Including Roma Communities in European Higher Education:
Celebrating Successes and Identifying Challenges
19th May 2016
@SussexCHEER
#HEIM16
Introduction to HEIM
Professor Louise Morley
Director, Centre for Higher Education
and Equity Research (CHEER),
University of Sussex, UK
Ms Tanja Jovanovic
PhD Scholar, CHEER
Why the HEIM Project?

According to available data around 1% of Roma access higher education in CEE, 3% in
the UK and 2% in Spain.

Higher Education Participation rates for whole population = 22% in Spain; 44% in
Sweden; 43% in UK; Globally = 32%.

Disaggregated data on the Roma and Education unevenly collected across Europe.

Roma in policy and research = in relation to compulsory education.

Placement of Roma children in ‘special education’ is common practice in many
European countries - along with other forms of hidden segregation.

National strategies for widening participation in higher education often exclude
specific consideration of Roma communities.

Desire/ Aspiration for Higher Education in Roma communities.

Lack of research on the Roma in higher education.

Diversity of Roma communities across Europe/ Strategic Interventions.
What Value is HEIM Adding?
Policy Learning/ Knowledge
Exchange across diverse
constituencies:
 Academic/ NGOs/ Policymakers
 Central & Eastern Europe/
Western/Northern Europe
 Experienced and Early Stage
Researchers
Co-ordinating/ Creating
Knowledge on Roma in Higher
Education.
What HEIM is Doing?
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Examining Roma access to higher education in Spain, Sweden and the UK.
Evaluating European and National Policy Frameworks/ Solutions that
regulate the access of Roma young people to education.
Training professionals working with Roma communities in research
methodologies for equity, diversity and social inclusion.
Interviewing Roma academics and doctoral students about their
experiences of higher education.
Developing a Social Media Network to support Roma researchers and
students in higher education.
Providing a Training Module on Internationalisation.
Publishing, Disseminating, Networking and Promoting Impact from the
findings.
Capacity-building.
Identifying/ Sharing Good Practices in Europe.
University of
Sussex, UK
University of
Seville, Spain
Umeå University,
Sweden
Higher Education
Internationalisation and
Mobility - Inclusions,
Equalities and
Innovations (HEIM)
Roma Education Fund, Budapest
Hungary
Good Practices
Policy

EU Framework for National Roma Integration Strategies (to 2020)
(education, employment, healthcare and housing).

Roma Decade of Inclusion (2005-2015).
Affirmative Action policies support Roma students to access higher education (access, bursaries,
mentoring)

Central European University’s Access Programmes

Roma Education Fund’s Scholarships

Roma International Scholarship Scheme (RISP)
Transparent and accessible information/ support for higher education opportunities

Romaversitas

Promotes and encourages Roma access to higher education/ strengthens social relationships
between Roma and non-Roma students in order to remove prejudices and stereotypes within society.
Spain
Designing Plans for Roma Inclusion
 Plan for Roma Development
(1989)
 Participation in the Decade
 Strategies and measures for
national, regional and local
administrations.
Consultation
 State Council of the Roma
involvement in design,
implementation and evaluation
of inclusion programmes.
Sweden
Curriculum
 National Agency for
Education commissioned
Higher Education Courses for
'Roma mediators’/ teachers
of Romani Chib in primary
and secondary schools.
Materials
 Government committed to
funding the production of
school material in varieties of
Romani Chib.
UK
The Equality Act (2010)

Romany Gypsies and Irish Travellers
recognised ethnic groups with legal
protections from discrimination.
NGOs/ Advocacy Groups e.g.

Friends, Families and Travellers

Gypsy Council

UK Roma Support Group

Advisory Council for the Education of
Romany and Other Travellers
Policy Activity

Cross Ministerial Working Group on Gypsy
and Traveller Inequalities (CMWG).
The Future?

