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Main topic
European Integration through Education: An analysis of a Roma education program in Floresti in relation to the post-2020 EU-Framework for National Roma Integration Strategies
Main topic in English
European Integration through Education: An analysis of a Roma education program in Floresti in relation to the post-2020 EU-Framework for National Roma Integration Strategies
Title according to student
Roma: European Integration through Education
English title as given by the student
Roma: European Integration through Education
Parallel name
-
Subtitle
An analysis of an education program in
Floreti in relation to the post-2020 EU-Framework for National Roma Integration Strategies
This research attempts to analyse the integration of Roma in the European Union through the use of
educational projects. This is done in the context of the 'EU Roma strategic framework for equality,
inclusion and participation' by the European Commission. Currently, EU-attempts at policy learning in
the development of Roma education to support integration, progress has been lacklustre, and no
concrete examples of solutions are yet available. That is why this research attempts to find solutions
by asking the question 'What example of a good practice in Roma education plans could contribute to
wider European Union policy learning and how could it be applied across the EU to foster progress in
Roma integration?'. To achieve this, the research takes a small-N (single case) qualitative approach
using a semi-systematic literature review and theory building process tracing. In addition, field
research is conducted in form of semi-structured interviews and analytical field notes. The literature
review shows four vocal points in Roma integration efforts in education. These are antigypsyism,
societal organisation of Roma, form of integration strategy and state of education. A selection of 5
NGOs in Romania was made, after which Foundation Charis in Floreti, Romania was selected
because of its after-school education programme, 16 years of experience and official accreditation
with the Romanian government. Field research was conducted from the 5 th until the 11 th of July during
which 6 interviews were held. The single-case study conducted shows 5 crucial factors which lead to
an improvement in access to education for the circa 2,000 Roma in Floreti, as well as an improved
attitude to the importance of education. These factors are long-term funding, long-term trust
building, parental engagement, creating a safe environment and official conducting of activities
(accreditation). Based on these findings, some general suggestions were made for a European policy
approach to Roma integration. Based on the findings from the analysis, as well as existing policy
analysis, two main suggestions are made. First, more attention should be given to local initiatives in
Roma communities along with a long-term budget. Second, the EU-framework should provide funding
for setting up a national or transnational NGO platform for exchanging expertise. The main findings
of this research led to the formulation of a hypothesis. This hypothesis is 'The more focus there is on
the long-term through inclusive community development, parental involvement an creating a safe
environment for Roma children, the more likely their access to education is to improve.'
Annotation in English
This research attempts to analyse the integration of Roma in the European Union through the use of
educational projects. This is done in the context of the 'EU Roma strategic framework for equality,
inclusion and participation' by the European Commission. Currently, EU-attempts at policy learning in
the development of Roma education to support integration, progress has been lacklustre, and no
concrete examples of solutions are yet available. That is why this research attempts to find solutions
by asking the question 'What example of a good practice in Roma education plans could contribute to
wider European Union policy learning and how could it be applied across the EU to foster progress in
Roma integration?'. To achieve this, the research takes a small-N (single case) qualitative approach
using a semi-systematic literature review and theory building process tracing. In addition, field
research is conducted in form of semi-structured interviews and analytical field notes. The literature
review shows four vocal points in Roma integration efforts in education. These are antigypsyism,
societal organisation of Roma, form of integration strategy and state of education. A selection of 5
NGOs in Romania was made, after which Foundation Charis in Floreti, Romania was selected
because of its after-school education programme, 16 years of experience and official accreditation
with the Romanian government. Field research was conducted from the 5 th until the 11 th of July during
which 6 interviews were held. The single-case study conducted shows 5 crucial factors which lead to
an improvement in access to education for the circa 2,000 Roma in Floreti, as well as an improved
attitude to the importance of education. These factors are long-term funding, long-term trust
building, parental engagement, creating a safe environment and official conducting of activities
(accreditation). Based on these findings, some general suggestions were made for a European policy
approach to Roma integration. Based on the findings from the analysis, as well as existing policy
analysis, two main suggestions are made. First, more attention should be given to local initiatives in
Roma communities along with a long-term budget. Second, the EU-framework should provide funding
for setting up a national or transnational NGO platform for exchanging expertise. The main findings
of this research led to the formulation of a hypothesis. This hypothesis is 'The more focus there is on
the long-term through inclusive community development, parental involvement an creating a safe
environment for Roma children, the more likely their access to education is to improve.'
