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DVIG SOCIALNEGA IN KULTURNEGA KAPITALA V OKOLJIH, KJER ŽIVIJO PREDSTAVNIKI ROMSKE SKUPNOSTI THE INCREASE IN SOCIAL AND CULTURAL CAPITAL IN AREAS WITH A ROMA POPULATION 2010 / 2013


INŠTITUT ZA NARODNOSTNA VPRAŠANJA (INV) V LJUBLJANI JE NAJSTAREJŠI IN DANES EDEN VODILNIH RAZISKOVALNIH ZAVODOV TER DOKUMENTACIJSKIH CENTROV ZA ETNIČNE IN MANJŠINSKE ŠTUDIJE V SREDNJI EVROPI.

Institute for Ethnic Studies (IES) in Ljubljana is the oldest and today one of the leading research institutions and documentation centres for ethnic and minority studies in Central Europe.


O projektu The increase in social

Dvig socialnega and cultural capital

in kulturnega kapitala in areas with

v okoljih, kjer Ĺživijo a Roma population

predstavniki romske skupnosti 2010–2013


CIP - Kataložni zapis o publikaciji Narodna in univerzitetna knjižnica, Ljubljana 376-054.57(497.4=214.58) O projektu Dvig socialnega in kulturnega kapitala v okoljih, kjer živijo predstavniki romske skupnosti: 2010-2013 / [avtorji Blaž Barborič... [et al.]; uredili Romana Bešter, Mojca Medvešek; prevod Maja Visenjak Limon & David Limon]. - Ljubljana: Inštitut za narodnostna vprašanja = Institute for Ethnic Studies, 2013 ISBN 978-961-6159-44-9 1. Barborič, Blaž 2. Bešter, Romana 268328448

THE INCREASE IN SOCIAL AND CULTURAL CAPITAL IN AREAS WITH A ROMA POPULATION

Dvig socialnega in kulturnega kapitala v okoljih, kjer živijo predstavniki romske skupnosti The increase in social and cultural capital in areas with a Roma population http://www.khetanes.si/ Izdajatelj: Inštitut za narodnostna vprašanja Published by: Institute for Ethnic Studies Erjavčeva 26, 1000 Ljubljana Leto izdaje: 2013 Uredili / Edited by: Romana Bešter, Mojca Medvešek Avtorji / Authors: Blaž Barborič, Romana Bešter, Taja Borštnar, Vinko Cener, Konstantin Friedreich, Tina Friedreich, Sandi Horvat, Jerneja Jager, Vera Klopčič, Miran Komac, Maja Koretič, Andreja Luštek, Mojca Medvešek, Janez Pirc, Mateja Režek, Tatjana Vonta, Petra Zgonec, Ksenija Žagar Prevod / Translation: Maja Visenjak Limon & David Limon Lektura / Slovene language revision: Aleksandra Repe Oblikovanje / Design: Punktone Prelom / Layout: Punktone Tisk / Printed by: Birografika Bori, d.o.o. Naklada / Print Run: 300 Fotografije v publikaciji so posneli izvajalci in udeleženci projektnih aktivnosti. The photographs in this publication were taken by implementers and participants of project activities.

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Publikacija je del projekta “Dvig socialnega in kulturnega kapitala v okoljih, kjer živijo predstavniki romske skupnosti”. Operacijo delno financira Evropska unija iz Evropskega socialnega sklada ter Ministrstvo Republike Slovenije za izobraževanje, znanost in šport. Operacija se izvaja v okviru Operativnega programa razvoja človeških virov za obdobje 2007–2013, razvojne prioritete: “Razvoj človeških virov in vseživljenjskega učenja«; prednostne usmeritve: “Izboljšanje kakovosti in učinkovitosti sistemov izobraževanja in usposabljanja.” This publication is part of the project “The increase in social and cultural capital in areas with a Roma population”. It is funded by the European Union through the European Social Fund and the Slovenian Ministry of Education, Science and Sport. The operation is performed under the Operational Programme for Human Resources Development 2007–2013, priority axis: “Development of human resources and of life-long learning”; main type of activity: “Improvement of quality and effectiveness of education and training systems”.


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Kazalo Table of contents

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Projekt v številkah The project in numbers

Črno in belo v barvah Black and white in colour

Projektni partnerji Project partners

Namen in cilji projekta Project aim and goals

Romski izobraževalni inkubatorji Roma educational incubators

8 11 12 13 15

Aktivnosti projekta / Project activities 1.0 Pregled in ocena do sedaj izvedenih projektov na področju vzgoje in izobraževanja Romov Review and evaluation of previous projects relating to the education of the Roma

2.0 Izdelava prostorske in demografske analize in možnosti razvoja okolja na področju predšolske in šolske vzgoje ter drugih aktivnosti v okoljih, kjer živijo pripadniki romske skupnosti

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Spatial and demographic analysis, and development potential of pre-school and school education in areas with a Roma population

2.1 Zgodovinska analiza demografskega in prostorskega razvoja ter analiza sedanje demografske strukture naselij z romskim prebivalstvom Historical analysis of demographic and spatial development, and analysis of the current demographic structure of Roma settlements

2.2 Analiza in kartiranje prostorskih, demografskih ter nepremičninskih značilnosti naselij z romskim prebivalstvom Analysis and mapping of the spatial, demographic and housing characteristics of Roma settlements

3.0 Zagovorništvo, informiranje in osveščanje strokovne in laične javnosti Counselling, informing and awareness raising among professional circles and the general public

3.1 O pomenu znanja in izobrazbe The importance of knowledge and education

3.2 Socialna pravičnost v vzgoji in izobraževanju Social rights in child care and education

4.0 Razvoj in izvajanje različnih oblik vzgojno-izobraževalnega dela za predšolske otroke in njihove družine Development and implementation of different forms of developmental-educational work for pre-school children and their families

4.1 Spoznavno-animacijski dnevi v vrtcu in šoli ‘Getting to know you’ days in nurseries and schools

24 26 30 30 32 36 36 5


4.2 Dejavnosti za otroke, ki niso vključeni v vrtec, in njihove starše Activities for children not attending nursery school and their parents

4.3 Oblikovanje in uvajanje kulturno in jezikovno primernih didaktičnih sredstev Production and introduction of culturally and linguistically appropriate learning materials

4.4 Učenje drugega jezika in dvojezičnost v vrtcu Learning another language and bilingualism in nursery school

5.0 Programi za opolnomočenje romskih družin pri vzgojnem delu in spodbujanju otrokovega razvoja Programmes for empowering Roma families with regard to childcare and encouraging child development

6.0 Romski izobraževalni inkubator Novo mesto – Dnevna centra za romske otroke Brezje in Šmihel Novo mesto Roma educational incubator – Brezje and Šmihel Day Centres for Roma Children

6.1 Romski izobraževalni inkubator Novo mesto – Dnevni center Brezje Novo mesto Roma educational incubator – Brezje Day Centre for Roma Children

6.2 Romski izobraževalni inkubator Novo mesto – Dnevni center Šmihel Novo mesto Roma educational incubator – Šmihel Day Centre for Roma Children

7.0 Ustvarjanje enakovrednih možnosti za integracijo romskih otrok v vrtec: Romski izobraževalni inkubator Krško – vrtec Kerinov grm Creation of equal opportunities for the integration of Roma children into nursery school: Krško Roma educational incubator at Kerinov grm Nursery School

8.0 Nudenje učne pomoči na ravni osnovne in srednje šole za izboljšanje vključenosti romskih otrok v izobraževalni proces Offering educational support at primary and secondary level and improving the inclusion of Roma children in the educational process

8.1 Učna pomoč romskim učencem Educational support for Roma pupils

8.2 Učna pomoč romskim dijakom Educational support for Roma secondary school students

9.0 Usposabljanja učiteljev in drugih strokovnih delavcev za delo z romskimi otroki The training of teachers and other staff for work with Roma children

10.0 Razvijanje ustvarjalnih oblik učne pomoči za romske učence v naselju Hudeje Developing creative forms of educational support for the Roma children in Hudeje

11.0 Razvoj in izvajanje obšolskih programov in prostočasnih aktivnosti za otroke, mladino in starše Development and implementation of extra-mural programmes and free-time activities for children, youth and parents

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42 47 50 52 58 59 62 66 72 72 81 82 86 90


11.1 Filmske in fotografske delavnice Film and photography workshops

11.2 Poletni romski tabor Roma summer camp

11.3 Izvajanje izobraževalnih vsebin v okviru festivala romske kulture Romano Čhon/Romski mesec Educational content within the scope of the Romano Čhon/Roma Culture Month

11.4 Projektni časopis Projektne novine Project newspaper Projektne novine

11.5 Obšolski program “Nogometna šola” “Football school” extra-mural programme

11.6 Predavanja za otroke, mladino in starše Lectures for children, youngsters and parents

11.7 Prostočasne delavnice Free-time workshops

12.0 Transnacionalno povezovanje in izmenjava praks na področju vzgojno-izobraževalnega dela z Romi Transnational connections and exchange of experiences with regard to developmentaleducational work with the Roma

12.1 Seznanjanje s praksami vzgojno-izobraževalnega dela z Romi v drugih izbranih evropskih državah Acquaintance with practices regarding developmental-educational work with the Roma in other selected European countries

12.2 Organizacija mednarodnega srečanja z namenom transnacionalne izmenjave izkušenj in dobrih praks Organisation of an international meeting with the goal of exchanging experience and good practice

12.3 Izdelava mednarodne primerjalne analize praks na področju vzgojno-izobraževalnega dela z Romi Creation of an international comparative analysis of practices in developmentaleducational work with the Roma

13.0 Razširjanje informacij o projektu in rezultatih projekta Dissemination of information about the project and its results

Najpomembnejši dosežki projekta The most important project achievements

Publikacije nastale pri projektu Project publications

94 97 100 104 106 109 110 114 114 115 118 120 124 128

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Projekt v številkah

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V projektne aktivnosti je bilo vključenih preko 900 romskih otrok.

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Učno pomoč je obiskovalo več

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Učno pomoč je romskim

kot 420 romskih otrok.

učencem nudilo več kot 80 oseb.

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V projektne aktivnosti je bilo vključenih več kot 300 romskih staršev.

5 6

V projekt je bilo vključenih 32 vrtcev in šol.

V projektne aktivnosti je bilo vključenih okrog 350 učiteljev in drugih strokovnih delavcev.

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The project in numbers

1

More than 900 children were

2

More than 420 Roma children

included in project activities.

attended educational support classes.

3

More than 80 people offered educational support to Roma pupils.

4

More than 300 Roma parents were

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32 nurseries and schools

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involved in project activities.

were included in the project.

Around 350 teachers and other school staff were involved in the project.

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Fotografijo je posnel udeleženec fotografske delavnice v Smrekcu (občina Grosuplje), 24. – 27. 7. 2012. The photograph was taken by a participant of a photography workshop in Smrekec (Muncipality of Grosuplje), 24 to 27 July 2012. 10


Črno in belo v barvah1

Black and white in colour1

Film Črno in belo v barvah, ki ga je leta 1976 podpisal francoski režiser Jean-Jacques Annaud, mi je posebno drag: kritičen pogled do rase in rasizma, parodija kolonializma, sarkastično analiziranje nacionalizma in opozorilo, da je potrebno znanstvene dosežke jemati s ščepcem soli, so mi ostali blizu od tedaj, ko sem film prvič videl. Pogosto se spomnim na to filmsko mojstrovino, ko nanese razprava na romske tematike v Sloveniji in na dogajanja ob ali na projektu Dvig socialnega in kulturnega kapitala v okoljih, kjer živijo predstavniki romske skupnosti.

The film Black and White in Colour, made in 1976 by French director Jean-Jacques Annaud, is particularly dear to me: its critical look at race and racism, parody of colonialism, sarcastic analysis of nationalism and its warning that scientific achievements need to be taken with a pinch of salt have stayed with me from when I first saw the film. I often remember this masterpiece when the discussion turns to the Roma community in Slovenia and to events connected with the project The increase in social and cultural capital in areas with a roma population.

Romska zgodba je lahko tako črna!

The Roma story can be so black!

Romska narodna manjšina je skupnost splošnega pomanjkanja. Primanjkuje jim vsega: prostora, komunalno urejenega prostora, kapitalov vseh vrst (socialnega, kulturnega, finančnega itd.), tolerance s strani drugih. Nimajo nosilcev eksplozij, ki bi jih ponesli iz družbenega obrobja bližje vzvodom upravljanja z javnim dobrim.

The Roma national minority is characterised by general deprivation. The Roma are short of everything: space, local infrastructure and services, capital of all kinds (social, cultural, financial, etc.), tolerance from others. They have nothing that could catapult them from the social margins closer to the levers of power.

Romska zgodba je tudi barvito rožnata! In niso samo Romi radostnih obrazov!

The story of the Roma is also rosy! And not only Roma have joyful faces!

S publikacijo, ki je pred vami, vam želimo predstaviti delo konzorcijskih in projektnih partnerjev in dosežene rezulate pri projektu Dvig socialnega in kulturnega kapitala v okoljih, kjer živijo predstavniki romske skupnosti. Vse tisto, kar je v teh treh letih postalo barvito in rožnato.

This publication will present the work of the consortia and project partners, and the results of the project The increase in social and cultural capital in areas with a roma population. Everything that in the three years became colourful and rosy.

Miran Komac Vodja projekta Dvig socialnega in kulturnega kapitala v okoljih, kjer živijo predstavniki romske skupnosti

Miran Komac Project Leader The increase in social and cultural capital in areas with a Roma population

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Noirs et Blancs en Couleur (1976), režiser Jean-Jacques Annaud.

Noirs et Blancs en Couleur (1976), directed by Jean-Jacques Annaud.

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Projektni partnerji Koordinator projekta: Inštitut za narodnostna vprašanja Konzorcijski partnerji: Pedagoški inštitut Geodetski inštitut Slovenije Romski akademski klub Društvo za razvijanje prostovoljnega dela Novo mesto Osnovna šola Leskovec pri Krškem – Enota vrtec Center za socialno delo Trebnje Projektni partnerji: Osnovna šola Leskovec pri Krškem – Enota vrtec Vrtec Trebnje Vrtec Pobrežje Maribor Vrtec Tišina Osnovna šola Franceta Prešerna Črenšovci – Enota vrtec Vrtec Murska Sobota Vrtec Metlika Vrtec Jožice Flander Maribor Vrtec pri Osnovni šoli Belokranjskega odreda Semič

Project partners Coordinator of the project: Institute for Ethnic Studies Consortium partners: Educational Research Institute Geodetic Institute of Slovenia Roma Academic Club Association for Developing Voluntary Work Novo mesto Leskovec pri Krškem Primary School – Nursery unit Trebnje Social Work Centre Project partners: Leskovec pri Krškem Primary School – Nursery unit Trebnje Nursery School Pobrežje Nursery School Maribor Tišina Nursery School France Prešeren Primary School Črenšovci – Nursery unit Murska Sobota Nursery School Metlika Nursery School Jožica Flander Nursery School Maribor Public Nursery at the Belokranjski odred Primary School Semič

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Vrtec Pedenjped Novo mesto Vrtec pri OŠ Puconci Vrtec Otona Župančiča Črnomelj Osnovna šola Trebnje Osnovna šola Louisa Adamiča Grosuplje Osnovna šola Stara Cerkev Osnovna šola Leskovec pri Krškem Osnovna šola Šmihel Osnovna šola Tišina Osnovna šola Franceta Prešerna Črenšovci Osnovna šola Mirana Jarca Črnomelj Osnovna šola Belokranjskega odreda Semič Osnovna šola Janka Padežnika Maribor Osnovno šolo France Prešeren Maribor Osnovna šola Kuzma Osnovna šola Metlika Osnovna šola Dragotin Kette Novo mesto Osnovna šola Maksa Durjave Maribor Ekonomska šola Murska Sobota Srednja šola za gostinstvo in turizem Radenci Srednja zdravstvena šola Murska Sobota Šolski center Novo mesto Dijaški dom Murska Sobota

Pedenjped Nursery Novo mesto Nursery at the Puconci Primary School Oton Župančič Nursery Črnomelj Trebnje Primary School Louis Adamič Primary School Grosuplje Stara Cerkev Primary School Leskovec pri Krškem Primary School Šmihel Primary School Tišina Primary School France Prešeren Primary School Črenšovci Miran Jarc Primary School Črnomelj Belokranjski odred Primary School Semič Janko Padežnik Primary School Maribor France Prešeren Primary School Maribor Kuzma Primary School Metlika Primary School Dragotin Kette Primary School Novo mesto Maks Durjava Primary School Maribor Murska Sobota Economics School Radenci Secondary School for Catering and Tourism Murska Sobota Medical Secondary School Novo mesto School Centre Murska Sobota Student Dormitory


NAMEN IN CILJI PROJEKTA

PROJECT AIM AND GOALS

Temeljni cilj projekta je bil ustvarjanje pogojev za preseganje začaranega kroga družbene izključenosti pripadnikov romske skupnosti, iz katerega je mogoče izstopiti le z ustreznim dvigom socialnega in kulturnega kapitala v okoljih, kjer živijo pripadniki te skupnosti. Projekt kot najbolj učinkovito pot iz tega kroga izpostavlja izobraževanje. Teži k dvigu zobrazbene ravni romske skupnosti ter večji osveščenosti o pomenu izobrazbe kot ključnega dejavnika za nadaljnji razvoj te skupnosti.

The basic aim of the project was to create the conditions for breaking the vicious circle of social exclusion of the Roma community, from which it is possible to escape only through an appropriate increase in social and cultural capital in areas where members of the community live. As the most effective way out of this situation, the project emphasises education and efforts to increase the educational level of the Roma, as well as raising awareness of the importance of education as a key factor in the community’s further development.

V okviru projekta so se izvajale naslednje aktivnosti:

The project comprised the following activities:

• pregled in ocena do sedaj izvedenih projektov na področju izobraževanja Romov;

• review and evaluation of previous projects relating to the education of the Roma;

• izdelava prostorske in demografske analize okolij, kjer živijo pripadniki romske skupnosti;

• a spatial and demographic analysis of areas with a Roma population;

• razvoj in izvajanje različnih oblik vzgojno-izobraževalnega dela za predšolske otroke in njihove družine;

• development and implementation of different forms of developmental-educational work with pre-school children and their families;

• ustanavljanje izobraževalnih inkubatorjev v romskih naseljih; • nudenje učne pomoči na ravni osnovne in srednje šole ter druge aktivnosti, usmerjene v izboljšanje vključenosti romskih otrok v izobraževalni proces; • načrtovanje, organizacija in izvedba usposabljanja učiteljev, socialnih in drugih strokovnih delavcev za delo z romskimi otroki in mladostniki; • razvoj in izvajanje obšolskih programov in prostočasnih aktivnosti za otroke, mladino in starše v okoljih, kjer živijo pripadniki romske skupnosti; • transnacionalno povezovanje in izmenjava praks na področju vzgojno-izobraževalnega dela z Romi.

• establishment of Roma educational incubators in the areas inhabited with Roma population • offering educational support at primary and secondary level, as well as other activities directed towards better inclusion of Roma children in the education process; • planning, organising and carrying out training of teachers, social workers and other staff for work with Roma children and adolescents; • development and implementation of extra-mural programmes and free-time activities for children, youngsters and parents in areas with a Roma population; • forming transnational connections and exchange of experience with regard to developmental-educational work with the Roma.

Otroci na delavnici v Hudejah. Children at a workshop in Hudeje.

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Romski izobraževalni inkubator Prekmurje Roma educational incubator in Prekmurje Romski izobraževalni inkubator Krško Roma educational incubator in Krško Romski izobraževalni inkubator Trebnje Roma educational incubator in Trebnje Romski izobraževalni inkubator Novo mesto Roma educational incubator in Novo mesto Romski izobraževalni inkubator Bela krajina Roma educational incubator in Bela krajina Romski izobraževalni inkubator Kročevje Roma educational incubator in Kročevje Romski izobraževalni inkubator Grosuplje Roma educational incubator in Grosuplje

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ROMSKI IZOBRAŽEVALNI INKUBATORJI

V želji, da bi prispevali k večji vključenosti in uspešnosti romskih učencev v izobraževalnem sistemu, smo v različnih slovenskih regijah ustanovili romske izobraževalne inkubatorje. Inkubatorji so bili ponekod organizirani kot prostori, v katerih so se odvijali začrtani vsebinski programi, ponekod pa je šlo zgolj za programe, ki so se odvijali v šoli ali v romskih naseljih oz. na domovih posameznih učencev. Cilji, ki smo jih želeli doseči s pomočjo romskih izobraževalnih inkubatorjev, so večplastni, zlasti pa so dolgoročno zastavljeni. Romske izobraževalne inkubatorje smo zasnovali delno po vzoru mladinskih centrov. Z imenom “inkubator” smo želeli opozoriti, da gre za prostore/programe, ki omogočajo mladim osebno rast in razvoj na različnih področjih, od dvigovanja učne uspešnosti s pomočjo neformalnega izobraževanja do razvijanja individualnih interesov mladih in kakovostnega preživljanja prostega časa. Z usmerjenim delom in mladimi (tudi romskimi) intelektualci, ki so vodili delo v inkubatorjih in tako predstavljali zgled, smo želeli otroke in mladino spodbuditi k uspešnemu vključevanju v izobraževalni proces na različnih ravneh, starše pa k aktivnejšemu vključevanju v proces izobraževanja njihovih otrok. Posredno smo z aktivnostmi v inkubatorjih želeli tudi spodbuditi dialog med prebivalci v lokalnem okolju. Učenci so v okviru inkubatorjev pridobivali izkušnje o skupinski dinamiki in interakciji, delovanju v majhnih skupinah, javnem nastopanju in nenazadnje tudi vodstvenih izkušnjah in občutku za odgovornost. Rezultati kažejo, da je dolgotrajnejše vključevanje in aktivno sodelovanje otrok v inkubatorjih prispevalo k povečevanju njihovega socialnega in kulturnega kapitala. Programe romskih izobraževalnih inkubatorjev smo vsebinsko in organizacijsko prilagodili lokalnim razmeram. Vključevali so različne aktivnosti znotraj treh sklopov: učna pomoč, prostočasne dejavnosti (interesne dejavnosti, kulturne aktivnosti, igre na prostem) in delo s straši (predavanja in delavnice za starše).2

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Ustanovili smo sedem romskih izobraževalnih inkubatorjev: • Romski izobraževalni inkubator v Prekmurju: Vanča vas-Borejci, Murska Sobota, Kamenci in Maribor; • Romski izobraževalni inkubator v Grosupljem: Smrekec; • Romski izobraževalni inkubator v Beli krajini: Rosalnice-Boriha, Lokve, Ručetna vas, Sovinek, Semič; • Romski izobraževalni inkubator v Trebnjem: Hudeje; • Romski izobraževalni inkubator v Novem mestu: Brezje in Šmihel; • Romski izobraževalni inkubator v Krškem: Kerinov grm; • Romski izobraževalni inkubator v Kočevju: Željne.

Programe Romskih izobraževalnih inkubatorjev so izvajali različni izvajalci oz. konzorcijski

partnerji projekta Dvig socialnega in kulturnega kapitala v okoljih, kjer živijo predstavniki romske skupnosti: Romski akademski klub, Društvo za razvijanje prostovoljnega dela Novo mesto, Center za socialno delo Trebnje in Inštitut za narodnostna vprašanja.

