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\s7\ql \li0\ri0\keepn\widctlpar\faauto\outlinelevel6\adjustright\rin0\lin0\itap0 \b\fs24\lang1038\langfe1038\cgrid\langnp1038\langfenp1038 \sbasedon0 \snext0 heading 7;}{
\s9\ql \li0\ri0\sb240\sa60\widctlpar\faauto\outlinelevel8\adjustright\rin0\lin0\itap0 \b\i\f1\fs18\lang1038\langfe1038\cgrid\langnp1038\langfenp1038 \sbasedon0 \snext0 heading 9;}{\*\cs10 \additive \ssemihidden Default Paragraph Font;}{\*
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\ql \li0\ri0\widctlpar\aspalpha\aspnum\faauto\adjustright\rin0\lin0\itap0 \fs20\lang1024\langfe1024\cgrid\langnp1024\langfenp1024 \snext11 \ssemihidden Normal Table;}{\s15\ql \li0\ri0\widctlpar\faauto\adjustright\rin0\lin0\itap0 
\fs24\lang1038\langfe1038\cgrid\langnp1038\langfenp1038 \sbasedon0 \snext15 Body Text 2;}{\s16\qj \li0\ri0\sl360\slmult1\widctlpar\faauto\adjustright\rin0\lin0\itap0 \fs24\lang1038\langfe1038\cgrid\langnp1038\langfenp1038 \sbasedon0 \snext16 Body Text;}{
\s17\qj \li0\ri0\widctlpar\faauto\adjustright\rin0\lin0\itap0 \fs24\lang1038\langfe1038\cgrid\langnp1038\langfenp1038 \sbasedon0 \snext17 Body Text 21;}{\s18\ql \li0\ri0\widctlpar\faauto\adjustright\rin0\lin0\itap0 
\fs20\lang1038\langfe1038\cgrid\langnp1038\langfenp1038 \sbasedon0 \snext18 \ssemihidden endnote text;}{\s19\ql \li0\ri0\widctlpar\tqc\tx4536\tqr\tx9072\faauto\adjustright\rin0\lin0\itap0 \fs24\lang1038\langfe1038\cgrid\langnp1038\langfenp1038 
\sbasedon0 \snext19 footer;}{\*\cs20 \additive \b \sbasedon10 Strong;}{\s21\qj \li0\ri0\widctlpar\brdrt\brdrs\brdrw10\brsp20 \brdrl\brdrs\brdrw10\brsp80 \brdrb\brdrs\brdrw10\brsp20 \brdrr\brdrs\brdrw10\brsp80 \faauto\adjustright\rin0\lin0\rtlgutter\itap0 
\fs20\lang1038\langfe1038\cgrid\langnp1038\langfenp1038 \sbasedon0 \snext21 Body Text 3;}{\s22\ql \li0\ri0\widctlpar\faauto\adjustright\rin0\lin0\itap0 \fs24\lang1038\langfe1038\cgrid\langnp1038\langfenp1038 \sbasedon0 \snext0 \sautoupd \ssemihidden 
toc 1;}}{\*\listtable{\list\listtemplateid-1834196634\listsimple{\listlevel\levelnfc23\levelnfcn23\leveljc0\leveljcn0\levelfollow0\levelstartat1\levelspace0\levelindent0{\leveltext\'01\u-3913 ?;}{\levelnumbers;}\f2\fbias0 \fi-360\li1209
\jclisttab\tx1209\lin1209 }{\listname ;}\listid-127}{\list\listtemplateid-549060114\listsimple{\listlevel\levelnfc23\levelnfcn23\leveljc0\leveljcn0\levelfollow0\levelstartat1\levelspace0\levelindent0{\leveltext\'01\u-3913 ?;}{\levelnumbers;}\f2\fbias0 
\fi-360\li926\jclisttab\tx926\lin926 }{\listname ;}\listid-126}{\list\listtemplateid-1\listsimple{\listlevel\levelnfc0\levelnfcn0\leveljc0\leveljcn0\levelfollow0\levelstartat0\levelspace0\levelindent0{\leveltext\'01*;}{\levelnumbers;}}{\listname 
;}\listid-2}{\list\listtemplateid68026369\listsimple{\listlevel\levelnfc23\levelnfcn23\leveljc0\leveljcn0\levelfollow0\levelstartat1\levelspace0\levelindent0{\leveltext\'01\u-3913 ?;}{\levelnumbers;}\f2\fbias0 \fi-360\li360\jclisttab\tx360\lin360 }
{\listname ;}\listid10647088}{\list\listtemplateid68026369\listsimple{\listlevel\levelnfc23\levelnfcn23\leveljc0\leveljcn0\levelfollow0\levelstartat1\levelspace0\levelindent0{\leveltext\'01\u-3913 ?;}{\levelnumbers;}\f3\fbias0 \fi-360\li360
\jclisttab\tx360\lin360 }{\listname ;}\listid13920894}{\list\listtemplateid192282862\listsimple{\listlevel\levelnfc23\levelnfcn23\leveljc0\leveljcn0\levelfollow0\levelstartat2\levelspace0\levelindent0{\leveltext\'01-;}{\levelnumbers;}\fbias0 \fi-360\li360
\jclisttab\tx360\lin360 }{\listname ;}\listid20596208}{\list\listtemplateid-1845463968{\listlevel\levelnfc0\levelnfcn0\leveljc0\leveljcn0\levelfollow0\levelstartat1\levelspace360\levelindent0{\leveltext\'02\'00.;}{\levelnumbers\'01;}\fi-360\li360
\jclisttab\tx360\lin360 }{\listlevel\levelnfc4\levelnfcn4\leveljc0\leveljcn0\levelfollow0\levelstartat1\levelspace360\levelindent0{\leveltext\'02\'01.;}{\levelnumbers\'01;}\fi-360\li1080\jclisttab\tx1080\lin1080 }{\listlevel\levelnfc2\levelnfcn2\leveljc2
\leveljcn2\levelfollow0\levelstartat1\levelspace360\levelindent0{\leveltext\'02\'02.;}{\levelnumbers\'01;}\fi-180\li1800\jclisttab\tx1800\lin1800 }{\listlevel\levelnfc0\levelnfcn0\leveljc0\leveljcn0\levelfollow0\levelstartat1\levelspace360\levelindent0
{\leveltext\'02\'03.;}{\levelnumbers\'01;}\fi-360\li2520\jclisttab\tx2520\lin2520 }{\listlevel\levelnfc4\levelnfcn4\leveljc0\leveljcn0\levelfollow0\levelstartat1\levelspace360\levelindent0{\leveltext\'02\'04.;}{\levelnumbers\'01;}\fi-360\li3240
\jclisttab\tx3240\lin3240 }{\listlevel\levelnfc2\levelnfcn2\leveljc2\leveljcn2\levelfollow0\levelstartat1\levelspace360\levelindent0{\leveltext\'02\'05.;}{\levelnumbers\'01;}\fi-180\li3960\jclisttab\tx3960\lin3960 }{\listlevel\levelnfc0\levelnfcn0
\leveljc0\leveljcn0\levelfollow0\levelstartat1\levelspace360\levelindent0{\leveltext\'02\'06.;}{\levelnumbers\'01;}\fi-360\li4680\jclisttab\tx4680\lin4680 }{\listlevel\levelnfc4\levelnfcn4\leveljc0\leveljcn0\levelfollow0\levelstartat1\levelspace360
\levelindent0{\leveltext\'02\'07.;}{\levelnumbers\'01;}\fi-360\li5400\jclisttab\tx5400\lin5400 }{\listlevel\levelnfc2\levelnfcn2\leveljc2\leveljcn2\levelfollow0\levelstartat1\levelspace360\levelindent0{\leveltext\'02\'08.;}{\levelnumbers\'01;}
\fi-180\li6120\jclisttab\tx6120\lin6120 }{\listname ;}\listid33115876}{\list\listtemplateid-839223050{\listlevel\levelnfc0\levelnfcn0\leveljc0\leveljcn0\levelfollow0\levelstartat3\levelspace0\levelindent0{\leveltext\'02\'00.;}{\levelnumbers\'01;}\fbias0 
\fi-360\li720\jclisttab\tx720\lin720 }{\listlevel\levelnfc4\levelnfcn4\leveljc0\leveljcn0\levelfollow0\levelstartat1\levelspace0\levelindent0{\leveltext\'02\'01.;}{\levelnumbers\'01;}\fi-360\li1440\jclisttab\tx1440\lin1440 }{\listlevel\levelnfc2
\levelnfcn2\leveljc2\leveljcn2\levelfollow0\levelstartat1\levelspace0\levelindent0{\leveltext\'02\'02.;}{\levelnumbers\'01;}\fi-180\li2160\jclisttab\tx2160\lin2160 }{\listlevel\levelnfc0\levelnfcn0\leveljc0\leveljcn0\levelfollow0\levelstartat1\levelspace0
\levelindent0{\leveltext\'02\'03.;}{\levelnumbers\'01;}\fi-360\li2880\jclisttab\tx2880\lin2880 }{\listlevel\levelnfc4\levelnfcn4\leveljc0\leveljcn0\levelfollow0\levelstartat1\levelspace0\levelindent0{\leveltext\'02\'04.;}{\levelnumbers\'01;}\fi-360\li3600
\jclisttab\tx3600\lin3600 }{\listlevel\levelnfc2\levelnfcn2\leveljc2\leveljcn2\levelfollow0\levelstartat1\levelspace0\levelindent0{\leveltext\'02\'05.;}{\levelnumbers\'01;}\fi-180\li4320\jclisttab\tx4320\lin4320 }{\listlevel\levelnfc0\levelnfcn0\leveljc0
\leveljcn0\levelfollow0\levelstartat1\levelspace0\levelindent0{\leveltext\'02\'06.;}{\levelnumbers\'01;}\fi-360\li5040\jclisttab\tx5040\lin5040 }{\listlevel\levelnfc4\levelnfcn4\leveljc0\leveljcn0\levelfollow0\levelstartat1\levelspace0\levelindent0
{\leveltext\'02\'07.;}{\levelnumbers\'01;}\fi-360\li5760\jclisttab\tx5760\lin5760 }{\listlevel\levelnfc2\levelnfcn2\leveljc2\leveljcn2\levelfollow0\levelstartat1\levelspace0\levelindent0{\leveltext\'02\'08.;}{\levelnumbers\'01;}\fi-180\li6480
\jclisttab\tx6480\lin6480 }{\listname ;}\listid55013095}{\list\listtemplateid68026383\listsimple{\listlevel\levelnfc0\levelnfcn0\leveljc0\leveljcn0\levelfollow0\levelstartat1\levelspace0\levelindent0{\leveltext\'02\'00.;}{\levelnumbers\'01;}\fi-360\li360
\jclisttab\tx360\lin360 }{\listname ;}\listid58021330}{\list\listtemplateid68026369\listsimple{\listlevel\levelnfc23\levelnfcn23\leveljc0\leveljcn0\levelfollow0\levelstartat1\levelspace0\levelindent0{\leveltext\'01\u-3913 ?;}{\levelnumbers;}\f2\fbias0 
\fi-360\li360\jclisttab\tx360\lin360 }{\listname ;}\listid66272771}{\list\listtemplateid68026383\listsimple{\listlevel\levelnfc0\levelnfcn0\leveljc0\leveljcn0\levelfollow0\levelstartat1\levelspace0\levelindent0{\leveltext\'02\'00.;}{\levelnumbers\'01;}
\fi-360\li360\jclisttab\tx360\lin360 }{\listname ;}\listid90055424}{\list\listtemplateid1107469838{\listlevel\levelnfc23\levelnfcn23\leveljc0\leveljcn0\levelfollow0\levelstartat1\levelold\levelspace0\levelindent360{\leveltext\'01\u-3913 ?;}{\levelnumbers
;}\f2\fbias0 \fi-360\li1080\lin1080 }{\listlevel\levelnfc23\levelnfcn23\leveljc0\leveljcn0\levelfollow0\levelstartat1\levelspace360\levelindent0{\leveltext\'01o;}{\levelnumbers;}\f35\fbias0 \fi-360\li1800\jclisttab\tx1800\lin1800 }{\listlevel\levelnfc23
\levelnfcn23\leveljc0\leveljcn0\levelfollow0\levelstartat1\levelspace360\levelindent0{\leveltext\'01\u-3929 ?;}{\levelnumbers;}\f2\fbias0 \fi-360\li2520\jclisttab\tx2520\lin2520 }{\listlevel\levelnfc23\levelnfcn23\leveljc0\leveljcn0\levelfollow0
\levelstartat1\levelspace360\levelindent0{\leveltext\'01\u-3913 ?;}{\levelnumbers;}\f2\fbias0 \fi-360\li3240\jclisttab\tx3240\lin3240 }{\listlevel\levelnfc23\levelnfcn23\leveljc0\leveljcn0\levelfollow0\levelstartat1\levelspace360\levelindent0{\leveltext
\'01o;}{\levelnumbers;}\f35\fbias0 \fi-360\li3960\jclisttab\tx3960\lin3960 }{\listlevel\levelnfc23\levelnfcn23\leveljc0\leveljcn0\levelfollow0\levelstartat1\levelspace360\levelindent0{\leveltext\'01\u-3929 ?;}{\levelnumbers;}\f2\fbias0 \fi-360\li4680
\jclisttab\tx4680\lin4680 }{\listlevel\levelnfc23\levelnfcn23\leveljc0\leveljcn0\levelfollow0\levelstartat1\levelspace360\levelindent0{\leveltext\'01\u-3913 ?;}{\levelnumbers;}\f2\fbias0 \fi-360\li5400\jclisttab\tx5400\lin5400 }{\listlevel\levelnfc23
\levelnfcn23\leveljc0\leveljcn0\levelfollow0\levelstartat1\levelspace360\levelindent0{\leveltext\'01o;}{\levelnumbers;}\f35\fbias0 \fi-360\li6120\jclisttab\tx6120\lin6120 }{\listlevel\levelnfc23\levelnfcn23\leveljc0\leveljcn0\levelfollow0\levelstartat1
\levelspace360\levelindent0{\leveltext\'01\u-3929 ?;}{\levelnumbers;}\f2\fbias0 \fi-360\li6840\jclisttab\tx6840\lin6840 }{\listname ;}\listid92359515}{\list\listtemplateid1087276182{\listlevel\levelnfc23\levelnfcn23\leveljc0\leveljcn0\levelfollow0
\levelstartat1\levelold\levelspace0\levelindent360{\leveltext\'01\u-3913 ?;}{\levelnumbers;}\f2\fbias0 \fi-360\li360\lin360 }{\listlevel\levelnfc23\levelnfcn23\leveljc0\leveljcn0\levelfollow0\levelstartat1\levelspace360\levelindent0{\leveltext
\'01o;}{\levelnumbers;}\f35\fbias0 \fi-360\li1080\jclisttab\tx1080\lin1080 }{\listlevel\levelnfc23\levelnfcn23\leveljc0\leveljcn0\levelfollow0\levelstartat1\levelspace360\levelindent0{\leveltext\'01\u-3929 ?;}{\levelnumbers;}\f2\fbias0 \fi-360\li1800
\jclisttab\tx1800\lin1800 }{\listlevel\levelnfc23\levelnfcn23\leveljc0\leveljcn0\levelfollow0\levelstartat1\levelspace360\levelindent0{\leveltext\'01\u-3913 ?;}{\levelnumbers;}\f2\fbias0 \fi-360\li2520\jclisttab\tx2520\lin2520 }{\listlevel\levelnfc23
\levelnfcn23\leveljc0\leveljcn0\levelfollow0\levelstartat1\levelspace360\levelindent0{\leveltext\'01o;}{\levelnumbers;}\f35\fbias0 \fi-360\li3240\jclisttab\tx3240\lin3240 }{\listlevel\levelnfc23\levelnfcn23\leveljc0\leveljcn0\levelfollow0\levelstartat1
\levelspace360\levelindent0{\leveltext\'01\u-3929 ?;}{\levelnumbers;}\f2\fbias0 \fi-360\li3960\jclisttab\tx3960\lin3960 }{\listlevel\levelnfc23\levelnfcn23\leveljc0\leveljcn0\levelfollow0\levelstartat1\levelspace360\levelindent0{\leveltext
\'01\u-3913 ?;}{\levelnumbers;}\f2\fbias0 \fi-360\li4680\jclisttab\tx4680\lin4680 }{\listlevel\levelnfc23\levelnfcn23\leveljc0\leveljcn0\levelfollow0\levelstartat1\levelspace360\levelindent0{\leveltext\'01o;}{\levelnumbers;}\f35\fbias0 \fi-360\li5400
\jclisttab\tx5400\lin5400 }{\listlevel\levelnfc23\levelnfcn23\leveljc0\leveljcn0\levelfollow0\levelstartat1\levelspace360\levelindent0{\leveltext\'01\u-3929 ?;}{\levelnumbers;}\f2\fbias0 \fi-360\li6120\jclisttab\tx6120\lin6120 }{\listname 
;}\listid116610597}{\list\listtemplateid68026383\listsimple{\listlevel\levelnfc0\levelnfcn0\leveljc0\leveljcn0\levelfollow0\levelstartat1\levelspace0\levelindent0{\leveltext\'02\'00.;}{\levelnumbers\'01;}\fi-360\li360\jclisttab\tx360\lin360 }{\listname 
;}\listid188153967}{\list\listtemplateid68026383\listsimple{\listlevel\levelnfc0\levelnfcn0\leveljc0\leveljcn0\levelfollow0\levelstartat1\levelspace0\levelindent0{\leveltext\'02\'00.;}{\levelnumbers\'01;}\fbias0 \fi-360\li360\jclisttab\tx360\lin360 }
{\listname ;}\listid198130529}{\list\listtemplateid68026373\listsimple{\listlevel\levelnfc23\levelnfcn23\leveljc0\leveljcn0\levelfollow0\levelstartat1\levelspace0\levelindent0{\leveltext\'01\u-3929 ?;}{\levelnumbers;}\f2\fbias0 \fi-360\li360
\jclisttab\tx360\lin360 }{\listname ;}\listid203948416}{\list\listtemplateid-1140028512{\listlevel\levelnfc23\levelnfcn23\leveljc0\leveljcn0\levelfollow0\levelstartat4\levelspace0\levelindent0{\leveltext\'01-;}{\levelnumbers;}\fbias0 \fi-360\li720
\jclisttab\tx720\lin720 }{\listlevel\levelnfc23\levelnfcn23\leveljc0\leveljcn0\levelfollow0\levelstartat1\levelspace0\levelindent0{\leveltext\'01o;}{\levelnumbers;}\f35\fbias0 \fi-360\li1440\jclisttab\tx1440\lin1440 }{\listlevel\levelnfc23\levelnfcn23
\leveljc0\leveljcn0\levelfollow0\levelstartat1\levelspace0\levelindent0{\leveltext\'01\u-3929 ?;}{\levelnumbers;}\f2\fbias0 \fi-360\li2160\jclisttab\tx2160\lin2160 }{\listlevel\levelnfc23\levelnfcn23\leveljc0\leveljcn0\levelfollow0\levelstartat1
\levelspace0\levelindent0{\leveltext\'01\u-3913 ?;}{\levelnumbers;}\f2\fbias0 \fi-360\li2880\jclisttab\tx2880\lin2880 }{\listlevel\levelnfc23\levelnfcn23\leveljc0\leveljcn0\levelfollow0\levelstartat1\levelspace0\levelindent0{\leveltext
\'01o;}{\levelnumbers;}\f35\fbias0 \fi-360\li3600\jclisttab\tx3600\lin3600 }{\listlevel\levelnfc23\levelnfcn23\leveljc0\leveljcn0\levelfollow0\levelstartat1\levelspace0\levelindent0{\leveltext\'01\u-3929 ?;}{\levelnumbers;}\f2\fbias0 \fi-360\li4320
\jclisttab\tx4320\lin4320 }{\listlevel\levelnfc23\levelnfcn23\leveljc0\leveljcn0\levelfollow0\levelstartat1\levelspace0\levelindent0{\leveltext\'01\u-3913 ?;}{\levelnumbers;}\f2\fbias0 \fi-360\li5040\jclisttab\tx5040\lin5040 }{\listlevel\levelnfc23
\levelnfcn23\leveljc0\leveljcn0\levelfollow0\levelstartat1\levelspace0\levelindent0{\leveltext\'01o;}{\levelnumbers;}\f35\fbias0 \fi-360\li5760\jclisttab\tx5760\lin5760 }{\listlevel\levelnfc23\levelnfcn23\leveljc0\leveljcn0\levelfollow0\levelstartat1
\levelspace0\levelindent0{\leveltext\'01\u-3929 ?;}{\levelnumbers;}\f2\fbias0 \fi-360\li6480\jclisttab\tx6480\lin6480 }{\listname ;}\listid215825407}{\list\listtemplateid68026369\listsimple{\listlevel\levelnfc23\levelnfcn23\leveljc0\leveljcn0\levelfollow0
\levelstartat1\levelspace0\levelindent0{\leveltext\'01\u-3913 ?;}{\levelnumbers;}\f2\fbias0 \fi-360\li360\jclisttab\tx360\lin360 }{\listname ;}\listid226378907}{\list\listtemplateid1410361960{\listlevel\levelnfc23\levelnfcn23\leveljc0\leveljcn0
\levelfollow0\levelstartat1\levelspace360\levelindent0{\leveltext\'01\u-3913 ?;}{\levelnumbers;}\f2\fbias0 \fi-360\li1080\jclisttab\tx1080\lin1080 }{\listlevel\levelnfc23\levelnfcn23\leveljc0\leveljcn0\levelfollow0\levelstartat1\levelspace360\levelindent0
{\leveltext\'01o;}{\levelnumbers;}\f35\fbias0 \fi-360\li1800\jclisttab\tx1800\lin1800 }{\listlevel\levelnfc23\levelnfcn23\leveljc0\leveljcn0\levelfollow0\levelstartat1\levelspace360\levelindent0{\leveltext\'01\u-3929 ?;}{\levelnumbers;}\f2\fbias0 
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\pnlcrm\pnstart1\pnindent720\pnhang {\pntxtb (}{\pntxta )}}\pard\plain \qj \li0\ri0\widctlpar\tx284\faauto\adjustright\rin0\lin0\itap0 \fs24\lang2057\langfe1038\cgrid\langnp2057\langfenp1038 {\insrsid3622674 
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\par 
\par {\*\bkmkend _Toc590896}{\*\bkmkend _Toc676474}
\par }\pard\plain \s15\qj \li0\ri0\widctlpar\tx284\faauto\adjustright\rin0\lin0\itap0 \fs24\lang1038\langfe1038\cgrid\langnp1038\langfenp1038 {\fs20\lang2057\langfe1038\langnp2057\insrsid3622674 
\par }\pard\plain \qj \fi708\li0\ri0\widctlpar\faauto\adjustright\rin0\lin0\itap0 \fs24\lang2057\langfe1038\cgrid\langnp2057\langfenp1038 {\insrsid3622674 
Low levels of schooling among Roma constitute a problem not only in Hungary but in almost all countries in the region, indeed throughout
 Europe. The proportion of Roma children taking part in primary education lags considerably behind the national average throughout Europe, and their numbers in both secondary and tertiary education are extremely low. This lack of valuable, marketable know
ledge is a serious hindrance to developing healthy lifestyles and integration into the world of work and customary social life. }{\b\insrsid3622674 (Simon, 2001)}{\insrsid3622674  
\par The reasons are similar in most European countries: inadequate knowledge of the language of instruction and the culture of the surrounding society, the striking poverty of many families - as well as all its attendant detrimental health effects - in the Ro
m
a community; inadequate knowledge of Roma culture, lack of preparations for school (nurseries), the segregation of Roma children in school (including frequent placement in schools for handicapped children), and unfriendly, sometimes prejudicial and debarr
ing attitudes in the schooling environment. In most countries, girls are in a particularly grave situation as \endash  being part of a traditional Roma community \endash 
 they fall out of the educational system too early. It is essential to handle educational problems in
 order to improve the status of Roma. This should involve contributions on behalf of national governments and authorities as well as majority societies and Roma communities. }{\b\insrsid3622674 (Simon, 2001}{\insrsid3622674 ) 
\par Exemplary solutions have been initiated in several European countries. In Spain, a network of \'93teacher assistants\'94
 has been established, running courses in primary schools designed to close the gap between Roma and non-Roma children; in addition, extracurricular programmes have been introduced to acquaint pupils with Roma
 culture. Support programmes for Roma children have been launched in Ireland and Greece as well. The presence of Roma teachers and assistants increases the sense of security of children and contributes to success in school. Such arrangements are piloted, 
for example, in the Czech Republic. In France and Great Britain, there are traditions of assigning teachers to accompany \'93travellers\'94. }{\b\insrsid3622674 (Report on the Situation of Roma and Sinti in the OSCE area, 2000) 
\par }{\insrsid3622674 No attempt has been made to provide a comprehensive pi
cture of the educational situation of Roma children and youth in Hungary since this would go far beyond the scope of this study. Rather, the focus has been placed on key points in the schooling process, either advancing or hindering the academic careers o
f these youngsters, providing an overview of the components and instances of the educational system playing a particularly important part in the educational processes of Roma communities. 
