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)
Date: 1996-10-22
Institutions: European Commission
Subjects: EU action, Roma, nomadism, schooling, statistics

COMMISSION OF THE EUROPEAN COMMUNITIES 

Brussels,  22.10.1996 
COM(96)  495  final 

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) 

(presented  by  the  Commission) 

Table of Contents 

Introduction 

Report objectives 

Report layout 

Developing Community action 

Genesis of a Resolution 
Context 

The foundations of Community action 

The Community's lines of action 

The logic behind the proposals 

Working axes 

Implementation  in the Member Spates 

Data collection 
National situations 
Reception  structures 
Teaching methods and teaching materials 
Teacher recruitment and training 
Information  and research 
Consultation, coordination, participation 
Other actions 
Outcomes and directions of work 

Implementation at Community level 

Organising exchanges of views and experience 

Meetings, seminars, colloquia 
Promoting exchange of experiences and pedagogical materials 

. 

Developing innovative projects 
A set of pilot projects 
The Working Groups 
A "think tank" 
Materials for school use 
A European Collection 

Information  and documentation 

A newsletter 
Publications 
A database 

3 

4 

5 
6 

9 

15 

16 

20 
21 
26 
31 
36 
38 
41 
43 
44 

51 
53 

54 
56 
57 
58 
59 

61 
61 
62 

Monitoring, coordination, evaluation, dissemination 

The Ad Hoc Group 
The Gypsy Research Centre 

Other institutions in partnership 

Within the Commission 
Other international institutions 

Analysis and  proposals 

An assessment 
A strategy 
Prospects 

Appendix  1 

Study published by the Commission 

Appendix  2 

"Orientation Document for  Reflection 
and for Action'' 

Appendix  3 

The national reports 

63 
64 

65 
66 

73 
78 
79 

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  then-
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 
historv 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  shon-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  intercuitural 
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 : 

• pan one  is  a reminder of  activities carried out over the past few  years, including 
the necessity for and the foundations of Community action; the full text of the Resolution 
of the Council and the Ministers of 22 May  1989 is carried as an appendix, for reference; 

• pan 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: 

•  pan  three,  based  on  the  répons  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 b,y 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 
Descanes, 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-family  education  and  the 
discrepancies  between  it  and  the practices  and  assumptions  of  the  school. The 
conclusions and proposals carried in the resulting repon 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 repon, 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 suppon 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  undenook  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. 

08. 

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. 

Study,  discussion,  and evidence from  a variety of  sources ail 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 
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. 

is 

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  penaining  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  penaining  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  sunounding 
society,  and  many  already  bad  situations  will  deteriorate  rapidly  and 
dramatically with  the concomitant  risk  of  cenain  forms  of  marginality and/or 
delinquency. 

13.  The  analyses carried out nonetheless emphasise that it is  possible 10 envisage 

a  more positive future : 

•  measures  associated  with  interculturai 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 staning-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 effons  have been  successful,  others less so. It 
is  imponant  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 opponunity 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,  concened, 
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 States, 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 
Denmark 
France 
Germany 
Greece 
Ireland 
Italy 
Luxembourg 
Netherlands 
Portugal 
Spain 
United Kingdom 

10,000 
1,500 
280,000 
110,000 
160,000 
22,000 
90,000 
100 
35,000 
40,000 
650,000 
90,000 

15,000 
2,000 
340,000 
130,000 
200,000 
28,000 
110,000 
150 
40,000 
50,000 
800,000 
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 
Austria 
Belgium 
Bosnia-Herzegovina 
Bulgaria 
Belarus 
Croatia 
N 
Cyprus 
Czech Republic 
Denmark 

90,000 
20,000 
10,000 
40,000 
700,000 
10,000 
30,000 
500 
250,000 
1,500 

100,000 
25,000 
15,000 
50,000 
800,000 
15,000 
40,000 
1,000 
300,000 
2,000 

Estonia 
Finland 
France 
FYROM 
Germany 
Greece 
Hungary 
Ireland 
Italy 
Latvia 
Lithuania 
Luxembourg 
Moldavia 
Netherlands 
Norway 
Poland 
Portugal 
Romania 
Russia 
Serbia-Montenegro 
Slovak Republic 
Slovenia 
Spain 
Sweden 
Switzerland 
Turkey 
Ukraine 
United Kingdom 

