Approaches to promoting educational inclusion, participation and learning achievement among Roma children

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Helpdesk Query:

Produce an up-to-date report based on available evidence that includes: 1) What has worked/ hasn’t worked in reducing segregation and promoting inclusion of children of disadvantaged groups, in particular Roma, in schools. 2) What measures work best to i) increase participation, particularly of Roma children, in inclusive mainstream education, and ii) to strengthen learning achievement. 3) An annotated bibliography of 10-20 key resources that may be useful in promoting better education for Roma children.

The geographical focus of particular interest is East European and Middle East countries.  Examples of evidence from Western Europe and elsewhere are welcome.


This report summarises available evidence on approaches to promoting inclusion, participation and achievement in education for Roma children.

The purpose of this report was to inform programme development for Roma education in Eastern Europe and the Middle East, and to support policy dialogue with governments, sub-national authorities and others. However, examples and evidence from the Middle East were not found to be available, and therefore the report draws primarily on evidence and examples from Eastern and South European countries. The review does not present findings or practices differentiated according to country or region, unless otherwise specified. However, the review draws on documentary evidence and case studies from the following countries: Albania; Bosnia & Herzegovina; Bulgaria; Croatia; Czech Republic; Greece; Hungary; Kosovo; Macedonia; Montenegro; Romania; Serbia; Slovakia.

In general terms, the range of interventions under each section can be categorised as either systemic inputs (e.g. educational resources, mechanisms, and infrastructure) or educational inputs (e.g. courses, content, teaching and learning approaches etc.). It is to be noted that the role of administration, infrastructure, and resources in countries may make up important differences in the effectiveness of types of education interventions for Roma children, particularly when focusing on school-level activities.

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