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Ministerul Educaţiei şi Cercetării Direcţia Generală Învaţământ în Limbile Minorităţilor Buletinul* informativ “Învăţământul pentru rromi” nr. 23 / din 15 octombrie 2005 Buletinul este structurat de consilierul pentru limba rromani şi rromi, Gheorghe Sarău, din cadrul Direcţiei Generale Învăţământ în Limbile Minorităţilor din Ministerul Educaţiei şi Cercetării, având la bază materiale elaborate de MEdC şi de alte instituţii guvernamentale şi neguvernamentale. Buletinul se doreşte a fi un document de lucru între instituţiile guvernamentale şi neguvernamentale care iniţiază / derulează / finanţează activităţi în domeniul educaţiei pentru rromi. Seria principală de buletine a apărut în intervalul 1999 – 2001 (ultimul număr al primei serii fiind nr. 18 / 28 august 2001). Următoarele numere publicate au fost: nr. 19 / 15 ianuarie 2004, nr. 20 / 12 octombrie 2005, nr. 21 / 13 octombrie 2005, nr. 22 / 14 octombrie 2005. GHEORGHE SARĂU 1 Cuprins I. Proiectul Phare “Servicii sociale acreditate de ocuparea forţei de muncă în comunităţile de romi”…………..p. 2 II. Instrucţiunile pentru aplicarea la Fondul Educaţional al Romilor……………………………………………………p. 20 2 I. Proiectul Phare “Servicii sociale acreditate de ocuparea forţei de muncă în comunităţile de romi” Dragi Colegi, Vă anunţăm că în perioada octombrie 2005 - noiembrie 2006, Centrul de Resurse pentru Comunităţile de Romi (CRCR), în parteneriat cu Agenţia Naţională de Ocupare a Forţei de Muncă, deruleaza proiectul Phare “Servicii sociale acreditate de ocuparea forţei de muncă în comunităţile de romi”. Scopul proiectului este creşterea capacităţii organizaţiilor neguvernamentale ale romilor de a oferi servicii sociale acreditate de consiliere şi mediere profesională în comunităţile de romi din România. Obiectivele proiectului sunt: formarea unui număr de 20 de agenţi de ocupare din rândul a 10 organizaţii neguvernamentale ale romilor care prin activităţile întreprinse acoperă toate euro-regiunile din România; iniţierea şi oferirea de către 10 organizaţii neguvernamentale ale romilor a unor servicii acreditate de consiliere şi mediere profesională în 40 de comunităţi de romi din mediul urban şi rural din România unde îşi desfăşoară activitatea si îmbunătăţirea colaborării dintre cele 10 organizaţii neguvernamentale rome şi instituţiile publice (AJOFM – uri). Rezultate ale proiectului: • 20 de tineri romi, vor primi o diploma recunoscută la nivel naţional, în meseria de Agent ocupare şi care vor lucra în cadrul organizaţiilor neguvernamentale ale romilor din România; • 10 organizaţii ale romilor vor fi acreditate ca şi furnizori de servicii sociale în domeniul medierii şi consilierii profesionale (pentru acreditare conf. H:G: 277/21 martie 2002 vor fi dotate cu calculator + soft, fax şi mobilier); • Cele 10 organizaţii ale romilor acreditate vor putea sa ofere servicii sociale de calitate comunităţilor de romi în care îşi desfăşoară activitatea curentă; • Se vor realiza baze de date cu aproximativ 2000 de romi, şi cu potenţialii angajatori; • Cei 20 de viitori Agenţi de ocupare vor şti cum sa abordeze fiecare caz în parte, ce soluţii pot fi găsite şi vor şti cum să rezolve situaţiile; • Se vor depune spre concurs 10 dosare pentru serviciile sociale care se scot la licitaţie de către AJOFM-uri; • Beneficiarii proiectului vor schiţa în programului de formare 10 posibile planuri de acţiune specifice; • În cadrul activităţilor practice de consiliere şi mediere profesională: - se vor efectua activităţi practice în aproximativ 40 de comunităţi de romi din mediul urban şi rural; - aproximativ 2000 de romi vor putea să beneficieze de informaţii legate de scopul şi obiectivele proiectului; - se vor realiza aproximativ 50 de studii de caz; - se vor aplica aproximativ 500 de chestionare populaţiei de romi; • Se va elabora, edita şi distribui (300 exemplare) un Ghid informativ pentru comunităţile de romi in domeniul ocupării Pentru ca organizaţia dumneavoastră să fie una din beneficiarele proiectului trebuie să îndeplinească următoarele criterii: organizaţia dvs. să dispună de un sediu în cadrul căruia să se poată derula în bune condiţii activităţile de consiliere şi mediere profesională - să aveţi bilanţul contabil pentru anul 2004 si balanţa contabilă pentru luna anterioara aplicaţiei - sa obţineţi un certificat de atestare fiscală din care să reiasă că nu aveţi datorii la bugetul de stat - suportarea cheltuielilor de acreditare (două salarii minime pe economie) - cel puţin una din cele doua persoane pe care le recomandaţi să participe la curs trebuie sa fie absolvent de studii superioare - persoanele propuse în momentul participării la cursuri să nu fie încadrate în muncă şi să fie înregistrate în baza de date ale AJOFM-urilor - persoanele propuse sa aibă disponibilitatea de a participa la toate activităţile de instruire, atât teoretice cât şi practice (pe perioada desfăşurării practicii vor fi renumeraţi), in cazul abandonării cursurilor, in urma contractului încheiat, cursanţii vor fi obligaţi să plătească contravaloarea cheltuielilor de instruire. 3 Data limita de depunere a dosarului este 4 noiembrie 2005, ora 16.00, la sediul organizaţiei sau prin poşta. Toate cele bune, Marta Herki coordonator proiect 4 FORMULAR DE ÎNSCRIERE Servicii sociale acreditate de ocuparea forţei de muncă în comunităţile de romi Date despre organizaţie: Denumirea organizaţiei______________________________________________________ _________________________________________________________________________ Fundaţie Asociaţie Număr de membrii (daca este cazul)________________ Sediul: localitatea_______________________________ nr. ______ap____bloc_____________ Strada______________________________ judeţ_____________________________________ Dotări, echipamente ale organizaţiei:________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ _________________________________________________________________ Scurt istoric al organizaţiei: (înfiinţare, principalele proiecte, acţiuni si rezultate obţinute) Raport de activitate pe anul 2004 5 Persoanele propuse din partea organizaţiei pentru participarea la pregatirea profesională 6 (cel puţin una dintre persoanele recomandate să participe la cursul de formare în meseria de agent de ocupare trebuie să fie absolvent de studii superioare în una din specialităţile: asistenţă socială, psihologie, pedagogie, drept, consiliere, iar cealaltă persoană să fie cel puţin absolventă de liceu) Persoana recomandata 1: Scrisoare de recomandare din partea organizaţiei neguvernamentale a romilor în care activaţi: Numele persoanei recomandate:_________________________________________________________ Numele organizaţiei: ___________________________________________________________________________ ___________________________________________________________________________ __________________ Adresa: Localitate________________________stradă______________________________________ _________ număr. ____________ judeţ. __________________________Cod poştal__________________________ Telefon: ___________ Fax: ___________________________e-mail : ____________________________ Numele şi poziţia persoanei care semnează recomandarea: ___________________________________________________________________________ ___________________________________________________________________________ __________________ 1. Precizaţi motivele pentru care recomandaţi aplicantul pentru acest program: ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………… …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… ……………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… 7 ………………………………………………………………………………………… ………………………………………………………………………………………… …… Data: Ştampila Semnătura / Date despre persoana recomandată : Date personale: Numele ________________________ Prenumele __________________________________________ Codul numeric personal____________________________________ Buletin: seria ___ nr.____________ Eliberat de Poliţia _______________ la data de________________ Domiciliul în localitatea _______________________ Str.______________ Nr. __ Judeţ_______________ Cod poştal:________ Telefon __________________Fax______________E-mail ___________________ Studii (anexaţi copii după documentele care să ateste studiile efectuate): ……………………………………………………………………………………………………… …… ……………………………………………………………………………………………………… …… ……………………………………………………………………………………………………… …… Pregătire profesională (vă rugăm să menţionaţi cursurile de instruire la care aţi participat în trecut: denumirea cursului, instituţia organizatoare, perioada) ……………………………………………………………………………………………………… …… ……………………………………………………………………………………………………… …… ……………………………………………………………………………………………………… …… ……………………………………………………………………………………………………… …… ……………………………………………………………………………………………………… …… Activitate profesională (vă rugăm să menţionaţi proiectele la realizarea cărora aţi participat în decursul activităţii dumneavoastră profesionale) (anexaţi inca o pagina in eventualiatea descrierii a mai mult de doua proiecte): Numele proiectului: 8 Organizaţia / Instituţia: Persoană de contact: Poziţie: Telefon: Activităţi in cadrul proiectului 1. 2. 3. 4. ... Rolul dvs. în cadrul activităţii 1. 2. 3. 4 Numele proiectului: Organizaţia / Instituţia: Persoană de contact: Poziţie: Telefon: Activităţi in cadrul proiectului 1. 2. 3. 4. ... Rolul dvs. în cadrul activităţii 1. 2. 3. 4. Important! Vă rugăm să anexaţi dosarului şi alte documente care dovedesc gradul dvs. de implicare în proiecte personale sau colective care vizează ameliorarea condiţiilor de viaţă a comunităţilor de romi din România. Abilităţi: ………………………………………………………………………………………… ………………………………………………………………………………………… ……………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ……………………………………………… 9 ………………………………………………………………………………………… ………………………………………………………………………………………… ……………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ……………………………………………… Limbi străine cunoscute (1 - foarte slab, 5 - foarte bine): Limba Scris Citit 1. 2. 3. 4. 5. 10 Vorbit Scrisoare de motivaţie a aplicantului: (motivaţia dvs. de a participa la cursul de formare în meseria de agent de ocupare; principalele calităţi care vă recomandă să participaţi la curs; cum veti folosi cunoştinţele si abilităţile acumulate în timpul pregătirii în activitatea d-voastră în viitor) 11 Persoana recomandată 2: Scrisoare de recomandare din partea organizaţiei neguvernamentale a romilor în care activaţi: Numele persoanei recomandate:_________________________________________________________ Numele organizaţiei: ___________________________________________________________________________ ___________________________________________________________________________ __________________ Adresa: Localitate________________________stradă______________________________________ _________ număr. ____________ judeţ. __________________________Cod poştal__________________________ Telefon: ___________ Fax: ___________________________e-mail : ____________________________ Numele şi poziţia persoanei care semnează recomandarea: ___________________________________________________________________________ ___________________________________________________________________________ __________________ 1. Precizaţi motivele pentru care recomandaţi aplicantul pentru acest program: ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………… …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… ……………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… 12 ………………………………………………………………………………………… ………… ………………………………………………………………………………………… ……………………… ………………………………………………………………………………………… ……………………… ………………………………………………………………………………………… ……………………… Data: Ştampila Semnătura / 13 Date despre persoana recomandată: Date personale: Numele ________________________ Prenumele __________________________________________ Codul numeric personal____________________________________ Buletin: seria ___ nr.