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ROMA EDUCATIONAL INCUBATORS Seven Roma educational incubators were established: • Prekmurje Roma educational incubator: Vanča vas-Borejci, Murska Sobota, Kamenci and Maribor; • Grosuplje Roma educational incubator: Smrekec; • Bela krajina Roma educational incubator: Rosalnice-Boriha, Lokve, Ručetna vas, Sovinek, Semič;

To contribute to the greater inclusion and success of Roma pupils in the education system, Roma educational incubators were established in different regions of Slovenia. In some cases these were organised as spaces in which specific programmes were developed, in others they were simply programmes implemented in schools or at Roma settlements in the homes of individual pupils. The goals we wished to achieve through these incubators, which were partly based on youth centres, were multi-layered and long-term. The name ‘incubator’ was chosen to emphasise that these were spaces/programmes for the young to grow and develop in different ways, from increasing learning success through informal education to the development of individual interests and the enjoyment of quality free time. Through the focused work and the good example of the educated young people (including from the Roma community) who led the work of the incubators, we wished to encourage children and youngsters to successfully take part in the education process at different levels and parents to play a more active role in the education of their children. Through the activities of the incubators we also hoped, indirectly, to promote dialogue among local people. In the incubators, children gained experience of group dynamics and interaction, working in small groups, making public appearances and, importantly, leadership; they also developed a sense of responsibility. The results show that long-term inclusion and active participation of children in incubators contribute to an increase in their social and cultural capital. The incubator programmes were adapted to local conditions and included three types of activities: educational support, free-time activities (interests, cultural activities, playing outside) and work with parents (lectures and workshops).2

• Trebnje Roma educational incubator: Hudeje; • Novo mesto Roma educational incubator: Brezje and Šmihel; • Krško Roma educational incubator: Kerinov grm;

2

The programmes for Roma educational incubators were implemented by different

consortium partners from the project The increase in social and cultural capital in areas

• Kočevje Roma educational incubator: Željne.

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with a Roma population: the Roma Academic Club, the Association for Developing Voluntary Work Novo mesto, Trebnje Social Work Centre and the Institute for Ethnic Studies.


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Aktivnosti projekta Project activities

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1.0

PREGLED IN OCENA DO SEDAJ IZVEDENIH PROJEKTOV NA PODROČJU VZGOJE IN IZOBRAŽEVANJA ROMOV

Do sedaj je bilo na področju vzgoje in izobraževanja v Sloveniji izvedenih veliko projektov, katerih namen je (bil) izboljšava položaja Romov. Ob množici raznovrstnih dejavnosti pa ni pregleda oz. spremljanja učinkovitosti izvedenih projektov in drugih aktivnosti, namenjenih izboljševanju položaja romske skupnosti na področju vzgoje in izobraževanja. Posledično različna ministrstva oz. različni skladi financirajo projekte, ki so si vsebinsko podobni ali se celo podvajajo, hkrati pa določena področja tudi znotraj vzgoje in izobraževanja ostajajo “projektno podhranjena”.

Izvajalec: Inštitut za narodnostna vprašanja Implemented by: Institute for Ethnic Studies

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REVIEW AND EVALUATION OF PREVIOUS PROJECTS RELATING TO THE EDUCATION OF THE ROMA

In the past, many projects have been carried out in Slovenia intended to improve the position of the Roma community. However, there has been no overall review or evaluation of the effectiveness of these projects and activities designed to improve the educational situation of the Roma. Consequently, different ministries and funds have financed projects that are similar or even duplicate one another, whilst at the same time there are areas within development and education that are in project terms ‘undernourished’.

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By surveying and evaluating previous projects in this field we hoped to avoid duplication of activities, effectively build upon work already carried out and also guide the implementation of activities in areas that have until now perhaps been overlooked. In surveying previous efforts we did not limit ourselves to the mere collecting and reading of research and project reports, but rather with specific target populations in the field we investigated the effects of already implemented measures and thus checked the results of individual projects.This gave us an insight into which activities brought positive results and which not, as well as why some activities were more or less successful than others. The study of work already carried out in relation to education support to the Roma community is the starting point for developmental-educational work with Roma children in the future.

S pregledom in oceno do sedaj izvedenih projektov ter opravljenega dela na področju vzgoje in izobraževanja Romov bi se izognili podvajanju določenih aktivnosti, učinkovito bi nadgradili že opravljeno delo in hkrati usmerili načrtovanje izvajanja posameznih dejavnosti na tista področja, ki so bila do sedaj morda prezrta. Ob opravljanju analize preteklih projektov je bil to tudi naš namen. Pri pregledu že opravljenega dela se nismo omejili zgolj na zbiranje in pregledovanje raziskovalnih oz. projektnih poročil, temveč smo na terenu pri konkretnih ciljnih populacijah poizvedovali o učinkih izvedenih ukrepov in tako preverjali rezultate posameznih projektov. S tem smo pridobili informacije o tem, kateri ukrepi in aktivnosti so dali pozitivne rezultate in kateri ne, ter spoznali razloge, zakaj so bile nekatere aktivnosti bolj, druge pa manj uspešne. Študija o opravljenem delu za pomoč Romom na področju vzgoje in izobraževanja je izhodišče za nadaljnji razvoj oblik vzgojno-izobraževalnega dela z romskimi otroki.

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2.0

IZDELAVA PROSTORSKE IN DEMOGRAFSKE ANALIZE IN MOŽNOSTI RAZVOJA OKOLJA NA PODROČJU PREDŠOLSKE IN ŠOLSKE VZGOJE TER DRUGIH AKTIVNOSTI V OKOLJIH, KJER ŽIVIJO PRIPADNIKI ROMSKE SKUPNOSTI

Naselja, kjer živi romsko prebivalstvo, v preteklosti niso bila deležna kontinuirane skrbi in ustreznega razvoja. Glede na ocene živi v Sloveniji okoli 10.000 Romov, ki prebivajo v okoli 100 naseljih – skoraj izključno v vzhodnem delu države. V okviru te aktivnosti opravljene prostorske in demografske analize položaja Romov v Sloveniji bodo služile kot pomoč pri načrtovanju predšolskega in šolskega izobraževanja romskih otrok, kulturnih ter drugih aktivnosti, povezanih z romsko skupnostjo. Poleg tega omenjene analize predstavljajo tudi podporo za izvajanje ukrepov v smeri dviga kakovosti življenja ter socialnega in kulturnega kapitala v okoljih, kjer živijo pripadniki romske skupnosti. Opravljeno delo prinaša posodobljene, večvrstne ter kompleksne podatke in analize prostorske oz. demografske strukture naselij, kjer živijo pripadniki romske skupnosti. Enako velja tudi za zbirko tematskih kart, nastalih v tem sklopu.

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Fotografijo je posnel udeleženec fotografske delavnice v Rosalnicah-Borihi (občina Metlika), 31. 7. – 3. 8. 2012.

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Photograph taken by a participant of a photographic workshop in Rosalnice-Boriha (Municipality of Metlika), 31 July to 3 August 2012.

SPATIAL AND DEMOGRAPHIC ANALYSIS, AND DEVELOPMENT POTENTIAL OF PRE-SCHOOL AND SCHOOL EDUCATION IN AREAS WITH A ROMA POPULATION

In the past, the settlements where the Roma population live did not enjoy consistent support or undergo suitable development. It is estimated that there are approximately 10,000 Roma in Slovenia living in around 100 settlements – almost exclusively in the east of the country. Spatial and demographic analyses of the position of the Roma in Slovenia will help in planning the preschool and school education of Roma children, as well as cultural and other activities connected with Roma community. Such analyses also provide support for the implementation of measures aimed at increasing the quality of life and social and cultural capital in areas with a Roma population. This work will provide updated, multiple and complex data and analysis of the spatial and demographic structure of Roma settlements; the same applies to the collection of thematic maps that comes under this heading.

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2.1

ZGODOVINSKA ANALIZA DEMOGRAFSKEGA IN PROSTORSKEGA RAZVOJA TER ANALIZA SEDANJE DEMOGRAFSKE STRUKTURE NASELIJ Z ROMSKIM PREBIVALSTVOM

HISTORICAL ANALYSIS OF DEMOGRAPHIC AND SPATIAL DEVELOPMENT, AND ANALYSIS OF THE CURRENT DEMOGRAPHIC STRUCTURE OF ROMA SETTLEMENTS

Izvajalec: Inštitut za narodnostna vprašanja Implemented by: Institute for Ethnic Studies

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Glavni namen te aktivnosti je bil analiza sedanje in zgodovinsko-demografske ter poselitvene strukture Romov v Sloveniji, z namenom, da bi omogočili lažje razumevanje razvoja naselij z romskim prebivalstvom.

The main aim here was to analyse the current and historical demographic and settlement structure of the Roma in Slovenia in order to better understand the development of Roma settlements.

Aktivnost je bila sestavljena v prvi vrsti iz zbiranja in analize različnih virov kvantitativnih podatkov o romski poselitvi v Sloveniji (Ministrstvo za izobraževanje, znanost in šport, centri za socialno delo, Statistični urad Republike Slovenije in nekatere druge institucije), ti pa so se kombinirali s študijem najpomembnejše literature o tem področju. V drugem delu aktivnosti smo se osredotočali na izbrana naselja z romskim prebivalstvom z namenom pridobivanja poglobljenega znanja o zgodovinski in sodobni družbeni, prostorski in nekaterih drugih perspektivah tamkajšnjega razvoja. To je vključevalo tudi analizo zgodovinskih virov v arhivih in terensko delo v omenjenih naseljih z namenom zbiranja kvalitativnih podatkov.

The activity involved primarily collecting and analysing various sources of relevant quantitative data (from the Ministry of Education, Science and Sport, social work centres, the Statistical Office of the Republic of Slovenia and other institutions), combined with study of the most important literature in this field. Another element involved focusing on selected Roma settlements in order to acquire more in-depth knowledge about past and present social, spatial and other aspects of development there. This also involves analysis of archive sources and field work in these settlements to collect qualitative data.

Rezultati so prinesli nekatere nove vpoglede v romsko demografsko in naselitveno strukturo v Sloveniji, ki nakazuje na še večjo pestrost in dinamiko na tem področju, kot je bilo poznano do sedaj. Istočasno so prinesli tudi nove ugotovitve o družbeno-prostorskem razvoju in procesih v izbranih romskih naseljih v vseh regijah romske tradicionalne prisotnosti, pridobljene na osnovi terenskega dela v 14 naseljih.

The results brought certain new insights into the demographic and settlement structure of the Roma in Slovenia, which both directly and indirectly points to a much more varied and dynamic situation than was hitherto realised. Field work in 14 settlements also brought new findings on socio-spatial development and processes in all the regions where Roma are traditionally present.


Znanstvena monografija “Od skritosti do točke na zemljevidu: razvoj izbranih romskih naselij v Sloveniji” (2013) izpostavlja najbolj pomembne ugotovitve znotraj te aktivnosti.

The monograph “From Concealment to a Point on the Map: The development of selected Roma settlements in Slovenia” (2013) emphasises the most important findings in this area.

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2.2

ANALIZA IN KARTIRANJE PROSTORSKIH, DEMOGRAFSKIH TER NEPREMIČNINSKIH ZNAČILNOSTI NASELIJ Z ROMSKIM PREBIVALSTVOM

ANALYSIS AND MAPPING OF THE SPATIAL, DEMOGRAPHIC AND HOUSING CHARACTERISTICS OF ROMA SETTLEMENTS

Geodetski inštitut Slovenije je v sklopu projekta izvedel prostorske in demografske analize območij z romskim prebivalstvom, analize nepremičnin, infrastrukture in topografije romskih naselij ter tematsko kartiranje romske poselitve. V Tematskem atlasu romske poselitve v Sloveniji so kartografsko prikazani rezultati omenjenih analiz.

Izvajalec: Geodetski inštitut Slovenije Implemented by: Geodetic Institute of Slovenia

The Geodetic Institute of Slovenia carried out a spatial and demographic analysis of areas with a Roma population, an analysis of housing, infrastructure and the topography of Roma settlements and a thematic mapping, shown in the Thematic Atlas of Roma Settlement in Slovenia.

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Karta poselitve Romov in Sintov v Sloveniji. Izdelal: Geodetski inštitut Slovenije.

Map showing the distribution of Roma and Sinti in Slovenia. Produced by: Geodetic Institute of Slovenia

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V njem so kartografska gradiva z opisi razdeljena na štiri vsebinske dele: • Prostorski del obsega prostorsko analizo in tematsko kartiranje romske poselitve, vključno s prikazom prostorskega razvoja nekaterih romskih naselij. Podatke o naseljih z romskim prebivalstvom smo locirali v prostor ter kartirali na različne načine in v različnih merilih. • Demografski del prikazuje rezultate kartiranja demografske analize romske poselitve. Zbrani in geolocirani so bili raznovrstni demografski viri. Demografske značilnosti romske populacije, s poudarkom na šoloobveznih otrocih in mladini, smo kartografsko upodobili v različnih merilih. • Vzgojno-izobraževalni del vključuje prostorsko analizo in dostopnost lokacij obstoječih vzgojno-izobraževalnih, kulturnih, športnih in drugih objektov, ki so bili zajeti v pregledno kartiranje posameznih regij. Izdelali smo tudi enotne karte prostorske in časovne oddaljenosti romskih naselij od osnovnih šol. • Nepremičninski del je najobsežnejši vsebinski sklop, ki prikazuje podrobno prostorsko dokumentacijo naselij z romskim prebivalstvom in širšo okolico. Slednja je bila podlaga za izvedbo analize nepremičnin, infrastrukture in topografije naselij. Posamezna naselja smo prikazali na enoten način in v enotnem merilu.

The cartographic material in the atlas is divided into four parts: • Spatial: spatial analysis and thematic mapping of the distribution of the Roma population, including the spatial development of certain Roma settlements. The data on settlements with a Roma population were geolocated and mapped in different ways and to different scales. • Demographic: the mapping of the demographic analysis of the Roma population; different demographic sources were gathered and geolocated. The demographic characteristics of the Roma population, with an emphasis on school-age children and young people, were presented cartographically to different scales. • Developmental-educational: a spatial analysis and the accessibility of existing child-care and educational institutions, cultural, sports and other facilities were captured through survey mapping of individual regions. A unified map of the distance (spatial and in terms of access time) of Roma settlements from primary schools was also produced. • Housing: the most extensive category in terms of content, offering detailed spatial documentation on Roma settlements and the wider environment. The latter formed the basis for an analysis of housing, infrastructure and the topography of settlements. Individual settlements were shown in a uniform manner and scale.

Razvoj romskega naselja Serdica. Izdelal: Geodetski inštitut Slovenije Development of the Roma settlement of Serdica. Produced by: Geodetic Institute of Slovenia

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Romsko Naselje: Serdica Občina: Rogašovci Legenda

1987

1999

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3.0

ZAGOVORNIŠTVO, INFORMIRANJE IN OSVEŠČANJE STROKOVNE IN LAIČNE JAVNOSTI Counselling, informing and awareness raising among professional circles and the general public

Usposabljanje o pomenu znanja in izobraževanja v Trebnjem. Training on the importance of knowledge and education in Trebnje.

Izvajalec: Pedagoški inštitut Implemented by: Educational Research Institute

3.1 O pomenu znanja in izobrazbe The importance of knowledge and education Za informiranje staršev o pomenu učenja, znanja in izobraževanja smo pred pričetkom izvajanja projektnih aktivnosti organizirali izobraževanje za vse projektne partnerje. Namen je bil razširjanje miselnosti, da je znanje vrednota in da se že v predšolskem obdobju oblikujejo najpomembnejše osnove za uspešnost v šoli in življenju.

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Before the start of the project training was organised for all the project partners to support the informing of parents on the importance of learning, knowledge and education. The aim was to spread the idea that knowledge is a value and that even in the pre-school period the foundations are laid for success in school and in life.


Za izvajalce vseh projektnih aktivnosti je bilo izvedeno izobraževanje o pomenu znanja in izobraževanja v dveh okoljih, ki se ga je udeležilo 35 izvajalcev projektnih aktivnosti iz 10 partnerskih vrtcev. Vsebinsko je bilo usmerjeno predvsem na ozaveščanje o pomenu izobraževanja za premagovanje socialne izključenosti in izključenosti s trga dela. Udeleženci so spoznavali pomen zgodnjih izkušenj in učenja ter kakovostne predšolske vzgoje za doseganje optimalnega otrokovega razvoja. Iskali in spoznavali so načine, s katerimi lahko staršem in predstavnikom skupnosti predstavimo pomen zgodnjih izkušenj za otrokov kasnejši razvoj.

Training was organised in two local areas and involved 35 implementers of project activities from 10 partner nursery schools. The training content focused on awareness of the importance of education in the overcoming of social exclusion and exclusion from the labour market. Participants learned about the importance of early experience and learning, and the quality of pre-school care in achieving the optimal development of the child. Ways were identified of presenting to the parents and community representatives the importance of early experience to a child’s later development.

Usposabljanje o pomenu znanja in izobrazbe v Murski Soboti. Training on the importance of knowledge and education in Murska Sobota.

Mnenja udeležencev, zapisana v evalvacijskih vprašalnikih o tem, kaj jim je bilo na usposabljanju še posebej všeč:

Opinions of the participants expressed in the evaluative questionnaire about what they particularly liked about the training:

“Predavanja o otrokovih pravicah, načinih dela in pristopih. Strokovnost predavateljice.” “Znanje o delovanju možganov, o pomembnosti stikov /…/ O tej temi bi morala slišati celotna ustanova.” “Da je vsak posameznik lahko izrazil svoje mnenje, ki je bilo poslušano in sprejeto. Bilo je zelo sproščeno vzdušje.” “Novi, različni pristopi do Romov.”

“Lectures on child rights, the way of working and presentation. The professionalism of the lecturers.” “Knowledge about the way the brain works, about the importance of contacts […] The whole institution should hear this.” “That each individual could express her opinion, which was listened to and accepted. There was a very relaxed atmosphere.” “New, different approaches to the Roma.”

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3.2 Socialna pravičnost v vzgoji in izobraževanju Social rights in child care and education

Izvajalci projektnih aktivnosti se pri svojem delu srečujejo s predsodki in stereotipi, zato je pomembno, da jih znajo prepoznavati in jih na ustrezen način premagovati. V ta namen smo pred pričetkom izvajanja projektnih aktivnosti organizirali izobraževanje, katerega namen je bil senzibilizirati izvajalce projektnih aktivnosti za prepoznavanje in odpravljanje predsodkov in stereotipov na področju vzgoje in izobraževanja ter jih usposobiti za uresničevanje enakih možnosti, univerzalnih človeških vrednot, kakovostno vzgojo in izobraževanje ter upoštevanje in spoštovanje različnosti.

In their work, those involved in project activites encounter prejudices and stereotypes, so it is important that they know how to recognise and overcome them in an appropriate fashion. To this end, before the implementation of activities, training was organised in order to help implementers recognise and deal with these prejudices and stereotypes in child care and education, as well as how to realise equal opportunities, universal human values, respect for difference, and quality child care and education.

Izvedena sta bila dva dela usposabljanja za socialno pravičnost v vzgoji in izobraževanju (po tri dni) v dveh okoljih, ki se ga je udeležilo 53 izvajalcev projektnih aktivnosti vseh partnerskih vrtcev.

Two training courses on social justice in education lasting several days were held involving 53 implementers of project activities from all the partner nursery schools.

V okviru I. dela usposabljanja so bile udeležencem predstavljene naslednje vsebine in teme: multikulturnost, prepoznavanje in nastanek predsodkov in stereotipov, pojav in pomen osebnih konstruktov, socialni konstrukti, pomen vrednot, vrste zatiranja, konstruktivistično poslušanje, neverbalna komunikacija, dialog kot proces, zavezništvo.

The first training session dealt with the following themes: multiculturalism, recognising prejudices and stereotypes and how they arise, the importance of personal constructs, social constructs, the importance of values, forms of oppression, constructive listening, non-verbal communication, dialogue as a process, forming alliances.

Prvi del usposabljanja za socialno pravičnost v Murski Soboti. The first part of the social justice training in Murska Sobota.

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Mnenja udeležencev usposabljanja, zapisana v evalvacijskih vprašalnikih:

Opinions of the training participants from the evaluative questionnaire:

“Predavanja in delavnice 'Socialna pravičnost' bi se morale udeležiti vse strokovne delavke vrtca, saj bi tako spremenili marsikateri pogled in miselnost.” “Naj se seminar uvrsti v redni izobraževalni program za vse vzgojno-izobraževalne ustanove.”

“Lectures and workshops on ‘social justice’ should be attended by all teaching staff in nursery schools, since they would change many views and ways of thinking.” “The seminar should be included in the regular training programme for all childcare and education institutions.”


The second part of the social justice

DRUGI DEL USPOSABLJANJA ZA SOCIALNO PRAVIト君OST V MURSKI SOBOTI training in Murska Sobota

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Prvi del usposabljanja za socialno pravičnost v Semiču. The first part of the social justice training in Semič.

V okviru II. dela usposabljanja pa so bile obravnavane naslednje vsebine in teme: mehanizem nastajanja in ozaveščanja naših sodb in predsodkov, konstruktivistično poslušanje za uravnoteženje moči in hierarhije, osebni prostor in senzibilizacija za lastne občutke glede meja, mehanizmi zatiranja in družbeni vzvodi le-teh, definicija in pojavne oblike ter ozaveščanje, razgovori o zmotah in resnicah o Romih in njihovih pravicah, krogi nasilja, kulture moči, »izmi« in vzpostavljanje zavezništva, samouresničujoče prerokbe in sodbe, vpliv pričakovanj vzgojiteljev na uspešnost vzgoje in izobraževanja.

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The second training session dealt with: how prejudices and stereotypes arise and becoming aware of them, constructive listening to balance power and hierarchy, personal space and awareness of one’s own borders, mechanisms and social levers of oppression, discussion of falsehoods and truths about the Roma and their rights, cycles of violence, cultures of power, ‘-isms’ and forming alliances, self-fulfilling prophecies and judgements, the influence of the expectations of teachers on educational success.


Drugi del usposabljanja za socialno praviÄ?nost v Leskovcu pri KrĹĄkem. The second part of the social justice training in Leskovec pri KrĹĄkem.

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4.0

RAZVOJ IN IZVAJANJE RAZLIČNIH OBLIK VZGOJNO-IZOBRAŽEVALNEGA DELA ZA PREDŠOLSKE OTROKE IN NJIHOVE DRUŽINE Development and implementation of different forms of developmental-educational work for pre-school children and their families

4.1 Spoznavno-animacijski dnevi v vrtcu in šoli Cilj spoznavno-animacijskih dni v vrtcu je bil vplivati na oblikovanje zaupanja staršev do institucije, kar je posledično vplivalo na njihove odločitve za vključitev otrok v vrtec. Sodelujoči vrtci so z namenom lajšanja vstopa v vrtec organizirali dejavnosti za otroke in njihove starše. Program je vključeval aktivnosti, s katerimi so predstavljali delo v vrtcu, vzpostavitev osebnega stika med vrtcem, starši in otroki, izgradnjo medsebojnega zaupanja ter osveščanje staršev o pomenu zgodnjega učenja za nadaljnji razvoj in uspeh v življenju. V izvedbo programa so vrtci vključili tudi izobražene Rome iz posameznega lokalnega okolja, ki so s svojimi izkušnjami predstavljali pomen učenja in izobraževanja za uspeh posameznika. Srečanja so potekala v obliki ustvarjalnih delavnic za otroke in starše ali pa vzporednih delavnic oz. pogovorov s starši.