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Disaggregated Statistics
Analysis
Support Programmes
Inclusion of Roma
communities in Higher
Education Policies and
Practices.
Including Roma Communities in European Higher Education:
Celebrating Successes and Identifying Challenges
19th May 2016
@SussexCHEER
#HEIM16
Work Package 4:
Supporting Roma Students in Higher
Education in Spain, Sweden and the
UK
Participants

Spain - M. Teresa Padilla-Carmona & Alejandro
Soria-Vilchez

Sweden - Nafsika Alexiadou & Anders Norberg

UK - Tamsin Hinton-Smith & Emily Danvers
Activities and Focus
Secondment in Budapest: Spring/Autumn 2015
 Conference presentations
 Additional work on national cases

(continued beyond the secondment period)
Focus

National education and HE situation for
Roma children and young people
 Spain,

Sweden, UK
NGOs work on Roma education access – focus
& sources: Roma Education Fund

International focus and the European Union
National Cases
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To discuss relevant policy frameworks for the inclusion
of minority groups in education / HE
To identify
the nature of education issues facing Roma
pupils/students in each country
particular problems that impede successful education
participation for Roma youth
initiatives that can serve as the basis for policy
learning and knowledge transfer
To present and disseminate positive and successful
trajectories of Roma students.
NGOs & Roma Education
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To examine the role of NGOs that focus on Roma
education
To learn about Roma education NGO operations,
initiatives, research and policy actions
To understand the interactions between NGOs, national
and EU policy structrures
To identify areas of NGO work offer possibilities for
policy learning in our national contexts.
The EU & Europeanisation of
Roma Education Policy

The policy framework within the EU that applies to
Roma education opportunities, and the
mechanisms the EU employs to effect change

Identifying the major barriers associated with lack
of progress in closing the gap between Roma and
non-Roma

Policy learning and the capacity to effect change in
Roma education and inclusion.
Activities & Research – Budapest, 2015
Documentary reviews (National documentation,
European Union and REF documents)
Interviews with policy officers, NGO actors, University
participants (in, REF, ERRC, CEU, Roma Decade
Secretariat) & with students (CEU)
Reviews of academic literature on 3 areas:
 National education and HE policies
 Equality & Inclusion definitions
 Roma-specific research policy issues
Outcomes
(a) Reports
(b) Conference & Seminar Presenations
(c) Publications
Key Findings (i)
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Lack of statistical data on Roma children /young
people identified as a major problem that impedes
policy action
All participating countries have extensive legal and
policy frameworks against discrimination.
In all countries there are problems of putting these
into practice
Problems of definitions of ’equality’, ’inclusion’,
’integration’ in education and HE (national, and EU)
Problems of representation of Roma political voices.
Key Findings (ii)
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Residential segregation and hence socio-economic
and ethnicity-based segregation lead to segregated
schools.
Free parental school choice and marketisation
/privatization practices: exacerbate problems for
Roma and other vulnerable group.s
Affirmative action policies for Roma access to HE:
Spain, Sweden, the UK policy learning opportunities
from countries in Central and Eastern Europe.
Country Specific Issues: Spain
 Second
1.9%)
largest Roma population in Europe (between 1.6% and
 Pervasive,
negative, extended prejudices against Roma
 While
in early (87%) and elementary Education (96.7%), the
percentage of Roma is similar to non-Roma, early dropout (at
compulsory secondary education) is extremely high (64%
compared to 13% of non-Roma)
 Recent
research estimates that 2.2% of young Roma (22% in
the general population) graduate from university.
Country Specific Issues: Spain
 International
recognition of the so-called
Spanish Model for Roma inclusion
 The National Roma Integration Strategy for 2012-2020
(Ministry of Health, Social Services and Equality, 2011)
does not address HE.
 ‘Austerity’ policies leading to reduced governmental
investment in education since 2010 (Laparra, Fernández,
Hernández, Salinas & Cedrón, 2013).
Country Specific Key Findings: Spain
Case study of succesfull trajectories of Roma students
and graduates show:
 The
importance of being raised in a non-segregated
context/family.
 The importance of having precedents in the family (follow
the line).
 Risk of ’apayamiento’ or agenciality in their identity
construction?
 Mainstreaming schooling as a key factor
 Ethnic invisibility as a coping mechanism
Country Specific Issues: Sweden
A small but very diverse Roma population:
 High absenteeism and alienation in school / high drop outs from
compulsory and non-compulsory education (no official statistics)
 23% of the whole student population left compulsory school without
complete grades in 2015 – estimates for Roma: poor.
 43% of the total Swedish population graduating from upper
secondary school start tertiary education & 60% within 10 years
(2015)
 National Strategy for Roma Inclusion: 2012-2032 - The Swedish
Strategy submitted in response to EU Framework on Roma Inclusion,
as the Swedish National Roma Integration Strategy (NRIS)
 Interview with: Erik Ullenhag, Minister for Integration (2010-14) &
Roma civil society organisations/representatives
 Case study of one Pilot Municipality
Country Specific Key Findings: Sweden
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Roma issues explicitly addressed but mainstreamed into the work
of municipalities
Anti-discrimination (universal human rights) v group differentiated
minority rights?
Higher Education not particularly addressed in the Strategy
Educating mediators: Commissioned HE courses by the National
Agency in Education – (Södertörn University)
Educating teachers in Romani Chib as a first language / funding of
the production of school material in varieties of Romani Chib
Diversity of Romani dialects - difficulties or implementation
Problems around Roma civil society representation & consultation
Country Specific Findings: UK
‘Gypsy’ recognised as offensive terminology by many, the
categories ‘Gypsies and Travellers’ and ‘Irish Travellers’ are used
in the UK census and national policy.
Gypsies, Travellers and Roma in the UK are a highly deprived
group experiencing multiple disadvantage and discrimination,
particularly relating to education, health and employment.
Marginalisation and discrimination lead to poor achievement.
Pupils experience ‘racist, prejudiced and discriminatory attitudes
both in their local communities and in school’
(Deuchar and Bhopal, 2012:747).
3-4% of UK Gypsy, Roma and Travellers access HE compared to
43% of the population as a whole.
Lack of policy/ interventions to support disadvantaged groups
from outside the UK in higher education e.g. refugee and migrant
populations as well as Gypsies, Travellers and Roma.
Country Specific Key Findings: UK
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Wider educational and social disadvantage, lack of
adequate data, and lack of political will are key
barriers to HE participation.
Good quality, de-segregated schooling; information
about HE opportunities, financial support and
scholarships; and Roma role models (including
teachers) are central to supporting educational
progression including HE.
The UK urgently needs national direction and
impetus to support retention and success of Roma,
Travellers and Gypsies in higher education.
Issues for Discussion Across Cases
Are Roma young peoples’ rights in education
better dealt with:
 through inclusion in common schools/HE, or,
 through more direct actions to protect culture,
language customs?
 Given the diversity of the groups, ’whose’ culture
and which customs? (Rövid, 2011)
 How can representation of Roma be improved in
education policies and practices?