____________ Eliberat de Poliţia _______________ la data de________________ Domiciliul în localitatea _______________________ Str.______________ Nr. __ Judeţ_______________ Cod poştal:________ Telefon __________________Fax______________E-mail ___________________ Studii (anexaţi copii după documentele care să ateste studiile efectuate): ……………………………………………………………………………………………………… …… ……………………………………………………………………………………………………… …… ……………………………………………………………………………………………………… …… Pregătire profesională (vă rugăm să menţionaţi cursurile de instruire la care aţi participat în trecut: denumirea cursului, instituţia organizatoare, perioada) ……………………………………………………………………………………………………… …… ……………………………………………………………………………………………………… …… ……………………………………………………………………………………………………… …… ……………………………………………………………………………………………………… …… ……………………………………………………………………………………………………… …… Activitate profesională (vă rugăm să menţionaţi proiectele la realizarea cărora aţi participat în decursul activităţii dumneavoastră profesionale) (anexaţi inca o pagina in eventualiatea descrierii a mai mult de doua proiecte): Numele proiectului: Organizaţia / Instituţia: Persoană de contact: Poziţie: Telefon: 14 Activităţi in cadrul proiectului 1. 2. 3. 4. ... Rolul dvs. în cadrul activităţii 1. 2. 3. 4 Numele proiectului: Organizaţia / Instituţia: Persoană de contact: Poziţie: Telefon: Activităţi in cadrul proiectului 1. 2. 3. 4. ... Rolul dvs. în cadrul activităţii 1. 2. 3. 4. Important! Vă rugăm să anexaţi dosarului şi alte documente care dovedesc gradul dvs. de implicare în proiecte personale sau colective care vizează ameliorarea condiţiilor de viaţă a comunităţilor de romi din România. Abilităţi: ………………………………………………………………………………………… ………………………………………………………………………………………… ……………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ……………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ……………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ……………………………………………… 15 Limbi străine cunoscute (1 - foarte slab, 5 - foarte bine): Limba Scris Citit 1. 2. 3. 4. 5. 16 Vorbit Scrisoare de motivaţie a aplicantului: (motivaţia dvs de a participa la cursul de formare în meseria de agent de ocupare; principalele calităţi care vă recomandă să participaţi la curs; cum veti folosi cunostintele si abilşităţile acumulate in timpul pregătirii în activitatea d-voastră în viitor) 17 Vă rugăm să anexaţi următoarele documente: A. Documente care atesta eligibilitatea organizaţiei: ¤ ¤ ¤ ¤ ¤ copii după statutul organizaţiei, actul constitutiv, sentinţa civilă de înfiinţare, acte adiţionale, dacă este cazul copii după documente din care să reiasă ca ONG –ul dispune de un sediu în cadrul căruia să se poată derula în bune condiţii activităţile de consiliere şi mediere profesională copii după bilanţul contabil pentru anul 2004 si balanţa contabilă pentru luna anterioara aplicaţiei certificat de atestare fiscala disponibilitatea organizaţiei de a-si suporta cheltuielile de acreditare (două salarii minime pe economie) B. Documente care atestă eligibilitatea persoanelor aplicante din partea organizaţiei ¤ ¤ ¤ copie act de identitate Copie diploma de studii Alte documente care dovedesc gradul dvs. de implicare în proiecte personale sau colective care vizează ameliorarea condiţiilor de viaţă a comunităţilor de romi din România (fotografii, rapoarte, articole din ziare, etc). Listă de verificare A. Vă rugăm să verificaţi dacă: 1. aţi completat formularul de aplicare, atât datele privind organizaţia cât si persoanele recomandate sa participe la cursul de formare profesională 2. ati anexat copii după statutul organizaţiei, actul constitutiv, sentinţa civilă de înfiinţare, acte adiţionale, dacă este cazul 3. aţi anexat copii după documente din care să reiasă că ONG –ul dispune de un sediu în cadrul căruia să se poată derula în bune condiţii activităţile de consiliere şi mediere profesională 4. ati anexat copii după bilanţul contabil pentru anul 2004 si balanţa contabilă pentru luna anterioara aplicaţiei 5. copie act de identitate ale persoanelor recomandate 6. copii diplome de studii ale persoanelor recomandate 7. alte documente care dovedesc implicarea persoanelor recomandate în proiecte personale sau colective care vizează ameliorarea condiţiilor de viaţă a comunităţilor de romi din România Data limita de depunere a dosarului este 4 noiebrie 2005, ora 16.00, la sediul organizaţiei sau prin poşta. IMPORTANT Toate punctele din formular trebuie completate în mod obligatoriu, în caz contrar aplicaţia va fi considerată neeligibilă. 18 comunicat de presă Data 11.10. 2005 Servicii sociale acreditate de ocuparea forţei de muncă în comunităţile de romi Centrul de Resurse pentru Comunităţile de Romi – CRCR, în parteneriat cu Agenţia Naţională de Ocupare a Forţei de Muncă, lansează proiectul Phare “Servicii sociale acreditate de ocuparea forţei de muncă în comunităţile de romi”. Proiectul se realizează de către CRCR cu contribuţie financiara din partea Uniunii Europene 63 476 Euro şi din partea CRCR 7 664 Euro. Scopul proiectului este de creşterea capacităţii organizaţiilor neguvernamentale ale romilor de a oferi servicii sociale acreditate de consiliere şi mediere profesională în comunităţile de romi din România. Obiectivele proiectului sunt: • formarea unui număr de 20 de agenţi de ocupare din rândul a 10 organizaţii neguvernamentale ale romilor care prin activităţile întreprinse acoperă toate euro-regiunile din România; • iniţierea şi oferirea de către 10 organizaţii neguvernamentale ale romilor a unor servicii acreditate de consiliere şi mediere profesională în 40 de comunităţi de romi din mediul urban şi rural din România unde îşi desfăşoară activitatea; • îmbunătăţirea colaborării dintre cele 10 organizaţii neguvernamentale rome şi instituţiile publice (AJOFM – uri) Beneficiarii cursurilor sunt 20 de absolvenţi cu studii superioare, fără loc de munca din rândul a 10 organizaţii neguvernamentale rome. Profesia în care se vor califica este cea de agent de ocupare, obţinându-se diplome recunoscute la nivel naţional. Vor fi acreditate să ofere servicii sociale10 organizaţii rome (conf. H.G. 277/ 21 martie 2002) De asemenea se vor realiza baze de date cu aproximativ 2000 romi în căutarea unui loc de muncă dar şi cu potenţiali angajatori. Se vor depune spre concurs 10 dosare pentru serviciile sociale care se scot la licitaţie de către AJOFMuri, beneficiarii proiectului elaborând 10 posibile planuri de acţiune specifice. În cadrul activităţilor de consiliere şi mediere profesională se vor efectua activităţi practice în aproximativ 40 de comunităţi de romi din mediul urban şi rural, aproximativ 2000 de romi vor beneficia de informaţii legate de scopul, obiectivele şi rezultatele proiectului, se vor realiza aproximativ 50 de studii de caz, se vor aplica 19 aproximativ 500 de chestionare în rândul populaţiei rome şi se va elabora şi edita un Ghid informativ pentru comunităţile de romi în domeniul ocupării. Selecţia organizaţiilor neguvernamentale rome beneficiare ale proiectului se va face pe baza Formularului de aplicare ţinând cont de criteriile de acreditare a furnizorilor de servicii specializate pentru stimularea forţei de munca din H.G. 277/ 21.03.2002. Informaţii suplimentare privind acest proiect se pot obţine de la Centrul de Resurse pentru Comunităţile de Romi – CRCR, Str. Ţebei nr. 21, Cluj-Napoca, telefon: 0264420474, fax: 0264-420470, persoană de contact: coordonator proiect: Marta Herki mherki@romacenter.ro, sau www.romacenter.ro. Proiect finantat de UNIUNEA EUROPEANA Uniunea Europeană acordă României expertiză şi sprijin financiar în vederea pregătirii pentru aderare, prin programe specifice: Phare, Ispa şi Sapard. Sectoarele beneficiare variază de la dezvoltare regională şi sprijin pentru IMM-uri, până la investiţii în infrastructura de mediu şi transport şi dezvoltare rurală. Suma anuală totală a fondurilor nerambursabile acordate României prin cele trei programe este în creştere, de la cca 660 de milioane de Euro în 2003, la peste un miliard de Euro în 2006. Gestionarea acestor fonduri este realizată de autorităţile române de resort, sub coordonarea Ministerului Finanţelor Publice. II. Instrucţiunile pentru aplicarea la Fondul Educaţional al Romilor Instructions for applying to Roma Education Fund Sar te keres aplikacjia ko Romengo Edukaciako Fondo In order to apply to REF please send in the following/ Vash te keres alikacjia ko REF bichalen amenge: • • Application Form filled in electronically (please make sure, that all requested information is submitted)/ Pheren i Aplikaciaki Forma elektrikanes (te na bistren te bichalen sa e informacjie khetanes) CV-s of key staff/ CV-ura e manushenge so si sherutne and-o projekto Please send your application to: info@romaeducationfund.org Rugis tumen te bichalen i aplikacjia ki adresa: info@romaeducationfund.org 20 After reviewing your Application Form REF Staff will request folder information on the project proposed in the form of detailed project description, and/or additional relevant information. /Palal so dikhas opral tumari Aplikacjia, e manusha andar o REF ka mangena informacje palal tumaro projekto sar jekh deskripcjia thaj/vaj aver importanto informacje. 