Researches on the Roma population in Hungary
Survey of Elementary Schools Educating Roma Children - school year of 1998/1999The reason for the research
From 1971 to the school-year of 1992/93 the teachers evaluated the progress of Roma students in their annual reports in all elementary and secondary schools. From this period of time there are accurate data available about the number of the Hungarian Roma population in elementary schools and their rate within the whole population in the settlement.
In the academic year of 1993/94 the data collection of the Ministry of Education was abolished, consequently the examinations can be based on estimation.
All of the studies written for analysing the elementary education of Roma children, its position, failure, and the reasons for failure in the lower degree educational system, had to rely on - at least on national level - the last data recorded in 1993.
It looked necessary to plan and execute an overall research, which could give an account of both Roma children represented in elementary schools and the presence of a possible segregation (so-called "Gypsy- classes", over-representation in remedial education, etc.), and of its effect on the success/failure of ordinary education, and the special minority programmes in schools - all of these to be connected to the other characteristics of the school (region, measurement, finance, etc.).
The results in briefOur research focused on those primary schools in which the rate of Roma students exceeded 8,5% in the 1992/1993 school-year. Our data represent high-level statistical security, since they are based on the answer of the 36% of one thousand primary schools requested to take part in the survey.
The following topics are covered by the data collected at a national level during the school-year of 1998/1999.
o Change of Roma students' rate in the latest seven years.
o Relations between the rate of Roma students in school and the size of the settlement, the rate of Roma population in the given town etc.
o Relations between the school programmes (standard, remedial, special ethnic education), the rate of private students and the number of Roma students as well as the size of the school
o The relations between the number of Roma students and the school budget provided by the local government, the educational programme supply and the efficiency.
o The efficiency of the educational institute and the Roma opportunity to participate in secondary education.
Main statements of the examinationo The proportion of Roma children in our schools has been steadily increasing over the last six years by the average of 10 per cent, in harmony with the demographic trend.
o Schools that have a special education programme are largely schools with a high proportion of Roma children.
o Classes in the special education programme of the primary school (special groups and integrated classes) Roma children are significantly over-represented. This case of overrepresentation is strongly connected to the proportion of Roma children in the school, so theoretically it is independent of the possible individual causes of disadvantage.
o A special education programme, participation in remedial training programmes - or education based on a Roma minority programme - can be looked upon as alternatives when their distribution and the proportion of Roma children participating in such programmes is considered.
o The higher the proportion of Roma children, the higher the proportion of private students too. The majority (80 %) of private students are Roma in schools with a higher than 25 % of Roma pupils.
o The financial support schools receive from local authorities is not in proportion with the quota paid to local authorities. The amount of support does not correlate with need (e.g., the size of the school, the proportion of Roma pupils) and sometimes it is outright contrary to it. Irrationally, those schools receive the highest relative support form the local authority which do not launch any kind of special programme for Roma pupils. This is complemented by the phenomenon that the proportion of remedial training programmes launched in a school is in inverse correlation with the amount of financial support from the local authority - as if to "penalise".
o The amount of financial support paid to schools by the local authority and the effectiveness of schools do not show a connection.
o The effectiveness of schools is indicated solely by the secondary school admission rates. The chances of admission are considerably worse than average for Roma pupils, especially to grammar schools and secondary institutions which give a school-leaving certificate.
Roma pupils are admitted to secondary institutions most reliably when they have had attended a mid-size school or one without remedial training.Download the complete survey here
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Survey in the elementary schools effective in the education of Roma pupils attending secondary education (1999/2000)
The objective of our research, which was based on the results of the first phase of the research - was to measure those conditions in chosen elementary schools which are relevant concerning Roma pupils' opportunity to study in secondary schools, and where the rate of Roma students accepted for secondary studies exceeds at least 50%.
The conceptual background of the survey aiming at the effectiveness is that to what extent this phenomenon is in relation with
1. the operational parameters of the school (the equipment, the programmes)
2. the Roma pupils' social background and the family conditions a Roma
3. Values and attitude of the teachers working in the schoolShort explanation of the results
1. Characteristics of the institutions
1.1. Supply
The most positive effect on Roma students efficiency was the introduction of romology (Science of ethnic Roma customs and attitude) to the pedagogical curriculum. As the analysis of linguistic conditions shows, this element exercise influence on effectiveness if Roma pupils speak fluent Hungarian. Teaching the subjects of romology can strengthen the need for mutual understanding and exchange of thoughts between the Roma and non-Roma, and at the same time, it enhances the Roma identity.
Ineffectiveness can be reached via teaching IT and current western languages. These languages are logical counterparts of Russian language, which exercise a negative effect on the Roma's participation in secondary education. This negative effect does not stem from the relative unimportance of Russian language (which can cause disadvantage at a later stage, anyway) but from the fact that teaching Russian is accompanied by other drawbacks such as having classes in auxiliary buildings which is a segregational practice, and the lack of proper equipment in schools.1.2. Equipment, location
Schools well equipped with special classrooms and computer labs have moderately positive effect on effectiveness. This positiveness cannot be separated from the size and the location of the institute. If the school has several buildings it is of major importance where Roma students study, i.e.: central or peripheral venues, what their rate is among other students and how these buildings are equipped. It has a moderate but positive impact on effectiveness if the Roma students study at a well-equipped central building or in a subsidiary building, which is also well-equipped but does not seal off the pupils and they do not form "gypsy class". As a consequence of the above mentioned facts, that effectiveness suffers a major set back if Roma pupils are positioned in peripheric buildings which is ill-equipped. If their discrimination embodies in "gypsy class" it has the most undesired negative effect.