\par 
\par }\pard\plain \s2\qj \li0\ri0\keepn\widctlpar\faauto\outlinelevel1\adjustright\rin0\lin0\itap0 \b\fs24\lang1038\langfe1038\cgrid\langnp1038\langfenp1038 {\lang2057\langfe1038\langnp2057\insrsid3622674 {\*\bkmkstart _Toc590897}{\*\bkmkstart _Toc676475}

\par 
\par {\*\bkmkend _Toc590897}{\*\bkmkend _Toc676475}Schooling and changes in education 
\par }\pard\plain \qj \li0\ri0\widctlpar\faauto\adjustright\rin0\lin0\itap0 \fs24\lang2057\langfe1038\cgrid\langnp2057\langfenp1038 {\insrsid3622674 
\par 
\par }\pard \qj \fi708\li0\ri0\widctlpar\faauto\adjustright\rin0\lin0\itap0 {\insrsid3622674 
All analyses pose the question: what is the reason for the underachievement and frequent failure at school of Roma children? Answers usually include two dimensions: disadvantaged social/economic situation and the difference of culture and lang
uage, that is, ethnicity. Nevertheless, the task of mitigating schooling disadvantages arising from the social/economic situation of families is not solely related to Roma; on the other hand, it is certain that not every Roma family and child is at a disa
dvantage. And as regards the right of preserving, cultivating, and passing on the language and culture of an ethnic group, Roma are in a situation similar to other national minorities. 
\par By the 1960s, only a small fraction of Roma children of school age had 
completed the compulsory eight grades of primary school in Hungary: most either did not attend school at all or went there for only a short period of time. The 1961 resolution of the state party was based on the recognition of this social problem and its 
consequences; as a result of these measures, the number of Roma children going to school increased dramatically. Of course, even the centrally controlled administration could do nothing but accelerate the schooling process. 
\par According to figures from the research project led by Istv\'e1n Kem\'e9
ny in 1971, one quarter of people aged between 20 and 24 had completed primary school, and four fifths of people over 14 had not gone to school at all. The appearance of large numbers of Roma children at school was impatien
tly rebuffed by society. Nor was the inflexible school system able to cope with highly backward children (and their families) not familiar with the middle-class language and rules of school. As for homogeneous Roma classes established for Roma children (a
n
 educational policy reaction to the same problem taken not only by Hungary but a number of other Western European countries as well), it soon turned out that they could not ensure efficient education and social integration for Roma children and youngsters
. This was partly as a result of the fact that segregated Roma schools and classes were far below the national average both in terms of staffing and facilities. Therefore, not only were they incapable of performing their theoretical function \endash 
 to place schoolchildren in heterogeneous classes after some academic years of intensive education \endash 
, but they also made irreversible the educational backlog of their pupils. This educational policy experiment was officially withdrawn from the agenda after about a decade of operation. 
\par }\pard \ql \li0\ri0\widctlpar\brdrt\brdrs\brdrw10\brsp20 \brdrl\brdrs\brdrw10\brsp20 \brdrb\brdrs\brdrw10\brsp20 \brdrr\brdrs\brdrw10\brsp20 \faauto\adjustright\rin0\lin0\rtlgutter\itap0 {\insrsid3622674 \page }{\b\insrsid3622674 Roma children\rquote 
s schooling problems in some countries in the region 
\par }\pard\plain \s5\ql \li0\ri0\keepn\widctlpar\brdrt\brdrs\brdrw10\brsp20 \brdrl\brdrs\brdrw10\brsp20 \brdrb\brdrs\brdrw10\brsp20 \brdrr\brdrs\brdrw10\brsp20 \faauto\outlinelevel4\adjustright\rin0\lin0\rtlgutter\itap0 
\b\fs20\lang1038\langfe1038\cgrid\langnp1038\langfenp1038 {\fs24\lang2057\langfe1038\langnp2057\insrsid3622674 Bulgaria
\par }\pard\plain \ql \li0\ri0\widctlpar\brdrt\brdrs\brdrw10\brsp20 \brdrl\brdrs\brdrw10\brsp20 \brdrb\brdrs\brdrw10\brsp20 \brdrr\brdrs\brdrw10\brsp20 \faauto\adjustright\rin0\lin0\rtlgutter\itap0 \fs24\lang2057\langfe1038\cgrid\langnp2057\langfenp1038 {
\insrsid3622674 20.2% of Bulgarians and 0.9% of Roma living in Bulgaria have tertiary degrees; 54.0% of Bulgarians and 7.8% of Roma living in Bulgaria have completed secondary s
chool; while 22.4% of Bulgarians and 46.2% of Roma living in Bulgaria have finished primary school only; 0.2% of Bulgarians and 8.5% of Roma living in Bulgaria are illiterate. 
\par }\pard \ql \li2880\ri0\widctlpar\brdrt\brdrs\brdrw10\brsp20 \brdrl\brdrs\brdrw10\brsp20 \brdrb\brdrs\brdrw10\brsp20 \brdrr\brdrs\brdrw10\brsp20 \faauto\adjustright\rin0\lin2880\rtlgutter\itap0 {\insrsid3622674 \tab \tab \tab \tab \tab \tab (Tomova, 1995.)

\par }\pard\plain \s5\ql \li0\ri0\keepn\widctlpar\brdrt\brdrs\brdrw10\brsp20 \brdrl\brdrs\brdrw10\brsp20 \brdrb\brdrs\brdrw10\brsp20 \brdrr\brdrs\brdrw10\brsp20 \faauto\outlinelevel4\adjustright\rin0\lin0\rtlgutter\itap0 
\b\fs20\lang1038\langfe1038\cgrid\langnp1038\langfenp1038 {\fs24\lang2057\langfe1038\langnp2057\insrsid3622674 Slovenia
\par }\pard\plain \ql \li0\ri0\widctlpar\brdrt\brdrs\brdrw10\brsp20 \brdrl\brdrs\brdrw10\brsp20 \brdrb\brdrs\brdrw10\brsp20 \brdrr\brdrs\brdrw10\brsp20 \faauto\adjustright\rin0\lin0\rtlgutter\itap0 \fs24\lang2057\langfe1038\cgrid\langnp2057\langfenp1038 {
\insrsid3622674 According to estimates, a quarter of Roma children registered at schools go to school regularly, while one third do not attend school at all. Problems are deemed to be rooted in bilingualism and trilingualism. 
\par }\pard \ql \li2880\ri0\widctlpar\brdrt\brdrs\brdrw10\brsp20 \brdrl\brdrs\brdrw10\brsp20 \brdrb\brdrs\brdrw10\brsp20 \brdrr\brdrs\brdrw10\brsp20 \faauto\adjustright\rin0\lin2880\rtlgutter\itap0 {\insrsid3622674 \tab \tab \tab \tab \tab \tab (Szil\'e1
gyi, 1996.)
\par }\pard\plain \s5\ql \li0\ri0\keepn\widctlpar\brdrt\brdrs\brdrw10\brsp20 \brdrl\brdrs\brdrw10\brsp20 \brdrb\brdrs\brdrw10\brsp20 \brdrr\brdrs\brdrw10\brsp20 \faauto\outlinelevel4\adjustright\rin0\lin0\rtlgutter\itap0 
\b\fs20\lang1038\langfe1038\cgrid\langnp1038\langfenp1038 {\fs24\lang2057\langfe1038\langnp2057\insrsid3622674 Czech Republic 
\par }\pard\plain \ql \li0\ri0\widctlpar\brdrt\brdrs\brdrw10\brsp20 \brdrl\brdrs\brdrw10\brsp20 \brdrb\brdrs\brdrw10\brsp20 \brdrr\brdrs\brdrw10\brsp20 \faauto\adjustright\rin0\lin0\rtlgutter\itap0 \fs24\lang2057\langfe1038\cgrid\langnp2057\langfenp1038 {
\insrsid3622674 Roma make up 70 to 80% of pupil
s of special schools for the handicapped; the drop-out rate is 80 to 90% at ordinary primary schools; there are regions where only 5% of Roma children have completed primary school. There are a number of public and private initiatives (e.g. school assista
nts), but there is no comprehensive programme. 
\par }\pard \ql \fi708\li2832\ri0\widctlpar\brdrt\brdrs\brdrw10\brsp20 \brdrl\brdrs\brdrw10\brsp20 \brdrb\brdrs\brdrw10\brsp20 \brdrr\brdrs\brdrw10\brsp20 \faauto\adjustright\rin0\lin2832\rtlgutter\itap0 {\insrsid3622674 \tab \tab \tab \tab \tab 
(Patrin, 2000.)
\par }\pard\plain \s5\ql \li0\ri0\keepn\widctlpar\brdrt\brdrs\brdrw10\brsp20 \brdrl\brdrs\brdrw10\brsp20 \brdrb\brdrs\brdrw10\brsp20 \brdrr\brdrs\brdrw10\brsp20 \faauto\outlinelevel4\adjustright\rin0\lin0\rtlgutter\itap0 
\b\fs20\lang1038\langfe1038\cgrid\langnp1038\langfenp1038 {\fs24\lang2057\langfe1038\langnp2057\insrsid3622674 Poland 
\par }\pard\plain \ql \li0\ri0\widctlpar\brdrt\brdrs\brdrw10\brsp20 \brdrl\brdrs\brdrw10\brsp20 \brdrb\brdrs\brdrw10\brsp20 \brdrr\brdrs\brdrw10\brsp20 \faauto\adjustright\rin0\lin0\rtlgutter\itap0 \fs24\lang2057\langfe1038\cgrid\langnp2057\langfenp1038 {
\insrsid3622674 Most Roma children interrupt their studies at the age of 12; some youngsters are illiterate. There are sporadic school experiments. 
\par }\pard \ql \li2832\ri0\widctlpar\brdrt\brdrs\brdrw10\brsp20 \brdrl\brdrs\brdrw10\brsp20 \brdrb\brdrs\brdrw10\brsp20 \brdrr\brdrs\brdrw10\brsp20 \faauto\adjustright\rin0\lin2832\rtlgutter\itap0 {\insrsid3622674 \tab \tab \tab \tab \tab 
(CSCE, Warszawa, 1994.)
\par }\pard\plain \s5\ql \li0\ri0\keepn\widctlpar\brdrt\brdrs\brdrw10\brsp20 \brdrl\brdrs\brdrw10\brsp20 \brdrb\brdrs\brdrw10\brsp20 \brdrr\brdrs\brdrw10\brsp20 \faauto\outlinelevel4\adjustright\rin0\lin0\rtlgutter\itap0 
\b\fs20\lang1038\langfe1038\cgrid\langnp1038\langfenp1038 {\fs24\lang2057\langfe1038\langnp2057\insrsid3622674 Austria 
\par }\pard\plain \ql \li0\ri0\widctlpar\brdrt\brdrs\brdrw10\brsp20 \brdrl\brdrs\brdrw10\brsp20 \brdrb\brdrs\brdrw10\brsp20 \brdrr\brdrs\brdrw10\brsp20 \faauto\adjustright\rin0\lin0\rtlgutter\itap0 \fs24\lang2057\langfe1038\cgrid\langnp2057\langfenp1038 {
\insrsid3622674 Roma do not constitute a recognised ethnic group; there are no official figures and programmes. 
\par 
\par }\pard\plain \s5\ql \li0\ri0\keepn\widctlpar\brdrt\brdrs\brdrw10\brsp20 \brdrl\brdrs\brdrw10\brsp20 \brdrb\brdrs\brdrw10\brsp20 \brdrr\brdrs\brdrw10\brsp20 \faauto\outlinelevel4\adjustright\rin0\lin0\rtlgutter\itap0 
\b\fs20\lang1038\langfe1038\cgrid\langnp1038\langfenp1038 {\fs24\lang2057\langfe1038\langnp2057\insrsid3622674 Slovakia 
\par }\pard\plain \ql \li0\ri0\widctlpar\brdrt\brdrs\brdrw10\brsp20 \brdrl\brdrs\brdrw10\brsp20 \brdrb\brdrs\brdrw10\brsp20 \brdrr\brdrs\brdrw10\brsp20 \faauto\adjustright\rin0\lin0\rtlgutter\itap0 \fs24\lang2057\langfe1038\cgrid\langnp2057\langfenp1038 {
\insrsid3622674 The government programme adopted in 1991 aimed, among other things, at the improvement of the schooling situation of Roma. According to estimates so
 far, nearly 70% of Roma children study at schools for handicapped children. Annually about 30 youngsters pass the secondary school leaving examination; there are no Roma students at universities and colleges. 
\par }\pard \ql \fi-48\li2880\ri0\widctlpar\brdrt\brdrs\brdrw10\brsp20 \brdrl\brdrs\brdrw10\brsp20 \brdrb\brdrs\brdrw10\brsp20 \brdrr\brdrs\brdrw10\brsp20 \faauto\adjustright\rin0\lin2880\rtlgutter\itap0 {\insrsid3622674 \tab \tab \tab \tab \tab \tab 
(Canek, 1999.)
\par }\pard \ql \li0\ri0\widctlpar\faauto\adjustright\rin0\lin0\itap0 {\b\insrsid3622674 
\par }\pard \qj \fi708\li0\ri0\widctlpar\faauto\adjustright\rin0\lin0\itap0 {\insrsid3622674 \page 
\par }\pard\plain \s16\qj \fi708\li0\ri0\widctlpar\faauto\adjustright\rin0\lin0\itap0 \fs24\lang1038\langfe1038\cgrid\langnp1038\langfenp1038 {\lang2057\langfe1038\langnp2057\insrsid3622674 The sudden increase i
n the number of Roma children in public education also gave rise to a problem, still virulent today, represented by the schooling of children with slight mental deficiencies and learning difficulties. The concept of \'93auxiliary schools\'94
 was cancelled by the
 Education Act that came into force in 1985; furthermore, some seriously discriminative regulations were also annulled (e.g. completion of eight grades in an auxiliary school equalled the completion of six grades in a primary school). Moreover, ever since
 1985 the educational administration has continually restricted the professional content determining which children are transferred to \'93special educational institutions for handicapped children\'94
 and increased the number of supervisory authorities thereof. T
he process can be illustrated by the following figures: while 12% of Roma pupils attended such institutions in 1974, this figure ten years later (1984) was 18% (at the same time, about 2% of non-Roma pupils attended auxiliary schools in both periods). Des
p
ite the tightening of respective legal regulations, 16% of Roma children of primary school age still attended educational institutions or schools for the handicapped in 1992. Clearly, participation in pre-school instruction (nursery attendance) would have
 
decreased these proportions; however, while nearly 90% of children of the appropriate age attended nursery schools in the 1980s, for example, average attendance for Roma children did not reach 50%, and in some regions of Hungary this rate was much lower. 

\par }\pard\plain \qj \fi708\li0\ri0\widctlpar\faauto\adjustright\rin0\lin0\itap0 \fs24\lang2057\langfe1038\cgrid\langnp2057\langfenp1038 {\insrsid3622674 
In the course of the 1990s, the majority of Roma children participated in primary school studies; however, the gap between the level of education of Roma and non-Roma has increased in recent decades. The greatest problem today, as indicated by all recent 
research results, is the continuation from primary into secondary school education. 
\par Chances for continuing studies at secondary schools have barely improved. Those who finish primary school at the age of 14 to 15 participate in \'93regular\'94 secondary educatio
n. Those who finish primary school in the framework of adult education later on do not continue their studies in secondary institutions. 
\par }\pard \ql \li0\ri0\widctlpar\faauto\adjustright\rin0\lin0\itap0 {\insrsid3622674  
\par 
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\par }{\b\f36\insrsid3622674 Rates of admission to secondary education as compared to eight graders, 1993. }{\f36\insrsid3622674 
\par }{\b\f36\insrsid3622674 
\par }{\f36\insrsid3622674 \tab \tab \tab \tab Total \tab \tab \tab \tab Roma  
\par }{\b\f36\insrsid3622674 \tab \tab \tab \tab }{\f36\insrsid3622674 population }{\b\f36\insrsid3622674 \tab \tab }{\f36\insrsid3622674 \tab population 
\par Vocational school \tab \tab \tab 6.0 \tab \tab \tab  9.4 
\par Skilled workers\rquote  school \tab           35.5 \tab \tab \tab 31.2 }{\b\f36\insrsid3622674 
\par }{\f36\insrsid3622674 Vocational secondary school           32.0 \tab \tab \tab 10.0 }{\b\f36\insrsid3622674 
\par }{\f36\insrsid3622674 Grammar school \tab \tab           24.2 \tab \tab \tab   0.6 
\par 
\par Secondary school total \tab           56.2 \tab \tab \tab 10.6 }{\b\f36\insrsid3622674 
\par 
\par Sum total\tab \tab \tab           97.7 \tab \tab \tab 51.2 
\par }{\i\f36\insrsid3622674 
\par Source: }{\b\f36\insrsid3622674 Kem\'e9ny, 1996
\par }\pard\plain \s17\qj \li0\ri0\widctlpar\faauto\adjustright\rin0\lin0\itap0 \fs24\lang1038\langfe1038\cgrid\langnp1038\langfenp1038 {\lang2057\langfe1038\langnp2057\insrsid3622674 
\par }\pard\plain \qj \fi708\li0\ri0\widctlpar\faauto\adjustright\rin0\lin0\itap0 \fs24\lang2057\langfe1038\cgrid\langnp2057\langfenp1038 {\insrsid3622674 
A direct consequence of the low levels of education and vocational qualification was a sudden increase in the rate of unemployment of Roma after the political changeover in Hungary. According to a labour market survey, the chances of being laid off 
\endash  as opposed to people with tertiary qualifications \endash  is more than 2.5 times higher for people with secondary qualifications; 3.5 times higher for people with skilled worker\rquote s certificates; 5 times higher for people 
who completed only primary school studies; and 10 to 20 times higher for people who have not finished primary school. }{\b\insrsid3622674 (Kertesi}{\b\scaps\insrsid3622674 , 1995)}{\b\insrsid3622674 
\par }{\insrsid3622674 There is an almost total lack of macro-level scientific research in the areas of culture and language. This means that the
re is scarce and incomplete information on the proportions and degrees of each Roma language understood, spoken, passed on in families and whether teaching of these languages has been or would be requested. Linguistic socialisation and consequent linguist
ic drawbacks were systematically explored by Zita R\'e9
ger. She pointed out that the lack of the use of writing in the family and the special rules of linguistic socialisation make it difficult to understand the language and communication of the school. Here, 
the problem is not primarily posed by a different mother tongue and, consequently, the inadequate knowledge of the Hungarian language: better integration is hindered by the structure \endash  different from the official one \endash 
 and deficiencies of the linguistic competency of socially disadvantaged Roma families and children with Hungarian as their mother tongue. }{\b\insrsid3622674 (R\'e9ger, 1990)
\par }\pard\plain \s17\qj \li0\ri0\widctlpar\faauto\adjustright\rin0\lin0\itap0 \fs24\lang1038\langfe1038\cgrid\langnp1038\langfenp1038 {\lang2057\langfe1038\langnp2057\insrsid3622674 
\par }\pard\plain \qj \li0\ri0\widctlpar\faauto\adjustright\rin0\lin0\itap0 \fs24\lang2057\langfe1038\cgrid\langnp2057\langfenp1038 {\insrsid3622674 
\par 
\par }\pard\plain \s2\qj \li0\ri0\keepn\widctlpar\faauto\outlinelevel1\adjustright\rin0\lin0\itap0 \b\fs24\lang1038\langfe1038\cgrid\langnp1038\langfenp1038 {\lang2057\langfe1038\langnp2057\insrsid3622674 Weak spots in schooling 
\par }\pard\plain \ql \li0\ri0\widctlpar\faauto\adjustright\rin0\lin0\itap0 \fs24\lang2057\langfe1038\cgrid\langnp2057\langfenp1038 {\insrsid3622674 
\par 
\par The debate documentation formulating \'93the guidelines of a long-term social and minority policy strategy for Roma\'94, providing a basis for parliamentary decision, and made available for wide-ranging social discussion }{\b\insrsid3622674 
(Inter-Ministerial Committee on Roma Affairs, 2001),}{\insrsid3622674  specifies one of the main strategic goals as follows: }{\i\insrsid3622674 \'93
To clearly differentiate measures designed to compensate for social disadvantages from those measures promoting minority identity in order to prevent and impede segregation processes.\'94}{\insrsid3622674 
\par }\pard \qj \fi360\li0\ri0\widctlpar\faauto\adjustright\rin0\lin0\itap0 {\insrsid3622674 
\par 
\par Specific objectives include the following: 
\par {\pntext\pard\plain\lang2057\langfe1038\langnp2057 \hich\af0\dbch\af0\loch\f0 -\tab}}\pard \qj \fi-360\li360\ri0\widctlpar\jclisttab\tx360{\*\pn \pnlvlblt\ilvl0\ls83\pnrnot0\pnstart2\pnindent360\pnsp120\pnhang {\pntxtb -}}
\faauto\ls83\adjustright\rin0\lin360\itap0 {\insrsid3622674 make three-year nursery instruction general; 
\par {\pntext\pard\plain\lang2057\langfe1038\langnp2057 \hich\af0\dbch\af0\loch\f0 -\tab}}\pard \qj \fi-360\li360\ri0\widctlpar\jclisttab\tx360{\*\pn \pnlvlblt\ilvl0\ls83\pnrnot0\pnstart2\pnindent360\pnsp120\pnhang {\pntxtb -}}
\faauto\ls83\adjustright\rin0\lin360\itap0 {\insrsid3622674 eliminate disadvantageous positions and discrimination by placement in special schools; 
\par {\pntext\pard\plain\lang2057\langfe1038\langnp2057 \hich\af0\dbch\af0\loch\f0 -\tab}}\pard \qj \fi-360\li360\ri0\widctlpar\jclisttab\tx360{\*\pn \pnlvlblt\ilvl0\ls83\pnrnot0\pnstart2\pnindent360\pnsp120\pnhang {\pntxtb -}}
\faauto\ls83\adjustright\rin0\lin360\itap0 {\insrsid3622674 increase the chances of continuing studies at secondary schools; 
\par {\pntext\pard\plain\lang2057\langfe1038\langnp2057 \hich\af0\dbch\af0\loch\f0 -\tab}}\pard \qj \fi-360\li360\ri0\widctlpar\jclisttab\tx360{\*\pn \pnlvlblt\ilvl0\ls83\pnrnot0\pnstart2\pnindent360\pnsp120\pnhang {\pntxtb -}}
\faauto\ls83\adjustright\rin0\lin360\itap0 {\insrsid3622674 provide conditions for marketable vocational education; 
\par {\pntext\pard\plain\lang2057\langfe1038\langnp2057 \hich\af0\dbch\af0\loch\f0 -\tab}}\pard \qj \fi-360\li360\ri0\widctlpar\jclisttab\tx360{\*\pn \pnlvlblt\ilvl0\ls83\pnrnot0\pnstart2\pnindent360\pnsp120\pnhang {\pntxtb -}}
\faauto\ls83\adjustright\rin0\lin360\itap0 {\insrsid3622674 promote the enhancement of Roma intellectuals, increase their participation in tertiary education; 
\par {\pntext\pard\plain\lang2057\langfe1038\langnp2057 \hich\af0\dbch\af0\loch\f0 -\tab}}\pard \qj \fi-360\li360\ri0\widctlpar\jclisttab\tx360{\*\pn \pnlvlblt\ilvl0\ls83\pnrnot0\pnstart2\pnindent360\pnsp120\pnhang {\pntxtb -}}
\faauto\ls83\adjustright\rin0\lin360\itap0 {\insrsid3622674 develop teacher training and further training in order to reduce discrimination and prejudices against Roma. 
