programmes : they are not 
isolated, repetitive, or parallel to other actions. This has made it possible both to 
avoid the duplication associated with (often unsuitable) one-off projects, and to 
ensure that Gypsy and Traveller communities are not left out of projects on a 
grand scale. 
29. Another advantage of a set of measures aimed at Gypsy and Traveller 
communities yet "transversal" in relation to other programmes, lies in the fact that 
this arrangement allows for precise evaluation and quick, efficient circulation of 
results. It also brings with it valuable lessons of a more general nature : school 
provision for Gypsy and Traveller children has a great deal to offer other fields, 
most particularly that of intercultural education but also, for example, distance 
learning, the production of adapted teaching materials, etc. 
14 
The Community's lines of action 
The logic behind the proposals 
30. Following the adoption of the Resolution by the Ministers of Education, the 
Commission defined a set of working proposals. These interlinked proposals are 
geared towards the development of a coordinated and realistic programme of 
action. They are offered in the hope : 
• of providing a response to the priorities expressed by the various partners, and to 
the pressing demand that at least a minimum of actions be got under way; 
• of optimising value for money spent; 
• of maximising "yield" in terms of rapid improvement of the overall situation; 
• of being of a clearly "Community" nature, in that they should bring significant 
spin-off benefits. 
These actions were formulated in such a way as to facilitate their being 
implemented progressively in accordance with the availability of finances and the 
time for essential consultation and cooperation with various partners. 
31. It should also be pointed out that this work perspective is fully compatible with 
Commission policy, notably as expressed in its Guidelines for the Medium Term: 
1989-1992 (Communication from the Commission to the Council, 18 May 1989). 
These guidelines aimed to : 
• facilitate the concentration of effort on the fundamental objectives of Community 
policy; 
• help avoid fragmentation of programmes and initiatives; 
• fit in with time limits; 
• guarantee an overview of Community activities; 
• facilitate ongoing evaluation and guidance for Community activities and their 
interaction with the national policies pursued by the individual Member States. 
Among the necessities emphasised in the same document, this perspective is 
particularly relevant to the requirements of equality, especially as regards members 
of cultural minorities. 
15 
32. The same guidelines also, insisted on the necessity of setting up transnational 
networks encouraging the establishment of contacts and cooperation. It was also 
pointed out that support should be forthcoming from the Structural Funds. 
33. The strategy adapted for the implementation of the Resolution in accordance with 
the general and particular fundamentals oudined above, simultaneously followed 
three priority guidelines : 
• defining and organising a Community-wide network of actions undertaken in 
the field of school provision for Gypsy and Traveller children; 
• cooperation with a light external structure envisualised in the Resolution for 
the purpose of establishing and subsequently sustaining the network, and to 
support the Commission in implementing the Resolution; 
• organising exchanges of views and experiences to encourage the development 
of information and publication. 
34. The strategy thus conceived made it possible to : 
• begin to work immediately, and efficiently; 
• take full account of the existing situation, and to bring Community aid and a 
Community dimension to it, 
• implement action in a progressive and flexible manner, respecting the priorities 
of the different partners involved; 
• graft local, regional, national and Community activities onto these priorities, 
and render these activities, initiatives and various sources of funding mutually 
compatible. 
Working axes 
Axis 1 - Organising exchanges of views and experiences 
T 
35. This axis responds to a number of needs : 
• steering : by bringing together, at Community level, the various partners 
concerned, notably government representatives and Gypsy and Traveller 
representatives and experts, in order to develop the exchange of views on ongoing 
projects and to participate in formulating projects for the future; an opportunity for 
dialogue can thus be established, enabling the Commission and its partners to 
focus on those aspects of the work which have been granted priority status. 
• encounter : by Community-level meetings and exchange visits bringing together 
persons directly involved in school provision for Gypsy and Traveller children 
(for example teachers, young Gypsies working within the scholastic field, etc.). 
16 
• coordination : organising thematic working groups to develop teaching materials 
and information generally (functions to be undertaken by a group of historians, a 
group of linguists, etc.). As measures are implemented, complementary 
studies/research may prove necessary - for example investigating distance learning 
technologies to ascertain which are best suited to Traveller reality, developing a 
standard version of the Gypsy language and its variants... 
• teaching : developing exchange programmes between schools throughout the 
Member States (a schools journal, for example, responding to children's interest in 
learning about the lives of Gypsy communities which may be geographically 
distant, yet often culturally and linguistically close...) 
• complementarity : these measures support and validate certain important 
initiatives of high symbolic value. They may also provide short-term support for 
activities relevant to long-term action (organising competitions, exhibitions, 
colloquia, congresses...) 
Axis 2 - Networking innovative projects 
36. This entails networking a number of projects selected for their approach and 
complementarity. The concept of a network allows for coordination, exchanging 
experiences, the development of a body of knowledge on selected working 
themes, evaluation, and the publicising of lessons learned. Experimental projects 
must be planned with an eye to fullscale implementation in the field : such testing 
is essential in order to assess their suitability, effectiveness, and results. 
The whole is thus characterised by a common theme of action research. Research 
activity must be intensified, coordinated, and systematised. Research makes it 
possible to suggest more appropriate approaches, particularly by evaluating 
activity past and present : through examination and comparative evaluation of what 
has gone before, it becomes possible to avoid repeating mistakes. Research also 
entails looking ahead, thus clearing the way for innovation. Given certain 
conditions (preparation, coordination, consultation between those involved, a 
precise definition of objectives, serious evaluation) action research is undoubtedly 
an outstanding method of linking complementary approaches and individuals, 
theory and everyday practice, of avoiding the pitfalls both of abstract theorising 
and of empirical work unbacked by theoretical reflection. 
37. Broadly speaking, then, this axis is concerned with ; 
a - structures : positive discrimination may be required if certain communities, 
notably Gypsies and Travellers, are to enjoy equal opportunity and equal access to 
education services and cultural resources rather than the imposition of 
inappropriate formulas and practices. If progress is to be achieved in this field, 
consideration must be given to providing certain forms of support to schools, 
teachers, and children, and to enabling various structures to work together in a 
coordinated and complementary fashion. The Commission has a vital role to play 
here in launching, coordinating, and evaluating innovative approaches. 
b - distance learning : teachers familiar with Traveller pupils are the bedrock of 
this approach. It is particularly useful in providing the support and follow-up 
required by nomadic children, but equally indispensable in the case of teachers 
who deal with small numbers of Gypsy pupils from time to time, and very useful 
for sedentarised children dispersed among the surrounding population - a situation 
17 
to be found in every State of the Community and indeed in many States outside 
the Community. 
Study must be undertaken in collaboration with all concerned partners to examine 
what measures should be put in place to take the realities of nomadism into 
account and to recognise the legitimacy of parents' demand that their children 
receive schooling without families being split up or forced to abandon their 
lifestyle. Among the possibilities to be examined is televised teaching with the 
backup of a visiting teacher. This formula could benefit all Gypsy and Traveller 
children, regardless of national frontiers. It is probable that, in the near future, 
nomadism will no longer prove a disadvantage to proper schooling in favourable 
conditions : in effect, new technologies will make "à la carte" schooling accessible 
to Gypsy children, who are likely to adapt quickly to this new opportunity. 
c - teaching methods and teaching materials : additional thought and effort should 
be put into programmes for classes with a permanent Gypsy/Traveller presence; 
this would also be greatly beneficial for teachers who deal with Gypsy pupils from 
time to time, by helping them to adapt their activities and provide a better welcome 
for these children. The practicalities of producing teaching materials grounded in 
the culture, history and current situation of Gypsy and Traveller communities, and 
developed in close cooperation with Gypsy/Traveller parents and organisations, 
must be looked into. 
d - complementary training f jr teachers, employing Gypsy/Traveller personnel : 
in-service training is, by its very nature - flexibility, adaptability, presentation in 
short sessions, the possibility of diverse modules - particularly suited to the 
demands made of it in the context of school provision for Gypsy and Traveller 
children. Yet until recently it has been quite inadequate both in what it provided, 
and in teacher uptake. 
The employment of Gypsy/Traveller personnel is an important question. These 
can fulfil any number of roles ; as teachers, monitors, service personnel, teacher 
trainers. Detailed study must be made of employment opportunities and, in 
consultation with Gypsy/Traveller communities, efforts made to increase this 
employment where possible, first providing appropriate training. 
Axis 3 - Information and publication 
38. Coordinated action relating to information has been undertaken 
• on the one hand, in the field of teaching materials suitable for classroom use, 
both for Gypsy and Traveller children and for other pupils, with the aim of 
promoting the mutual understanding which is at the heart of the intercultural 
approach; 
• and on the other hand, covering a broader range of information, connected 
with schooling but with wider applicability. Prejudice and stereotypes often find 
expression as rejection and outright conflict, and may lie at the root of 
inappropriate pedagogy. The teacher has a vital role to play in this regard ; he 
or she must be in a position to seek out, and to acquire, usable, relevant 
information. 
A newsletter addressing these needs on a European scale was thus required, 
18 
with demands to be met in just about every field : putting forward ideas, 
publishing reference documents, descriptions and analysis of various actions, 
documentation and contact addresses, support in the form of background 
information, training and liaison for teachers and other directly involved 
personnel as well as for those less directly involved, and providing written 
material for local pedagogical documentation centres. 
It was also important to produce documents - be they proper books or light 
brochures - capable of serving as backup in the teaching process, or indeed with 
a wider remit - on literature, history, grammar etc. - as well as reports covering 
meetings and other activities. 
Axis 4 - implementing, coordinating, conducting, evaluating 
and publicising actions 
39. Coordination, support, evaluation and follow-up are badly needed at all levels. 
This is as true at Community level as it is for the individual Member States : 
recommendations issuing from various reports and meetings insist that they be 
given priority status. 
The Resolution of the Council and of the Ministers is explicit on this point, 
envisualising an external structure to assist the Commission : "The 
Commission will continuously document, promote, coordinate and assess all 
the measures at Community level with the assistance of an outside body if 
necessary" (point 2.3. of the Resolution). It was essential that this structure be 
capable of acting as a turntable in setting up, in the medium term, a well-
integrated, flexible Community-wide cooperative network. Its role was to 
provide solid backing for the Commission and other partners, handling 
preparation, activation, follow-up, coordination, and evaluation. 
40. These, then, are the factors behind the genesis and adoption of the Resolution of 
1989 and the development and direction of the Community's lines of action. We 
shall now turn to examining how the Resolution adopted by the Ministers has 
been implemented in the Member States and at Community level. 
19 
Implementation 
in the Member States 
Data collection 
41. The content of this section on the implementation of the Resolution by the 
Member States is based on the reports submitted by their respective 
Ministries of Education. This synthesis report covers only those major points 
which emerge from a "transversal" reading of the documentation. 
42. The interested reader is requested to consult the various national reports for 
additional detail on the overview and analyses presented by the individual States. 
These also include greater detail on actions, publications, historical background, 
statistical data, project descriptions et al. Moreover, the Member States have the 
opportunity to revise their reports prior to publication, so the published versions 
may differ in some details from the extracts included here, taken from their 
preliminary versions. 
43. The Ministries were provided with a document outlining a format for their 
reflections, the objective of which was to define a common organisational 
framework for data submitted by the various States, in order to harmonise 
presentation and facilitate comparison. This outline was based on the points 
covered by the 1989 Resolution itself (as are the subheadings below). 
44. This document also reiterated that the report on the implementation of measures 
foreseen in the Resolution of May 1989 was - as specified in point 2.3. of the 
Resolution itself- intended as an evaluation, the findings of which should form a 
springboard for any necessary adjustments and provide guidelines for extending 
action. Each national report was therefore required to cover three areas : 
a - a detailed description of actions undertaken; 
b - an analysis of these, and an assessment of their results 
c - an overview of working guidelines and of short-, medium-, and long-
term projects. 
The national reports were thus required to cover national, regional and local 
initiatives contributing to the impiementation of the Resolution. 
20 
National situations 
1 -1 - brief history, geographic distribution, statistics 
45. In the following paragraphs we have included only as much information and 
reflections from the national reports as suffice to indicate overall tendencies. 
Statistical information, where available, is included in the national reports, as are 
historical data and relevant legislation. This last is generally a complex issue and 
requires in-depth study at national and European level. 
Quotations are followed by the first letter(s) of the country from whose national 
report they are taken. Belgium, administratively divided by language, submitted 
two reports, in Dutch (Bd) and French (Bf) respectively. The rest are Denmark 
(Dk), France (F), Germany (D), Greece (G), Ireland (Irl), Italy (I), Portugal (P), 
Spain (E), and the United Kingdom (UK). States are covered according to their 
alphabetical order in the original French. 
46. No statistics are available for Germany. The report indicates that certain Gypsy 
organisations do not wish for statistics on ethnic status to be compiled, in view of 
the negative use which might be made of such information (as under the Nazi 
regime). The report indicates *hat Gypsy history is one of continuous oppression : 
from the 15th century in the case of the Sinti, and from the 19th in the case of the 
Rom, up to the present day, these communities have at best been tolerated, and 
often persecuted. In this context, the school has been employed as an instrument 
of oppression in the pursuit of forced adaptation; in this sense, mistrust of the 
institution has been passed from generation to generation and is very 
understandable. The Sinti and Roma population is estimated at approximately 
110,000-120,000. 
47. The majority of the national reports stress the significance of the persecution to 
which Gypsies and Travellers have been subject over the centuries, and of 
draconian assimilation policies. Given this context, it is understandable that the 
school, as the institution of an alien world, evokes "distress and suspicion" (Bd). 
"Over our 500 years of living alongside each other there has never been a policy 
of integrated coexistence until the last 15 years, and even so the prejudice and 
misunderstanding of centuries have left traces that continue to flare up under 
certain circumstances, a symptom of the disease of xenophobia which degrades 
the person infected with it" (E). 
48. Many national reports mention the difficulty in obtaining statistics. "No census 
has ever been made of the Gypsy population of school age" (Bf). "Knowing the 
difficulties in giving reliable figures, it would be risky to estimate the size of the 
school-going Gypsy population"; in consequence the only figures given are for 
pupils involved in certain programmes (E). 
49. There are no statistics available for Dutch-speaking Belgium either. Identification 
is therefore difficult. A significant number of house-dwelling Gypsies' and 
Travellers' identity is not known; their presence is discovered by accident. Gypsies 
are united more by their shared culture than by nationality or type of dwelling. 
There is no information concerning transient groups which may stay for a longer 
or shorter period. The overall number of Gypsies and Travellers in Belgium is of 
21 
the order of 10,000-15,000 persons (approximately 4,000 of them in Flanders, to 
which must be added the transient population, for example some 1,800 persons in 
the province of Limbourg between March and October 1991). 
50. No statistics on •ethnic/cultural identity are available for Spain. There are no official 
statistics for Greece, where an estimate carried out in 1984 put the Gypsy 
population there at somewhere between 120,000 and 150,000 persons. There are 
estimates, but no statistics, for Denmark : for example approximately 300 Gypsy 
children enrolled in the schools of the Helsingor district 
51. With regard to Travellers, the Irish report indicates that "they are clearly a distinct 
ethnic group". A census carried out in 1986 indicates that the Traveller community 
comprises some 16,000 individuals, with the median age at about 18. A more 
recent survey (1993) puts the Traveller population at about 24-25,000. 
52. Lack of data, the range of different situations, the fact that a good part of the 
Gypsy and Traveller population remains invisible - all of these factors make it 
difficult to establish how many are nomadic, and how many sedentary. Even in 
those States where sedentarism is strongest, there is a degree of migration from 
region to region, or within regions. 
53. In the United Kingdom, in July 1993, the Ministry of the Environment (England 
and Wales) gave the number df Gypsy and Traveller caravans as 12,810; the 
Advisory Committee on Travellers gave the Northern Ireland figures as 239 
families comprising 1,115 persons, and the Scottish Office counted 779 families 
with approximately 3,000 persons. It is quite clear that these figures are merely 
indicative, and that few if any sedentary, house-dwelling Gypsies and Travellers 
are included. 
54. There are some 90-100,000 Gypsies in Italy. The Traveller population of the 
Netherlands comprises some 35,000 individuals, of whom approximately 5,500 
are children of compulsory school age. To these figures must be added some 
3,000 Gypsies of Dutch nationality, of whom some 600 are children of 
compulsory school age. This latter group is currently showing the strongest 
growth rate. 
55. The first few pages of this Community report gave an overview of the European 
Gypsy and Traveller population; as we see, figures given in the national reports 
and those from other sources are in broad agreement. 
Many reports also draw attention to recent immigration and demands for asylum : 
French- and Dutch-speaking Belgium, Denmark, Prance, Germany, Italy... 
The figures submitted also confirm the youth of this population : over half are 
under 16 or 17. In Spain, for example, 70% are under 25, according to an estimate 
carried out in 1990. 
1 - 2 - how many children in school, how many not attending, by age 
group; how the situation is developing 
56. "Illiteracy is the normal situation among the Gypsies"; "virtually no pupil goes 
beyond primary level; persistent illiteracy is the result" (B0-
22 
In French-speaking Belgium a study covering 323 Gypsies and Travellers revealed 
that 4 out of 5 were illiterate; that 101 of the 112 children (or 90% of the 
youngsters) were behind the literacy attainment norms for their age group, and that 
52 of them had no grasp whatever of reading and writing. 
"Functional illiteracy among Manouche Gypsy adults is 59%, and 97% for Rom 
Gypsies; 4.2% of them received primary education. 58.3% of the Traveller 
population are functionally illiterate" (Bd). A study covering 551 children of 
compulsory school age reveals that on average 70% of them attend school at least 
two days per week : this breaks down as 19% of the Rom children, 81% of the 
Manouches, and 95% of the Travellers (Bd). 
57. Certain reports, for example that from French-speaking Belgium, include an 
analysis of the conditions and reasons behind low school attendance and illiteracy; 
their observations should therefore be included here. Most reports note changes 
over the past decade - a rise in school attendance, greater motivation - but it is 
stressed that a quantitive (statistical) increase in schooling is by no means 
necessarily synonymous with qualitative improvement. 
Increased school attendance over the past ten years has mainly been in connection 
with primary level. For example, in Dutch-speaking Belgium school attendance is 
currendy about 70% (with variations : for example 19% of Rom children attend on 
40-100% of school days, while 80% of Traveller children attend on average over 4 
days per week). 
58. In Spain too attendance at primary level has increased, but Gypsy attendance at 
secondary remains low, especially for girls. The overall tendency is that the 
number of Gypsy pupils going on to the next class decreases dramatically from 
one level to the next. 
59. The French report underlines that figures given in the Resolution adopted by the 
Ministers were quite valid at the time (1989) - for example the fact that 30-40% of 
school-age children attended with a degree of regularity, and half got no schooling 
at all. It appears, however, that school attendance has increased over the past few 
years thanks to improved provision, especially the development of posts for 
support teachers who bring great flexibility to, and augment the scholastic work 
potential of, teaching at primary level. "Initiation classes" for recendy-arrived 
children who cannot speak French also make gradual adaptation to the world of the 
school easier. Today's 12-16 year olds got litdeorno primary schooling, and very 
few of them attend secondary. There is nonetheless a growing demand for 
secondary education from Gypsy families and associations, although this level is 
still perceived as potentially threatening to fundamental family values. 
60. The Danish report indicates that all Gypsy children are covered by the school 
system, and that they can be subdivided into three categories. Approximately a 
third follow the normal 9-year school curriculum, starting at seven years of age 
and culminating in a diploma or vocational training (technical or commercial), or 
going on to higher general secondary. Another third experience a degree of 
difficulty in relation to school, due for example to prolonged absences while 
visiting relatives back in the Balkans, and the fact that parents are reluctant to allow 
girls over a certain age to attend school. The final third experience more serious 
difficulties and are provided with extra support in specially-run classes, as well as 
help from social workers. 
23 
61. The Greek report indicates that no overall statistics on school attendance are 
available. Illiteracy among the Gypsy population at large can be estimated at 90%, 
and observation of a number of individuals gives an idea of the general picture. 
For example, among 1,067 persons over the age of 6,18.2% had attended or were 
attending primary, 3 had completed primary, one had completed secondary, and 
81.6% were illiterate. School conditions are difficult, notably for the following 
reasons : 
- schools are situated far from where these families live, and parents wait 
until their children are older before sending them; but when they are older than the 
other children in their class, they feel "different", and refuse to attend; 
- teaching adapted to the child's needs requires that the teacher be free of 
prejudice; 
- the teaching programme must motivate pupils into wanting to follow it; 
- many other factors combine to make schooling difficult, notably 
administrational problems due to not being registered in the municipality, 
intermittent attendance, the age gap between Gypsy pupils and the average class 
age (there are pupils aged 12-16 in the first class of primary), communication 
difficulties between school and family, rejection, lack of teacher training, 
overcrowded classrooms, the fact that Greek is not these children's first language, 
etc! 
62. The Irish report gives a detailed history of measures developed for Traveller 
children and youths from the 1960's to the present. 
63. Italian statistics on school provision for Gypsy children are quite fragmentary (for 
example, for the whole of Sicily only a single school with 6 Gypsy pupils is 
mentioned in a recent statistical study). It should also be noted that, even when a 
given school or education authority does compile such statistics, children who are 
well integrated in the school system are not included. The Italian report 
nonetheless gives precise data - by class, frequency of attendance etc. - for those 
Gypsy children who have been covered by censuses. It appears that few go on to 
secondary : for example, one regional study showed 1,814 Gypsy children in 
primary schools, but only 193 in ScuoleMedie Inferiori ("junior" school, the first 
few years of secondary). Moreover, children may be counted as "enrolled" despite 
virtual non-attendance : 15% of them attend less than 10 days per year, and another 
20% between 11-71 days. Many - 40% - are behind the norm for their age group. 
It is important to note that children who do attend for a number of years achieve 
increasingly positive results and satisfactory progress, making enormous effort to 
succeed despite the difficulties of every description they must contend with. 
