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Integration Through Education

Integration Through Education. 1. To Integrate - by Segregating?. National minorities living in Hungary have the r ight to found and to run educational institutions The aims of the schools are: To transmit minority culture To preserve the language and the values  of the minority

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Integration Through Education

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  1. Integration Through Education

  2. 1. To Integrate - by Segregating? • National minorities living in Hungary have the rightto found and to run educational institutions • The aims of the schools are: • To transmit minority culture • To preserve the language and the values  of the minority • To strengthen self-confidence

  3. 2.Size of National Minority Communities in Hungary

  4. 3. Roma in Hungary • Linguistico-cultural groups •     Romungros (71%) •     Beash (6%) •     Lovari (23%) • Sedentary way of life • Social status

  5. 4. Member of a Minority and a Citizen

  6. 5. Roma Minority Education: the Aims • TO PRESERVE THE VALUES AND THE LANGUAGE • TO GUARANTEE QUALITY • SCHOOL ACHIEVEMENT • SELECTION ON THE BASIS OF CAPACITIES • A SOUND SELF-IMAGE • EMPHASIS ON POSITIVE ELEMENTS

  7. 6. Roma minority educationAIM:  TO PRESERVE THE VALUES AND THE LANGUAGE • Transmission of the culture • Multiculturalism, multilinguism – an asset • Positive self-image:-     Basis for integration -     Emphasis on the positive cultural and linguistic elements

  8. 7. Roma minority education AIM:  TO GUARANTEE QUALITY   To know the impact of cultural, linguistic and social disadvantages on learning

  9. 8. Roma minority education AIM: SCHOOL ACHIEVEMENT • To adapt methods, teaching materials and technology • To expect school achievement .

  10. 9. Roma minority education AIM: SELECTION ON THE BASIS OF CAPACITIES • Minority education is not equal to language teaching !

  11. 10. Roma minority education – aim:A SOUND SELF-IMAGE EMPHASIS ON POSITIVE ELEMENTS

  12. 11. ONCE AGAIN: To integrate – by segregating? • How does a minority school contribute to integration?

  13. 12. Integration: Capacities and tools • PREPARING STUDENTS -     Competences - Socialisation – participation – common code

  14. 13. Integration = capability to lead a life within society •     Positive self-image •     Knowledge and information • Programmes and opportunities

  15. 14. GANDHI PUBLIC FOUNDATION SECONDARY BOARDING SCHOOL

  16. 15. GANDHI PUBLIC FOUNDATION SECONDARY BOARDING SCHOOL • A short history • Principles and school curriculum • Staff members • Students and parents • Results

  17. 16. GANDHI PUBLIC FOUNDATION SECONDARY BOARDING SCHOOL • History -     1992 – a foundation - 1993 – Act on the Minorities-     1994 – first class enrolled -     1999 – opening of the sports hall -     2000 – first students completing secondary education -     2002 – opening of the building of the secondary school

  18. 17. GANDHI PUBLIC FOUNDATION SECONDARY BOARDING SCHOOL • Principles -     To join forces with the parents -     Methodological diversity -     School achievement -     Attention and care -     Respect and tolerance

  19. 18. GANDHI PUBLIC FOUNDATION SECONDARY BOARDING SCHOOL • Staff members -     Co-operation -     Continuous self-training -     Achievement -     Exactitude

  20. 19. GANDHI PUBLIC FOUNDATION SECONDARY BOARDING SCHOOL • Students and parents • Enrolment • Contact keeping • The Day of Parents

  21. 20. GANDHI PUBLIC FOUNDATION SECONDARY BOARDING SCHOOL • Curriculum - Length of the education • Special subjects • Students’ hostel and afternoon programmes • Projects and festivities

  22. 21. GANDHI PUBLIC FOUNDATION SECONDARY BOARDING SCHOOL • Results -136 students with a successful secondary school leaving exam -94 university students -34 students in specialised vocational training

  23. 22. What is the role of the language in education? • Strength – positive self-image – preservation ofvalues • Equal ranks – equal rights • Belonging to a community – building a community • Language: travelling and seeing the world, a tool • The Bologna process: an advantage – bilingual minority students + English • International Roma contacts – representation

  24. 23. How is language teaching implemented? THE SITUATION OF ROMA LANGUAGES IN HUNGARY: -     Standardisation -     Teaching the language -     Secondary school leaving examination -     Language proficiency exams -     Schoolbooks -     Teachers’ training

  25. 24. Why do people learn Roma languages in today’s Hungary? A DEMAND OF THE ROMA: - Native language – language proficiency exam - Bilingualism – in the Bologna process: with English added - At European and international level: representation – common language

  26. 25. Why do people learn Roma languages in today’s Hungary? A DEMAND OF THE MEMBERS OF THE MAJORITY SOCIETY: •     Language proficiency exam •     Langauge teaching as an element of further training courses: -     for teachers -     for police-officers -     in the social and health sector

  27. THANK YOU VERY MUCH FOR YOUR ATTENTION! Csovcsics Erika:csovcsics@gandhi-gimn.sulinet.hu www.gandhi-gimn.sulinet.hu

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