\par }\pard \qj \li0\ri0\widctlpar\faauto\adjustright\rin0\lin0\itap0 {\insrsid3622674 
\par Scientific research a
lso shows that these components are essential for improving the social status of Roma. The problems discussed in this chapter follow this logic of priorities, as these are the very points where the academic careers of members of the Roma community should 
be remedied. 
\par }\pard \ql \li0\ri0\widctlpar\faauto\adjustright\rin0\lin0\itap0 {\insrsid3622674 
\par }\pard\plain \s3\qj \li0\ri0\keepn\widctlpar\tx284\faauto\outlinelevel2\adjustright\rin0\lin0\itap0 \b\fs20\lang1038\langfe1038\cgrid\langnp1038\langfenp1038 {\b0\i\fs24\lang2057\langfe1038\langnp2057\insrsid3622674 {\*\bkmkstart _Toc590899}
{\*\bkmkstart _Toc676477}
\par }{\i\fs24\lang2057\langfe1038\langnp2057\insrsid3622674 {\*\bkmkend _Toc590899}{\*\bkmkend _Toc676477}Pre-school instruction 
\par }\pard\plain \qj \li0\ri0\widctlpar\faauto\adjustright\rin0\lin0\itap0 \fs24\lang2057\langfe1038\cgrid\langnp2057\langfenp1038 {\i\insrsid3622674 
\par }\pard \qj \fi708\li0\ri0\widctlpar\faauto\adjustright\rin0\lin0\itap0 {\insrsid3622674 
Partly as a consequence of the general employment of women in Hungary, there are deep-rooted traditions of pre-school institutional instruction / pre-school preparations within an institutional framework: in the course of the past 20 years, almost the ent
i
re age group between 3 to 5 years of age has gone to nursery school. This favourable rate was maintained in the second half of the past decade, even though many nurseries operated by companies closed down. Nearly 90% of children of the appropriate age hav
e
 participated in pre-school instruction made compulsory at 5 years of age by the Public Education Act (this is usually termed as part of the schooling obligation or educational obligation). The majority of those not participating in nursery school instruc
tion live in settlements where there is no such institution or where most of the inhabitants are socially disadvantaged (and most probably belong to the Roma ethnic group). 
\par All observations and research results agree that a child\rquote s adaptation to school (th
eir success) is closely related to whether the child attended nursery school. Nursery school attendance, however, is measured by statistics, and statistics do not indicate for how many years and how frequently a child went to nursery school. 
\par Besides acqui
ring certain knowledge, skills, and abilities, the most important function of nursery schools is to teach the basics of those regular activities that are used as a basis and assumed as provided in general by primary schools. The nursery school \'93teaches
\'94 not only children but their parents as well to abide by possibly unfamiliar routines: to bring and collect children at given times of the day and to provide them with the necessary supplies, that is, to prepare for the next day\rquote 
s activities. If these routine
s are missing, then even the first schoolyear might be a failure and the child will have to repeat the schoolyear (or will be referred to a school for handicapped children) in accordance with the Hungarian rules of public education. 
\par Institutional pre-school instruction according to the Hungarian conception has legal forms in a number of countries in Europe: \'93school\'94 is compulsory on completion of one\rquote s 4}{\super\insrsid3622674 th}{\insrsid3622674  or 5}{
\super\insrsid3622674 th}{\insrsid3622674  year, while nursery schools are classified as educational institutions for children of 2 to 3 
or 2 to 4 years of age (e.g. the Netherlands, Belgium, France). During the first years, schools rather resemble nurseries and only gradually take the shape of institutions that are similar to Hungarian schools. This system has many advantages: the most im
portant one from our point of view is that education in the family is gradually extended to the field of institutional education in early childhood. 
\par An inference from occasional observations rather than systematic research might be that if Roma children do not like going to nursery school, the reason is simple and not \'93}{\i\insrsid3622674 ethno-specific}{\insrsid3622674 \'94
: that is, they enjoy staying at home, and just as children in general, they like getting up, eating, playing as they wish rather than conforming to institutionalised rules con
trolled from outside. If families do not recognise the importance of institutional pre-school instruction in getting accustomed to the school system, and they are not enforced to take their children to nursery school, they will at best only recognise the 
social function of nursery schools. The Roma population with low levels of education can hardly be expected to demonstrate any \'93pedagogical awareness\'94
. Furthermore, if there is no nursery school operating where they live or in the immediate surroundings, pa
rents will not take the considerable time and energy required to transport their children to a more distant nursery school, especially when this may also have to be done against the child\rquote 
s will and with him/her protesting. Children are not taken to the nursery, either, if parents have to pay for catering, which would anyway be \'93free of charge\'94 at home. 
\par Naturally, this only applies if there is a nursery school close to where the family lives and if the Roma child is admitted there. Since local governments 
are not obliged to provide nursery care for all children between the ages of 3 and 6, there may be nursery schools, but only for children whose families cannot take care of them during the day. This means that the children of unemployed parents are not al
w
ays admitted to nursery school. A special problem to be solved is that Roma children admitted to nursery school actually attend nursery school activities irregularly or rarely. Another problem is that many of them attend nursery school for a maximum of on
e
 year, so their disadvantages have already started accumulating even before starting school although they have complied with regulatory requirements. The 1993 act on public education specifies the ages between 6 and 16 as the obligatory schooling age; how
ever, it prescribes one year of preparation for school (educational obligation), to be completed either at nursery or at school. However, the implementation thereof and control of local practices are left unclarified. 
\par The potential consequence is a vicious circle: the very children who most need school are the very ones unable to prepare for it. 
\par If the first institution intending to play a significant part in the life of a child (and their family) is the school \endash  let it be the friendliest school ever \endash , th
e difficulty of adaptation is not surprising. This may take shape in the form of frequent absences on the part of the child (or the family), the penalty being potential failure and/or repetition of the schoolyear. 
\par Preparation for school is essential, adeq
uate methods for which should be developed by educational policies. Versions range from making institutional attendance compulsory and making the institution accessible both geographically and in terms of transport to settling the \'93institution\'94
 and/or its 
main functions where Roma families and in general most disadvantaged families with many children reside (e.g. travelling nursery school teachers). Whatever form this takes, it is essential to co-operate with families. Domestic and foreign experience has s
hown that this can only be arranged in projects launched at a local level. 
\par 
\par 
\par }\pard\plain \s3\qj \li0\ri0\keepn\widctlpar\tx284\faauto\outlinelevel2\adjustright\rin0\lin0\itap0 \b\fs20\lang1038\langfe1038\cgrid\langnp1038\langfenp1038 {\i\fs24\lang2057\langfe1038\langnp2057\insrsid3622674 Overage pupils in primary schools 
\par }\pard\plain \qj \li0\ri0\widctlpar\faauto\adjustright\rin0\lin0\itap0 \fs24\lang2057\langfe1038\cgrid\langnp2057\langfenp1038 {\i\insrsid3622674 
\par 
\par }\pard \qj \fi708\li0\ri0\widctlpar\faauto\adjustright\rin0\lin0\itap0 {\insrsid3622674 This \endash  somewhat euphemistic \endash  definition indicates those who repeat a schoolyear and are 2 to 4 years older than their fellows in the same gra
de. This does not play a really significant role in childhood \endash  before 11 to 12 years \endash 
, but in puberty it can give rise to serious pedagogical and psychological problems on both (or all three) sides: schools are unable to prepare groups in which there are
 teenage Roma already considered to be young adults. Their family roles, norms, and values may differ greatly from those of their classmates classified by the school system as being in the same grade or age group. Schools (teachers) cannot cope with these
 
differences and as a consequence the proportion of Roma pupils who repeat a schoolyear is on the increase in the upper grades of primary school, particularly in grades 6 to 8. Therefore the opportunities for Roma youth to continue their studies at a secon
dary institution are shrinking. 
\par Besides simply accepting and suffering this phenomenon, schools generally react either by exempting those who are over the compulsory schooling age (in better cases such pupils may become private students, or in the worst ca
se they may abandon their studies altogether, thereby no longer posing a daily problem for schools), or by establishing separate (segregated) classes for pupils overage by several years. }{\i\insrsid3622674 \'93Team teaching}{\insrsid3622674 \'94
 methods or similar attempts practised in many countries have not elicited any response in Hungary. 
\par In the course of the 1990s, nearly three quarters of Roma youngsters completed their primary school studies within the obligatory schooling age of up to 16 years; however, a considerable part of them only obta
ined their final certificates by the age of 16 or 17, thereby barring their entry to regular secondary education (although this is not specifically prohibited by law). In the course of the 1990s and despite the demographic decline, the rapidly expanding s
e
condary school network offered loopholes for youngsters lagging behind their age group. There are no accurate figures available, but it can be inferred from the number of students with grants that a fairly large number of people make use of this opportuni
ty. Therefore the estimated proportion of Roma students among regular secondary school students is lower than the actual number of Roma youth preparing for their secondary school final examinations. 
\par Nevertheless, forms of schooling to ensure completion of 
studies for youngsters (and older people) who dropped out of school are almost completely lacking. There is usually only one such school in each county in Hungary. Those who live further from the school find it impossible to attend twice a week \endash 
 including travel. Thus those who have not managed to complete primary school are put into a hopeless situation. 
\par }\pard \ql \li0\ri0\widctlpar\faauto\adjustright\rin0\lin0\itap0 {\insrsid3622674 
\par 
\par }{\b\insrsid3622674 Main areas of conflict between schools and families }{\f36\insrsid3622674 
\par }{\b\f36\insrsid3622674 
\par School aims and expectations \tab \tab    Roma interpretation\tab }{\f36\insrsid3622674 \tab \tab 
\par (self-image of school)\tab \tab \tab               (Roma image of outsiders)\tab 
\par }\trowd \irow0\irowband0\ts11\trgaph108\trleft-108\trbrdrt\brdrs\brdrw30 \trbrdrl\brdrs\brdrw30 \trbrdrb\brdrs\brdrw30 \trbrdrr\brdrs\brdrw30 \trbrdrh\brdrs\brdrw15 \trbrdrv\brdrs\brdrw15 
\trftsWidth1\trftsWidthA3\trwWidthA16\trpaddl108\trpaddr108\trpaddfl3\trpaddfr3 \clvertalt\clbrdrt\brdrs\brdrw30 \clbrdrl\brdrs\brdrw30 \clbrdrb\brdrs\brdrw15 \clbrdrr\brdrs\brdrw30 \cltxlrtb\clftsWidth3\clwWidth8597\clshdrawnil \cellx8489\pard 
\qc \li0\ri0\widctlpar\intbl\faauto\adjustright\rin0\lin0 {\b\i\insrsid3622674 1. Aims of education and instruction \cell }\pard \ql \li0\ri0\widctlpar\intbl\aspalpha\aspnum\faauto\adjustright\rin0\lin0 {\f36\insrsid3622674 \trowd \irow0\irowband0
\ts11\trgaph108\trleft-108\trbrdrt\brdrs\brdrw30 \trbrdrl\brdrs\brdrw30 \trbrdrb\brdrs\brdrw30 \trbrdrr\brdrs\brdrw30 \trbrdrh\brdrs\brdrw15 \trbrdrv\brdrs\brdrw15 \trftsWidth1\trftsWidthA3\trwWidthA16\trpaddl108\trpaddr108\trpaddfl3\trpaddfr3 \clvertalt
\clbrdrt\brdrs\brdrw30 \clbrdrl\brdrs\brdrw30 \clbrdrb\brdrs\brdrw15 \clbrdrr\brdrs\brdrw30 \cltxlrtb\clftsWidth3\clwWidth8597\clshdrawnil \cellx8489\row }\trowd \irow1\irowband1\ts11\trgaph108\trleft-108\trbrdrt\brdrs\brdrw30 \trbrdrl\brdrs\brdrw30 
\trbrdrb\brdrs\brdrw30 \trbrdrr\brdrs\brdrw30 \trbrdrh\brdrs\brdrw15 \trbrdrv\brdrs\brdrw15 \trftsWidth1\trftsWidthA3\trwWidthA16\trpaddl108\trpaddr108\trpaddfl3\trpaddfr3 \clvertalt\clbrdrt\brdrs\brdrw15 \clbrdrl\brdrs\brdrw30 \clbrdrb\brdrs\brdrw15 
\clbrdrr\brdrs\brdrw15 \cltxlrtb\clftsWidth3\clwWidth4140\clshdrawnil \cellx4032\clvertalt\clbrdrt\brdrs\brdrw15 \clbrdrl\brdrs\brdrw15 \clbrdrb\brdrs\brdrw15 \clbrdrr\brdrs\brdrw30 \cltxlrtb\clftsWidth3\clwWidth4457\clshdrawnil \cellx8489\pard 
\ql \li0\ri0\widctlpar\intbl\faauto\adjustright\rin0\lin0 {\f36\insrsid3622674 school operation is based on a social consensus as regards aims, values, norms, etc. \cell school operation is based on laws and regulations (enforce, penalize, retaliate) 
\cell }\pard \ql \li0\ri0\widctlpar\intbl\aspalpha\aspnum\faauto\adjustright\rin0\lin0 {\f36\insrsid3622674 \trowd \irow1\irowband1\ts11\trgaph108\trleft-108\trbrdrt\brdrs\brdrw30 \trbrdrl\brdrs\brdrw30 \trbrdrb\brdrs\brdrw30 \trbrdrr\brdrs\brdrw30 
\trbrdrh\brdrs\brdrw15 \trbrdrv\brdrs\brdrw15 \trftsWidth1\trftsWidthA3\trwWidthA16\trpaddl108\trpaddr108\trpaddfl3\trpaddfr3 \clvertalt\clbrdrt\brdrs\brdrw15 \clbrdrl\brdrs\brdrw30 \clbrdrb\brdrs\brdrw15 \clbrdrr\brdrs\brdrw15 
\cltxlrtb\clftsWidth3\clwWidth4140\clshdrawnil \cellx4032\clvertalt\clbrdrt\brdrs\brdrw15 \clbrdrl\brdrs\brdrw15 \clbrdrb\brdrs\brdrw15 \clbrdrr\brdrs\brdrw30 \cltxlrtb\clftsWidth3\clwWidth4457\clshdrawnil \cellx8489\row }\pard 
\ql \li0\ri0\widctlpar\intbl\faauto\adjustright\rin0\lin0 {\f36\insrsid3622674 children (pupils) prepare for life at school \cell the \'93real\'94 life of children goes on here and now, outside the school \cell }\pard 
\ql \li0\ri0\widctlpar\intbl\aspalpha\aspnum\faauto\adjustright\rin0\lin0 {\f36\insrsid3622674 \trowd \irow2\irowband2\ts11\trgaph108\trleft-108\trbrdrt\brdrs\brdrw30 \trbrdrl\brdrs\brdrw30 \trbrdrb\brdrs\brdrw30 \trbrdrr\brdrs\brdrw30 \trbrdrh
\brdrs\brdrw15 \trbrdrv\brdrs\brdrw15 \trftsWidth1\trftsWidthA3\trwWidthA16\trpaddl108\trpaddr108\trpaddfl3\trpaddfr3 \clvertalt\clbrdrt\brdrs\brdrw15 \clbrdrl\brdrs\brdrw30 \clbrdrb\brdrs\brdrw15 \clbrdrr\brdrs\brdrw15 
\cltxlrtb\clftsWidth3\clwWidth4140\clshdrawnil \cellx4032\clvertalt\clbrdrt\brdrs\brdrw15 \clbrdrl\brdrs\brdrw15 \clbrdrb\brdrs\brdrw15 \clbrdrr\brdrs\brdrw30 \cltxlrtb\clftsWidth3\clwWidth4457\clshdrawnil \cellx8489\row }\pard 
\ql \li0\ri0\widctlpar\intbl\faauto\adjustright\rin0\lin0 {\f36\insrsid3622674 school offers a better chance in life through education and formation \cell schools teach basic knowledge, including reading, writing, and counting skills \cell }\pard 
\ql \li0\ri0\widctlpar\intbl\aspalpha\aspnum\faauto\adjustright\rin0\lin0 {\f36\insrsid3622674 \trowd \irow3\irowband3\ts11\trgaph108\trleft-108\trbrdrt\brdrs\brdrw30 \trbrdrl\brdrs\brdrw30 \trbrdrb\brdrs\brdrw30 \trbrdrr\brdrs\brdrw30 \trbrdrh
\brdrs\brdrw15 \trbrdrv\brdrs\brdrw15 \trftsWidth1\trftsWidthA3\trwWidthA16\trpaddl108\trpaddr108\trpaddfl3\trpaddfr3 \clvertalt\clbrdrt\brdrs\brdrw15 \clbrdrl\brdrs\brdrw30 \clbrdrb\brdrs\brdrw15 \clbrdrr\brdrs\brdrw15 
\cltxlrtb\clftsWidth3\clwWidth4140\clshdrawnil \cellx4032\clvertalt\clbrdrt\brdrs\brdrw15 \clbrdrl\brdrs\brdrw15 \clbrdrb\brdrs\brdrw15 \clbrdrr\brdrs\brdrw30 \cltxlrtb\clftsWidth3\clwWidth4457\clshdrawnil \cellx8489\row }\pard 
\ql \li0\ri0\widctlpar\intbl\faauto\adjustright\rin0\lin0 {\f36\insrsid3622674 the knowledge to be taught is specified by schools \cell children (families) have the right to specify the knowledge to be mastered \cell }\pard 
\ql \li0\ri0\widctlpar\intbl\aspalpha\aspnum\faauto\adjustright\rin0\lin0 {\f36\insrsid3622674 \trowd \irow4\irowband4\ts11\trgaph108\trleft-108\trbrdrt\brdrs\brdrw30 \trbrdrl\brdrs\brdrw30 \trbrdrb\brdrs\brdrw30 \trbrdrr\brdrs\brdrw30 \trbrdrh
\brdrs\brdrw15 \trbrdrv\brdrs\brdrw15 \trftsWidth1\trftsWidthA3\trwWidthA16\trpaddl108\trpaddr108\trpaddfl3\trpaddfr3 \clvertalt\clbrdrt\brdrs\brdrw15 \clbrdrl\brdrs\brdrw30 \clbrdrb\brdrs\brdrw15 \clbrdrr\brdrs\brdrw15 
\cltxlrtb\clftsWidth3\clwWidth4140\clshdrawnil \cellx4032\clvertalt\clbrdrt\brdrs\brdrw15 \clbrdrl\brdrs\brdrw15 \clbrdrb\brdrs\brdrw15 \clbrdrr\brdrs\brdrw30 \cltxlrtb\clftsWidth3\clwWidth4457\clshdrawnil \cellx8489\row }\trowd \irow5\irowband5
\ts11\trgaph108\trleft-108\trbrdrt\brdrs\brdrw30 \trbrdrl\brdrs\brdrw30 \trbrdrb\brdrs\brdrw30 \trbrdrr\brdrs\brdrw30 \trbrdrh\brdrs\brdrw15 \trbrdrv\brdrs\brdrw15 \trftsWidth1\trftsWidthA3\trwWidthA16\trpaddl108\trpaddr108\trpaddfl3\trpaddfr3 \clvertalt