1.3. Development
Among the school development idea only the further education of teachers has a moderate but undoubtedly positive effect on the effectiveness of Roma pupils. It is examined at the chapter about teachers but it is worth mentioning here as well that the in the further education programme romology has an utmost significance.1.4. Roma students
Taking the level of Roma representation in nursery and the level of their absention into consideration it is visible that both of them have marginal effect on effectiveness. If they attend nursery or their rate of absention is low it has weak but positive effect. On the other hand it has a weak, negative effect if they do not attend nursery or are absent more frequently.2. The teachers
2.1. Educational background
The effectiveness achieved by the school has very strong positive ties with the teachers' further education in the field of romology. This effect is multiplied if the education take place at university level. If romology is acquired by means of short term training, its effect is positive but not that significant.2.2. Attitude
The teachers' educational background in romology depends on their positive, admissive attitude towards Roma pupils and on their style of pedagogy. Undoubtedly if a teacher favours and makes effort to enhance conversation between the Roma and Non-Roma, the mutual understanding it results in a very desirable positive effectiveness. These teachers do not have prejudice and also have better relationship with Roma pupils - the latter one has invaluable positive pedagogical effect.
The strongest positive effect of the measured pedagogical attitudes is resulted from the initiation of Roma parents into the procedure. This pedagogical approach comes along with assertive, open-minded and impartial attitude3. The effect of the family
3.1. Language
The level of the knowledge of the language spoken by the parents and the command of Hungarian language exercise strong effect on effectiveness. Although replacement of the original language can be pointed out among the parents, but it must be kept in mind that the parents' inadequate usage of Hungarian language during their descendants childhood is one source of failure in the studying process.3.2. Level of education, number of children
The level of the parents qualification (which is not independent from the language they speak) has strong effect both in negative and positive extent. In the first place its has devastating effect if the parents have not completed primary education. It is, however positive if, at least, they skilled workers. The effect of the children's number in the family is moderate. This effect is also irrelevant regarding the standard of living (income per person), which suggests that high number of children might be an autonomous fact in the field of studying (e.g.: It is more difficult to get prepared for classes, etc)
3.3. Economic activity, standard of living
The parents economic activity influences the effectiveness in school. However the analysis of the collected data makes it clear that the positive effect concerning the effectiveness of Roma pupils participating in secondary education, if the parents works (i.e.: not unemployed). Consequently the unemployed parent has a negative effect. The active, full-time employment is one of the major source of income for the parents which provides moderately strong effect (both positive and negative)
The standard of living requires more comments: In the case of families from where a child can participate in education offering final examination the family income per capita is below subsistence wage just like in the opposite case.
Another aspect of economic situation is the question of their habitat: Although the pupils in efficient schools enjoy better infrastructure then those who attend inefficient schools, but after all both group of pupils live under the same harsh conditions.The discrepancy between the active employment and the effect of financial conditions - namely that the effect of the activity is more important then the financial conditions - designates the fact the example of the employed parents has non-financial effects (e.g.: social-psychological reserves of the family) on the children which can contribute to the their opportunity to participate in secondary or higher education
Download the complete survey here
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Primary Education of the Roma Population in Hungary (comprehensive scientific monograph)
On the basis of the studies we had made an effort to provide an overall picture of how problems related to the primary school education of Roma pupils, and the programmes and suggestions that had been developed for the treatment of these problems appeared in the bibliography. Our report is actually a review, it is the summary of compiled research results and suggestions of experts; we had emphasized our opinion only in case we had found the examinations and suggestions contradictory or incomplete. Prior to the introduction of data and problems we reckon that it is necessary to deal with the notions included in the title as well: we think that on one hand, in the introduction of the report it is important to reveal how the authors of the articles define "being a Roma", on the other hand it is worth summing up in a few sentences why is it necessary for us to pay attention to the issue of primary school education.
Download the complete monograph here
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Health Status of the Romany Population
Social, Economic and Welfare Situation in in Borsod-Abaúj-Zemplén County, Hungary
This study of the health status of the county's Romany residents was triggered by a combination of several consideratens. While differences in the demographic patterns of Romany and non-Romany society tend to be general knowledge, there is virtually no hard data available and consequently, there are no data-based conclusions. The Romany population is in a phase of demographic development that differs from that of the non-Romany majority. Under the theory of primary demographic transition, the Romany population displays the features of a transitional phase. The average age is young, the fertility rate is high, and the mortality rate is comparatively high. On average, the life expectancy of the Romany population is ten years lower than that of the non-Roma.
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Differences in Access to Primary Healthcare - Structure, Equal Opportunity and Prejudice
One of the purposes and a fundamental question of our research is to establish whether various social groups, including Roma and others that suffer multiple social and economic disadvantages, have full and equal access to primary healthcare services. If there is unequal access to basic services, what are the causes of this inequality, and what are the actual differences in access among the various social groups? Because our research focuses partly on the access of Roma, when determining which doctors and health visitors we would question - that is, the actual group that would constitute the subject of our survey - we selected settlements where, on the basis of authoritative estimates , the percentage of Roma inhabitants equalled or exceeded 1%. Consequently, the results are representative only of those GP practices and health visitor districts that are located in these settlements.
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Roma Enterpreneures in Hungary
The main aim of the study is a more precise picture of what could potentially contribute to increasing the number of micro, small and medium-sized Roma enterprises in Hungary, as well as further developing extant enterprises, and through these increasing the employment of Roma people.
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