Izvajalec: Pedagoški inštitut Implemented by: Educational Research Institute

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Vrtec Jožica Flander Maribor; spoznavno-animacijske dejavnosti v šoli – Nogomet Izvedli so nogometno popoldne, udeležilo se ga je 14 otrok ter 10 staršev. Jedrni del dejavnosti je vodil oče enega od otrok, ki je nogometaš. Predstavil je nogomet, pravila ter vodil vadbeno uro.

Jožica Flander Nursery School Maribor; ‘getting to know you’ activities. – Football. Football afternoons were introduced; 14 children and 10 parents took part. The main part of the activity was led by the father of one of the children, who is a football player. He introduced football, including the rules, and led a practice hour

Strokovna sodelavka, vključena v projektne dejavnosti iz Vrtca pri OŠ Franceta Prešerna, Črenšovci, o tem, kaj je ključnega pomena pri spoznavno-animacijskih dejavnostih:

A staff member involved in project activites from the nursery unit at the France Prešeren Primary School Črenšovci on the key aspect of ‘getting to know you’ activities:

“Osebni odnosi. To, da vidijo, da so sprejeti. Pomoč. To se mi zdi ključnega pomena. Pri delu z romskimi otroki in starši si moramo zaupanje pridobiti, drugače ne gre.”

“Personal relations. Seeing that they are accepted. Help. That seems crucial to me. When working with Roma children and parents we must win their trust, otherwise it is pointless.”

4.1 ‘Getting to know you’ days in nurseries and schools The aim of ‘getting to know you’ days is to win the trust of parents towards the institution, which influences their decision as to whether to send their child to the nursery school. To this end, the participating nurseries organised activities for both children and their parents. These involved presenting the work of the nursery school; forging personal connections between nursery, parents and children; the building of interpersonal trust; and informing parents of the importance of early learning for later development and success in life. Educated Roma from certain areas were involved in the implementation of activities; their experience could show the part that learning and education play in individual success. The meetings took the form of creative workshops for children and parents or workshops with parallel talks with parents. 37


Vrtec Murska sobota; spoznavno-animacijske dejavnosti v vrtcu – Moja družina. Udeleženci srečanja so bili otroci in starši, pripadniki večinske in manjšinske populacije, ki obiskujejo vrtec ali ga bodo. Dejavnost je potekala popoldan na igrišču in v igralnici. Udeleženci so izdelali plakat, na katerem so predstavili svojo družino, ob dejavnostih so se pogovarjali o družinah. Murska Sobota; ‘getting to know you’ activities in nursery school – My family. The participants were children and their parents, from both the majority and minority population, who attend or will be attending the nursery. The activity took place in the afternoons in the playground and the playroom. Participants produced posters presenting their families and talked about families.

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Strokovna sodelavka, vključena v projektne dejavnosti iz Vrtca Jožice Flander, o pomenu spoznavno animacijskih dejavnosti: “Sodelovanje. Sodelovanje s starši, da so se odprli in bili pripravljeni pomagati, sodelovati...”

A staff member involved in project activites from the Jožica Flander Nursery School on the significance of ‘getting to know you’ activities: “Cooperation. Cooperation with parents, so that they were open, willing to help, to cooperate…”

Spoznavno-animacijski dnevi v šoli so bili namenjeni staršem, ki so nameravali svojega otroka vpisati v vrtec, pa tudi otrokom samim. Dejavnosti so bile organizirane po podobnem principu kot v vrtcu, namenjene pa so bile sodelovanju med starši, vrtcem in šolo pri prehodu otrok iz vrtca v šolo, zagotavljanju kontinuitete, pripravi šole na otroke in otrok ter staršev na šolo. Vse te dejavnosti so bile ponujene tudi drugim otrokom in staršem, ki niso bili vključeni v vrtce v posameznem okolju.

‘Getting to know you’ days in school were aimed at parents who intended to enrol their children in nursery school and the children themselves. The activities were organised in a similar way to those in the nursery schools and were aimed at the cooperation of parents, the nursery and the school in the child’s transition to school, at ensuring continuity, at preparing the school for the child and the child and parents for the school. All these activities were also offered to other children and parents who were not included in nurseries in a specific area.

Dejavnosti so se izvajale dve šolski leti v naslednjih okoljih: Javni vrtec pri OŠ Belokranjskega odreda Semič, Vrtec Murska Sobota, Vrtec Mavrica Trebnje (skupaj z OŠ Trebnje), Vrtec pri OŠ Puconci (skupaj z OŠ Puconci), Vrtec Pobrežje Maribor (skupaj z OŠ Toneta Čufarja Maribor in OŠ borcev za severno mejo), Otroški vrtec Metlika (skupaj z OŠ Metlika), Vrtec Jožice Flander Maribor (skupaj z OŠ Maksa Durjave Maribor), Vrtec Otona Župančiča Črnomelj, OŠ Franceta Prešerna Črenšovci – Enota Vrtec (skupaj z OŠ Franceta Prešerna Črenšovci). V okviru spoznavno-animacijskih dejavnosti v vrtcu in šoli je v dveh letih dejavnosti obiskalo več kot 640 otrok3 ter več kot 452 staršev4. V vseh okoljih je bilo izvedenih več kot 166 dejavnosti.

The activities were carried out for two school years in the following locations: Public Nursery at Belokranjski odred Primary School Semič, Murska Sobota Nursery School, Mavrica Nursery School Trebnje (with Trebnje Primary School), Nursery at Puconci Primary School (with Puconci Primary School), Pobrežje Nursery School Maribor (with Tone Čufar Primary School Maribor and Borci za severno mejo Primary School), Metlika Nursery School (with Metlika Primary School), Jožica Flander Nursery School Maribor (with Maks Durjava Primary School Maribor), Oton Župančič Nursery School Črnomelj, France Prešeren Primary School Črenšovci – Nursery unit (with France Prešeren Primary School Črenšovci). More than 640 children3 and more than 452 parents4 from all areas were involved in more than 166 activities.

3

V dejavnost so bili vključeni romski in neromski otroci.

3

The activity included both Roma and non-Roma children.

4

V dejavnost so bili vključeni romski in neromski starši.

4

The activity included both Roma and non-Roma parents.

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O dodani vrednosti spoznavno-animacijskih dejavnosti so strokovne sodelavke menile:

Views on the added value of the ‘getting to know you’ activities:

Strokovna sodelavka iz Vrtca Jožice Flander Maribor:

Staff member from Jožica Flander Nursery School Maribor:

“Meni se je zdelo, da smo že v samem oddelku, kjer delam (z romskimi starši), vzpostavili neko vez. Ampak zagotovo ne tako globoke kot zdaj, ko imamo delavnice. To pa zato, ker smo na delavnicah imeli čas, lahko smo se odprli, se bolj sproščeno pričeli pogovarjati. Na delavnicah sem začutila zaupanje, začutila sem, da so tudi oni začeli verjeti v nas in posledica je, da lažje delaš.”

“I thought that in my part of the nursery [which works with Roma parents] we had forged some links, but certainly not as strong as those that have come about thanks to these workshops. And that is because at the workshops we have enough time, we can be more open, we can start to talk in a relaxed way. At the workshops I felt there was trust, I felt that they had started to believe in us and consequently it was easier for us to work.”

Strokovni sodelavki iz Vrtca Pobrežje, Maribor: Staff members from Pobrežje Nursery School Maribor: “Jaz mislim, da je dodana vrednost tudi to, da smo zaradi (spoznavno animacijskih) dejavnosti poiskali romsko društvo in našli stik z njim.” “Te dejavnosti so nam osvetlile neke poti, ki jih lahko uberemo, ko v svoj oddelek dobiš romskega ali drugače govorečega otroka. Dobili smo informacije, spoznali smo, kako lahko gradimo medsebojno zaupanje, kako čim bolj učinkovito pomagati otroku. To so zagotovo zelo koristne in uporabne informacije in prav gotovo se jih bomo posluževali tudi v prihodnje.”

Vrtec Semič, spoznavno-animacijske dejavnosti v vrtcu – Praznovanje jeseni, kostanjev piknik. Dejavnost je bila izvedena v romskem naselju Sovinek, dejavnosti se je udeležilo 19 otrok ter 7 staršev. Na prostem so pekli kostanj, se igrali bibarije, starejši fantje pa so z romskim svetnikom igrali nogomet. Semič Nursery School – Celebrating autumn, chestnut picnic. The activity took place in the Roma settlement of Sovinek and involved 19 children and 7 parents. Chestnuts were roasted outside, the game bibarije was played and the older boys played football with a Roma councillor.

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“I think that there is also added value because, thanks to these activities, we have sought Roma company and made contact with them.” “These activities have illuminated a path that we can follow if we get Roma or children that speak another language. We received information, learned how to build mutual trust and how to help children in the most effective way. This was very useful and practical information which will serve us well in the future.”


Drugo izobraževanje za izvajalce spoznavno-animacijskih dejavnosti v vrtcu in šoli. Izobraževanje je bilo izvedeno v Malečniku, udeležili so se ga izvajalci projektnih dejavnosti s Štajerske in Prekmurja. Second training session for implementers of ‘getting to know you’ activities in nurseries and schools. The session took place in Malečnik and was aimed at project participants from the Štajerska and Prekmurje regions.

Kaj še ostaja kot izziv?

What challenge remains?

Strokovna sodelavka iz Vrtca Jožice Flander Maribor:

Staff member from Jožica Flander Nursery School Maribor:

“Izkoristiti čim več potencialov romskih staršev. Da smo me bolj usmerjevalke v dejavnostih, oni pa aktivni izvajalci.”

Izvedena so bila štiri usposabljanja za izvajalce spoznavnoanimacijskih aktivnosti v vrtcu in šoli. Vsako usposabljanje je bilo izvedeno regijsko, v dveh okoljih. Usposabljanj se je udeležilo več kot 80 izvajalcev projektnih aktivnosti iz vseh projektnih partnerjev in sodelujočih osnovnih šol, ki so vključene v projektno aktivnost spoznavno-animacijskih dni v vrtcu in šoli.

“To make maximum use of the potential of Roma parents. That we guide activities, whilst they actually implement them.”

Four training sessions for those leading the ‘getting to know you’ activities in nurseries and schools were carried out; each training session was regional, and took place in two local areas. More than 80 implementers of project activities from among the project partners and participating primary schools received training.

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4.2

42

DEJAVNOSTI ZA OTROKE, KI NISO VKLJUČENI V VRTEC, IN NJIHOVE STARŠE

ACTIVITIES FOR CHILDREN NOT ATTENDING NURSERY SCHOOL AND THEIR PARENTS

Aktivnost je bila namenjena otrokom, ki niso vključeni v vrtec, ter njihovim staršem. Vključevala je izvajanje delavnic v prostorih vrtcev ali v drugih prostorih v romskem naselju z namenom razvijanja sposobnosti otrok, postopnega navajanja na vrtčevsko okolje, spreminjanja odnosa staršev do vrtca ter razvijanja starševskih kompetenc v pomoč otrokovemu razvoju. Dejavnosti v vrtcu za otroke, ki niso vključeni v vrtec, in njihove starše so izvajali trije projektni partnerji (Vrtec Plavček OŠ Tišina, Vrtec Jožice Flander Maribor, Vrtec Mavrica Trebnje), v svoje aktivnosti pa v vrtec nevključene otroke in njihove starše vabijo tudi v Vrtcu Murska Sobota.

For children not attending nursery school and their parents workshops were held in the nursery premises or other premises in the Roma settlement, with the aim of developing the children’s capabilities, gradually getting them used to the nursery environment, changing parental attitudes to nusery school and developing the capacity of parents to help their children develop. These activities were carried out by three project partners (Plavček Nursery at Tišina Primary School, Jožica Flander Nursery Maribor and Mavrica Nursery School Trebnje), whilst the Murska Sobota Nursery School also invited non-attending children to take part in their activities.

Izvedena so bila štiri usposabljanja za izvajanje aktivnosti Dejavnosti v vrtcu za otroke, ki niso vključeni v vrtec, in njihove starše, eno v dveh okoljih in tri v enem okolju za projektne partnerje iz Prekmurja, Štajerske in Dolenjske hkrati. Usposabljanj se je udeležilo 21 izvajalcev omenjene projektne aktivnosti iz Vrtca Mavrica Trebnje, Vrtca Plavček pri OŠ Tišina, Vrtca Jožice Flander Maribor, OŠ Maksa Durjave Maribor ter člani projektnega tima iz Vrtca Murske Sobote. Do junija 2013 je bilo izvedenih 33 dejavnosti, ki se jih je udeležilo 143 otrok5 in 125 staršev6.

Four training sessions for activities aimed at children not attending nursery school and their parents were carried out – one in two local areas and three in one local area – for project partners from the regions of Prekmurje, Štajerska and Dolenjska. Training was attended by 21 implementers of project activities from Mavrica Nursery School Trebnje, Plavček Nursery at Tišina Primary School, Jožica Flander Nursery School Maribor, Maks Durjava Primary School Maribor and members of the project team from Murska Sobota Nursery School. Until June 2013, 33 activities were carried out, involving 143 children5 and 125 parents6.

Sodelavci projektnega tima Razvojno-raziskovalnega centra pedagoških iniciativ Korak za korakom na Pedagoškem inštitutu so izvajali redne mesečne monitoringe v vsakem partnerskem vrtcu, ki je izvajal dejavnosti za otroke, ki niso vključeni v vrtec, in njihove starše. V sklopu teh monitoringov so opravili pregled opravljenega dela, identificirali težave in izzive, s katerimi so se soočali izvajalci, iskali rešitve za izboljšanje trenutne situacije in oblikovali načrt za nadaljnje aktivnosti.

Members of the project team of the Developmental Research Centre for Educational Initiatives ‘Step by Step’ at the Educational Research Institute carried out regular monthly monitoring in each partner nursery school offering activities for non-attending children and their parents. This included looking at the work carried out, identifying the difficulties and challenges faced by the project workers, seeking solutions for improving the current situation and planning further activities.

5

V dejavnost so bili vključeni romski in neromski otroci.

5

The activity included both Roma and non-Roma children.

6

V dejavnost so bili vključeni romski in neromski starši.

6

The activity included both Roma and non-Roma parents.


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Iz poročila izvajalk:

From a project worker’s report:

“Starši so bili nad odzivom otrok presenečeni in veseli, da so njihovi malčki uživali. Povedali so, da jim je bilo lepo, ko so se njihovi otroci in otroci iz ‘centralnega’ vrtca družili in se pogovarjali. Bili pa so presenečeni, da niso zaznali sovražnega govora do njih s strani drugih.”

“The parents were surprised at their children’s response and pleased that the little ones enjoyed themselves. They said that it was nice that their children and those from the ‘central’ nursery could get together and talk to each other. They were surprised that there was no hostile reaction towards them from others.”

Iz poročila izvajalk:

From a project worker’s report:

“Kifli so bili otrokom zelo dobri, ni jih motilo, da so bili vroči, kar jedli so jih in se hladili z napitkom. Ker so starši mladi in nimajo toliko izkušenj s peko, so bili zadovoljni z izbiro dejavnosti, saj so dobili idejo, kako zaposliti otroka doma. Vzeli so si čas, nikamor se jim ni mudilo in dejali so, da si želijo še več takih srečanj”.

“The children enjoyed the pastries, they didn’t mind that they were hot, they still ate them, cooling them in their drinks. As the parents are young and have little experience of baking they were pleased with the activity since it gave them an idea of how to occupy the children at home. They took their time, they were in no hurry and they said they would like more such events.”

Izvedba kuharske delavnice, ki jo je organiziral Vrtec Plavček pri OŠ Tišina za romske in neromske otroke, ki niso vključeni v vrtec, in njihove starše ter za otroke, ki obiskujejo vrtec, in njihove družine. Cookery workshop organised by Plavček Nursery at Tišina Primary School for Roma and other children not attending nursery and their parents, plus children who do attend nursery and their families.

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Izvedba delavnice Glasbeni popoldan – Izdelava malih ritmičnih instrumentov, ki jo je organiziral Vrtec Jožice Flander Maribor za romske otroke, ki niso vključeni v vrtec, in njihove starše ter za romske otroke, ki obiskujejo vrtec, in njihove družine. The workshop Musical Afternoon – The making of small percussion instruments was organised by Jožica Flander Nursery School Maribor for Roma children not attending nursery and their parents, plus Roma children who do attend nursery and their families.

Iz poročila izvajalk o izvedeni dejavnosti:

From a project worker’s report:

“Pogovor, pripovedovanje zgodbe, igranje na instrumente in petje slovenskih ter romskih pesmi je potekalo v prijetnem in sproščenem vzdušju. V izdelovanje glasbenih instrumentov so bile vključene celotne družine – otroci, matere in očetje. Ob izdelavi so uživali, starši spodbujali svoje otroke. Predsednik romskega društva v Mariboru je povedal, da so dejavnosti veselili vsi prisotni, saj so jo želeli in predlagali starši romskih otrok.”

“Conversation, telling stories, playing instruments and singing Slovene and Roma songs took place in a very pleasant and relaxed environment. Whole families – children, fathers and mothers – took part in the making of musical instruments, clearly enjoying themselves and with the parents encouraging the children. The president of the Roma Society in Maribor said that the activity was enjoyed by all concerned, since it was requested by the parents of the Roma children.”

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Branje trijezične slikanice Pomaranča za vse v slovenskem in romskem jeziku na ustvarjalni delavnici za romske otroke in njihove starše v Vrtcu Jožice Flander Maribor.

Reading the Romany-Slovene picture book “Oranges for Everyone” at a creative workshop for Roma children and their parents at Jožica Flander Nursery School Maribor. 46


4.3

OBLIKOVANJE IN UVAJANJE KULTURNO IN JEZIKOVNO PRIMERNIH DIDAKTIČNIH SREDSTEV

PRODUCTION AND INTRODUCTION OF CULTURALLY AND LINGUISTICALLY APPROPRIATE LEARNING MATERIALS

Na področju usvajanja jezika se starši, vzgojitelji in učitelji srečujejo s pomanjkanjem ustreznega didaktičnega gradiva, ki bi mlajšim otrokom omogočal izkušnje v maternem jeziku in jeziku, s katerim se otrok sreča ob vključevanju v institucijo. Hkrati pa prihaja tudi do pomanjkanja didaktičnega materiala, ki bi bil blizu otrokovim izkušnjam iz njegovega vsakodnevnega življenja v romski družini oz. naselju. Otrok se zato srečuje le s slikovnim materialom, ki predstavlja zgolj večinsko kulturo. V okviru tega ukrepa smo želeli spodbuditi predbralne spretnosti v otrokovem maternem jeziku (romščina) ter uvajanje v drugi jezik na ravni vrtca in v domačem okolju.

With regard to language learning, parents, child carers and teachers encounter the problem of a lack of suitable learning materials that would give young children experience in their mother tongue and the language the children encounter when starting formal education. There is also a shortage of material reflecting children’s actual experience and their everyday life in the Roma family or settlement. Children thus encounter visual materials that present only the majority culture. The aim of this activity was to promote pre-reading skills in the children’s mother tongue (Romany) and the introduction of the second language in the nursery and the home environment.

Iz poročila izvajalk o izvedeni dejavnosti:

From a project worker’s report:

“Romska mama je na našo pobudo brala knjigo v romskem jeziku. Ostali starši so jo spodbujali in ob njenem branju izražali posebno zadovoljstvo. /…/ Otroci so z zanimanjem sledili branju v romskem jeziku. Bili so srečni, saj so poslušali zgodbo tudi v maternem jeziku. Deklica, katere mama je brala zgodbico v romskem jeziku, je posebej izkazala ponos, ki ga je občutila ob branju zgodbe svoje mame”.

“A Roma mother was encouraged to read out loud a book in Romany. She was encouraged by the other parents, who expressed particular satisfaction at her performance. […] The children were interested to hear something read in Romany. They were happy to hear a story in their own language. The girl whose mother read the story showed particular pride.”

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Iz poročila romskega sodelavca o izvedeni dejavnosti: “Reakcije otrok so bile presenetljivo pozitivne, saj pripovedovanja v romskem jeziku niso vajeni, zato jim je bilo zelo všeč in zanimivo, da nekdo bere v romskem jeziku … Tudi starši so bili navdušeni nad izvedbo, kajti tudi oni nikoli niso poslušali pripovedovanja zgodbic v romskem jeziku. To je bila zanje lepa izkušnja. Z veseljem so poskusili prebrati odlomek, ob tem pa jim je bilo občasno zelo smešno, ko nekaterih romskih besed niso znali prebrati.”

Oblikovali smo trijezične slikanice v slovenščini, dolenjski ter prekmurski romščini, s priročniki za animatorje in prekmursko-romsko-slovenskim ter slovensko-prekmursko-romskim slovarjem z osnovnim besediščem za razumevanje besedil ter vsakdanjo komunikacijo. V okviru projekta je nastala tudi prekmursko-romska slovnica.

Predstavitev trojezične slikanice Bajko in Paskualina romskim otrokom in njihovim staršem na eni od delavnic, ki je bila izvedena v romskem naselju Kamenci v okviru Spoznavno-animacijskih dni v OŠ Franceta Prešerna Črenšovci – Enota vrtec. Presentation of the Romany-Slovene picture book “Bajko and Paskualina” to Roma children and their parents at one of the workshops carried out in the Roma settlement of Kamenci as part of the ‘getting to know you’ days at France Prešeren primary School Črenšovci – Nursery unit.

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From the report of a Roma project worker on implemented activities: “The reactions of the children were surprisingly positive, since they are not used to storytelling in Romany, so they enjoyed and found interesting someone reading to them in their own language… The parents were also enthusiastic, as they had never heard such stories in Romany. For them it was a lovely experience. They enjoyed trying to read out an extract and at times found it very funny when they did not know how to read some Romany words.”

A trilingual picture book was produced in Slovene, Dolenjska Romany and Prekmurje Romany, with a handbook for project workers, plus Prekmurje Romany-Slovene and SlovenePrekmurje Romany glossaries with basic vocabularies for understanding the texts and for everyday communication. Within the project a Prekmurje Romany grammar was also produced.


Branje trijezične slikanice Punčkin nos v slovenskem in romskem jeziku v okviru delavnice Pravljični popoldan, ki je bila izvedena v sklopu Spoznavno-animacijskih dni za romske otroke in njihove starše v sodelovanju Vrtca Jožice Flander Maribor in OŠ Maksa Durjave Maribor. Reading the Romany-Slovene picture book “The Doll’s Nose” at the workshop Fairy Tale Afternoon carried out as part of the ‘getting to know you’ days for Roma children and their parents organised with the cooperation of Jožica Flander Nursery School and Maks Durjava Primary School in Maribor.

Za izvajalce projektnih aktivnosti je bilo izvedeno usposabljanje za uporabo trijezičnih slikanic v dveh okoljih. Usposabljanja se je udeležilo 51 izvajalcev projektnih aktivnosti iz 11 partnerskih vrtcev.

Training for those using the trilingual picture book was carried out in two local areas, involving 51 implementers of project activities from 11 partner nursery schools.