\clbrdrt\brdrs\brdrw15 \clbrdrl\brdrs\brdrw30 \clbrdrb\brdrs\brdrw15 \clbrdrr\brdrs\brdrw15 \cltxlrtb\clftsWidth3\clwWidth4077\clshdrawnil \cellx3969\clvertalt\clbrdrt\brdrs\brdrw15 \clbrdrl\brdrs\brdrw15 \clbrdrb\brdrs\brdrw15 \clbrdrr\brdrs\brdrw30 
\cltxlrtb\clftsWidth3\clwWidth4520\clshdrawnil \cellx8489\pard \ql \li0\ri0\widctlpar\intbl\faauto\adjustright\rin0\lin0 {\f36\insrsid3622674 pupils are qualified by grades at school }{\b\f36\insrsid3622674 \cell }{\f36\insrsid3622674 
children are qualified by teacher\rquote s praises and rebukes at school }{\b\f36\insrsid3622674 \cell }\pard \ql \li0\ri0\widctlpar\intbl\aspalpha\aspnum\faauto\adjustright\rin0\lin0 {\f36\insrsid3622674 \trowd \irow5\irowband5\ts11\trgaph108\trleft-108
\trbrdrt\brdrs\brdrw30 \trbrdrl\brdrs\brdrw30 \trbrdrb\brdrs\brdrw30 \trbrdrr\brdrs\brdrw30 \trbrdrh\brdrs\brdrw15 \trbrdrv\brdrs\brdrw15 \trftsWidth1\trftsWidthA3\trwWidthA16\trpaddl108\trpaddr108\trpaddfl3\trpaddfr3 \clvertalt\clbrdrt\brdrs\brdrw15 
\clbrdrl\brdrs\brdrw30 \clbrdrb\brdrs\brdrw15 \clbrdrr\brdrs\brdrw15 \cltxlrtb\clftsWidth3\clwWidth4077\clshdrawnil \cellx3969\clvertalt\clbrdrt\brdrs\brdrw15 \clbrdrl\brdrs\brdrw15 \clbrdrb\brdrs\brdrw15 \clbrdrr\brdrs\brdrw30 
\cltxlrtb\clftsWidth3\clwWidth4520\clshdrawnil \cellx8489\row }\trowd \irow6\irowband6\ts11\trgaph108\trleft-108\trbrdrt\brdrs\brdrw30 \trbrdrl\brdrs\brdrw30 \trbrdrb\brdrs\brdrw30 \trbrdrr\brdrs\brdrw30 \trbrdrh\brdrs\brdrw15 \trbrdrv\brdrs\brdrw15 
\trftsWidth1\trftsWidthA3\trwWidthA16\trpaddl108\trpaddr108\trpaddfl3\trpaddfr3 \clvertalt\clbrdrt\brdrnone \clbrdrl\brdrs\brdrw30 \clbrdrb\brdrs\brdrw15 \clbrdrr\brdrs\brdrw10 \cltxlrtb\clftsWidth3\clwWidth4077\clshdrawnil \cellx3969\clvertalt\clbrdrt
\brdrnone \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw15 \clbrdrr\brdrs\brdrw30 \cltxlrtb\clftsWidth3\clwWidth4520\clshdrawnil \cellx8489\pard\plain \s18\ql \li0\ri0\widctlpar\intbl\faauto\adjustright\rin0\lin0 
\fs20\lang1038\langfe1038\cgrid\langnp1038\langfenp1038 {\f36\fs24\lang2057\langfe1038\langnp2057\insrsid3622674 the language of the school is the language of educated society, which we all understand and speak \cell }\pard\plain 
\ql \li0\ri0\widctlpar\intbl\faauto\adjustright\rin0\lin0 \fs24\lang2057\langfe1038\cgrid\langnp2057\langfenp1038 {\f36\insrsid3622674 school language cannot be accurately understood and children are not taught it, either \cell }\pard 
\ql \li0\ri0\widctlpar\intbl\aspalpha\aspnum\faauto\adjustright\rin0\lin0 {\f36\insrsid3622674 \trowd \irow6\irowband6\ts11\trgaph108\trleft-108\trbrdrt\brdrs\brdrw30 \trbrdrl\brdrs\brdrw30 \trbrdrb\brdrs\brdrw30 \trbrdrr\brdrs\brdrw30 \trbrdrh
\brdrs\brdrw15 \trbrdrv\brdrs\brdrw15 \trftsWidth1\trftsWidthA3\trwWidthA16\trpaddl108\trpaddr108\trpaddfl3\trpaddfr3 \clvertalt\clbrdrt\brdrnone \clbrdrl\brdrs\brdrw30 \clbrdrb\brdrs\brdrw15 \clbrdrr\brdrs\brdrw10 
\cltxlrtb\clftsWidth3\clwWidth4077\clshdrawnil \cellx3969\clvertalt\clbrdrt\brdrnone \clbrdrl\brdrs\brdrw10 \clbrdrb\brdrs\brdrw15 \clbrdrr\brdrs\brdrw30 \cltxlrtb\clftsWidth3\clwWidth4520\clshdrawnil \cellx8489\row }\trowd \irow7\irowband7
\ts11\trgaph108\trleft-108\trbrdrt\brdrs\brdrw30 \trbrdrl\brdrs\brdrw30 \trbrdrb\brdrs\brdrw30 \trbrdrr\brdrs\brdrw30 \trbrdrh\brdrs\brdrw15 \trbrdrv\brdrs\brdrw15 \trftsWidth1\trftsWidthA3\trwWidthA16\trpaddl108\trpaddr108\trpaddfl3\trpaddfr3 \clvertalt
\clbrdrt\brdrnone \clbrdrl\brdrs\brdrw30 \clbrdrb\brdrs\brdrw15 \clbrdrr\brdrs\brdrw30 \cltxlrtb\clftsWidth3\clwWidth8597\clshdrawnil \cellx8489\pard \qc \li0\ri0\widctlpar\intbl\faauto\adjustright\rin0\lin0 {\b\i\insrsid3622674 2. School instruction 
\cell }\pard \ql \li0\ri0\widctlpar\intbl\aspalpha\aspnum\faauto\adjustright\rin0\lin0 {\f36\insrsid3622674 \trowd \irow7\irowband7\ts11\trgaph108\trleft-108\trbrdrt\brdrs\brdrw30 \trbrdrl\brdrs\brdrw30 \trbrdrb\brdrs\brdrw30 \trbrdrr\brdrs\brdrw30 
\trbrdrh\brdrs\brdrw15 \trbrdrv\brdrs\brdrw15 \trftsWidth1\trftsWidthA3\trwWidthA16\trpaddl108\trpaddr108\trpaddfl3\trpaddfr3 \clvertalt\clbrdrt\brdrnone \clbrdrl\brdrs\brdrw30 \clbrdrb\brdrs\brdrw15 \clbrdrr\brdrs\brdrw30 
\cltxlrtb\clftsWidth3\clwWidth8597\clshdrawnil \cellx8489\row }\trowd \irow8\irowband8\ts11\trgaph108\trleft-108\trbrdrt\brdrs\brdrw30 \trbrdrl\brdrs\brdrw30 \trbrdrb\brdrs\brdrw30 \trbrdrr\brdrs\brdrw30 \trbrdrh\brdrs\brdrw15 \trbrdrv\brdrs\brdrw15 
\trftsWidth1\trftsWidthA3\trwWidthA16\trpaddl108\trpaddr108\trpaddfl3\trpaddfr3 \clvertalt\clbrdrt\brdrs\brdrw15 \clbrdrl\brdrs\brdrw30 \clbrdrb\brdrs\brdrw15 \clbrdrr\brdrs\brdrw15 \cltxlrtb\clftsWidth3\clwWidth4077\clshdrawnil \cellx3969\clvertalt
\clbrdrt\brdrs\brdrw15 \clbrdrl\brdrs\brdrw15 \clbrdrb\brdrs\brdrw15 \clbrdrr\brdrs\brdrw30 \cltxlrtb\clftsWidth3\clwWidth4520\clshdrawnil \cellx8489\pard \ql \li0\ri0\widctlpar\intbl\faauto\adjustright\rin0\lin0 {\f36\insrsid3622674 
school comes first in schooltime \cell the family and the community always come first \cell }\pard \ql \li0\ri0\widctlpar\intbl\aspalpha\aspnum\faauto\adjustright\rin0\lin0 {\f36\insrsid3622674 \trowd \irow8\irowband8\ts11\trgaph108\trleft-108\trbrdrt
\brdrs\brdrw30 \trbrdrl\brdrs\brdrw30 \trbrdrb\brdrs\brdrw30 \trbrdrr\brdrs\brdrw30 \trbrdrh\brdrs\brdrw15 \trbrdrv\brdrs\brdrw15 \trftsWidth1\trftsWidthA3\trwWidthA16\trpaddl108\trpaddr108\trpaddfl3\trpaddfr3 \clvertalt\clbrdrt\brdrs\brdrw15 \clbrdrl
\brdrs\brdrw30 \clbrdrb\brdrs\brdrw15 \clbrdrr\brdrs\brdrw15 \cltxlrtb\clftsWidth3\clwWidth4077\clshdrawnil \cellx3969\clvertalt\clbrdrt\brdrs\brdrw15 \clbrdrl\brdrs\brdrw15 \clbrdrb\brdrs\brdrw15 \clbrdrr\brdrs\brdrw30 
\cltxlrtb\clftsWidth3\clwWidth4520\clshdrawnil \cellx8489\row }\pard \ql \li0\ri0\widctlpar\intbl\faauto\adjustright\rin0\lin0 {\f36\insrsid3622674 families are obliged to send children properly prepared to school \cell 
schools are obliged to prepare children as schools wish \cell }\pard \ql \li0\ri0\widctlpar\intbl\aspalpha\aspnum\faauto\adjustright\rin0\lin0 {\f36\insrsid3622674 \trowd \irow9\irowband9\ts11\trgaph108\trleft-108\trbrdrt\brdrs\brdrw30 \trbrdrl
\brdrs\brdrw30 \trbrdrb\brdrs\brdrw30 \trbrdrr\brdrs\brdrw30 \trbrdrh\brdrs\brdrw15 \trbrdrv\brdrs\brdrw15 \trftsWidth1\trftsWidthA3\trwWidthA16\trpaddl108\trpaddr108\trpaddfl3\trpaddfr3 \clvertalt\clbrdrt\brdrs\brdrw15 \clbrdrl\brdrs\brdrw30 \clbrdrb
\brdrs\brdrw15 \clbrdrr\brdrs\brdrw15 \cltxlrtb\clftsWidth3\clwWidth4077\clshdrawnil \cellx3969\clvertalt\clbrdrt\brdrs\brdrw15 \clbrdrl\brdrs\brdrw15 \clbrdrb\brdrs\brdrw15 \clbrdrr\brdrs\brdrw30 \cltxlrtb\clftsWidth3\clwWidth4520\clshdrawnil \cellx8489
\row }\pard\plain \s18\ql \li0\ri0\widctlpar\intbl\faauto\adjustright\rin0\lin0 \fs20\lang1038\langfe1038\cgrid\langnp1038\langfenp1038 {\f36\fs24\lang2057\langfe1038\langnp2057\insrsid3622674 the school assumes tasks of instruction from the family \cell 
}\pard\plain \s19\ql \li0\ri0\widctlpar\intbl\faauto\adjustright\rin0\lin0 \fs24\lang1038\langfe1038\cgrid\langnp1038\langfenp1038 {\f36\lang2057\langfe1038\langnp2057\insrsid3622674 child rearing is solely a family and a community concern \cell 
}\pard\plain \ql \li0\ri0\widctlpar\intbl\aspalpha\aspnum\faauto\adjustright\rin0\lin0 \fs24\lang2057\langfe1038\cgrid\langnp2057\langfenp1038 {\f36\insrsid3622674 \trowd \irow10\irowband10\ts11\trgaph108\trleft-108\trbrdrt\brdrs\brdrw30 \trbrdrl
\brdrs\brdrw30 \trbrdrb\brdrs\brdrw30 \trbrdrr\brdrs\brdrw30 \trbrdrh\brdrs\brdrw15 \trbrdrv\brdrs\brdrw15 \trftsWidth1\trftsWidthA3\trwWidthA16\trpaddl108\trpaddr108\trpaddfl3\trpaddfr3 \clvertalt\clbrdrt\brdrs\brdrw15 \clbrdrl\brdrs\brdrw30 \clbrdrb
\brdrs\brdrw15 \clbrdrr\brdrs\brdrw15 \cltxlrtb\clftsWidth3\clwWidth4077\clshdrawnil \cellx3969\clvertalt\clbrdrt\brdrs\brdrw15 \clbrdrl\brdrs\brdrw15 \clbrdrb\brdrs\brdrw15 \clbrdrr\brdrs\brdrw30 \cltxlrtb\clftsWidth3\clwWidth4520\clshdrawnil \cellx8489
\row }\trowd \irow11\irowband11\ts11\trgaph108\trleft-108\trbrdrt\brdrs\brdrw30 \trbrdrl\brdrs\brdrw30 \trbrdrb\brdrs\brdrw30 \trbrdrr\brdrs\brdrw30 \trbrdrh\brdrs\brdrw15 \trbrdrv\brdrs\brdrw15 
\trftsWidth1\trftsWidthA3\trwWidthA45\trpaddl108\trpaddr108\trpaddfl3\trpaddfr3 \clvertalt\clbrdrt\brdrs\brdrw15 \clbrdrl\brdrs\brdrw30 \clbrdrb\brdrs\brdrw15 \clbrdrr\brdrs\brdrw30 \cltxlrtb\clftsWidth3\clwWidth8568\clshdrawnil \cellx8460\pard 
\qc \li0\ri0\widctlpar\intbl\faauto\adjustright\rin0\lin0 {\b\i\f36\insrsid3622674                3. \'93Hungarian\'94 schools versus Roma families \cell }\pard \ql \li0\ri0\widctlpar\intbl\aspalpha\aspnum\faauto\adjustright\rin0\lin0 {
\f36\insrsid3622674 \trowd \irow11\irowband11\ts11\trgaph108\trleft-108\trbrdrt\brdrs\brdrw30 \trbrdrl\brdrs\brdrw30 \trbrdrb\brdrs\brdrw30 \trbrdrr\brdrs\brdrw30 \trbrdrh\brdrs\brdrw15 \trbrdrv\brdrs\brdrw15 
\trftsWidth1\trftsWidthA3\trwWidthA45\trpaddl108\trpaddr108\trpaddfl3\trpaddfr3 \clvertalt\clbrdrt\brdrs\brdrw15 \clbrdrl\brdrs\brdrw30 \clbrdrb\brdrs\brdrw15 \clbrdrr\brdrs\brdrw30 \cltxlrtb\clftsWidth3\clwWidth8568\clshdrawnil \cellx8460\row 
}\trowd \irow12\irowband12\ts11\trgaph108\trleft-108\trbrdrt\brdrs\brdrw30 \trbrdrl\brdrs\brdrw30 \trbrdrb\brdrs\brdrw30 \trbrdrr\brdrs\brdrw30 \trbrdrh\brdrs\brdrw15 \trbrdrv\brdrs\brdrw15 \trftsWidth1\trpaddl108\trpaddr108\trpaddfl3\trpaddfr3 \clvertalt
\clbrdrt\brdrs\brdrw15 \clbrdrl\brdrs\brdrw30 \clbrdrb\brdrs\brdrw15 \clbrdrr\brdrs\brdrw15 \cltxlrtb\clftsWidth3\clwWidth4065\clshdrawnil \cellx3957\clvertalt\clbrdrt\brdrs\brdrw15 \clbrdrl\brdrs\brdrw15 \clbrdrb\brdrs\brdrw15 \clbrdrr\brdrs\brdrw30 
\cltxlrtb\clftsWidth3\clwWidth4548\clshdrawnil \cellx8505\pard \ql \li0\ri0\widctlpar\intbl\faauto\adjustright\rin0\lin0 {\f36\insrsid3622674 pupils are always \'93children\'94 at school in terms of relating to their teachers \cell 
children are only actually children until pre-puberty \cell }\pard \ql \li0\ri0\widctlpar\intbl\aspalpha\aspnum\faauto\adjustright\rin0\lin0 {\f36\insrsid3622674 \trowd \irow12\irowband12\ts11\trgaph108\trleft-108\trbrdrt\brdrs\brdrw30 \trbrdrl
\brdrs\brdrw30 \trbrdrb\brdrs\brdrw30 \trbrdrr\brdrs\brdrw30 \trbrdrh\brdrs\brdrw15 \trbrdrv\brdrs\brdrw15 \trftsWidth1\trpaddl108\trpaddr108\trpaddfl3\trpaddfr3 \clvertalt\clbrdrt\brdrs\brdrw15 \clbrdrl\brdrs\brdrw30 \clbrdrb\brdrs\brdrw15 \clbrdrr
\brdrs\brdrw15 \cltxlrtb\clftsWidth3\clwWidth4065\clshdrawnil \cellx3957\clvertalt\clbrdrt\brdrs\brdrw15 \clbrdrl\brdrs\brdrw15 \clbrdrb\brdrs\brdrw15 \clbrdrr\brdrs\brdrw30 \cltxlrtb\clftsWidth3\clwWidth4548\clshdrawnil \cellx8505\row }\pard 
\ql \li0\ri0\widctlpar\intbl\faauto\adjustright\rin0\lin0 {\f36\insrsid3622674 the essence of work at school does not involve personal feelings \cell schools are acceptable when teachers develop personal emotional relationships with children \cell }\pard 
\ql \li0\ri0\widctlpar\intbl\aspalpha\aspnum\faauto\adjustright\rin0\lin0 {\f36\insrsid3622674 \trowd \irow13\irowband13\ts11\trgaph108\trleft-108\trbrdrt\brdrs\brdrw30 \trbrdrl\brdrs\brdrw30 \trbrdrb\brdrs\brdrw30 \trbrdrr\brdrs\brdrw30 \trbrdrh
\brdrs\brdrw15 \trbrdrv\brdrs\brdrw15 \trftsWidth1\trpaddl108\trpaddr108\trpaddfl3\trpaddfr3 \clvertalt\clbrdrt\brdrs\brdrw15 \clbrdrl\brdrs\brdrw30 \clbrdrb\brdrs\brdrw15 \clbrdrr\brdrs\brdrw15 \cltxlrtb\clftsWidth3\clwWidth4065\clshdrawnil \cellx3957
\clvertalt\clbrdrt\brdrs\brdrw15 \clbrdrl\brdrs\brdrw15 \clbrdrb\brdrs\brdrw15 \clbrdrr\brdrs\brdrw30 \cltxlrtb\clftsWidth3\clwWidth4548\clshdrawnil \cellx8505\row }\pard \ql \li0\ri0\widctlpar\intbl\faauto\adjustright\rin0\lin0 {\f36\insrsid3622674 
school conflicts only involve teachers and students and students and students, respectively \cell school conflicts essentially arise between Roma and g\'e1dzs\'f3 people (black and white people)\cell }\pard 
\ql \li0\ri0\widctlpar\intbl\aspalpha\aspnum\faauto\adjustright\rin0\lin0 {\f36\insrsid3622674 \trowd \irow14\irowband14\ts11\trgaph108\trleft-108\trbrdrt\brdrs\brdrw30 \trbrdrl\brdrs\brdrw30 \trbrdrb\brdrs\brdrw30 \trbrdrr\brdrs\brdrw30 \trbrdrh
\brdrs\brdrw15 \trbrdrv\brdrs\brdrw15 \trftsWidth1\trpaddl108\trpaddr108\trpaddfl3\trpaddfr3 \clvertalt\clbrdrt\brdrs\brdrw15 \clbrdrl\brdrs\brdrw30 \clbrdrb\brdrs\brdrw15 \clbrdrr\brdrs\brdrw15 \cltxlrtb\clftsWidth3\clwWidth4065\clshdrawnil \cellx3957
\clvertalt\clbrdrt\brdrs\brdrw15 \clbrdrl\brdrs\brdrw15 \clbrdrb\brdrs\brdrw15 \clbrdrr\brdrs\brdrw30 \cltxlrtb\clftsWidth3\clwWidth4548\clshdrawnil \cellx8505\row }\pard \ql \li0\ri0\widctlpar\intbl\faauto\adjustright\rin0\lin0 {\f36\insrsid3622674 
parents should not be present at school during schooltime \cell parents (families, communities) are obliged to protect children even at school \cell }\pard \ql \li0\ri0\widctlpar\intbl\aspalpha\aspnum\faauto\adjustright\rin0\lin0 {\f36\insrsid3622674 
\trowd \irow15\irowband15\ts11\trgaph108\trleft-108\trbrdrt\brdrs\brdrw30 \trbrdrl\brdrs\brdrw30 \trbrdrb\brdrs\brdrw30 \trbrdrr\brdrs\brdrw30 \trbrdrh\brdrs\brdrw15 \trbrdrv\brdrs\brdrw15 \trftsWidth1\trpaddl108\trpaddr108\trpaddfl3\trpaddfr3 \clvertalt
\clbrdrt\brdrs\brdrw15 \clbrdrl\brdrs\brdrw30 \clbrdrb\brdrs\brdrw15 \clbrdrr\brdrs\brdrw15 \cltxlrtb\clftsWidth3\clwWidth4065\clshdrawnil \cellx3957\clvertalt\clbrdrt\brdrs\brdrw15 \clbrdrl\brdrs\brdrw15 \clbrdrb\brdrs\brdrw15 \clbrdrr\brdrs\brdrw30 
\cltxlrtb\clftsWidth3\clwWidth4548\clshdrawnil \cellx8505\row }\trowd \irow16\irowband16\lastrow \ts11\trgaph108\trleft-108\trbrdrt\brdrs\brdrw30 \trbrdrl\brdrs\brdrw30 \trbrdrb\brdrs\brdrw30 \trbrdrr\brdrs\brdrw30 \trbrdrh\brdrs\brdrw15 \trbrdrv
\brdrs\brdrw15 \trftsWidth1\trpaddl108\trpaddr108\trpaddfl3\trpaddfr3 \clvertalt\clbrdrt\brdrs\brdrw15 \clbrdrl\brdrs\brdrw30 \clbrdrb\brdrs\brdrw30 \clbrdrr\brdrs\brdrw15 \cltxlrtb\clftsWidth3\clwWidth4065\clshdrawnil \cellx3957\clvertalt\clbrdrt
\brdrs\brdrw15 \clbrdrl\brdrs\brdrw15 \clbrdrb\brdrs\brdrw30 \clbrdrr\brdrs\brdrw30 \cltxlrtb\clftsWidth3\clwWidth4548\clshdrawnil \cellx8505\pard \ql \li0\ri0\widctlpar\intbl\faauto\adjustright\rin0\lin0 {\f36\insrsid3622674 Roma pupils lack motivation
, are aggressive, even destructive \cell teachers and classmates are prejudicial, racist, and hostile \cell }\pard \ql \li0\ri0\widctlpar\intbl\aspalpha\aspnum\faauto\adjustright\rin0\lin0 {\f36\insrsid3622674 \trowd \irow16\irowband16\lastrow 
\ts11\trgaph108\trleft-108\trbrdrt\brdrs\brdrw30 \trbrdrl\brdrs\brdrw30 \trbrdrb\brdrs\brdrw30 \trbrdrr\brdrs\brdrw30 \trbrdrh\brdrs\brdrw15 \trbrdrv\brdrs\brdrw15 \trftsWidth1\trpaddl108\trpaddr108\trpaddfl3\trpaddfr3 \clvertalt\clbrdrt\brdrs\brdrw15 
\clbrdrl\brdrs\brdrw30 \clbrdrb\brdrs\brdrw30 \clbrdrr\brdrs\brdrw15 \cltxlrtb\clftsWidth3\clwWidth4065\clshdrawnil \cellx3957\clvertalt\clbrdrt\brdrs\brdrw15 \clbrdrl\brdrs\brdrw15 \clbrdrb\brdrs\brdrw30 \clbrdrr\brdrs\brdrw30 
\cltxlrtb\clftsWidth3\clwWidth4548\clshdrawnil \cellx8505\row }\pard \ql \li0\ri0\widctlpar\faauto\adjustright\rin0\lin0\itap0 {\i\insrsid3622674 Source:}{\b\insrsid3622674  Forray, 1997}{\i\fs20\insrsid3622674  
\par }{\insrsid3622674 \page }{\b\i\insrsid3622674 {\*\bkmkstart _Toc590901}{\*\bkmkstart _Toc676479}Roma ethnic minority educational programmes {\*\bkmkend _Toc590901}{\*\bkmkend _Toc676479}
\par }{\b\insrsid3622674 
\par }\pard \qj \fi708\li0\ri0\widctlpar\faauto\adjustright\rin0\lin0\itap0 {\insrsid3622674 
Ethnic minority nursery instruction and school education is subsidised from the budget by way of a special supplementary norm. The operators of institutions receive these subsidies to perform particularly ethnic minority educational tasks. The task is imp
l
emented in the form of schools with the ethnic language being the language of instruction, bilingual schools, and schools teaching the ethnic language, as well as school programmes for the education of traditional ethnic minorities. Supplementary norms fo
r
 the education of the Roma minority were first included in the 1990 act on local governments with the aim to ensure that Roma nursery school attendees and schoolchildren catch up with their fellows (tutoring after school). The situation was slow to change
 as both the public education act and the National Core Curriculum published in 1996 failed to determine a solution to the problem of regulating \endash  similarly to the other ethnic minorities \endash 
 the schooling backlog of Roma pupils and the cultivation of the cul
ture of the Roma ethnic minority. Proposals for the inclusion of Roma ethnography and culture into the curriculum were submitted; however, the content of supplementary financing for programmes according to the number of participants was regulated rather i
nformally by the ministry. }{\b\insrsid3622674 (Forray-Heged\'fbs, 1995)}{\insrsid3622674 
\par In the course of a major survey related to the utilisation of supplementary normative subsidies }{\b\insrsid3622674 (Set\'e9nyi, 1998),}{\insrsid3622674  120 proposals submitted to the Ministry of Culture and Public Education by nurseries and schoo
ls were examined. The conclusion was that most were not satisfactory in terms of quality. Moreover, as a result of the fact that public financing is used without limitation by local governments, a number of local governments simply \'93swallow\'94
 their supplementary subsidies. 