1,000 
7,000 
280,000 
220,000 
110,000 
160,000 
550,000 
22,000 
90,000 
2,000 
3,000 
100 
20,000 
35,000 
500 
40,000 
40,000 
1  800,000 
220,000 
400,000 
480,000 
8,000 
650,000 
15,000 
30,000 
300,000 
50,000 
90,000 

1,500 
9,000 
340,000 
260,000 
130,000 
200,000 
600,000 
28,000 
110,000 
3,500 
4,000 
150 
25,000 
40,000 
1,000 
50,000 
50,000 
2  500,000 
400,000 
450,000 
520,000 
10,000 
800,000 
20,000 
35,000 
500,000 
60,000 
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  currently 
being developed", 
•  Gypsy social  organisation  is  largely  transnational.  This  means  that  a  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  directiy 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 

interculturai  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  entitled "Education  in the European  Communitv  ; 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. 
rb1 

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; 

•thatof24May  1984(OJC  172,2.7.84p.  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; 

N 

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 multicultural and multilingual models  for 
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 morion. 

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 
interculturai  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  are 
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  interculturai education  but  also,  for  example, distance 
learning, the production of adapted teaching materials, etc. 

1  4 

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 
particularlyNrelevant 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  adopted 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 efficientiy; 

•  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 

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 
linguists,  etc.).  As  measures  are  implemented,  complementary 
group  of 
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  OVN 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 for  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  interculturai 
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 répons 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 implementation 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 (hi),  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 TraveJer 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  of  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 répons  also draw attention to recent immigration and demands  for asylum ; 
French- and Dutch-speaking  Belgium, Denmark, France, 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" (Bf). 

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 
currently  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  recently-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  uaining, 
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). Tt 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 Scuole Medie 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 
100 foreigners 

400 Italians 

- 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  mostiy  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. 

66. 

In  Portugal, an estimated 5,000 Gypsy  children are in  school, less than 5% of 
them at secondary. 

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 ; 

- Nomadic, within the UK 

- Nomads travelling other States as well 
(Ireland.  Germany,  France. Belgium. 
USA,  Australia) 

-  Sedentary 

-  Semi-nomadic 

England 

29.0% 

6.1% 

28.9% 

36.0% 

Wales 

.32.6% 

3.9% 

34.8% 

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 

583 (61.3%) 
128 (13.5%) 
155 (16.3%) 
85  (8.9%) 

Attendance 

85 -100% 
75 -  84% 
50 - 74% 
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 of rejection is  the most frequendy 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 
setded 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. 

73. 

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. 

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, 
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. 

teachers  from 

the 

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 currently 9  such 
teachers); 
- 53 preschools for  Traveller children, funded  in full by  the Ministry of Education, 
currently 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  are  currendy 
attending such schools (obviously there are also Traveller children - approximately 
600 of them - in a great 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; 

27 

79. 

80. 

81. 

82. 

-  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. 

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... 

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. 

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. 

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 are 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  Helsing0r  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 parents  to 
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 scnools, provide 
complementary  support. 

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. 

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  interculturai 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. 

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. 

In  the  Netherlands  25  Ministry  of  Education  projects  have  made  possible  the 
appointment  of counsellors  handling every  aspect of  teaching for  Gypsy/Traveller 
children aged  4-18. A  number  of  Gypsy  and Traveller organisations are direcdy 
grant-aided  by the State. 

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 

89. 

90. 

91. 

92. 

93. 

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 

94. 

95. 

96. 

3 - 1 - experiments with distance learning 

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  pdot 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. 

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. 

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 the  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 

98. 

99. 

touch  with  pupils  and  parents  during  the  travelling  season,  and  also  acts  as 
the  pedagogical 
counsellor.  "Support  schools"  are  particularly  adapted  for 
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). 

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". 