Issues for Discussion Across Cases (cont)

Does research and intervention need a focus on the
’bright side’? Disseminate the positive successful
models or persist treating Roma as a
(self)segregating group?

Would this impact on the non-Roma community
view of Roma? Changing stereotypes against Roma
is part of the things- to- do list?
Including Roma Communities in European Higher Education:
Celebrating Successes and Identifying Challenges
19th May 2016
@SussexCHEER
#HEIM16
Work Package 5:
Researching Marginalised Minorities
in Higher Education Institutions:
Policies and Practice
September-December 2015
Space for names, logos, Twitter
Objectives

To develop Roma Education Fund (REF) expertise
on barriers and enablers for marginalised
minorities in European higher education, through
visiting and exchanging knowledge with the
Universities of Seville (Spain), Umeå (Sweden)
and Sussex (UK)

To apply REF’s specialist knowledge to specific
country contexts.
Activities (Research):
 Conducting
empirical research of institutional policy,
practices and experience of the inclusion of
marginalised minorities in HE participation through
interviews and documentary analysis.
 Identification
of future initiatives to support widening
participation of Roma students in European higher
education.
Deliverables:
3
country-specific (Sweden, Spain, UK)
research-informed briefing papers led by
REF on issues for Roma people in accessing
HE opportunities in European countries
http://www.sussex.ac.uk/education/cheer/rese
archprojects/rise/outputs