\par As a supplement to the National Core Curriculum, an approved pedagogical programme for nurseries and schools was published under the title }{\b\insrsid3622674 
Guidelines on the instruction and education of national and ethnic minorities at nurseries and schools }{\insrsid3622674 
(1997). Supplementary grants were available on the basis of the undertaking specified in the deed of foundation of the respective institution, in the same way for organising a so-called \'93gap-closing\'94
 Roma programme as for other national minority programmes (German, Slovakian, Romanian). However, there was still criticism that the Roma community was being depicted as a group in need of \'93catching up\'94
 and that pupils similarly disadvantaged but not coming from the Roma ethnic group were omitted from the ethnicity-based gap-closing process. 
\par }\pard \qj \li0\ri0\widctlpar\faauto\adjustright\rin0\lin0\itap0 {\insrsid3622674 
\par }\pard \ql \li0\ri0\widctlpar\faauto\adjustright\rin0\lin0\itap0 {\insrsid3622674 
\par }\pard \ql \li0\ri0\widctlpar\brdrt\brdrs\brdrw10\brsp20 \brdrl\brdrs\brdrw10\brsp20 \brdrb\brdrs\brdrw10\brsp20 \brdrr\brdrs\brdrw10\brsp20 \faauto\adjustright\rin0\lin0\rtlgutter\itap0 {\b\insrsid3622674 
Estimated number of participants in ethnic minority education by local governments operating such institutions according to school type. 1998/99. }{\insrsid3622674 
\par }\trowd \irow0\irowband0\ts11\trgaph70\trleft-70\trbrdrt\brdrs\brdrw15 \trbrdrl\brdrs\brdrw15 \trbrdrb\brdrs\brdrw15 \trbrdrr\brdrs\brdrw15 \trbrdrh\brdrs\brdrw15 \trbrdrv\brdrs\brdrw15 \trftsWidth1\trpaddl70\trpaddr70\trpaddfl3\trpaddfr3 \clvertalt
\clbrdrt\brdrs\brdrw15 \clbrdrl\brdrs\brdrw15 \clbrdrb\brdrs\brdrw15 \clbrdrr\brdrs\brdrw15 \cltxlrtb\clftsWidth3\clwWidth2458\clshdrawnil \cellx2388\clvertalt\clbrdrt\brdrs\brdrw15 \clbrdrl\brdrs\brdrw15 \clbrdrb\brdrs\brdrw15 \clbrdrr\brdrs\brdrw15 
\cltxlrtb\clftsWidth3\clwWidth2458\clshdrawnil \cellx4846\clvertalt\clbrdrt\brdrs\brdrw15 \clbrdrl\brdrs\brdrw15 \clbrdrb\brdrs\brdrw15 \clbrdrr\brdrs\brdrw15 \cltxlrtb\clftsWidth3\clwWidth2458\clshdrawnil \cellx7304\clvertalt\clbrdrt\brdrs\brdrw15 
\clbrdrl\brdrs\brdrw15 \clbrdrb\brdrs\brdrw15 \clbrdrr\brdrs\brdrw15 \cltxlrtb\clftsWidth3\clwWidth2458\clshdrawnil \cellx9762\pard \ql \li0\ri0\widctlpar\intbl\brdrt\brdrs\brdrw10\brsp20 \brdrl\brdrs\brdrw10\brsp20 \brdrb\brdrs\brdrw10\brsp20 \brdrr
\brdrs\brdrw10\brsp20 \faauto\adjustright\rin0\lin0\rtlgutter {\b\insrsid3622674 Type of institution \cell Teaching ethnic language \cell }\pard \ql \li0\ri0\widctlpar\intbl\brdrt\brdrs\brdrw10\brsp20 \brdrl\brdrs\brdrw10\brsp20 \brdrr
\brdrs\brdrw10\brsp20 \faauto\adjustright\rin0\lin0\rtlgutter {\b\insrsid3622674 Roma minority / catching up programme \cell }\pard \ql \li0\ri0\widctlpar\intbl\brdrt\brdrs\brdrw10\brsp20 \brdrl\brdrs\brdrw10\brsp20 \brdrb\brdrs\brdrw10\brsp20 \brdrr
\brdrs\brdrw10\brsp20 \faauto\adjustright\rin0\lin0\rtlgutter {\b\insrsid3622674 Ethnic / bilingual \cell }\pard \ql \li0\ri0\widctlpar\intbl\aspalpha\aspnum\faauto\adjustright\rin0\lin0 {\insrsid3622674 \trowd \irow0\irowband0\ts11\trgaph70\trleft-70
\trbrdrt\brdrs\brdrw15 \trbrdrl\brdrs\brdrw15 \trbrdrb\brdrs\brdrw15 \trbrdrr\brdrs\brdrw15 \trbrdrh\brdrs\brdrw15 \trbrdrv\brdrs\brdrw15 \trftsWidth1\trpaddl70\trpaddr70\trpaddfl3\trpaddfr3 \clvertalt\clbrdrt\brdrs\brdrw15 \clbrdrl\brdrs\brdrw15 \clbrdrb
\brdrs\brdrw15 \clbrdrr\brdrs\brdrw15 \cltxlrtb\clftsWidth3\clwWidth2458\clshdrawnil \cellx2388\clvertalt\clbrdrt\brdrs\brdrw15 \clbrdrl\brdrs\brdrw15 \clbrdrb\brdrs\brdrw15 \clbrdrr\brdrs\brdrw15 \cltxlrtb\clftsWidth3\clwWidth2458\clshdrawnil \cellx4846
\clvertalt\clbrdrt\brdrs\brdrw15 \clbrdrl\brdrs\brdrw15 \clbrdrb\brdrs\brdrw15 \clbrdrr\brdrs\brdrw15 \cltxlrtb\clftsWidth3\clwWidth2458\clshdrawnil \cellx7304\clvertalt\clbrdrt\brdrs\brdrw15 \clbrdrl\brdrs\brdrw15 \clbrdrb\brdrs\brdrw15 \clbrdrr
\brdrs\brdrw15 \cltxlrtb\clftsWidth3\clwWidth2458\clshdrawnil \cellx9762\row }\pard \ql \li0\ri0\widctlpar\intbl\brdrt\brdrs\brdrw10\brsp20 \brdrl\brdrs\brdrw10\brsp20 \brdrb\brdrs\brdrw10\brsp20 \brdrr\brdrs\brdrw10\brsp20 
\faauto\adjustright\rin0\lin0\rtlgutter {\insrsid3622674 Nursery \cell 32 770\cell 42 392\cell 6 846\cell }\pard \ql \li0\ri0\widctlpar\intbl\aspalpha\aspnum\faauto\adjustright\rin0\lin0 {\insrsid3622674 \trowd \irow1\irowband1\ts11\trgaph70\trleft-70
\trbrdrt\brdrs\brdrw15 \trbrdrl\brdrs\brdrw15 \trbrdrb\brdrs\brdrw15 \trbrdrr\brdrs\brdrw15 \trbrdrh\brdrs\brdrw15 \trbrdrv\brdrs\brdrw15 \trftsWidth1\trpaddl70\trpaddr70\trpaddfl3\trpaddfr3 \clvertalt\clbrdrt\brdrs\brdrw15 \clbrdrl\brdrs\brdrw15 \clbrdrb
\brdrs\brdrw15 \clbrdrr\brdrs\brdrw15 \cltxlrtb\clftsWidth3\clwWidth2458\clshdrawnil \cellx2388\clvertalt\clbrdrt\brdrs\brdrw15 \clbrdrl\brdrs\brdrw15 \clbrdrb\brdrs\brdrw15 \clbrdrr\brdrs\brdrw15 \cltxlrtb\clftsWidth3\clwWidth2458\clshdrawnil \cellx4846
\clvertalt\clbrdrt\brdrs\brdrw15 \clbrdrl\brdrs\brdrw15 \clbrdrb\brdrs\brdrw15 \clbrdrr\brdrs\brdrw15 \cltxlrtb\clftsWidth3\clwWidth2458\clshdrawnil \cellx7304\clvertalt\clbrdrt\brdrs\brdrw15 \clbrdrl\brdrs\brdrw15 \clbrdrb\brdrs\brdrw15 \clbrdrr
\brdrs\brdrw15 \cltxlrtb\clftsWidth3\clwWidth2458\clshdrawnil \cellx9762\row }\pard \ql \li0\ri0\widctlpar\intbl\brdrt\brdrs\brdrw10\brsp20 \brdrl\brdrs\brdrw10\brsp20 \brdrb\brdrs\brdrw10\brsp20 \brdrr\brdrs\brdrw10\brsp20 
\faauto\adjustright\rin0\lin0\rtlgutter {\insrsid3622674 Primary school \cell 45 304\cell 50 435\cell 8 458\cell }\pard \ql \li0\ri0\widctlpar\intbl\aspalpha\aspnum\faauto\adjustright\rin0\lin0 {\insrsid3622674 \trowd \irow2\irowband2
\ts11\trgaph70\trleft-70\trbrdrt\brdrs\brdrw15 \trbrdrl\brdrs\brdrw15 \trbrdrb\brdrs\brdrw15 \trbrdrr\brdrs\brdrw15 \trbrdrh\brdrs\brdrw15 \trbrdrv\brdrs\brdrw15 \trftsWidth1\trpaddl70\trpaddr70\trpaddfl3\trpaddfr3 \clvertalt\clbrdrt\brdrs\brdrw15 
\clbrdrl\brdrs\brdrw15 \clbrdrb\brdrs\brdrw15 \clbrdrr\brdrs\brdrw15 \cltxlrtb\clftsWidth3\clwWidth2458\clshdrawnil \cellx2388\clvertalt\clbrdrt\brdrs\brdrw15 \clbrdrl\brdrs\brdrw15 \clbrdrb\brdrs\brdrw15 \clbrdrr\brdrs\brdrw15 
\cltxlrtb\clftsWidth3\clwWidth2458\clshdrawnil \cellx4846\clvertalt\clbrdrt\brdrs\brdrw15 \clbrdrl\brdrs\brdrw15 \clbrdrb\brdrs\brdrw15 \clbrdrr\brdrs\brdrw15 \cltxlrtb\clftsWidth3\clwWidth2458\clshdrawnil \cellx7304\clvertalt\clbrdrt\brdrs\brdrw15 
\clbrdrl\brdrs\brdrw15 \clbrdrb\brdrs\brdrw15 \clbrdrr\brdrs\brdrw15 \cltxlrtb\clftsWidth3\clwWidth2458\clshdrawnil \cellx9762\row }\pard \ql \li0\ri0\widctlpar\intbl\brdrt\brdrs\brdrw10\brsp20 \brdrl\brdrs\brdrw10\brsp20 \brdrb\brdrs\brdrw10\brsp20 
\brdrr\brdrs\brdrw10\brsp20 \faauto\adjustright\rin0\lin0\rtlgutter {\insrsid3622674 For the handicapped \cell 180\cell 7 216\cell 89\cell }\pard \ql \li0\ri0\widctlpar\intbl\aspalpha\aspnum\faauto\adjustright\rin0\lin0 {\insrsid3622674 
\trowd \irow3\irowband3\ts11\trgaph70\trleft-70\trbrdrt\brdrs\brdrw15 \trbrdrl\brdrs\brdrw15 \trbrdrb\brdrs\brdrw15 \trbrdrr\brdrs\brdrw15 \trbrdrh\brdrs\brdrw15 \trbrdrv\brdrs\brdrw15 \trftsWidth1\trpaddl70\trpaddr70\trpaddfl3\trpaddfr3 \clvertalt
\clbrdrt\brdrs\brdrw15 \clbrdrl\brdrs\brdrw15 \clbrdrb\brdrs\brdrw15 \clbrdrr\brdrs\brdrw15 \cltxlrtb\clftsWidth3\clwWidth2458\clshdrawnil \cellx2388\clvertalt\clbrdrt\brdrs\brdrw15 \clbrdrl\brdrs\brdrw15 \clbrdrb\brdrs\brdrw15 \clbrdrr\brdrs\brdrw15 
\cltxlrtb\clftsWidth3\clwWidth2458\clshdrawnil \cellx4846\clvertalt\clbrdrt\brdrs\brdrw15 \clbrdrl\brdrs\brdrw15 \clbrdrb\brdrs\brdrw15 \clbrdrr\brdrs\brdrw15 \cltxlrtb\clftsWidth3\clwWidth2458\clshdrawnil \cellx7304\clvertalt\clbrdrt\brdrs\brdrw15 
\clbrdrl\brdrs\brdrw15 \clbrdrb\brdrs\brdrw15 \clbrdrr\brdrs\brdrw15 \cltxlrtb\clftsWidth3\clwWidth2458\clshdrawnil \cellx9762\row }\pard \ql \li0\ri0\widctlpar\intbl\brdrt\brdrs\brdrw10\brsp20 \brdrl\brdrs\brdrw10\brsp20 \brdrb\brdrs\brdrw10\brsp20 
\brdrr\brdrs\brdrw10\brsp20 \faauto\adjustright\rin0\lin0\rtlgutter {\insrsid3622674 Grammar school \cell 696\cell 132\cell 1 429\cell }\pard \ql \li0\ri0\widctlpar\intbl\aspalpha\aspnum\faauto\adjustright\rin0\lin0 {\insrsid3622674 
\trowd \irow4\irowband4\ts11\trgaph70\trleft-70\trbrdrt\brdrs\brdrw15 \trbrdrl\brdrs\brdrw15 \trbrdrb\brdrs\brdrw15 \trbrdrr\brdrs\brdrw15 \trbrdrh\brdrs\brdrw15 \trbrdrv\brdrs\brdrw15 \trftsWidth1\trpaddl70\trpaddr70\trpaddfl3\trpaddfr3 \clvertalt
\clbrdrt\brdrs\brdrw15 \clbrdrl\brdrs\brdrw15 \clbrdrb\brdrs\brdrw15 \clbrdrr\brdrs\brdrw15 \cltxlrtb\clftsWidth3\clwWidth2458\clshdrawnil \cellx2388\clvertalt\clbrdrt\brdrs\brdrw15 \clbrdrl\brdrs\brdrw15 \clbrdrb\brdrs\brdrw15 \clbrdrr\brdrs\brdrw15 
\cltxlrtb\clftsWidth3\clwWidth2458\clshdrawnil \cellx4846\clvertalt\clbrdrt\brdrs\brdrw15 \clbrdrl\brdrs\brdrw15 \clbrdrb\brdrs\brdrw15 \clbrdrr\brdrs\brdrw15 \cltxlrtb\clftsWidth3\clwWidth2458\clshdrawnil \cellx7304\clvertalt\clbrdrt\brdrs\brdrw15 
\clbrdrl\brdrs\brdrw15 \clbrdrb\brdrs\brdrw15 \clbrdrr\brdrs\brdrw15 \cltxlrtb\clftsWidth3\clwWidth2458\clshdrawnil \cellx9762\row }\pard \ql \li0\ri0\widctlpar\intbl\brdrt\brdrs\brdrw10\brsp20 \brdrl\brdrs\brdrw10\brsp20 \brdrb\brdrs\brdrw10\brsp20 
\brdrr\brdrs\brdrw10\brsp20 \faauto\adjustright\rin0\lin0\rtlgutter {\insrsid3622674 Vocational secondary school \cell 124\cell 42\cell 94\cell }\pard \ql \li0\ri0\widctlpar\intbl\aspalpha\aspnum\faauto\adjustright\rin0\lin0 {\insrsid3622674 
\trowd \irow5\irowband5\ts11\trgaph70\trleft-70\trbrdrt\brdrs\brdrw15 \trbrdrl\brdrs\brdrw15 \trbrdrb\brdrs\brdrw15 \trbrdrr\brdrs\brdrw15 \trbrdrh\brdrs\brdrw15 \trbrdrv\brdrs\brdrw15 \trftsWidth1\trpaddl70\trpaddr70\trpaddfl3\trpaddfr3 \clvertalt
\clbrdrt\brdrs\brdrw15 \clbrdrl\brdrs\brdrw15 \clbrdrb\brdrs\brdrw15 \clbrdrr\brdrs\brdrw15 \cltxlrtb\clftsWidth3\clwWidth2458\clshdrawnil \cellx2388\clvertalt\clbrdrt\brdrs\brdrw15 \clbrdrl\brdrs\brdrw15 \clbrdrb\brdrs\brdrw15 \clbrdrr\brdrs\brdrw15 
\cltxlrtb\clftsWidth3\clwWidth2458\clshdrawnil \cellx4846\clvertalt\clbrdrt\brdrs\brdrw15 \clbrdrl\brdrs\brdrw15 \clbrdrb\brdrs\brdrw15 \clbrdrr\brdrs\brdrw15 \cltxlrtb\clftsWidth3\clwWidth2458\clshdrawnil \cellx7304\clvertalt\clbrdrt\brdrs\brdrw15 
\clbrdrl\brdrs\brdrw15 \clbrdrb\brdrs\brdrw15 \clbrdrr\brdrs\brdrw15 \cltxlrtb\clftsWidth3\clwWidth2458\clshdrawnil \cellx9762\row }\pard \ql \li0\ri0\widctlpar\intbl\brdrt\brdrs\brdrw10\brsp20 \brdrl\brdrs\brdrw10\brsp20 \brdrb\brdrs\brdrw10\brsp20 
\brdrr\brdrs\brdrw10\brsp20 \faauto\adjustright\rin0\lin0\rtlgutter {\insrsid3622674 Vocational school \cell 30\cell 290\cell -\cell }\pard \ql \li0\ri0\widctlpar\intbl\aspalpha\aspnum\faauto\adjustright\rin0\lin0 {\insrsid3622674 \trowd \irow6\irowband6
\ts11\trgaph70\trleft-70\trbrdrt\brdrs\brdrw15 \trbrdrl\brdrs\brdrw15 \trbrdrb\brdrs\brdrw15 \trbrdrr\brdrs\brdrw15 \trbrdrh\brdrs\brdrw15 \trbrdrv\brdrs\brdrw15 \trftsWidth1\trpaddl70\trpaddr70\trpaddfl3\trpaddfr3 \clvertalt\clbrdrt\brdrs\brdrw15 
\clbrdrl\brdrs\brdrw15 \clbrdrb\brdrs\brdrw15 \clbrdrr\brdrs\brdrw15 \cltxlrtb\clftsWidth3\clwWidth2458\clshdrawnil \cellx2388\clvertalt\clbrdrt\brdrs\brdrw15 \clbrdrl\brdrs\brdrw15 \clbrdrb\brdrs\brdrw15 \clbrdrr\brdrs\brdrw15 
\cltxlrtb\clftsWidth3\clwWidth2458\clshdrawnil \cellx4846\clvertalt\clbrdrt\brdrs\brdrw15 \clbrdrl\brdrs\brdrw15 \clbrdrb\brdrs\brdrw15 \clbrdrr\brdrs\brdrw15 \cltxlrtb\clftsWidth3\clwWidth2458\clshdrawnil \cellx7304\clvertalt\clbrdrt\brdrs\brdrw15 
\clbrdrl\brdrs\brdrw15 \clbrdrb\brdrs\brdrw15 \clbrdrr\brdrs\brdrw15 \cltxlrtb\clftsWidth3\clwWidth2458\clshdrawnil \cellx9762\row }\pard \ql \li0\ri0\widctlpar\intbl\brdrt\brdrs\brdrw10\brsp20 \brdrl\brdrs\brdrw10\brsp20 \brdrb\brdrs\brdrw10\brsp20 
\brdrr\brdrs\brdrw10\brsp20 \faauto\adjustright\rin0\lin0\rtlgutter {\insrsid3622674 Skilled workers\rquote  school \cell 257\cell 362\cell -\cell }\pard \ql \li0\ri0\widctlpar\intbl\aspalpha\aspnum\faauto\adjustright\rin0\lin0 {\insrsid3622674 
\trowd \irow7\irowband7\ts11\trgaph70\trleft-70\trbrdrt\brdrs\brdrw15 \trbrdrl\brdrs\brdrw15 \trbrdrb\brdrs\brdrw15 \trbrdrr\brdrs\brdrw15 \trbrdrh\brdrs\brdrw15 \trbrdrv\brdrs\brdrw15 \trftsWidth1\trpaddl70\trpaddr70\trpaddfl3\trpaddfr3 \clvertalt
\clbrdrt\brdrs\brdrw15 \clbrdrl\brdrs\brdrw15 \clbrdrb\brdrs\brdrw15 \clbrdrr\brdrs\brdrw15 \cltxlrtb\clftsWidth3\clwWidth2458\clshdrawnil \cellx2388\clvertalt\clbrdrt\brdrs\brdrw15 \clbrdrl\brdrs\brdrw15 \clbrdrb\brdrs\brdrw15 \clbrdrr\brdrs\brdrw15 
\cltxlrtb\clftsWidth3\clwWidth2458\clshdrawnil \cellx4846\clvertalt\clbrdrt\brdrs\brdrw15 \clbrdrl\brdrs\brdrw15 \clbrdrb\brdrs\brdrw15 \clbrdrr\brdrs\brdrw15 \cltxlrtb\clftsWidth3\clwWidth2458\clshdrawnil \cellx7304\clvertalt\clbrdrt\brdrs\brdrw15 
\clbrdrl\brdrs\brdrw15 \clbrdrb\brdrs\brdrw15 \clbrdrr\brdrs\brdrw15 \cltxlrtb\clftsWidth3\clwWidth2458\clshdrawnil \cellx9762\row }\pard \ql \li0\ri0\widctlpar\intbl\brdrt\brdrs\brdrw10\brsp20 \brdrl\brdrs\brdrw10\brsp20 \brdrb\brdrs\brdrw10\brsp20 
\brdrr\brdrs\brdrw10\brsp20 \faauto\adjustright\rin0\lin0\rtlgutter {\insrsid3622674 \cell \cell \cell \cell }\pard \ql \li0\ri0\widctlpar\intbl\aspalpha\aspnum\faauto\adjustright\rin0\lin0 {\insrsid3622674 \trowd \irow8\irowband8\ts11\trgaph70\trleft-70
\trbrdrt\brdrs\brdrw15 \trbrdrl\brdrs\brdrw15 \trbrdrb\brdrs\brdrw15 \trbrdrr\brdrs\brdrw15 \trbrdrh\brdrs\brdrw15 \trbrdrv\brdrs\brdrw15 \trftsWidth1\trpaddl70\trpaddr70\trpaddfl3\trpaddfr3 \clvertalt\clbrdrt\brdrs\brdrw15 \clbrdrl\brdrs\brdrw15 \clbrdrb
\brdrs\brdrw15 \clbrdrr\brdrs\brdrw15 \cltxlrtb\clftsWidth3\clwWidth2458\clshdrawnil \cellx2388\clvertalt\clbrdrt\brdrs\brdrw15 \clbrdrl\brdrs\brdrw15 \clbrdrb\brdrs\brdrw15 \clbrdrr\brdrs\brdrw15 \cltxlrtb\clftsWidth3\clwWidth2458\clshdrawnil \cellx4846
\clvertalt\clbrdrt\brdrs\brdrw15 \clbrdrl\brdrs\brdrw15 \clbrdrb\brdrs\brdrw15 \clbrdrr\brdrs\brdrw15 \cltxlrtb\clftsWidth3\clwWidth2458\clshdrawnil \cellx7304\clvertalt\clbrdrt\brdrs\brdrw15 \clbrdrl\brdrs\brdrw15 \clbrdrb\brdrs\brdrw15 \clbrdrr
\brdrs\brdrw15 \cltxlrtb\clftsWidth3\clwWidth2458\clshdrawnil \cellx9762\row }\pard \ql \li0\ri0\widctlpar\intbl\brdrt\brdrs\brdrw10\brsp20 \brdrl\brdrs\brdrw10\brsp20 \brdrb\brdrs\brdrw10\brsp20 \brdrr\brdrs\brdrw10\brsp20 
\faauto\adjustright\rin0\lin0\rtlgutter {\insrsid3622674 Day-care facility \cell \cell 20 290\cell \cell }\pard \ql \li0\ri0\widctlpar\intbl\aspalpha\aspnum\faauto\adjustright\rin0\lin0 {\insrsid3622674 \trowd \irow9\irowband9\ts11\trgaph70\trleft-70
\trbrdrt\brdrs\brdrw15 \trbrdrl\brdrs\brdrw15 \trbrdrb\brdrs\brdrw15 \trbrdrr\brdrs\brdrw15 \trbrdrh\brdrs\brdrw15 \trbrdrv\brdrs\brdrw15 \trftsWidth1\trpaddl70\trpaddr70\trpaddfl3\trpaddfr3 \clvertalt\clbrdrt\brdrs\brdrw15 \clbrdrl\brdrs\brdrw15 \clbrdrb
\brdrs\brdrw15 \clbrdrr\brdrs\brdrw15 \cltxlrtb\clftsWidth3\clwWidth2458\clshdrawnil \cellx2388\clvertalt\clbrdrt\brdrs\brdrw15 \clbrdrl\brdrs\brdrw15 \clbrdrb\brdrs\brdrw15 \clbrdrr\brdrs\brdrw15 \cltxlrtb\clftsWidth3\clwWidth2458\clshdrawnil \cellx4846
\clvertalt\clbrdrt\brdrs\brdrw15 \clbrdrl\brdrs\brdrw15 \clbrdrb\brdrs\brdrw15 \clbrdrr\brdrs\brdrw15 \cltxlrtb\clftsWidth3\clwWidth2458\clshdrawnil \cellx7304\clvertalt\clbrdrt\brdrs\brdrw15 \clbrdrl\brdrs\brdrw15 \clbrdrb\brdrs\brdrw15 \clbrdrr
\brdrs\brdrw15 \cltxlrtb\clftsWidth3\clwWidth2458\clshdrawnil \cellx9762\row }\pard \ql \li0\ri0\widctlpar\intbl\brdrt\brdrs\brdrw10\brsp20 \brdrl\brdrs\brdrw10\brsp20 \brdrb\brdrs\brdrw10\brsp20 \brdrr\brdrs\brdrw10\brsp20 
\faauto\adjustright\rin0\lin0\rtlgutter {\insrsid3622674 Student hostel \cell \cell 1 629\cell \cell }\pard \ql \li0\ri0\widctlpar\intbl\aspalpha\aspnum\faauto\adjustright\rin0\lin0 {\insrsid3622674 \trowd \irow10\irowband10\lastrow 
\ts11\trgaph70\trleft-70\trbrdrt\brdrs\brdrw15 \trbrdrl\brdrs\brdrw15 \trbrdrb\brdrs\brdrw15 \trbrdrr\brdrs\brdrw15 \trbrdrh\brdrs\brdrw15 \trbrdrv\brdrs\brdrw15 \trftsWidth1\trpaddl70\trpaddr70\trpaddfl3\trpaddfr3 \clvertalt\clbrdrt\brdrs\brdrw15 
\clbrdrl\brdrs\brdrw15 \clbrdrb\brdrs\brdrw15 \clbrdrr\brdrs\brdrw15 \cltxlrtb\clftsWidth3\clwWidth2458\clshdrawnil \cellx2388\clvertalt\clbrdrt\brdrs\brdrw15 \clbrdrl\brdrs\brdrw15 \clbrdrb\brdrs\brdrw15 \clbrdrr\brdrs\brdrw15 
\cltxlrtb\clftsWidth3\clwWidth2458\clshdrawnil \cellx4846\clvertalt\clbrdrt\brdrs\brdrw15 \clbrdrl\brdrs\brdrw15 \clbrdrb\brdrs\brdrw15 \clbrdrr\brdrs\brdrw15 \cltxlrtb\clftsWidth3\clwWidth2458\clshdrawnil \cellx7304\clvertalt\clbrdrt\brdrs\brdrw15 
\clbrdrl\brdrs\brdrw15 \clbrdrb\brdrs\brdrw15 \clbrdrr\brdrs\brdrw15 \cltxlrtb\clftsWidth3\clwWidth2458\clshdrawnil \cellx9762\row }\pard \ql \li0\ri0\widctlpar\brdrt\brdrs\brdrw10\brsp20 \brdrl\brdrs\brdrw10\brsp20 \brdrb\brdrs\brdrw10\brsp20 \brdrr
\brdrs\brdrw10\brsp20 \faauto\adjustright\rin0\lin0\rtlgutter\itap0 {\i\insrsid3622674 Source: }{\b\insrsid3622674 Forray, 2000
\par }\pard \qj \fi708\li0\ri0\widctlpar\faauto\adjustright\rin0\lin0\itap0 {\insrsid3622674 
\par As from the academic year 2000/2001, the system criticised by experts changed. Supplementary resources allocated f