In France there have been experiments with record cards for educational follow-up 
in a number  of  regions: assessment  tests are currendy 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 cupentry 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 cuncerned. 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  interculturai 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  interculturai 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 interculturai teaching materials. 

114.  In  Italy, consideration  of  Gypsy  history, culture  and  language  is  considered  a 
necessary  part  of  an  interculturai approach to  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 currently 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  interculturai 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  interculturai 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 interculturai 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 currently 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 
stimulatorsNof 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  (HMD,  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 Scodand. 

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 terms  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 
sedentarv Travellers are alreadv 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 directiy 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 trench-speaking  Belgium reveals that "it is parents' attitudes, far more 
than  their own  level of  scholastic achievement, which  directiy 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" 
(Bf). 

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 
thé  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 
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. 

information 

through 

5 - 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  Interculturai  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 
information,  the  planning  of  teaching,  contact  with  other 

framework  of 
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  coordinating 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, 
the  different  partners 
scholastic  continuity,  organising  meetings  with 
(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  recently  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. 

3 - designation, if necessary, of a State authority on school  provision  for 

Gypsy/Traveller children 

172.  The  main  bodies  mentioned  in the  national répons  are  generally national  and/or 

regional administrations. 

Other  actions 

173.  Actions  developed for  a  wider  target group,  and  panicularly  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  interculturai 
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 pupils' 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 mosdv 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 pupd 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 rimes); 

- 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"  (Bf).  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 leaching 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 

chddren are  received into the schools; 

- to provide suitable support for children under the age of  10 who cannot read and 
write, to enable diem 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 interculturai 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 interculturai 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 quanririve 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 
differently, 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  Gypsv  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 interculturai 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  chtidren 

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 interculturai 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 interculturai 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 directly 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; 

prehminary 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  interculturai 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 
Scotland 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 interculturai education, and 
particularly to the implementation of  the Resolution.  Apart from  a limited number 
of  activities which  took place prior to  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 jt  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 for  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  bom 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  Union's 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  "Interculturai  Education  -
Irish  Fferspeçtives,\ 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  involvine (due  to  their multilateral. multi-State character) 
clusters ot  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, colloquiaand  other actions which  will be covered  under other  headings 
but which are thematically linked to the above networks. 

54 

221.  Project distribution  over die first  three years. 

22  projects  were  launched  in  1991-1992  : 

Network  I -Secondary  Education 

: Denmark  -  France  (x2)  -  Netherlands  -  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 
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. 

the  fact  that  most  Ministries  wished 

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 

:  France  -  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 

launched  over  the  1993-1994  academic  year.  Since  most  of  the  Ministries  in  the 
25  projects  were 
various  Member  States  wished  to  prolong  and  expand  existing  activities,  some  projects  were  carried 
over  from  1992-1993. Their  content  had  changed,  however,  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 
France  -  Greece  -  Spain 

:  Belgium  (Dutch-speaking)  -

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 
interculturai education and indeed education in seneral. 

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  their  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  interculturai 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  outline 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  Saxt  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 directly  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  ancf Traveller participants from  8 States of  the Community  to takea  closer 
look  at  topics  examined  the  previous  year,  and  to  adopt  a  well-publicised 

57 

resolution.  A  further  two  meetings  took  place  in  1993.  The  first  of  these, 
organised  by  the  Irish  Traveller  Movement  (ITM)  with  the  assistance  of  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  pans  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 the  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  directly 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 interculturai 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 titles, 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  subsequently  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  espahola  journal, 
Nevipens  Romani,  special  edition  in  "Romano  Kalo":  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),  Centra  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 sulle 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  die 
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  présenta  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 currently 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  I980's  it has  regularly  been  involved in collaboration  with  die 
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 
sustained  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 die 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  Poverty 
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 
local 
representatives and administrators, and contributing to local and regional  social 
and education policies by offering  scientific and technical  support. 

in  socio-cultural  integration,  providing  training  for 

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-PoliticalData). 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  NQ 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 ns  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  littie 
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 jts  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 Europe with 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  CSCE's 
the 
commitments,  particularly those  measures  mentioned  in  the  document issued  at 
the Copenhagen  meeting. 