Iz poročila izvajalk o izvedeni dejavnosti:

From a project worker’s report:

“Otroci so skupaj s starši uživali ob pripovedovanju pravljice. Otroke je pritegnila lutka, ki je ‘pripovedovala’ pravljico, sama zgodba, ilustracije in pogovor o prebranem. Še posebej pa so bili tako otroci kot tudi starši navdušeni nad tem, da je bila pravljica prevedena v romski jezik.”

“The children and their parents enjoyed listening to the fairy story. The children were attracted by the puppet that ‘told’ the story, the story itself, the illustrations and discussing what they had heard. Children and parents alike were particulalry enthusiastic that the story had been translated into Romany.”

Iz poročila romskega sodelavca o izvedeni dejavnosti:

From the report of a Roma project worker on implemented activities:

“Tako starši kot otroci so bili zelo veseli, kajti imamo predšolske otroke, ki še ne razumejo slovensko in znajo samo materni jezik (romščino). Na koncu so nas od zadovoljstva zelo pohvalili in zaploskali... prosili so za še več takih zgodbic.”

“Both parents and children were very happy, since we have pre-school children who do not understand Slovene and know only their mother tongue (Romany). At the end, they praised us and gave us a round of applause… and asked for more such stories.”

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4.4

50

UČENJE DRUGEGA JEZIKA IN DVOJEZIČNOST V VRTCU

LEARNING ANOTHER LANGUAGE AND BILINGUALISM IN NURSERY SCHOOL

Namen te aktivnosti je omogočiti vzgojiteljem pridobivanje znanj o učenju drugega jezika in ustvarjanju spodbudnega dvojezičnega okolja v vrtcu, ki spodbuja jezikovni razvoj otrok in vpliva na predbralne in predopismenjevalne spretnosti otrok, katerih materni jezik ni slovenščina.

The aim of this activity was to impart knowledge to nursery teachers about learning a second language and creating an encouraging bilingual environment in nursery school which promotes children’s language development and influences the pre-literacy skills of children whose mother tongue is not Slovene.


Usposabljanje v okviru aktivnosti učenje drugega jezika in dvojezičnost v vrtcu, ki je bilo izvedeno v Mariboru. Training for second language learning and bilingualism in nursery school, carried out in Maribor.

V okviru te aktivnosti smo usposabljali vzgojitelje za spodbujanje večjezičnega razvoja v večkulturnem okolju vrtca. Izvedena so bila 4 usposabljanja v dveh okoljih, kamor so bili vabljeni vsi projektni partnerji in sodelujoče osnovne šole, saj se vsi izvajalci projektnih aktivnosti pri svojem delu srečujejo z večjezičnimi otroki in starši. Usposabljanj se je udeležilo 97 udeležencev iz 9 partnerskih vrtcev

Nursery teachers were trained to promote multi-lingual development in a multi-cultural nursery environment. Four training sessions were carried out in two local areas, to which all the project partners and participating primary schools were invited, since all those implementing project activities encounter multi-lingual children and parents. The training involved 97 participants and 9 partner nursery schools.

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5.0

PROGRAMI ZA OPOLNOMOČENJE ROMSKIH DRUŽIN PRI VZGOJNEM DELU IN SPODBUJANJU OTROKOVEGA RAZVOJA Programmes for empowering Roma families with regard to childcare and encouraging child development

Delavnica o ustni higieni v Vrtcu Mavrica Trebnje – Enota Romano v romskem naselju Hudeje. Workshop on oral hygiene at Mavrica Nursery School Trebnje – Romano unit in the Roma settlement of Hudeje.

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Na podlagi sodobnih znanstvenih ugotovitev o pomenu zgodnjih in kakovostnih spodbud za otrokov razvoj v ogroženih družinah smo razvili programe za opolnomočenje romskih družin pri vzgojnem delu in spodbujanju otrokovega razvoja. Aktivnosti so bile osredotočene na izboljšanje razvojnih spodbud v otrokovem domačem okolju in krepitev starševskih kompetenc. V ta namen so bila oblikovana gradiva za opolnomočenje romskih družin pri vzgojnem delu in spodbujanju otrokovega razvoja, ki vsebujejo primere za krepitev in nudenje učnih izkušenj v domačem okolju za dojenčke, malčke (0–3 leta) in starejše predšolske otroke (3–6 let)


On the basis of modern research findings regarding the importance of early, appropriate encouragement of children’s development in at risk families, we developed programmes for empowering Roma families with regard to childcare and encouraging child development. The activities focused on improving the encouragement of development in the child’s home environment and the strengthening of parental competence. To this end, material was created to empower Roma families, which includes examples to strengthen childcare practices and learning experience in the home for babies, toddlers (up to age 3) and older pre-school children (3-6 years).

Iz poročila izvajalke o izvedeni dejavnosti:

From a project worker’s report:

“Otroci so radi demonstrirali umivanje na maketi. Mamice so sodelovale v pogovoru z medicinsko sestro o pomenu ustne higiene in pravilnem umivanju zob. Vzdušje je bilo prijetno, pozitivno in starši po dveh urah še niso želeli oditi domov (tudi med dejavnostmi ni bilo odhajanja na cigaret.)”

“The children enjoyed demonstrating toothbrushing on a model. Their mums talked to the nurses about the importance of oral hygiene and the proper way of brushing one’s teeth. The atmosphere was pleasant and positive, and even after two hours the parents did not want to go home (and during the activity there were no cigarette breaks).”

Delavnica ob dnevu žena v Javnem vrtu pri OŠ belokranjskega odreda Semič za matere in njihove otroke iz romskega naselja Sovinek. Workshop on Women’s Day at the Public Nursery, Belokranjski odred Primary School Semič, for mothers and children from the Roma settlement of Sovinek.

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Iz poročila izvajalke o izvedeni dejavnosti:

From a project worker’s report:

“Mamice so povedale, da dneva žena ne praznujejo. Na mojo pobudo, da si pa letos skupaj z otroki polepšajo praznik z izdelovanjem rožic, so bile navdušene. V začetku so bile malo zadržane, po moji demonstraciji pa so hitro ugotovile potek sestavljanja in lepljenja. Skupaj z otroki so bile zelo spretne in vztrajne. Izdelali so si vse ponujene rožice.”

“The mums said that they don’t celebrate Women’s Day. They were enthusiastic at my suggestion that this year we mark the day by making flowers. At the beginning they were a little reserved, but after watching my demonstration they soon worked out how to put and glue them together. They and the children were very skilled and persistent. They made samples of all the types of flowers.”


Programe za opolnomočenje romskih družin pri vzgojnem delu in spodbujanju otrokovega razvoja izvajajo Vrtec Murska Sobota, Javni vrtec pri Osnovni šoli Belokranjskega odreda Semič ter Vrtec Mavrica Trebnje. Poleg vrtcev, ki izvajajo Programe za opolnomočenje romskih družin pri vzgojnem delu in spodbujanju otrokovega razvoja kot samostojno aktivnost, so gradiva za opolnomočenje romskih družin, ki smo jih pripravili z namenom krepitve in nudenja učnih izkušenj otrokom v domačem okolju, prejeli tudi ostali projektni partnerji z namenom čim širše diseminacije ter čim bolj poglobljene uporabe teh.

These programmes were implemented by Murska Sobota Nursery School, the Public Nursery at Belokranjski odred Primary School Semič and Mavrica Nursery School Trebnje. In addition to nursery schools implementing these programmes, the materials were also received by other project partners in order to achieve the widest possible dissemination and the most in-depth use.

Iz poročila izvajalke o izvedeni dejavnosti:

From a project worker’s report:

“Otroci so bili aktivni, pri pogovoru in opisovanju so se dopolnjevali, starejši so pripovedovali svoje izkušnje v pripravi na praznik in posebnosti, značilne le za njihovo kulturo. Ob pogovoru ob sliki so starši sodelovali in vzpodbujali otroke k pripovedovanju. S pomočjo staršev so otroci razlagali izraze za hrano, značilno le za romsko praznično kuhinjo. Ob koncu delavnice so starši z veseljem sprejeli gradivo za opolnomočenje (gradivo za starše in gradivo za otroke). Starši so zelo odprti za sodelovanje, potrebno je le premagati začetno pregrado – kar pa smo do sedaj uspešno premagali.”

“The children were actively involved, learning through talking and describing, with the older ones recounting their experiences of festive days and features unique to their culture. When pictures were discussed, the parents cooperated and encouraged the children to speak. With their parents’ help, the children gave expressions for special dishes cooked during Roma celebrations. At the end of the workshop the parents were happy to receive empowerment materials (for both them and the children). The parents are very willing to cooperate, once the initial barriers are overcome – which we have now succeeded in doing.”

Izvedba dejavnosti iz gradiva za opolnomočenje romskih družin pri vzgojnem delu in spodbujanju otrokovega razvoja v okviru delavnice ”Družina v pripravi na praznovanje”, ki je bila izvedena v sklopu Spoznavno-animacijskih dni v Vrtcu Jožice Flander Maribor. Activities based on materials for empowering Roma families with regard to childcare and encouraging child development as part of the workshop ”The Family Preparing for Celebration”, implemented on the ‘getting to know you days’ at Jožica Flander Nursery School Maribor.

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Iz poročila izvajalke:

From a project worker’s report:

“Starši so bili zadovoljni, da so dobili gradivo za opolnomočenje in nasvete, kako gradivo uporabljati. Naučili so se, da otroku lahko nekaj ponudijo, brez kakršnih koli dodatnih stroškov. Igre in igrače je mogoče narediti iz materialov iz okolja ali pa z uporabo navadnega belega papirja. Starši so lahko videli svoje otroke, kako so motivirani za delo in kako jih lahko oni sami motivirajo. Dejavnost so pohvalili in se zahvalili. Vsa gradiva so odnesli domov.”

“The parents were satisfied to receive the empowerment materials and advice on how to use them. They learned that they can offer the children something without any additional cost. Games and toys can be made with materials from the environment or even just with blank paper. The parents could see how motivated their children were to work and how they themselves could be the motivators. They praised the activity and expressed their thanks. They took all the materials home with them.”

Izvedena so bila 3 usposabljanja v dveh okoljih za izvajalce programov za opolnomočenje romskih družin pri vzgojnem delu in spodbujanju otrokovega razvoja kot tudi za vse ostale projektne partnerje, ki so prejeli gradivo za opolnomočenje romskih družin pri vzgojnem delu in spodbujanju otrokovega razvoja. Usposabljanj se je do junija 2013 udeležilo udeležilo 55 izvajalcev projektnih aktivnosti iz 11 partnerskih vrtcev. V poletnih mesecih 2013 bo izveden še 4., zadnji dan usposabljanja za izvajanje omenjene aktivnosti, prav tako v dveh okoljih. V okviru programov za opolnomočenje romskih družin pri vzgojnem delu in spodbujanju otrokovega razvoja je bilo izvedenih več kot 70 delavnic, ki se jih je udeležilo več kot 90 otrok7 in več kot 75 staršev8.

Three training days were carried out in two local areas for programme implementers and other project partners who received materials. Up to June 2013, 55 implementers of project activities and 11 partner nursery schools have taken part. During the summer of 2013, the fourth and final training day will take place, also in two local areas. In this part of the programme, 70 workshops were carried out, involving more than 90 children7 and more than 75 parents8.

Sodelavci projektnega tima Razvojno-raziskovalnega centra pedagoških iniciativ Korak za korakom na Pedagoškem inštitutu so izvajali redne mesečne monitoringe v vsakem partnerskem vrtcu, ki je izvajal Programe za opolnomočenje romskih družin pri vzgojnem delu in spodbujanju otrokovega razvoja kot samostojno aktivnost, v sklopu katere se je opravil pregled opravljenega dela, identificirale so se težave in izzivi, s katerimi so se soočali izvajalci, iskale rešitve za izboljšanje trenutne situacije in oblikoval načrt za nadaljnje aktivnosti.

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Members of the project team of the Developmental Research Centre for Educational Initiatives ‘Step by Step’ at the Educational Research Institute carried out regular monthly monitoring in each partner nursery school offering programmes for empowering Roma families with regard to childcare and encouraging child development as an independent activity. This included looking at the work carried out, indentifying the difficulties and challenges faced by the project workers, seeking solutions for improving the current situation and planning further activities.

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V dejavnost so bili vključeni romski in neromski otroci.

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V dejavnost so bili vključeni romski in neromski starši.

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The activity included both Roma and non-Roma children.

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The activity included both Roma and non-Roma parents.


Uporaba gradiv za opolnomočenje romskih družin pri vzgojnem delu in spodbujanju otrokovega razvoja na eni od delavnic spoznavno-animacijskih dni OŠ Franceta Prešerna Črenšovci – Enota vrtec v romskem naselju Kamenci. Using materials for empowering Roma families in childcare and encouraging child development at one of the ‘getting to know you’ workshops at France Prešeren primary School Črenšovci – Nursery unit in the Roma settlement of Kamenci.

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6.0

ROMSKI IZOBRAŽEVALNI INKUBATOR NOVO MESTO – DNEVNA CENTRA ZA ROMSKE OTROKE BREZJE IN ŠMIHEL Novo mesto Roma educational incubator – Brezje and Šmihel Day Centres for Roma Children

Vključitev v projekt Dvig socialnega in kulturnega kapitala v okoljih, kjer živijo predstavniki romske skupnosti, je omogočila nadaljevanje že začetega – vsakodnevno vključevanje romskih otrok v različne aktivnosti, katerih namen ni le dvig socialnega in kulturnega, pač pa tudi človeškega kapitala. Trdno namreč verjamemo, da lahko z izboljšanjem znanj in veščin bistveno prispevamo k večji družbeni vključenosti romske skupnosti. S tem namenom sta nastala tudi Dnevna centra za romske otroke v dveh največjih romskih naseljih v Novem mestu – v Brezju in Šmihelu.

Izvajalec: Društvo za razvijanje prostovoljnega dela Novo mesto Implemented by: Association for Developing Voluntary Work Novo mesto

Participation in the project The Increase in Social and Cultural Capital in Areas with a Roma Population facilitated the continuation of what had already begun – the everyday inclusion of Roma children in various activities, the aim of which is not just to raise social and cultural capital, but also human capital. We firmly believe that through improving knowledge and skills we can make a substantial contribution to the greater social inclusion of the Roma community. This is also why the Day Centres for Roma Children in two of the largest Roma settlements in Novo mesto – Brezje and Šmihel – were originally established.

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6.1 Romski izobraževalni inkubator Novo mesto – Dnevni center Brezje Novo mesto Roma educational incubator – Brezje Day Centre for Roma Children

V program, ki poteka vsak dan od 13.30 do 17. ure, in sicer neprekinjeno od leta 2009 (od leta 2010 v okviru projekta Dvig socialnega in kulturnega kapitala v okoljih, kjer živijo predstavniki romske skupnosti), se vključuje 48 osnovnošolskih otrok. Pomemben cilj programa je večja vključenost otrok v šolski sistem, zato je prvi del programa vedno namenjen učni pomoči. Poleg tega je otrokovo psihosocialno počutje, samopodoba, zaupanje vase, način samopotrjevanja ter uresničevanje zastavljenih ciljev tesno povezano z vključenostjo v šolo, predvsem pa z otrokovo uspešnostjo v njej. Poleg učne pomoči in pomoči pri domačih nalogah je del aktivnosti namenjen tudi učenju slovenskega jezika – pomanjkljivo znanje slovenskega jezika pomeni skorajda nepremostljivo oviro za večino romskih otrok ob njihovem vstopu v osnovno šolo in že v izhodišču izloči romskega otroka, ki ni zmožen vzpostaviti enakovredne komunikacije.

The day centre, which is open every day between 13.30 and 17.00 and has been functioning continuously since 2009 (since 2010 as part of the current project), is attended by 48 primary school children. One important goal is the greater inclusion of children in the school system, which is why the first part of the programme is always aimed at educational support. In addition, the way children feel from a psycho-social view, their self-image, trust in themselves, the manner in which they seek confirmation and the realisation of set goals are closely connected with their inclusion in school and, above all, their success there. Besides educational support and help with homework, the activities also involve learning Slovene, since insufficient knowledge of this language signifies an almost insurmountable obstacle for the majority of Roma children upon their enrolment at primary school, meaning that they are excluded from the very beginning since they are unable to establish communication on an equal footing.

Pogovorno-ustvarjalna delavnica “Povem ti pravljico”. Story telling creative workshop “I tell you a story”.

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Ravno tako je učenje slovenskega jezika, pridobivanje novih znanj in veščin ter razvijanje socialnega in kulturnega kapitala tudi namen skupinskih aktivnosti, ki sledijo v drugem delu programa, in so med otroki še posebej priljubljene: socialne, ustvarjalne delavnice, športne in družabne igre, taborniške veščine, bobnarske, glasbene in plesne, sprostilne, pravljične ter različne druge tematske delavnice.

The second part of the programme, which involves popular group activities for children such as social and creative workshops, sports and social games, outdoor survival skills, music and dance, relaxation, story-telling and various other themed workshops, has the same goals: learning Slovene, acquiring new knowledge and skills, and developing social and cultural capital.

Učimo se taborniških veščin. Outdoor survival skills.

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Ustvarjalna delavnica “Cvetlični venček”. Creative workshop “Flower garland”.

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6.2

ROMSKI IZOBRAŽEVALNI INKUBATOR NOVO MESTO – DNEVNI CENTER ŠMIHEL

Dnevni center Brezje je bil v preteklosti večkrat izpostavljen kot primer dobre prakse, zato smo se odločili, da program nadgradimo, in sicer v smeri širjenja aktivnosti v ostala romska naselja. Tako je leta 2011 v drugem največjem romskem naselju v Novem mestu nastal podoben center, kjer pa je poudarek na vključevanju predšolskih otrok.

NOVO MESTO ROMA EDUCATIONAL INCUBATOR – ŠMIHEL DAY CENTRE FOR ROMA CHILDREN

The day centre in Brezje has often been mentioned as an example of good practice and so we decided to build upon the programme and spread the activities to other Roma settlements. In 2011 a similar centre was established in the second largest Roma settlement in Novo mesto, with an emphasis on inclusion of pre-school children.

Program za predšolske otroke. Programme for pre-school children.

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Učna pomoč | Educational support

V romskem naselju Šmihel namreč nihče od predšolskih otrok ni vključen v predšolsko vzgojo, raziskave in praksa pa kažejo, kako pomembna je pri odpravljanju kulturnih in socialnih neenakosti pri socialno izključenih skupinah. Skupaj s strokovnjaki smo v skladu s Kurikulom za vrtce pripravili skrajšani program za predšolske otroke, ki so skozi različne aktivnosti pridobivali raznovrstne izkušnje na različnih področjih: gibanje, jezik, narava, umetnost, družba in matematika. Aktivnosti, ki potekajo vsak delovnik od 12. do 14. ure, je v času trajanja projekta obiskovalo 15 otrok. V času od 14. do 17. ure pa se je v program učne pomoči in ostalih skupinskih aktivnosti vključevalo še 21 osnovnošolskih otrok.

In Šmihel no child is included in pre-school education, although research and experience show just how important this is in doing away with cultural and social inequalities of socially excluded groups. In line with the curriculum for nursery schools and in cooperation with relevant experts we drew up a shortened programme for pre-school children, who through the activities involved acquire experience in different areas, such as movement, language, nature, art, society and maths. During the project the activities, which take place every working day between 12.00 and 14.00, were attended by 15 children. In addition, between 14.00 and 17.00 another 21 primary school children were included in the educational support programme and other group activities.

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Ustvarjalna delavnica za predšolske otroke. Creative workshop for pre-school children.

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Pri izvajanju programa je v ospredju soustvarjanje – dobri izidi in želeni razpleti se soustvarijo v odnosu, ki omogoči soustvarjalno sodelovanje. Tako opredeljen odnos v praksi vzdržujemo še z ostalimi pomembnimi koncepti: vključenost, perspektiva moči ter ravnanje tukaj in sedaj. Promoviramo tudi princip romskega naselja, saj se vse aktivnosti odvijajo neposredno v njihovem okolju, pri izvajanju pa sta nam v veliko pomoč tudi romski pomočnici, ki sta zaposleni v programu javnih del.

At the forefront is shared creativity – good results and desired outcomes are jointly created within a relationship that facilitates common action. This is maintained in practice together with other important concepts: inclusion, perspectives of power, and behaviour in the here and now. We also promote the principle of the Roma settlement as all the activities take place in their direct environment, where we receive a great deal of help from the Roma assistants employed through the public works programme.

Aktivnosti v obeh dnevnih centrih so pripravljene tako, da otroci pridobivajo nova znanja in veščine, še posebej je poudarek na socialnih veščinah, ki otrokom omogočajo, da se v socialnih odnosih učinkovito vedejo, da vstopajo v bolj zadovoljujoče odnose in da uspešnejše rešujejo konflikte, kar tudi bistveno prispeva k večji vključenosti. Poleg tega so otroci ves čas tudi v stiku s slovenskim jezikom, ki za večino otrok še vedno predstavlja veliko oviro pri vključevanju. In ravno na teh dveh področjih zaznavamo tudi največji napredek.

The activities at the two day centres are planned in such a way that children acquire new knowledge and skills, with a special emphasis on social skills that enable them to behave effectively, enter into more satisfying relations and resolve conflicts more successfully, which also considerably contributes towards greater inclusion. In addition, children are constantly in contact with Slovene, which still represents a big problem for most Roma children. And these two areas are where we have noticed the greatest progress.

Pomemben napredek pri vključenih otrocih opažamo tudi pri večji motivaciji za vključenost v program nasploh. Posebej pa želimo izpostaviti večjo motivacijo za vključitev v program učne pomoči, katere rezultat je izboljšan učni uspeh pri nekaterih vključenih otrocih tudi v šoli in ta napredek je bil zaznan tudi s strani učiteljev.

We have also noticed significant progress with regard to motivation among the children for inclusion in the programme in general, as well as the educational support programme, which results in improved school grades for some of the children; this progress has also been observed by teachers.


Ravno tako je bil za skupino otrok, ki so se v letu 2012 prvič vključili v program za predšolske otroke v romskem naselju Šmihel, vstop v prvi razred lažji, saj so več kot pol leta pred začetkom šole imeli možnost razvijati sposobnost komuniciranja v slovenskem jeziku, socialne veščine ter ostala področja v skladu s Kurikulumom za vrtce.

Starting school was much easier for the children who were in 2012 included in the programme for pre-school children in Šmihel, since for more than six months they had the opportunity to develop their communication skills in Slovene, their social skills and other areas in line with the nursery school curriculum.

Pri oblikovanju programa smo vse dobre prakse iz preteklosti obdržali in jih nadgradili z novimi. Danes lahko Dnevni center Šmihel izpostavimo kot inovativen program, saj smo skupaj s strokovnjaki pripravili in izvedli skrajšani program predšolske vzgoje za romske otroke. Ta je pri socialno izključenih skupinah še posebej pomembna, saj je osnova za nadaljnje uspešno izobraževanje. S podporo staršev, vsakodnevno neposredno prisotnostjo v naselju, strokovnim delom in veliko mero posluha za potrebe otrok smo v kratkem času dosegli pomembne rezultate, ki v lokalni skupnosti in tudi širše niso ostali neopaženi.

