Laura Laubeová
Comparative study of the Czech Rep. and Scotland http://instituty.fsv.cuni.cz/~laubeova/anglicky/research/PHD.htm

• Theories & concepts (minority, race, racism, multiculturalism, politics of recognition, equity, cost benefit analysis)
• Czech Republic from multicultural perspective + education
• Scottish race equality and inclusive education
• Comparative framework 3+1 models:
– Assimilation, Multiculturalism, Equity/Rights, Exclusion
• Teacher education compared
• Summary of equality policies, bodies, acts + edu
• Policy recommendations and priorities

1.
What theories could provide background for “race equality* “ education?
2.
How is “multicultural“ education defined?
– Relevance for Roma education
– Using comparison with Scotland
3. What are the relevant policies, bodies, instruments?
4. What is the role of teacher education?
5. Are Romani pupils included or segregated?
* multicultural/ inclusive /intercultural/ equitable

Nancy Fraser
• Social redistribution
• Cultural recognition
• Political participation
None can be reduced c.f.
Marshal ´s concept of human rights (civil, political, social)
Birch ´s levels of integration (Barša, Zhřívalová)

• Compromise between liberals (Kymlicka) and communitarians (Taylor)
• Diferentiated citizenship (Fraser, Kymlicka)
• Equality as diferentiated treatment (Parekh)
• Equity- several complementing aspects
• Issues of racism and denial

Efficiency and equity
Education may be the main (sometimes the only) vehicle to reduce inequalities and exclusion, but on the other hand it may often perpetuate it.
European Expert Network on Economics of Education
(after the 2006 Spring European Council)
Human and social capital theories
Monetary + Non-monetary (non-market) effects
• effects for the INDIVIDUAL
• effects for the ECONOMY and SOCIETY
Equity: equitable systems ensure that the outcomes of education and training are independent of socioeconomic background and other factors, and that treatment reflects individuals’ specific learning needs
Efficiency: systems are efficient if the inputs produce the maximum outputs

The costs of inequities / Cost-benefit analysis
In the US
Symposium at Columbia University
Costs of a drop out : € 350 000
In the EU
UK figures: Costs of a drop out in terms of productivity
REF: Study on the benefits of investing in Roma
Education in Hungary, OECD Review Hungary
Equity and efficiency are complementary, no trade-off relationship

Efficiency and equity in lifelong learning strategies
Returns to a Euro spent at different levels of education
Rate of return
Children from low socio-economic background
Children from high socioeconomic background
Age
Pre-school Primary & Higher Adult education Secondary education education
European Expert Network on Economics of Education (EENEE), 2006:11

Expected Long-term Budgetary benefits to Roma
Education in Hungary. REF, Sept 2006
International evidence (Heckman, 2006, Perry
Preschool Program US)
Net budgetary benefits:
Investment that enables a young Roma to complete secondary school (benchmark: starting at the age 4)
Educational attainments – 5 levels (max 7 grades, completed basic edu, vocational, secondary w. maturity, college)

Accounts throught which a person contributes to or receives from the central budget
1. personal income tax,
2. social security contributions,
3. unemployment insurance receipt,
4. means tested welfare benefits,
5. public employment projects participation ,
6. VAT and excise tax paind after consumption,
7. incarceration costs if sentenced
+ Account of government expenditures due to extra secondary schooling and college

• Fairness--personal and social circumstances are not an obstacle to educational success
• Inclusion--minimum standard of education for all
• Small variation in achievement between all schools no matter where they are located
• Small variation within schools no matter the social background of the students
• High achievement for all young people
Fair and Inclusive Education: The OECD Manual Draft 3/23/07

Index of separation between schools (2003)
Index of separation between schools (2003)
0.50
0.45
0.40
0.35
0.30
0.25
0.20
0.15
0.10
0.05
0.00
Fi nl an d
N orw ay
Sw ed en
N ew
Z ea la nd
Ic el an d
C an ad te d
Ki
U ni a ng do m
1
Sw itz erl an d
D en m ark
R us si an
F ed er at io n
Ire la
U ni nd te d
St at es
N et he rla nd s
Po la nd
Lu xe m bo urg
Po rtu ga l
Sp ai n
Au st ra lia
Ja pa n
G re ec e
Ita ly
Ko re
C ze ch
R a ep ub lic
G erm an y
Be lg iu m
Au st ria
Sl ov ak
R ep ub lic
M ex ic o
Tu rk ey
H un ga ry

Likelihood of students with the lowest SES to be lowest maths performers when compared to the likelihood of students with high SES
6.0
5.0
4.0
3.0
2.0
1.0
0.0
Ic el an d
Tu rk ey
C an ad a
Ja pa n
G re ec e
Fi nl an d
N orw ay
Sw ed en
Sp ai n
Po rtu ga l
Ita ly
Au st ria
Po la nd
Au st ra lia
Lu xe m bo urg
Ko re
N ew a
Z ea la nd
Ire la nd
N et he rla nd s
U ni te d
St at es
Sw itz erl an d
M ex ic o
D en m ark
C ze ch
R ep ub lic
Fra nc e
G erm an y
H un ga ry ov ak
R ep ub
Sl lic
Be lg iu m