Reports used interviews and documentary
analysis to research and review the differing
national and cultural landscapes experienced by
Roma living in the 3 distinct European country
contexts, including:
 Historical
developments
 Legal frameworks
 Social conditions and opportunities
 Economic circumstances
Secondments
3 teams from REF (each one Established Researcher
and 1 Early Stage Researcher) seconded to 3
academic partners for 1 month each.
 Seville:
Dr Stela Garaz, REF Scholarship Programme
and Studies Officer (ER), and Ilona Notar (ESR)
 Sussex: Dr Stela Garaz (ER), and Gabriela Petre (ESR)
 Umea: Merziha Idrizi, REF Scholarship Programme
and Studies Officer (ER), and Ljubica Tomic (ESR)
Sweden: Learning from the
Secondment
‘During our month stay in Umeå University we
reviewed policy documents around Higher
Education access in Sweden, academic analyses,
as well as institutional policies and practices
that regulate entry and academic success in
Universities. We also had the opportunity to
conduct interviews with relevant people who
work on issues around education policies, youth
transitions research, and, policies for minorities,
particularly about the Roma minority in
Sweden.’ Ljubica Tomic, ESR
Sweden: Summary of Key Findings
Enablers
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Free education (for Swedish citizens only)
A comprehensive upper secondary education available to all who
have completed compulsory school, and providing a strong
foundation for vocational activities, further study, personal
development and active social participation
A very good, established Pre-Higher Education system supports
HE participation
Availability of Student Loans
The National Roma Integration Strategy of Sweden
Government commitment to widening participation in HE of
disadvantaged groups
Sweden: Summary of Key Findings
Challenges:
 Opportunities well-established in theory (including the Pre-HE
system) do not function as effectively in practice
 Interviews and documentary analysis convey discrimination and
fear from students of utilising their right in compulsory education
to assistance from a teacher in their mother-tongue language
 Low self-esteem, as a result of being perceived as the ‘other’, and
discrimination, majority not being aware of culture of the Roma
minority
 Roma not being well informed on available opportunities
 Enrollment in lower quality compulsory secondary schools and
upper secondary education – particularly among the students
whose parents educational background is poor.
ESR Experiences from Ljubica
Surprise at the level of discrimination
experienced by Roma in the 21st century in as
economically a developed country as Sweden
 The need for the Swedish Government to work to
ensure opportunities for Roma in Sweden in line
with the contemporary experience of others there
– to address the discrimination Roma feel they
experience in their daily lives

Sweden Team Recommendations
To explore opportunities for establishing:
mentorship-based support, quotas in
universities, scholarships, softening of
criteria for student loan repayment.
 Community outreach utilising and scalingup already-established ‘bridge builder’ pilot
project outcomes, establishing links
between the Roma and the Swedish
majority.

Spain: Learning from the Secondment
‘The one month I have spent in Spain was enough to
understand the possibilities Roma have to access
higher education. I consider it important to present
at the beginning of my paper who are the target
group of our research… we need to keep in mind
that the Roma are an ethnic group with specific
traditions, set of values, language and mentality.’
(Ilona Notar, ESR)
Spain: Summary of Key Findings
Enablers
Provision of alternative access routes to HE
e.g. work experience and special exams for
those without a secondary education could be
beneficially replicated in Eastern European
countries.
 Availability of part-time and distance learning,
and no restrictions on employment while
studying, also support participation by socioeconomically disadvantaged groups.

Spain: Summary of Key Findings
Challenges

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Spanish HE has no affirmative action practices targeting Roma or
any other ethnic group. A Quota system is in place only for
mature students and those with disabilities
Despite rising HE participation overall, participation remains low
for disadvantaged groups, including those from migrant, workingclass, and low parental education backgrounds
Roma are the most underrepresented group in HE (2% of Roma
compared to 32% of the total population)
The cost of university in the context of economic recession is a
major participation barrier in Spain
Poverty, unemployment, low pay, low secondary education, and
lack of information all contribute to low Roma HE participation.
ESR Experiences from Ilona
‘I tried to find out more about the Flamenco culture, not as a tourist, but using the "snow ball
method" to get to those authentic places which are basically family-supported traditional
Roma music and dancing places. This visit was extremely useful for me to understand the role
of the family in the life of Roma people, the importance of music and its very deep roots. It
also highlighted that apparently contradictory fact, that in spite of all the prejudices existing
in Spain, the Flamenco, the traditional dance of the Roma ethnic group, has become an
integral part of Spanish history and present.
During the four weeks of research work every weekend I visited those towns where I knew
that Roma ghettoes and segregated places can be found. Thus I gained empirical knowledge
in Malaga and Cadiz, where I spent one or two days in the street with Roma musicians and
later I joined them to their homes where I had the chance to experience the fact that the same
city incorporated two different worlds in two streets located near each other. In one street
comfort, cleanliness and wealth could be found, while in the other crumbling walls and
poverty with all the discomfort possible. I am going to talk about these experiences later
showing pictures as well. In Cordoba I met women telling fortune and selling things, which
was very useful because I had the opportunity to ask them about their chances of further
studying and their children’s possibilities at school. English language was spoken well only by
those who worked in the milieu of the university, which is why I met difficulties in
communicating with "average" Roma people. I needed all my knowledge as a researcher.’
(Ilona Notar)
Spain Team Recommendations

‘Marginalized groups including Roma in Spain face institutional barriers in accessing
higher education. If the system does not decrease the costs of university studies for
the entire population, or does not provide financial assistance to all socioeconomically disadvantaged enrolled students, or does not institute a quota system
specific for Roma that would also be coupled with an effective outreach campaign
and financial support during the studies, Roma will continue being
underrepresented in higher education in future as well.’