The following national projection based on a study undertaken in 5 cities may 
serve as a reference base, indicating a total of 32,000 school-age Gypsy children of 
both Italian and foreign nationality distributed as follows : 
• of primary school age, enrolled in school 
9,000 Italians 1,500 foreigners 
- of primary school age, not enrolled in school 
6.000 Italians 9,500 foreigners 
- of secondary school age, enrolled in school 
400 Italians 100 foreigners 
- of secondary school age, not enrolled in school 
4.600 Italians 9,000 foreigners 
24 
64. School provision for Gypsy children in the Netherlands has mostly been 
developed since the 1970's, and "integration" with mainstream provision is 
slowly taking place; schools built on halting sites are gradually being closed down. 
The KPC {Katholiek Pedagogisch Centrum - Catholic Pedagogical Centre) is 
currently running 26 projects. 
There are 2,781 Gypsy and Traveller children attending 645 primary schools, 
1,073 in 380 junior secondary schools, and 304 at senior secondary level in 99 
schools : a total of 4,158 pupils in 1,124 establishments. 
65. In Portugal, an estimated 5,000 Gypsy children are in school, less than 5% of 
them at secondary. 
66. In the United Kingdom, statistics for this report were collected from 92 LEA's 
(Local Educational Authorities) in England (of a total 109 in that country) and 5 in 
Wales, giving the number of Gypsy and Traveller children of school age at 19,644 
for England and 757 for Wales. Their number in Northern Ireland is estimated at 
700. The following picture of nomadism/sedentarism emerges from data provided 
by the LEAs ; 
England Wales 
- Nomadic, within the UK 29.0% 32.6% 
• Nomads travelling other States as well 
(Ireland. Germany, France. Belgium. 
USA. Australia) 6.1% 3.9% 
- Sedentary 28.9% 34.8% 
• Semi-nomadic 36.0% 28.7% 
The United Kingdom report provides statistics both on children who are in school, 
and on those who are not It appears that, on the whole, some 15% of children of 
primary school age and 47% of those of secondary age are not enrolled in school. 
As regards attendance, data on 951 pupils in a LEA with a Traveller Education 
Service give the following indications : 
No. of pupils Attendance 
583 (61.3%) 85 -100% 
128 (13.5%) 75 - 84% 
155 (1^.3%) 50 - 74% 
85 (8.9%) under 50% 
25 
Reception structures 
2 -1 - support for schools 
67. In Germany, ethnic and/or cultural identity are not taken into account in the 
planning of action, particularly in terms of support measures. These are based on 
pupils' particular situation (for example their being nomadic, or foreign) rather 
than on membership of any group designated in the Resolution. 
Mobility gives rise to certain difficulties in connection with schooling, notably 
frequent transfers from one school to another, having to cope with different 
approaches to teaching, discontinuity of courses, changing teachers... Varied 
solutions must therefore be adapted to meet very varied needs. In some German 
Lander support measures have been developed, particularly with regard to 
providing backup to help Gypsy children integrate into mainstream schooling, 
developing support programmes, and advice in planning and providing in-service 
teacher training. On some sites Gypsy children are, in cooperation with their 
parents, offered tuition by specially trained German teachers. 
68. Yet sedentarism is no synonym for improved schooling. Rejection remains a 
significant factor : "a feeling cf rejection is the most frequently expressed of all the 
difficulties associated with the school system. This rejection takes a range of 
forms : being confined or isolated at the back of the class, being made fun of by 
teachers and other pupils, being made to perform thankless tasks such as 
sweeping the playground, gym, or classroom, or polishing windows, while the 
settled children learn to read and write'* (Bf). 
69. "In Dutch-speaking Belgium (Flanders and Brussels Region) up to the late 
1980's, with the exception of a few long-established initiatives (usually isolated 
private projects with no support from the authorities), no specific, structured effort 
was put into supporting school provision for Gypsy and Traveller children, or 
helping them to catch up in their learning" (Bd). Some private actions aimed at 
Travellers have been developed since the War. with Gypsies not targeted until 
recently. These have been local experiments outside the mainstream school 
system: for example introductory classes, tutoring... Not until the late 1980's did 
the first signs of encouragement from the authorities come into evidence, and the 
Resolution adopted by the Ministers of Education was implemented at around the 
same time. 
70. Venues which can be adapted to a number of uses in the interests of improving the 
conditions under which children enter into the school are planned in more and 
more locations. The French report underlines the significant increase in "mobile 
school probes" (lorries or caravans) enabling the school to come to the children 
and their families. These are intended as a transitionary measure towards ordinary 
classes. 
71. There is also an increase in the numbers of adaptation classes, or preparatory 
classes, or transitional classes, though in some cases (Bd) the opposite trend is in 
evidence, their pupils being dispersed among ordinary classes with additional 
support as required. 
26 
72. In regions of Greece with a high Gypsy population, special classes with trained 
teachers have been developed, as has support teaching, particularly for nomadic 
children newly arrived in the school. 
73. In some States- a flexible approach to school hours may be adopted, with 
complementary, more individual attention being given for example in language 
tuition. Overall, the school must accommodate all children, regardless of their 
lifestyle, and its specificities - nomadism, for example - must be taken into 
account in the school's approach to receiving them (I). 
74. The general trend is towards diversified, flexible support measures, and no longer 
towards the development of parallel structures with their inherent risk of 
segregation. Increasingly, special classes are conceived as part-time transitory 
measures in complementarity with other classes. 
75. Consideration must also be given to the overall support brought to the schools 
through the development of coordinating actions, the increased involvement of 
various partners such as Gypsy organisations, parents, the social services, etc. 
76. Another change, in many States, is taking into consideration the fact that the 
language used in the school may be the pupil's second language. 
77. When school policy can be developed at local level, as it is for example in 
Denmark, this brings in a degree of flexibility which may be of vital importance in 
adapting practice to accommodate Gypsy pupils. Also in Denmark, in view of the 
numbers of immigrant children (and this includes most Gypsies) in every school, 
a coefficient is used as a basis on which to calculate supplementary funding for 
extra teaching hours, making it possible to teach certain core subjects in a flexible 
manner, to develop extracurricular activities, and to provide pupils with more 
individual attention (tutoring). Moreover, teachers from the immigrant 
community, whose status is identical to that of all other teachers, may devise and 
develop flexible, varied activities in accordance with their own personal skills. 
These take a range of forms : support teaching, in many schools; contact with 
pupils' families: acting as interpreters in certain circumstances, etc. A young 
Gypsy woman is employed in this capacity in the Helsingor area. 
78. In Ireland, a range of support provision has been created to improve the conditions 
of schooling for Traveller children : 
- a National Education Officer for Travellers ensures coordination at national level: 
- a Visiting Teacher Service operates in several areas, providing support teachers 
who cover a number of schools with Traveller pupils (there are currendy 9 such 
teachers); 
- 53 preschools for Traveller children, funded in full by the Ministry of Education, 
currendy catering for some 500 children; 
- special additional assistance teachers for Travellers operate in 161 primary 
schools, some of which are empowered to provide education to children up to the 
age of 15, that is, secondary level. Some 2,000 Traveller children arc currendy 
attending such schools (obviously there are also Traveller children - approximately 
600 of them - in a greet number of other schools); 
- 4 special schools for Travellers catering for some 230 children up to the age of 
15 ; approximately 100 Traveller children are enrolled in mainstream secondary 
schools; 
2 7 
- 11 junior training centres currently catering for approximately 300 12-15 year 
olds; 
- 29 training centres accommodating some 650 pupils over the age of 15. 
Some 4,400 pupils are covered by this provision, which, given the statistics on the 
Traveller population of school age, leaves about 1,500 children out of the school 
system. 
79. In Italy, support actions have been developed at national, regional and local levels 
in the context of the implementation of the Resolution : supplementary funding 
made available to schools, teachers undertaking a mediating role between the 
school and the Gypsy community, developing support activities, supplying pupils 
with books, providing school transport, preventative health care measures... 
80. In the Netherlands, ordinary schools which regularly have Gypsy and Traveller 
pupils on the rolls are eligible for support measures, notably supplementary 
personnel, through the Ministry of Education. Teachers in schools with 4 or more 
Gypsy pupils of Dutch nationality can avail of supplementary training. Urban 
districts designated to receive Gypsies of foreign nationality also have special 
resources available to them, to facilitate the accommodation of these children. 
81. In Portugal 14 primary schools have received support in the form of 
documentation and extra teachers. Moreover, Gypsy children also benefit from a 
general scholastic support project for children of ethnic minorities. 
82. In the United Kingdom extra financial support is given to schools which incur 
additional expenditure through making additional provision to meet the particular 
educational needs of Traveller pupils. In 1993 these "Section 210 Grants" 
amounted to some £9.7 million divided among 2,074 primary and 680 secondary 
schools in England, and £100,000 between 51 primary and 12 secondary schools 
in Wales. To these figures must be added a further 174 schools - most of them 
special schools - in receipt of grant aiding and other assistance relating to 
preschool provision and adult education as well as additional funding from the 
European Community, certain foundations, and special support from the local 
authorities themselves. In Northern Ireland 25 primary and 10 secondary schools 
are in receipt of special support 
Support mainly takes the form of support teachers attached to the school, special 
teaching materials, and audio-visual resources, but also includes mobile teachers, 
pedagogical counsellors, home/school liaison personnel, school transport, 
educational social work, etc. Schools in Scodand receive similar support 
The national funding scheme - "Section 210 grants" - is essentially earmarked for 
Gypsy and Traveller pupils, and is currendy supplementing equivalent full-time 
employment in England alone, of : 
-180 school-based support teachers, 
- 210 peripatetic teachers, 
- 55 coordinating and advisory staff, 
- 40 education welfare officers. 
95% of these posts are in relation to Gypsy and Traveller children. Similar 
arrangements exist in Wales, and there ar* also specific posts in Northern Ireland 
and in Scotland. The accent is on mobile ("peripatetic") teachers, since these 
28 
provide the most effective and flexible response to the .widely varying needs of 
schools, pupils, and parents. Many of these teachers are not attached to any 
particular school, but rather based in a resource centre which may serve as a venue 
for documentation and training. 
83. Additional special support, notably in the form of school meals, has been 
developed in some countries (Dk, E, UK...). Subsidies are also made available 
with regard to school supplies and'school transport, in order to reduce the reasons 
for absenteeism. 
2 - 2 - support for teachers, pupils, and parents 
84. In Germany a parents' information programme has been developed to increase 
awareness of schools adapted to the children's arrival, the existence of teaching 
materials, and contact addresses. This information is presented in leaflets and 
newsletters distributed to parents through schools, administrative institutions, and 
various other involved bodies as well as the churches. Round table discussions are 
also organised by the schools and other associations, giving parents an opportunity 
to express their priorities and orientations. Parent counselling is extremely 
important and particularly so in the case of Gypsy parents; in some German 
Lander this is done by teachers. 
85. Significant change in teacher attitudes has been achieved over the past few years, 
although rejection is still present and serious (cf. studies done in various States on 
teachers' attitudes and opinions towards Gypsy children). It is therefore necessary 
to strengthen information actions and maintain motivation among teachers. 
86. A number of forms of support are currently being developed. For example, in 
Dutch-speaking Belgium, two full-time teachers instead of one, making possible 
an additional preparatory class facilitating integration into mainstream schooling 
and, by easing the demands made on ordinary classes, enabling these too to 
provide improved support. 
87. Actions aimed at increasing parental awareness and involvement are multiplying 
in every State. There is a significant gap between family/cultural values, and those 
of the school, exacerbated by the absence of a scholastic tradition among Gypsies 
and Travellers which in turn gives rise to low motivation and a lack of 
understanding between families and the schools. The school as an institution, and 
its individual teachers, must also increase their knowledge of the Gypsy 
communities, which up to now they have understood too little. Recognition of the 
importance of building bridges between school and family is leading to a rise in 
the number of mediators. 
88. Support measures are sometimes part of an integrated approach. For example in 
Denmark, in the Helsingor district, a working group bringing together all the 
administrational bodies concerned has been set up, with ample leeway to organise 
children's accommodation in the schools. For many years its priority work axes 
have remained as follows : 
- support for teachers : decreasing the number of hours worked; intense in-service 
training; designating individuals to take charge of coordinating people and 
activities, and ensuring administrational links; 
29 
- support for parents and pupils : motivating parents so that school attendance 
increases, by visiting families with the aid of an interpreter; inviting parent* IU 
informal get-togethers with a slide show explaining the school system, with 
commentary in Romani; providing a classroom interpreter for a period - this type 
of specialised, transitional class also making it possible to adapt provision to 
parents' pattern of travel to and from the Balkans; for children experiencing 
particular difficulty, working groups of not more than 5 and intensified links with 
their families by a specialised social educator, as well as providing contact with 
certain pupils from early morning : meeting them in their homes, helping them to 
prepare to go to school, then accompanying them to the school; other social 
educators, working more directly with the families than with the schools, provide 
complementary support. 
89. In Greece the support essential to teachers and parents is stressed. At present there 
is a flagrant lack of informative, educational documentation which could help 
teachers to increase their knowledge and advance the pedagogical reflection 
required to improve the situation. Teachers must be trained to respect Gypsy 
values; they must also be selected in accordance with their aptitude for this kind of 
work, and motivated to do it. Moreover a general information drive must be 
undertaken to overcome prejudice and stereotyping among the population at large. 
Programme planning must take place in collaboration with Gypsies themselves, to 
ensure that their values, culture, language, and work patterns are taken into 
account and that they understand the importance of literacy. 
90. In Ireland, support for teachers goes from initial and in-service training to 
coordinated support at national level and the input provided by support teachers -
all discussed in more detail under other headings. In addition, working guidelines 
have been defined through the drawing up of a Draft Curriculum for Traveller 
Children. Participation in EC intercultural education projects has also been an 
important factor in increasing awareness among Irish teachers. In addition to the 
teaching support already described, Traveller pupils also benefit from a 
comprehensive school transport system. Parents already benefit from the services 
of Visiting Teachers and national coordination: Home-School Liaison is due to be 
expanded to include the Traveller community. Extremely valuable parent support 
is also provided by the various Traveller organisations and other non­
governmental bodies. 
91. In Italy specialised bodies and associations have played an important role, and 
some in-service training has been developed. Some existing actions should be 
intensified : for example increased participation by institutions (national and local); 
increased coordination at provincial level with the aim of forging links between 
institutions and the Gypsy community, to develop actions aimed at lowering the 
drop-out rate and increasing participation at secondary level; developing cultural 
and social activities in conjunction with the various specialised associations. 
92. In the Netherlands 25 Ministry of Education projects have made possible the 
appointment of counsellors handling every aspect of teaching for Gypsyflraveller 
children aged 4-18. A number of Gypsy and Traveller organisations are direcdy 
grant-aided by the State. 
93. In the United Kingdom the various forms of support described in the preceding 
section are provided by 78 LEAs covering some 16,325 pupils in 2,870 schools 
throughout England, and another 433 children in Wales. Pupils receive direct 
30 
support in the form of school transport, school meals, subsidies for the purchase 
of school uniforms, visits to sites by mobile libraries etc. Parent support is closely 
linked to that for pupils; information about how the schools work, home-school 
liaison, adult education programmes etc. are also available. 
Teaching methods and teaching materials 
3 -1 - experiments with distance learning 
94. In France some Gypsy children's primary schooling is provided by the Toulouse 
branch of the Centre national d'enseignement à distance (CNED : National Centre 
for Distance Learning). This provides both standard tuition in conformity with the 
national curriculum, and introductory courses adapted to the child's own level. The 
Rouen branch of the CNED is working intensely, as part of an EC pilot project 
on secondary provision for Gypsy children : making an inventory of needs, and of 
existing actions, developing teaching materials incorporating Gypsy history, 
language, and culture in order to put together courses suitable for individualised 
tuition, etc. 
95. In Italy distance learning is considered a particularly important working axis, work 
on which is only just beginning as part of an EC pilot project This focuses on 
developing teaching modules accompanied by a parents' guide to assist adults in 
helping their children. 
96. In the United Kingdom 39 English LEAs and 2 in Wales have made distance 
learning materials available : learning packs, cassette materials for parents, video 
materials, postal lessons, workbooks... These materials are usually sent to the 
school where the child is registered, and used there, but there are also instances of 
direct contact between families and the Traveller Education Service. To date some 
740 children have availed of these materials. 4 of these Education Authorities are 
participating in the EC project on distance learning. What is more, in England and 
Wales work on distance learning materials qualifies for Section 210 grant-aiding. 
40 of the 41 LEAs which responded to the survey on distance learning indicated a 
willingness to pursue and intensify initiatives in this field, emphasising the quality 
of the materials, inter-authority cooperation, and catering for all levels from age 5 
up to the completion of secondary. In Scotland teachers may give children 
teaching packs to bring with them on their travels. 
3 - 2 - forms of educational follow-up 
97. A system of "attached schools" as well as "support" or "antenna" schools 
operates in some German Lander. The school nearest thé winter campsite is the 
"central" school of the "attachment" system, and bears responsibility for 
providing the pupil with educational follow-up. It houses the child's school record 
booklet, prepares - with the child and his parents - a study programme for the new 
season's travels, helps when learning difficulties arise and has access to various 
teaching aids. The class teacher has a particular role to play : he or she keeps in 
31 
touch with pupils and parents during the travelling season, and also acts as 
counsellor. "Support schools" are particularly adapted for the pedagogical 
accommodation of Traveller children, and include these children in their support 
activities. "Attached" and "support" schools exchange information through a 
"school newspaper" carrying information for parents and teachers, and which also 
lists which books to use (available through the "attached" schools). 
98. In French-speaking Belgium, "the idea of a 'record card' (here called a 'travelling 
booklet' or 'accompanying notebook') which, in conjunction with a structure for 
liaison between teachers with nomadic pupils, would make effective educational 
follow-up possible, has reappeared". 
99. In France there have been experiments with record cards for educational follow-up 
in a number of regions: assessment tests are currently in preparation, and should 
make it easier, particularly in the case of nomadic children, to ascertain the pupil's 
knowledge as soon as he or she arrives in a new school: one education authority 
area has introduced a bilingual school record card for non-francophone Gypsies. 
As structures at secondary level become more flexible to accommodate Gypsy 
pupils, support courses and small working groups with more individualised 
tuition, and thus closer follow-up, are also being provided. Workshops on video, 
theatre, photography, the plastic arts, drawing comics and carpentry are guaranteed 
success. A system of "priority education zones" operates in France, and through it 
Gypsy children, like other children in these zones, benefit from measures put in 
place by the various bodies concerned. In some places, voluntary associations also 
provide scholastic support (i.e. help with homework), as well as extramural 
educational activities. 
100. In the U.K., 36 English and 2 Welsh LEAs have developed educational follow-up 
in a variety of forms : collaboration with the Traveller Education Services: 
supplying teaching materials: a system of record transfer - nearly half of all LEAs 
are using the pupil record referencing card drawn up by the Department for 
Education; keeping in touch with families by telephone; schoolwork by 
correspondence... 6,616 pupils in England benefit from this backup. 
3 - 3 - measures to facilitate transition between schooling and continuing 
education/training 
101. "Those rare youngsters who go into secondary school head straight for technical 
or vocational studies (for girls : domestic science, hairdressing, childcare,etc.; for 
boys, metalwork, motor mechanics etc.)" (Bf). The demand is above all for 
practical training rather than academic studies (cf. Bd). 
102. Vocational guidance counsellors develop regular contact with pupils over the years 
of primary, so as to keep them informed of the career opportunities that will be 
available to them when they finish school (Dk). 
103. In Spain a pilot project in vocational training for young people past compulsory 
school age is currently under way, focussing on the graphic arts, the use of 
industrial sewing machines, mechanics, and construction. Subsequent evaluation 
of current practice will indicate how these should develop in future. 
32 
104. In France enterprise training courses are organised for secondary students, and 
voluntary associations - sometimes with the support of the National Ministry of 
Education or the European Commission - contribute to vocational training for 
young Gypsies in fields such as craftwork, the arts, and school provision (training 
mediators). The French report details further options in vocational training. 
105. In Ireland the Centres mentioned above (11 Junior Training Centres catering for 
approximately 300 12^15 year olds, and 29 Training Centres with some 650 
trainees aged 15+) are the core provision in this field. Theirs is a difficult but 
essential task, given the fact that Traveller children leave the school system 
towards the end of primary. In order to improve this state of affairs, a Working 
Group on Second-Level Education for Travellers was set up in 1991; it has 
produced a report which will help the Ministry formulate future policy in this field 
106. Transition and training are a recognised priority in Italy, but much remains to be 
done, particularly with regard to relaxing structures to enable Gypsy pupils to 
carry on in secondary until receiving a Certificate of Studies (useful in commerce 
and other professions) or gaining access to vocational training courses. 
107. Gypsy and Traveller pupils in the Netherlands follow the normal, compulsory 
junior course of secondary level, but absenteeism is a significant problem. In 
consequence they are generally advised to follow a vocational training course at the 
same time; unfortunately, very few get jobs afterwards. 
108. In the United Kingdom 24 LEAs in England and 2 in Wales have introduced 
measures to facilitate transition from school to vocational training for pupils aged 
16+ : liaison with training centres, family counselling, remedial courses etc. Most 
of these LEAs hope to pursue and intensify this action for young people, and 
many others plan measures along these lines. In Northern Ireland 36 pupils are 
following in-depth training courses, and in Scotland there are possibilities both at 
school level and in connection with adult and community education programmes. 
4 - consideration for the history, culture and language of Gypsies and 
Travellers 
109. In Germany, in connection with developing the "support schools" mentioned 
above, teaching materials are increasingly planned with Gypsy children's 
experience in mind. 
110. In Denmark books on Gypsy history, culture and language are bought and 
supplied to school libraries. There is a problem with regard to language, as no 
mother-tongue teachers have as yet been found. Otherwise mother-tongue tuition 
is available as a voluntary option, free of charge, to all immigrant pupils, and 
comprises 4 hours per week. 
111. In Spain, teaching materials are gradually being produced at both regional and 
national level as part of an intercultural approach, and reference materials on the 
history and culture of the Gypsy community are being developed. 
112. In France more and more education authorities are producing teaching packs, and 
European Commission support has made it possible for a range of associations to 
implement projects aimed at increasing awareness of Gypsy culture. 