Comparison of 3 models
Scotland: race equality education, inclusive education, additional learning support, based on the rights/equity model, i.e to the right to be educated to the fullest potential
Czech R: MCE reduced to immigrants; inclusive education reduced to the disability strand; Romani pupils reduced to social disadvantage

From assimilationist policies to inclusiveness:
• Assimilationist model
• Assimilation, Social Integration
• Curriculum (Multiculturalism) model
• Pluralism, recognition
• Equity/Rights Model
• Anti discriminatory; but:
• Exclusion/Segregation

DIFFERENCE DEFICIT
ASSIMILATION
COMPENSATORY PROGRAMMES
Does the individual fit into the System or ‘Institution’?

LIFESTYLES
Cultural Effects
CULTURES
ATTITUDES
PLURALIST
TOLERANCE AND HARMONY
Does the organisation of this ‘institution’ recognise Diversity ?

EQUITY
Social and Political Effects
PARTICIPATION
ANTIDISCRIMINATORY
LIFE CHANCES
Are people enabled in this ‘institution’?
Do the structures allow for achievement, growth and opportunities?

DIFFERENCE
Social handicap
POVERTY
DEFICIT
SEGREGATION
DENIAL OF THE PROBLEM
Can the group be made invisible? Can the damage incurred by the group be limited?

• Laws (
Antidiscrimination Bill CR, Race relations
Acts, Equality Act 2006; international law )
• Enforcement mechanisms (race equality schemes)
• Policy documents
• Educational Law
• Documents relevant for teacher education
Summary in chapter 9

Teacher Education as compared between
CR and Scotland
• Teacher competencies
• Standards in ITE (initial teacher education) and CPD (continuing professional development)
• Career system
• Chartered teacher status

School Act 2004 abolished the Zvlastni schools
(remedial schools for mild mental disabilities) that were replaced by Basic practical schools.
Pre- Reform (2004-2005): 64% of pupils at all special schools were at „zvlastni“ schools
Post reform (2005-2006) : 73% of pupils at all special schools were at basic practical schools i.e. 9% increase
Source : UIV Výkonové ukazatele (on-line)

Pupils at ordinary basic schools, in special schools and in remedial schools (mild mental disability- ADHD)
2003/2004 2004/2005 2005/2006**
BASIC education
Total basic schools C1.1.
Ordinary schools C2.1.
in per cent*
Special schools C3.1
in per cent*
Out of which zvlastni schools
C3.3 or practical schools C3.7
in percent* schools pupils schools
4 838 998 731 4 765 pupils
958 860 schools
4 474 pupils
916 575
3 870 956 324
80,0
898
18,6
411
95
,
4,1
8
41 039
26 475
3 785
79,4
910
19,1
398
917 738
95,7
39 798
4
,
2
25 581
3 741 881 676
83,6
670
96
,2
33 806
15,0
378
3,7
24 761
8
,
5 2
,
7 8,4 2
,
7 8
,
4 2
,
7 in percent out of C3.1
45
,
8 64
,
5 43
,
7 64,3 56
,
4 73
,
2
* out of the total number of basic schools (C1.1)
** in 20052006 a change occurred as a result of the School Act 2004 that renamed zvlastni skoly C3.3. to basic practical schools C3.7.

„Former zvláštní schools… where children from underprivileged socio-economic backgrounds had been often educated can be still established as a separate basic school or as a type of basic school - basic practical school, which provides education according to an annex to the educational programme for basic education…
Nevertheless, measures have been taken to
reduce number of pupils placed in such schools …
(Eurydice, 2007:236, chapter 10.6.4.)

„ The Committee is deeply concerned by consistent information according to which the Roma suffer from racial segregation on the State party’s territory in the field of education, a situation that the State party does not seem to fully acknowledge .“
Denial of continuing racial segregation (cf. CERD 1998 on defacto segregation, FCNM, ERRC, DH vs CR)
„The State party should, within one year, provide information on the way it has followed up on the Committee’s recommendations„
Instead of 5 years (regular report)
(
CERD, 2007)

Framework Education Programmes for Basic Education
FEP BE
Annex to FEPBE is FEP BE LMD* (RVP ZV-LMP, 2005)
The curriculum in basic practical schools for children with attention-deficit/hyperactivity disorder
(ADHD), mild mental disabilities.
Framework timetable - higher allocation of hours for manual work rather than language and science.
the first stage: 15 hours of manual work, the second stage: 20 hours instead of 5 hours and 4 hours respectively, for pupils in
“ordinary” basic school.
(Ramcový, 2005a,b)
• LMD - light mental disfunction, i.e. mild mental disability, ADHD (LMP lehke mozkove poskozeni)