Learning of lessons form intervention programmes in Eastern and Central Europe
(Central European University Roma Access Program and Roma Language Program;
Romaversitas; Jezsuita Szakkollégium; Roma Education Fund Roma Scholarship
Program

These programmes don’t exist in Spain, but would be beneficial through tutorstudent and student-student relationships, professional development and
community power.
UK: Summary of Key Findings
Enablers
 A history of Government Widening Participation
initiatives
 Existence of alternative pathways into higher
education for entrants without traditional
qualifications
 Availability of loans to support university
participation.
UK: Summary of Key Findings
Challenges

Access to HE has increased, but with it the importance of
what kind of degree you get, and where you get it from,
has increased as well, which raises new barriers for social
mobility beyond access to higher education.

Significance of published rankings of UK universities every
year, all of them including graduate employability.
Graduates from the 20 leading “Russell Group”
universities are most likely to be favored by employers.
ESR Experiences from Gabriela
Insights from interviews with Roma students in
the UK:
‘Traditions in my local community are not different
from those in the other parts of the world: the woman
is expected to take care of children, to be a good
housewife and to support her husband’s development.
Those women who study, or who try to build a career
receive attitudes starting from complete admiration
(more coming by other youngsters), to the opposite: full
isolation from the community and acceptance as ‘gadzi’
(non-Roma).’
UK Team Recommendations
Affirmative measures (special places for members
of marginalized minorities at UK Universities)
 Preparation Programmes to support graduate
progression to Masters level study
 Policies in schools on prevention of bullying
 Increase the number of Roma cultural and history
activities in schools.

Drawing Together Key Messages

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Individualised insights from each secondment team
Also underpinning/ transnational issues
Need for knowledge exchange of good practice
Interrelations of opportunities and initiatives at
educational stages
Wider nexus of educational opportunities amongst
poverty, jobs, housing, and marginalisation/exclusion
from community and society.
Including Roma Communities in European Higher Education:
Celebrating Successes and Identifying Challenges
19th May 2016
@SussexCHEER
#HEIM16
Research Methodologies Training for
Equality and Diversity


Collaboration between
Roma Education Fund
and University of Sussex
Drawing together:
Experienced researchers
 Early stage researchers
 Research and innovation
staff.
Roma
Education
Fund
Research
methodologies
for equity,
diversity and
social inclusion

University
of Sussex
Research Methodologies Training for
Equality and Diversity
Objectives
 To share expertise in research methodologies
between Sussex and the Roma Education Fund.
 To build capacity within the Roma Education Fund
to undertake innovative studies in their
communities.
 To develop online resources for researching Equality
and Diversity that can be used by the Roma and
wider research communities.
The Partners: Roma Education Fund




International foundation based in
Budapest
Implements policies and projects aimed
at facilitating the access to quality
education for ethnic Roma in 16
countries of Central, Eastern, and SouthEastern Europe
Research and policy development unit,
but it is not a research organization
Collaboration builds capacity and
competency to engage with and
translate research into interventions and
policies.
The Partners: Roma Education Fund

Areas/activities we are looking to strengthen:





Roma Education Fund baseline studies to analyze the context
in a given country or locality at the very beginning of a project
Project proposals through greater understanding and
referencing of research
Improve project reports, which usually require policy analysis
and data analysis using statistical techniques
Immediate and longer-term evaluations of Roma Education
Fund Initiatives
All require familiarity with social research methodology
and research techniques.
The Partners: University of Sussex


University of Sussex ranked in
Top 20 in all three major UK
higher education league tables
and 65th in Europe (THE World
Rankings, 2016).
Strength in social sciences and
the training of social science
researchers; hosting one of the
UK’s Economic and Social
Research Council Doctoral
Training Centres.
Training Programme in Research
Methodologies