21 APPLICATION FORM FORMULARIJ PE APLIKACIA Country/Them: Name of Project/Anav e projektosko: Project location and duration/Vrjama e projektoski: Requested amount/Sode love mangen: A. Basic information/ Basichno informacje: Please answer all questions in English or Romanes/ Mangas tumen te den palpale Anglikanes vaj Romanes Name of organization requesting grant Ande kasko anav mangen love pe tumaro projekto? Name of contact person from lead organisation Anav e manushesko andar i organizacja so mangel love Address/ Adresa Telephone/ Telefono Fax/ Fakso Email/ emailo List of participating organizations Anava e organizacienge kaj si andre o projekto 22 B. Project proposal/ Projektoski propozicja (i)Project Justification: Define the problems the project wishes to address. What are the main objectives of this project? Why should this project have priority? (not more then 20 lines) Motivacja e projektoski: Save si e probleme so o projekto mangel te vazdel. Save si e maj bare objektivura kado projekto kamel te resel? Soske trebul te alosaras tumaro projekto? (na maj but sar 20 riga) (ii) Brief project summary: Please outline the principal operational/methodological characteristics of the project, the major way in which the project intends to achieve its aims. (not more then 15 lines) Tikni deskripcja e projektoski: Te phenen amenge savi si i metodologia e projektoski, sar ka resena e cilura. (na maj but sar 15, riga) (iii) Target group/beneficiaries: Provide an account of the target group and beneficiaries, i.e. a detailed profile of the Roma community who will benefit from this project, separately for direct and indirect beneficiaries (not more then 10 lines) Target grupa: den jekh tikni deskripcja palal i target grupa the e manusha vash kaste kerel pes o projekto – ulavdes palal kon si e direkto beneficiarura (manusha vash kaste kerel pes o projekto) thaj aver palal e indirekto beneficiarura (na maj but sar 10 riga) (iv) Stakeholder Participation: Please describe the specific role/participation of each stakeheolder in the Project (not more than 20 lines) /Partenerongi participacjia: Sikaven savo si o rolo/participacjia e parteneronge and-o projekto (na maj but sar 20 riga) 23 (v) Partnership with implementors of similar projects in other Decade countries: past experience and proposed future cooperation. (not more then 15 lines) / Parteneriato e manushenca save keren implementacjia palal kasave projektura and-e aver thema andar i Dekada: palutne eksperience thaj propozicjia palal avutni kooperacjia (na maj but sar 15 riga) (vi) Project Activities: Please describe the activities planned. Provide a time schedule for these activities. Give dates when different stages of the project will be completed. (not more then 20 lines) / Projektoske aktivitetura: Mangas tumendar te phenen amenge save si e aktivitetura so kamen te keren. Den anemge jekh vramako plano vash kadala aktivitetura. Thon divesa vash e etape andar o projekto. (na maj but sar 20 riga) (vii) Project beginning /Astaripen e projektosko / End of the project/ Agorisaripen e projektosko (viii) Policy environment of the Project : Please describe any applicable and/or expected policy and legislative changes in the course of the project implementation, prior or subsequent to it (not more then 5 lines) / Mangas tumendar te phenen amenge kana avela varesavo paruvipen andi politika vaj legislacja andi vrama kana o projekto avela implementisardo, vaj kana maj anglal vaj pala kodo. (na maj but sar 5 riga) 24 (ix) Project outcomes: What expected outcomes will there be as a direct consequence of the project? How can they be measured, through which indicators? Are there baseline measures already available? (not more then 10 lines) / Resultatura katar e projekto: So konkretno resultatura avela e projektos? Sar shaj te dikhen les, mashkar so indikatorura ka kerena o rodipen? Si rodipena kaj kerde pen maj anglal? (na maj but sar 10 riga) (x) Project monitoring and auditing: Describe proposed monitoring and auditing arrangements (not more then 5 lines) / Projektoski monitorizacja thaj audito: Phenen amenge sar ka keren i monitorizacja thaj audito (na maj but sar 5 riga) (xi) Project sustainability: How will the project be financed after the REF funding period? What institutional arrangements will arise supporting sustainability? (not more then 5 lines) / Sar ka avela o projekto financirime palal so agorisarel pes e finance katar o REF? So Aver droma ka rodena vash kodo? (na maj but sar 5 riga) (xii) Project management and staff: Please describe the institutional partnership arrangements for implementing the project. Who will carry out what part of the project? What is their relevant experience? What will be their responsibilities? Please provide a list of key staff and their separate CVs. Please indicate number of Roma. / Manusha ando projekto: Kon avena e manuša kon kerena o projekto? Ko ka kerel so ando projekto? Savi si lengi eksperienca? Save ka avena lenge responsabilitetura? Rugis tumen te bichalen e anava e manushenge andar o projekto thaj lenge CV-ura. 25 C. Budget detail /Informacie palal o Budgeto Please note the following /Na te bistren!: The amounts must be in Euro. Budgets submitted in other currencies will not be accepted /O budgeto trebul te avel ande Euro. Na ashti te das akcepto pe aver love. In the column ‘other’, please indicate funding received from other programs/ foundations /Kaj dikhen “other/aver” mangas tumen te pisinen (iskirinen) sode love line tume katar aver programurura, thaj fundacje. REF 1. Equipment Ekipamento, teknika 2. Administration Administracija 3. Salaries Pokhipen butjarne Manushenge 4. Conference/Meetings Konferencijia/Kidipena 5. Travel Dromeske 6. Other project activities (e.g. training, publishing) Aver aktivitetura (trainingo, publikacje) 7. Outsourced activity (i.e. monitoring/audits) Monitorizacje/audito Total (in Euro): 26 Other Sources Total (in Euro) Please detail other sources of funding in the table below Mangas te phenen so aver love len thaj katar Sources of financing Thana katar line love Request Se de love mangle Granted Sode love line Expected Decision Date O ges kana adzukeren i decizia, datum Total (in Euro) 1. Equipment/ Ekipamento List equipment to be purchased So ekipamentura kamen te kinen REF Total equipment purchases (in Euro) totalno pe ekipamentura 27 Other Aver Total (in Euro) 2. Administration/ Administracija List type of expenses pe so trebuj te pokinen 1. Rent/ Po kher, pe kancelarija OTHER Aver REF Total (in Euro) 2. Telephone/ fax 3. Postage/Pe poshta 4. Office supplies/ Pe materialura ande kancelarija (ofiso, buro, iroda) 5. Other (please specify)/ Vareso aver (Mangas tumen te phenen pe soste) Total administration (in Euro) Totalno pe administracija 3. Salaries/ Pokhipen vash e manusha kaj keren buki and-o projekto Name of employee/ Job Title Anav e manusheso kaj kerel buki, leski pozicija Part/ FullTime dopas djes/sako dives kerel butji Salary totals Totalno pokinipen 28 REF Other Aver Total (in Euro) 4. Conferences/ Meetings/ Konferencije/Kidimata List Meetings and Location Lista e konferencijenca, thaj kaj kerena len REF Other Aver Total (in Euro) Budget Budgeto Costs E love so sas pokhinde Difference Differencija Total meetings (in Euro) Totalno pe konferencijie 5. Travel/ Po drom Travel/ Dromeske In town / Ando foro Out of town / Avral e foro Travel Total (in Euro) Totalno po drom 29 6. Other project activity related costs/ Aver Activity Aktivitetura REF Other Aver Total (in Euro) Other Aver Total (in Euro) Total Totalno 7. Outsourced activities/Aktiviterura lovenca avrjal o projekto Outsourced activity Aktivitetura avrjal o projekto REF Total Totalno 30 D. Details of applicant organization (to be filled for each participating entity/ organisation)/ informacje palal i aplikanto organizacja (vash sako organizacja) 1. For Government organisations/ Vash Guvernoske organizacje (i) a description of the madate of the organisation relevent to the project/ Khate tele mangas te pisinen (iskirinen) savo si o mandato tumare organizacjako, so voj mangel te kerel (ii) the responsible Department/Unit for the project and its reporting relationship within organisation / Kon si o Departamento/Unito responsabilo vash o projekto thaj leski relacja e organizacje kana trebul te kerel o raporto (iii) list of current projects under responsibility of the entity relevant to the REF goals and objectives/ save si e projektura kaj tume keren so si importanto vash o REF 31 2. For Nongovernmental organisations/Biguvernamentalo organizacje (i) description of its main objectives/mandate / phenen amenge save lenge maj bare objektivura/ mandato (ii) history/profile of your organization/ istoria/profilo e organizaciako (iii) list of current projects under responsibility of the entity relevant to the REF goals and objectives you are engaged in/ save si e projektura kaj tume keren so si importanto vash o REF (iv) Indicate overall executive capacity of the organization by listing permanent staff, equipment, office space, etc./ Phenen savo si o kapaciteto te lien pen decizie and-i organizacija, den jekh lista e manushenca so si permanento membrura, den informacjie palal o ekipamento, so de baro si o ofiso thaj aver. (v) Provide information on financial background, including total annual expenditures over last two years./ Den informacjie palal o tumare financje/budgeto, so de love pokinde (dine avri) and-e palutne duj bersha. 32 Name and address of bank/Tumare Bankako anav thaj adreso Bank account holder (name)/ E organizacijako anav kaske si o konto andi banka Bank account number for payments/ Numero le Kontosko I affirm that I have filled out the application accurately Sa so phendem ande kadi aplikacia si čačes Name/ Anav: ________________________ Signature/ Signatura:__________________ Date/ Datum:__________________ 33 Operational Guidelines Draft: December 21, 2004 34 TABLE OF CONTENTS 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. Introduction Goal and Principles Establishment and By-Laws Governance Management and Organization Donor Funds and Grant Windows Grant Recipients and Purposes Project Cycle Financial Management Procurement Resource Portal and Annual Report Annexes To be defined 35 INTRODUCTION1 In July 2003, the first high-level regional conference on Roma: “Roma in an Expanding Europe: Challenges for the Future” was held in Budapest.2 Participating countries were Bulgaria, Croatia, Czech Republic, Hungary, Macedonia, Romania, Serbia and Montenegro, and Slovakia. The conference was co-financed by the World Bank, the Open Society Institute (OSI), the European Commission, UNDP, the Council of Europe Development Bank and the governments of Hungary, Finland and Sweden. The eight participating countries, represented by their prime ministers and other senior government officials, resolved to establish (a) a Decade of Roma Inclusion 2005-2015, during which countries would focus on reducing disparities in key economic and human development outcomes for Roma; and (b) an international Roma Education Fund. Since then, preparation work has proceeded to establish the Decade, with a focus on four areas (education, employment, health and housing) and the Roma Education Fund (REF), the subject of this document. The Decade countries have also developed their individual action plans. Both the Decade and the Fund should start in 2005 and their lives should also be coterminous. 