Framework timetable for Framework Edu. Prog. Basic Edu (FEP BE)
FEP BE
LMP*
FEP BE LMP* educational areas educational fields
Language and language communication
Czech language and literature
38
Foreign language 9
People and the world of work
5
Total compulsory number of hours
118
1st stage
2nd stage years 1 - 5 years 6 - 9 and corresponding years of lower secondary school minimum number of hours
33* 16 19*
0*
15*
118 *
12
4
122
4*
20*
122*
*
LMP - mild mental disability (Annex to the Framework educational programme for basic education, Rámcový, 2005b)

• Mainstreaming
(e.g. mainstream the Decade of Roma inclusion into the Lisbon Agenda; or mainstream issues of ethnicity, gender, disability into all educational policies and processes)
• Inclusion
(e.g. inclusion Roma at all levels of policy making and policy implementation; inclusion of all Romani children in ordinary schools)
• Equity and efficiency
(with focus on different treatment to reach the same targets, OECD Jobs for the Future, cost benefit anlaysis REF)
• Compliance with international law
(e.g. discrimination; right of child to be educated to their fullest potential)
• Multilevel governance principle applied to education (networking of teacher trainees, teachers, bureaucrats, NGOs on local, European and global levels)

• OMC applied to education and used for setting benchmarks also on local level indicators and
• Education has gone beyond the realm of national interest as it has to be competitive in global markets (Lisbon agenda, Decade, UNDP, WB).
Cultural traditions vs social change
• Focus on concrete implementation schemes (general duty complemented by specific duties)
• Focus on organisational (school) level
• Replace the special needs concept with mainstreaming of additional learning support that is available to all students cf inclusion
• Discourse analysis (neo liberal newspeak)

Policy makers should
• acknowledge that there is a problem in Roma education
(discourse analysis, linguisitic/ translation isuues).
• redefine understanding of racism, racial discrimination and segregation so that these are in agreement with international academic discourse and with international law (CERD, 2007)
• redefine Roma children as a target group of education policy recipients so that it is not reduced to social or health disadvantage only.

• Discontinue use of the catch-all category “mild degree of mental disability”
• Provide high quality education for Roma children
• Create robust programmes with numerical goals and appropriate supports to increase the number of
Roma achieving maturita
(OECD, 2006:6)
• To use findings of OECD thematic review of equity in education in Hungary (2006) and the REF budgetary benefit report

REF Summary
Education reform policies with risk for Roma
• Competition among schools to achieve quality - and free parental choice of schools:
• Roma children most often in low quality segregated schools
• Decentralization of education:
• Local decision making bears biases, funding of education at risk in low income municipalities
• Early tracking to allow full development of talented children:
• Most often becomes a social exclusion policy
• External school leaving examinations
• Without free of charge additional tuition and support Roma can get increasingly excluded
• Curriculum reform for school based flexibility
• Can result in lower standards of education in schools with Roma children
Call for vigilance in respect of impact on education of Roma Call for compensatory policies

REF Summary- cont.
Cross-sectorial policies in background
A) Special focus: Antidiscrimination legislation
Lack shows:
• Lack of political consensus
• Lack of framework for antidiscrimination measures in education
• Lack of enforcing mechanisms
• Lack of background for advocacy
B) Political representation
C) Connections to health, social care, employment, civil registration
Education development needs to rely on development in other areas as well.
Especially critical: antidiscrimination legislation

REF Summary- conclusions
• Abundance of already structured experiences (roundtables)
• General inclusion policies set as framework everywhere (except antidiscrimination legislation)
• Commitment without system or system without commitment
• Needed:
– Development of targeted “middle range” policies (e.g. transfer from special to regular school)
– Development of implementation policies (e.g. compulsory preschool for each child)
– Much stronger commitment to scaling up useful improvements (e.g. scale up desegregation)
– Fine-tuning of policies based on monitoring results (e.g. set appropriate funding formula)
– Setting up sustainable implementing mechanisms (e.g. mentoring as part of teacher workload)
– Policy research, evaluation of pilots
– Much closer connection of “Roma policies” to “education policies”
– Much clearer focus on equity in designing new education reform policies
– Much more, and more meaningful, and targeted exchange of experiences in order to build on results

OECD: Equity requires some central regulation
• Decentralization is a strong tendency in the Decade
Countries
• Decentralization can lead to unregulated choice of schools and increased selection
• Selection and choice reinforce one another**
• THE RESULT= Greater inequities
**Definitions: families choose, schools select
Fair and Inclusive Education: The OECD Manual Draft 3/23/07

Research and practice show:
Unregulated choice (often premised on “market driven” competition) results in:
• Poor quality education, weaker results
• Lack of benefit from peer group effects
• Stigmatizing some students and schools
• Unreliable sorting (assessing children’s ability at a young age)
OECD,2007