In the creation of the programme, all the good practices from the past were maintained and supplemented with new ones. Today, the Šmihel Day Centre can be described as innovative since a shortened programme of pre-school education for Roma children has been drawn up and implemented. In socially excluded groups, pre-school education is particularly important as it forms the foundations for successful education. Through parents’ support, our everyday presence in the settlement, professional work and a great deal of understanding for the children’s needs we achieved significant results within a short period of time, which did not go unnoticed within the local and wider community.

Praznovanje pusta. Shrove Tuesday celebrations.

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7.0

USTVARJANJE ENAKOVREDNIH MOŽNOSTI ZA INTEGRACIJO ROMSKIH OTROK V VRTEC: ROMSKI IZOBRAŽEVALNI INKUBATOR KRŠKO – VRTEC KERINOV GRM Creation of equal opportunities for the integration of Roma children into nursery school: Krško Roma educational incubator at Kerinov grm Nursery School

Prostorov Romskega izobraževalnega inkubatorja so bili zelo veseli Romi iz Kerinovega grma in tudi drugi okoliški prebivalci. The Roma from Kerinov grm, as well as people from the surrounding area, were very pleased with the Roma educational incubator premises.

Izvajalec: OŠ Leskovec pri Krškem – Enota vrtec Implemented by: Leskovec pri Krškem Primary School – Nursery unit

Glavne aktivnosti Romskega izobraževalnega inkubatorja Krško – vrtec Kerinov grm so bile:

The main activities of the Krško Roma educational incubator at Kerinov grm Nursery School were:

1. Pripravljanje prostorskih in materialnih pogojev za izvajanje programa vrtca v romskem naselju.

1. Preparation of spatial and material conditions for the implementation of a nursery school programme in a Roma settlement.

Občina Krško je podprla projekt in financirala postavitev večnamenskega objekta in kasneje ograditev zemljišča. V objektu se je v Romskem izobraževalnem inkubatorju Krško – vrtec Kerinov grm leta 2011 uradno začel izvajati pilotski program “Pripravljalni vrtec Kerinov grm”.

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The Municipality of Krško backed the project and financed the construction of a multi-purpose site and later also the fencing off of the plot. In 2011, the Krško Roma educational incubator – Kerinov grm Nursery School officially began to run the pilot programme “Kerinov grm Preparatory Nursery School” on this site.


Pripravljalni vrtec Kerinov grm in igrišče ob objektu sta opremljena tako, da ponujata otrokom možnost izbire. Raznovrstna oprema, razporejena v fleksibilne igralne kotičke, in sodobna didaktična sredstva omogočajo otrokov razvoj na različnih področjih. V takšnem okolju ima otrok možnost izbire, soodločanja pri učenju, sprejemanju odgovornosti in je samostojen pri reševanju problemov ter razvijanju lastnih interesov. S sredstvi projekta smo v objektu opremili igralnico, garderobo, otroške sanitarije s pralnico, kuhinjo za izvajanje kuharskih delavnic in razdelitev otroške malice, otroško garderobo in pisarno za strokovne delavce. Pohištvo po meri nam je omogočalo optimalen izkoristek prostorov. Izbrali in nabavili smo tudi vsa potrebna didaktična sredstva za izvajanje programa vrtca po metodologiji Korak za korakom ter jih dopolnjevali glede na potrebe otrok in izvedbe programa. Opremili smo igrišče ob objektu in s kakovostnimi in močnimi igrali dali namensko uporabo tako za predšolske kot za starejše, šolske otroke. Igrišče je postalo prostor za druženje vseh generacij. Sam objekt skupaj z igriščem in sodobno opremo nudi romskim otrokom in njihovim staršem prvi stik z vrtcem, prijazno in spodbudno okolje za izvedbo dejavnosti društev in drugih institucij ter s tem pester program aktivnosti.

The Kerinov grm Preparatory Nursery School and the playground next to the building are equipped in such a way that they offer children the possibility of choice. The varied equipment, arranged around flexible play areas, and the modern didactic tools facilitate children’s development in various ways. In such an environment, children can participate in decision-making in relation to learning and accepting responsibility, and can independently resolve problems and develop their own interests. The financial resources were also used to equip the playroom within the building, the cloakroom, sanitary and washing facilities, a kitchen for cooking workshops and for serving morning snacks to the children, a children’s cloakroom and a staff office. The made-to-measure furniture facilitated the optimal use of the space available. We also chose and bought all the necessary didactic tools for the implementation of the nursery programme using the ‘Step by Step’ methodology and supplemented them in line with the children’s needs. We equipped the playground next to the nursery and, using strong, high quality playground equipment, enabled it to be used both for preschool and school children. The playground has become a space where all generations come together. The attractively equipped nursery and playground offer the Roma children and their parents their first contact with nursery school, and a friendly and stimulating environment for the implementation of the activities of various associations and other institutions, as well as a varied activity programme.

Igrišče ob vrtcu. Playground next to the nursery.

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2. Izvajanje pripravljalnega programa v vrtcu Kerinov grm za otroke od 2. do 4. leta in postopna integracija v redne oddelke leto pred vstopom v šolo.

2. Implementation of the preparatory programme at Kerinov grm Nursery School for children aged 2 to 4 and gradual integration into the regular nursery groups prior to starting school

V prvih dveh letih (2011 in 2012) smo zaposlili 7 oseb, v zadnjem letu (2013) jih je bilo v vrtcu zaposlenih 5. Sistematično smo izobraževali skupaj 5 strokovnih delavk (dve vzgojiteljici, pomočnico vzgojiteljice, koordinatorko za delo s starši in koordinatorko za pomoč v oddelkih z integracijo). Vse v okviru projekta zaposlene strokovne delavke so bile vključene v strokovna srečanja in interna kolektivna izobraževanja na ravni celega vrtca ter posebna izobraževanja v okviru našega mentorstva. V letu 2013 smo usposabljali tudi hišnika, domačina Roma iz naselja Kerinov grm, ki ga je zaposlila Občina Krško preko javnih del. Pilotski program pripravljalnega vrtca v naselju Kerinov grm izvajamo po metodologiji Korak za korakom, ki je tudi uradno potrjena s strani države kot ena od opcij izvedbe Kurikuluma za vrtce in je sicer že več kot 10 let izbrana kot vodilo izvedbe programa v vseh 14 oddelkih enote Vrtca Leskovec.

During the first two years (2011 and 2012) we employed seven staff and during the last year (2013) the nursery employed five. We systematically trained five staff (two teachers, an assistant teacher, a coordinator for working with parents and a coordinator for helping with integration). All the staff employed within the framework of the project were included in meetings and internal collective training at the level of the whole nursery school and special training under our mentorship. In 2013 we also trained a caretaker, a local Roma from the settlement of Kerinov grm, who is employed by the Municipality of Krško as part of the public works programme. The pilot preparatory nursery school programme in Kerinov grm is carried out using the ‘Step by Step’ methodology, which is officially approved by the state as one of the options for the implementation of the curriculum for nursery schools and has for over 10 years been selected as the guideline for the implementation of the programme in all 14 groups at the Leskovec Nursery School.

Kuharska delavnica v pripravljalnem vrtcu Kerinov grm, februar 2012. Cooking workshop at the Kerinov grm Nursery School, February 2012.

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2011 /2012

2012 /2013

Število predšolskih otrok v naselju, ki ne obiskujejo vrtca Number of pre-school children in the settlement, who do not attend nursery school Število predšolskih otrok, ki redno obiskujejo program vrtec Kerinov grm Number of pre-school children regularly attending the Kerinov grm nursery school programme

Naš interni, izvedbeni program za predšolske otroke je inovativen in celovit ter se skozi prakso sproti dograjuje oz. potrjuje. Nastal je na podlagi dolgoletnih izkušenj v okviru rednih in projektnih dejavnosti strokovnih delavk vrtca Leskovec, v ožjem šolskem okolišu in naših romskih naseljih (Kerinov grm, Drnovo in Loke).

Our internal programme for pre-school children is innovative and comprehensive; it is improved and confirmed through practice on an ongoing basis. It emerged on the basis of the experience acquired through many years in the regular and project activities carried out by the staff at Leskovec Nursery School, within the narrower school environment and in the local Roma settlements (Kerinov grm, Drnovo and Loke).

Z inovativnimi in ustvarjalnimi pristopi k učenju in z različnimi oblikami vzgojno-izobraževalnega dela zagotavljamo pogoje za vsestranski razvoj otroka, razvoj dvojezičnosti, možnosti za razvoj družinske pismenosti in s tem prispevamo k boljši integraciji Romov v družbo. Pripravljalni vrtec Kerinov grm je v letu 2013 redno obiskovalo 13 otrok od 18 vključenih. Čas bivanja otrok v vrtcu se je podaljšal, saj so bili letos v program v vrtcu otroci vključeni od 8. do 14. ure, prvo leto pa pretežno od 8. do 12. ure, kar kaže na to, da bo v prihodnje potrebno zagotoviti celodneven program. Vključenost otrok v vrtec raste po pričakovanjih. S tem, ko otroci redno obiskujejo pripravljalni vrtec, se povečuje njihov vsestranski napredek v razvoju in napredek pri osvajanju slovenskega jezika. Večji pomen od števila vpisanih romskih otrok v vrtec dajemo njihovi dejanski prisotnosti in vključenosti v vrtec ter vzpostavljanju pozitivnih odnosov s starši. Vključitev romskih otrok v vrtec v najzgodnejšem obdobju posledično pripomore k njihovi boljši samopodobi in uspešnejšem vključevanju v šolo.

Using innovative and creative approaches to learning and various kinds of educational work we ensure the right conditions for the child’s overall development, the development of bilingualism and the chance to develop family literacy, thus contributing to the better integration of the Roma in society. During 2013, Kerinov grm Preparatory Nursery School was regularly attended by 13 children out of the 18 enrolled. The time children spent at the nursery was extended to between 8.00 and 14.00, whereas in the first year it was mostly from 8.00 to 12.00. This indicates that in future a whole-day programme will have to be provided. Inclusion of children in the nursery is growing in line with expectations. The fact that children are attending regularly is contributing to their comprehensive progress and acquisition of Slovene language. More importance is placed on the de facto presence of the children and their actual inclusion in the nursery and the establishment of positive relations with parents, rather than on the number of children enrolled. Inclusion of Roma children in nursery school contributes to their better self-image and more successful integration in school.

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V šolskem letu 2010/2011 je bil integriran v redni oddelek vrtca le en otrok, lansko leto, torej v letu 2011/2012 5 otrok (3 kot nadaljevanje iz pripravljalnega vrtca Kerinov grm). V šolskem letu 2012/2013 je v redne oddelke vključenih 5 otrok, od teh so 3 iz pripravljalnega vrtca Kerinov grm, eden pa je bil pred kratkim izpisan. Pokazalo se je, da se romski otroci, ki so predhodno obiskovali pripravljalni vrtec Kerinov grm, hitreje vključijo v skupino in aktivnosti enakovredno z drugimi otroki. Otroci, ki so korak za korakom šli iz pripravljalnega vrtca Kerinov grm v redni oddelek vrtca Leskovec, ob vstopu v šolo niso imeli večjih težav kot njihovi vrstniki.

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During the 2010/2011 school year, only one child was integrated into the regular nursery school group, whereas last year (2011/2012) the number was five (three as a continuation of the Kerinov grm Preparatory Nursery School). In the 2012/2013 school year five children are included in the regular groups; out of these, three are from the Kerinov grm Preparatory Nursery School and one who was taken out not long ago. The evidence suggests that the Roma children who attended the preparatory nursery school were integrated sooner into the regular group, and are included in activities on an equal basis with the other children. The children who had progressed step by step from Kerinov grm Preparatory Nursery School to the regular group at the Leskovec Nursery School did not have any greater problems with integration in school than their peers.


3. Active inclusion of Roma parents and young adults in the project programme in cooperation with different organisations Various activities carried out at the Kerinov grm Preparatory Nursery School helped gradually build awareness among the Roma parents about the importance of nursery school and the building of trust and partnership, and helped inform all the participants about the Roma and Slovene cultures and about old customs. 3. Aktivno vključevanje romskih staršev in mladine v program projekta v sodelovanju z različnimi organizacijami Raznovrstne aktivnosti, ki smo jih izvajali v pripravljalnem vrtcu Kerinov grm, so omogočile postopno osveščanje romskih staršev o pomenu vrtca, gradnjo zaupanja in partnersko sodelovanje ter seznanjanje sodelujočih z romsko in slovensko kulturo ter starimi običaji.

Maja Koretič in Jožica Repše, vodji projektnih aktivnosti v Kerinovem grmu: “Ko pogledamo nazaj, smo ponosni na delo, ki smo ga opravili, na naše sodelovanje in na naše rezultate. Nikoli nam ne bo žal za vse, kar smo naredili, ker vemo, da je bilo vredno že zaradi otrok. Naše delo je bilo vsak dan polno presenečenj in zelo nepredvidljivo. Učili smo se drug od drugega in si pomagali. Mogoče se nekomu, ki ne pozna razmer v naših romskih naseljih, še posebej v naselju Kerinov grm, zdijo rezultati majhni, a mi vemo, da smo naredili nekaj pomembnih korakov naprej za boljši jutri Romov v Kerinovem grmu in zgradili most zaupanja med nami. Vodila nas je ljubezen do romskih otrok in želja po boljšem sodelovanju in sobivanju z Romi.”

Maja Koretič and Jožica Repše, leaders of project activities at Kerinov grm: “When we look back, we are proud of the work we have accomplished and of our cooperation and results. We shall never regret the effort involved because we know that it was worth it for the children’s sake alone. Every day was unpredictable, full of surprises. We learned from each other and helped each other. Maybe those who are not familiar with the conditions in our Roma settlements, especially Kerinov grm, find the results rather limited, but we know we have taken some important steps towards a better future for the Roma in Kerinov grm and built a bridge of trust. We were guided by love for the Roma children and a desire for better cooperation and coexistence with the Roma.”

Obiskali smo zobozdravnika, januar 2013. Visiting a dentist, January 2013.

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8.0

NUDENJE UČNE POMOČI NA RAVNI OSNOVNE IN SREDNJE ŠOLE ZA IZBOLJŠANJE VKLJUČENOSTI ROMSKIH OTROK V IZOBRAŽEVALNI PROCES Offering educational support at primary and secondary level and improving the inclusion of Roma children in the educational process

Izvajalca: Inštitut za narodnostna vprašanja in Romski akademski klub Implemented by: Institute for Ethnic Studies and Roma Academic Club

8.1 Učna pomoč romskim učencem Educational support for Roma pupils

The aim of this activity was to improve the inclusion of Roma children in the educational process, improve their school results, reduce their school drop-out rate and increase their motivation for learning.

Educational support implementer M. K.:

Namen pričujoče aktivnosti je bil izboljšati vključenost romskih učencev v izobraževalni proces, izboljšati njihov učni uspeh, zmanjšati osip v šoli in povečati njihovo motivacijo za izobraževanje.

Izvajalka učne pomoči M. K.: “Ko sem sprejela delo izvajalke učne pomoči pred skoraj tremi leti, sem mislila, da bo delo lahko. Vendar pa še zdaleč ni lahko. To službo moraš opravljati cel, s srcem in z veliko subtilnosti ter potrpežljivosti, kajti to je delo, kjer niso vidni rezultati čez noč. Potrebno je prehoditi kar dober del poti, da se začnejo kazati rezultati.”

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“When I accepted the task of implementing educational support nearly three years ago, I thought that the work would be straightforward. But it is far from that. This job demands everything from you, your heart and a great deal of subtlety and patience, because the results are not visible overnight. It is necessary to walk a good part of the road before the results begin to show.”


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Aktivnosti so vsebovale predvsem različne oblike dodatne učne pomoči romskim učencem, dodatno spodbujanje in motiviranje nadarjenih romskih otrok za učenje in nadaljevanje izobraževanja ter spodbujanje njihovih staršev, da jih pri tem podprejo.

The activities consisted mostly of additional educational support to Roma children, encouragement and motivation of particularly talented Roma children to learn and continue their education, and encouraging parents to support them in this.

Sprva smo načrtovali, da se bo učna pomoč romskim učencem izvajala individualno, in sicer na domu posameznega učenca oz. v skupnem prostoru v romskem naselju. Dokaj hitro se je pokazalo, da je število otrok, ki bi učno pomoč potrebovali, veliko in da je s tega vidika boljša organizacija in izvajanje skupinske učne pomoči. Zato smo način nudenja učne pomoči prilagodili konkretnim pogojem in možnostim v posameznih okoljih, kar pomeni, da se je ponekod učna pomoč izvajala na domovih učencev, medtem ko je bila drugod organizirana v skupnih prostorih (romskih izobraževalnih inkubatorjih) ali v šolah.

Initially we intended to carry out educational support primarily on an individual basis, at the home of each child or on common premises in a Roma settlement. However, it soon emerged that the number of children in need of such support was high and that in view of this it was better to organise and implement it at group level. Educational support was thus adapted to specific conditions, which means that in some places it was given in pupils’ homes, whilst elsewhere it was organised on shared premises (in Roma educational incubators) or in school.

Učna pomoč v Romskem izobraževalnem inkubatorju v Beli krajini – RosalniceBoriha (občina Metlika). Educational support in the Bela krajina Roma educational incubator at RosalniceBoriha (Municipality of Metlika).

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Učna pomoč v Romskem izobraževalnem inkubatorju v romskem naselju v Prekmurju – Vanča vas-Borejci. Educational support in the Prekmurje educational incubator at Vanča vas-Borejci.

V okviru projekta je bila učna pomoč v okviru romskih izobraževalnih inkubatorjev nudena romskim učencem v vseh slovenskih regijah z višjim deležem romskega prebivalstva.

Within the project, educational support at Roma educational incubators was offered to Roma children in all Slovene regions with a high ratio of Roma population.

Izvajalec učne pomoči M. M.:

Educational support implementer M. M.:

“Pri otrocih se je vzpostavil nekakšen sistem varnosti in stalnosti, ki je zagotavljal podporo ter pomoč vsak dan ob istem času in na istem mestu. Takšnega sistema za romske otroke pred pričetkom izvajanja tega projekta enostavno ni bilo. Za vse te otroke že dolgo nisem več samo Miha, temveč me že dve leti kličejo ‘učitelj Miha’, čeprav nimam pedagoške izobrazbe.”

“A system of safety and consistency was put in place to ensure support and assistance at the same time and in the same place every day. Before the implementation of this project, such a system simply did not exist for Roma children. For a long time now I am no longer just Miha to these children, for the last two years they have been calling me ‘teacher Miha’, even though I have no teacher training.”

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Učna pomoč v Romskem izobraževalnem inkubatorju v romskem naselju v Prekmurju – Kamenci. Educational support in the Prekmurje Roma educational incubator at Kamenci.

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Izvajalka učne pomoči D. G.: “Zelo dobrodošlo je, da program poteka redno, kontinuirano in predvsem vsakodnevno. Tako otroci sčasoma osvojijo rutino in se začnejo zavedati, zakaj sploh prihajajo v inkubator, da je najbolj pomembno šolsko delo, za nagrado pa počnemo še druge stvari – se igramo, ustvarjamo itd. Prostovoljci, ki so včasih (še pred RIIG-om) izvajali delavnice z otroki v naselju Smrekec (enkrat do dvakrat tedensko z daljšimi premori), so nas nekajkrat obiskali v RIIG-u in opažajo ogromne spremembe v znanju in veščinah naših otrok v primerjavi z generacijami, ki so pred leti obiskovale delavnice za otroke, ko so jih oni izvajali.”

V času trajanja projekta je učno pomoč 284 učencem nudilo 39 izvajalcev. Čeprav je bila učna pomoč primarno namenjena romskim učencem, so se je v manjšem deležu udeleževali tudi drugi otroci.

Educational support implementer D. G.: “It is desirable for the programme to run regularly, continuously and, above all, every day. This way, children gradually adopt a routine and begin realising why they are coming to the incubator, that school work is the most important thing and that then, as a reward, we do other things – play, make things, etc. The volunteers who in the past (prior to the Roma educational incubator ) implemented workshops involving children in Smrekec (once to twice a week at longer intervals) visited us at the incubator and observed huge changes in children’s knowledge and skills in comparison to the generations that had attended workshops led by them in the past.”

Whilst the project was in operation, 284 pupils were offered educational support by 39 implementers. Even though support was directed primarily at Roma children, a small proportion of other children also attended.

Učna pomoč v Romskem izobraževalnem inkubatorju v romskem naselju Smrekec (Občina Grosuplje). Educational support in the Roma educational incubator in the Roma settlement of Smrekec (Municipality of Grosuplje).

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Število učencev, ki so obiskovali učno pomoč Number of pupils attending educational support classes

2010 /2011

2011 /2012

Število učencev, ki so UP obiskovali 2 meseca ali manj. Number of pupils attending support for 2 months or less.

2012 /2013

Število učencev, ki so UP obiskovali več kot 2 meseca. Number of pupils attending support for over 2 months.

Število učencev, ki so učno pomoč obiskovali več kot dva meseca, po regijah. Number of pupils attending educational support for over two months, by region.

50 40 30 20 10 Bela krajina

2010 /2011

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Dolenjska

2011 /2012

Prekmurje

2012 /2013

Maribor


Izvajalci učne pomoči na usposabljanju o pomenu znanja in izobraževanja v Murski Soboti. Educational support implementers at the training on the importance of knowledge and education in Murska Sobota

Izvajalec učne pomoči M. B.:

Educational support implementer M. B.:

“Pomembno dejstvo je: v tem času nismo bili le izvajalci učne pomoči. Bili smo in smo še izobraženi Romi, vzorniki, motivatorji, svetovalci, zaupne osebe, prostovoljci, prijatelji …”

“One thing is important: during this time we were not just implementers of educational support. We were and still are educated Roma, role models, motivators, advisers, someone children could talk to, volunteers, friends... ”

Učno pomoč so izvajali posamezniki, ki so imeli dokončano vsaj V. stopnjo izobrazbe. Zanje je projektni konzorcij organiziral usposabljanja, kjer so spoznavali osnove pedagogike, didaktike itd.

Educational support was carried out by individuals who had completed at least secondary school. The project consortium organised training for them, where the foundations of pedagogy, didactics, etc. were taught.

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Pri učencih, ki so redno obiskovali učno pomoč, se je pokazal napredek na številnih področjih, čeprav ne nujno v šolskih ocenah. Izboljšal se je njihov odnos do šole in pisanja domačih nalog, povečala se je njihova samozavest, izboljšalo se je njihovo znanje slovenskega jezika, grafomotorične spretnosti in sposobnost za delo v skupinah. Učitelji so potrdili, da so učenci prihajali v šolo bolje pripravljeni (zlasti pred pisnimi ali ustnimi preizkusi znanja) in so v veliko večji meri aktivno sodelovali pri pouku.

Pupils who regularly attended educational support classes showed progress in numerous areas, although not necessarily their school grades. What was improved was their attitude to school and homework; their confidence grew, their knowledge of Slovene improved, as did their graphomotor skills and ability to work in groups. Teachers confirmed that these children came to school better prepared (particularly for written and oral tests) and took a much more active part in the lessons.