1 This draft of the Operational Guidelines for the Roma Education Fund has benefited from comments made by the following individuals and institutions: Open Society Institute, New York and Budapest; Aurora Iglesias-Ortego, DG Education, European Commission; Arjan Uilenreef, Netherlands Ministry of Foreign Affairs; Christian Petry, Freudenburg Stiftung, Germany; Betty Loukanova, Bulgaria Country Assessment author; Mark Phillips, USAID; Sasa Milic, Pedagogical Center of Montenegro; Paul Dahan, Ministry of Foreign Affairs, France; Jadranka Jelincic, Open Society Institute, Serbia; Jose Manuel Fresno, Fundacion Secretariado General Gitano, Spain 2 Reference conference proceedings. For further information see www.worldbank.org/roma 36 GOAL AND PRINCIPLES Goal. The goal of the Roma Education Fund will be to contribute to closing the gap in educational outcomes between Roma and non-Roma, including the desegregation of educational systems.3 Principles. The Fund and its operations will: 1. Support ideas, projects and programs that improve educational access and outcomes for Roma in the context of the Decade of Roma Inclusion 2005-15 with a particular emphasis on supporting systemic policy reforms and increasing coverage of programs that have been successfully piloted or identified in the country action plans. 2. Involve Roma in all aspects of the Fund’s operations and activities. 3. Interpret “education” broadly to include formal and non-formal education and skills training, for children and adults. 4. Operate as a financial instrument and a policy guidance and information sharing organization, but not an implementing agency; 5. Make available and leverage additional financial resources; 6. Operate in a balanced manner in terms of different beneficiary countries and Roma communities; 7. Support activities that are respectful and inclusive of Roma and the wishes of the Roma community, including taking into account the particular issues faced by Roma women; 8. Evaluate proposals through independent review processes; 9. Establish a simple and rapid grant-making process that is operated transparently and with accountability; 10. Provide a forum for advocacy and discussion of Roma education issues; 11. Evaluate outcomes to inform and improve existing and future activities; and 12. Become a centralized source of information on Roma issues. 3 In the context of the Roma Education Fund the term “Roma” is used as an inclusive collective term and is not intended to exclude any related groups including (but not limited to) Sinti, Travelers, Ashkaelia, Egyptians, and others. 37 ESTABLISHMENT AND BY-LAWS The Roma Education Fund is established as a foundation under the laws of Switzerland.4 The REF has a simple set of By-Laws [to be defined]. 4 Swiss registration was chosen because Swiss law is particularly accommodating to the establishment of international foundations and because Switzerland is well situated in terms of undertaking panEuropean operations. 38 GOVERNANCE Governing Board. The Governing Board will consist of nine (9) members to be appointed in the following manner: 1. 2. 3. 4. 5. 6. The Open Society Institute will appoint one member in its role as founder of the Roma Fund The World Bank will appoint one member in its role as founder of the Roma Fund The Open Society Institute and the World Bank shall mutually agree on the appointment of a member who is a Swiss national (Swiss law requires a Swiss national on the Governing Board) The Open Society Institute and the World Bank shall appoint on the basis of a transparent process three (3) members who are Roma The two (2) largest donors to the REF, apart from the founding members – whether governments or multilateral organizations – will be invited by the founding members to appoint members. The largest private donor or consortium of private donors to the REF will be invited by the founding members to appoint a member. In the event that donors decline to accept an invitation to appoint a member to the Governing Board, the founders will invite the next largest donor to the REF. The Governing Board will meet at least twice a year during the years 2005 and 2006, and at least once a year thereafter. Board meetings should be organized, where possible, around events that allow for Board members to consult with Roma stakeholders. The Board is expected to undertake at least one formal panel consultation with stakeholders per year. The Board shall mutually agree on the appointment of one of its members as Chair. The Chair will organize Board meetings and propose their agenda. The Chair will also have signature authority to sign for the Governing Board for all decisions and financial transfers. The Board members will have equal voting rights. Until the Board is formally established, decisions may be taken by mutual agreement of the two founding members and the Swiss representative. Once the Board is established, at least five Board members must be present in order to form a quorum. The Director of the REF will act as secretary to the Governing Board. Board members in category 1 through 4 above will serve open terms, with members replaced, as needed, by the founders. Board members from category 5 and 6 will be subject to replacement every two years based on the size of contribution to the Fund. Board members will not be paid, but will have their travel and subsistence for attending meetings reimbursed by the REF. The REF will also provide the Board with secretarial support for its work. The primary responsibilities of the Governing Board will be as follows: 1. 2. 3. 4. 5. 6. 7. Setting the REF’s policies Approval and amendment, as necessary, of the REF’s operations manual Selection of the REF’s Director Approval of the REF’s annual budgets Approval of the REF’s annual financial audits Consulting with Roma stakeholders on education issues Resolution of other issues confronting the REF, as necessary Operations Manual. The Governing Board will approve an Operations Manual that will guide all decisions taken by REF management. [The Operations Manual will, in effect, be a more detailed version of these operational guidelines]. The Manual will be in place initially for one year and will then be revised in the light of experience, subject to approval by the Governing Board. 39 MANAGEMENT AND ORGANIZATION The Roma Education Fund will be co-located in Paris, France and Budapest, Hungary.5 The REF’s fund raising, financial management and administration functions will be housed in the office of the Council of Europe Development Bank (CEB) in Paris. CEB will provide office space at cost and be responsible for managing and investing donor contributions. A program office will be established in Budapest. The Budapest office will be responsible for the day-to-day functions of the grant facility as described below. The Governing Board will appoint the Director of the REF on the basis of a competitive selection process. The Board itself will act as the interview panel for evaluation of interested candidates. A brief justification of the Board’s decision making process and final choice will be made publicly available to REF donors and other interested parties. A position description for the Director is attached in annex. The Director will appoint other staff, and provide a no objection on the assignment of staff seconded from other organizations. All staff will be accountable to the Director, not to their sponsoring organization, for carrying out Fundrelated activities. In order to take on a substantive role in guiding program development, the Director will be expected to spend the majority of his or her time in the Budapest office. All appointment procedures shall be transparent, using a competitive process, and shall bear in mind the desirability of having Roma among the staff. Short lists shall be prepared for all positions, consisting of at least three persons. A brief report should be prepared and submitted to the Governing Board for each appointment, justifying the final selection of a successful candidate. The number of permanent staff required and their profiles may change over time. It is expected that up to five professional staff could be hired initially (see below), in addition to the Director, as well as a small number of support staff. The staff will be expected to work together closely as a team, supporting each other’s efforts. Teamwork skills will be an important part of their qualifications for selection, as well as for their performance evaluations. The functions that need to be carried out by the staff of the REF could include the following: 1. 2. 3. 4. 5. Budget and Finance Officer: to oversee all financial flows, both to do with the administration of the Fund and with its grants and to liaise with CEB on the management of Fund investments. This position would likely be based in Paris. Education Policy Officer: to oversee all technical educational issues and participate in promotional and technical assistance activities. Program Officer: to facilitate the development of projects and programs for submission to the Fund, including promotional activities, and provide assistance with the Fund’s application process. Portfolio/Monitoring and Evaluation Officer: to manage the implementation of Fund grants, including the monitoring and evaluation of grants, as well as participate in promotional activities. Promotional/Resource Mobilization Officer: to mobilize additional public and private contributions to the REF, including development of an ongoing promotional campaign; this position is likely to be based in Paris. The staff profiles for the Director and all specialists to be hired under the REF will be attached to the Operations Manual. In addition, the Fund will require other services. [Discussions are underway with CEB on what services can be contracted to it, and what will have to be contracted externally. Particularly important are investment, accounting and IT services. A legal agreement will be needed between CEB and REF]. 5 The Council of Europe Development Bank has been chosen to host the financial management and fundraising operations because it is a pan-European organization that has experience in fund management. The REF’s program operations will be located in Budapest to give close proximity to the recipient countries as well as the International Secretariat for the Decade for Roma Inclusion. The joint location will enable the REF's activities to span Central, Eastern Western European countries, enabling wide outreach to all prospective recipient and donor countries across Europe. 