33 
113. In Ireland there are increasing efforts to develop an intercultural approach to 
education for all children. The time has come for the inclusion of Traveller history 
and culture in the curriculum - and not only for Traveller pupils. Pilot projects 
developed in the'European context of the implementation of the Resolution have 
led to the production of a general information document entitled With Travellers -
a Handbook for Teachers. Further work along these lines is planned, as is further 
production of intercultural teaching materials. 
114. In Italy, consideration of Gypsy history, culture and language is considered a 
necessary part of an intercultural approach tö education. Such an approach will 
improve understanding of different cultural groups, reduce prejudice and 
discrimination towards them, and validate Gypsy culture and cultural identity. In 
this context a number of works are currendy under way in order to bring together 
the basic elements on which to produce adapted teaching materials. 
115. In the United Kingdom 42 LEAs in England and 3 in Wales have produced 
teaching materials reflecting Gypsy and Traveller language, history and culture : 
videos, slide shows, photographs, exhibitions, resource packs, literacy materials, 
teaching materials for the National Curriculum, jigsaws, games, stories with a 
Traveller context, anti-racist materials etc. 
3 - 5 - use of new electronic and video materials 
116. Danish schools are very well supplied with equipment of this kind, and all pupils 
make wide use of it. 
117. Many training institutions and associations in France have produced videos. Use 
of computers and language laboratories is on the rise, but is not being developed 
specifically for Gypsy pupils. Telematics and video transmission are very 
promising techniques, and are currendy being studied by the National Centre for 
Distance Learning. In one French education authority area with a very large Gypsy 
population a telematic noticeboard helps to coordinate school placements, with a 
view to ensuring that the reception provided each pupil is as well-adapted and 
prepared as possible, and providing the necessary continuity/backup (as regards 
literacy level etc.). 
118. In Ireland a great deal of audio-visual material based on Traveller culture has been 
produced, and is available to the schools. In 1991 the Ministry produced a video 
entitled The Education of Travellers, available to all Department officials and 
much used in in-service teacher training. 
119. Computers are not as yet a real presence in the Italian school, but audio-visual 
materials provide very important input to the learning process. Use of such 
materials is likely to intensify, all the more so in that these media have become a 
familiar part of everyday life and thus a powerful source of information. 
34 
3-6 teaching materials for educational establishments 
120. Frequent changing of schools poses most problems for beginners. This is why, in 
Germany, an ABC for Travellers has been produced, and is in use in a number of 
Lander. An accompanying video for use by various involved bodies, and 
especially by Gypsy children themselves, is in production. 
121. Several training institutions and associations in France have produced teaching 
packs, and in many places teachers have developed materials of their own; 
teaching card files are also being developed in a number of places. European 
Commission support has made it possible for educational and training 
establishments both to produce such materials and to intensify their exchange of 
same. 
122. In Greece a programme for producing teaching and didactic materials has been 
developed; it includes the setting up of discussion groups, production, and 
experimentation. 
123. In Ireland, in addition to the materials mentioned in the previous section, an 
image-based teaching pack. Travellers - Playing with Pictures, has been compiled 
and produced within the framework of the EC intercultural education projects. 
Work on teaching materials for use in schools with Traveller children is being 
done throughout the country. 
124. In Italy a long-term research and development project on intercultural teaching 
materials based on Gypsy culture, is underway. The materials it produces will be 
subject to experimental use and evaluation prior to widescale distribution 
125. No properly adapted teaching materials are currently in use in the Netherlands, 
with the exception of a few videos, a slide show for the use of project counsellors, 
and, for teachers, a 1989 publication introducing Gypsies and Travellers, their 
history, and current legislation of relevance to them. It is important to develop 
more material. 
126. The response of the United Kingdom to this question has been covered in a 
previous section. Materials have been circulated to the schools by mobile teachers, 
Traveller Education Services staff, and Education Welfare Officers. Some 
materials have been incorporated into distance learning packs, while others have 
been distributed to school libraries. In general, the necessary financial support 
comes from the national fund (Section 210 grant), but the LEAs. various 
foundations, and the European Community also contribute. There is a desire to 
pursue the work of producing and distributing teaching materials. In Scodand, the 
Scottish Traveller Education Project has produced materials to increase awareness 
of Traveller history and culture, the Scottish Arts Council funds Traveller 
storytellers visiting the schools, and a great deal of work is being done to collect 
writings, songs, and stories. 
35 
Teacher recruitment and training 
4-1- in-service and complementary training 
127. Many Gypsy families are arriving in Germany as part of the wave of emigration 
from the East. In-service teacher training programmes in pedagogy for foreigners, 
taking the children's linguistic and cultural context into account, have been set up 
in a number of Lander. Measures of this kind have also been implemented at 
national level, for teachers working with Gypsy children. 
128. Motivation and the quality of interpersonal relationships are vitally important for 
everybody. One report (Bf) concludes its description of a class with the 
observation that "the very existence of this class proves that it is possible to 
integrate Gypsy and Traveller children into mainstream provision, provided the 
teacher possesses the requisite qualities (openness to cultural difference, flexible 
organisation, great attention to individual needs) and gets unwavering support 
from the administration and the goodwill of all pupils and parents. Various 
measures, both material (such as a record card) and structural (such as liaison 
between teachers), would contribute to educational backup for these children." 
Teaching teams discuss questions of relevance to Gypsy and Traveller children, in 
order to improve their understanding (Bd). 
129. In Spain, many universities and teacher training centres have begun to develop 
discussion and training in the field of intercultural education, as has the Teachers' 
Association whose annual "National days" have made possible important 
advances in this field. Central government, for its part, organises meetings and 
courses, as do administrations at regional (Autonomous Community) level; the 
latter have also developed teaching modules for teachers working with Gypsy 
children. 
130. There are a significant number of Training and Information Centres for School 
Provision for Migrant Children (CEFISEMs) in France, and Gypsy children come 
under their province and calling. These centres send personnel to teacher training 
institutes to cover certain aspects of initial training, and also play an important role 
in in-service training : organising regional and national training courses, class 
visits, making documentation available to teachers, etc. Every year, many training 
courses dealing with school provision for Gypsy and Traveller children are 
organised in this way. At national level, the Gypsy Research Centre at the 
Université René Descartes also has a role to play in training, and takes part in 
various activities. Several summer schools and national and international meetings 
have been organised at the joint initiative of the Ministry and the Gypsy Research 
Centre. In Paris, the National Institute of Oriental Languages and Cultures offers a 
three-year post-graduate degree course in Gypsy language and culture. 
131. In Greece, training for teachers called to work with Gypsy children is currendy at 
the discussion/reflection stage. 
132. In Ireland, interculturalism is figuring more and more in initial teacher training, 
and direct Traveller participation in teacher training - as speakers, presenters, and 
stimulators of discussion - has become the rule. This is also true with regard to in-
service training, and a whole programme has been developed here, particularly 
since the creation of the National Coordinator's post. National, regional, local and 
36 
specialised (i.e. for visiting teachers) seminars are held, with significant Traveller 
participation. Other methods are also being implemented : for example issues of 
relevance to Travellers are covered in the training course for the diploma in special 
education, and in complementary training for teachers working in Traveller 
preschool provision. 
133. In Italy the emphasis is mainly on in-service training, and a nationwide 
association, Opera Nomadi, has organised courses at the behest of the National 
Ministry for Public Instruction. These courses are in two sections : "Gypsy and 
nomad children in the classroom : interculturalism in the primary school", and 
"Gypsy and nomad children in the classroom : strategies and intervention". A 
number of in-service training modules have also been organised at local level by 
the education authorities themselves or by associations. 
134. As a general rule, teachers in the Netherlands have had no special training for the 
Gypsy and Traveller children in their classrooms. The exception would be those 
teachers who have worked in on-site schools; these are currently being phased out. 
and these teachers are much in demand because of their experience. The Catholic 
Pedagogical Centre runs information and study days for personnel employed in its 
various projects. 
135. In England and Wales initial teacher training is currently under review, and 
reforms will include consideration for the presence of minorities, including 
Gypsies and Travellers, in the classroom. 50 LEAs in England and 2 in Wales 
provide in-service training for teachers whose pupils include Gypsies and 
Travellers, in the form of a six-week induction course followed by a monthly half-
day session and an Open University course on "special needs". The LEAs also 
support teacher participation at regional and national level in various meetings and 
conferences organised by the schools inspectorate (HMI), the Department for 
Education, the LEAs themselves and specialised bodies such as The National 
Association of Teachers of Travellers and The Advisory Council for the Education 
of Romany and other Travellers. Similar action with regard to training is carried 
out in Scotland. 
4 - 2 - training and employment of teachers of Gypsy/Traveller origin 
136. Most of the reports emphasise the importance of personal relations between 
teachers and parents, and the emotional ties between teachers and pupils. This 
reinforces the need for training and, in this context, of employing Gypsy and 
Traveller monitors, mediators and teachers. The number of Gypsy mediators is 
small as yet, but growing, and the number of Gypsy teachers involved in 
scholastic questions concerning their own community is also on the rise. 
137. In Denmark a Gypsy support teacher has already been trained and employed. A 
number of young people will soon be in a position to take on a similar function, 
should the need arise. 
138. In Spain an EC pilot project on the training and employment of Gypsy mediators 
is being developed; its findings may help to intensify action in this field. 
139. In France, trained Gypsy mediators work in many places, linking families and the 
school. Gypsy facilitators are also employed in music workshops. 
37 
140. In Ireland, for the moment, there appear to be no Traveller teachers having 
undergone formal teacher training, but extremely important work in &rm& of both 
quality and quantity is being done by Travellers as educators in the broadest sense 
of the word, as mediators, and as leaders of organisations. The following are 
among the many organisations involved in Traveller training : 
- the training by Bernardo's of young Travellers as child-care workers and 
preschool assistants; 
- the leadership and development courses provided for young Travellers by the 
European Centre for Travellers, Tuam, and by the Dublin Travellers 
Education and Development Group; 
- the participation by young Traveller leaders in the 2-year part-time diploma 
course on youth and community development, at University College, 
Maynooth. 
141. In Italy the training and employment of Gypsy mediators is also a priority. 
Training projects are under way in some cities, and UNIRSI. a national federation 
of Gypsy organisations, has been formed with a view to developing a reference 
and training framework for mediators. 
142. There are at present very few teachers of Gypsy/Traveller origin in the 
Netherlands. 
143. There are three Gypsy/Traveller teachers in England and Wales, as well as two 
others who are members of teaching teams but not teachers. In Scotland one 
Traveller is currendy pursuing university-based teacher training, and several 
sedentary Travellers are already teachers. 
Information and research 
1 - provision of documentation and information to schools, teachers and 
parents 
144. In Germany, the Lander are concerned that principals and teachers be well 
informed regarding the situation of Traveller children generally, and in particular 
with those aspects direcdy relevant to school provision. Towards this end they 
have developed teaching materials, support, circulars and decrees, in-service 
training measures, discussion groups, and information on the cultural, family, 
social and historical context of the Gypsy communities, whose history is one of 
perpetual oppression. In this context it is important to increase teachers' awareness 
and sensitivity so that Gypsy families' understandable mistrust of the schools not 
continue to be misinterpreted as a rejection of schooling to be countered with 
repressive measures. The goal is rather to aim towards mutual acceptance and 
gradual rapprochement. It should also be emphasised that the publication of a 
German-language edition of the Interface newsletter plays an important role in 
publicising information, particularly concerning different projects. 
145. A study in French-speaking Belgium reveals that "it is parents' attitudes, far more 
than their own level of scholastic achievement, which direcdy influence children's 
38 
literacy; parental illiteracy combined with lack of parental motivation accentuates 
children's illiteracy. Statistics confirm the eminently cultural character of Gypsies' 
and Travellers' attitudes towards schooling." "In a context marked by a desire for 
invisibility and parental mistrust of the school as an institution, as well as by a lack 
of interest on the part of the authorities (in the broadest sense) in a transient 
population, information is the indispensable first stage to any other initiative. It is 
in this spirit that the Ministry of Education of the French-speaking Community of 
Belgium has undertaken research (currently in progress) into school provision for 
Gypsy and Traveller children in Brussels and Wallonia. Its findings should make 
it possible to define axes for priority action (training, teaching methods, 
programmes, types of intervention) on which to formulate concrete proposals" 
(BO-
146. The family's social representation of the school is a fundamental and determining 
factor in schooling. Much school attendance continues to be out of obligation 
rather than choice (Bd). There is still very little documentation available (Bd); 
information exchange continues to be primarily informal and person-to-person. 
Brochures are being produced in response to the need for information. 
147. In Spain the Ministry of Education and Science's Centre for Research, 
Documentation and Evaluation (CIDE) has undertaken a series of research 
projects, usually in collaboration with the University, which have led to reports 
and publications. Many autonomous regions have also developed activities along 
these lines, enabling them to increase their understanding of Gypsy children's 
scholastic situation. 
148. In France the CEFISEMs (Training and Information Centres for School Provision 
for Migrant Children) mentioned above, whose responsibility includes Gypsy 
children, engage in many information activities with the various partners involved 
in school-related questions; much informative documentation (publications, 
cassettes, videos etc.) has resulted. There is also the National Union of Institutions 
for Social Action for Gypsies which runs training sessions, particularly for social 
workers, and collaborates in the documentation work of the Association for 
Gypsy Studies which publishes the journal Etudes tsiganes. Information is also 
available through the Interface newsletter published by the Gypsy Research Centre 
at the Université René Descartes, Paris. 
149. In Greece there is a recognised need for awareness-building and information 
actions for all concerned parties; programmes of this sort are being set up in a 
number of regions, and should lead to improved mutual understanding and 
harmony. 
150. Irish schools have access to publications produced by Traveller organisations, 
teachers' associations, the Ministry (circulars, letters of information, and policy 
guidelines on school provision for Gypsy children, sent to every school), the 
general policy document, "Education for a Changing World" (which takes 
Traveller children into account) etc. The Association of Teachers of Travelling 
People publishes a newsletter, Glocklai. 
151. In Portugal some effort has been made to produce documentation and distribute it 
to the schools. 
152. Schools in the Netherlands get information backup and documentation thanks to 
the support of counsellors in 26 regional pedagogical projects (out of a total 56 
39 
regions). Parents are kept informed by counsellors and social workers, and receive 
a free information newsletter. 
153. Each of the central education authorities in the United Kingdom (for England, 
Wales, Scotland and Northern Ireland) has produced a circular oudining guidelines 
on good practice in Traveller education. Many more such documents have been 
produced by various Local Education Authorities. Moreover the Traveller 
Education Services disseminate information through training courses, 
conferences, exhibitions, reports, various publications, resource packs, and 
through professional associations and voluntary associations. One LEA publishes 
a Traveller Education Service newsletter; other interesting initiatives include an 
information cassette for families and an information booklet for school principals. 
2 - encouragement of research on the culture, history and language 
of Gypsies and Travellers 
154. It emerges from several of the reports that a number of newly-developed actions, 
in particular pilot projects launched at European Community level, are conceived 
as action research. The development of actions of this kind in relation to school 
provision must be encouraged, as this approach makes it possible for all 
concerned to get involved. Teaching teams express keenly felt need in a number of 
areas, particularly concerning better understanding of the language. The reports 
also reveal that work in this field must lead to the production of good basic 
teaching materials. 
155. These projects make it possible - as noted in particular in the Netherlands - to keep 
close tabs on developments in the situation with regard to teaching Gypsy and 
Traveller children. The Ministry of Education puts forward new methods and 
activities, based on project findings. There is recognition that the linguistic 
situation demands particular attention. Following the adoption of the 1989 
Resolution, The National Experts Commission for the Education of Gypsy and 
Traveller Children submitted a request to a University to undertake research into 
Gypsy languages with a view to producing didactic materials. 
156. A total of 36 LEAs in England and Wales say they are involved in research 
projects of various kinds : the development of a humanities work pack based on 
Ireland; development of resource banks; a directory of Traveller education in a 
region of England; a cultural awareness programme examining attitudes, the roots 
of prejudice and strategies to combat discrimination; vocational training; distance 
learning, etc. A number of these projects are considered to be trans-national. In 
Northern Ireland several studies on the scholastic situation of Traveller children 
have been carried out, and the Belfast school for Traveller children has produced 
teaching materials. In Scodand a range of research and information gathering has 
been undertaken, notably case studies of schools with a large turnover of 
Travellers. The EC Intercultural Education Programme has supported other 
research, including a study on secondary education and vocational training, and 
collection of materials on Travellers' lifestyle which have contributed to the 
production of resource materials. 
40 
Consultation, coordination, participation 
6 -1 - appointment of trained staff carrying out coordination tasks 
157. In order to improve parent counselling, the State may hire persons from the 
Gypsy/Traveller community in this capacity. Their task consists of helping parents 
get to know the school, and familiarising teachers with Gypsy/Traveller culture. It 
is sometimes useful to start with Romani literacy tuition and taking specific 
cultural content into account in the approach to teaching, in order to convince 
parents of the value of schooling (Germany). 
158. In Denmark, coordination is seen as essential, and has been developed in a 
framework of information, the planning of teaching, contact with other 
administrational bodies etc. 
159. In Spain, overall development is coordinated under the Plan de Desarrollo Gitano 
(Gypsy Development Plan) under the authority of the Ministry for Social Affairs. 
An interministerial working group makes possible the periodic exchange of 
information and the coordination of actions aimed at ensuring the realisation of 
objectives identified in the national plan. Some coordination has also been 
achieved at Autonomous Community level. The Gypsy Development Plan has 
significant funding at its disposal : a total of some 3 thousand million pesetas over 
the 1989-1992 period. 
160. In France, "structures for consultation and coordination are being set up only 
gradually". Certain Education Authority areas most involved in school provision 
for Gypsy children have, through the CEFISEMs (which are also involved in 
school provision for Gypsy children), designated specific teacher-trainers to take 
on this coorcUnating role; in other areas, there are individuals who carry out this 
function without having been officially assigned to it. Coordinators get involved in 
questions such as accommodation for nomads, liaison with and between schools, 
scholastic continuity, organising meetings with the different partners 
(administrators, associations...) concerned, with officials from the Ministry of 
Education, etc. Additionally, the Gypsy Research Centre plays an important 
coordinating role in the various fields in which it is involved. Gypsy mediators 
have been trained and are working in a number of places, ensuring liaison between 
families and the school. Gypsy facilitators also run a number of music 
workshops. 
161. In Ireland, coordination of school provision for Traveller children at national level 
is handled by a Department of Education official with overall responsibility for all 
aspects of Traveller education. This official is also manager over the National 
Education Officer, whose duties are detailed in the report. At regional level. 
Divisional Inspectors manage inter alia the Visiting Teachers (currendy 9, due to 
expand to 12 in the near future) who cover the whole of the country and play an 
essential coordinating role (detailed in the report). There is thus complete 
complementarity between the administration, the inspectorate, and coordinating 
agents on the ground. 
41 
162. In Italy from the early 1970's the Ministry for Public Instruction has made 
available to a national association, Opera Nomadi, persons fulfilling an essential 
role of coordination, support, and mediation with local bodies and various 
institutions. This was discontinued in 1992, and coordination is now handled 
solely on a voluntary basis, at local level. 
163. In the Netherlands the Catholic Pedagogical Centre (KPC) coordinates at national 
level the 26 extant education projects for Gypsy and Traveller children, and 
designates 3 project chiefs to liaise with pedagogical counsellors. There is regular 
contact between the National Expert Commission (a consultative body set up by 
the Ministry for Education to coordinate activities in this field at national level) and 
the Ministry of Education, which funds the projects. This Commission is an 
independent body of directly involved individuals, on which observers from 
various Ministries also sit. In addition, in each of the regions with one of the 26 
projects, a "think tank" of people involved in education-related issues is in 
operation. 
164. In Portugal, trained personnel have been designated to ensure coordination and 
consultation. 
165. In England and Wales a total of 50 LEAs have appointed staff (amounting to 67 
persons) to coordinate school provision for Gypsy and Traveller children. Their 
tasks include home/school liaison, arranging local and regional meetings, 
organising in-service training, general improvement of the conditions surrounding 
the child's schooling, identifying priority needs, consultation between relevant 
agencies, dissemination of information, pupil monitoring particularly in the 
transition from primary to secondary, distance learning, etc. Similar measures 
exist in Scotland and Northern Ireland. 
166. The role and functions of Gypsy school mediators are taking increasingly clear 
shape in a number of States. 
6 - 2 - encouraging liaison groups 
167. In Germany some local initiatives, under the collective tide of "regional support 
services for foreign children and adolescents" (RAA), are working towards 
consultation/coordination with regard to school provision for Gypsy children. 
168. It is becoming more usual to set up "pilot committees" comprising different 
partners, in connection with projects (Bd); contractual partnerships and local 
collaboration networks are also being developed. Litde by little broader, regional 
networks are also taking shape, interlinking local actions and networks. 
169. In Ireland liaison is very effectively handled within the framework of the activities 
of the national coordinating agent and the regional agents, the Visiting Teachers. A 
Task Force on Travellers has recendy been formed in the newly-established 
Department of Equality and Law Reform; it plays a liaison and coordinating role 
at interministerial level. 
170. As regards the Netherlands, details relevant to this question were given under the 
previous heading. It should be added that the Ministry of Education has a liaison 
agent handling administration at ground level. In addition, the Ministry of Welfare, 
42 
Health and Culture has organised three experimental projects on preschool 
activities. 
171. 46 LEAs in England and Wales have set up liaison groups to monitor, evaluate, 
and plan a range of services and share information. Similar liaison groups have 
been set up in Scotland. Many of the tasks carried out by these groups concern 
inter-agency cooperation on matters to do with health, education, welfare, equal 
opportunities, site management etc. The majority (57%) of these liaison groups 
include Traveller members. In addition, regional coordination is also taking shape, 
for example through the development of regional groups of Traveller Education 
Services. Coordination at national level is handled by each Department of 
Education (England, Wales, Scodand, Northern Ireland) with the support and 
cooperation of the inspectors (HMI) who also fulfil an independent role in 
monitoring the quality of provision. 
6 - 3 - designation, if necessary, of a State authority on school provision for 
Gypsy/Traveller children 
172. The main bodies mentioned in the national reports are generally national and/or 
regional administrations. 