Koordinator in izvajalec učne pomoči S. H.:

Educational support coordinator and implementer S. H.:

“Največ napredka sem pri učencih opazil v delovnih navadah. Ob začetku projekta veliko otrok ni reševalo domačih nalog, kaj šele, da bi doma brali, se učili. Zato sem zelo vesel, ko proti koncu projekta dejansko le še pregledujemo domače naloge in jih več ne sprašujemo ali imajo kaj za domačo nalogo.”

“I notice the greatest progress in the children’s working habits. When the project began, many children did not do their homework, let alone read or do revision at home. This is why I am very glad that towards the end of the project, we were simply checking their homework instead of asking if they had done it at all.”

Izvajalci učne pomoči na delavnici o organizaciji in vodenju obšolskih programov. Educational support implementers at the workshop “Organization and management of after-school programs”

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8.2 Učna pomoč romskim dijakom Educational support for Roma secondary school students Namen tudi te aktivnosti je bil izboljšati vključenost romskih dijakov v izobraževalni proces, izboljšati njihov učni uspeh, zmanjšati osip v srednji šoli in povečati njihovo motivacijo za izobraževanje. Podatki kažejo na šibko vključenost romskih otrok v partnerske srednje šole, po ocenah sodeč pa situacija tudi na drugih srednjih šolah ni nič boljša. Čeprav si marsikateri romski učenec želi nadaljevati izobraževanje, se le manjšemu številu uspe vpisati na srednjo šolo, še manjše število dijakov pa uspešno zaključi srednješolsko izobraževanje.

This activity was also aimed at improving the inclusion of Roma secondary school students in the educational process and enhancing their school results, reducing their drop-out rate and increasing their motivation for learning. The data show low inclusion of Roma children in the partner secondary schools and estimates indicate that the situation is no better at other secondary schools. Although many Roma children wish to continue their education, only a small number manage to enrol at secondary school and an even smaller number actually complete it.

Učno pomoč je obiskovalo v letu 2010/2011 11, v letu 2011/2012 13 in v šolskem letu 2012/2013 5 dijakov.

During the 2010/2011 school year, educational support classes were attended by 11 students, during 2011/2012 13 students and during 2012/2013 5 students.

Število dijakov, ki so obiskovali učno pomoč Number of students attending educational support classes

2010 /2011

2011 /2012

Število dijakov ki so UP obiskovali 2 meseca ali manj. Number of students attending support for 2 months or less.

Čeprav je bila učna pomoč primarno namenjena romskim dijakom, so se je v manjšem številu in občasno udeleževali tudi drugi.

2012 /2013

Število dijakov, ki so UP obiskovali več kot 2 meseca. Number of pupils attending support for over 2 months.

Although educational support was aimed primarily at Roma students, a small number of other students also attended at times.

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9.0

USPOSABLJANJA UČITELJEV IN DRUGIH STROKOVNIH DELAVCEV ZA DELO Z ROMSKIMI OTROKI The training of teachers and other staff for work with Roma children

Izvajalec: Inštitut za narodnostna vprašanja Implemented by: Institute for Ethnic Studies 

Seminar “Urejanje in upravljanje različnosti ter preprečevanje, upravljanje in razreševanje kriz oz. konfliktov” na OŠ France Prešeren Maribor. Seminar “Management of differences, and prevention, management and resolution of crises and conflicts” at France Prešeren Primary School Maribor.

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Aktivnost se je odvijala v treh zaporednih sklopih:

This activity consisted of three consecutive phases:

a) V prvi fazi smo učitelje in druge strokovne delavce s partnerskih osnovnih in srednjih šol spodbudili, da zapišejo svoje izkušnje z romskimi otroki v obliki dnevnika. Vsebina dnevnikov je bila osredotočena na opise različnih pozitivnih in negativnih izkušenj pri delu z romskimi otroki in mladostniki. 22 učiteljev je sodelovalo v tej dejavnosti.

a) During the first phase, teachers and other staff from the partner primary and secondary schools were encouraged to write down their experiences with Roma children in the form of a diary. The content of these focused on descriptions of various positive and negative experiences in working with Roma children and youngsters. 22 teachers participated in this activity.


b) V drugi fazi smo sodelavci Inštituta za narodnostna vprašanja skupaj s strokovnjakinjo za realitetno terapijo opravili analizo in refleksijo zbranega gradiva. Rezultati analize so bili uporabljeni kot podlaga za delavnico z učitelji, ki so pisali dnevnike v prvi fazi. Razprava na delavnici in po njej je privedla do identifikacije petih glavnih področij, na katerih so učitelji čutili in izrazili potrebo po nadaljnjem usposabljanju. Ta področja so bila:

b) During the second phase, staff from the Institute for Ethnic Studies, together with an expert in reality therapy, analysed the collected material. The results of the analysis were then used as the basis for a workshop involving the teachers who had kept diaries during the first phase. The discussion at the workshop and after it led to the identification of five main areas where teachers felt there was a need for further training:

• obvladovanje disciplinskih in vedenjskih težav v razredu;

• managing disciplinary and behavioural problems in class;

• prepoznavanje in obravnavanje diskriminacije;

• recognising and dealing with discrimination;

• poučevanje učencev, katerih materni jezik ni slovenski jezik;

• teaching pupils whose mother tongue is not Slovene;

• medkulturna komunikacija;

• intercultural communication;

• komunikacija in odnosi med učenci in učitelji.

• communication and relations between pupils and teachers.

Seminar “Urejanje in upravljanje različnosti ter preprečevanje, upravljanje in razreševanje kriz oz. konfliktov” na OŠ Kuzma. Seminar “Management of differences and prevention, management and resolution of crises and conflicts” at Kuzma Primary School.

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c) V zadnjem letu projekta smo pripravili šest seminarjev/ delavnic, ki so pokrivali omenjene vsebine:

c) During the last year of the project we organised six seminars/workshops covering the following content:

urejanje in upravljanje različnosti ter preprečevanje, upravljanje in razreševanje kriz oz. konfliktov; izvajalec: dr. Mitja Žagar (Inštitut za narodnostna vprašanja)

komunikacija v pluralnem okolju: medkulturna komunikacija; izvajalec: dr. Mitja Žagar (Inštitut za narodnostna vprašanja)

management of differences and prevention, management and resolution of crises and conflicts; led by: Mitja Žagar, PhD (Institute for Ethnic Studies)

communication in a pluralistic environment: intercultural communication; led by Mitja Žagar, PhD (Institute for Ethnic Studies)

delavnica za osveščanje in preprečevanje diskriminacije; izvajalca: Manca Šetinc Vernik in Boštjan Vernik Šetinc (OVCA - Društvo za osveščanje in varstvo – center antidiskriminacije)

seminar za učitelje, ki poučujejo učence, katerim slovenščina ni materni jezik; izvajalki: Mihaela Knez in Damjana Kern (Center za slovenščino kot drugi/ tuji jezik)

awareness building and discrimination prevention workshop; led by Manca Šetinc Vernik in Boštjan Vernik Šetinc (OVCA - Society for antidiscrimination awareness raising, protection and strategic litigation)

seminar for teachers teaching pupils whose mother tongue is not Slovene; led by Mihaela Knez and Damjana Kern (Centre for Slovene as a Second/ Foreign Language)

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seminar za učitelje slovenščine, ki poučujejo učence Rome; izvajalke: dr. Ina Ferbežar, Damjana Kern, Mihaela Knez in doc. dr. Nataša Pirih Svetina (Center za slovenščino kot drugi/tuji jezik) seminar for teachers of Slovene with Roma children in their classes; led by Ina Ferbežar,PhD, Damjana Kern, Mihaela Knez in Nataša Pirih Svetina, PhD (Centre for Slovene as a Second/Foreign Language)

delavnica o odnosih; izvajalka: Dubravka Hrovatič (Inštitut za realitetno terapijo)

supervizija; izvajalka: Dubravka Hrovatič (Inštitut za realitetno terapijo)

relationships workshop; led by Dubravka Hrovatič (Institute for Reality Therapy)

supervision; led by Dubravka Hrovatič (Institute for Reality Therapy)

Vsega skupaj se je ponujenih seminarjev/delavnic udeležilo preko 80 učiteljev, ravnateljev in drugih strokovnih delavcev.

In total, over 80 teachers, head teachers and other staff attended the seminars/workshops offered by the project.

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10.0

RAZVIJANJE USTVARJALNIH OBLIK UČNE POMOČI ZA ROMSKE UČENCE V NASELJU HUDEJE Developing creative forms of educational support for the Roma children in Hudeje

Izvajalec: Center za socialno delo Trebnje Implemented by: Trebnje Social Work Centre

Namen aktivnosti CSD Trebnje je bil razvijanje in iskanje nove ustvarjalne in učinkovite oblike učne pomoči za romske učence iz romskega naselja Hudeje, ki obiskujejo OŠ Trebnje. Na romske otroke in njihove starše smo skušali vplivati tako, da bi jim približali pogostejše obiskovanje pouka, uzavestili šolske obveznosti in izboljšali njihov učni uspeh. Izvajalko učne pomoči so sprva otroci in njihovi starši morali spoznali in sprejeli. Na začetku smo izvajali skupinsko učno pomoč v Romskem izobraževalnem inkubatorju Trebnje. Sčasoma smo ugotovili, da bo učna pomoč uspešnejša, če bomo otroka vzeli iz skupine in ga učili individualno, saj imajo posamezniki obilo težav s koncentracijo. Sklenili smo dogovor o izvajanju učne pomoči v prostorih Vrtca Trebnje (enota Romano), kjer se je izvajala učna pomoč večinoma individualno ali po parih. Po informacijah s strani otrok, ki mnogokrat niso vedeli, kdaj pišejo test, kdo je njihov razrednik, niso imeli domačih nalog in mnogih drugih težavah ter pomanjkljivostih, smo se odločili, da pričnemo “z gradnjo mostu” s šolo. Izvajalka učne pomoči je pričela z nudenjem pomoči tudi v šoli, kjer je bila dobro sprejeta. Nanjo so se navadili otroci, učitelji in romske pomočnice, katerim je predstavljala tudi nek vir informacij (povedala, kaj se dogaja v otrokovi družini), pomoči (z otrokom je naredila učni list; prenesla informacijo staršem v naselje …) in obratno. Naša glavna aktivnost je predstavljala izvajanje ustvarjalnih oblik učne pomoči – izvajanje različnih delavnic. Nekaj delavnic smo pripravili tudi za starše romskih otrok. Sodelovali smo s šolami, Centrom za izobraževanje in kulturo Trebnje, občinami in drugimi pomembnimi institucijami.

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The goal of the activities carried out by the Trebnje Social Work Centre was the search for and development of a creative and efficient form of educational support for the Roma children from the settlement of Hudeje attending Trebnje Primary School. We tried to persuade the Roma children (and their parents) that they should come to school more regularly, accept their school obligations and improve their grades. The children and parents first had to meet and accept the person providing educational support, which was initially implemented at the Trebnje Roma educational incubator. With time we realised that the support would achieve greater success if children were taken away from the group and taught individually, since they had problems concentrating. We reached an agreement about educational support on the premises of Trebnje Nursery School (Romano unit), where it took place mostly on an individual basis or sometimes in pairs. After the children told us that they often did not know when they had tests or who their form teacher was, that they did not do their homework and about many other problems and deficiencies, it was decided that we would begin by “building a bridge” with the school. The helper providing educational support started off by offering help at the school, where she was well received. The children, teachers and Roma assistants all got used to her and to the latter she also represented a source of information (what was going on in the child’s family), of help (she created a learning sheet with the child; conveyed information to the parents at home, etc.) and vice versa. Our main activity consisted of creative forms of educational support, such as various workshops. We also organised some workshops for the parents of Roma children, as well as working together with school, Trebnje Centre for Education and Culture, municipalities and other relevant institutions.


UČNA POMOČ V ROMSKEM IZOBRAŽEVALNEM INKUBATORJU TREBNJE. Educational support at the Trebnje Roma educational incubator.

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Delavnice s starši v Romskem izobraževalnem inkubatorju Trebnje. Workshops with parents at the Trebnje Roma educational incubator.

Eden izmed velikih dosežkov projekta je, da smo bili pri delu z Romi in predvsem romskimi učenci ustvarjalni, prilagodljivi in strpni pri delu z njimi. Vedno znova smo se jim skušali približati in skupaj z njimi soustvarjati želene rezultate. Nudili smo jim ustvarjalne oblike učne pomoči: učenje preko igre, pogovora, kreativnosti, pripovedovanja osebnih zgodb predstavnikov večinskega prebivalstva,različnih vrst delavnic. Približali smo se jim in se vživeli v njihove življenjske situacije, bili smo njihovi zagovorniki ali zavezniki. Vsakega otoka in njegovo družino smo dobro spoznali in nanj gledali kot posameznika, ki je edinstven in ima specifične vedenjske in čustvene vzorce. Z gotovostjo trdimo, da nam je uspelo povečati zavedanje pomena obiskovanja pouka med romskimi starši in otroci. Kot pomembna dosežka štejemo tudi sodelovanje s šolo in nudenje učne baze študentkam Fakultete za socialno delo.

Ustvarjalne delavnice v Romskem izobraževalnem inkubatorju Trebnje. Creative workshops at the Trebnje Roma educational incubator.

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One of the project’s main goals was to be creative, adaptable and tolerant in our work with the Roma in general and Roma pupils in particular. We kept trying to get closer to them and, together, to achieve the desired results. We offered creative forms of educational support: learning through playing, discussions, creative activities, the telling of personal stories by representatives of the majority population and various types of workshops. We tried to put ourselves in their shoes and experience situations that arise in their lives; we were their advocates and allies. We got to know every child and family really well, viewing them as unique individuals with their own specific behavioural and emotional patterns. We can say with certainty that we managed to increase awareness of the importance of attending school among both Roma parents and children. Cooperation with the school and offering an educational base for the students of the Faculty of Social Work are also important achievements.


Obisk v knjižnici – otroci iz Romskega izobraževalnega inkubatorja Trebnje. Visit to the library – children from the Trebnje Roma educational incubator.

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11.0

RAZVOJ IN IZVAJANJE OBŠOLSKIH PROGRAMOV IN PROSTOČASNIH AKTIVNOSTI ZA OTROKE, MLADINO IN STARŠE Development and implementation of extra-mural programmes and free-time activities for children, youth and parents

Ustvarjalna delavnica (izdelovanje mozaične slike iz naravnih materialov) v Romskem izobraževalnem inkubatorju Prekmurje – Vanča vas-Borejci, 2012. Creative workshop (making mosaic pictures out of natural materials) at the Prekmurje Roma educational incubator at Vanča vas-Borejci, 2012.

Izvajalca: Inštitut za narodnostna vprašanja in Romski akademski klub Implemented by: Institute for Ethnic Studies and Roma Academic Club

Romski otroci in mladina se redko vključujejo v prostočasne dejavnosti, ki potekajo izven njihovega naselja. V okviru projekta smo jim zato ponudili paleto aktivnosti, ki so potekale večinoma v romskih naseljih in so prispevale k izboljšanju kakovostnega preživljanja njihovega prostega časa. Prostočasne aktivnosti so bile načrtovane tako, da so bile zanimive in privlačne za otroke različnih starostnih skupin. Otrokom so ponujale druženje, sprostitev, telesno aktivnost in tudi učenje, saj smo vanje vpletali različne izobraževalne vsebine (npr: s področja matematike, zgodovine, geografije, romske kulture, ekologije, itd.). Potekale so na prostem ali v romskih izobraževalnih inkubatorjih, poleg otrok iz romskih naselij pa so nekatere privabile tudi druge otroke iz sosednjih krajev.

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Roma children and youngsters are rarely included in free-time activities taking place outside their settlements. Within this project we thus offered them a variety of activities that took place mainly in the Roma settlements and contributed to the improvement of the quality of their free time. These activities were planned in such a way that they were interesting and attractive for children of different age groups. They offered company, relaxation, physical activity and learning, since we included various educational content (e.g. maths, history, geography, Roma culture, ecology, etc.). The activities took place outdoors or at Roma educational incubators, and some of them attracted children from neighbouring settlements in addition to the Roma children.

Delavnica, na kateri so otroci s tehniko kaširanja izdelovali čudežno žival (OŠ France Prešeren v Mariboru), 2013. Workshop at which the children used a collage technique to make a miracle animal (France Prešeren Primary School Maribor) 2013.

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Izobraževalna delavnica na temo “Kdo smo mi, Romi?”, 2011. Educational workshop on the theme “Who are we, the Roma?”, 2011.

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Prostočasne aktivnosti v okviru romskih izobraževalnih inkubatorjev smo izvajali na različne načine:

Free time activities were carried out in different ways:

• kot celoletno obšolsko dejavnost, kot je npr. nogometna šola,

• as year long extra-mural activities, such as the football school,

• v obliki delavnic (ponekod občasno, ponekod enkrat tedensko) med šolskim letom,

• in the form of workshops (in some places occasionally and in other places once a week) during the school year,

• v obliki večdnevnih delavnic (npr.: filmska in fotografska delavnica) in poletnih taborov v času šolskih poletnih počitnic.

• in the form of workshops lasting a few days (e.g. film and photography workshops) and summer camps during school holidays.

Učinke in rezultate različnih obšolskih dejavnosti, ki smo jih izvajali v okviru inkubatorjev, je težje neposredno in objektivno izmeriti kot učinke učne pomoči in tudi ne morejo nadomestiti učne pomoči in rednega učenja, vseeno pa verjamemo, da so pripomogle k vsestranskemu razvoju otrok, zlasti pa posredno k dvigovanju motivacije za izobraževanje.

The effects and results of the various extra-mural activities carried out within the scope of the incubators are more difficult to measure as directly and objectively as the effects of educational support, nor can they replace educational support and regular learning, but nonetheless we believe that they contributed to the all-round development of the children, and particularly to increasing their motivation to learn.

Igre na prostem v okviru poletnega tabora v Vanči vasi-Borejcih, 2012. Playing out in the open as part of the summer camp in Vanča vas-Borejci, 2012.

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11.1

FILMSKE IN FOTOGRAFSKE DELAVNICE

Z organizacijo filmskih in fotografskih delavnic smo otrokom in mladostnikom iz romskih naselij omogočili kakovostno preživljanje prostega časa med poletnimi počitnicami. Osnovni namen delavnic je bil udeležence navdušiti za umetniško ustvarjanje na področju filma in fotografije in jih usposobiti za delo s kamero ali fotoaparatom. Dejansko pa so z aktivno udeležbo pridobili še vrsto drugih znanj in veščin. Filmske in fotografske delavnice so bile vsako poletje v obdobju 2011–2013 sočasno organizirane v dveh romskih naseljih. Tako so bile izvedene v naslednjih šestih naseljih in regijah: Vanča vas-Borejci (Prekmurje); Šmihel, Smrekec, Hudeje (vsa na Dolenjskem), Rosalnice-Boriha (Bela krajina), Kerinov grm (Posavje). Udeležilo se jih je okoli 140 otrok.

FILM AND PHOTOGRAPHY WORKSHOPS

Izvajalec: Inštitut za narodnostna vprašanja Implemented by: Institute for Ethnic Studies

Through the organisation of film and photography workshops we enabled children and youngsters from Roma settlements to make good use of their free time during the school holidays. The basic goal was to fill the participants with enthusiasm for artistic creativity in film and photography and train them to work with a camera. But they acquired many other skills through attending these workshops. The workshops (two at a time) took place each summer from 2011 to 2013 in the following six settlements and regions: Vanča vas-Borejci (Prekmurje); Šmihel, Smrekec, Hudeje (all in Dolenjska), Rosalnice-Boriha (Bela krajina), Kerinov Grm (Posavje). They were attended by 140 children.

Fotografska delavnica v Hudejah, avgust 2011. Photography workshop, Hudeje, August 2011.

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Fotografska delavnica, Hudeje, avgust 2011. Photography workshop, Hudeje, August 2011.

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Udeležence so na delavnicah vodili poklicna filmarja in fotograf. Rezultati teh usposabljanj so bili predstavljeni v obliki fotografskih razstav izbranih fotografij mladih udeležencev, ki so bile postavljene v njihovih lastnih naseljih. Dostopne so tudi v obliki spletnih fotografskih razstav na spletni strani projekta (www.khetanes.si). V okviru vsake filmske delavnice je bil posnet kratek film, ki je bil v omenjenih naseljih predvajan ob zaključkih delavnic. Vsa vizualna dela so upodabljala življenje mladih ljudi v njihovem domačem okolju ter njihove percepcije pomembnosti izobraževanja.

The workshops were led by two professional film makers and a photographer. The results were presented at exhibitions of selected photographs taken by the young participants in their home settlements. They are also accessible as internet photographic exhibitions on the project website (www.khetanes. si). During every workshop, a short film was also made, which was then screened in the settlements. All the visual works depicted the life of young people in their home environment and their perception of the importance of education.

Filmska in fotografska delavnica, Smrekec (Občina Grosuplje), julij 2012. Film and photography workshop, Smrekec (Municipality of Grosuplje), July 2012.

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Delavnica, na kateri so otroci izdelovali hiše spominov. Poletni tabor v Vanči vasi-Borejcih, 2011. Workshop at which children made houses of memories. Summer camp in Vanča vas-Borejci, 2011.

Izvajalec: Romski akademski klub Implemented by: Roma Academic Club

11.2 Poletni romski tabor Roma summer camp

Every year during the summer months we held a five-day Roma summer camp at the Prekmuje Roma educational incubator at Vanča vas-Borejci, which was not aimed solely at Roma children. The goal was to offer the children educational and creative content, and the possibility of making good use of their holidays. The summer camps were attended by children from the settlements of Kamenci, Vanča vas-Borejci, Gornji Slaveči, Dolič, Krašči and Maribor.

Vsako leto smo v poletnih mesecih v Romskem izobraževalnem inkubatorju Prekmurje v naselju Vanča vas-Borejci izvedli petdnevni romski poletni tabor, ki pa ni bil namenjen samo romskim otrokom. Namen poletnega tabora je bil ponuditi otrokom izobraževalno-ustvarjalne vsebine in možnost kakovostnega preživljanja počitniških dni. Poletnih taborov so se udeležili otroci iz naselij Kamenci, Vanča vas-Borejci, Gornji Slaveči, Dolič, Krašči in Maribora.

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Vsak poletni tabor je imel osrednjo temo, na katero so se navezovale raznovrstne izobraževalno-ustvarjalne in športne aktivnosti. Ne glede na temo tabora pa so se delavnice vedno navezovale tudi na romsko kulturo in jezik. Na poletnih taborih smo spoznavali različne kulture sveta, pogovarjali smo se o ekologiji in skrbi za okolje, glasbi in filmu, ustvarjali smo makete in izdelke iz najrazličnejših materialov, spoznavali smo otrokove pravice, se razgibali v štafetnih igrah in počeli še marsikaj zanimivega. Tema poletnega tabora v letu 2013 so jeziki. Otroci bodo spoznali različne jezike tega sveta in se na delavnicah naučili prvih besed v ruščini, nemščini, angleščini in romščini.

Each summer camp had a central theme, to which the various educational-creative and sports activities referred, but a common thread was always the Roma culture and language. The children learned about the various cultures of the world, talked about ecology and care of the environment, enjoyed music and film, created models and objects from different materials, learned about children’s rights, took a little exercise in relay games and engaged in many other interesting activities. The theme of the 2013 summer camp is languages. The children will acquaint themselves with the various world languages and learn a few words in Russian, German, English and Romany.