40 Use of consultants to support the REF. . The REF will have access to short term technical support from external consultants to carry out its grant making and supervision functions. Consultants, most of whom will be field-based (e.g. not housed in the Budapest program office) are expected to assist the staff of the REF with three primary functions: (1) providing technical assistance for preparation of grants; (2) evaluating grant proposals for eligibility prior to submitting proposals for evaluation, via the REF office, to the Evaluation Committee (see below); and (3) providing implementation support to grantees, if requested. To avoid conflicts of interest, panel members will be recused from being members of the Evaluation Committee for grant proposals for which they have provided technical assistance or that are to be implemented in their country of nationality. The Fund’s administrative budget will cover the participation of consultants to assist with grant preparation, to participate on evaluation committees and, to a limited extent, to assist with grant implementation Consultant skills that may be needed by the REF may include education policy and administration, project implementation, finance, project monitoring and evaluation, architecture/engineering, gender and country relevant experience. Consultants will be appointed by the REF office and will be acknowledged experts in their respective fields. A competitive selection process will be used to select panel consultants. Preference will be given to qualified Roma experts. Evaluation Committee. The Governing Board will delegate responsibility to the Director of the REF for evaluating and approving grants up to a total of [500,000] Euro. Any grant proposals that exceed this amount will require the approval of the Governing Board. The Director will be expected to establish an evaluation procedure and to organize evaluation committees to evaluate proposals, most likely on a quarterly basis. The evaluation committees would be expected to be chaired by the Director, or a permanent staff of the REF to whom the Director delegates this responsibility, and be composed of other REF staff or consultants where specific skills and expertise is required. The evaluation committees could meet in person or virtually, as appropriate in any particular case. Members of the evaluation committees may change over time depending on the types of proposals being evaluated. Other External Panels. The REF office may establish such other external panels as it may need, with due regard to the desire to limit the cost of the Fund’s administration. 41 DONOR FUNDS and GRANT WINDOWS Grant Windows. It is understood that some donors may wish to restrict the use of some of their funds in certain ways, such as limiting them to certain countries or to the NGO sector. The Roma Education Fund will therefore have two Grant Windows: 1. 2. Unrestricted Funds. Restricted Funds. These will be managed by the REF according to exactly the same criteria and procedures as unrestricted funds. Acceptable restrictions will be determined by the Board before accepting the management of particular funds, but will likely include beneficiary countries (e.g. only for a specified country or countries), beneficiary organizations (e.g. only NGOs) or purposes (e.g. only preschool or only university education). Restrictions on such matters as technical decision criteria or procurement will not be acceptable. Donors wishing to contribute restricted funds should also contribute to the unrestricted funds. Administration Costs. Donors will agree that the Fund will invest all funds it receives from donors (management of invest funds will likely be subcontracted to the Council of Europe Bank). The proceeds of such investments shall be used to help finance the REF’s administration. In addition, up to [15] percent of donor funds may be used for administration, exclusive of expenditure required to support the knowledge sharing functions under the Resource Portal (see section on Resource Portal and Annual Reporting). The REF office will produce an annual budget, to be approved by the Governing Board. The REF office will also provide an annual statement of financial accounts and an annual audit of accounts to the Governing Board. Cofinancing. In its role of leveraging financial resources, the REF will attempt to secure cofinancing for the grants it makes. It will not, however, in any way take responsibility for or manage such cofinancing. For example, countries could use REF resources to meet the cofinancing requirements for EU Structural Funds. Grants may also be used to buy-down the interest rates of loans (e.g. of market rates to concessional terms, or concession terms to grant terms) in order to leverage funds with other international financial institutions. For operations in particular countries, cofinanciers may include bilateral donors, private foundations and individuals. OSI Transition Arrangements. OSI may transfer some of its existing Roma education programs to the REF. Transition arrangements will be agreed with the Governing Board. 42 GRANT RECIPIENTS AND PURPOSES Country Eligibility. Grant applications will be accepted from public and private entities in member countries of the Council of Europe. Initial attention will be focused on the eight Decade of Roma Inclusion countries but applications will be considered from other countries. Three categories of Grant are envisaged: 1. 2. 3. Grants aimed at systematic reform and educational improvements for Roma — expected to be the largest category. Grants to pilot and test Roma educational interventions. Grants to analyze Roma education issues and to help develop policies and institutional capacity. All three Grant types can be made to both the public and the private sectors and to combinations (partnerships) of them. The public sector can include national, regional and local governments. The private sector can include Roma and non-Roma, other civil society organizations, and private educational establishments and policy institutes. Multicountry grants can also be considered so long as there is one clear organization taking overall responsibility. Grants will also be considered that would be made to organizations in one country to implement projects in another e.g. to a German NGO to conduct a project in Slovakia. However, in such a case, the third party NGO or organization will be required to work through a partnership with a local NGO or organization in order to strengthen local capacity. During the evaluation of Category 1 grant proposals, preference will be awarded to those with significant cofinancing, government financing or in-kind contributions. This is consistent with the commitment of the Decade of Roma Inclusion’s participating governments to provide adequate resources for Roma education. Category 2 and 3 grants will be expected to finance 100 percent of total costs. Category 2 grants will normally be limited to a maximum of US$200,000; Category 3 grants will normally be provided only for technical assistance and limited to a maximum of US$100,000. All grants will be required to meet basic eligibility criteria before being submitted for evaluation by the evaluation committee. A description of the proposed evaluation process is provided in Section 8 below. Eligible grants will be submitted for technical evaluation with appropriate regard to the principle of balance among beneficiary countries and Roma communities. In an attempt to allocate REF funding more equitably across the Decade countries, no individual country may benefit from more than 10 percent of available funds in the first two years of the Fund’s operation, not including funds which have been earmarked for specific countries. Following two years of operation, the REF Director will be expected to recommend to the Governing Board a formula for allocating remaining funds (potentially to be based on an agreed spending norm per beneficiary). The eligibility criteria for consideration of a proposal by the Fund are as follows: • • • • • • The proposal supports the REF’s goals and is consistent with its principles; The proposal demonstrates the direct involvement and support of Roma in its development and proposed implementation; The proposal will largely benefit Roma (not all project beneficiaries need be Roma – they could be all poor people in an area, for instance – but Roma must be the majority among the beneficiaries) The proposal supports the education and/or training of Roma There is evidence from pilots or other programs that the intervention will likely be both effective and cost-effective; If public sector, there is a commitment to develop an appropriate policy framework; 43 • The proposed grant amount and the cumulative grant amounts of other grants approved on behalf of beneficiaries in a given country do not exceed 10 percent of the overall amount of funding available in the Fund in the first two years, exclusive of funds earmarked in advance for specific countries. 44 PROJECT CYCLE Information, Education and Communication (IEC) Campaign and Promotion of Grant Proposals. The Fund will carry out an IEC campaign in the eight initial target countries, designed to inform interested parties of the Fund’s existence and of the procedures for submitting grant proposals. Roma organizations will be particular targets of this campaign. The campaign will be contracted to appropriate firms and organizations in each country. [A detailed proposal for such a campaign in each country is to be drawn up by the Promotional Campaign Specialists by early 2005.] Development of Grant Proposals. The IEC campaign is expected to result in the identification of potential grant possibilities for each of the three grant categories. Direct applications to the Fund outside the context of the IEC are also anticipated. The core professional staff of the REF office will be authorized to screen grant ideas and proposals during outreach visits and to indicate in writing to the Director whether or not the activity meets the eligibility criteria described above. Disputes over eligibility or requests for clarification will be submitted by the Director to the Governing Board for arbitration on an annual basis. Once a grant idea is deemed eligible, and based on a formal request, staff or consultant support may be provided by the REF to assist in the development of grant proposals. Potential recipients will not be required to use consultants for preparation of proposals or implementation support. However, grant proposals will be expected to define how monitoring and evaluation and progress reporting will be carried out for all category 1 and 2 grants. A standardized grant proposal application form will be developed, as will a detailed scoring grid containing the evaluation criteria for each category of grants. Grant Evaluation. Grant proposals for all three categories will be referred in batches by the staff to evaluation committees, as described above. An evaluation committee is expected to be seated quarterly during the first year of the REF’s operations, and bi-annually, or as needed, thereafter. The respective evaluation committee will evaluate each proposal on the basis of evaluation criteria, to be defined by the Director and approved by the Governing Board. Evaluation criteria to be defined for the first year of REF operations are expected to be sufficiently broad as to promote funding of a range of activities, providing the eligibility criteria, defined above, are met. Based on the experience of the first year of REF operations, the Director will be expected to develop and submit to the Governing Board for approval a formal scoring grid with which to evaluate each category of grant beginning in REF year two. Following is a list of specific evaluation criteria that could be considered for use in the scoring grid: All Grant Categories • • • • • The implementation, financial management and procurement procedures are appropriate; The proposal includes significant cofinancing, government contribution or inkind support; more points will be awarded for higher amounts of shared funding; External and local consultant expenditure and fees are justified with reference to established norms in the respective country and/or internationally (i.e. with reference to government, European Union, World Bank, etc.); There is a detailed implementation and evaluation plan; and There is provision for an independent financial audit following project completion in the grant proposal (to be financed out of the grant itself). Category 1 Grants • The proposal includes clear and measurable objectives and precise indicators to be used in monitoring progress and eventual success; • There is a sustainable financing plan, if applicable, to allow continuation of project activities once the grant has been fully disbursed; • The proposal includes technical assistance for implementation support; and • The cost per intended beneficiary is within reasonable norms. 