implementation  of 

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 currently 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 
that  "manifestations  of  prejudice, 
particularly  vulnerable",  recalling  also 
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-Governmental  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 highhghted 
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 currently 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  interculturai 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  activities, and  to  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 
-  1992 budget 
-  1993 budget 
-  1994 budget 

700,000 
700,000 
1.000.000 
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  outlined  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 chtidren 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 currently 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  based  on  full  knowledge of  the  facts, 
and  of  the reality behind  them,  optimising  the 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 instimtions; 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  - recently  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  benelitin  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 efficiently,  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,  action-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  greatiy 
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 : 

• firstly,  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  interculturai  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  die 
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  dieir 
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 facilitate 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; 

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  play  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 
teachers, 
including,  where  appropriate,  those  relating  to 
documentation  and the production of teaching material." 

the  training  of 

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 envisualisedin  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 
training  opportunities,  practical  support  and 
and 
coordination. 

to  provide  them  with 

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 
interculturai 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  interculturai approach  postulates a  principle of 
openness  to diversity. It is therefore essential to stress  that the prospects  oudined 
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  interculturai  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, their 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 subsequently  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  proyision  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 children 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 
interculturai 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  die 
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  outlined 
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  interculturai  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 interculturai 
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  thatof  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  sui'vey 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 link 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 interculturai  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, ancffor  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 gitan os 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 Europâischen 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 Discissions-  undHandlungsgrundlage, 

avadable from  the Cenue 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 Ministerio da Educaçâo e Cultura, Direcçâo-Geral do Ensino 
Bâsico e Secundârio, Avenida 24 de Julho,  138- 5° - P - 1399 -
Lisboa Codex. 

- Valenciano  :  Document d'orientaciô per a la reflexiô i l'acciô, published by 
die Conselleria de Cultura, Educaciô i Ciència, Direcciô General de 
Centres i Promociô 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  Sierens  and  Nele  Goethals,  Het  Onderwijs  aan 
kinderen 
en  Voyageurs,  Ministerie  van  de  Vlaamse 
Gemeenschap,  Département  Onderwijs,  Secretariaat-generaal  - Cel  Studie  en 
Wetenschappelijk  Onderzoek,  January  1994,  34  pp. 

van  Zigeuners 

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. 

Report on Education  of Gvpsy Children  in Denmark,  Undervisnings  Ministeriet, 
1993,21pp. 

voyageurs. 
Jovhanna  Bourguignon,  Scolarisation  des  enfants 
Ministère  de  l'Education  nationale.  Direction  des  Ecoles,  Direction  des 
Lycées  et  Collèges,  November  1993, 23 pp  +  Annexes. 

tsiganes  et 

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  scolahzzazione  degli  alunni  zingari  e 
viaggianti in Italia,  September  1993, 25 pp +  Annexes. 

Denmark  : 

France  : 

Germany  : 

Greece  : 

Ireland  : 

Italy  : 

Netherlands  : 

Overzicht  van Voorzieningen  in Nederland  voor het  Onderwijs  aan  Woonwagen-
en  Zigeunerleerlingen,  Ministerie  van  Onderwijs  en  Wetenschappen. 
December  1993. 21 pp. 

FDrtugal  : 

Spain  : 

Relatôrios  nacionais  sobre  a  escolarizaçâo  das  crianças  ciganas  e  viajantes. 
Ministério da  Educaçâo.  April  1994, 5 pp. 

La  escolarizaciôn  de  los  Gitanos  en  Espaha,  Ministério  de  Educaciôn  y 
Ciencia,  July  1993, 37 pp. 

United  Kingdom 

School  provision  for  Gypsies  and  other  Travellers  in  the  UK  relevant  to  EC 
Resolution 89/C  153/02.  Department  for  Education,  undated,  23  pp. 

91 

ISSN 0254-1475 

COM(96) 495 final 

DOCUMENTS 

EN 

16  05 

Catalogue number  : CB-CO-96-503-EN-C 

ISBN 92-78-09937-6 

Office for Official Publications of the European Communities 

L-2985 Luxembourg 

^X