Other actions 
173. Actions developed for a wider target group, and particularly in connection with 
school provision for immigrant children, may in some cases be relevant to school 
provision for Gypsy children. In Denmark, for example, a teacher's manual and 
pupil's textbook give children an opportunity to improve their understanding of 
cultural diversity through a game of questions and answers in an intercultural 
framework. Danish-language classes for adults have been very useful to Gypsies, 
thanks to the fact that they were adapted to Gypsy requirements (women-only 
groups, etc.). Unpaid training courses for adolescent immigrants (30 hours per 
week over 2 years) are also available, and have brought young people improved 
literacy skills and vocational support (in fields such as electronics, motor repair, 
catering, childcare...) 
174. Certain measures taken in Spain are of relevance to the implementation of the 
Resolution, particularly the projects developed with the Ministry for Social Affairs 
and the public awareness campaign entided "Democracy is Equality". Mention 
should also be made of substantial growth in the Gypsy associative movement, 
which is impacting positively on school provision through its mediating work, 
support, relaying of information, expressing parental demands etc. 
175. In France, measures to combat illiteracy in general are direcdy relevant to Gypsy 
communities. Programmes have also been developed to increase parental 
awareness with regard to their children's schooling. 
176. In Ireland several reports have been compiled defining or updating guidelines with 
regard to school provision for Traveller children. Partnership with the different 
Traveller organisations has also been intensified, as has coordination between 
43 
actions within the framework of a pilot project supported by the European 
Community. 
177. The Netherlands are currently working on three projects supported by the 
European Commission : on didactics, on possibilities for collaboration between 
pedagogical counsellors and officials in the field of job creation, and on a system 
of monitoring which will reveal pupds' stumbling blocks. 
178. Certain actions developed in the United Kingdom are not covered under the 
Resolution adopted by the Ministers in 1989. These include, for example, 
measures regarding preschool provision, school transport and the purchase of 
school uniforms, the national record referencing system, and vocational and adult 
education. The government has also undertaken a variety of other, general action 
which has impacted on school provision for Gypsy and Traveller children. 
Outcomes and directions of work 
1 - to what degree have actions developed contributed to "overcoming the 
major obstacles to Gypsy and Traveller children's access 
to schooling"? 
179. "Once we perceive the correlation between persistent illiteracy, daily school 
attendance, and failure to progress beyond primary level, we cannot but admit how 
inappropriate basic teaching has been to the needs of Gypsy and Traveller children, 
sedentary or not" (Bf). 
180. In Denmark, actions to date have mosdy benefited children and adolescents; older 
people's opportunities for participation in the job market are reduced, because the 
types of economic activities to which these recent immigrants are accustomed, are 
unsuited to the Danish socio-economic context 
181. In Spain, it is felt that the Resolution has been satisfactorily responded to, mainly 
at primary level. 
182. In France there has been progress both qualitative and quantitive since the 
implementation of the Resolution was undertaken. However, while those 
measures which have been developed have certainly had a positive effect, many 
areas remain to be addressed. Some teachers are still isolated - but an increasing 
number of children successfully master all or part of the basic curriculum. 
Parents' image of the school is improving, and this is making matters easier. 
Teachers' increased awareness is also helping to make the children feel more 
welcome. 
183. In Ireland the details given in the preceding sections, and indeed the whole of the 
report, demonstrate the significant progress made over the last few years. 
184. In Italy there is a strong awareness of the need to improve the conditions of school 
provision for Gypsy children, but a number of parameters must be taken into 
account, notably the importance of regional pro-Gypsy legislation covering 
questions such as the right to nomadism and decent living conditions, education 
44 
and vocational training, health, the development of crafts and commerce, entering 
the workforce etc. At present, legislation of this kind is in force in approximately 
ten Regions. It must also be stressed that, when in comes to implementing or 
extending measures favouring the Gypsy communities, one comes up against 
numerous difficulties due to a piecemeal approach or to indifference or even 
outright opposition. 
185. In contrast to the situation a few years ago, practically all Gypsy and Traveller 
children in the Netherlands now get a primary education, and most go on to start 
secondary. 
186. In the United Kingdom, projects supported by the Section 210 grant in England 
and Wales have made it possible to develop a great many of the activities 
mentioned in the preceding sections, improving the continuity and quality of 
education for Traveller children. 61 LEAs in England alone provided 190 
responses on strategies which they found particularly successful, falling into 8 
broad categories (the overall pattern was similar in Wales) : 
- intensification of home-school links (mentioned 37 times); 
- staffing strategies : additional staff, peripatetic teachers, opportunities for 
professional development and in-service training (mentioned 37 times); 
- strategies for positive images, understanding and support : advice, fostering 
equal opportunities, school transport, emphasis on pupil success (mentioned 
30 times); 
- support at particular stages of pupils' scholastic development : priority to 
education in the early years, integration into mainstream classes, supporting 
pupils' transfer from primary to secondary school (mentioned 26 times); 
- adapting the curriculum and teaching materials : the use of materials which 
acknowledge Travellers' way of life and take account of their particular 
educational needs, including distance learning materials and appropriate 
teaching styles (mentioned 23 times); 
- attentive monitoring of pupil attendance and progress : work to maintain and 
improve attendance, continuous assessment of progress, and promotion of 
the Department for Education educational record referencing system 
(mentioned 17 times); 
- intensification of networking and linkage with other services (such as health, 
welfare and housing) and also with organisations outside the LEA. 
regionally or nationally, including voluntary bodies and professional 
associations (mentioned 13 times); 
- strategies relating to strong and efficient overall policy and its administration 
(mentioned 8 times). 
8 - 2 - important work still to be undertaken 
187. "Apart from this (research) action, nothing has been done with regard to 
structures, pedagogy, or the recruitment and training of teachers. This is 
detrimental, all the more so in that there is a need for these things. At local level, 
these exist only insofar as the school and/or the teachers happen to be motivated. 
Some public primary schools situated near significant concentrations of Gypsies, 
do take the fact of nomadism into account, but without appropriate teaching 
materials or outside help" (BO- A considerable amount remains to be done to 
improve in-school relations between pupils from different cultures. Segregation 
45 
remains substantial and pervasive (Bd). 
Considerable work remains to be done to improve children's and families' image 
of the school, and to improve scholastic results, in that too often both pupils and 
parents feel that children learn nothing in the school, and that it has nothing to offer 
them, and so they remain passive or apathetic towards it. The school retains its 
negative image (Bd). 
"Placing Manouche children directly into mainstream classes leads to violent 
assimilation and deculturation; transition structures such as those used for Rom 
children, and a more relaxed approach to teaching, are thus called for in order to 
overcome the obstacles Manouche children encounter in the school system" (Bd). 
188. It is extremely important for young Gypsies to become teachers and to get 
involved in school provision for the children of their community (Dk). 
189. In France, significant work remains to be done in the following areas : 
- infants and toddlers; 
- improved school attendance; 
- schooling for 12-16 year olds; 
- the transition from school to working life; 
- more research in relation to teaching materials: 
- pupil monitoring; 
- in-service teacher training, and training Gypsy monitors; 
- information for teachers and families: 
- above all, coordination; 
- information on Gypsy language and culture for all pupils, as part of the school 
programme; a start has already been made within the distance learning 
framework. 
190. In Greece, it is perceived as important : 
- to improve transport provision for pupils living at a distance from the school; 
- to improve the conditions for enrolling children in school; 
- to develop reception schools for nomadic children, and to do so in a positive 
spirit so that schools of this type will not be limited to those situations where 
children are unable to gain admission to mainstream schools; 
- to provide information to principals, so as to improve conditions under which 
children are received into the schools; 
- to provide suitable support for children under the age of 10 who cannot read and 
write, to enable them to integrate into ordinary classes, and to provide 
reception classes for children over 10 unable to read and write; 
- to develop forms of pedagogical follow-up for nomadic children; 
- to employ trained pedagogical counsellors to give teachers the support they 
require; 
- to develop the production of adapted teaching materials, particularly in the field 
of language; 
- to develop distance learning, notably for nomadic children; 
- to develop a vocational training programme for young people; 
- to intensify information activities; 
- to designate a coordinator who, in collaboration with all partners, can develop all 
of these plans in a coherent, articulated manner. 
46 
191. In Ireland, the essential points to be addressed are as follows : 
- the development of a truly intercultural basis for the education of all, respectful of 
the cultures, of all; 
- the extension of appropriate second-level education to all Travellers; 
- improving both enrolment and attendance; 
- development of the intercultural education dimension of the initial and in-service 
training of teachers; 
- development of staffing at all levels (at school, visiting teachers, national 
education coordinator); 
- a comprehensive survey of Traveller education, both quantitive and qualitative; 
- the development of appropriate assessment instruments. 
192. In Italy, in the light of action undertaken to date, the following points emerge as 
important : 
- to develop a statistically precise, and official, understanding of the data on school 
provision for Gypsy children (numbers, enrolment, attendance, availability 
of support and other services, scholastic success etc.); 
- to. inventory innovative and experimental activities in collaboration with the 
education authorities, teacher training institutes, the University, associations 
etc.; 
- to disseminate research results and their didactic implications, encourage change, 
develop a data bank; 
- to develop, for teachers and others involved in education, in-service training 
firmly based on research findings (from training institutes, the University, 
study centres etc.) and on the Resolution adopted by the Ministers in 1989, 
particularly as regards teaching methods and materials, distance learning and 
pedagogical backup, the training and employment of teachers from the 
Gypsy community, the setting up of regional centres which can bring 
together the different partners, etc. 
193. In the Netherlands, care must be taken over the coming years to maintain the 
current degree of interest in school provision for Gypsy and Traveller children. 
Particular attention must be accorded to the preschool period, difficulties in the 
school situation, insistence on the need for quality teaching, preventing early 
school-leaving, reducing absenteeism, and integration into the world of work. 
194. The priority focus for development in Portugal is teacher training, to give them a 
better understanding of Gypsy culture. Greater parental involvement is equally 
essential. 
195. In the United Kingdom, progress has been most marked at the primary stage; 
additional effort should now be made in relation to secondary. In Northern Ireland 
in particular a Circular on Traveller Education should act as a catalyst for further 
developments in the different areas discussed above. The Scottish Traveller 
Education Project has an identified role in supporting the education authorities and 
schools in the further development of curriculum materials, distance learning, 
teacher training, the maintenance of educational records, and the collection and 
dissemination of statistics. 
47 
8 - 3 - sectors in which there is still important work to be undertaken 
196. In Germany the education systems of the new and old Lander still operate 
differendy, and work remains to be done towards harmonisation, particularly with 
regard to adapting school systems to the particular needs of certain children. It is 
particularly important, in connection with this work, to take account of the fact that 
certain families' mobility may bring them beyond the confines of a single Land. 
197. The following guidelines are mentioned for Belgium : 
• Coordination by a resource person, mediator/coordinator, link-up between 
different schools (Bd)(Bf). Intensification of coordination actions, and networking 
these; networking facilitates both dynamic development of ideas and a 
systemisation of work even in the least-explored areas (Bd). 
• Information for teachers and administrators (notably through information leaflets 
and cycles of conferences - Bf) and for parents (through coordinators and 
associations already active in this field). 
• Teacher training : particular effort must be put into in-service training, 
conferences, and a specialised course at a teacher training institute. 
The present phase is one of exploration and development of the different activities 
mentioned; it is important that they be evaluated. "A relatively new and unknown 
field of action in the school" (Bd). "Before extending action into other fields of 
intervention, it is first essential to finish what has been started" (Bd). Pilot projects 
may serve as supports and models for extending action into other areas. 
198. "With some of the young men and women as their own teachers, it would be 
possible for the group to survive as Gypsies/Rom in the larger surrounding 
society. In the short term, it would strengthen their linguistic background and keep 
the children bilingual, where today there is a tendency for the Danish language to 
become more and more dominant"; it would be of great importance, under these 
conditions, to develop teaching/reference materials on Gypsy culture at a range of 
scholastic levels. Production conditions must be looked into, to keep costs at a 
reasonable level. Such material could be used by both Gypsy and Danish children 
(Dk). 
The current population movement from Central and Eastern Europe, and in 
particular from the former Yugoslavia, makes it more and more important to train 
young Gypsies in the host States, to prepare them to function as mediators and 
educators in welcoming new arrivals and helping them to adapt (Dk). 
199. The Greek report emphasises the importance of networking both between the 
States of the European Community, and other States such as Romania, Hungary 
etc. which also have experience in teaching Gypsy children. 
200. In Ireland, imminent reform of existing legislation regarding education will have a 
profound effect on school provision for Travellers. The Visiting Teacher Service, 
providing support and coordination-, is due for expansion. There are also plans to 
develop second-level provision for Travellers, the intercultural dimension of initial 
and in-service teacher training, the training and employment of Traveller advisors -
all of which should have a positive effect on school provision for children 
48 
generally, in a context of interculturalism, and Traveller participation senso largo 
should improve significantly. Finally, the Task Force on Travellers has begun 
planning for a comprehensive survey of Traveller education, which will provide 
new assessment and evaluative instruments. 
8 - 4 - projects foreseen in the short-, medium- and long-term 
201. In Germany work in the following fields is currendy at the planning or 
implementation stage : 
- in-service teacher training; 
- developing teaching materials, particularly for distance learning; 
- harmonisation of teaching materials; 
- increasing public awareness (press, television...); 
- organising responsibilities in the school and in school administration; 
- progress in getting pupils to finish the courses they start; 
- setting up mobile teaching services near camping sites. 
202. In Spain : 
- to improve qualitative and quantitive analysis of the socio-educative needs of the 
Gypsy community, in order to direct work in this field more effectively; 
- to provide a better response through the development of intercultural models 
taking account of the culture of the Gypsy community, notably by 
publishing teaching materials, defining new pedagogical guidelines, and 
research; 
- to improve coordination between the different services (school, health, 
welfare...), as well as collaboration with Gypsy associations and other 
partners; 
- to make possible the development of intercultural content in programmes at both 
theoretical and practical level through training, information, the production 
and publication of the required materials and the creation of pedagogical 
documentation centres; 
- to bring the Gypsy community's vocational qualification level up to its vocational 
aspirations; 
- to improve public understanding of cultural diversity, and of Gypsy culture in 
particular. 
203. In France : 
- creation, experimentation, analysis and dissemination of adapted teaching 
materials; 
- developing an appropriate documentary base accessible to the different networks 
(pedagogical documentation centres, CEFISEMs, training centres, the 
schools most direcdy involved...); 
- continuing the work on distance learning at primary and secondary levels; 
- pursuing awareness-raising and information actions among the families; 
- developing information exchange between the regional education authorities, to 
ensure better dissemination of innovation and suitable practice. 
49 
204. In Italy, in the short term : 
- discussion and reflection on language, history, the didactic approach to be taken 
in the logico-mathematical field; improving the conditions under which the 
child comes into the school; 
- defining guidelines for the testing, through a didactic guide for teachers, of a 
video documentary on the realities of Gypsy childhood in Italy; 
- testing and disseminating the materials covered in the preceding point; 
preliminary work on distance learning and on possible forms of pedagogical 
follow-up. 
205. In England and Wales the Section 210 grant is normally approved for a period of 
up to 3 years, so that a number of current projects described above are due to run 
until the end of March 1996. Particular mention should be made of distance 
learning projects which under the EC intercultural education pilot programme 
would lead to the production of such materials as the basis for developing in-
service training provision for teachers, to be complemented by a project in 
Scodand focusing on initial teacher training. In Northern Ireland it is probable that 
the accent will be on the development of Traveller teaching materials, provision of 
summer schools for teachers and the inclusion of a training module on Traveller 
education in initial courses of teacher training. Scottish priorities include the 
development of distance learning packs for pupils, but also for training teachers 
and other professionals, and training to give adult Travellers the skills for 
partnership with schools in providing home learning for their children while 
travelling. 
50 
Implementation at Community Level 
206. Just after the Resolution was adopted, in May 1989, the European Commission 
was able - due to the availability of modest and precarious funding for this 
purpose - to provide backing for a very limited number of actions in connection 
with it over the late 1989-1990 period. Later the relevant Parliamentary 
Commissions, followed by the Parliament itself in plenary session in December 
1990, opened a budgetary line for actions relating to intercultural education, and 
particularly to the implementation of the Resolution. Apart from a limited number 
of activities which took place prior tö 1991, all of the actions outlined below were 
financed by this budgetary line. 
This part of the report is a tight summarisation, as these actions enjoy high 
visibility through the publication, from early 1991, of the quarterly newsletter, 
Interface, covered below. The interested reader should consult it for detailed 
project descriptions : objectives, organisation, coordination, results, evaluation, 
publications arising, etc. 
Organising exchanges of views and experience 
Meetings, seminars, colloquia 
207. The Commission's first post-Resolution action took place a few weeks after the 
Resolution was adopted. This was the summer school on "Education for 
Gypsy and Traveller Children : Action-Research and Coordination", 
proposed and organised by the Gypsy Research Centre of the Université René 
Descartes, Paris, and co-financed by the French National Ministry of Education 
and the Commission. The meeting was held at Carcassonne (France) from 5-12 
July 1989, with 65 participants from 10 Member States. The resulting report has 
been published in English, French, and Spanish, and remains a reference text 
208. A meeting organised by the Centro Studi Zingari in collaboration with the 
International Romani Union and with the support of the Commission was held at 
Ostia, near Rome, from 20-26 September 1991, under the title, "East/West : 
Comparative Analysis of Regional and Local Gypsy Policies". Participants 
represented Gypsy and other organisations from 15 States; the International 
Romani Union was well represented. Highlights included a Conference in the 
Capitol building and an audience with Pope John-Paul II. Many documents have 
come out of this meeting, outlining social and political guidelines and a working 
programme for the International Romani Union, which the organisation has gone 
on to develop, focussing on certain activities connected with European questions. 
51 
209. A meeting on the theme of "Gypsy and Traveller children : Models of Access 
to School Provision", organised by the Department of Education and Science 
(London) with the support of the European Commission and the assistance of the 
Gypsy Research Centre, took place in Poole, Dorset, UK, from 11-14 December 
1991. Within the overall framework of European Community action, this seminar 
was a direct follow-up to that held in Carcassonne, France, in 1989, responding to 
participants' expressed wishes for an additional opportunity to meet at European 
level and, two years on, to build.on the insights of Carcassonne. This, the first 
European meeting to be held in the UK, brought together some 65 participants 
representing most of the Member States of the European Community, to discuss 
8 broad themes. 
210. Within the framework of developing pilot projects at Community level, one of the 
Greek projects concerned with the "Teaching Materials" network envisualised a 
seminar aimed at increasing awareness. The National Ministry of Education and 
the General Secretariat f or Adult Education jointly organised a seminar for this 
purpose in the city of Halkida, 5-7 June 1992; it was attended by many Gypsy 
families both nomadic and sedentary. 
211. The Brighton meeting (UK), April 1993, on "Gypsies and Travellers : Distance 
Learning", was organised by a team based in the London Borough of Hounslow 
and engaged in a pilot project within the Community network, with the support of 
the Commission and the Department for Education in London, and in cooperation 
with the Gypsy Research Centre. 
212. The 5 meetings mentioned above are not the only ones to have been held in 
connection with the implementation of the 1989 Resolution. While each of them 
was particularly significant, they are also representative of other meetings within 
the same framework. 
213. Mention should also be made of complementary measures which have enhanced 
certain particularly important initiatives and provided support as required in 
connection with realising proposed actions (organising seminars and meetings, 
compiling documents etc.). These measures are thus supportive of, and 
complementary to, other actions, and enable the Commission to offer flexible 
support to activities which are not structurally integrated with long-term planning 
but are nonetheless able to participate fully in the development of agreed priorities. 
For example the International Romani Unions annual summer school (Belgrade 
1989, Vienna 1990, Helsinki 1991) was held in Italy in 1992 with the cooperation 
of Komiteto Romano ande Italia, and in France in 1993 and again in 1994 under 
the auspices of the Union's own cultural foundation, Rromani Baxt. 
214. It is also important to stress that there is wide demand for new kinds of meetings, 
and plans for two innovations in this field : 
• on the one hand certain States have been involved in pilot projects for a number 
of years and wish to carry out an appraisal at national level while intensifying 
discussion with other States. Many meetings along these lines took place in 1994 
at the initiative of various Ministries of Education : for example Madrid (April), in 
connection with the production of teaching materials; Toulouse (September) on the 
same theme, linked to a training session at a summer school held in Rome earlier 
that year, also on the same theme; Dublin (May) on "Intercultural Education -
Irish Perspectives", etc. 
52 
• on the other hand, meetings aiming to increase overall political visibility and 
address questions of general political strategy at European level may be proposed. 
Mention should be made of the Congress held in Seville, May 1994, with the 
support of the European Union and the Andalusian Regional Government. This 
brought together participants from 18 States, including delegations from Gypsy 
organisations and representatives of various administrational bodies, researchers, 
observers and so on. Work focussed on three pivotal themes : education policy, 
social policy, and civil liberties. This meeting, in which the Queen of Spain, the 
President of the Spanish Government, numerous Ministers, politicians both 
Gypsy and non-Gypsy, and representatives of European institutions all took part, 
was widely publicised. 
Promoting exchange of experiences and pedagogical materials 
215. In order to promote the widest, most flexible possible exchange between teams 
and schools, it was decided to support a certain number of exchange projects. 
These entail action such as aiding the production and exchange of school 
newsletters and audio-visual documents, support in making use of new 
information and communication technology as a vehicle of exchange, etc... This 
approach is all the more important in that the Gypsy community is scattered 
throughout the Member States. Exchange along these lines is highly desired by, 
and intensely motivating to, both pupils and their teachers. A great number of 
teachers have already grasped the pedagogical value of simple contact between 
classes in different States, and, for particularly interested pupils, correspondence, 
making and exchanging videos, etc. 