45 Category 2 Grants • • • • The proposal recognizes and reflects relevant experience, analysis and research; There is a plan for evaluating the grant at its completion that includes baseline data and measurable performance criteria; The proposal includes technical assistance for implementation support; and The cost per intended beneficiary is within reasonable norms. Category 3 Grants • • The proposal recognizes and reflects existing analysis and research; and The expected impact of the analysis and the audience to be influenced is well defined. Once the scoring grid has been established, it is expected that each grant proposal will be required to receive a minimum of 70 percent of the total points in order to be approved. In addition to accepting or rejecting proposals, the evaluation committee will produce an evaluation report that provides comments and recommendations. Proposals may be approved contingent on acceptance of recommendations. Proposals that do not receive the minimum required score may be revised and resubmitted at a later date. Rejected proposals, or recommendations for changes with which the proposing agency disagrees may be appealed in writing to the Governing Board. Grant Implementation. Category 1 grants are normally expected to be implemented within 2-4 years, while Category 2 grants are expected to be implemented in 1-2 years or less from time of first disbursement. Grants will be disbursed in tranches, the amount of which will be estimated to be six months of expenditure, with the initial tranche to be disbursed at grant signature. Subsequent payments following the first installment will be subject to satisfactory financial reporting and progress reports to be made to the REF office. A standard grant agreement will be developed and included as an annex to the Operations Manual. To promote appropriate implementation support, each Category 1 and 2 grant will include provision for technical assistance that will be responsible for producing progress reports in English to the REF office, undertaking project monitoring and evaluation, and supporting the technical implementation of the grant. A standardized progress-reporting document will be developed by the REF office. Staff of the office may visit project sites to provide implementation assistance at the request of the recipient, or in cases where the progress reporting or other sources of information reveals issues that require supervision or direct consultation. Extensions of grants for up to one year may be approved based on satisfactory performance, and compliance with reporting and audit requirements. Applications for renewed financing may be accepted on the basis of satisfactory performance, compliance with reporting and audit requirements and evaluation results. All category 1 and 2 grant proposals will be required to contain detailed arrangements and financing for performance evaluation, including the development of baseline indicators that can be used to measure the impact of the intervention. Performance indicators should be categorized as ‘outputs’ (numbers of beneficiaries assisted or trained, etc.) and ‘outcomes’ (increased learning assessment scores, increased enrollment and attendance, etc.) It is understood that some outcome objectives may not be achieved during the life of the project. Progress on achieving performance indicators will be presented in progress reports. In the case of Category 1 grants exceeding two years, an audit report will also be necessary before the third and fourth year of disbursements can commence. Category 3 grants for analysis and policy development will be disbursed 60 percent at grant signature, with the remaining 40 percent payable upon completion of the analysis or policy document. Grant Completion. A final project completion report, which includes a presentation and evaluation of performance indicators, will be delivered to the REF office within three months of project completion. The final 5 percent of the grant will be held until the final report is received. Failure to submit a completion report will result in future ineligibility for the recipient, whether a country, NGO or a private organization. The format for the completion report will be based on that of the bi-annual progress report. In addition to the completion report, the recipient will enter into a contract with an independent financial auditor, chosen through a competitive process, to undertake a comprehensive audit of financial accounts. An audit report will be submitted by the independent auditor to the REF 46 office no later than three months following the completion of the project (or, for Category 1 grants over two years, no later than the first quarter of the third year). As with the completion report, failure to submit an audit report will result in ineligibility, as well as potential legal action. The recipient will be asked to reimburse the Fund for any expenditure that is not consistent with the approved grant budget. Program Evaluation. The REF office will enter into a contract, chosen through a competitive process, with a company, organization or academic institution to undertake annual performance evaluations of all completed grants and all ongoing grants older than six months. Terms of reference for this annual evaluation will be drafted by the REF office. The annual evaluation report will be submitted to the Governing Board for comments. [Its funding will not count as part of the Fund’s administrative budget] Dispute Resolution. Disputes and complaints from grant proposing or implementing agencies will attempt to be resolved by the REF management, or through recourse to the Governing Board. Agreed arbitration would be preferable to legal procedures. Suitable language will be needed in the By-Laws and also in the grant agreements to address dispute arbitration. FINANCIAL MANAGEMENT The evaluation committee for any particular proposal will be expected to include a financial management expert and will review the proposal’s financial arrangements. PROCUREMENT The Fund will not have its own procurement procedures but grant selection will involve reviewing and approving procurement proposals; grant progress reporting will be expected to provide a review of procurement actions. Technical assistance for implementation support will be expected to confirm that procurement arrangements are being respected. The evaluation committee for a particular proposal will review the planned procurement arrangements in each proposal, and may seek specific further advice from procurement experts on the Technical Panel. For public sector proposals, government procedures will be acceptable if they have been approved by any of the following international organizations: World Bank, EU Commission, and Council of Europe Development Bank. For private sector proposals, it will be essential that the proposals demonstrate that principles of competition will be met in procuring goods and services under the grant. Such devices as competitive tendering, getting multiple bids, etc. will serve as such evidence. RESOURCE PORTAL AND ANNUAL REPORT The Fund will include within its budget an amount to develop a resource portal on Roma Education, including the establishment and maintenance of a website, and to prepare an Annual Report. Resource Portal. The REF will establish and develop a dynamic, interactive resource on the education of Roma. It is envisaged that this resource portal will be web-based, but that resources such as videos, books, and other support-related material would be printed as need arises. It can likely be adapted from various existing OSI databases and websites. The resource portal will describe best practices in Roma education programs program models, and program-related strategies (involving program integration, organizational collaboration, program sustainability, government engagement, and program assessment/documentation), and may be organized around the concept of 47 standardized “portfolios” (for program models, programs, and strategies). These portfolios will include information gathered and descriptions, including statistical and narrative information, audio clips, and video clips. The portfolios will serve as tools for collecting and categorizing information, descriptions, experiences, and commentary from program staff, sponsors, funders, observers, and participants. The site will also include the latest developments in policy country-by-country, research, evaluation, case studies, data, statistics, etc. Resources required to operate the Resource Portal will be budgeted separately from the overall operations of the grant mechanism. Annual Report. Like all organizations, the REF will have an annual report. This report will have four purposes: (a) to provide a record of the Fund’s activities; (b) to ensure transparency in how the Fund’s administrative resources are being used; (c) to advocate on behalf of Roma education; and (d) to share knowledge about Roma education. The second objective may be met by including a complete statement of revenues and expenditures under the Fund. The overall annual report should also include the annual performance evaluation report as well as an annual audit of Fund accounts by an independent auditor. The annual report will need to be closely coordinated with the monitoring of the Decade of Roma Inclusion. Every second report should include an update on the state of knowledge of Roma education, drawing from the Resource Portal. Annex REF Office Job Descriptions 1. Director Duties • • • • • • • • Manage, and be accountable to the Governing Board for the Fund’s operations, staff, and finances Build and sustain a network of technical expertise on Roma education, which can be available to the Fund Develop strong collaborative links with all stakeholders, including those involved in the Decade of Roma Inclusion Serve as ex officio (non-voting) member of the Governing Board, subject to the Board’s approval. Represent the Fund externally Advocate improved educational outcomes for Roma Liaise with Fund contributors and raise resources for the Fund Sustain the independence, objectivity and integrity of the Fund Profile • • • • • • Vision and drive to turn the concept of the Fund into a reality benefiting Roma within a short time period At least five years successful track record managing staff and resources in a fiduciarily responsible way, preferably in a European multicultural environment Experience with minority inclusion issues, programs and projects, preferably involving Roma At least a general knowledge of education issues as they pertain to minorities Ability to work effectively and sensitively with a very wide range of stakeholders: Roma people, Roma organizations, governments at all levels, international agencies, aid agencies, foundations, non-government and civil society organizations, educational leaders. Familiarity with the international policy community, especially in Europe. 