or education and aimed at closing the gap between pupils can be requested by school operators regardless of ethnic nationality; furthermore, programmes and financing for Roma minority education were made to comply with the rules for the education of other
 minorities: they can be launched if at least }{\b\insrsid3622674 eight parents }{\insrsid3622674 request in writing that their children participate in (Roma) ethnic minority education. In this way, the education of Roma pupils will also be characterised 
\endash  theoretically, and at legal regulatory level \endash 
 by a separation between financing the compensation of disadvantages arising from socio-cultural situation and school programmes for preserving and cultivating Roma culture. These latter require at least six classes a week including Roma ethnograph
y, culture, and one of the Roma languages officially recognised in Hungary (Lovary or Bea), although institutions have so far been exempted from obligatory language teaching. 
\par }\pard\plain \s15\qj \li0\ri0\widctlpar\tx284\faauto\adjustright\rin0\lin0\itap0 \fs24\lang1038\langfe1038\cgrid\langnp1038\langfenp1038 {\lang2057\langfe1038\langnp2057\insrsid3622674 
\par 
\par }\pard\plain \qj \li0\ri0\widctlpar\brdrt\brdrs\brdrw10\brsp20 \brdrl\brdrs\brdrw10\brsp80 \brdrb\brdrs\brdrw10\brsp20 \brdrr\brdrs\brdrw10\brsp80 \faauto\adjustright\rin0\lin0\rtlgutter\itap0 \fs24\lang2057\langfe1038\cgrid\langnp2057\langfenp1038 {
\b\fs20\insrsid3622674 Erd\'f5telek: prejudicial sections deleted from teaching materials, programme to be reviewed 
\par 
\par }{\fs20\insrsid3622674 According to the ombudsman, the 1996 document used as a basis for the course syllabus at Erd\'f5telek Primary School contains several passages likely to enhance or engender prejudices against Roma. \line The biology teacher at Erd
\'f5telek Primary School taught children, among other things, that Roma have a particular smell and they are characterised by aggressiveness. Chairman of Erd\'f5telek Roma Minority Self-government Mikl\'f3
s Pusoma submitted a complaint in the case to the ombudsman of minority affairs. \line 
Since then, the director of the school has instructed the teacher in question to revise the course syllabus and delete the sections refuted several times. At the same time, the teacher referred to the fact that the course syllabus was based on the pedago
gical programme and compiled from various newspaper articles and books. In his recommendations, Jen\'f5
 Kaltenbach requested the Minister of Education to have the publication revised and examine if there is enough information available for teachers in order t
o be able to teach Roma ethnography and to what extent further training opportunities are available to teachers. 
\par }{\b\fs20\insrsid3622674 S. K\'e1llai, Szilvia, Roma Press Center 
\par www.romapage.hu
\par }\pard\plain \s15\qj \li0\ri0\widctlpar\tx284\faauto\adjustright\rin0\lin0\itap0 \fs24\lang1038\langfe1038\cgrid\langnp1038\langfenp1038 {\lang2057\langfe1038\langnp2057\insrsid3622674 
\par \tab \tab The separation of efforts to close gap and Roma minority education is a novelty, and
 as such it is not really present in educational practice. There is only one teaching aid published on the teaching of Roma ethnography; moreover, no requirements and teaching materials have been prepared for the teaching of the Roma languages recognised 
i
n Hungary, let alone the staffing conditions for such courses. This means that the training of teachers with appropriate professional skills has not even started. On the other hand, no control system for the utilisation of supplementary financial subsidie
s
 has been developed, therefore there are no accurate data available on the manner of utilisation thereof. (The State Audit Office inspects operators for the legality of financing, while operators are liable for the implementation of the tasks. Neither the
 content issues of the programmes nor actual expenditures or utilisation are inspected by any authority whatsoever.) 
\par }\pard\plain \qj \fi708\li0\ri0\widctlpar\faauto\adjustright\rin0\lin0\itap0 \fs24\lang2057\langfe1038\cgrid\langnp2057\langfenp1038 {\insrsid3622674 
The clarification of the financing and legal status would be enhanced if it could be established whether and how educational institutions (
and local governments) comply with the legal provision stating that the launch of a national or ethnic minority programme is subject to the }{\b\insrsid3622674 written statement of at least eight parents }{\insrsid3622674 and the }{\b\insrsid3622674 
consent of the local Roma minority self-government}{\insrsid3622674 . This issue h
as not yet been formulated in relation to traditional ethnic minority education, much less as regards Roma programmes. However, it would be important, particularly in the latter case, that those concerned utilise these somewhat stigmatising subsidies on t
he basis of free acceptance of their identity. 
\par 
\par 
\par 
\par }\pard\plain \s3\qj \li0\ri0\keepn\widctlpar\tx284\faauto\outlinelevel2\adjustright\rin0\lin0\itap0 \b\fs20\lang1038\langfe1038\cgrid\langnp1038\langfenp1038 {\i\fs24\lang2057\langfe1038\langnp2057\insrsid3622674 Special education 
\par }\pard\plain \ql \li0\ri0\widctlpar\faauto\adjustright\rin0\lin0\itap0 \fs24\lang2057\langfe1038\cgrid\langnp2057\langfenp1038 {\insrsid3622674 
\par }\pard\plain \s15\qj \fi708\li0\ri0\widctlpar\faauto\adjustright\rin0\lin0\itap0 \fs24\lang1038\langfe1038\cgrid\langnp1038\langfenp1038 {\lang2057\langfe1038\langnp2057\insrsid3622674 The majority \endash  about three quarters \endash 
 of pupils educated in the institutional system called auxiliary schools \endash  an old term, unacceptable officially in Hungary today \endash 
 attend schools established and operated for pupils with slight learning difficulties (mildly mentally handicapped pupils). 
\par One of the most prominent experts in this area, }{\b\lang2057\langfe1038\langnp2057\insrsid3622674 S\'e1ndor Illy\'e9s }{\lang2057\langfe1038\langnp2057\insrsid3622674 (2001), calls attention to the fact that despite a hundred-year-old p
ractice, the Hungarian public education system, in support of children with \'93slight mental deficiencies\'94 and \'93medium mental deficiencies\'94
, is still forced to admit a considerable number of children who are not mentally handicapped in any way, rather whose 
intellectual underdevelopment is caused by reasons other than deficiencies. Majority schools do not tolerate their lag and cannot provide them with adequate assistance. 
\par }\pard \s15\ql \fi708\li0\ri0\widctlpar\faauto\adjustright\rin0\lin0\itap0 {\lang2057\langfe1038\langnp2057\insrsid3622674 
\par }\pard\plain \ql \li0\ri0\widctlpar\brdrt\brdrs\brdrw10\brsp20 \brdrl\brdrs\brdrw10\brsp80 \brdrb\brdrs\brdrw10\brsp20 \brdrr\brdrs\brdrw10\brsp80 \faauto\adjustright\rin0\lin0\rtlgutter\itap0 \fs24\lang2057\langfe1038\cgrid\langnp2057\langfenp1038 {
\b\fs20\insrsid3622674 Relocation}{\fs20\insrsid3622674  \endash  that is, classification of pupils as slightly mentally handicapped, is b
ased on tests performed by several panels of experts. However, the official definition clearly shows that the process includes only one fixed point: segregated education. 
\par 
\par }{\i\fs20\insrsid3622674 \'93The development of children with slight mental deficiencies is quite varied depending on what other (\'85) development disorders they have. (\'85
) Symptoms characterising the slightly mentally handicapped are less salient before schooling age. They are trained, for the most part, in primary schools (specialities, classes) established for the education of pupils with slight mental deficiencies.\'94
 
\par 
\par }{\fs20\insrsid3622674 Directive for the nursery education of handicapped children and curriculum directive for the school-based education of handicapped pupils, MKM, Budapest, 1997. p. 45. 
\par }\pard \ql \li0\ri0\widctlpar\faauto\adjustright\rin0\lin0\itap0 {\insrsid3622674 
\par 
\par }\pard \qj \fi708\li0\ri0\widctlpar\faauto\adjustright\rin0\lin0\itap0 {\insrsid3622674 Besides segregation, the main 
problem of substance is the curriculum. Pupils classified as slightly mentally handicapped are required to learn only 4 to 26% of the knowledge prescribed to be mastered in ordinary schools and they do not learn a foreign language during the eight years o
f primary school training. It is hardly realistic to expect that anyone with such a background could continue their studies in an ordinary secondary school (skilled workers\rquote 
 training for a decent profession, particularly in a form of training providing a secondary school leaving certificate). 
\par }\pard \qj \li0\ri0\widctlpar\faauto\adjustright\rin0\lin0\itap0 {\insrsid3622674 \tab 
Actually, proportions of pupils attending schools for handicapped children are extremely high in a European comparison: according to a 1996 report by the OECD, 35 pupils out of one thousand are classified as slightly 
mentally handicapped, whereas, for example, only two out of one thousand in Turkey, four in Finland, and nine out of one thousand in Italy are so classified. 
\par 
\par 
\par }\pard \qc \li0\ri0\widctlpar\brdrt\brdrs\brdrw10\brsp20 \brdrl\brdrs\brdrw10\brsp80 \brdrb\brdrs\brdrw10\brsp20 \brdrr\brdrs\brdrw10\brsp80 \faauto\adjustright\rin0\lin0\rtlgutter\itap0 {\b\insrsid3622674 Roma pupils in special schools 
\par }{\insrsid3622674 
\par }\pard \ql \li0\ri0\widctlpar\brdrt\brdrs\brdrw10\brsp20 \brdrl\brdrs\brdrw10\brsp80 \brdrb\brdrs\brdrw10\brsp20 \brdrr\brdrs\brdrw10\brsp80 \faauto\adjustright\rin0\lin0\rtlgutter\itap0 {\insrsid3622674 
\par YEAR\tab \tab \tab NUMBER OF PUPILS                   PROPORTION OF ROMA PUPILS
\par \tab \tab Total \tab        number of Roma pupils included\tab % 
\par 1974\tab \tab 29 617\tab \tab \tab  7 720\tab \tab \tab \tab 26.1 
\par 1977\tab \tab 31 666\tab \tab \tab  9 753\tab \tab \tab \tab 30.8 
\par 1981\tab \tab 33 079\tab \tab  \tab 12 107\tab \tab \tab \tab 36.6 
\par 1985\tab \tab 39 385\tab \tab \tab 15 640\tab \tab \tab \tab 38.7 
\par 1992\tab \tab 32 090\tab \tab \tab 13 662\tab \tab \tab \tab 42.5 
\par }{\i\insrsid3622674 
\par (Roma pupils in primary and secondary education, ME, Budapest, 1986, 1993}{\i\fs20\insrsid3622674 .)
\par }\pard \ql \fi708\li0\ri0\widctlpar\faauto\adjustright\rin0\lin0\itap0 {\insrsid3622674 
\par }\pard \qj \fi708\li0\ri0\widctlpar\faauto\adjustright\rin0\lin0\itap0 {\insrsid3622674 There are no up-to-date accurate figures on the ethnic composition of pupils attending special schools; however, not even further restrictions on relocation practice c
ould change the proportions since academic year 1992/93. Moreover, there is no reason for optimism in terms of the trend: not only is there a high proportion of Roma pupils at this school type, but the tendency is increasing as well. This assumption can b
e made because, based on organisational sociological information, institutions for the education of handicapped children continue to be interested in their own existence and survival; what is more, their struggle to \'93recruit\'94
 pupils is obviously intensified
 in periods of demographic decline. And there is no doubt that they pool their replacements from population groups that are more difficult to enrol at schools. Besides theoretical considerations, a county case study is also referred to }{
\b\insrsid3622674 (Loss, 1998)}{\insrsid3622674 : it was
 prepared on Northern Hungary, the area most densely populated by Roma, and showed that nearly 90% of pupils attending special schools for those slightly retarded in learning were of Roma origin. A more moderate estimate than this latter, perhaps one-off 
figure is provided by }{\b\insrsid3622674 Mesterh\'e1zi (2001.263.)}{\insrsid3622674 , who claims that at a national level the pupils of these schools }{\i\insrsid3622674 \'93
are socially disadvantaged and/or members of the Roma minority to the level of 40 to 50%\'94. }{\insrsid3622674 This proportion essentially equals the figure of a decade earlier. 
\par Both the report by the parliamentary commissioner responsible for minorities (1998) and expert studies called attention to the importance of solving these problems. Attempts were directed,
 on the one hand, to impose restrictions on the administration and control of relocation, and on the other hand, to adapt the curriculum to local demands. Some experts have expressed scepticism about curricular modifications. In their view, the Roma cultu
ral programmes integrated in the curriculum of special schools in line with the \'93fashion\'94 for multicultural education are only \'93decorative\'94
 and not only fail to solve the problem of schooling for the education of handicapped children, but they offer a speci
ous solution exempting educational administrators and society from responsibility for passing out tens of thousands of youngsters from these schools without any usable or convertible vocational knowledge. }{\b\insrsid3622674 (Pik, 1999) 
\par }{\insrsid3622674 In the government\rquote s debate documentation on long-term Roma-related strategies, }{\i\insrsid3622674 \'93the elimination of discrimination by relocation to special schools\'94}{\insrsid3622674  is also included as a priority. }{
\i\insrsid3622674 
\par }{\insrsid3622674 According to experts of education for handicapped children }{\b\insrsid3622674 (Mesterh\'e1zi, 2001)}{\insrsid3622674 , the problem can be solved by recog
nising that multiply disadvantaged children do not need separate schools but the co-ordinated operation of support systems, rather than imposing restrictions on relocation. Teachers of handicapped children play an essential role, but only within the limit
s of their competency: they may successfully co-operate in the co-ordination of various systems of assistance. 
\par }\pard\plain \s7\ql \li0\ri0\keepn\widctlpar\faauto\outlinelevel6\adjustright\rin0\lin0\itap0 \b\fs24\lang1038\langfe1038\cgrid\langnp1038\langfenp1038 {\i\lang2057\langfe1038\langnp2057\insrsid3622674 
\par }\pard\plain \ql \li0\ri0\widctlpar\faauto\adjustright\rin0\lin0\itap0 \fs24\lang2057\langfe1038\cgrid\langnp2057\langfenp1038 {\insrsid3622674 
\par 
\par }\pard\plain \s7\ql \li0\ri0\keepn\widctlpar\faauto\outlinelevel6\adjustright\rin0\lin0\itap0 \b\fs24\lang1038\langfe1038\cgrid\langnp1038\langfenp1038 {\i\lang2057\langfe1038\langnp2057\insrsid3622674 The problem of segregation 
\par }\pard\plain \ql \li0\ri0\widctlpar\faauto\adjustright\rin0\lin0\itap0 \fs24\lang2057\langfe1038\cgrid\langnp2057\langfenp1038 {\b\insrsid3622674 
\par }\pard \qj \fi708\li0\ri0\widctlpar\faauto\adjustright\rin0\lin0\itap0 {\insrsid3622674 Based on the historical traditions and practice of national minority education in Hungary as well as the pri
nciples of financing adjusted to the number of programme participants, it was possible to forecast the process \endash  not supported officially \endash  of the revival and legitimisation of intra-school and inter-school segregation of Roma pupils. }{
\b\insrsid3622674 (Havas-Kem\'e9ny-Lisk\'f3, 2001)}{\insrsid3622674 
 This type of segregation can be easily realised, particularly in large settlements. School operators are not obliged to organise Roma programmes in each school, even if (perhaps) demanded by parents. With the operator acting \'93rationally\'94
 and legally, one or more schools are designated for the education of pupils in poor social conditions who struggle with learning and behaviour problems and participate in the Roma minority programme or the \'93gap-closing\'94
 programme, and thus segregated schools are readily established. 
\par Institutions taking advantage of the support of the Roma minority programme may be gradually homogenised as a result of \'93spontaneous\'94 choices made by parents. For decades, in fact ever since the authorisation of the free choice of schools,
 there has been a spontaneous process whereby non-Roma parents remove their children from the local school if the number of Roma pupils increases. As a result, completely homogeneous schools with solely Roma pupils are also formed. Referring to the lower 
p
erformance of Roma pupils and simpler pedagogical procedures, Roma classes have been organised even in heterogeneous schools. This more recent type of segregation has the same social, staffing, and material implications, that is, it represents the same la
g compared to \'93ordinary\'94 schools or classes and the same stigmatising practices as the Roma classes created on the basis of the \'93enlightenment concept\'94
 twenty to thirty years ago. Although attempts are frequently made to support the establishment of separat
e Roma classes with pedagogical principles related to catching up, statistics reveal a different picture: data recorded in 1995 by Schooling District Education Centres }{\b\insrsid3622674 (Hars\'e1nyi-Rad\'f3, 1997)}{\insrsid3622674 
 show that the drop-out rate of pupils is higher in segregated Roma classes and in schools for the handicapped. 