Prvih dveh romskih poletnih taborov se je udeležilo 90 otrok, izvedenih pa je bilo 10 različnih delavnic. Tudi v letu 2013 predvidevamo izvedbo poletnega tabora v podobnem obsegu.

The first two Roma summer camps were attended by 90 children and 10 different workshops were carried out. In 2013 we expect to organise another summer camp of similar scope.

Poletni tabor v Vanči vasi-Borejcih, 2011. Summer camp in Vanča vas-Borejci, 2011.

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Na delavnici so otroci spoznavali različne načine življenja in navade Romov, ki živijo v Mariboru in Prekmurju. Poletni tabor v Vanči vasi-Borejcih, 2012. At the workshop, the children learned about different lifestyles and customs of the Roma people living in Maribor and Prekmurje. Summer camp in Vanča vas-Borejci, 2012.

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11.3

IZVAJANJE IZOBRAŽEVALNIH VSEBIN V OKVIRU FESTIVALA ROMSKE KULTURE ROMANO ČHON/ROMSKI MESEC

EDUCATIONAL CONTENT WITHIN THE SCOPE OF THE ROMANO ČHON/ROMA CULTURE MONTH

Izvajalec: Romski akademski klub Implemented by: Roma Academic Club

Romski akademski klub je v okviru festivala romske kulture Romano Čhon/Romski mesec pripravil in izvedel različne izobraževalne vsebine. Aprila 2011 so v okviru 3. Festivala Romano Čhon/Romski mesec izobraževalne in ustvarjalne delavnice še posebej zaživele. Delavnice so se izvajale v Romskem izobraževalnem inkubatorju Prekmurje v Vanči vasi-Borejcih in v Romskem izobraževalnem inkubatorju Prekmurje v Kamencih, na Ekonomski šoli Murska Sobota, kjer so potekale delavnice za dijake v okviru ur sociologije, v vrtcu v Pušči (dislocirana enota Vrtca Murska Sobota) pa je potekal enotedenski ustvarjalni tabor za otroke z vsakodnevnimi delavnicami – Teden ustvarjanja medkulturne mavrice. Delavnic se je udeležilo kar 240 predšolskih otrok, učencev in dijakov.

S 3. Festivala Romano Čhon/Romski mesec, 2011. From the 3rd Romano Čhon/Roma Culture Month, 2011.

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The Roma Academic Club organised various educational activities within the scope of the Romano Čhon/Roma Culture Month festival of Roma culture. In April 2011, during the 3rd Romano Čhon/Roma Culture Month, the educational and creative workshops were particularly lively. They took place at the Prekmurje Roma educational incubators at Vanča vas-Borejci and Kamenci, and at the Murska Sobota Secondary School of Economics, where workshops were carried out during sociology lessons, whilst at Pušča Nursery School (a branch of Murska Sobota Nursery School) there was a one-week creative camp for children with daily workshops – “A Week of Creating an Intercultural Rainbow”. The workshops were attended by 240 pre-school children, pupils and students.


Razstava risb Franca Cenerja: Pomladna priložnost, 2012. Exhibition of drawings by Franc Cener: Spring Opportunity, 2012.

Franc Cener ogromno prostega časa preživi ob listu papirja, s svinčnikom ali koščkom oglja v roki in ustvarja. Večkrat tedensko je obiskoval Romski izobraževalni inkubator Prekmurje – Kamenci in se pripravljal na svojo prvo razstavo slik, na katero je bil neizmerno ponosen:

Franc Cener spends a great deal of his free time with sheet of paper, a pencil and a piece of charcoal in hand, drawing. A few times a week he was visiting the Prekmurje Roma educational incubator at Kamenci, preparing for the first exhibition of his drawings, of which he is immensely proud.

“Vesel sem, da je nekdo opazil moje veselje do risanja. Ne morem verjeti, da bom imel svojo razstavo. Upam, da bodo moje slike obiskovalcem Festivala Romano Čhon všeč.”

“I’m glad that someone has noticed my enthusiasm for drawing. I can’t believe I’m going to have my own exhibition. I hope that the visitors to the Romano Čhon Festival will like my drawings.”

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Aprila 2012 je Romski akademski klub z izobraževalnimi in drugimi aktivnostmi za otroke, mladino in starše obogatil vsebino 4. Festivala romske kulture Romano Čhon/Romski mesec. Na območju Pomurja se je festival romske kulture pričel z razstavo risb – “Pomladna priložnost” – katere avtor je udeleženec učne pomoči Franc Cener. Njegove risbe so nastajale v Romskem izobraževalnem inkubatorju Prekmurje – Kamenci, v okviru aktivnosti odkrivanja talentov in načrtnega razvoja ustvarjalnih potencialov romskih otrok in mladostnikov. Razstava risd “Pomladna priložnost” je bila v Kulturnem domu v Lendavi in Pokrajinski in študijski knjižnici Murska Sobota. Ogledalo si jo je več kot 100 obiskovalcev.

In April 2012, the Roma Academic Club enriched the content of the 4th Romano Čhon/Roma Culture Month with educational and other activities for children. In the Pomurje region the festival began with an exhibition of drawings under the heading “Spring Opportunity”, created by a participant in the educational support classes, Franc Cener. His drawings appeared at the Prekmurje Roma educational incubator at Kamenci, during the activities connected with the search for talent and the planned development of the creative potential of Roma children and youngsters. The exhibition was staged at the Lendava Cultural Centre and the Regional and Study Library in Murska Sobota. It was visited by over 100 people.

Na partnerskih srednjih šolah (Ekonomska šola Murska Sobota in Zdravstvena šola Rakičan) sta bila izvedena predavanje in delavnica na temo: “Izzivam diskriminacijo”, katerih se je udeležilo 108 dijakov.

At the partner secondary schools (School of Economics in Murska Sobota and Rakičan Health Care School) a lecture and workshop on the theme: “I challenge discrimination” were organised, attended by 108 students.

V Romskem izobraževalnem inkubatorju Prekmurje – Vanča vas-Borejci je potekala plesna delavnica, na kateri je sodelovalo 9 otrok.

At the Prekmurje Roma educational incubator at Vanča vasBorejci there was a dance workshop, attended by 9 children.


Plesna delavnica v Romskem izobraževalnem inkubatorju Prekmurje – Vanča vas-Borejci, 2012. Dance workshop at the Prekmurje Roma educational incubator at Vanča vasBorejci, 2012.

Tudi na 5. festivalu romske kulture Romano Čhon/ Romski mesec aprila 2013 je Romski akademski klub z izobraževalnimi in drugimi aktivnostmi za otroke, mladino in starše pomembno prispeval h krepitvi medkulturnega dialoga. Delavnic in predavanj so se udeležili 103 otroci.

At the 5th Romano Čhon/Roma Culture Month in April 2013, the educational and other activities organised by the the Roma Academic Club for children, youngsters and their parents again made a significant contribution towards the strengthening of intercultural dialogue. The events were attended by 103 children.

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11.4 Projektni časopis Projektne novine Project newspaper Projektne novine

Izvajalec: Romski akademski klub Implemented by: Roma Academic Club

Osnovni namen projektnega časopisa Projektne novine je obveščanje javnosti o tekočih aktivnostih in dosežkih projekta. Ustvarjali so ga pripadniki romske skupnosti in je poleg ostalih digitalnih in elektronskih oblik diseminacije projektnih dejavnosti ter rezultatov pomemben medij, ki ga je prejemal velik del romskih gospodinjstev. Namen časopisa je bil tudi spodbuditi romske učence in dijake, ki bodo vključeni v druge projektne aktivnosti, da zanj napišejo in v njem objavijo svoje izdelke, vtise in razmišljanja na temo izobraževanja.

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The basic aim of the project newspaper Projektne novine is to inform the public about on-going activities and results. The newspaper was created by the members of the Roma community and is, in addition to other digital and electronic forms of dissemination of the project activities and results, an important publication that was received by a large proportion of the Roma households. The aim was to encourage Roma pupils and students included in the other project activities to write about their work, impressions and other thoughts on the theme of education.


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11.5 Obšolski program “Nogometna šola” “Football school” extra-mural programme

Nogomet je za romske otroke in mladino privlačen, zato smo v okviru projekta izvedli obšolski program z naslovom “Nogometna šola”, ki je bil odprt in dostopen vsem otrokom. Cilj nogometne šole ni bil iskanje talentov, ampak smo želeli otrokom s športno-izobraževalnim programom omogočiti pravilen psihofizični razvoj in približati zdrav način življenje. Nogometna šola je otrokom posredovala vrednote, kot so: delavnost, strpnost, tovarištvo, samozavest in znanje. V omenjenem obšolskem programu so bili otroci razporejeni v tri starostne kategorije: od 6 do 8 let, 9 do 12 let in 13 do 15 let. V svojem delovanju se nogometna šola ni omejila samo na spoznavanje pravil nogometne igre (teoretično znanje) in treninge, ampak so okviru šole izvedli tudi različna predavanja za otroke in njihove starše, ki se posredno navezujejo na zdravo življenje, kot na primer: zdrava prehrana športnika, pravila higiene, predavanje o škodljivosti drog, alkohola in kajenja.

Nogometni turnir, 2012. Football tournament, 2012.

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Izvajalec: Romski akademski klub Implemented by: Roma Academic Club

Football is enjoyed by Roma children and youngsters, so we included in the project a “football School” which was accessible to all children. Its goal was not only to seek talent, but also to enable the children to experience suitable psycho-physical development and healthy activity. The children learned about values such as hard work, tolerance, camaraderie, confidence and knowledge. They were divided into three age groups: 6 to 8, 9 to 12 and 13 to 15. The activities were not limited to learning football rules (theoretical knowledge) and training: there were also various lectures for the children and their parents that were indirectly related to healthy living, such as a healthy diet for sportsmen, hygiene rules and the harmfulness of drugs, alcohol and smoking.


Nogometni turnir v Vanči vasi-Borejcih Football tournament in Vanča vas-Borejci

Obšolski program “Nogometna šola” so izvajali 4 trenerji (koordinator šole in 3 pomočniki, pozneje 2), vsi pripadniki romske narodnosti, ki so se v tem času tudi dodatno izobrazili in uspešno pridobili UEFA A (koordinator), C in B licence (trenerji), ki so potrebne za kvalitetno delo z mlajšimi populacijami. Od začetka projekta pa do 1. junija 2013 je bilo izvedenih 543 treningov z vsemi starostnimi skupinami. Treningi pa so potekali na prostem v okviru Romskega izobraževalnega inkubatorja Prekmurje – Vanča vas-Borejci ter v športni dvorani na partnerski OŠ Tišina. Otroci so nastopali na tekmovanju v okviru MNZ Murska Sobota in dosegali lepe rezultate. Sodelovali so tudi na raznih turnirjih po Sloveniji in sosednji Avstriji, kjer so prav tako dosegali dobre rezultate. Skupaj so odigrali 43 tekem in 59 turnirjev.

The programme was implemented by 4 trainers (a school coordinator and initially 3 and later 2 assistants), all members of the Roma community, who had during this time also received additional training and successfully acquired the UEFA A Licence (the coordinator) and C and B Licences (the trainers) that are necessary for high quality work with younger generations. By 1 June 2013, 543 training sessions with all age groups had taken place. The training was carried out either out in the open, organised by the Prekmurje Roma educational incubator at Vanča vas-Borejci, or in the sports hall of the partner primary school in Tišina. The children appeared at the competition organised by the Murska Sobota Intermunicipal Football Association and achieved good results. They also participated in various tournaments around Slovenia and neighbouring Austria, where they also played well. Altogether they played 43 matches and 59 tournaments.

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A total of 75 children were included in the “Football School” programme. They came from various Roma settlements (Vanča vas-Borejci, Pušča, Lemerje, Serdica, Ropoča, Kamenci, Cankova and Pertoča). We must mention that 8 non-Roma children were included, who regularly came to the settlement together with their parents and forged friendships and contacts with the Roma population. Children’s appearances in competitions were dependent on their school grades, which contributed to their motivation for learning. V obšolski program Nogometne šole je bilo vključenih skupno 75 otrok. Otroci so prihajali iz različnih romskih naselij (Vanča vas-Borejci, Pušča, Lemerje, Serdica, Ropoča, Kamenci, Cankova, Pertoča). Posebej je potrebno poudariti, da je bilo v program vključenih kar 8 neromskih otrok, ki so skupaj s starši redno prihajali v naselje in sklepali prijateljstva ter krepili vezi med Romi in pripadniki večinskega naroda. Nastope otrok na tekmovanjih so trenerji pogojevali z učnim uspehom, kar je pripomoglo k motiviranosti za učenje.

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11.6

PREDAVANJA ZA OTROKE, MLADINO IN STARŠE

LECTURES FOR CHILDREN, YOUNGSTERS AND PARENTS

Izvajalec: Romski akademski klub Implemented by: Roma Academic Club

V Romskem izobraževalnem inkubatorju Prekmurje – Kamenci je bilo leta 2012 izvedeno predavanje za mladino in starše z naslovom: “Socialno podjetništvo kot korektiv liberalno-tržne ekonomije”, na katerem je bilo 23 udeležencev. Udeleženci so spoznavali, na kakšen način lahko svojo kulturno dediščino prenesejo v kulturni kapital, predstavljeni pa so jim bili tudi različni programi usposabljanj na temo socialnega podjetništva.

In 2012, the Prekmurje Roma educational incubator at Kamenci organised a lecture for youngsters and parents entitled “Social enterprise as a corrective factor in the liberal-market oriented economy”, attended by 23 people. The participants learnt in what way they could transform their cultural heritage into cultural capital and about various training programmes related to social enterprise.

V letu 2013 smo v Romskem izobraževalnem inkubatorju Prekmurje – Kamenci pripravili potopisno predavanje “Življenje Romov v državah Zahodnega Balkana”, ki ga je poslušalo 19 udeležencev.

In addition, in 2013, the lecture “The life of the Roma in the Western Balkans” held at the same premises was attended by 19 people.

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11.7 Prostočasne delavnice Free-time workshops Izvajalec: Inštitut za narodnostna vprašanja Implemented by: Institute for Ethnic Studies

V romskih izobraževalnih inkubatorjih so se dnevno izvajale različne prostočasne delavnice. Nekatere so bile namenjene predšolskim otrokom, druge osnovnošolskim, tretje pa so bile odprte za vse.

Various free-time workshops took place daily in the Roma educational incubators. Some were aimed at pre-school children, some at primary school pupils and the others were open to all.

Z vsebinami delavnic smo se prilagajali izraženim interesom otrok, hkrati pa smo v delavnice vpletali tudi vsebine iz šolskega učnega načrta. Otroci so se lahko udeleževali delavnic angleškega jezika, plesnih, lutkovnih, naravoslovnih, raziskovalnih, novinarskih, likovnih, kuharskih delavnic, delavnic ročnih spretnosti – šivanje, športnih iger in tečajev, pravljičnih uric itd. Organizirali smo tudi nekaj kvizov, geografsko in zgodovinsko delavnico. Tam so otroci lahko razvijali številne spretnosti in veščine, odkrivali nove interese, se športno udejstvovali in pridobivali nova znanja.

The content was adapted to the interests expressed by the children, whilst the workshops also included content from the school curriculum. Children were offered workshops in English, dance, natural science, research, journalism, art, cooking, handicrafts / sewing, sports games and courses, telling fairy tales, and so on. In addition, some quizzes and a workshop in geography and history were organised. The children were thus able to develop various skills, discover new interests, participate in sports and acquire new knowledge.

Delavnica postavljanja romskega šotora v Hudejah, avgust 2011. Workshop in setting up a Roma tent in Hudeje, August 2011.

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USTVARJALNA DELAVNICA V ROSALNICAH -BORIHI, AVGUST 2011. Creative workshop in Rosalnice-Boriha, August 2011.

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Koordinator in izvajalec učne pomoči S. H.:

Coordinator and implementer of educational support S. H.:

“Skozi triletno delo sem opazil, da delavnice lahko služijo kot nekakšna dodatna motivacija za ostale otroke, ki prej niso hodili na učno pomoč. Tako vidijo tudi ostali, da se na učni pomoči praktično ne učimo vedno, spoznajo lahko tudi same izvajalce učne pomoči in se seznanijo z načinom dela. Vidijo, da učna pomoč ni noben bav bav, ampak da je lahko še kako koristna.”

Šiviljska delavnica v Rosalnicah-Borihi, julij 2012. Sewing workshop in Rosalnice-Boriha, July 2012.

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“Over the three years I noticed that workshops can act as an additional motivation for children who had previously not attended educational support classes. Other children can thus see that educational support does not include only lessons, they can meet those implementing support and acquaint themselves with the way these classes function. They see that educational support is not something to be frightened of, but can be very useful.”


Romski muzej Hudeje/Romano muzej Hudeje, april 2012. Hudeje Roma Museum, April 2012.

Aprila 2012 je v Hudejah odprl vrata Romski muzej Hudeje/ Romano muzej Hudeje. Muzej je nastal ob strokovni podpori sodelavcev Projekta Dvig socialnega in kulturnega kapitala v okoljih, kjer 탑ivijo predstavniki romske skupnosti.

In April 2012, the Hudeje Roma Museum was opened. It was founded with the support of the project The Increase in Social and Cultural Capital in Areas with a Roma Population

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12.0

TRANSNACIONALNO POVEZOVANJE IN IZMENJAVA PRAKS NA PODROČJU VZGOJNO-IZOBRAŽEVALNEGA DELA Z ROMI Transnational connections and exchange of experiences with regard to developmental-educational work with the Roma

Izvajalec: Inštitut za narodnostna vprašanja Implemented by: Institute for Ethnic Studies

12.1 Seznanjanje s praksami vzgojno-izobraževalnega dela z Romi v drugih izbranih evropskih državah Acquaintance with practices regarding developmental-educational work with the Roma in other selected European countries V okviru te projektne dejavnosti smo obiskali tri države: Finsko, Madžarsko in Srbijo, ki imajo že vzpostavljene posebne modele izobraževanja in vključevanja Romov. Položaj Romov v vsaki od teh držav je specifičen, vendar obstajajo tudi nekateri skupni problemi. Vzpostavili smo mrežo strokovnjakov iz Bosne in Hercegovine, Hrvaške, Makedonije, Švedske in Romunije, ki so na strokovnem srečanju v Ljubljani, organiziranem pred mednarodno konferenco v oktobru 2011, predstavili modele izobraževanja v svojih državah.

Strokovno srečanje “Modeli izobraževanja za romske otroke”, oktober 2011. Expert meeting “Models of Education for Roma Children”, October 2011.

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We visited three countries – Finland, Hungary and Serbia – which have already established models of Roma education and integration. The position of the Roma in each of these countries is specific, but there are some common problems. We also established a network of experts from Bosnia and Herzegovina, Croatia, Macedonia, Sweden and Romaa, who at a meeting in Ljubljana organised prior to the international conference in October 2011 presented the educational models in their country.


12.2 Organizacija mednarodnega srečanja z namenom transnacionalne izmenjave izkušenj in dobrih praks Organisation of an international meeting with the goal of exchanging experience and good practice

21. oktobra 2011 smo v Ljubljani organizirali mednarodno konferenco z naslovom “Formal and Informal Education for Roma: Different Models and Experience”. Na tej konferenci so sodelavci Inštituta za narodnostna vprašanja iz Ljubljane predstavili položaj romske skupnosti v Sloveniji in prve rezultate projekta Dvig socialnega in kulturnega kapitala v okoljih, kjer živijo predstavniki romske skupnosti.

On 21 October 2011, we organised in Ljubljana the international conference “Formal and Informal Education for the Roma: Different Models and Experience”. At this conference, the staff from the Institute of Ethnic Studies presented the position of the Roma community in Slovenia and the first results of our project.

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Mednarodna konferenca z naslovom “Formal and Informal Education for Roma: Different Models and Experience”, 21. oktober 2011, Ljubljana. International conference “Formal and Informal Education for Roma: Different Models and Experience”, 21 October 2011, Ljubljana.

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Strokovnjaki iz drugih evropskih držav pa so predstavili položaj Romov v svojih državah ter izpostavili rezultate nekaterih projektov in dobrih praks iz svojih držav, ki so pomembni za proces vključevanja pripadnikov romske skupnosti v širšo družbo.

Experts from other European countries talked about the position of the Roma in their countries, focusing on the results of projects and good practices that were significant in the process of integrating the Roma community into the wider society.

Publikacija je nastala na podlagi prispevkov, predstavljenih na mednarodni konferenci ctober “Formal and Informal Education for Roma: Different Models and Experience”, 21. oktober 2011 (Ljubljana). Publikacija je dostopna na: http://www.khetanes.si/doc/Rezultati/PUBLIKACIJE/Edu%20 Roma.pdf Publication created on the basis of the contributions presented at the international conference Formal and Informal Education for Roma: Different Models and Experience, 21 October 2011 (Ljubljana).

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12.3

IZDELAVA MEDNARODNE PRIMERJALNE ANALIZE PRAKS NA PODROČJU VZGOJNO-IZOBRAŽEVALNEGA DELA Z ROMI

Analiza vključuje normativna zagotovila, zgodovinsko ozadje, demografske podatke in prakse v izbranih državah, trende razvoja in tudi identifikacijo ključnih odprtih vprašanj na področju izobraževanja Romov. Pri izbiri primerov iz različnih evropskih držav smo upoštevali predvsem tiste, ki ob prednostnem cilju vključevanja pripadnikov romske skupnosti v večinsko družbo zagotavljajo spoštovanje pravice do izražanja, ohranjanja in spodbujanja etnične identitete, kakor tudi širše razumevanje vrednot enakosti v povezavi s socialno pravičnostjo (spopad s predsodki, približevanje univerzalnim vrednotam, spoštovanje kulturne in jezikovne drugačnosti). Ta področja so določena kot prioriteta tudi v razvojnih programih, ki jih je sprejela Republika Slovenija za uspešnejše vključevanje pripadnikov romske skupnosti. Vključili smo tudi nekaj primerov “slabih praks” oz. primerov ločevanja in izolacije romskih in neromskih otrok, ki jih obravnava sodišče za človekove pravice v Strasbourgu, in sporočil iz primerjalnih mednarodnih študij, ki so bile pred kratkim izvedene na področju izobraževanja in integracije Romov.

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12.3 Creation of an

international comparative analysis of practices in developmental-educational work with the Roma The analysis includes normative provisions, historical background, demographic data and practices in selected countries, development trends and the identification of the key outstanding issues with regard to the education of the Roma. In the selection of examples from various European countries we took into account mainly those which, alongside the priority goal of integration of the Roma community into the majority society, ensure the right to the expression, preservation and promotion of their ethnic identity, as well as a wider understanding of the values of equality in connection with social justice (fighting prejudice, approaching the universal values, respect for cultural and linguistic difference). These issues are also defined as a priority in the developmental programmes adopted by the Republic of Slovenia for the more successful integration of the Roma community. We also included some examples of “bad practice�, i.e. examples of the separation and isolation of Roma and non-Roma children, dealt with by the European Court of Human Rights in Strasbourg, and reports from comparable international studies recently carried out in connection with the education and integration of the Roma.