216* "Exchange" carries potential for doubly positive impact : 
• on the one hand to provide concrete assistance to local initiatives which may 
involve several States, and to projects which teachers and others on the ground 
deem priorities, providing them the benefits of a Community dimension 
(cooperation, comparative evaluation within the action-research framework, access 
to documentation, etc.); 
• on the other, to complement projects planned by the Ministries. The benefits are 
twofold : giving more teams an opportunity to apply themselves in detail to 
questions of relevance to those on which their pilot projects focus, as well as an 
opportunity to address issues not identified as priorities at Community level but 
which may nonetheless be of great importance in certain local situations which can 
find, and draw from, analogies in other States. 
217. The overall conclusion to be drawn from an analysis of this action is that it has by 
and large responded to the objectives set out for it. Each year, it has enabled a 
number of teams to mount projects involving one or more other teams in one or 
more other States. As laid out in the objectives, it has enabled widely diverse 
teams to participate actively, to launch innovative projects and concepts, and - an 
essential consideration - Gypsy organisations have been in the majority from the 
outset. Over the four years, then, 37 exchange projects have been developed, 
most of them in turn involving (due to their multilateral. multi-State character) 
clusters of projects. 
53 
Developing innovative projects 
A set of pilot projects 
General Remarks 
218. Earlier, in outlining the Community's broad lines of action, a link-up was 
envisualised, with the aim of networking a number of pilot projects selected for 
their complementarity and focus. Bearing in mind the ongoing projects in various 
States, as well as those still in the planning stages, and considering report 
recommendations and Commission guidelines re. building on existing efforts and 
actively involving the States themselves, it was proposed to start by developing 
Community-wide networks based on existing regional and national initiatives. 
This lent a European dimension to action - whether ongoing or at the planning 
stage - focussing on priority themes, the development of which will contribute to 
formulating more coherent, better-adapted education policies. European 
Community assistance was earmarked for the development of these networks, 
providing financial and logistical support for study visits, inter-team contact, 
organising thematic conferences involving a number of States, developing 
exchanges, etc. 
219. The definition of priorities, and thus of work themes, took place over the course of 
a series of meetings between the Commission and representatives of the 
Ministries of Education : the first of these, in Brussels, June 1991, led to the 
setting up of the Ad Hoc Group which subsequently identified six Priority 
Themes : 
- secondary education 
- the transition from school to working life 
- Irish Travellers (later subsumed into the remaining categories) 
- distance learning 
- teaching materials 
- training Gypsy mediators 
When it met for the second time, in Rotterdam that September, the Ad Hoc Group 
had an opportunity to intensify its reflections and the exchange of ideas between 
States, and to formulate precise proposals. These proposals, later reformulated as 
projects, were organised in complementary fashion to form the networks 
described below. 
220. Over the first four years of the implementation of the Resolution, some 100 wide-
ranging projects - an average of 25 per year, all of them proposed by Ministries 
of Education in the various Member States - were launched, and grouped under 
five thematic network headings. These projects are regularly listed in the 
Interface newsletter. To this tally we must also add a number of seminars, 
meetings, colloquia and other actions which will be covered under other headings 
but which are thematically linked to the above networks. 
54 
221. Project distribution over the first three years. 
22 projects were launched in 1991-1992 : 
Network I -Stnutilaty Jftfeotfte* : Denmark - FV«m« (\2) - N«ttaêrUrt*fc United Kingdom 
Network II - The Transition from School to Working Life : France - Greece - Ireland -
Netherlands 
Network III - Irish Travellers : Ireland - United Kingdom 
Network IV - Distance Learning : France • United Kingdom 
Network V - Teaching Materials : Belgium (Dutch-speaking) - Greece • Ireland -
Italy - Netherlands - Portugal • Spain 
Network VI - Training Mediators : France - Spain 
The 22 projects for the 1992-1993 academic year reflected the fact that most Ministries wished to 
extend and develop projects launched the year before. Some carried over their original headings, but 
their content had changed, most often in the form of a more in-depth approach, and certain activities 
for which there was little demand when projects were just getting off the ground (meetings and 
seminars, for example) were intensified. 
Network I -Secondary Education : Denmark - France - Netherlands 
Network II - The Transition from School to Working Life : Ireland • Netherlands - Spain 
Network III - Irish Travellers : Ireland - United Kingdom 
Network IV - Distance Learning : Frunce - United Kingdom 
Network V - Teaching Materials : Belgium (French- and Dutch-speaking) - Germany 
(x2) - Greece - Ireland- • Italy - Netherlands - Portugal - Spain United Kingdom 
Network VI - Training Mediators : Spain 
25 projects were launched over the 1993-1994 academic year. Since most of the Ministries in the 
various Member States wished to prolong and expand existing activities, some projects were carried 
over from 1992-1993. Their content had changed, howevec again most often in the form of a more in-
depth approach. It should be noted that some of the projects for which Ministries or other institutions 
request European Commission support involve seminars, meetings and symposia which are not directly 
linked to any of the networks mentioned below; as a result, some activities are not covered here under 
Pilot Projects, but under their logical heading. Meetings and Symposia. 
It should also be stressed that the networks themselves remain unchanged, with the exception of the 
"Irish Travellers" network which on the one hand was of relevance to only two Member States (Ireland 
and the United Kingdom) and on the other duplicated areas already covered in other networks, such as 
the production of teaching materials. The Ad Hoc Group of representatives of the Ministries and the 
Commission decided to integrate the activities launched under this heading into other networks. 
Network I - Secondary Education : Denmark - France (x2) - Netherlands 
Network II - The Transition from School to Working Life : Netherlands - Spain 
Network III - Distance Learning : France - Italy -United Kingdom (x2) 
Network IV - Teaching Materials : Belgium (French-speaking) - France (x2) -
Germany (x2) - Greece - Ireland - Italy - Netherlands - Spain -
United Kingdom 
Network V : Training Mediators and Other Professionals : Belgium (Dutch-speaking) -
France - Greece - Spain 
Over 30 projects are taking place over 1994-1995. 
55 
The Working Groups 
222. The Resolution adopted in May 1989 recognises that Gypsies' and Travellers' 
"culture and language have formed part of the Community's cultural and linguistic 
heritage for over 500 years". It goes on to emphasise that teaching methods and 
materials must take account of Gypsy and Traveller history, culture, and language. 
The Ministers also express a demand in this Resolution, that research into the 
culture, history, and language of Gypsies and Travellers be encouraged. 
223. The texts which provided the foundation on which the Resolution was prepared -
notably the synthesis report School Provision for Gypsy and Traveller Children, 
as well as the Orientation Document for Reflection and for Action - placed equal 
emphasis on the necessity of developing reflection and action in these fields, and 
put forward concrete proposals towards this end. 
224. In response to this range of demands, the Gypsy Research Centre of the 
Université René Descartes, with Commission support, created and developed two 
Working Groups : 
• the Research Group on European Gypsy History 
• the Research and Action Group on Romani Linguistics. 
These Groups are innovations of primary importance; their function and remit 
must be made known. They are simultaneously transversal to, and reference bases 
for, all other activities, and provide a valuable working model in the field of 
intercultural education and indeed education in general. 
An integrated approach 
225. As with every measure developed within the framework of implementing the 
Resolution, the Gypsy Research Centre's launch of these Working Groups was 
conceived as complementary both to the full range of Community actions, and 
with each action in particular. Following an initial period in which structured 
medium- and long-term work programmes were developed, the Groups are now 
in a position to fulfil a number of functions : 
• to bring researchers into contact through the establishment of a European 
network 
• to develop a documentary database 
• to organise the production and distribution of materials for pedagogical use 
• to work as an expert group whose services are available to all concerned 
It would also be useful for members of the Groups and of the broader networks to 
be consulted for their advice and expertise by teams working on the production of 
teaching materials in the various States, for example in the context of pilot projects 
56 
coordinated by the Ministries, insofar as tjieir work touches on questions of 
history, culture, and language. 
interface, the quarterly newsletter, regularly carries information updates on these 
Groups' meetings, work and publications. 
226. A new Group, concerned with work and publications in the cultural field, is 
currently taking shape, arising primarily out of the commitment and dynamism of 
the International Romani Union. Its remit is to encourage the development of 
concrete, priority activities in this field. Among the Group's objectives is a series 
of publications which will build into an encyclopaedia with direct pedagogical 
applicability but which, in an intercultural context, will also be informative and 
educational in the broadest possible sense. 
An "Encyclopaedia Commission" was set up during the 4th World Romani 
Congress (Warsaw, 1990), and held its first meeting (in the United Kingdom, 
organised by the University of Greenwich with the support of the Gypsy Research 
Centre of the Université René Descartes) in 1993. This meeting provided an 
opportunity to make a start on developing the Group's work and to oudine the 
establishment of a network linking universities and research institutes throughout 
Europe whose role will be to flexibly support and organise the work of 
researchers and Gypsy organisations in researching, compiling, and publishing the 
articles which are to make up the Encyclopaedia. A second meeting, joindy 
organised by the Rromani Baxt cultural foundation and the Gypsy Research 
Centre, took place in France in 1994. 
The European Working Group 
on Gypsy and Traveller Education 
227. Another Working Group plays a different role within the ensemble, in that, 
being comprised of Gypsies and Travellers direcdy involved in school-related 
questions, it may simultaneously function much as the other Groups, and focus 
on developing its potential as an expert group for consultation on education-related 
questions. 
228. This European Working Group on Gypsy and Traveller Education, developed at 
the initiative of the Gypsy Research Centre of the Université René Descartes 
which provides it with support, notably of a logistic nature, meets regularly. 
The idea first took shape in July 1989 - just after the Ministers had adopted the 
Resolution - at the Carcassonne (France) summer school, at which a number of 
young Gypsies and Travellers were present. The Gypsy Research Centre set about 
making it a reality. In April 1991, near Avila in Spain, Gypsy and Traveller 
facilitators and monitors representing 5 States of the Community had their first 
opportunity to meet and work together, thanks to the support of the European 
Commission, the Spanish Ministry of Education, and the Gypsy Research Centre. 
In April 1992, a second meeting was held in Burwell, Cambridgeshire, organised 
by the East Anglian Gypsy Council with the support of the Commission, the 
Department of Education and Science in London, Peterborough City Council, and 
the collaboration of the Gypsy Research Centre. The Burwell Conference enabled 
Gypsy and Traveller participants from 8 States of the Community to take a closer 
look at topics examined the previous year, and to adopt a well-publicised 
57 
resolution. A further two meetings took placé in 1993. The first of these, 
organised by the Irish Traveller Movement (1TM) with the assistance ot the 
Dublin Travellers Education and Development Group (DTEDG), was held in 
Navan, Ireland, in July 1993. The second, in October, was held in Strasbourg, 
France, and organised by the Association de Recherche pour une Pédagogie 
Ouverte en Milieu Tsigane (Research Association for Open Pedagogy in the 
Gypsy Environment - ARPOMT) with the support of the Gypsy Research 
Centre. This latter, an intense working meeting, gave the Group an opportunity to 
evaluate the situation, relating this point-by-point to the Resolution adopted by the 
Ministers in 1989, and to formulate guidelines for further work; these were 
conveyed to the Commission. Subsequent meetings were held in Lanciano (Italy) 
and Athens (Greece). 
229. The Group is preparing its findings with a view to their optimal dissemination. 
The Standing Chairman summarised the Group's work perspectives as follows : 
"While it is nice to organise meetings in different parts of Europe and to meet 
Rom brothers and sisters, there is of course a far more important and serious 
purpose. Each conference has focussed on trying to clarify the direction that 
Gypsy and Traveller education should take in the different Member States. We 
recognise that there will be many differences both between and within individual 
Member States, but the Working Group has been trying to see above these natural, 
and in many cases justifiable, national differences. The aim of the Group is to 
identify and promote the basic principles of education as it affects our people 
across Europe. We have realised that this is only possible if we establish 
collaborative networks which facilitate the regular exchange of information and 
experience. Over the period of our existence and the various conferences that we 
have organised, we have developed and refined a set of prescriptive resolutions." 
Materials for school use 
230. In order to promote the broadest, most flexible possible dissemination of materials 
for school use, a decision was made to support projects dealing with the 
publication and/or distribution of materials of this kind. Some 30 such projects 
have been developed in connection with the implementation of the Resolution. 
Analysis and evaluation of the 1991-1992 and 1992-1993 projects led to revision 
of guidelines in 1993-1994, for three basic reasons stemming from the way 
activities were evolving : 
• pilot projects proposed and run by the Member States increasingly include 
activity involving the production of documents for school use: 
• aid for the promotion of exchange and teaching materials, described above, partly 
covers the distribution of such materials; 
• the development of a European Collection will complement the organised 
production of documents for pedagogical purposes. 
231. When we add to the above that within individual Member States, and at the 
initiative of their respective administrations, numerous activities are giving rise to 
publications and audio-visual productions, we realise that the implementation of 
the Resolution adopted in 1989 has produced an intense response to the demand 
for materials for school use, and indeed continues to do so. 
58 
A European Collection 
232. The text of the Resolution adopted by th? Ministers emphasises the taking into 
account of Gypsies' and Travellers' history, culture, and language, the production 
of adapted teaching materials, information and research. 
These aspects come together in developing a Collection of materials of a general 
pedagogical, and sometimes direcdy didactic, nature, and the task of putting such 
a Collection together enables these materials to interlink, and thus to reinforce each 
other. Moreover, the organised production of documents - for that is, in part, the 
definition of a collection - guarantees that these publications will be 
complementary and non-repetitive. 
The quality criterion must also be taken into account : producing materials within 
an organised collection, with the backup of a wide network of experts, improves 
the likelihood of their being of high quality, and of works which might otherwise 
remain in the shadow reaching a wide audience through an established distribution 
network. 
233. The essential principles of the Collection render it open to diverse initiatives in 
both document development and distribution, and to aid of various sorts which 
may be made available to it : 
• Collection tides, prepared by multi-State teams, are the fruit of truly international 
collaboration; the composition of these teams ensures their being in a position to 
understand the needs and sensitivities of very different places, as well as their 
having access to national and local productions of quality which should be brought 
to the attention of a wider public. 
Published texts will carry the Collection label, and the following guidelines will 
apply : 
• they should be conceived in complementarity with each other and with other 
action being undertaken at European level, so as to produce a structured 
information base : such coherence is important for the general reader, and essential 
in the pedagogical context; 
• they are, for the most part, previously unpublished works, both because they will 
be addressing essential themes which have been insufficiently explored to date, 
and because they will do so in an original fashion; 
• the fact that all will be written by, or in close consultation with, experienced 
specialists, is a guarantee of overall high quality ; 
• although contributions will come from specialists, the Collection is not aimed at 
specialists : it should be accessible/comprehensible for direct consultation by 
secondary level students, and by teachers of primary level pupils for classroom 
use; 
• although contributions will come from specialists, the Collection is not aimed at 
any particular target group : in an intercultural approach to education every student, 
and every teacher, should have access to Gypsy/Traveller-related information, and 
may have occasion to use it in the classroom. The texts on offer, being the work of 
extremely competent contributors, may embody new approaches to the topics 
59 
covered (history, linguistics etc.) and as such will be of relevance not only to 
teachers, teacher trainers, pupils, students, and researchers, but also social 
workers, administrators, and policy makers; 
• texts may be accompanied by practical teaching materials prepared by teams 
active on the ground, experienced pedagogues, and/or participants in pilot projects. 
The production of such materials is very indicative of the Interface programme 
dynamic : bringing together diverse partners in an action-research context, 
ensuring work coordination and complementarity, a European scope and 
adaptation to the local cultural and linguistic context; 
• the Collection is international in scope : most texts will be published in a number 
of languages, to render them accessible to the broadest possible public. 
234. In order to launch the Collection the following questions had first to be resolved : 
• defining quality and reading level of document content, with pupils/students in 
mind; 
• defining the pedagogical approach to be adopted, and thus the overall 
presentation style (how long should texts be? how should they be broken up? what 
rhythm should they embody?...) 
• defining a strategy which would make it possible to work in an ordered, 
coordinated manner, yet leaving the Collection open to outside contributions 
conforming to general requirements re. approach and quality; 
• defining graphic guidelines; 
• extending these graphic considerations to cover illustrative content; 
• completing the development and technical realisation of a full set of phonetic 
symbols required for publishing in Romani; 
• establishing a network of highly-motivated, quality publishers to ensure editorial 
support and distribution in a number of States and/or languages, both for 
maximum decentralisation of activities and for maximum proximity to interested 
parties locally; this approach guarantees both local involvement and broad 
international distribution. 
A number of series have been proposed. The following are currently being 
pursued : 
• European Gypsy History 
• Romani Linguistics 
• Reference Works (essential reports, basic texts, bibliographies) 
• Rukun (books for the very young : the adventures of Spot the puppy, published 
in Romani by agreement with the original publishers, Ventura). 
7 volumes were brought out over its first year of implementation (the 1993-1994 
school year). 1994-1995 will see the publication of a greater number of tides, and 
more still are in the pipeline. 
60 
Information and Documentation 
A newsletter 
235. The need for documentation and information is clearly stated in the Resolution 
adopted by the Ministers in 1989, and from 1990 the Commission took on the 
task of launching a newsletter on school provision for Gypsy and Traveller 
children : Interface, a quarterly published by the Gypsy Research Centre of the 
Université René Descartes, Paris. That same year, a questionnaire was launched, 
with the aim of pinpointing the readership, forming a clearer picture of their 
activities in order to build up* a database, and ascertaining their wishes with regard 
to information and action at Community level. The first issue came out in 
February 1991. 
236. Aimed at all concerned parties - Gypsy and Traveller organisations, other 
associations, teachers, teacher trainers, coordinators, inspectors, librarians, local, 
regional and national administrative services, etc. - the newsletter made possible 
the formation, and subsequendy the consolidation, of links fostering international 
cooperation. 
237. The first few issues were published in two editions, English and French, but 
there was a demand for publication in additional languages, and the newsletter is 
currently published in German and Spanish as well: a Romani version is 
planned in the medium term. The German language edition is published with the 
support of the Kultusministerium Nordrhein-Westfalen. In 1994, in response to 
growing demand from Central and Eastern Europe, the Council of Europe 
undertook to support its distribution there. The newsletter is quarterly; 16 issues 
had appeared by the end of 1994. Originally comprising 12 pages, it now carries 
24. 8,500 copies of every issue are distributed. 
Publications 
238. In addition to documents covered under other headings, the following titles have 
been published in connection with the implementation of the Resolution : 
• The education of Gypsy and Traveller Children : Action-research and co­
ordination, proceedings of the conference held in Carcassonne, France, 1989; 
published in English, French, and Spanish; 
• the publication and repeated reissuing of the Union Romani espanola journal, 
Nevipens Romani, special edition in "Romano Kalö": this document deals 
primarily with the Orientation Document for Reflection and for Action compiled 
in the wake of the Commission's studies in the field of school provision, the 
Parliamentary debates surrounding the Ford Report on the Committee of Inquiry 
on Racism and Xenophobia, and Community initiatives to support minorities and 
combat racism and xenophobia; 
61 . 
• the report of the seminar at Poole, UK, 1991 : Gypsy and Traveller Children : 
Models of Access to School Provision, published in English and Italian; 
• in 1991, in Ostia (Italy), Centro Studi Zingari organised an international 
conference on the theme "East/West : Comparative Analysis of Regional and 
Local Gypsy Policies"; the resulting report was published in Italian under the tide 
Est e Ovest a confronto sidle politiche regionali e locali verso i Rom; 
• it must be pointed out that, within the framework of the various pilot projects, be 
it in connection with theme-focused meetings, project development, etc., the 
distribution of existing reports and compilation/publication of new ones is 
proceeding apace. In this context we mention, as an example, the Italian document 
Produzione di Materiali Didattici Interculturali, compiled in the wake of a study 
seminar held in connection with a pilot project on teaching materials. 
A database 
239. A range of studies on the situation of Gypsy and Traveller communities, as 
well as meetings, lectures, recommendations, and the expressed wishes of 
those involved, have all shown that maximum accessibility of information to all 
is absolutely imperative, for three reasons : 
• to enable others to share and profit from their colleagues' experiences 
• to avoid repetition and/or duplication, and to enable projects to take a 
complementary approach to each other 
• to intensify exchange, with the longterm aim of coordination. 
The Interface questionnaire, distributed in 1990, responded to an important 
need in the field of education : gathering information which has provided an 
ongoing update to the database aimed at facilitating teams to get in touch with 
each other, and at promoting familiarity with developments in the field of 
school provision. 
240. International organisations; Gypsy/Traveller associations: national, regional, 
and local authorities: administrators, field workers, and researchers all need 
documentation and analytical instruments. Within the framework of activities 
developed for the European Commission, and with its support, the team at the 
Gypsy Research Centre drew up three questionnaires feeding into three 
different, continually updated, information files. These dynamic databases are 
there for the consultation, and cover : 
A • organisations (teams, associations, official services, voluntary groups...) 
B • research and studies in progress 
C • existing documentation, whether published or not 
241. It is clear that the existence of such a database greatly facilitates the 
establishment of contacts for the development of joint projects, and that as each 
participating body increases its number of contacts, these will gradually mesh 
62 
into broader networks. It is equally clear that existing documentation must 
benefit from increased visibility : at present a number of extremely worthy 
documents have failed to gain the recognition they deserve, because they 
remain unpublished and/or have had only a limited distribution. 
242. Setting up a documentary reference base is a long and complex process. 
Information must be analysed and indexed. Hence the necessity of a 
"thesaurus": a structured, organised set of keywords/concepts adapted to the 
indexing of documentary materials. The thesaurus currently exists in 4 
languages, and a fifth (Romani) is in preparation. 
243. It should also be noted that this information is protected : steps have been taken 
to ensure the safekeeping of data and its use in strict accordance with the 
project's stated goals. The documentary references database has been approved 
by watchdog bodies monitoring data protection and the observance of relevant 
legal guidelines and international texts. 
244. Three databases are currendy operational : 
A • the inventory of organisations (teams, associations, public services, 
voluntary bodies...) is used to respond to requests from those looking to 
develop exchange and/or partnership with colleagues active in the same field as 
themselves; 
B • the inventory of research and studies in progress is used to monitor what is 
going on at any given moment in this field or that, in order to facilitate liaison 
and avoid duplication; 
C • the inventory of existing documentation (published or otherwise) is already 
vast, and growing; it must be continually updated, for the amount of 
documentation is very substantial indeed. Not until the database covers several 
thousand titles will it be able to claim to offer a representative picture of what is 
available. In this field, too, links are being forged, enabling work to reach a 
broader and broader audience, and bringing organisations with documentation 
into the network. 