\par 
\par }\pard \ql \li0\ri0\widctlpar\brdrt\brdrs\brdrw10\brsp20 \brdrl\brdrs\brdrw10\brsp80 \brdrb\brdrs\brdrw10\brsp20 \brdrr\brdrs\brdrw10\brsp80 \faauto\adjustright\rin0\lin0\rtlgutter\itap0 {\cs20\b\fs20\insrsid3622674 
Solidarity action to support Roma children forced to celebrate school leaving separately at Tiszavasv\'e1ri 
\par }{\fs20\insrsid3622674 \line }{\i\fs20\insrsid3622674 \endash  Common school leaving celebration for Roma and non-Roma secondary school students in Budapest }{\b\fs20\insrsid3622674 Wednesday 28 April, 1999. }{\fs20\insrsid3622674 \endash 
 A common solidarity school leaving celebration is to be held by Roma and non-Roma students of several secondary schools and grammar schools in Budapest on the afternoon of 6 May. The event has been organised to commemorate the segrega
ted school leaving celebration at Tiszavasv\'e1ri two years ago and the final court judgement passed in the case last week. As already reported, Roma pupils at Ferenc Pete Primary School at Tiszavasv\'e1
ri had a separate school leaving celebration from non-Roma children in 1997. The incident has been condemned in a court judgement. \line Several hundred Roma and non-Roma youngsters are planned to have their final celebration together at Cz\'f3bel Ern\'f5
 Secondary Student Hostel. \line Students of almost all secondary schools in Budapest as well as three Roma schools: Kalyi Jag National Minority Special School, Gandhi Grammar School in P\'e9cs, and J\'f3zsefv\'e1
ros Training School were invited to the event. \line The patron of the event is minority ombudsman Jen\'f5 Kaltenbach; guests include Cardinal L\'e1szl\'f3 Paskai and many politicians. The initiative came from M\'e1ty\'e1s Kov\'e1
cs, a graduate of Kalyi Jag National Minority Special School, who told the Roma Press Center that non-Roma students and teachers had gladly accepted the invitation. The common s
chool leaving celebration is intended to become a regular event in the framework of the student movement \'93Together for Peace\'94
. This association will work for human dignity and human rights as well as to strengthen ties between Roma and non-Roma children. 
\par }{\b\fs20\insrsid3622674 Varga, M\'e1ria - Roma Press Center 
\par www.romapage.hu
\par }\pard \qj \fi708\li0\ri0\widctlpar\faauto\adjustright\rin0\lin0\itap0 {\insrsid3622674 
\par Some recent empirical research was directed to schools where the proportion of Roma pupils is at least 25% of the total number of pupils }{\b\insrsid3622674 (Havas-Kem\'e9ny-Lisk\'f3, 2001).}{\insrsid3622674  Individual schools for the handicapped w
ere not examined; however, one third of the 192 schools included in the sample operated a separate class for students with slight learning difficulties. The fewer pupils a school has, the greater the chance for Roma children to be placed into such classes
. Similarly, in schools where the percentage of Roma pupils was higher, larger proportions were included in classes for the handicapped. In most cases ethnic segregation between institutions was coupled with institutional segregation. 
\par There are schools where teachers undertake work more demanding than the average \endash  teaching Roma pupils \endash 
 because of their sense of vocation and interest; however, in a considerable number of schools it is deemed to be a punishment to detail a teacher to a \'93Roma class\'94 and this
 work is often assigned to teachers in a problematic situation for whatever reason (qualification, age, behaviour). This is the reason why teachers at some institutions are threatened with unemployment due to a decrease in the number of children, while th
ere are many teachers with no pedagogical qualifications at schools with increasing numbers of Roma pupils: 30% of teachers are unqualified, and 60% do not teach the subject in line with their qualification. }{\b\insrsid3622674 (Lisk\'f3, 2001)  
\par }\pard \qj \li0\ri0\widctlpar\faauto\adjustright\rin0\lin0\itap0 {\insrsid3622674 
\par 
\par }\pard\plain \s3\qj \li0\ri0\keepn\widctlpar\tx284\faauto\outlinelevel2\adjustright\rin0\lin0\itap0 \b\fs20\lang1038\langfe1038\cgrid\langnp1038\langfenp1038 {\i\fs24\lang2057\langfe1038\langnp2057\insrsid3622674 Vocational training 
\par }\pard\plain \qj \li0\ri0\widctlpar\faauto\adjustright\rin0\lin0\itap0 \fs24\lang2057\langfe1038\cgrid\langnp2057\langfenp1038 {\b\insrsid3622674 
\par }\pard \qj \fi708\li0\ri0\widctlpar\faauto\adjustright\rin0\lin0\itap0 {\insrsid3622674 The probl
em of vocational training for Roma youth has not been properly addressed in educational policy. Obviously, this was partly due to the fact that in the course of the 1990s vocational training (except for special schools) was a responsibility of the Ministr
y of Labour. Indifference was strengthened by the fact that elite training \endash  the education of Roma intellectuals \endash 
 was a more spectacular task than providing masses of Roma youngsters with a profession. (For instance, the medium-term package of measures for
 improving the situation of Roma, published in 1997, mentioned only one vocational school, probably just because it was founded by the National Roma Minority Self-government.) 
\par }\pard \qj \li0\ri0\widctlpar\faauto\adjustright\rin0\lin0\itap0 {\insrsid3622674   \tab One serious problem is that until the late 1980s the most important route fo
r Roma youngsters completing primary school was to continue their studies in skilled workers\rquote 
 schools based on socialist large-scale state farms. Their collapse resulted in the collapse of most traditional skilled worker training institutions as well. This
 was frequently coupled with the fact that vocational skills became unmarketable in the new economic environment. Moreover, a large part of the Roma population lives in the most backward regions of the country, where vocational opportunities and vocationa
l
 training are made all the more difficult by the fact that there are no jobs available and there is limited demand for the services and products of potential enterprises. In some regions the general lack of job opportunities has led to intense competition
 for positions, and potential Roma employees are frequently illegally discriminated against. }{\b\insrsid3622674 (Lisk\'f3, 1997) 
\par }\pard\plain \s16\qj \fi708\li0\ri0\widctlpar\faauto\adjustright\rin0\lin0\itap0 \fs24\lang1038\langfe1038\cgrid\langnp1038\langfenp1038 {\lang2057\langfe1038\langnp2057\insrsid3622674 
Training (socialisation and, in many cases, re-socialisation) is a local assignment, although preparing for the labour market is considerably l
imited by this local level. This is a pressing problem not only for Roma communities but the many living in areas of Hungary stricken by recession. The labour market training system \endash 
 within the sphere of responsibility of the Ministry of Education since 1998 \endash 
 offers, on the one hand, training opportunities for people who finished at least primary school, particularly for those with a secondary school leaving certificate; on the other hand, it frequently offers training courses with only limited utility on
 the labour market. Training programmes such as security guard/bodyguard courses are extremely popular among Roma youth, but with such demand these are also subject to school qualifications, mainly a secondary school leaving certificate. Less attractive t
raining courses or ones with a low labour market value (such as dressmaker shop workers or Roma community organisers) do not provide real opportunities on the job market. 
\par }\pard\plain \qj \li0\ri0\widctlpar\faauto\adjustright\rin0\lin0\itap0 \fs24\lang2057\langfe1038\cgrid\langnp2057\langfenp1038 {\insrsid3622674 
\par 
\par 
\par }\pard\plain \s3\qj \li0\ri0\keepn\widctlpar\tx284\faauto\outlinelevel2\adjustright\rin0\lin0\itap0 \b\fs20\lang1038\langfe1038\cgrid\langnp1038\langfenp1038 {\i\fs24\lang2057\langfe1038\langnp2057\insrsid3622674 Attendance at secondary schools 
\par }\pard\plain \qj \li0\ri0\widctlpar\faauto\adjustright\rin0\lin0\itap0 \fs24\lang2057\langfe1038\cgrid\langnp2057\langfenp1038 {\insrsid3622674 
\par 
\par }\pard \qj \fi708\li0\ri0\widctlpar\faauto\adjustright\rin0\lin0\itap0 {\insrsid3622674 Only a fraction of Roma youth actually get to s
chools that provide a secondary school leaving certificate, and even then their dropout rate is also high. Besides the grant system, there are two alternatives to promote their participation in secondary education. 
\par One scheme is the secondary schools organised on the model of national minority grammar schools. Examples of this include the Gandhi Foundation Grammar School in P\'e9
cs, recruiting talented but disadvantaged Roma students from primary schools within the Southern Transdanubian region, and the Kalyi
 Jag National Minority Special School, admitting students from the slums of the inner districts of Budapest in order to provide them with vocational skills. This solution emphasises that similarly to other ethnic minorities in Hungary, the Roma population
 is an ethnic group with an independent cultural image (language). The system of \'93talent nurturing halls of residence (}{\i\insrsid3622674 collegiums}{\insrsid3622674 )\'94
 has a similar theoretical basis, but it follows a different schooling practice. A successful example is Collegium Martineum, established with the support of the Roman Catholic Church and foreign churches, and operated at M\'e1nfa near P\'e9
cs. According to the concept, reminiscent of former people\rquote s hostels, student residences are institutions aiming at socialisation and the correctio
n of deficiencies of upbringing in the family; students can study at any secondary school in the region. Csapi Collegium aims at educating the entire age group along the lines of the national minority schooling ideology implemented in practice rather than
 theoretically. J\'f3zsefv\'e1ros Training School also offers extracurricular education and courses for catching up in the framework of programmes to prepare for secondary and tertiary institutions. 
\par The other alternative is mostly represented by model institutions approaching the intercultural paradigm; schools worthy to be highlighted include Andr\'e1s Heged\'fb
s T. Foundation Secondary School in Szolnok, operated under the programme Roma Opportunity (it was founded by the organisation Lungo Drom and the National Roma
 Minority Self-government). Its programme and practice aims at developing co-operation between the Roma and the surrounding cultures, implementing this in target groups of disadvantaged Roma and non-Roma students. This means that each student is enrolled 
a
nd trained in various special sections, including training providing a secondary school leaving certificate, and declaring that its programme emphasises learning the Roma language and culture (including symbolic actions such as singing the Hungarian offic
i
al and the Roma anthems during school and public celebrations). The Don Bosco Primary and Vocational Training School, established with the support of the Roman Catholic Church, operates on the basis of similar principles; the demand for such an institutio
n is shown by the fact that in just a few years and in addition to its primary school it has been expanded by several vocational training courses and a special branch providing a secondary school leaving certificate. 
\par Although there are occasional theoretical skirmishes between the two \'93trends\'94, the 1990s have proven that there is demand for both and the two alternatives do not exclude one another. 
\par }\pard\plain \s21\qj \fi708\li0\ri0\widctlpar\faauto\adjustright\rin0\lin0\itap0 \fs20\lang1038\langfe1038\cgrid\langnp1038\langfenp1038 {\fs24\lang2057\langfe1038\langnp2057\insrsid3622674 
Educational model institutions are operated as foundations. An advantage of this is that they have more scope 
for action both professionally and financially. Foundations as a form of operation also indicate that these institutions were established as civil initiatives based on local demands and received state recognition only on the basis of their operational ach
i
evements. They are financed primarily by public resources. However, only the Gandhi Grammar School is operated by a public foundation, that is, it pertains to a separate chapter of the state budget. The rest receive supplementary resources (besides normat
ive public financing) through tenders or as occasional subsidies. Such resources come from public or private foundations and churches. 
\par }\pard\plain \qj \fi708\li0\ri0\widctlpar\faauto\adjustright\rin0\lin0\itap0 \fs24\lang2057\langfe1038\cgrid\langnp2057\langfenp1038 {\insrsid3622674 
The significance of these model institutions cannot be overestimated; however, the vast majority of Roma youth should primarily continue their studies in \'93ordinary\'94 public secondary institutions. 
\par 
\par 
\par 
\par }\pard\plain \s2\qj \li0\ri0\keepn\widctlpar\faauto\outlinelevel1\adjustright\rin0\lin0\itap0 \b\fs24\lang1038\langfe1038\cgrid\langnp1038\langfenp1038 {\lang2057\langfe1038\langnp2057\insrsid3622674 Systems of support 
\par }\pard\plain \ql \li0\ri0\widctlpar\faauto\adjustright\rin0\lin0\itap0 \fs24\lang2057\langfe1038\cgrid\langnp2057\langfenp1038 {\insrsid3622674 
\par 
\par }\pard \qj \fi708\li0\ri0\widctlpar\faauto\adjustright\rin0\lin0\itap0 {\insrsid3622674 The system of affirmative action in educational policy is mainly represented by grants awarded to students who assume their Roma identity. The scholarsh
ip system was developed, from the early 1990s, by drawing on public resources and the Soros Foundation. Public subsidies were gradually extended from primary school pupils with good results to secondary and tertiary students. Today\rquote 
s division of duties is 
the result of a process extending over several years: The Public Foundation for National and Ethnic Minorities provides scholarships for Roma students participating in adult education; the Public Foundation for Roma in Hungary supports primary school pupi
l
s based on study results; regular students attending secondary and tertiary institutions may submit applications; the Ministry of Education assumes the cost refunds (tuition fees) to be paid by students of tertiary institutions. In the autumn of 2001 the 
Open Society Institute (OSI) launched a tender for scholarships for all Roma students studying in tertiary institutions. At the same time, the Prime Minister\rquote 
s Office invited applications for Roma students studying in tertiary institutions to lease computer
s. Besides national resources, local resources (coming from Budapest, county and other foundations) are also allocated under similar terms and conditions. All scholarships are awarded by tender, the terms and conditions of which are publicly available. Te
nders for scholarships are based on the Constitution of the Republic of Hungary which states that it is a personal right to assume one\rquote s national identity. 
\par 
\par 
\par }\pard \ql \li0\ri0\widctlpar\brdrt\brdrs\brdrw10\brsp20 \brdrl\brdrs\brdrw10\brsp20 \brdrr\brdrs\brdrw10\brsp20 \faauto\adjustright\rin0\lin0\rtlgutter\itap0 {\b\insrsid3622674 
Governmental scholarship system for Roma youth, academic year 2001/2002 (persons) 
\par }{\insrsid3622674 
\par Primary schools (from grade 5) \tab \tab \tab \tab \tab \tab 6,995 
\par 
\par Secondary schools and grammar schools providing 
\par school leaving certificates \endash  regular courses \tab \tab \tab \tab \tab 2,838 
\par Secondary schools, skilled worker training 
\par \endash  evening and correspondence courses \tab \tab \tab \tab \tab 1,514 
\par 
\par Universities, colleges \endash  regular courses \tab \tab \tab \tab \tab   950 
\par Universities, colleges - evening and correspondence courses \tab \tab   267 
\par Universities, colleges \endash  abroad \tab \tab \tab \tab \tab \tab     24 
\par 
\par }\pard\plain \s9\ql \li0\ri0\widctlpar\faauto\outlinelevel8\adjustright\rin0\lin0\itap0 \b\i\f1\fs18\lang1038\langfe1038\cgrid\langnp1038\langfenp1038 {\b0\f0\fs24\lang2057\langfe1038\langnp2057\insrsid3622674 Total \tab \tab \tab \tab \tab \tab \tab 
\tab \tab          12,588 
\par }\pard\plain \ql \li0\ri0\widctlpar\brdrl\brdrs\brdrw10\brsp20 \brdrb\brdrs\brdrw10\brsp20 \brdrr\brdrs\brdrw10\brsp20 \faauto\adjustright\rin0\lin0\itap0 \fs24\lang2057\langfe1038\cgrid\langnp2057\langfenp1038 {\insrsid3622674 
\par }\pard \qj \li0\ri0\widctlpar\brdrl\brdrs\brdrw10\brsp20 \brdrb\brdrs\brdrw10\brsp20 \brdrr\brdrs\brdrw10\brsp20 \faauto\adjustright\rin0\lin0\itap0 {\insrsid3622674 Number of young Roma receiving scholarships: academic year 1996/97 \endash 
 785; academic year 1997/1998 \endash  805; academic year 1998/1999 \endash  1468; academic year 1999/2000 \endash  2881; academic year 2000/2001 \endash  7580. 
\par }\pard \ql \li0\ri0\widctlpar\brdrl\brdrs\brdrw10\brsp20 \brdrb\brdrs\brdrw10\brsp20 \brdrr\brdrs\brdrw10\brsp20 \faauto\adjustright\rin0\lin0\itap0 {\i\insrsid3622674 
\par Source:}{\b\i\insrsid3622674  Office for National and Ethnic Minorities, 2002.
\par }{\fs20\insrsid3622674 
\par }\pard \qj \li0\ri0\widctlpar\faauto\adjustright\rin0\lin0\itap0 {\insrsid3622674 
\par 
\par }\pard \qj \fi708\li0\ri0\widctlpar\faauto\adjustright\rin0\lin0\itap0 {\insrsid3622674 Problems also arise in the distribution of subsidies, a matte
r which raises little coverage in the media but all the more among the people concerned. The essence of the problems is rooted in the question of \'93who is Roma\'94. The Hungarian practice of \'93affirmative action\'94
 has not induced any public debates so far. Roma 
communities maintain an awareness of who belongs to them; however, anonymous juries complying with democratic constitutionality have few points of orientation. (More recently, students have been requested to submit recommendations from local Roma minority
 
self-governments or other significant Roma organisations, and applicants have to enclose a colour photo for the computer tender.) Therefore, it is not known for sure whether only Roma actually receive grants, and on the other hand, whether all the people 
c
oncerned are properly informed or undertake to be stigmatised (as is the case in some localities) by admitting and assuming their ethnic identity. A further problem is represented by the potential for conflicts between poor Roma students and similarly poo
r but non-Roma students caused by the awarding of ethnicity-based subsidies. 
\par It is a serious problem \endash  because it may challenge the results of widespread sociological research \endash  as to whether the number, realistically estimated, of young Roma students stud
ying at secondary and tertiary institutions is closer to five to six thousand, as reflected by the number of applicants for scholarships, or one to two hundred, as recorded in sociological surveys. Despite all our doubts formulated above, the latter appea
rs to be more likely. 
\par \page 
\par }\pard \qj \li0\ri0\widctlpar\brdrt\brdrs\brdrw10\brsp20 \brdrl\brdrs\brdrw10\brsp80 \brdrb\brdrs\brdrw10\brsp20 \brdrr\brdrs\brdrw10\brsp80 \faauto\adjustright\rin0\lin0\rtlgutter\itap0 {\b\fs22\insrsid3622674 
Educational model institutions for Roma pupils 
\par 
\par 
\par Gandhi Public Foundation Grammar School and Halls of Residence}{\fs22\insrsid3622674  (P\'e9cs, Southern Transdanubia): this Roma grammar school is a unique model throughout Europe aiming at educating Roma in
tellectuals committed to their communities. It has 170 students in six grades, all of them living in the student hostels of the school. The first year of graduation was 2000. 
\par }{\b\fs22\insrsid3622674 Kalyi Jag Roma Nationality and Vocational Training School for Computer Technology (}{\fs22\insrsid3622674 Budapest): aiming at preparing youth aged between 14 and 25 years \endash 
 who finished primary school but do not continue their studies \endash  for secondary studies and providing them with basic IT skills. The majority of its 50 Roma students are youngsters living in the nearby slums 
\par }{\b\fs22\insrsid3622674 Dr. Andr\'e1s Heged\'fbs T. Alternative Foundation Vocational Training School, Secondary School, and Halls of Residence}{\fs22\insrsid3622674  }{\b\fs22\insrsid3622674 (}{\fs22\insrsid3622674 
Szolnok, Northern Great Plain): aiming at providing seriously disadvantaged Roma and non-Roma students with weak genera
l knowledge who finished primary school with vocational qualifications and the ones with higher achievements with a secondary school leaving certificate. At the same time it is the only school in the region where adults may finish their primary school stu
dies. Its aggregate number of students is 230. About half of them are Roma. 
\par }{\b\fs22\insrsid3622674 Don Bosco Vocational Training and Primary School (}{\fs22\insrsid3622674 Kazincbarcika, Northern Hungary): when founded it was specified as an institution providing shelter for neglected children; in the
 course of ten years, the primary school programme has been expanded with a two-year vocational training school, a skilled workers\rquote 
 training school, and a class providing a secondary school leaving certificate. There are more than 400 students in the aggregate, about one third of them Roma. 
\par }{\b\fs22\insrsid3622674 J\'f3zsefv\'e1ros Training School }{\fs22\insrsid3622674 
(Budapest): in the afternoon, culture transfer programmes are provided for socially disadvantaged local youngsters, mainly of Roma origin, who are about to finish their primary school studies
 or go to secondary school. Culture transfer is related to school materials, extended by language courses. The school has about 50 permanent attendees. 
\par }{\b\fs22\insrsid3622674 Collegium Martineum}{\fs22\insrsid3622674  (M\'e1nfa, Southern Transdanubia): a talent nurturing residential hall where poor Roma students are accommodated. Students study at secondary schools in P\'e9
cs and surrounding towns; the Collegium is home for them in the sense that it provides them with middle-class education, but also emphasises the promotion of ethnic identity. There are 60 boarding students participating in these programmes. 
\par }{\b\i\fs22\insrsid3622674 (Source: Mrs. \'c9va Ors\'f3s-Hegyesi, et. al., 2001.)
\par }{\fs22\insrsid3622674 
\par Let us highlight the following as model institutions not linked to secondary schooling: 
\par }{\b\fs22\insrsid3622674 Edel\'e9nyi Labour School }{\fs22\insrsid3622674 (Edel\'e9ny, Northern Hungary): originally
 it was an auxiliary school; its attractive new building was constructed using subsidies from the Soros Foundation and public support; it provides schooling for children from the local Roma community. It also has nursery and pre-school programmes, after w
hich children are admitted to regular primary school. It has 180 pupils. 
\par }{\b\fs22\insrsid3622674 Csapi Primary School and Halls of Residence (}{\fs22\insrsid3622674 Csapi, Western Transdanubia): weekday student hostel and primary school for mainly Roma children living in small villages in the neighbour
hood. It has 210 pupils. The organisation of the student residence is exemplary, as is its co-operation with the primary school. 
\par }{\b\fs22\insrsid3622674 Ocsi mnyo Bea Playhouse }{\fs22\insrsid3622674 (P\'e9cs, Southern Transdanubia): small children of 2 to 5 years of age (28 in all) coming from the run-d
own former mining settlement in the neighbourhood, inhabited by Roma, attend the Playhouse. Extremely close co-operation with the families provided the basis allowing this particularly vulnerable age group to regularly attend the institution. 
\par }{\b\fs22\insrsid3622674 Pleasant House }{\fs22\insrsid3622674 (Ny\'ed
rtelek, North-eastern Hungary): weekday student hostel for disadvantaged Roma primary school pupils from small villages in the area. Its co-operation with the local primary school is exemplary. 
