Cateva din rezultatele cheie ale studiului releva ca:

• pe masura ce creste ponderea de copii romi intr-o scoala, descreste calitatea dotarilor materiale de care scoala dispune, precum laboratoare sau teren de sport
• pe masura ce creste ponderea de copii romi intr-o scoala, descreste probabilitatea ca scoala sa dispuna de propria biblioteca sau de calculatoare
• scolile cu ponderi importante de elevi romi dispun in mai mica masura de cadre didactice calificate si consilieri scolari incadrati
• numarul de ore de formare continua a cadrelor didactice este de asemenea mult mai mic: in media 7 ore, fata 50 necesare
• rata abandonului scolar la romi se ridica la 9%, factorii determinanti fiind in primul rand saracia (44%) si obtinerea in mod repetat a unor rezultate nesatisfacatoare materializate in corijente sau repetentii multiple (16%)
• stereotipul potrivit caruia parintii romi nu isi trimit copiii sa scoala este invalidat: doar 9% dintre parintii romi s-au aratat neinteresati de educatia copiilor lor, in timp ce 90% dintre parinti au manifestat atitudini pozitive fata de educatie, mentin contactul cu cadrele didactice si isi incurajeaza copiii sa obtina rezultate bune.

Documentul reprezinta o resursa utila de informare si va recomandam sa il parcurgeti.

Il puteti descarca aici.Few months ago, Unicef Romania released the research report “A school for all? – the access of Roma children to quality education“. The study is based on qualitative and quantitative data from 100 education institutions in Romania, with various percentages of Roma students. The study aims to cover a gap of data and specific numbers in this field.

Some of the key findings of the study reveal that:

• as the percentage of Roma students in a school increases, the quality of material resources of the school decreases, material resources such as labs or a sports field
• as the percentage of Roma students in a school increases, the probability that the school owns computers or a library decreases
• the schools with a high percentage of Roma students have less qualified teachers, educators or certified educational counselors
• the number of hours of continuous professional development of teachers and educators is also smaller: on average it is 7 hours, compared to 50 required
• the rate of school abandonment is 9% among Roma students, the most significant factors being first of all poverty (44%) and repeated poor results leading to failing classes (16%)
• the stereotype according to which Roma parents do not send their children to school was invalidated: only 9% of Roma parents did not show an interest in their children’s education, while 90% of parents showed positive attitudes towards education, maintain contact with teachers and encourage their children to obtain good results.

The document represents a useful information resource and we encourage you to read it.

It can be downloaded here.

este facut dintr-o suta.

Copilul are

o suta de limbi

o suta de maini

o suta de ganduri

o suta de moduri de a gandi

de a se juca, de a vorbi.

O suta intotdeauna o suta

de moduri de a asculta

de a se minuna de a iubi

o suta de bucurii

de a canta si de a intelege

o suta de lumi

de a descoperi

o suta de lumi

de a inventa

o suta de lumi

de a visa.

Copilul are

o suta de limbi

(si o suta de sute mai multe)

dar ei fura 99.

Scoala si cultura

separa mintea de corp.

Ii spun copilului:

sa gandeasca fara maini

sa faca fara cap

sa asculte fara sa vorbeasca

sa inteleaga fara bucurie

sa iubeasca si sa se minuneze

doar de Paste si de Craciun.

Ii spun copilului:

sa descopere lumea care este aici

si dintr-o suta

fura 99.

Ii spun copilului:

ca munca si joaca

realitatea si fantezia

stiinta si imaginatia

cerul si pamantul

ratiunea si visul

sunt lucruri

ce nu-si au locul impreuna.

Si astfel ii spun copilului

ca suta nu este acolo.

Copilul spune:

Nicicum. Suta este acolo.

(Loris Malaguzzi)

The child

is made of one hundred.

The child has

a hundred languages

a hundred hands

a hundred thoughts

a hundred ways of thinking

of playing, of speaking.

A hundred always a hundred

ways of listening

of marveling of loving

a hundred joys

for singing and understanding

a hundred worlds

to discover

a hundred worlds

to invent

a hundred worlds

to dream.

The child has

a hundred languages

(and a hundred hundred more)

but they steal ninety-nine.

The school and the culture

separate the head from the body.

They tell the child:

to think without hands

to do without head

to listen and not to speak

to understand without joy

to love and to marvel

only at Easter and Christmas.

They tell the child:

to discover the world already there

and of the hundred

they steal ninety-nine.

They tell the child:

that work and play

reality and fantasy

science and imagination

sky and earth

reason and dream

are things

that do not belong together.

And thus they tell the child

that the hundred is not there.

The child says:

No way. The hundred is there.

(Loris Malaguzzi)