Key dates: The Training Programme for colleagues from
the Roma Education Fund ran from 22nd June 2015 to 17th
July 2015, with a follow-up event on the 1st to 4th
November 2015.
Secondments: 10 Early Stage Researchers (ESRs) from the
Roma Education Fund attending Sussex for intensive
training for research methodologies
Secondees: Mihaela Velicu; Gabriela Petre; Dănuț
Dumitru; Máté Dezső; Szilvia Pallaghy; Radoslav
Kuzmanov; Marsela Taho; Ljubica Tomic; Dragana
Radoman; Albena Velcheva
Stage: Complete
Welcome to Sussex!
Training Programme in Research
Methodologies Secondees




Eastern European: Albania (1),
Bulgaria (2), Hungary (2),
Macedonia (1), Montenegro
(1), Romania (3)
Ethnicity: 70% Roma
Gender: 70% Female and 30%
Male
Role: 4 Early-stage researchers
and 6 Research and
Innovation Staff
Training Programme in Research
Methodologies






Seminar 1: Addressing female students' fear of sexual assault at a South African
university residence
Seminar 2: Social Inclusion in Education and Social Care (day course)
Seminar 3: The Ethics of Researching Roma
Seminar 4: Diversity at home: Irish women travellers and residents in the South
of England. Travelling women's voices as a bridge between communities
Seminar 5: Inclusive education and ethnic identity: Educational policies for
Roma in Central and Eastern Europe.
Seminar 6: Work in progress:




Educational Systems and Romani Identity: A comparative study of legal
strategies for exclusion and inclusion educational systems in Macedonia.
Generational changes of the Roma graduates, in the impact of social resilience.
Migration Dynamics and New Trends in European (In)Security.
Seminar 7: Employability, opportunity and the prospects for social mobility.
Training Programme in Research
Methodologies
Training Programme in Research
Methodologies

Workshop 1: Quantitative
Research Literacy

Workshop 2: Practical Tips to
Improve your Academic Writing

Workshop 3: Qualitative Research

Workshop 4: Getting the Better of
Technology
Training Programme in Research
Methodologies
Networking event: Celebrations and Challenges: The Roma Community in the UK
Speakers:
 Dr Annabel Tremlett - Annabel's research interests include investigating the
differences between public and self representations of minority or
marginalised groups, with a focus on ethnicity/'race'. She is particularly
interested in how to challenge misleading images through ethnographic
research and photo elicitation, and has worked extensively with Roma
people in Hungary.
 Dr Aidan McGarry - Aidan's research focuses on the political participation
and representation of Roma across Europe. He is the author of 'Who Speaks
for Roma?' (Continuum 2010) and is currently writing a book entitled
'Romaphobia' (Zed 2016) which looks at the causes of anti-Roma prejudice.
 Lucie Fremlova - Lucie's research is on the lived experiences of Romani
LGBTIQ people. She has worked with/for Romani communities in mainland
Europe and the UK for the past 17 years, particularly in the fields of
desegregated/inclusive education and the movement of Roma to the UK.
Training Programme in Research
Methodologies
Roma Social Inclusion and Higher Education:
Lessons Learned and Future Priorities
19th May 2016
Andrzej Mirga, Chair, Roma Education Fund
Lunch break: We will return shortly
19th May 2016
@SussexCHEER
#HEIM16
Roma Epistemology and Contribution to
their own Representations
19th May 2016
Ciprian Necula, State Secretary,
Ministry of European Funds
Action and Impact Groups
19th May 2016
@SussexCHEER
#HEIM16
Action and Impact Groups
1. Introductions (10 minutes)
2. What key message will you take away with you in relation
to the findings /presentations today? (10 minutes)
3. Which ideas/ interventions can be transferred to your
organisation/location? (10 minutes)
4. Which stakeholders from your network should be
informed about the findings? What action would you like
them to take? (10 minutes)
5. What will you do differently as a result of this seminar?
(10 minutes)
6. Were there any issues that were not raised that you
would like the research team to consider? Any advice to
the research team? (10 minutes)
Closing Discussion: Moving Forward
19th May 2016
Andrzej Mirga and Tanja Jovanovic
Closing Discussion: Moving Forward
Summary of key messages
 What are the main actions to take
forward?
 Who will take them forward?
 When? Where?

THANK YOU!
19th May 2016
@SussexCHEER
#HEIM16