\par }\pard\plain \s3\qj \li0\ri0\keepn\widctlpar\brdrt\brdrs\brdrw10\brsp20 \brdrl\brdrs\brdrw10\brsp80 \brdrb\brdrs\brdrw10\brsp20 \brdrr\brdrs\brdrw10\brsp80 \faauto\outlinelevel2\adjustright\rin0\lin0\rtlgutter\itap0 
\b\fs20\lang1038\langfe1038\cgrid\langnp1038\langfenp1038 {\fs22\lang2057\langfe1038\langnp2057\insrsid3622674 Kov\'e1cs Zolt\'e1n National Minority Nursery }{\b0\fs22\lang2057\langfe1038\langnp2057\insrsid3622674 (Budapest): it
 educates disadvantaged Roma children (about 20 persons) from a traditional industrial area, emphasising the promotion of Roma culture and ethnic identity. }{\b0\fs24\lang2057\langfe1038\langnp2057\insrsid3622674 
\par }\pard\plain \qj \li0\ri0\widctlpar\faauto\adjustright\rin0\lin0\itap0 \fs24\lang2057\langfe1038\cgrid\langnp2057\langfenp1038 {\insrsid3622674 \page }{\b\insrsid3622674  }{\insrsid3622674 
\par }\pard \qj \fi708\li0\ri0\widctlpar\faauto\adjustright\rin0\lin0\itap0 {\insrsid3622674 Scholarships (and similar forms of individual grant support) are truly efficient if they actuall
y decrease disadvantages arising from the social and economic situation, and eliminate obstacles towards further studies or more successful studies generated by the financial situation of the family (individual). Moreover, their symbolic strength should n
o
t be underestimated, either. However, it should also be taken into account that the target social group for this popular form of financial support is one with an uncertain self-definition and classification by others. Therefore it is far from certain that
 those targeted always benefit from positive discrimination (due to its theoretical and practical problems). 
\par }\pard\plain \s6\qj \fi708\li0\ri0\widctlpar\faauto\outlinelevel5\adjustright\rin0\lin0\itap0 \b\fs22\lang1038\langfe1038\cgrid\langnp1038\langfenp1038 {\b0\fs24\lang2057\langfe1038\langnp2057\insrsid3622674 
The 1999 Phare programme provides considerable financial means to improve the educational status of disadvantaged Roma youngsters, increase the opp
ortunities for village nurseries, schools, and vocational training, and integrate the subject of Romology in teacher training and further training. There is no doubt that these projects will exert a significant impact on the improvement of the school achi
e
vements of Roma children. Another, though ambiguous, factor should also be mentioned, namely that in the course of the more than ten-year existence of the Phare programmes operated with considerable professional and financial assistance from the EU, this 
is the first one to target this most afflicted layer of Hungarian society. Its value is increased by the fact that two more Phare programmes designed to achieve similar objectives have since been launched. 
\par }\pard\plain \s22\ql \li0\ri0\widctlpar\faauto\adjustright\rin0\lin0\itap0 \fs24\lang1038\langfe1038\cgrid\langnp1038\langfenp1038 {\lang2057\langfe1038\langnp2057\insrsid3622674 
\par }\pard\plain \ql \li0\ri0\widctlpar\faauto\adjustright\rin0\lin0\itap0 \fs24\lang2057\langfe1038\cgrid\langnp2057\langfenp1038 {\insrsid3622674 
\par 
\par }\pard \ql \li0\ri0\widctlpar\brdrt\brdrs\brdrw10\brsp20 \brdrl\brdrs\brdrw10\brsp20 \brdrr\brdrs\brdrw10\brsp20 \faauto\adjustright\rin0\lin0\rtlgutter\itap0 {\b\insrsid3622674 Social integration support for multiply disadva
ntaged, primarily Roma youth; subjects and winners of Phare programme no. HU-99.04-01
\par (from July 2001 to August 2002)
\par 
\par }{\insrsid3622674 
\par Subject\tab \tab \tab \tab Number of winning proposals\tab \tab Amount 
\par \tab \tab \tab \tab \tab \tab \tab \tab \tab (EUR \lquote 000)
\par I: Nursery and primary school 
\par (nurse training, teacher development,\tab \tab 78\tab \tab \tab \tab 3 000
\par procurements, etc.) 
\par 
\par II: In-school and extracurricular\tab \tab 45\tab \tab \tab \tab 3 600
\par vocational training\tab \tab \tab \tab \tab \tab \tab \tab 
\par 
\par III. Secondary school talent support 
\par and tertiary education \tab \tab \tab \tab 15\tab \tab \tab \tab 1 500
\par 
\par Secondary school hostel (investment) \tab   2\tab \tab \tab \tab 1 100
\par 
\par Technical arrangements \tab \tab \tab \tab \tab \tab \tab    400
\par 
\par }\pard\plain \s9\ql \li0\ri0\widctlpar\faauto\outlinelevel8\adjustright\rin0\lin0\itap0 \b\i\f1\fs18\lang1038\langfe1038\cgrid\langnp1038\langfenp1038 {\f0\fs24\lang2057\langfe1038\langnp2057\insrsid3622674 Total \tab \tab \tab \tab \tab \tab 140\tab 
\tab \tab \tab 9 600
\par }\pard\plain \ql \li0\ri0\widctlpar\brdrb\brdrs\brdrw10\brsp20 \faauto\adjustright\rin0\lin0\itap0 \fs24\lang2057\langfe1038\cgrid\langnp2057\langfenp1038 {\i\insrsid3622674 
\par Source: }{\b\i\insrsid3622674 Information publication, OM Phare Programme Office, Budapest, 2001
\par }\pard\plain \s22\ql \li0\ri0\widctlpar\faauto\adjustright\rin0\lin0\itap0 \fs24\lang1038\langfe1038\cgrid\langnp1038\langfenp1038 {\lang2057\langfe1038\langnp2057\insrsid3622674 
\par }\pard\plain \ql \li0\ri0\widctlpar\faauto\adjustright\rin0\lin0\itap0 \fs24\lang2057\langfe1038\cgrid\langnp2057\langfenp1038 {\insrsid3622674 
\par 
\par 
\par }\pard\plain \s2\qj \li0\ri0\keepn\widctlpar\faauto\outlinelevel1\adjustright\rin0\lin0\itap0 \b\fs24\lang1038\langfe1038\cgrid\langnp1038\langfenp1038 {\lang2057\langfe1038\langnp2057\insrsid3622674 Tertiary education and teacher training 
\par }\pard\plain \ql \li0\ri0\widctlpar\faauto\adjustright\rin0\lin0\itap0 \fs24\lang2057\langfe1038\cgrid\langnp2057\langfenp1038 {\insrsid3622674 
\par }\pard \qj \fi708\li0\ri0\widctlpar\faauto\adjustright\rin0\lin0\itap0 {\insrsid3622674 
\par Efforts are being made in two directions of tertiary education: to educate as many Roma young people as possible, and to integrate Roma-related information in the curriculum. 
\par Even though it is difficult to get indications from sociological surveys, still 
we know that the number of Roma students attending colleges and universities is increasing year by year. Although their numbers in higher education are far from giving them proportionate representation, still the fact that they have appeared in areas wher
e there used to be no Roma students at all (science universities, legal, technical, IT, medical training, etc.) should not be depreciated. The Ministry of Education \endash  that is, its legal predecessor \endash 
 initiated the preparation of an entire group of Roma yout
h to continue their studies as early as 1993. The Ministry provides support for tertiary institutions (some faculties of ELTE), NGOs (Soros Foundation, Romaversitas, Kurt Lewin Foundation, Amrita Association, etc.), which in turn have tutored several grou
ps of Roma youth for years to continue their studies in tertiary institutions. Several tertiary institutions grant benefits for prospective Roma students on the so-called zero-year course, although positions for admission are not provided formally. 

\par Perhaps
 the number of students involved does not yet justify the consideration and discussion of some basic principles, but the visible launch of processes does. Such issues would include the following: whether educational policy should prefer specific faculties
 
(institutions) or tertiary education in as many directions as possible; which form of preparatory work should be supported: zero-year courses or more general preparatory courses; and whether the institutions themselves should be encouraged to take an inte
r
est in the admittance of Roma students. A solution applied in several European countries and to be developed in Hungary affects not only potential Roma graduates, although they are affected more than the average: promoting the acceptance of non-customary 
careers (this means \'93making up for\'94
 secondary school leaving certificates by vocational experience and general knowledge in some specialities of tertiary education). There has been no such initiative so far, perhaps due to the failure of positive discrimination measures, the so-called \'93
}{\i\insrsid3622674 numerus clausus}{\insrsid3622674 \'94, implemented for blue-collar workers. 
\par In Hungary today, courses on Roma-related subjects are run by a number of institutions training nursery school teachers, lower and higher-grade teachers, district nurses,
 social workers, social politicians, and social pedagogues; however, attendance is not compulsory and degrees can be obtained without having passed such courses. This deficiency is highlighted by the 2001 report of the minority ombudsman, particularly emp
hasising the fact that a large part of prospective teachers are unacceptably prejudiced against Roma. The report goes on to state that student attitudes are also influenced by a lack of knowledge about the Roma population. 
\par A lack of properly trained teachi
ng staff has already been mentioned in relation to Roma minority education. Demand to learn the Romany (Lovary) and Bea languages is a rapidly increasing throughout the country (triggered by the language certificate requirement for tertiary degrees and th
e
 additional payments due to civil servants who can use foreign languages in their work). Not only are language courses being launched by some tertiary institutions and Roma organisations, but advertisements placed by private language schools have also app
e
ared. Dictionaries and language books, although still not readily available, are increasing in numbers. Presently, foreign languages can be taught by people with a degree and an advanced-level language certificate, but the number of such experts is also l
ow. What\rquote s more, as yet there is no language teacher training and teacher training specialised in the teaching of Roma ethnography. 
\par 
\par 
\par 
\par }\pard\plain \s21\qj \li0\ri0\widctlpar\brdrt\brdrs\brdrw10\brsp20 \brdrl\brdrs\brdrw10\brsp80 \brdrb\brdrs\brdrw10\brsp20 \brdrr\brdrs\brdrw10\brsp80 \tx284\faauto\adjustright\rin0\lin0\rtlgutter\itap0 
\fs20\lang1038\langfe1038\cgrid\langnp1038\langfenp1038 {\fs24\lang2057\langfe1038\langnp2057\insrsid3622674 The parliamentary commissioner for minority affairs initiated a survey among teacher trainee students. The resulting repo
rt, which has had considerable repercussions, states the following: 
\par }\pard\plain \qj \li0\ri0\widctlpar\brdrt\brdrs\brdrw10\brsp20 \brdrl\brdrs\brdrw10\brsp80 \brdrb\brdrs\brdrw10\brsp20 \brdrr\brdrs\brdrw10\brsp80 \tx284\faauto\adjustright\rin0\lin0\rtlgutter\itap0 \fs24\lang2057\langfe1038\cgrid\langnp2057\langfenp1038 
{\b\insrsid3622674 
\par }{\insrsid3622674  -\'9314% of students \endash  about every seventh student \endash  }{\b\insrsid3622674 have inveterate prejudices or are outwardly racist. }{\insrsid3622674 
(This can be broken down into a further two groups: 2.7% of students are outwardly 
racist and 11.4% are strongly prejudiced.) Researchers classified those students here who are definitely debarring. Their utterances include aggressive components, even views reflecting racism....
\par {\pntext\pard\plain\lang2057\langfe1038\langnp2057 \hich\af0\dbch\af0\loch\f0 -\tab}}\pard \qj \fi-360\li360\ri0\widctlpar\brdrt\brdrs\brdrw10\brsp20 \brdrl\brdrs\brdrw10\brsp80 \brdrb\brdrs\brdrw10\brsp20 \brdrr\brdrs\brdrw10\brsp80 
\tx284\jclisttab\tx360{\*\pn \pnlvlblt\ilvl0\ls108\pnrnot0\pnstart2001\pnindent360\pnsp120\pnhang {\pntxtb -}}\faauto\ls108\adjustright\rin0\lin360\rtlgutter\itap0 {\b\insrsid3622674 7.4% }{\insrsid3622674 of those surveyed}{\b\insrsid3622674  }{
\insrsid3622674 are open and tolerant teacher trainees }{\b\insrsid3622674 who can be deemed to be without prejudices}{\insrsid3622674 ... 
\par {\pntext\pard\plain\lang2057\langfe1038\langnp2057 \hich\af0\dbch\af0\loch\f0 -\tab}}\pard \qj \fi-360\li360\ri0\widctlpar\brdrt\brdrs\brdrw10\brsp20 \brdrl\brdrs\brdrw10\brsp80 \brdrb\brdrs\brdrw10\brsp20 \brdrr\brdrs\brdrw10\brsp80 
\tx284\jclisttab\tx360{\*\pn \pnlvlblt\ilvl0\ls108\pnrnot0\pnstart2001\pnindent360\pnsp120\pnhang {\pntxtb -}}\faauto\ls108\adjustright\rin0\lin360\rtlgutter\itap0 {\insrsid3622674 The uncertain majority \endash  probably those most easy influenced 
\endash }{\b\insrsid3622674  lies between the two extremes}{\insrsid3622674 ... 
\par }\pard\plain \s21\qj \li0\ri0\widctlpar\brdrt\brdrs\brdrw10\brsp20 \brdrl\brdrs\brdrw10\brsp80 \brdrb\brdrs\brdrw10\brsp20 \brdrr\brdrs\brdrw10\brsp80 \tx284\faauto\adjustright\rin0\lin0\rtlgutter\itap0 
\fs20\lang1038\langfe1038\cgrid\langnp1038\langfenp1038 {\fs24\lang2057\langfe1038\langnp2057\insrsid3622674 The teacher trainee questionnaire has also proved the well-known fact that there is a close l
ink between the degree of information/lack of information and the degree of prejudice.... 
\par }\pard\plain \qj \li0\ri0\widctlpar\brdrt\brdrs\brdrw10\brsp20 \brdrl\brdrs\brdrw10\brsp80 \brdrb\brdrs\brdrw10\brsp20 \brdrr\brdrs\brdrw10\brsp80 \tx284\faauto\adjustright\rin0\lin0\rtlgutter\itap0 \fs24\lang2057\langfe1038\cgrid\langnp2057\langfenp1038 
{\insrsid3622674 ... It is not our objective to question the suitability of teacher trainees for their careers. However, it is a fact that the school failure of Roma children is enhanced by the prejudicial behaviour of future and already active teachers.
\'94 
\par 
\par Report by the minority ombudsman, 2001, pp. 54-55; 65.
\par }{\b\fs20\insrsid3622674 
\par }\pard \qj \fi708\li0\ri0\widctlpar\faauto\adjustright\rin0\lin0\itap0 {\insrsid3622674 
\par 
\par In a significant development, the Ministry of Education authorised the establishment and launch of the Department of Romology at P\'e9
cs University of Sciences in 2000, based on the approval of the Hungarian Committee for Accreditation. This has opened up an opportunity for those interested in the status and culture of Roma to obtain a degree in this field, even to participate i
n doctoral training. The move is partly symbolic: with the creation of this department the Roma population is completely recognised as an ethnic minority. On the other hand, it is of practical importance as experts who are involved on a day-to-day basis w
ith Roma can now acquire tertiary skills and degrees, particularly in the form of postgraduate training. 
\par }\pard \qj \li0\ri0\widctlpar\faauto\adjustright\rin0\lin0\itap0 {\insrsid3622674 
\par 
\par }\pard \qj \li0\ri0\widctlpar\brdrt\brdrs\brdrw10\brsp20 \brdrl\brdrs\brdrw10\brsp80 \brdrb\brdrs\brdrw10\brsp20 \brdrr\brdrs\brdrw10\brsp80 \faauto\adjustright\rin0\lin0\rtlgutter\itap0 {\b\insrsid3622674 Subject structure of the Department of Romology: 

\par }{\insrsid3622674  
\par {\pntext\pard\plain\f3\lang2057\langfe1038\langnp2057 \loch\af3\dbch\af0\hich\f3 \'b7\tab}}\pard \qj \fi-360\li360\ri0\widctlpar\brdrt\brdrs\brdrw10\brsp20 \brdrl\brdrs\brdrw10\brsp80 \brdrb\brdrs\brdrw10\brsp20 \brdrr\brdrs\brdrw10\brsp80 
\jclisttab\tx360{\*\pn \pnlvlblt\ilvl0\ls88\pnrnot0\pnf3\pnstart1\pnindent360\pnsp120\pnhang {\pntxtb \'b7}}\faauto\ls88\adjustright\rin0\lin360\rtlgutter\itap0 {\insrsid3622674 Basics of social science 
\par {\pntext\pard\plain\f3\lang2057\langfe1038\langnp2057 \loch\af3\dbch\af0\hich\f3 \'b7\tab}}\pard \qj \fi-360\li360\ri0\widctlpar\brdrt\brdrs\brdrw10\brsp20 \brdrl\brdrs\brdrw10\brsp80 \brdrb\brdrs\brdrw10\brsp20 \brdrr\brdrs\brdrw10\brsp80 
\jclisttab\tx360{\*\pn \pnlvlblt\ilvl0\ls88\pnrnot0\pnf3\pnstart1\pnindent360\pnsp120\pnhang {\pntxtb \'b7}}\faauto\ls88\adjustright\rin0\lin360\rtlgutter\itap0 {\insrsid3622674 Roma communities as viewed by social sciences 
\par {\pntext\pard\plain\f3\lang2057\langfe1038\langnp2057 \loch\af3\dbch\af0\hich\f3 \'b7\tab}}\pard \qj \fi-360\li360\ri0\widctlpar\brdrt\brdrs\brdrw10\brsp20 \brdrl\brdrs\brdrw10\brsp80 \brdrb\brdrs\brdrw10\brsp20 \brdrr\brdrs\brdrw10\brsp80 
\jclisttab\tx360{\*\pn \pnlvlblt\ilvl0\ls88\pnrnot0\pnf3\pnstart1\pnindent360\pnsp120\pnhang {\pntxtb \'b7}}\faauto\ls88\adjustright\rin0\lin360\rtlgutter\itap0 {\insrsid3622674 Knowledge of Romology: linguistics, history, ethnography, arts 
\par {\pntext\pard\plain\f3\lang2057\langfe1038\langnp2057 \loch\af3\dbch\af0\hich\f3 \'b7\tab}}\pard \qj \fi-360\li360\ri0\widctlpar\brdrt\brdrs\brdrw10\brsp20 \brdrl\brdrs\brdrw10\brsp80 \brdrb\brdrs\brdrw10\brsp20 \brdrr\brdrs\brdrw10\brsp80 
\jclisttab\tx360{\*\pn \pnlvlblt\ilvl0\ls88\pnrnot0\pnf3\pnstart1\pnindent360\pnsp120\pnhang {\pntxtb \'b7}}\faauto\ls88\adjustright\rin0\lin360\rtlgutter\itap0 {\insrsid3622674 Romany (Lovary) and Bea languages (compulsory language examinations) 
\par {\pntext\pard\plain\f3\lang2057\langfe1038\langnp2057 \loch\af3\dbch\af0\hich\f3 \'b7\tab}}\pard \qj \fi-360\li360\ri0\widctlpar\brdrt\brdrs\brdrw10\brsp20 \brdrl\brdrs\brdrw10\brsp80 \brdrb\brdrs\brdrw10\brsp20 \brdrr\brdrs\brdrw10\brsp80 
\jclisttab\tx360{\*\pn \pnlvlblt\ilvl0\ls88\pnrnot0\pnf3\pnstart1\pnindent360\pnsp120\pnhang {\pntxtb \'b7}}\faauto\ls88\adjustright\rin0\lin360\rtlgutter\itap0 {\insrsid3622674 Vocational practice in a Roma community 
\par }\pard \qj \li0\ri0\widctlpar\brdrt\brdrs\brdrw10\brsp20 \brdrl\brdrs\brdrw10\brsp80 \brdrb\brdrs\brdrw10\brsp20 \brdrr\brdrs\brdrw10\brsp80 \faauto\adjustright\rin0\lin0\rtlgutter\itap0 {\insrsid3622674 
\par }\pard\plain \s21\qj \li0\ri0\widctlpar\brdrt\brdrs\brdrw10\brsp20 \brdrl\brdrs\brdrw10\brsp80 \brdrb\brdrs\brdrw10\brsp20 \brdrr\brdrs\brdrw10\brsp80 \faauto\adjustright\rin0\lin0\rtlgutter\itap0 \fs20\lang1038\langfe1038\cgrid\langnp1038\langfenp1038 {
\fs24\lang2057\langfe1038\langnp2057\insrsid3622674 In the academic year 2001/2002, there are 22 regular students participatin
g in the training course, half of them of Roma origin; there are nearly 80 students attending two postgraduate courses (for a second degree), with 40% being members of Roma communities. 
\par }\pard\plain \qj \li0\ri0\widctlpar\faauto\adjustright\rin0\lin0\itap0 \fs24\lang2057\langfe1038\cgrid\langnp2057\langfenp1038 {\insrsid3622674 
\par }\pard \qj \fi708\li0\ri0\widctlpar\faauto\adjustright\rin0\lin0\itap0 {\insrsid3622674 There have been serious efforts to establish Romology departments at two teacher training colleges (Zs\'e1mb\'e9k, Kaposv\'e1
r), so far with no success. Regular teacher training also includes optional accredited programmes for familiarisation with Roma culture. One of the priorities of the 1999 Phare programme mentioned above is to
 increase the number of such programmes. As a result, postgraduate and further training courses are expected to be launched at colleges training nursery school and lower grade teachers. 
\par 
\par }\pard \ql \li0\ri0\widctlpar\faauto\adjustright\rin0\lin0\itap0 {\insrsid3622674 
\par }\pard\plain \s2\qj \li0\ri0\keepn\widctlpar\faauto\outlinelevel1\adjustright\rin0\lin0\itap0 \b\fs24\lang1038\langfe1038\cgrid\langnp1038\langfenp1038 {\lang2057\langfe1038\langnp2057\insrsid3622674 Tendencies 
\par }\pard\plain \qj \li0\ri0\widctlpar\faauto\adjustright\rin0\lin0\itap0 \fs24\lang2057\langfe1038\cgrid\langnp2057\langfenp1038 {\b\i\insrsid3622674 
\par }\pard \qj \fi708\li0\ri0\widctlpar\faauto\adjustright\rin0\lin0\itap0 {\insrsid3622674 Each government of the Republic of Hungary so far has 
made efforts to improve the state of education of the Roma community. Significant results have been produced in terms of the schooling of the Roma community in Hungary by the increasing activities of Roma political groups and NGOs, coupled with the appear
a
nce of a recognition of the real value of learning in an increasing number of Roma families. The increase in the number of students in tertiary education, that is, the strengthening of the potential layer of Roma intellectuals, is also to be highlighted. 

\par At the same time, the basic problems of the community\rquote 
s educational level still include primary school dropout and high participation in special education, which is partly related to meagre and barely efficient pre-school education. Inter-institutional and
 intra-institutional forms of ethnic segregation have remained unchanged or appear to be reproducing. The lack of qualified teachers aggravates the consequences of segregation. 
\par The simultaneity of these two opposing tendencies threatens the Roma community \endash  already struggling with considerable internal ethnic divisions in itself \endash 
 with economic division, thus minimising the chances of those lagging behind ever to catch up. On the other hand, it is hoped that the proliferation of highly qualified groups of 
the Roma community with a healthy ethnic identity will result in more and more people committing themselves to support groups with low levels of education still lagging behind today \endash  and their children.
\par }\pard \ql \li0\ri0\widctlpar\faauto\adjustright\rin0\lin0\itap0 {\insrsid3622674  
\par }}