Keywords
Roma, Integration, EU Roma Strategic Framework, Non-Governmental Organisation,
Intergenerational Learning, Inclusive Community Development, Theory Building Process Tracing, evidence based policy, policy learning
Keywords in English
Roma, Integration, EU Roma Strategic Framework, Non-Governmental Organisation,
Intergenerational Learning, Inclusive Community Development, Theory Building Process Tracing, evidence based policy, policy learning
Length of the covering note
128
Language
AN
Annotation
This research attempts to analyse the integration of Roma in the European Union through the use of
educational projects. This is done in the context of the 'EU Roma strategic framework for equality,
inclusion and participation' by the European Commission. Currently, EU-attempts at policy learning in
the development of Roma education to support integration, progress has been lacklustre, and no
concrete examples of solutions are yet available. That is why this research attempts to find solutions
by asking the question 'What example of a good practice in Roma education plans could contribute to
wider European Union policy learning and how could it be applied across the EU to foster progress in
Roma integration?'. To achieve this, the research takes a small-N (single case) qualitative approach
using a semi-systematic literature review and theory building process tracing. In addition, field
research is conducted in form of semi-structured interviews and analytical field notes. The literature
review shows four vocal points in Roma integration efforts in education. These are antigypsyism,
societal organisation of Roma, form of integration strategy and state of education. A selection of 5
NGOs in Romania was made, after which Foundation Charis in Floreti, Romania was selected
because of its after-school education programme, 16 years of experience and official accreditation
with the Romanian government. Field research was conducted from the 5 th until the 11 th of July during
which 6 interviews were held. The single-case study conducted shows 5 crucial factors which lead to
an improvement in access to education for the circa 2,000 Roma in Floreti, as well as an improved
attitude to the importance of education. These factors are long-term funding, long-term trust
building, parental engagement, creating a safe environment and official conducting of activities
(accreditation). Based on these findings, some general suggestions were made for a European policy
approach to Roma integration. Based on the findings from the analysis, as well as existing policy
analysis, two main suggestions are made. First, more attention should be given to local initiatives in
Roma communities along with a long-term budget. Second, the EU-framework should provide funding
for setting up a national or transnational NGO platform for exchanging expertise. The main findings
of this research led to the formulation of a hypothesis. This hypothesis is 'The more focus there is on
the long-term through inclusive community development, parental involvement an creating a safe
environment for Roma children, the more likely their access to education is to improve.'
Annotation in English
This research attempts to analyse the integration of Roma in the European Union through the use of
educational projects. This is done in the context of the 'EU Roma strategic framework for equality,
inclusion and participation' by the European Commission. Currently, EU-attempts at policy learning in
the development of Roma education to support integration, progress has been lacklustre, and no
concrete examples of solutions are yet available. That is why this research attempts to find solutions
by asking the question 'What example of a good practice in Roma education plans could contribute to
wider European Union policy learning and how could it be applied across the EU to foster progress in
Roma integration?'. To achieve this, the research takes a small-N (single case) qualitative approach
using a semi-systematic literature review and theory building process tracing. In addition, field
research is conducted in form of semi-structured interviews and analytical field notes. The literature
review shows four vocal points in Roma integration efforts in education. These are antigypsyism,
societal organisation of Roma, form of integration strategy and state of education. A selection of 5
NGOs in Romania was made, after which Foundation Charis in Floreti, Romania was selected
because of its after-school education programme, 16 years of experience and official accreditation
with the Romanian government. Field research was conducted from the 5 th until the 11 th of July during
which 6 interviews were held. The single-case study conducted shows 5 crucial factors which lead to
an improvement in access to education for the circa 2,000 Roma in Floreti, as well as an improved
attitude to the importance of education. These factors are long-term funding, long-term trust
building, parental engagement, creating a safe environment and official conducting of activities
(accreditation). Based on these findings, some general suggestions were made for a European policy
approach to Roma integration. Based on the findings from the analysis, as well as existing policy
analysis, two main suggestions are made. First, more attention should be given to local initiatives in
Roma communities along with a long-term budget. Second, the EU-framework should provide funding
for setting up a national or transnational NGO platform for exchanging expertise. The main findings
of this research led to the formulation of a hypothesis. This hypothesis is 'The more focus there is on
the long-term through inclusive community development, parental involvement an creating a safe
environment for Roma children, the more likely their access to education is to improve.'