Monitoring, coordination, evaluation, dissemination 
The Ad Hoc Group 
245. In order to develop exchanges of views on ongoing actions, and to take part in 
defining projects for the future, the Commission convened a meeting of 
Community Member States' Ministries of Education, held in Brussels in June 
1991. An "Ad Hoc Group", comprising delegates from each of the Ministries, 
was formed. Since then, the Commission has brought the Ad Hoc Group 
together at least twice a year, this continuity has encouraged the development of 
dialogue and has made it possible to review Member States' priorities, work in 
progress, and plans for the future. Moreover Ad Hoc Group members have, 
through the various other meetings and seminars they attend, more and more 
opportunities for personal contact and intensified cooperation and coordination. 
63 
246. Among the multiple roles played by the Group and its members : 
• defining priorities and proposing projects in response; 
• providing an impetus for innovative initiatives, monitoring and coordination at 
national level, particularly of pilot projects and of other actions of 
relevance to pilot projects; 
• interlinking of national and Community policies; 
• developing dialogue between Member States; 
• organising meetings and seminars at national and Community level; 
• intensifying and expanding consultation with, and participation by, bodies 
such as teams working on the ground, Gypsy organisations, voluntary 
associations... 
The Gypsy Research Centre 
247. Over the period during which the Resolution eventually adopted by the 
Ministers in May 1989 was in preparation, many delegations of Member State 
representatives, at numerous meetings of the Education Committee, notably 
that of March 1989, reiterating the assessments and recommendations of 
studies and other documents, strongly insisted on the necessity for coordination 
and impetus at Community level, to be handled by a team capable of taking on 
this role. Paragraph 2 of the Resolution is quite explicit on this subject, 
mentioning an "outside body" in § 2.3. 
248. From the beginning, priority was given to identifying a body to take up these 
tasks, in that 
• the partners were unanimous in their call for a multi-functional structure of 
this kind (cf. various reports, seminar recommendations, conferences etc.); 
• the development of the "global, structural approach" demanded by the 
Resolution necessitated an assisting structure; 
• there was a desire to utilise existing bodies as departure points in generating 
the envisualised network. 
249. A European structure and its functions would thus respond to a number of 
basic needs: coordination, evaluation, dissemination and information. It 
required a team with experience of partnership with those involved in the 
various States. It needed to be sufficiently flexible to graft itself onto ongoing 
projects and existing structures in the various States, complementing their 
existing dynamics rather than seeking to reorchestrate them. It had to encourage 
the formation, in the mid- to long-term, of a Community-wide cooperation 
network fully respectful of the wide diversity of situations, consolidating unity 
through diversity and ensuring its permanence. 
250. The Gypsy Research Centre (Centre de recherches tsiganes) of the Université 
René Descartes, Paris, is a public university-based institute founded in 1979. 
From the early 1980's it has regularly been involved in collaboration with the 
European Community and the Council of Europe (through studies, reports, 
publications, organising meetings and seminars...). In addition to undertaking 
64 
Studies and providing expertise at European level, another important part of its 
activity consists of guaranteeing structured technical support for the 
implementation of measures aiming to improve living conditions for Gypsy 
and Traveller communities, through the types of activity in which, as a 
university institute, it is particularly competent : training, research, information, 
publication, coordination, and so on, in fields which are simultaneously the 
research areas of its various collaborators : sociology, history, linguistics, social 
and cultural anthropology... 
251. In order to see this reflection and action followed through, the Gypsy Research 
Centre has developed a strategy enabling ideas, initiatives, and individuals 
representing a variety of outlooks to come together within an organised, 
consistent structure. The working framework thus established over the years is 
characterised both by its solidity - providing effective support - and by a 
flexibility rendering it open and adaptable. Animated by a philosophy clearly 
expressed in its numerous publications, and regularly spelled out in the pages 
of the Interface newsletter, the Gypsy Research Centre handles coordination at 
European level. 
252. In the context of implementing the Resolution, and in addition to the ordinary 
activities of a body of this kind (research, technical assistance, advice, 
information...) and its umbrella role with regard to coordination and 
documentation, the Gypsy Research Centre has, with Commission support, 
achieved the following initiatives : 
• publishing the Interface newsletter, 
• initiating and developing European databases; 
• launching the following Working Groups : Research and Action Group on 
Romani Linguistics, the Research Group on European Gypsy History, 
and the European Working Group on Gypsy and Traveller Education ; 
• supporting and promoting exchanges of experience; 
• developing teaching materials : organising support for various teams, 
developing the Interface European Collection; 
• one-off measures such as meetings, summer schools, studies, reports etc. 
Other institutions in partnership 
Within the Commission 
253. While it is true that education-related questions were the first to engage the 
sust-ined interest of the Commission's services, these subsequently broadened 
the scope of their concern. Thus a hearing bringing together experts and Gypsy 
representatives was held in May 1991, organised under the Directorate General 
for Employment, Industrial Relations and Social Affairs by the Directorate for 
Social Security, Social Protection and Living Conditions. This meeting gave the 
Commission an opportunity to acquaint itself with the analyses and proposals 
of Gypsy associations. At the conclusion of this hearing, and after distribution 
of the report arising from it, the services of the Commission undertook to study 
conditions relevant to developing activities relating to Gypsies and Travellers in 
fields other than that of school provision. 
65 
254. It should also be noted that many ongoing programmes include actions of 
relevance to Gypsies and Travellers. For example, the "Second Combat Fbverty 
Programme" assisted teams in Ireland, Spain, and Portugal. The third 
programme, "Poverty 3", also entails action for Gypsy communities : of its 39 
projects, 4 (in Greece, Spain, Italy and Ireland) directly involve Gypsies and 
Travellers. Other actions have been developed within the framework of the 
European Social Fund, and certain schemes such as the "Horizon" programme 
have enabled numerous associations working with Gypsies and Travellers to 
develop projects of their own. Further activities are at the planning stages, 
notably in connection with aid programmes for Central and Eastern Europe. 
255. Two of the Commission's Directorates General, DG XXII and DG XVI, are 
involved in a joint initiative under the "ECOS" Programme, with the aim of 
developing an inter-regional cooperative project entitled "Fighting exclusion : 
Gypsies in the locality". This entails setting up a network of local, regional, and 
university-based bodies, developing activities addressing exclusion linked with 
difficulties in socio-cultural integration, providing training for local 
representatives and administrators, and contributing to local and regional social 
and education policies by offering scientific and technical support. 
256. The European Parliament, which regularly questions the Commission with 
regard to the action it undertakes, exhibits a sustained interest manifest in oral 
and written questions. Resolutions, and active support in the field of education 
through the adoption and expansion of a budgetary line through which the 
implementation of the Resolution is made possible. An anthology of texts 
issued by international institutions, particularly questions and Resolutions from 
the European Parliament, was published in 1994, to serve as a reference 
document and a basis for further work. 
Other international institutions 
The Council of Europe 
257. The Council of Europe has developed a number of activities regarding Gypsies 
and Travellers, some details of which should be given here in the context of 
examining the implementation of the Resolution, for the Resolution itself 
emphasises the need for complementarity in the work undertaken by the two 
institutions. 
258. Following Resolution 125 (1981) of the Standing Conference of Local and 
Regional Authorities in Europe "on the role and responsibility of local and 
regional authorities regarding the social and cultural problems of populations of 
nomadic origin", the Council for Cultural Co-operation (CDCC) decided, in 
1983, to organise an international seminar which was to be the first of a series 
of actions : 
• a seminar on The Training of Teachers of Gypsy Children, held in 
Donaueschingen, Federal Republic of Germany, in 1983; 
• the preparation, in 1984. of the book, Gypsies and Travellers. Aimed primarily 
at teachers, teacher-trainers, inspectors, and administrational personnel, but also at 
66 
local and regional authorities themselves, this was to appear in a number of 
languages. An information handbook, it covers the European situation in two parts 
(Socio-Cultural Data, Socio-Political Data). A new edition, updated to include the 
European situation as a whole, and entitled Roma, Gypsies, Travellers, was 
published in 1994; 
• a second seminar, Schooling for Gypsies' and Travellers' Children : Evaluating 
Innovation, was held - again in Donaueschingen - in 1987; 
• the publication of a report from a summer school held in France in 1988 and 
organised by the Gypsy Research Centre with the support of the French National 
Ministry of Education : Gypsy Children in School : Training for Teachers and 
Other Personnel ; 
• a third seminar, Towards Multicultural Education : Training for Teachers of 
Gypsy Pupils, was held in 1989, in Benidorm (Spain), co-hosted by the Valencia 
regional education authorities and the Ministry for Education and Science, Madrid; 
• in 1990, the French National Ministry of Education organised a fourth seminar, 
held in Aix-en-Provence : Distance Learning and Pedagogical Follow-Up . 
259. The Council of Europe has shown a sustained interest in questions relating to 
school provision for Gypsy and Traveller children over the past number of years. 
The seminars listed above were not simple training sessions - those can be 
organised at individual Member State level - nor were they one-off meetings. 
Instead, given both their infrequency and the opportunities they offer by bringing 
together so much knowledge and experience, and enabling the pooling of 
contrasting analyses of diverse achievements, European meetings must be geared 
towards the formulation of perspectives and prospectives, facilitate movement, 
open up new paths, bring about innovation. They must be mutually 
complementary, progressively developing the acquisition of knowledge on priority 
themes, a holistic understanding which will be both coherent and comparative at 
European level. 
260. In addition to its achievements in education-related matters, the Council of Europe 
has, like the European Commission, expanded its reflections to include additional 
areas. Thus, in 1983, the Committee of Ministers adopted Recommendation Ne R 
(83)1 On Stateless Nomads and Nomads of Undetermined Nationality. The 
Committee of Experts for Identity Documents and Movement of Persons (CAHID) 
adopted its final activity report on the examination of legal questions relating to the 
circulation of nomads in 1986. In response to questions from the Parliamentary 
Assembly, the Committee of Ministers has also stressed important points. For 
example, at its April 1984 meeting, question n8 271, "On the recognition of the 
Gypsy people as an ethnic minority", provided an impetus for consideration along 
these lines. 
261. Among recent developments, in February 1993 the Parliamentary Assembly 
adopted Recommendation 1203 "On Gypsies in Europe". The Assembly drew 
attention to the difficult situation of Gypsy communities and the importance of 
implementing texts already adopted, and recommended that the Committee of 
Ministers take initiative, if necessary in the form of proposals addressed to 
national governments, regional and/or local authorities of the Member States, in 
the fields of culture, education, information, equal rights, and daily life, as well as 
general measures such as research, cooperation with the European Community, 
67 
consultation with representative international Gypsy organisations, and designating 
mediators. 
262. Following a hearing in 1991, the Standing Conference of Local and Regional 
Authorities of Europe - CLRAE - organised a colloquium held in Slovakia in 
1992. This brought together local authorities, representatives of Gypsy 
communities, and experts, and confirmed the results of the 1991 hearing. Its 
conclusions emphasised the necessity both of updating and of reactivating the 
1981 Resolution, and of putting forward concrete work proposals. The CLRAE's 
Commission on Culture, Education, and the Media then decided, on the basis of 
the combined conclusions of the hearing and the colloquium, to prepare a new 
text. This Resolution 249 (1993)* On Gypsies in Europe : The Role and 
Responsibility of Local and Regional Authorities, was adopted in March 1993. 
The Conference expressed its regrets that texts already adopted had been so litde 
followed by concrete effects. It urged local and regional authorities to adopt a 
holistic approach, within which they should take the necessary measures to 
facilitate Gypsies' integration into local communities, develop consultation and 
participation with Gypsies themselves, combat prejudice, and take part in 
developing a network of municipalities. 
263. The proposal to establish a networking relationship between municipalities 
particularly concerned with providing for Gypsy communities is one of the key 
concepts of this Resolution, onto which a number of detailed activities are 
concretely grafted. Moreover the Committee of Ministers of the Council of 
Europe has been asked to urge governments to implement the adopted texts, and 
to invite the Council for Cultural Cooperation to intensify the work in which it has 
been engaged for a decade through its publications, organising of seminars, 
commitment to participating in the municipalities network once established, 
launching a "European Gypsy Cultural Itinerary", and taking account of Gypsy-
related questions within the new "Democracy, Human Rights, Minorities : 
Educational and Cultural Aspects" project. The Resolution also carries proposals 
in relation to human rights, the study of migration-related questions (through the 
activities of the European Committee on Migration - CDMG) and the study of 
questions relating to the mass media. It is demanding the active participation of 
Gypsies and Travellers and their organisations, and emphasises the importance of 
the work being carried out by the European Community and the Conference on 
Security and Cooperation in Europe, as well as the necessity of ensuring the 
complementarity of these various bodies of work. The foundations of the 
municipalities network were laid in 1994; furthermore, the Council for Cultural 
Cooperation has requested a preliminary study in connection with developing its 
European Gypsy Cultural Itinerary. 
264. The European Committee on Migration (CDMG) has, for its part, intensified its 
work in relation to Gypsy communities : on the occasion of the 506th meeting of 
Ministers' Deputies, in January 1994, the CDMG received a mandate from the 
Committee of Ministers to "conduct an in-depth study on the various aspects of 
the situation and conditions of life of Gypsies in the new European context. This 
work should be carried out taking account of Parliamentary Assembly 
Recommendation 1203 (1993) on Gypsies in Europe and in close cooperation 
with the work pursued elsewhere, in particular within the European Union." 
265. Complementarity between European Community activities and those of the 
Council of Europe, as demanded by the Resolution of the Ministers of Education 
of the European Community in 1989, operates on two levels : 
68 
• holistically : the fact that the Gypsy Research Centre has been directly charged 
with the handling of some Council of Europe actions, and involved in others, has 
made concrete links and/or complementarity possible between certain activities of 
the two institutions : for example the choice of themes for teacher training 
seminars, the content of reports whether for the European Commission or the 
Secretariat of the Council of Europe, interlinking projects in different parts of 
Europe... 
• within certain realisations described under various headings in this report; for 
example : 
- the Interface newsletter which, as from the beginning of 1994, is being 
distributed in Central and Eastern Europewith the assistance of the Council 
of Europe; 
- the dissemination of certain Interface European Collection tides in a 
number of Central and Eastern European States benefits from Council of 
Europe support; 
- the Research Group on European Gypsy History is closely involved, 
through its association with the Council of Europe's Council for Cultural 
Cooperation, in developing new work : seminars, action-research, 
publications; 
- the various databases being developed by the Gypsy Research Centre are 
clearly of broad European relevance. 
The Conference on Security and Cooperation in Europe - CSCE 
266. From its inaugural meeting in Helsinki in 1975, the CSCE has focused on 
questions of military security, East-West political cooperation, and human rights. 
The Conference on the Human Dimension of the CSCE held its first meeting in 
Paris, June 1989. The second took place in Copenhagen in June 1990, over the 
course of which an important document was adopted. This five-chapter text spells 
out that participating States come together to reinforce "respect for all human 
rights and fundamental freedoms, the development of human contacts and the 
resolution of the issues of a related humanitarian character". Chapter IV is entirely 
devoted to national minorities : its Article 40 concentrates on questions of racism, 
and it is important to note that Roma/Gypsies are the only minority mentioned by 
name in this context 
267. As a follow-up to the Copenhagen meeting, a CSCE expert group on national 
minorities held a meeting in Geneva (1-19 July 1991). In Chapter VI of the final 
report of this meeting, participating States express their concern in relation to the 
proliferation of acts of violence on racial, ethnic, and/or religious grounds. In this 
context "the participating States... reaffirm their recognition of the particular 
problems of Roma (Gypsies). They are ready to undertake effective measures in 
order to achieve full equality of opportunity between persons belonging to Roma 
communities ordinarily resident in their State and the rest of the resident 
population. They also encourage research and studies regarding Roma and the 
particular problems they face." 
69 
268. Following these conclusions, the governments of the participating States have 
begun to focus greater and more sustained interest on Gypsy- and Traveller-related 
questions, and these are now being pursued within the broad context of problems 
and practices developed by the CSCE. On the occasion of the Moscow Meeting 
on the Conference on the Human Dimension of the CSCE (10 September - 4 
October 1991), representatives of participating States again drew attention to the 
situation of Gypsies and Travellers, and did so yet again at the CSCE meeting in 
Helsinki (March-June 1992). In the chapter dealing with questions of involvement 
and cooperation in the human dimension, "The participating States... reaffirm the 
need to develop appropriate programmes addressing problems of their respective 
nationals belonging to Roma and other groups traditionally identified as Gypsies 
and to create conditions for them to have equal opportunities to participate fully in 
the life of society, and will consider how to co-operate to this end." 
269. In April 1993, the CSCE's High Commissioner on National Minorities was 
requested "to study the social, economic and humanitarian problems relating to the 
Roma population in some participating States and the relevance of these problems 
to the mandate of the High Commissioner (Helsinki Decisions, Chapter II, para. 
2-7) and to report thereon to the Committee of Senior Officials through the 
Chairman-in-Office. In the discussion, it was furthermore stated that these 
problems, which fall into the larger category of migration problems, could also 
have an international dimension." 
The report, based on analysis of reports compiled on other occasions, and 
referring back to texts already adopted (notably the Resolution of 22 May 1989 
adopted by the Ministers of Education of the European Community, as well as 
Council of Europe and United Nations documents), was submitted in September 
1993. It contains proposals of a general nature but also proposals expressed 
specifically in terms of the human dimension dynamic developed within the 
CSCE. It makes reference to the above-mentioned texts adopted by the 
participating States, and demands the implementation of the CSCE's 
commitments, particularly those measures mentioned in the document issued at 
the Copenhagen meeting. 
The report states that "The governments of participating States, with assistance 
available through international channels, should be encouraged to devise and 
implement constructive policies for addressing the serious social, economic, and 
humanitarian problems of the Roma, including attacks and discrimination against 
them. Not to confront these difficulties now is only likely to lead to even more 
serious problems for the Roma, for governments, and for the region in the coming 
years, particularly if economic or political conditions deteriorate sharply". 
The report recommends "Devising and implementing special policies, particularly 
at the national and local levels, for addressing certain Roma-related issues in such 
areas as employment, education, health care and general welfare with the 
participation of affected communities; highlighting the relevance of the human 
dimension of the CSCE, under which Roma issues generally fall, in assisting 
participating States to improve, implement, and evaluate the effectiveness of 
policies at the national and local levels aimed at addressing the problems of the 
Roma, and underscoring the importance of international cooperation among 
multilateral organisations and States in making appropriate material and technical 
assistance available for these efforts; devoting proper attention to migration, 
refugees and related issues and considering, if the State had not already done so, 
70 
ratification of relevant international instruments (...)" 
During a CSCE-organised seminar on minorities held in Warsaw (May 1993), in 
connection with the work of the subgroup on "dispersed minorities", Gypsy-
related questions were once again given prominence. In 1994 the CSCE, in 
cooperation with the Council of Europe, held a seminar on the situation of Gypsy 
communities. 
The Organisation of Economic Cooperation and Development - OECD 
270. In 1993 the OECD completed a report entitled Evaluation of Gypsy Populations 
and of their movements in Central and Eastern Europe and in some OECD 
Countries, mainly dealing with migration-related questions, demands for asylum, 
demography and employment. The document contains no proposals, and the 
OECD currendy has no projects of its own in this field. 
The United Nations Organisation 
271. Gypsies made their first appearance in a United Nations text in 1977 when, in the 
wider framework of the Economic and Social Council's Commission on Human 
Rights, the Sub-Commission on the Prevention of Discrimination and Protection 
of Minorities appealed "to those countries having Roma (Gypsies) living within 
their borders to accord them, if they have not yet done so, all the rights enjoyed by 
the rest of the population" (Resolution adopted on 31st August 1977, doc. 
E/CN4/Sub2/399, p.47). In August 1991, the Sub-Commission on Prevention of 
Discrimination and Protection of Minorities, recalling its Resolution of 1977, drew 
attention to "the fact that, in many countries, various obstacles exist to the full 
realisation of persons belonging to the Roma community of their civil, political, 
economic, social and cultural rights, and that such obstacles constitute 
discrimination directed specifically against that community, rendering it 
particularly vulnerable", recalling also that "manifestations of prejudice, 
discrimination, intolerance and xenophobia" affect the Roma community, and 
recommend a draft Resolution for adoption by the Commission on Human Rights 
(33rd Session, 28th August 1991,1991/21, Protection of Minorities). 
Finally, the Commission on Human Rights, during its session on 4th March 
1992, adopted Resolution 1992/65, entitled "On the Protection of Roma 
(Gypsies)". 
272. ECOS OC, the Economic and Social Council of the United Nations, took a highly 
significant step when, in March 1979, it recognised the International Romani 
Union as a Non-Govemmental Organisation (NGO) representing Gypsies and 
Travellers. In March 1993 the UN upgraded its classification of the IRU from 
Observer Status to Category II, thus giving greater weight to its contributions. 
273. The problems faced by Gypsies and Travellers in different States are highlighted 
by special rapporteurs of the Commission and Sub-Commission on Human 
Rights, and are also included in the activities carried out by specialised organs of 
the United Nations, such as for example the International Labour Bureau, which is 
pursuing its reflections on Gypsies. In 1993 the United Nations High 
71 
Commission for Refugees - UNHCR - published a report on the situation of 
Gypsy communities in some Central and Eastern European States. This carried a 
series of recommendations addressed most particularly to the HCR itself, and 
aiming to protect Gypsies from the persecution to which they are subject, ensure 
equal treatment for those seeking asylum, engage the attention of NGO's, 
particularly those of a humanitarian nature, and to organise sustained observation 
and information on the part of each HCR bureau with a view to obtaining the 
necessary tools to appreciate the .situation and respond appropriately in order to 
improve it. 
274. UNESCO has given financial support to a number of short-term projects related 
to research, teaching, and/or publications, especially in connection with the 
Romani language (the seminar on standardising Romani [Warsaw, April 1990] 
and summer schools organised by the IRU [Belgrade 1989, Vienna 1990]) . 