48 • • • Excellent spoken and written English; knowledge of other relevant European languages desirable. Excellent public speaking and advocacy skills Highest personal integrity 2. 3. 4. 5. 6. Budget and Finance Officer Education Policy Officer Program Officer Portfolio/Monitoring and Evaluation Officer Promotional Officer Job descriptions to be added. Jim Stevens Q:\Roma Fund\OpGuidelines1220-JS.doc December 21, 2004 2:39 PM 76 ANNEXES 6.1. Table presenting main ideas of the discussion held with Roma and non Roma NGOs, governmental institutions and agencies, experts and experienced people Nr. Name Institution Main ideas of the discussions 1. Jean Pierre Liegeois COE exp ert on Roma issues, consultant for International Management Consulting, Str. Prof. Ion Maiorescu, 16.06 To make active the network of Roma school inspectors (network unique in Europe) To use the already existing qualified people (mediators or implementing agents) Not to re-invent the wheel Big programs, instead of numerous small programs To expose the successes Good practices to be disseminated at larger scale Preoccupation for certification/ accreditation (e.g. mediators or Roma teachers) as EU ECTS credits Initial credits could be used as ground for further qualifications 2. Jenne van der Velde National Institute for Curriculum Development, NL, MATRA program coordinator (Equal opportunities for Roma children) 49 27.06. 1. There is nothing as practice as a good theory. It is really needed that activities/projects are part of a bigger framework on a local level. We used the term school development for that. At the same time you have to work on: - the local network - school management development - renewing of teaching learning materials - teacher training - school monitor system 2. Triple A is base for development I still believe that to pay attention on the same time to awareness, acknowledgment and achievement. That means that children have to have better education in a better context. Therefore it is needed that schools are broad schools in the sense that extra curricular activities are really a part of the curriculum. 3. Motivation of the local community In order to reach success there has to be short term successes. This short term successes can be easy reached by the development of (extra curricular) activities. 3. Costel Bercus ROMANI CRISS Str. Buzesti 19, Bucuresti 21 iunie, 12.00 - Roma problem might be negociated from a political point of view, cannot be solved through programs or projects. - desegregation of classrooms and schools – otherwise any investment is useless - compensatory educational measures – standards should become the same in a short period of time – e.g. teacher assistant for mixed classrooms - monitor the participation / attendance of Roma children in primary school / summer school - intercultural education is essential - programs for all the children (regardless the ethnic background) aiming at the development of the sens of community. - programs targeting school and community - programs focusing on extracurricular activities: summer camps, contests which should reflect the local ethnic diversity and involve parents - inservice teacher training projects tailored to the economic 77 development of the community; there is a lack of teacher training. - programs grounded on the community characteristics, which should offer the framework. Local stakeholders should meet specific needs. 4. Aurel Borcescu Romanian Agency for Community Development ARDC Buzau, CCD Str. Independentei nr. 30, Local 50 implementation agent IMC, Phare project Access to education… importance of the mediator at the community level; families trust him. More extracurricular activities initiated by the mediators Multicultural education – needed for both minority and majority people Better connection between sanitary mediators and school mediators Adult education – literacy More involvement of Roma people More attention paid by the teachers on Roma children self esteem and achievement Organize clubs for kids and youth people Improve Roma access on the labour market Provide Roma people with small surfaces of land (to build houses or even toilets and for agriculture work) Roma children self esteem is an issue It is unlikely to predict the trends for the next 10 years. WB projects could have side/ pervert effects comprehensive approach of the community problems (health, education, economic development) 4. Ionut Anghel OPRE Str. Hristo Botev, 15A, 22 iunie, 2004, ora 9:00 More governmental associations and NGOs involved MEC, ISJ, MMPS Common and long term strategy which brings together more ministries and agencies Intercultural education trainings for teachers but also projects targeting Roma and non Roma children and families Professional education courses for adults – helping in finding a job Literacy courses for adults Real needs to be taken into consideration WB to support on long term the projects Roma associations to be more involved and consulted 5. Mihai Surdu Institute for Research of the Quality of Life - OSI Fellow on Roma education policy 22.06 - School desegregation - to continue the affirmative actions measures for Roma people in universities, colleges and vocational schools - more opportunities to learn Roma language, history and culture - Introduction into the school curriculum of Roma culture and history’ elements; so far all the children could be aware on the social, political, cultural contribution done by the Roma during the history - Teacher training on multiculturalism and tolerance values; 51 grant giving for the best secondary school Roma students (and from higher levels, too) in order to continue their studies further on 6. Nicoleta Maimon Roma inspector, Galati county 17. 06, Str. Portului nr. 40 - mentality change is necessary - grants/ scholarships for Roma students - preschool education – highest priority - adult literacy projects - provide food - extra-money provided for teachers - school infrastructure renewed 78 - projects for intercultural exchanges among children 7. Ghita Nazare Director of CCD (Teacher Training Centre) Galati, 18.06 - ineffective use of the funds for Roma communities - money did not reach the real target (Roma children) - more incentives for children - improve school attendance and participation, involve parents in literacy projects - comprehensive approach of the community (projects focusing in parallel health, education, economic development) - need for coherent strategies - complementary projects for non Roma people - inclusive education, civic education 8. Mihaela Ionescu Senior researcher Institute of Educational Sciences, 6.06 - preschool education for Roma children - set up of resource centers and counselling for youth with social or educational problems - nonformal education - Second chance programs - education of young parents 9. Maria Rauta Preschool education inspector for Galati county, 19.06 teacher assistant parents literacy courses material incentives for children new buildings for kindergartens didactic materials needed (toys, supplies) 10. Maria Tudor and 52 Viorel Halunga Buciumeni school director & Roma mediator (Romani language teacher), 19.06, Galati - raising awareness about the situation of Roma in the context of European integration - stronger involvement of local stakeholders (city hall, economic entrepreneurs, school) in order to improve the economic development of the community - avoid discrimination towards non Roma children through positive discrimination of Roma - use local community resources in order to create new jobs - provide young people with lands to build houses 11. Ecaterina Serban Chiliseni school director (Suceava county), implementation agent for IMC/ Phare project in Galati county - to consult the community people, not the Roma leaders - to develop long term projects, not short term - preschool education - entire community involvement - teacher training to be done by Romanian and foreign experts - realistic educational policy - seeking for systemic advantages, at long term (e.g. housing for teachers in rural communities) - motivate parents for stronger school involvement - projects should meet all the needs of the community (educational, social, economic, cultural, etc.) 12 Mihaela Zatreanu MER referent for Romani language, author of children books in Romani Berthelot 30, sector 1 - use of European successful programs in Romania - teacher training - teacher motivation - professional guidance and counselling for adults - school should provide more for the entire community and to involve mo re parents; extracurricular activities could be a good start - update the Roma image among non Roma people 13 Ioana Etves AFER Asociatia pentru Emanciparea Femeilor Rrome Str. Calea Turzii, 53 - create jobs - training, professional qualification (driving, tailoring) - Roma women education - summer camps for children - stronger involvement of local authorities 79 nr. 70, ap. 4, Cluj 25. 