Keywords
Roma, Integration, EU Roma Strategic Framework, Non-Governmental Organisation,
Intergenerational Learning, Inclusive Community Development, Theory Building Process Tracing, evidence based policy, policy learning
Keywords in English
Roma, Integration, EU Roma Strategic Framework, Non-Governmental Organisation,
Intergenerational Learning, Inclusive Community Development, Theory Building Process Tracing, evidence based policy, policy learning
Research Plan
Overall estimated report size: 60-70 pages (excluding annexes)
1. Introduction (6-7 pages)
1. Topic Introduction
2. Problem Statement
3. Reason for Research
2. Research Design and Methodology (10-12 pages)
1. Independent and dependant variables
2. Case-Selection Strategy
3. Semi-Structured Interviews
4. Survey Questionnaires
3. Theoretical Framework and Literature review (12-14 pages)
1. Evidence-based Policy
2. Anti-Gypsyism
3. Education in Roma integration policy
4. Education methods in integration
4. Case Study (14-19 pages)
1. Case Description
2. Theory Building Process-Tracing
3. Justification of selection
4. Within-Case Analysis
5. Surveys and Interviews (12-14 pages)
1. Variables
2. Interview Results
3. Survey Results
6. Conclusion, Discussion and Recommendations (6-7 pages)
1. Conclusion based on case studies linked to Surveys and Interviews
2. General Conclusion on Causal Mechanism
3. Discussion of Conclusion
4. Recommendation based on Conclusion
7. Annexes (pages to be determined)
1. Interviews
2. Questionnaires
3. Coding of Interviews
4. Coding of Surveys
Research Plan
Overall estimated report size: 60-70 pages (excluding annexes)
1. Introduction (6-7 pages)
1. Topic Introduction
2. Problem Statement
3. Reason for Research
2. Research Design and Methodology (10-12 pages)
1. Independent and dependant variables
2. Case-Selection Strategy
3. Semi-Structured Interviews
4. Survey Questionnaires
3. Theoretical Framework and Literature review (12-14 pages)
1. Evidence-based Policy
2. Anti-Gypsyism
3. Education in Roma integration policy
4. Education methods in integration
4. Case Study (14-19 pages)
1. Case Description
2. Theory Building Process-Tracing
3. Justification of selection
4. Within-Case Analysis
5. Surveys and Interviews (12-14 pages)
1. Variables
2. Interview Results
3. Survey Results
6. Conclusion, Discussion and Recommendations (6-7 pages)
1. Conclusion based on case studies linked to Surveys and Interviews
2. General Conclusion on Causal Mechanism
3. Discussion of Conclusion
4. Recommendation based on Conclusion
7. Annexes (pages to be determined)
1. Interviews
2. Questionnaires
3. Coding of Interviews
4. Coding of Surveys
Recommended resources
Alexiadou, Nafsika. Framing education policies and transitions of Roma students in Europe. Comparative Education, 55:3, 2019: 422-442.
Beach, Derek and Pedersen, Rasmus Brun. Process Tracing Methods: Foundations and Guidelines. Ann Arbor, MI: University of Michigan Press, 2013.
European Union Agency for Fundamental Rights. A persisting concern: anti-Gypsyism as a barrier to Roma inclusion. Luxembourg: Publications Office of the European Union, 2018.
Flick, Uwe, von Kardorff, Ernst and Steinke, Ines (eds.). A Companion to Qualitative Research. London: SAGE Publications, 2004.
Guy, Will (ed.). From victimhood to citizenship: The path of Roma integration. Budapest: Kossuth Kiadó, 2013.
Messing, Vera. Good Practices Addressing School Integration of Roma/Gypsy Children in Hungary. Intercultural Education 19(5), 2008: 461-473.
Miskovic, Maja and Curcic, Svjetlana. Beyond Inclusion: Reconsidering Policies, Curriculum, and Pedagogy for Roma Students. International Journal of Multicultural Education 18.2, 1-14: 2016.
Nicolae, Valeriu and Slavik, Hannah. Roma Diplomacy. New York: The International Debate Association, 2007.
Parkhurst, Justin. The Politics of Evidence: From evidence-based policy to the good governance of evidence. Oxfordshire: Routledge, 2017.
Snyder, Hannah. Literature review as a research methodology: An overview and guidelines. Journal of Business Research 104, 2019: 333-339.
Recommended resources
Alexiadou, Nafsika. Framing education policies and transitions of Roma students in Europe. Comparative Education, 55:3, 2019: 422-442.
Beach, Derek and Pedersen, Rasmus Brun. Process Tracing Methods: Foundations and Guidelines. Ann Arbor, MI: University of Michigan Press, 2013.
European Union Agency for Fundamental Rights. A persisting concern: anti-Gypsyism as a barrier to Roma inclusion. Luxembourg: Publications Office of the European Union, 2018.
Flick, Uwe, von Kardorff, Ernst and Steinke, Ines (eds.). A Companion to Qualitative Research. London: SAGE Publications, 2004.
Guy, Will (ed.). From victimhood to citizenship: The path of Roma integration. Budapest: Kossuth Kiadó, 2013.
Messing, Vera. Good Practices Addressing School Integration of Roma/Gypsy Children in Hungary. Intercultural Education 19(5), 2008: 461-473.
Miskovic, Maja and Curcic, Svjetlana. Beyond Inclusion: Reconsidering Policies, Curriculum, and Pedagogy for Roma Students. International Journal of Multicultural Education 18.2, 1-14: 2016.
Nicolae, Valeriu and Slavik, Hannah. Roma Diplomacy. New York: The International Debate Association, 2007.
Parkhurst, Justin. The Politics of Evidence: From evidence-based policy to the good governance of evidence. Oxfordshire: Routledge, 2017.
Snyder, Hannah. Literature review as a research methodology: An overview and guidelines. Journal of Business Research 104, 2019: 333-339.
Enclosed appendices
5 interview transcripts, field notes document, 5 consent forms