UNESCO is currendy involved in literacy- and education-related pilot projects in a 
number of States, and envisages a pilot project focusing on culture. 
275. UNICEF, though its International Child Development Centre, has turned its 
attentions to the situation, particularly with regard to education, of Gypsy children 
in several States. A comparative study, a seminar, and a publication have all 
resulted, and more in-depth evaluation and networking of certain projects have 
been undertaken and are being intensified over the course of 1994. In this context 
too, the experience accumulated by European Community projects may be of 
direct benefit to project development in Central and Eastern Europe; conversely, 
the West has a great deal to learn from activities developed in these parts of 
Europe. 
72 
Analysis and proposals 
276. In point 2.5. of the Resolution on School Provision for Gypsy and Traveller 
Children, adopted on 22 May 1989, the Ministers of Education demanded "a 
report on the implementation of the measures provided for in this resolution" : in 
other words, a description of what has been achieved in relation to the Resolution 
in the four years since its adoption in 1989. The two preceding sections of this 
report, namely "Implementation in the Member States" (rounded out by the more 
detailed information available in the national reports on which it draws) and 
"Implementation at Community Level", are a response to this demand. 
277. At the same time, as noted in the foreword, we have aimed to make this report 
more than a mere description of what has been done in response to the Resolution, 
but rather a dynamic appraisal of actions undertaken, an assessment of 
prospective orientations arising from examination of activities, an informative 
stocktaking for the benefit of all involved, revealing the background and 
foundations of actions, showing how each fits into the whole, a technical 
examination to serve decision-makers and politicians as a tool in their reflections 
as they prepare new education and training programmes for implementation. 
An assessment 
278. In the field of education in general, and in the field of intercultural education in 
particular, it is extremely difficult to establish criteria of success or failure. 
Appraisal at this level would require observational tools making possible detailed, 
comparative analysis, more qualitative than quantitive in approach. Therefore what 
we shall be giving here are only indications of general trends, which may serve as 
reference points for evaluation. 
Participation 
279. Implementation of the various actions undertaken in response to the Resolution 
has been characterised by : 
• the active participation of different partners, notably teams working in the field 
and Gypsy organisations; 
• a positive verdict on actions and of the manner in which they have been 
developed, as expressed notably in the assessments and recommendations drawn 
up at the conclusions of various meetings (seminars, colloquia, the 4th World 
Romani Congress [which adopted a very positive Resolution on the European 
Community's education-related activities], etc.). When teams and/or individuals 
have voiced criticism, this has tended to be an expression of dissatisfaction at not 
73 
having been sufficiently involved in implementation- a justified complaint, but an 
unavoidable side-effect at the initial stages; 
• a marked willingness to develop »divides, and lo develop them well. Two 
remarks may be made with regard to this point : 
- for actions great and small, most teams made a tremendous effort on the 
modest financial assistance made available to them; 
- there was also a thirst for information, knowledge, and documentation, a 
search for partnership from teams and institutions seeking to develop 
contacts, escape their isolation, and find out what is going on elsewhere; 
these share the concern of the Commission and the Ministers to avoid 
duplicating actions but rather to link them so they can learn from each other. 
Awareness-raising 
280. The swift implementation of the Resolution is due in good part to that fact that it 
was accompanied by a wide campaign of awareness-raising among the various 
bodies concerned - administrations, associations, teaching teams etc. - both 
through the participation of Member State Ministries in the Ad Hoc Group, and 
through the broad dissemination of information in every Member State. The 
implementation process thus benefited from a degree of visibility and transparency 
rarely achieved even for major programmes. 
281. Significant, positive spin-off effects have resulted, particularly the levering effect 
the actions launched have had in mobilising new dynamics, and in bringing 
diverse partners into association. 
Administration 
282. We take this opportunity to remind the reader that overall funding for the 
implementation of the Resolution was (in Ecus) : 
-1991 budget 700,000 
- 1992 budget 700,000 
-1993 budget 1,000,000 
-1994 budget 1,200,000 
All actions described in the chapter on the implementation of the Resolution at 
Community level (including the pilot projects) were funded out of this budget. It is 
important to be clear on this point, since it gives us a base line on which to 
measure the "return" on actions in terms of cost-effectiveness and quality. To give 
some indication, if we consider all actions great and small undertaken over the 
four years in question, we get an average per-project cost of 12,000-15,000 Ecus. 
283. The points oudined above must be taken in tandem with a complementary 
consideration : the large number of projects launched over 1991-1994 in no way 
signifies a dissipation of resources or effort. On the contrary, each of these actions 
has a logical place in an overall configuration. The working principles underlying 
this approach, described in one of the first chapters of this report, and developed 
within a strategy to be described further on, made it possible to bring a great 
number of partners into structured association. 
74 
The situation 
284. Excellent and essential as the actions developed have been, they are far from 
sufficient. The situation of Gypsy and Traveller communities is difficult, and 
frequently dramatic. The fundamental factors determining these families' overall 
situation, and in particular their children's scholastic situation, must therefore be 
constantly at the forefront of our thoughts when evaluating a given activity, 
measuring progress while noting limitations, defining the significance both 
quantitive and qualitative of the means to be set in motion to compensate for the 
negative effects of a situation which in some respects (work opportunities, 
accommodation, rejection...) is actually getting worse. 
The conclusions issued at meetings, hearings, seminars etc. are many but 
convergent with regard to their analysis of the situation. They also confirm the 
analyses of the Commission report, School Provision for Gypsy and Traveller 
Children, and echo those of the European Working Group on Gypsy and 
Traveller Education, mentioned above. We will take this opportunity to cite just 
two such meetings and the conclusions arising from them. 
285. In May 1991 the Commission's Directorate General for Employment, Industrial 
Relations and Social Affairs, seeking to improve its understanding of the 
European situation, invited Gypsy representatives and experts to a hearing, over 
the course of which delegates from 14 different States presented their views. Their 
conclusions regarding education were as follows : 
• "Conditions for schooling were generally difficult : the education system 
had ignored Gypsies for a long time. Studies carried out by the Commission 
since 1984 in this field had provided evidence and reports on the matter. 
These conditions resulted in the well-known, very high proportion of 
illiterate persons, up to 90% of the adult population; 
• inadequate preschool education; 
• insufficient account was taken of the language; 
• rejection and segregation in the classroom were frequent; 
• many children were not registered at a school and if they were registered 
they did not attend." 
286. In September 1991 a conference organised by the Centro Studi Zingari with the 
collaboration of the International Romani Union and the support of the European 
Commission, was held in Ostia (Italy). It issued the following conclusions on 
school provision : 
"This workshop on School Provision is compelled to draw attention to the 
fact that the school situation for Gypsy and Traveller children continues to be 
difficult everywhere (...) 
The following facts must once again be highlighted : 
1 - our situation urgently requires action to improve the conditions of school 
provision at all levels; 
75 
2 - Gypsies' and Travellers' language, history, and culture are not granted 
sufficient consideration in school; 
3 - the difficult social and economic situation in which many families find 
themselves prevents their availing of school provision in acceptable 
conditions; 
4 - negative stereotypes and prejudice colour the attitudes and behaviour of 
political leaders, administrators, teachers, parents, and other pupils : rejection 
thus continues to be an important component of the situation hindering 
Gypsy and Traveller children's access to school; 
5 - it is necessary to add that there is currendy substantial migration of 
Gypsy families from Central and Eastern Europe towards Western Europe. 
This should strengthen the ties between East and West, and lead to an 
increase in joint action aimed at ensuring improved access to proper 
schooling for these children. 
The recommendations of the Group are linked to those (...) of the Resolution 
adopted on 22nd May 1989 by the Ministers of Education of the 12 
Member States of the European Community. This Resolution - welcomed 
by the International Romani Union during its Fourth World Congress in 
Warsaw, Poland, in April 1990 - should be implemented by the 
governments of the European Community, and other States are urged to 
follow their example. 
In addition, the Council of Europe must intensify its efforts towards 
European coordination and exchanges of experience between States-
European Community programmes geared towards the countries of 
Eastern Europe should participate in this collaboration, specifically citing 
Gypsies and Travellers among recognised priority groups." 
287. Reports issued by local and regional authorities, schools, Gypsy associations and 
other bodies continue to stress - and this is only one of the indicators highlighting 
the scope of the task - the high rate of non-attendance, which may go over the 
50% mark at regional level and at more local level may even surpass 90% (data 
published by a regional administration). Other reports emphasise the need for 
flexibility in developing selected means : for example, a mobile school with a 30-
pupil capacity seeking to accommodate 160 children in the mid-winter months. 
Other reports and a number of published accounts draw attention to the personal 
rejection Gypsy and Traveller children may be subjected to in school. 
288. Along the same lines - an intensification of effort - attention should be drawn to 
the need for administrations in the majority of States to provide themselves with 
the necessary means to form a clearer understanding of the diversity of situations, 
and of activities taking place, throughout the territory for which they are 
responsible. This should be done with a view to improving knowledge and 
evaluation, but also in order to achieve better coordination and take existing 
measures into account so as to avoid trial-and-error and reap the benefits of 
actions which promise positive results. 
289. We must underscore the importance of consultation, a principle which implies the 
involvement of all partners. The analyses and proposals put forward by diverse 
bodies (Gypsy organisations, teaching teams and associations...) intensely 
76 
involved in work at ground level and in a position to give a detailed account of 
local situations, make possible a response bused on full knowledge of the facts, 
and of the reality behind them, optimising (he conditions under which education 
policy is formulated. 
Mobilisation 
290. The analyses and demands of Gypsy/Traveller organisations, families' personal 
experience, studies carried out over the last few years and the publications arising 
from them, the experience of teams working in the field, and many other facts and 
testimonies are in total convergence in emphasising that it is unrealistic to consider 
any aspect of the situation of Gypsy and Traveller communities (be it school 
provision, health, economics, accommodation...) in isolation. In attempting to 
ameliorate this situation, it is essential to take account of all the factors and 
parameters determining it, and to tackle all of these fronts. 
291. A movement has been launched at the level of international institutions; its guiding 
benchmarks were outlined in the preceding chapter. Over the past few years, 
generally speaking, European institutions have indeed responded positively to the 
urgings of the various statements issued by their respective parliamentary or other 
bodies, but with a strong bias towards education, putting a near-exclusive priority 
on school-related questions. These are indeed fundamental, but they are not 
sufficient. That is why it is very significant to note that, from the early 1990's, the 
trend has been towards broadening the scope of concern. This process is occurring 
simultaneously on three different fronts, and should finally make it possible to 
tackle questions within their overall context : 
• intensified reflection, accompanied by a will to see thought transformed into 
concrete action, in the sense that in those fields where new thinking is in evidence, 
it tends to go on to be developed and consolidated, and that in other fields there 
has been a feeling of ferment, an impulse towards new thinking; 
• diversification in that, while education remains a priority, there is also increased 
emphasis on themes such as local authority accommodation policy, social 
questions, legal questions, migration movements, etc.; 
• increased consultation, in that Gypsy/Traveller organisations are increasingly 
regarded as partners by international institutions; as consultation procedures 
develop, these Gypsy/Traveller organisations will need to keep firmly in touch 
with the dynamics of their own communities. There is also increased cooperation 
between international organisations, each with its own profile and field of interest. 
292. Approaching questions in this way should enable us to formulate them clearly and 
respond more effectively. For the past ten years the European Union has, through 
its Task Force Human Resources, Education, Training, Youth - recendy renamed 
Directorate General XXII : Education, Training, Youth - been at the forefront of 
pioneering worK in the field of education. Certain recommended working 
guidelines have begun to bear fruit from which other fields can benefit in turn. As 
a result, school-related questions are part of a broad movement, and it is self-
evident that the multitude of developments which have taken shape over the last 
while should be interlinked. This broader perspective also demonstrates that 
activities are not isolated, dead-ended events. In fact they are part of a dynamic 
process, if only they are linked with what is happening elsewhere. 
77 
A Strategy 
293. From the very inception of the work, proposals and action connected with 
implementing the Resolution have been organised to form a coherent whole. 
Nothing was conceived in isolation, but rather always as part of a structured 
ensemble, with a view to progressing reflection, experience and knowledge. The 
Commission has played its part by supplying the impetus for Community action, 
providing background preparation and follow-up, ensuring coordination, 
disseminating findings. 
294. Overall action organisation has been based on an approach responding to the 
demands of a difficult context, making it possible to : 
• begin work immediately, and efficiendy, within limited means 
• implement action in a progressive and flexible manner, respecting the priorities 
of the different partners involved 
• take full account of the existing situation, and to enrich it with a Community 
dimension 
• graft local, regional, national and Community activities onto these priorities, and 
render these activities, initiatives and various sources of funding mutually 
compatible 
• the whole guided by an approach making possible an interrelation between most 
actions. 
295. As for the driving principles behind the implementation of the Resolution, these 
are essentially : 
• broad dissemination of information and documentation, which in turn brings 
positive, complementary effects, notably : 
- developing direct relationships with those involved 
- the formation of a number of networks, which take on a life of their own 
- the opportunity for every willing and able team to undertake a project of 
its own and/or to associate with existing projects. 
In a delicate and difficult field fraught with often contradictory sensitivities, access 
to information engenders consultation, which in turn engenders constructive 
partnership. 
• the second driving principle is that of a flexible working framework. The 
Resolution stipulates that "The Council and the Ministers for Education, meeting 
within the Council, will strive to promote a set of measures (aimed) at developing 
a global structural approach ..." We must conceive a working framework, flexibly 
structured, capable of accommodating both ongoing action and new proposals, 
linking and coordinating these changing elements. 
78 
• diversification of proposals (training, actio n-research, publications, meetings, 
exchange...) and an extension of available aid, so that a significant number of 
teams can benefit without overstretching resources. This presupposes coherent 
management of the whole. 
296. The fact that the same presentation format has been utilised from the start 
(particularly in the newsletter) has made it possible to convey, in a short period, 
information rendering activities not only visible, but transparent, facts gready 
appreciated by the different partners involved. Moreover, the advances being made 
are gradually inspiring other sectors. 
Prospects 
297. As regards content, we need simply - but imperatively - remind the reader that the 
entirety of the report School Provision for Gypsy and Traveller Children, 
published in 1986, and in particular its 100-point summary and recommendations, 
all founded on broad study and numerous consultation meetings, remain valid. 
The document served as a working base for the Council and as a foundation for 
the Resolution adopted in 1989. Some of these points have already been realised at 
national and/or Community level, in accordance with the strategies drawn up in 
1986, and others are due for implementation in the near future. 
298. As regards priorities : the studies, consultation, dialogue, seminars, conferences et 
al which have taken place since the early 1980's are convergent both in their 
conclusions and in their identification of priorities. Even now, a decade or more 
later, meetings which are not tightly limited to predetermined topics continue to 
reach the same conclusions and to identify the same priorities. This leads us to 
two conclusions of our own : 
• firsdy, this convergence is a confirmation of long-established priorities; 
• but their continued reaffirmation signifies that there has, as yet, been no 
satisfactory response. 
Two practical considerations arise from this : 
• as regards further reflection, it is essential to pinpoint precise themes and to 
pursue them in depth; 
• it is imperative that action responding to the urgencies and priorities repeatedly 
identified year after year be initiated or intensified. 
299. As regards working guidelines, we have proposed a set of 7 principles laying out 
an approach taking the dynamics of different communities and the reality of 
diverse political, cultural and economic parameters, into consideration. (We refer 
the reader to Roma, Gypsies, Travellers, the Council of Europe synthesis 
publication mentioned earlier, in which these are spelled out in some detail) : 
• flexibility in diversity 
• precision in clarity 
• internal dynamics : the basis of everything 
79 
• consultation 
• coordination 
• study and reflection 
• information and documentation. 
300. Priorities have, therefore, been defined, the action implementation strategy has 
begun to bear fruit, working tools are honed and showing proof of viability, some 
concrete results have been achieved. The short period covered by 4 annual budgets 
has made it possible to initiate a programme. The time has come to consolidate 
this programme, passing from the quasi-experimental stage to one of broader 
dissemination of those approaches and findings deemed by the partners to be 
positive. In effect, it appears that efforts at both national and Community level, 
while significant, are too often piecemeal in nature; to put it another way, the 
number of children involved in projects of this kind is still, in most places, very 
small indeed in comparison to the number of children concerned. We are thus on 
the threshold of a new working period, in which the consolidated dynamics of 
these actions must be simultaneously broadened and intensified. 
301. This intensification must nonetheless take place in a conscious awareness of the 
fact that a programme of this kind, developed by a number of States acting in 
tandem, must be characterised by an originality which could not be found in a 
programme at national level. Community initiative is no substitute for national 
action; its task is to play a levering role, raise awareness, and encourage 
cooperation, through its own different but complementary - and limited - means. 
Some key concepts may, in the context which forms the object of this report, 
suggest broad lines for future work. 
Promoting innovation 
302. Activities must be original and exploratory in character. Such an approach carries 
a number of advantages : 
1 • it avoids duplication of other European Union programmes and of other 
initiatives, especially national ones; 
2 • it validates activities relevant to the Gypsy communities : it has been 
emphasised that reflections and actions undertaken in the Gypsy context can serve 
as the "cutting edge", providing inspiration for other communities and for more 
general actions, particularly in connection with intercultural education. This 
concept, first put forward in the 1980's, has since been substantiated in a number 
of instances. It is important that the development programme be, and continue to 
be, exemplary in the literal sense, both in order to generate recognition and respect 
for the communities concerned and, through the example it sets, to inspire further 
initiatives and new ideas, thereby bringing an important contribution to thinking on 
society in general and minorities in particular; 
3 • it encourages the development of micro-projects : diverse situations and 
aspirations require a mosaic of micro-responses - particularly from the 
community development perspective - and micro-projects; 
4 • it enlists the direct involvement of research actions and action research : While 
action-research is not the same as applied research, it is nonetheless inherendy 
geared towards a process of adaptation : action-research is evaluation for 
evolution. Innovation requires research, and the promotion of innovation goes 
80 
hand-in-hand with the promotion of research. In the context covered by this report, 
the proposal is to confirm the vital role of universities and institutes and of their 
personnel who, from Dublin to Bucharest and from Grenada to Moscow, work in 
this field and are active in action arising from it. 
Network-based logic 
303. The pilot projects run by the Member States have been organised from the start 
along 5 priority themes : secondary education, the transition from school to 
working life, distance learning, teaching materials, and training and employing 
Gypsy mediators. Meetings focusing on each of these have been held, giving 
teams an opportunity to exchange information and insights, and consolidating the 
links which might be formed between people working on similar topics in 
different States. Following a period during which their work was geographically 
localised, and subsequently developed at national level, these teams are currendy 
networking throughout the European Union. At this stage, it is important to look 
ahead, with a view to ensuring the following : 
1 • link-up and intensification of exchange within in each of the networks, between 
projects in receipt of Commission support; these projects must form, on an EU 
scale, a coherent series of entities concentrating on precisely defined issues; 
2 • link-up and exchange within each State between projects arising from different 
initiatives but concerning the same theme. In other words, it is important for these 
networks to remain flexible and open to kindred experience and activities. Such 
openness increases both the number of different partners and their involvement, 
improves inter-action coordination, enhances responsiveness to new ideas, etc. It 
is important from every point of view to seek out additional participants and thus 
to enlarge the circle, if pilot projects are to have a sufficiendy broad base to confer 
validity and legitimacy, and if they are to merit the name of pilot projects by giving 
rise to further reflection and action. 
304. In order to achieve these conditions, it is essential that the working methods 
currendy emerging from some of these networks, be consolidated : 
1 • at Community level, financial support must be forthcoming for the teams 
comprising each of the networks to facditate their flexible functioning within the 
Community; this proposal is entirely in keeping with Socrates, the new action 
programme in the field of education, which postulates this type of approach; 
2 • at Community level, teams involved in the networks must be provided with 
technical support : tools consolidated at Union level over the four years of 
implementing the Resolution (databases, the newsletter, an established publications 
collection...) can provide the necessary logistical support. This, too, is entirely in 
line with the dynamic oudined in the Socrates programme; 
si 
3 • the members of each network must have the opportunity to benefit from 
information and training sessions on how their project is managed, how 
European networks are organised and how they function, the overall context in 
which their own work is taking place, with a view to avoiding duplication and 
gaining the insights of others in the field, progress in database development 
concerning their particular theme, etc. 
81 
4 • at State level, where pilot projects on a given theme are being developed, 
information on the theme in question must be made available at national level, and 
a range of means (information circulars, information-gathering studies, regional or 
national meetings etc.) should be employed to encourage the participation of other 
teams involved in the same field. 
5 • at Community level, progress-assessment meetings must continue to be held; 
these must also facilitate the exchange of information and documentation, in order 
to maximise project coherence and progress. In addition to their training and 
exchange roles, and their increasing contribution to evaluation, these meetings also 
have an incentive effect on participants, encouraging the development of the 
dynamics that drive them, and plây an essential role in network formation and 
consolidation, a process that takes off from the contacts participants develop 
amongst themselves. 
6 • the different Working and Research Groups which have been established at 
Community level must actively participate in this network-based logic. Their 
activity as Expert Groups is part of the role assigned to them at their inception. 
They themselves constitute networks in their respective fields (history, linguistics, 
pedagogy, culture) and are engaged in precise projects of their own : for example, 
they are in charge of producing the Collection at European level. It is important for 
other activities to benefit from their experience. 
305. The lines of action defined above should be firmly grounded in structures and/or 
agencies capable of ensuring the essential functions described in this and other 
reports (coordinating, facilitating...) One of the points of the Resolution demanded 
the "designation, where necessary, of a State authority or authorities involved in 
the schooling of Gypsy and Traveller children in States with a large number of 
Gypsies and Travellers to assist in coordination of the necessary measures 
including, where appropriate, those relating to the training of teachers, 
documentation and the production of teaching material." 
306. In some cases bodies of this kind are already in existence. The fact that they are 
already operational would reduce both the costs and risks entailed in setting up the 
infrastructure, and their experience in the field would act as a guarantor of overall 
quality. Official confirmation of this role would make an important contribution to 
establishing "national agencies" as envisualised in the Socrates programme, and 
the technical and scientific skills of such experienced bodies could provide national 
structures with essential support. 