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13.0

RAZŠIRJANJE INFORMACIJ O PROJEKTU IN REZULTATIH PROJEKTA Dissemination of information about the project and its results

Aktivnost je bila namenjena širjenju vedenja o projektu najširši strokovni in laični javnosti (domači in tuji) ter predstavljanju rezultatov projekta različnim ciljnim skupinam. V luči doseganja cilja smo uporabili različne kanale medijskega komuniciranja:

This activity was aimed at spreading awareness about the project among the widest possible expert and lay public (at home and abroad) and the presentation of the project results to different target groups. In order to achieve this aim we used various channels:

• Spletni portal projekta (http://www.khetanes.si/): izdelali smo spletni portal v slovenskem in delno tudi v angleškem jeziku, ki vsebuje: predstavitev namena in ciljev projekta, konzorcijskih partnerjev, ključnih aktivnosti projekta, koledar posameznih dogodkov in aktivnosti, novice, foto galerijo, video galerijo, objavo učnih gradiv, ki so nastala pri projektu, in zanimive spletne povezave. Spletni portal smo ves čas trajanja projekta dnevno ažurirali in dopolnjevali z aktualnimi vsebinami. Namen ni bilo samo promoviranje aktivnosti, ki so se izvajale pri projektu, temveč tudi promocija romske skupnosti (njihovih dosežkov, izdelkov, rezultatov itd.).

• Project internet portal (http://www.khetanes.si/): an internet portal in Slovene and partly in English offering a presentation of the aim and goals of the project, consortium partners, key project activities, a calendar of individual events and activities, news, a photo gallery, a video gallery, publication of the teaching material that was created during the project and useful internet links. Throughout the project the portal was updated daily with new content. The aim was not only to promote project activities but also to promote the Roma community (their achievements, products, results, etc.).

Statistika obiska spletne strani www.khetanes.si med februarjem 2011 in julijem 2013 Statistics of the website www.khetanes.si between February 2011 and July 2013 Obiski / Visits 1

13,767

Edinstveni obiskovalci / Unique visitors 2

6,476

Ogledi strani / Page views 3

51,096

Strani/obisk / Pages per visit 4

3.71

Število obiskov spletnega mesta. Number of visits to the website. 2 Edinstveni obiskovalci pomenijo število nepodvojenih obiskovalcev. Unique visitors means the number of individual visitors regardless of how many times they visited the website. 3 Skupno število ogledanih strani. The total number of page views. 4 Število strani, ki si jih obiskovalci v povprečju ogledajo pri posameznem obisku spletnega mesta. Vključeni so tudi večkratni ogledi iste strani. The number of pages visitors viewed during a visit to the website; includes multiple views of the same page. 1

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• Objave o projektnih aktivnostih v različni medijih: tisk, radio, televizija in druge spletne strani.

• Notices about project activities in various media: print, radio, television and other websites.

Od septembra 2010 do junija 2013 smo evidentirali 122 prispevkov o projektnih aktivnostih v različnih medijih.

Between September 2010 and June 2013 we recorded 122 contributions on project activities in the media.

Število prispevkov o projektnih aktivnostih v medijih Number of contributions about project activities

Tiskani mediji/Print media

Televizija/Television

Radio/Radio

Spletne strani/Websites

• Zainteresirano javnost smo obveščali z elektronsko pošto.

• The interested public was informed via email.

• Projektni časopis Projektne novine.

• The project newspaper Projektne novine.

• Organizacija predstavitvene konference ob začetku projekta in zaključne konference ob izteku projekta.

• Organisation of a presentation conference at the start of the project and a concluding conference at the end.

• Organizacija mednarodne konference Formal and Informal Education for Roma: Different Models and Experience.

• Organisation of the international conference Formal and Informal Education for Roma: Different Models and Experience.

• Projektni promocijski film Korak bližje.

• Project promotional film A Step Closer

• Drugi promocijski produkti (celostna grafična podoba, zloženke, mape, plakati, izvlečno stojalo, vrečke, majice, jumbo plakat, dvodimenzionalna črtna koda ali QR koda, predstavitvena publikacija projekta).

• Other promotional products (complete graphic image, leaflets, folders, posters, roller banner, bags, t-shirts, large posters, QR code, presentational publication).

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Promocija posameznih aktivnosti oz. rezultatov projekta je ključna za zagotavljanje trajnih učinkov projekta ter prenosa dobrih praks. Skupek vseh komunikacijskih in oglaševalskih aktivnosti, ki smo jih izvedli, je bil osredotočen na naslednje ciljne skupine: romsko skupnost (starše, učence in dijake), strokovno in vodstveno osebje v vrtcih, osnovnih in srednjih šolah, lokalne skupnosti, strokovno javnost, civilno družbo in ministrstva različnih resorjev. Diseminacija in oglaševanje projektnih aktivnosti in rezultatov je potekala na različnih ravneh: • na lokalni ravni: obveščanje lokalnih partnerjev, nosilcev drugih projektov, lokalnega prebivalstva; • na nacionalni ravni: informacijo o projektu smo posredovali institucijam, ki s svojimi odločitvami vplivajo na razvoj poklicnega in strokovnega izobraževanja, npr: različnim institucijam na področju izobraževanja, šolskim centrom, ministrstvom itd.; • na evropski ravni: širjenje primerov dobrih praks v delovnih skupinah, ki so se oblikovale v okviru aktivnosti Transnacionalno povezovanje in izmenjava praks na področju vzgojnoizobraževalnega dela z Romi.

The promotion of individual activities and project results is of key importance for project sustainability and the transfer of good practices. The communication and promotional activities we carried out were focused on the following target groups: the Roma community (parents, pupils and students), nursery school staff, primary and secondary schools, local communities, the expert public, civil society and various ministries. The dissemination and promotion of the project activities and results took place at different levels: • local level: informing local partners, organisers of other project and the local population; • national level: information about the project was conveyed to the institutions whose decisions influence the development of vocational and professional education, such as education institutions, school centres, ministries; • European level: spreading examples of good practice in working teams created within the activity ‘transnational connections’ and exchanges of practice with regard to developmental-educational work with the Roma.

Promocija projekta s pomočjo jumbo plakata v Trebnjem. Project promotion via a poster in Trebnje.

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Najpomembnejši dosežki projekta The most important project achievements

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1

Romska naselja, v katerih so Romski izobraževalni inkubatorji zaživeli, so postala bolj odprta; delo v naseljih je osnova spreminjanja odnosov med Romi in drugim prebivalstvom.

The Roma settlements in which the Roma educational incubators really came to life became more open; the work in these settlements forms the basis for changing the relations between the Roma and the rest of the population.

2

V različne projektne aktivnosti je bilo vključenih več kot 900 romskih otrok, več kot 300 romskih staršev, več kot 420 učiteljev in drugih strokovnih delavcev v šolah, vrtcih, centrih za socialno delo in nevladnih organizacijah ter izvajalcev učne pomoči.

Over 900 Roma children, over 300 Roma parents, over 420 teachers and other staff in nursery and other schools, social work centres and non-governmental organisations, and implementers of educational support were included in project activities.

3

Pri projektu je bilo na različne načine/različne pogodbene oblike zaposlenih 21 Romov.

21 Roma were employed by the project in different ways.

4

Romi, ki so bili na tak ali drugačen način zaposleni pri projektu, so imeli možnost udeležbe na različnih usposabljanjih v Sloveniji in tujini.

The Roma employed in one way or another by the project had the opportunity of participating in training at home and abroad.

5

Otrokom, ki so redno obiskovali učno pomoč, se je izboljšal učni uspeh.

The school grades of the children who regularly attended educational support classes improved.

6

Izvajalci učne pomoči in učitelji ter drugi strokovni delavci so zaznali vsestranski napredek otrok.

Those implementing educational support, teachers and other staff perceived all-round progress in children.

7

Zaradi delovanja Romskih izobraževalnih inkubatorjev so marsikateri učitelji prvič vstopili v romska naselja in vzpostavili neposreden stik s starši svojih učencev.

Thanks to the activities of the Roma educational incubators many teachers entered Roma settlements for the first time and established direct contact with the parents of their pupils.

8

Projekt je pomembno prispeval k oblikovanju kvalificiranega upravljalskega sloja, sestavljenega iz pripadnikov romske narodne skupnosti/manjšine.

The project made a significant contribution towards the shaping of a qualified section of society, consisting of members of the Roma ethnic community/minority.

9

Romski akademski klub je pridobil izkušnje konzorcijskega partnerja pri projektu.

The Roma Academic Club gained the experience of being a consortium partner in a project.

Projekt je kot primer dobre prakse opazila tudi Evropska komisija (poročilo je dostopno na: http://ec.europa.eu/justice/ discrimination/files/roma_stories_2013/slovenia_en.pdf).

The project was noticed as an example of good practice by the European Commission (report available at: http://ec.europa.eu/ justice/discrimination/files/roma_stories_2013/slovenia_en.pdf).

10

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127


Publikacije nastale pri projektu Project publications

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Tematski atlas romske poselitve v Sloveniji. Avtorji in izdelovalci tematskih kart Ksenija Žagar... [et al.]; avtorja besedil Ksenija Žagar in Blaž Barborič. Ljubljana: Geodetski inštitut Slovenije, 2013

Formal and informal education for Roma: different models and experience. Uredile Romana Bešter, Vera Klopčič, Mojca Medvešek. Ljubljana: Inštitut za narodnostna vprašanja, 2012.

Od skritosti do točke na zemljevidu. Socialno-prostorski razvoj izbranih romskih naselij v Sloveniji. Janez Pirc. Ljubljana: Inštitut za narodnostna vprašanja, 2013.

Izzivi, dileme, rešitve. Izobraževanje Romov v praksah nekaterih držav. Vera Klopčič in Katalin Munda Hirnök. Ljubljana: Inštitut za narodnostna vprašanja, 2013.

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Komplet večjezičnih slikanic za otroke od 2 do 3 let in priročnik za animatorje Three-lingual picture books for children from 2 to 3 years and manual for activity leaders

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Odpiramo čarobna vrata: beremo in učimo se z otroki. Dejavnosti z 2-3 leta starimi otroki ob knjigah iz bralnega kotička ISSA. Aija Tuna in Dawn Tankersley. Ljubljana, Pedagoški inštitut, Razvojno-raziskovalni center pedagoških iniciativ Korak za korakom, 2011. Priročnik za animatorje / Manual for activity leaders.

Punčkin nos / Babutkakro nak / Punčkakaro nakh. Miranda Haxhia. Ljubljana, Pedagoški inštitut, Razvojnoraziskovalni center pedagoških iniciativ Korak za korakom, 2011. Trijezična slikanica / Three-lingual picture book

Tema / Šitišaugo / Tama. Rouzanna Baghdasaryan. Ljubljana, Pedagoški inštitut, Razvojno-raziskovalni center pedagoških iniciativ Korak za korakom, 2011 Trijezična slikanica / Three-lingual picture book.

Bajko in Paskualina / U Bajko te i Paskualina / Bajko i Paskualina: zgodba o dveh prijateljih / paramisi palu duj pejtauškja / mothavibe vašu duj kolega. Olesya Tavadze. Ljubljana, Pedagoški inštitut, Razvojno-raziskovalni center pedagoških iniciativ Korak za korakom, 2011. Trijezična slikanica / Threelingual picture book.

Najmanjši / Lektikneder / Nartiknede. Halya Kruk. Ljubljana, Pedagoški inštitut, Razvojnoraziskovalni center pedagoških iniciativ Korak za korakom, 2011. Trijezična slikanica / Three-lingual picture book.


Komplet večjezičnih slikanic za otroke od 4 do 5 let in priročnik za animatorje Three-lingual picture books for children from 4 to 5 years and manual for activity leaders

Odpiramo čarobna vrata: beremo in učimo se z otroki. Dejavnosti z 4-5 let starimi otroki ob knjigah iz bralnega kotička ISSA. Aija Tuna. Ljubljana, Pedagoški inštitut, Razvojnoraziskovalni center pedagoških iniciativ Korak za korakom, 2011. Priročnik za animatorje / Manual for activity leaders.

Roni / Roni / Roni trijezična slikanica. Nenad Vujadinović. Ljubljana, Pedagoški inštitut, Razvojnoraziskovalni center pedagoških iniciativ Korak za korakom, 2011. Trijezična slikanica / Three-lingual picture book.

Doroteja in njena očala / I Doroteja te lakre očaule / Doroteja i lakare špeglja. Ivona Brezinova. Ljubljana, Pedagoški inštitut, Razvojnoraziskovalni center pedagoških iniciativ Korak za korakom, 2011. Trijezična slikanica / Three-lingual picture book.

Gremo na delo / Žas pri buti / Džam pu buti. Aude Brunel. Ljubljana, Pedagoški inštitut, Razvojno-raziskovalni center pedagoških iniciativ Korak za korakom, 2011. Trijezična slikanica / Three-lingual picture book.

Pomaranče za vse / Pomarandžnen mištu sa / Komaranče vašu sa. Daiga Zake. Ljubljana, Pedagoški inštitut, Razvojno-raziskovalni center pedagoških iniciativ Korak za korakom, 2011. Trijezična slikanica / Three-lingual picture book.

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Komplet večjezičnih slikanic za otroke od 6 do 8 let in priročnik za animatorje Three-lingual picture books for children from 6 to 8 years and manual for activity leaders

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Odpiramo čarobna vrata: beremo in učimo se z otroki. Dejavnosti s 6-8 let starimi otroki ob knjigah iz bralnega kotička ISSA. Aija Tuna. Ljubljana, Pedagoški inštitut, Razvojnoraziskovalni center pedagoških iniciativ Korak za korakom, 2011. Priročnik za animatorje / Manual for activity leaders.

Ledena sveča / Gjegoskri mumeli / Ledoskari sviča. Valery Voskoboinikov. Ljubljana, Pedagoški inštitut, Razvojno-raziskovalni center pedagoških iniciativ Korak za korakom, 2011. Trijezična slikanica / Three-lingual picture book.

Miško hoče pobegniti / U Miško kaumel te ispidel / Miško kanini naši. Rouzanna Baghdasaryan. Ljubljana, Pedagoški inštitut, Razvojno-raziskovalni center pedagoških iniciativ Korak za korakom, 2011. Trijezična slikanica / Three-lingual picture book.

Mango za dedka / Mango mištu papo / Mango vašu phurano dade. Caroline Hudicourt. Ljubljana, Pedagoški inštitut, Razvojno-raziskovalni center pedagoških iniciativ Korak za korakom, 2011. Trijezična slikanica / Three-lingual picture book.

Ti si moj res dober prijatelj / Tu sal mro igen lačho pejtauši / Tuni hinas mro zares lačho kolega. Laura Liliom. Ljubljana, Pedagoški inštitut, Razvojnoraziskovalni center pedagoških iniciativ Korak za korakom, 2011. Trijezična slikanica / Three-lingual picture book.


Trijezični slikovni slovarji Three-lingual picture dictionaries

slovenščina

prekmurska

slovenščina slovenščina

r o m š č i n a dolenjska

prekmurska

prekmurska

romščina

romščina

romščina

d o l e n j s k a romščina

dolenjska romščina

slovenščina

Učim se romsko: trijezični slikovni slovar za starostno skupino od 2 do 3 let / Sikjovav romaun: trinčhibkjengro kipengro alavari mišti beršeskri grupa zaru 2 ži 3 berš / Sikavu pe romane: trinjezično risindo slovari vašu purani skupina od 2 đi 3 berš. Samanta Baranja. Ljubljana, Pedagoški inštitut, 2012.

UČIM SE ROMSKO Trijezični slikovni slovar za starostno skupino od 2 do 3 let

SIKJOVAV ROMAUN

Trinčhibkjengro kipengro alavari mišti beršeskri grupa zaru 2 ži 3 berš

SIKAVU PE ROMANE

Trinjezično risindo slovari vašu purani skupina od 2 đi 3 berš

Učim se romsko: trijezični slikovni slovar za starostno skupino od 4 do 5 let / Sikjovav romaun: trinčhibkjengro kipengro alavari mišti beršeskri grupa zaru 4 ži 5 berš / Sikavu pe romane: trinjezično risindo slovari vašu purani skupina od 4 đi 5 berš. Samanta Baranja. Ljubljana, Pedagoški inštitut, 2012.

slovenščina

prekmurska

slovenščina slovenščina

r o m š č i n a dolenjska

prekmurska

prekmurska

romščina

romščina

romščina

d o l e n j s k a romščina

dolenjska romščina

slovenščina

UČIM SE ROMSKO Trijezični slikovni slovar za starostno skupino od 4 do 5 let

SIKJOVAV ROMAUN

Trinčhibkjengro kipengro alavari mišti beršeskri grupa zaru 4 ži 5 berš

SIKAVU PE ROMANE

Trinjezično risindo slovari vašu purani skupina od 4 đi 5 berš

slovenščina

prekmurska

slovenščina slovenščina

r o m š č i n a dolenjska

prekmurska

prekmurska

romščina

romščina

romščina

d o l e n j s k a romščina

dolenjska romščina

slovenščina

Učim se romsko: trijezični slikovni slovar za starostno skupino od 6 do 8 let / Sikjovav romaun: trinčhibkjengro kipengro alavari mišti beršeskri grupa zaru 6 ži 8 berš / Sikavu pe romane: trinjezično risindo slovari vašu purani skupina od 6 đi 8 berš. Samanta Baranja. Ljubljana, Pedagoški inštitut, 2012.

UČIM SE ROMSKO Trijezični slikovni slovar za starostno skupino od 6 do 8 let

SIKJOVAV ROMAUN

Trinčhibkjengro kipengro alavari mišti beršeskri grupa zaru 6 ži 8 berš

SIKAVU PE ROMANE

Trinjezično risindo slovari vašu purani skupina od 6 đi 8 berš

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Dejavnosti za dojenčke in malčke na različnih področjih njihovega razvoja Activities for babies and young children in different areas of their development

Dejavnosti za dojenčke in malčke na različnih področjih njihovega razvoja. Gradivo za otroke. Tatjana Vonta in drugi. 2. izd. Ljubljana, Pedagoški inštitut, Razvojno raziskovalni center pedagoških iniciativ Korak za korakom, 2013.

Dejavnosti za dojenčke in malčke na različnih področjih njihovega razvoja. Gradivo za starše. Tatjana Vonta in drugi. 2. izd. Ljubljana, Pedagoški inštitut, Razvojno raziskovalni center pedagoških iniciativ Korak za korakom, 2013.

Dejavnosti za dojenčke in malčke na različnih področjih njihovega razvoja. Priročnik za animatorje. Betsy Squibb in Sally J. Deitz. 2. izd. Ljubljana, Pedagoški inštitut, Razvojno raziskovalni center pedagoških iniciativ Korak za korakom, 2013.

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Dejavnosti za otroke v starosti od 3–6 let na področju predopismenjevanja in matematike. Gradivo za otroke. Kathleen Hayes, Cassie Landers, Amy Dombro. Ljubljana, Pedagoški inštitut, Razvojno raziskovalni center pedagoških iniciativ Korak za korakom, 2011.

Dejavnosti za otroke v starosti od 3–6 let na področju predopismenjevanja in matematike. Gradivo za starše. Tatjana Vonta in drugi. 2. izd. Ljubljana, Pedagoški inštitut, Razvojno raziskovalni center pedagoških iniciativ Korak za korakom, 2013.

Dejavnosti za otroke v starosti od 3–6 let na področju predopismenjevanja in matematike. Priročnik za animatorje. Kathleen Hayes, Cassie Landers, Amy Dombro. 2. izd. Ljubljana, Pedagoški inštitut, Razvojno raziskovalni center pedagoških iniciativ Korak za korakom, 2013.

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Inštitut za narodnostna vprašanja (INV) je naslednik Manjšinskega instituta, ki je bil kot ena prvih tovrstnih raziskovalnih institucij v svetu ustanovljen 1. 2. 1925 v Ljubljani. Proučeval je položaj Slovencev v sosednjih državah, položaj nemške in madžarske manjšine v Sloveniji ter nastajanja mednarodne manjšinske zaščite v okviru Lige narodov in Evropskih manjšinskih kongresov. Ob italijanski okupaciji Ljubljane aprila 1941 je inštitut prenehal delovati. Januarja 1944 je bil v ustanovljen partizanski Znanstveni institut; kot edina tovrstna institucija v okviru evropskega protifašističnega odporništva je nadaljeval tudi delo Manjšinskega instituta. Iz njegovega oddelka za mejna vprašanja se je leta 1948 oblikoval Inštitut za narodnostna vprašanja. Do 1956 je INV deloval v okviru Univerze v Ljubljani, od tedaj pa je samostojen. Formalni ustanovitelj javnega raziskovalnega zavoda INV je Republika Slovenija, soustanovitelja pa sta Slovenska akademija znanosti in umetnosti ter Filozofska fakulteta Univerze v Ljubljani. V okviru Inštituta za narodnostna vprašanja deluje Specialna knjižnica, dokumentacija in arhiv (INDOK), ki predstavlja osrednjo ustanovo za zbiranje gradiva o etničnih študijah v Sloveniji. Inštitut vsa desetletja svojega obstoja interdisciplinarno proučuje zgodovinske ter sodobne vidike obstoja slovenskega naroda, slovenske narodne skupnosti v Italiji, Avstriji in na Madžarskem, narodne manjšine v Sloveniji ter mednarodno manjšinsko zaščito. Od državne osamosvojitve Republike Slovenije 199091 se je na INV okrepilo proučevanje etnično mešanih področij ob slovenskohrvaški meji, položaja Slovencev v državah zahodnega Balkana, slovenskih izseljencev v svetu, romske skupnosti ter priseljencev.

The Institute for Ethnic Studies (IES) is the successor of the Minority Institute, which was founded on February 1, 1925 in Ljubljana as one of the first research institutions of its kind in the world. It was researching the status of Slovenes in the neighbouring countries, and of German and Hungarian minorities in Slovenia, as well as the rising of international minority protection within the League of Nations and Congresses of European Minorities. Upon the Italian occupation of Ljubljana in April 1941 the institute ceased with its activities. In January 1944 the partisan Scientific Institutes was founded; it continued, as the only institution of this kind within the European antifascist resistance, the work of the Minority Institute. Its department for border issues was by 1948 transformed into the Institute for Ethnic Studies. Till 1956, the Institute functioned within the frames of the University in Ljubljana, from then on it has been independent. The formal founder of the public research institute IES is the Republic of Slovenia, its cofounders being the Slovene Academy of Sciences and Arts and the Faculty of Arts of the University in Ljubljana. The Specialized INDOC Center with a library is an important part of the Institute. It represents the central institution for the collecting of materials concerning ethnic studies in Slovenia. The IES has throughout the decades of its existence been researching, in the interdisciplinary manner, the historic and contemporary aspects of the existence of the Slovene nation, the Slovene national communities in Italy, Austria, and Hungary, the national minorities in Slovenia as well as international minority protection. Since the independence of the Republic of Slovenia 1990-91, the study of ethnically mixed territories along the Slovene-Croatian borders has been gaining value, along with the status of Slovenes in the states of the Western Balkans, Slovene emigrants worldwide, Roma community as well as immigrants.


DVIG SOCIALNEGA IN KULTURNEGA KAPITALA V OKOLJIH, KJER ŽIVIJO PREDSTAVNIKI ROMSKE SKUPNOSTI THE INCREASE IN SOCIAL AND CULTURAL CAPITAL IN AREAS WITH A ROMA POPULATION 2010 / 2013

EU Project Final Book  

The increase in social and cultural capital in areas with a Roma population

EU Project Final Book  

The increase in social and cultural capital in areas with a Roma population

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