307. A proposal along these lines was already put forward in the 1986 report, and 
repeated in the Resolution adopted by the Ministers; the experience of the last few 
years has only served to confirm its validity. 
308. These new agencies should be set up both with a view to the priority criteria of 
quality and experience mentioned above, and in a spirit of rational expenditure and 
value for money. In some cases, and in accordance with the logic we have 
outlined, all that is required is a simple redeployment of existing means, in order 
to structure them in relation to a relay function (providing contact points, 
information, documentation, expertise and so on). The logic behind the Resolution 
adopted by the Ministers suggests that, while most States would require at least 
one relay at national level, in those States where administration is organised on a 
regional basis, the education authorities could designate several relays (examples : 
England, Northern Ireland, Scotland and Wales in the United Kingdom; 
82 
Andalusia, Catalonia, the Community of Valencia, the Basque Country etc. in 
Spain...) We repeat that there are many places in Europe in which teams skilled in 
relay functions already exist; all that remains is to confirm them in this function 
and to provide them with training opportunities, practical support and 
coordination. 
309. The first part of this report demonstrated the legitimacy of EU involvement and its 
importance to the Gypsy communities. The implementation of the Resolution is 
taking place through EU action (the information newsletter, the European 
Collection, the databases, the European Working Groups...) complementing 
national initiatives linked at Union level (the pilot projects, local teams' projects, 
exchanges of experience...), and has amply demonstrated the efficacy of 
subsidiarity in practice. Now that these actions are multiplying and intensifying, 
the consolidation of relay mechanisms (which will be taking place in connection 
with new education-related programmes, mainly Socrates) will strengthen the 
quality of work while continuing to respect subsidiarity and plurality. 
Interlinking to forge a whole 
310. The definitive, overriding thrust behind proposals is towards intensifying those 
actions seen as producing positive results, and interlinking them so they can 
reinforce each other, thus avoiding duplication and establishing visibility and 
direction for the whole : 
• work should be structured around the pilot projects proposed by the Member 
States, within thematic networks which, while solid, remain open and flexible; 
• the Research and Working Groups should intensify their work in relation to 
intercultural education (in the fields of history, language, culture, teaching methods 
etc.); they can be called upon to "inject" their expertise into pilot projects; 
• everyone direcdy involved in these actions, and indeed everyone concerned with 
or interested in them, must be assured of regular information and access to 
working tools such as databases and publications. 
311. For any number of reasons, reflection and action in this field cannot be pursued in 
a fragmented fashion. School provision for Gypsy and Traveller children is an 
integral part of school provision for all children, and improving it should bring 
broad downstream benefits. The intercultural approach postulates a principle of 
openness to diversity. It is therefore essential to stress that the prospects outlined 
here can only take on their full force and import within a broader perspective 
linking these with proposals and actions in related fields, complementary 
programmes, other institutions. 
Education for all 
312. In opening the budgetary heading which, from 1991, has made possible the 
implementation of the Resolution adopted by the Ministers, the European 
Parliament did so within the framework of developing intercultural education, 
targeting three groups : the children of migrant workers. Gypsy and Traveller 
children, and the children of occupational travellers. These groups clearly differ in 
their history, the treatment to which they are subject, the legislation regulating part 
of their existence, their languages and cultures, their numbers, their geographical 
distribution, the nature of their mobility, tneir relationships with the schools - yet, 
83 
though the means through which schooling is provided must remain open to 
diversity in order to continue to adapt, it is nonetheless also true that in some cases 
provision (pilot projects, for example) developed for one of these groups may 
serve as inspiration for, and indeed be of considerable usefulness to, one or both of 
the others. For example, work done on learning the national language as a second 
language addresses a problem common to both (some) Gypsies and (some) 
migrants; likewise, the same mechanisms for the scholastic monitoring of highly 
mobile children may be suitable, whether they are from circus and fairground 
families, bargees, or nomadic Gypsies/Travellers. The Commission has been 
keeping an eye on potential for rapprochement since the implementation of the 
Resolution was first undertaken, and, now that projects have acquired considerable 
experience, it is desirable that inter-team exchange should develop in a number of 
fields. 
313. Since 1982 the European Parliament has, through the allocation of funding, 
encouraged the development of activities concerning regional and "lesser used" 
languages. These activities have gradually been expanded. At this point, it would 
be well for the Gypsy language to be included in action covering "lesser used 
languages", and for a work programme to be defined through a joint effort of the 
Research and Action Group established to develop Romani linguistics at European 
level, in partnership with Commission bodies concerned with regional and 
minority languages, such as the European Bureau for Lesser Used Languages 
and the Mercator network. 
314. The Commission has, since 1987, directed sustained attention to open and 
distance learning, on which topic it has published a number of documents. As 
regards distance learning in relation to Gypsy and Traveller children, the 1986 
report made a number of recommendations which were subsequendy reiterated in 
the Resolution adopted by the Ministers, and several meetings focusing on the 
subject have taken place. Moreover, distance learning was among the priority 
themes identified by the various partners dealing with school provision for Gypsy 
and Traveller children, and one of the pilot project networks is devoted to it 
Article 126 of the Treaty on the European Union emphasises the importance of 
distance learning, and it enjoys a privileged role in the programmes - both ongoing 
and at the planning stages - being developed by various component bodies of the 
European Union. 
Current communication/information practice and technology offer great potential 
as regards distance teaching and support, as well as the scholastic monitoring of 
isolated or widely dispersed pupils. These possibilities, useful and relevant to 
anyone, at any age or level, pursuing an education, are clearly of particular interest 
in relation to Gypsy and Traveller children. It is thus important to investigate the 
ways in which these new methods can assist school provision for Gypsy and 
Traveller children and, conversely, what insights the experience of school 
provision for Gypsy and Traveller children can contribute to the general 
application of these new methods. In this context, work on school provision for 
Gypsy and Traveller children must receive the full support of the relevant 
Commission programmes. 
315. In the field of school provision for Gypsy and Traveller children. Council of 
Europe activities are being intensified, and are increasingly interlinked with 
European Union actions through the Gypsy Research Centre of the Université 
René Descartes, Paris, the external support body they share. Provided coordination 
is firmly maintained, this convergence represents very significant potential for 
84 
action on a European scale. We must emphasise that, when we speak of 
"European" activities, we are not confining ourselves to the Member States of the 
European Union; the Resolution of the Council and the Ministers, like the 
European Parliament and, in very concrete ways, the demands expressed by 
numerous partners, all oblige us to conceive our work on a scale of Europe as a 
whole. Information, expertise, and the exchange of views and experience should 
know no frontiers, particularly when they relate to a transnational community of 
some 7-8 million persons throughout Europe, over half of whom are chddren of 
school age. 
These considerations also apply to other activities mentioned earlier, such as those 
begun by UNESCO and UNICEF as well as in related fields such as cultural 
action, notably the Council of Europe study being undertaken in connection with 
the European Gypsy Cultural Itinerary project. 
Shared programmes 
316. Certain programmes developed within European Union States, and others aimed 
at States in Central and Eastern Europe, have already given rise to actions of 
relevance to Gypsy communities; other programmes, too, could provide support 
for essential activities directed at these communities. In consequence particular 
attention should be paid to these programmes and to interlinkage with structural 
funds such as the European Social Fund, particularly in relation to certain major 
priority objectives for which the funding is earmarked. In this context we mention 
the "Community Programme to Foster the Economic and Social Integration of 
Least Privileged Groups" (better known as the Poverty Programme) and its 
successors, the Ouverture/Ecos programme, the Tempus programme, the Iris 
programme of training for women, the Horizon programme, and many others, 
some of them capable of providing direct input into education-related activities 
being proposed in the context of implementing the Resolution. For example, the 
Horizon programme has provided assistance to teams working on mediator 
training; while these mediators are not necessarily going to work in the schools, 
their training and employment nonetheless overlap with issues covered by the 
network linking pilot projects dealing with the training and employment of Gypsy 
mediators in the school context, which receives assistance under the heading of 
intercultural education. 
Other far-reaching programmes may be of significance to Gypsy and Traveller 
communities : for example the European Union's research and development 
programme-framework opens up funding possibilities for research on education 
and training, and most particularly for research into social integration and social 
exclusion (the processes of social exclusion, the forms it takes, its causes, 
migration-related questions...). Particular attention will be paid to exchanging 
information on the forms and causes of social exclusion, and on ways of 
addressing these. 
It is important to establish synergies and to ensure a transversal dimension to 
actions aimed at Gypsy and Traveller communities. Here, too, the actions of the 
Council of Europe must be taken into account, as they are directly complementary 
to European Union activity. 
85 
Opening up to the transversal 
317. Certain fields possess the dual characteristic of being simultaneously priority 
areas, and straddling diverse sectors' territories of reflection and action. They may 
bear some relevance to school-related questions, but go well beyond them : for 
example, vocational training, accommodation issues, economic activities, 
administrational attitudes, migration, freedom of movement etc. 
A great deal remains to be done in these fields : there are lines of communication 
to be established and exploratory studies to be undertaken, just as was once the 
case with regard to school provision. The fundamental first step with regard to 
each - vocational training, economic activities, accommodation issues, equal 
opportunities for women, etc. - is to analyse the conditions under which they 
occur, compile the findings and publish them as a report, and then, just as was 
done with regard to school provision, to formulate precise proposals and lay out 
guidelines for the work, so that resultant activity will be structured into an 
organised whole. Experience and skills developed in connection with school 
provision may prove very useful in proposing action in other fields. In some of 
these, such as migration, demands for asylum, and proposals for bodies to tackle 
and prevent the violent attacks to which Gypsies and Travellers are being 
subjected, the CSCE and United Nations have already produced reports, as 
mentioned in the preceding chapter. 1994 is bringing significant advances in this 
field, notably, in relation to the last few points mentioned, emerging from a 
conference organised by the CSCE and the Council of Europe for September 
1994. 
In the new programme dynamic 
318. Education is a linchpin of Union activity. It is covered in Article 126 of the Treaty 
on European Union, as is Vocational Training in Article 127, Culture in Article 
128, and Research in Article 130. Union bodies therefore face the task, over 1994, 
of organising a coherent set of programmes, with the accent on rationalising and 
simplifying existing ones and reducing their number, "while reinforcing those 
aspects which appear most promising in terms of added value and European 
impulse " (COM (93) 183 final). 
319. The proposals outlined in the preceding paragraphs are fully in line with the 
framework text of the quoted Articles of the Treaty, as well as the new guidelines 
defined by Union bodies, notably the Commission in its "Community action 
lines". "Respecting subsidiarity, Community action is developing and should 
continue to develop at three levels : 
- the encouragement of well-structured cooperation between the education 
and training systems; 
- the promotion of quality through innovation by exchanges of information 
and experience; 
- the launching of specific direct actions on a Community-wide basis, where 
there is a clear advantage over action only at national level" (COM 
(93) 183 final). 
320. The same text stresses that "Specifically, efforts should be made to eliminate any 
possible duplication of effort, maximise the complementarity of the different 
actions and ensure real synergy and mutual reinforcement between them." An 
examination of the remainder of this Commission text reveals the congruence 
86 
between the Commission's "Community action lines" and the proposals oudined 
in the present report : establishing transnational partnership networks, mobility, 
exchanges, joint transnational projects, transparency, information etc. 
321. Under new programme proposals, schooling comes under the Socrates 
programme; in it, Gypsy children are mentioned a number of times, notably in 
relation to promoting equal opportunity, combating exclusion and racism, and, 
accordingly, the necessity of particular vigilance to ensure that these children have 
access to the full range of school provision. The programme also states, in 
reference to Gypsy children and the children of migrants, that "A particular aim of 
this action will therefore be to ensure that the achievements can be applied to 
education as a whole to foster intercultural education for all. Here, too, the 
Community contribution will be concentrated on transferable activities with 
considerable educational potential, and their dissemination... Because of the 
political and social situation a determined effort is required to provide intercultural 
education for all. The specific measures under Action 2 represent both a testing 
ground and a useful source of innovation for all young people " (COM (93)708 
final). 
The Commission also emphasises the general point that : "Community measures 
form a particularly effective complement to the measures taken by the Member 
States in that the budget available for the Community measures is extremely 
limited in comparison with that of the Member States, and is concentrated on 
sectors which generally receive less national funding and which are generally 
hardest hit by budget restrictions in time of economic austerity. In some sectors... 
the opportunities to make more widely available those teaching materials 
developed with Community support will certainly unblock the restrictions on the 
production of quality products tailored to the various target groups." 
The assessment of the implementation of the Resolution carried in the preceding 
pages, and the proposals arising from it, are a clear expression of the agreement 
between the programme developed over the past number of years for Gypsy and 
Traveller children, and the Commission's current proposals both with regard to 
the Gypsy communities in particular and for education in general : one need only 
compare the projects developed over the past few years and the proposals now 
being put forward with the priorities and proposals of the new Socrates 
programme, to observe their point-by-point confluence. 
322. The Youth for Europe programme, aiming to promote the development of youth 
exchange and youth-related activities throughout the Union, may fulfil an 
important complementary role to the Socrates programme as regards young 
Gypsies and Travellers. Youth for Europe does not cover projects carried out 
under the headings of education and vocational training, but it does open up 
important perspectives for youth workers, with particular attention to, and a 
significant proportion of funding earmarked for, youth in difficulty. Initiatives 
focusing on combating all forms of exclusion should be similarly and specifically 
encouraged and fostered. 
323. A quick survey of the various initiatives developed within the Union enables us to 
emphasise once again the need for structured information and for solid 
coordination, in order to avoid the dissipation of resources, inconsistency of 
approach, and duplication. It also reveals the validity of the approach followed in 
implementing the Resolution, and of the use the experience gained can be put to in 
structuring and providing practical assistance for actions such as information, 
87 
documentation etc. in other fields. 
324. While stressing the congruence between the general proposals being put forward 
in the framework of the new programmes, and the specific proposals formulated 
with regard to improving the conditions of school provision for Gypsy and 
Traveller children, we must nonetheless remain vigilant to ensure that our new 
position within a vast programme entails no diminution of the flexibility, 
spontaneity, innovative spirit and- organisation that have been essential factors in 
the success of achievements realised in the framework of the implementation of 
the Resolution adopted by the Ministers in 1989. 
325. The right to schooling applies to all children, unconditionally, and must be put into 
practice with an eye to ensuring equal opportunity and in a context guaranteeing 
respect for the child's culture. 
326. Education is a Unk to the future, a positive vector, which enables us to get out of 
the rut of thinking in terms of "problems" linked to an approach from a "social" 
or "marginal" angle. The training of young people, which is proceeding apace, 
will have a profound impact on the landscape : they will now become the fully 
accepted partners of institutions, experienced practitioners, and qualified experts. 
Considerable distance has been covered in a single generation. We must, however, 
bear in mind that, if part of the road is being travelled, and the jigsaw of projects 
and programmes in diverse and essential domains is gradually taking shape, a 
great deal nonetheless remains to be done, and that in a difficult context rendering 
all progress fragile and uncertain. All efforts must be combined to consolidate 
achievements and advance towards the dynamic cultural affirmation and 
development made possible in the mutual respect of an intercultural approach. 
327. European institutions must remain vigilant in their role as guarantors of this 
approach. 
In summary, then, and in relation to the field covered by this report, it is proposed 
that the simple, realistic, economical way to achieve this, in accordance with the 
logic underlying new education-related programmes, is to intensify action already 
launched at national and at Union levels, while simultaneously strengthening 
networking at both of these. The working guidelines defined, the strategy 
employed, the themes identified, the balance of projects and the profile of each - all 
have proved their worth. Over a brief period, and despite limited means, the 
results are tangible. 
Reinforcing these means, and using them with the same attention to balance and in 
accordance with the same strategy based on flexibility, coordination and openness, 
should make it possible to extend access to the programme to include a greater 
number of partners, to have a more pronounced levering effect on actions 
launched, to pass from the exploratory phase to measures gradually made 
accessible to all the children concerned, while retaining a spirit of willingness to 
undertake innovation and the will to interlink this work with that being developed 
at the initiative of other bodies and within other programmes. 
Thus the set of activities launched in the framework of the implementation of the 
Resolution adopted by the Ministers in 1989 can continue to be seen as an 
essential driving force, as a reference model, and as a demonstration that cultural 
diversity and action geared towards respecting it are a source of enrichment for all 
pupils, and for European society as a whole. 
88 
Appendix 1 
Study report published by the Commission 
by Jean-Pierre Liégeois 
Gypsy Research Centre - Université René Descartes 
La scolarisation des enfants tsiganes et voyageurs 
Commission of the European Communities 
Office for Official Publications of the European Communities 
"Documents" Series, 1986, 286 pp 
School Provision for Gypsy and Traveller Children, idem. 
Commission of the European Communities, 1987,278 pp 
(English translation by Sinéad ni Shuinéar). 
La scolarizzazione dei bambini zingari e viaggianti, idem. 
Commissione délie Communità Europee, 1987, 288 pp 
(Italian translation by Leonardo Piasere). 
La escolarizaciôn de los ninos gitanos y viajeros, idem. 
Comisiôn de las Comunidades Europeas, 1987, 385 pp 
(Spanish translation by Carlos Martin Ramirez). 
Die schulische Betreuung der Kinder von Zigeunern und Reisenden, idem. 
Kommission der Europäischen Gemeinschaften, 1987, 516 pp 
(German translation by Marion Papenbrok). 
89 
Appendix 2 
The Orientation Document for Reflection and for Action 
This 28-page document contains a succinct summarisation of proposals and guidelines, 
under the following headings : 
- structures 
- pedagogy and teaching materials 
- publication and information 
- teachers 
- action-research 
- consultation and coordination 
- the role of the European Community 
Published in 1988, it is available in the following languages : 
- DE : Orientierungspapier als Diskussions- und Handlungsgrundlage, 
available from the Centie de recherches tsiganes, Université René 
Descartes, 106 quai de Clichy - F - 92110 - Clichy. 
- EN : Orientation Document for Reflection and for Action, published by the 
Traveller Education Service, Education Development Service, North 
District Centre, Monsall Road, Monsall - UK - Manchester M10 8WP. 
- ES : Documento de orientaciôn para la reflexion y para la acciôn, published 
by Nevipens Romani - Noticias Gitanas, Apartado de Correos 202 -
E - 08080 - Barcelona. 
- FR : Document d'orientation pour la réflexion et pour l'action, published by 
the Ministère de l'Education nationale, de la Jeunesse et des Sports, 
Centre national de documentation pédagogique, Centre de Documentation 
Migrants, 91, rue Gabriel Péri - F - 92120 - Montrouge. 
- IT : Documento orientativo per la riflessione e l'azione, published by Lacio 
Drom, Via dei Barbieri 22 -1 - 00186 - Roma. 
- PT : Documento de orientaçâo para a reflexâo e para a acçâo, available 
from the Ministeriö da Educacäo e Cultura, Direcçâo-Geral do Ensino 
Bâsico e Secundârio, Avenida 24 de Julho, 138- 5° - P -1399 -
Lisboa Codex. 
- Valenciano : Document d'orientacio per a la reflexiô i Taccio, published by 
the Conselleria de Cultura, Educaciö i Ciència, Direcciö General de 
Centres i Promociö Educativa, Avenida Campanar 32 -
E-46015-Valencia 
90 
Appendix 3 
The following national reports were compiled in connection with 
evaluating the implementation of the Resolution adopted by the 
Ministers in 1989 : 
Belgium (Dutch-speaking) : 
Marc Verlot with Sven Si ere ns and Nele Goethals, Het Onderwijs aan 
kinderen van Zigeuners en Voyageurs, Ministerie van de Vlaamse 
Gemeenschap, Département Onderwijs, Secretariaat-generaal - Cel S tu die en 
Wetenschappelijk Onderzoek, January 1994, 34 pp. 
Belgium (French-speaking) : 
Alain Reyniers, La scolarisation en Communauté française de Belgique des 
enfants de culture itinérante (Tsiganes et Voyageurs, bateliers, forains. Gens du 
cirque). Communauté française de Belgique, Scolarisation en milieu 
multiculturel, October 1993, 56 pp. 
Denmark : 
France : 
Germany : 
Greece : 
Ireland : 
Italy : 
Netherlands : 
Portugal : 
Spain : 
United Kingdom Report on Education of Gypsy Children in Denmark, Undervisnings Ministeriet, 
1993,21 pp. 
Jovhanna Bourguignon, Scolarisation des enfants tsiganes et voyageurs. 
Ministère de l'Education nationale. Direction des Ecoles, Direction des 
Lycées et Collèges. November 1993, 23 pp + Annexes. 
Martin Emundts, Die Schulische Betreuung der Kinder von Binnen-Schiffern, 
Circusangehôrigen und Schaustellern und der Kinder von Sinti und Roma und 
Fahrenden, Kultusministerium Nordrhein-Westfalen, undated, 16 pp. 
National Ministry for Education and Religious Affairs. Rapport communautaire 
pour l'enseignement des enfants tsiganes, undated, 52 pp. 
Report on the Implementation of EC Resolution 89IC 153102 on School Provision 
for Travellers. Department of Education, September 1993, 30 pp + Annexes. 
Opera Nomadi Nazionale (Secondo Massano, with the assistance of Maria 
Ottani and Mario Salomoni) La scolarizzazione degli alunni zingari e 
viaggianti in Italia, September 1993, 25 pp + Annexes. 
Overzicht van Voorzieningen in Nederland voor het Onderwijs aan Woonwagen-
en Zigeunerleerlingen, Ministerie van Onderwijs en Wetenschappen. 
December 1993. 21 pp. 
Relatôrios nacionais sobre a escolarizaçâo das crianças ciganas e viajantes. 
Ministeriö da Educacäo. April 1994, 5 pp. 
La escolarizaciôn de los Gitanos en Espana, Ministeriö de Educaciön y 
Ciencia, July 1993, 37 pp. 
School provision for Gypsies and other Travellers in the UK relevant to EC 
Resolution 89IC153102. Department for Education, undated, 23 pp. 
91 
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