06. Cluj 14 Otvos Geza President of Wassdass, Str. Calea Turzii, nr. 70, ap. 4, Cluj - more Roma involvement, even for needs assessment studies - community Roma mediators - desegregation - social protection for Roma (Roma are fired first, children are not registered in schools, are rejected by their school mates) - Maslow pyramid constitutes a good starting point in solving problems - In the projects for Roma, Roma people are not involved - Improve living standards - Create jobs 15 Judita Csuli Romani language teacher, Resource Centre for Roma Communities, Cluj, member of Commission for textbooks evaluation - standard Romani language - development of materials for Romani language - team building at the school level - more hours for Romani language - more involvement of Roma parents - raising awareness about Roma identity 16 Florin Moisa Executive president of the Resource Centre for Roma Communities Cluj - Roma consultancy - Roma involvement - Use best practices already developed 17 Maria Kovacs Centre for Ethnocultural Diversity, Cluj - community centers could be effective in Roma motivation for education, illiteracy - schools are interested in implementing new projects; the school records are important for school evaluation - people are overwhelmed by trainings; they participate in 54 trainings in order to get credits - trainings are not effective because there are too many people involved and afterwards they do not receive enough support (as methodological assistance) - avoid transforming community mediators in teachers. - A new professional profile (the mediator) should be officially recognized - You can’t help children without helping the parents 18 Gelu Duminica Agentia Impreuna Mihai Eminescu nr. 26, 22 June Strategy blocked the civil society. The strategy does not promote new ideas, there is not development - values should be stronger promoted, Roma stopped at grade 8 - afirmative action is OK, but does not solve the real problem – economic condition of Roma family. It can’t be the mentor for the child. There are necessary social and educational policies in order to support Roma children - there are similarities between rural families and Roma families: „Cornul si laptele” had not the expected results. Many children attended school, but the rate of drop out remained the same. - family should bring its model into school; child’ background should be taken into consideration more. We are far from an inclusive school, school insures information transfer only. - Roma is not educated to become Roma. There is no a single word about Roma in Romanian school – an inclusion of Roma identity into Romanian identity. Family is „Romanian-ized”, but the school does not promote multiculturalism. 80 19 Delia Grigore & Mihai Neacsu President of Aven Amenza/ SATRA ASTRA 8th of July - in depth community-based documentation before any initiative - bilingual education (Romani and Romanian curriculum) - cultural identity awareness - scholarships to be granted according to Roma student’ school progress, not as a monthly allowance - some projects could transform Roma people into “gadge” - schools did not change enough, the climate is not appropriate, friendly: it doesn’t motivate students, poor dialogue with parents, Roma identity is rejected, monocultural curriculum, lack of intercultural approach - Roma young elite - stigma associated to Roma identity - proud ness of being Roma – should be cultivated through public policies - lack of trust in school some stereotypes still functioning - need to tailor the school to the students needs (married students or pregnant Roma women) - community centers as partnership arena for local stakeholders - segregation is sometimes self segregation 55 - desegregating Roma is not enough – Roma could be marginalized further on, in the classroom 20 Liliana Preoteasa & Gabriela Droc General Director, Direction of Preuniversity Education - General inspector for primary school 8 July, Berthelot - teacher training is a priority - inclusive education and non discriminatory practices - educational materials - school mediators - summer kindergarten - remedial education activities - there are measures against segregation - Second chance for primary cycle 21 Cosima Rughinis Lecturer, Faculty of Sociology and Social Work, Schitu Magureanu 9, sector 5 - educational needs are huge, in comparison to what NGOs can provide - it is necessary a consistent an coherent educational support on long term; completion of the first cycle is useless whether the child does not continue studying - have to avoid to create jobs which are not sustainable on long term - information centers are not very effective - educational programs are more effective in comparison to other interventions, especially if they are integrated into the formal educational system - Roma children need to be in contact with the aspect of real life: visit hospitals, prisons, museum, trips, and sport activities, have exchange programs with other schools. 22 Elvira Mihut Program coordinator, IMC Consulting – Ion Maiorescu 44, July 15 - Educational changes should be generated from inside the educational system - inspectors need more training - it is necessary to make a realistic evaluation of the initial situation, to identify the previous results, the experiences available in the field, human resources - community committee - hierarchical structure of the educational system is an issue, especially at the level of school inspectorates 56 23 Simona Lupu Team leader, Delegation of European - need to coordinate the resources and institutions, to create the mechanisms for coordination at the local level; now the coordination between social services or child protection relies on 81 Commission , 21 July persons, not on institutional mechanisms; - there are networks of people who know the problems and have the capacity to initiate and develop projects - EU will create a broader framework for inclusion in general, for Roma more specifically - political changes can involve changes at the policy level or can influence the project implementation - some projects’ budgets reflect first time investment; in time the cost will decrease; - there are complementary initiatives (day care centers) which could complement the schools’ initiatives 24 Eugen Vasile Crai Project Officer Education, UNICEF 15 July, Bd. Primaverii - presentation of UNICEF approach on the Roma children education - gender issues in education: a research is going to be developed specifically on Roma girls’ participation to education and prevention of Roma girls school drop-out; - discussion on the project A good start for school “summer kindergarten”and Education Priority Area Pilot Project (a comprehensive intervention for the improvement of the quality of the educational environment, process and content with a special focus on Roma children) - discussion on the campaign “Leave No Child Out” in partnership with the Federation of NGOs active in Child Protection and other Roma NGOs - community resource centers - need to coordinate donor interventions and central & local government bodies for enhancing the impact of interventions 25 Dan Oprescu Senior Adviser, National Office for Roma Affairs, 22 July, 15 July - issues of census data, self identification and hetero identification - the educational issue is better documented than others - discussion on the actual state of strategy’ implementation - cost estimation 26 Gheorghe 57 Sarau General inspector for Romani language, Ministry of Education and Research, 20 July - training on Romani language, Roma culture and history, Roma elite - preschool participation – intensive summer kindergartens - training and use of school mediators - scholarships for upper secondary level students and university students - unbalanced policies for education, social assistance (e.g. much more money for institutionalized children, children with special needs) - civic education and other subject matters to be taught in Romani language - learning support activities – before or after school 27 Iulius Rostas Roma Participation Program, Budapest - issue of segregation - school mediator - inclusive education - Roma elite, family background, leaders’ legitimacy at the community level/ professional development 28 Nicu Cuta Consultant in management and organisational development, Romanian Association for - Roma teachers – as models for Roma community, could increase the expectation level for education - community capacity building is necessary - extra school activities – Roma children to visit different places, to have exchange visits with other schools - it is necessary to create the active community school, school 82 Community Development might be the heart of the village - desegregation is a complex process, it requires some steps in order to make the community aware about it - preschool education is crucial 29 Cristian Jura Secretary of State Dept for InterEthnic Relations, Office for Roma Issues, Government of Romania 58 - the government approach regarding the implementation of the Strategy is focusing on integrated projects (education, health care, housing, jobs at once), visible projects (housing, small infrastructure and income generating activities), projects for whole communities (Roma and non-Roma) - there are different complementary financial resources for disadvantages communities’ needs - the implementation policy of the government prioritize “visible” projects, enhance partnerships and written agreements at the level of the local community - the government provides the funds to local authorities, which are financially accountable - the main priority in education is identifying the reasons for unenrollment and school drop out within Roma communities -health education should start very early - at the ministries’ level, there are not special budgets for Roma 30 Ilie Dinca Under Secretary of State, Dept for Inter-Ethnic Relations, Office for Roma Issues, Government of Romania - the importance of good care and education for the early childhood - traditional communities represent aproximately 5% - the dynamic contemporary context generates changes regarding Roma attitudes’ towards school participation, especially among women (e.g completion of primary education for obtaining driving licence) - very optimistic about the future, he states that Romanian government can do more for Roma in the future, should better prioritize the actions - stronger involvement of Roma at all the levels: central, local - development of local community - decion making transparency 83 6.2. TABLE OF PUBLICATIONS Nr Organization Publications Salvati copiii Rromanipen-ul si mistica familiei – Familia traditionala în comunitatile de rromi Traditii ale rromilor din arealul românesc Romani Criss Ghid de practici pozitive pentru educatia copiilor romi – Romani CRISS , 2004 Cele mai frumoase povestiri si pilde rome- UNICEF, MEC si Romani CRISS (vol I) Programul meu zilnic- UNICEF, MEC si Romani CRISS Vocabular trilingv ilustrat - UNICEF, MEC si Romani CRISS Phoenix Aritmetica bilingva rromani-romana si maghiara-romani pentru clasele a-II-a si a-III-a Mirror for rroma culture and humanity..-trilingv. pachet antirasist educational –2 volume.... ghid pedagogic de educatie interculturala 59 abecedar pentru adulti Romul de langa tine Materiale educationale trilingve –Punguta cu doi bani, Capra cu trei iezi, dramatizari in versuri dupa I. Creanga, Casa noua, Praznicul casei Impreuna Ghidul insotitorului rom al persoanei cu dizabilitati – ECA, Bucuresti, 2003 Tudor Brosura "Ce trebuie sa stim despre actele de identitate si stare civila" Brosura "Drepturile si libertatile fundamentale; Dezavantajele emigrarii ilegale CEDU Invatarea interculturala in scoala. Ghid pentru cadrele didactice (Anca Nedelcu, 2004) O scoala primitoare. Sfaturi pent ru invatatori (Marja Baseler, Mihaela Zatreanu; 2004) Scoala prietenoasa (Eleonora Radulescu, Anca Tirca, 2004) Caietul invatatorului pentru consemnarea observatiilor asupra elevilor (Ioan Dolean, 2004) Aprecierea reusitei scolare la limba romana (2 vol, Ioan Dolean, 2004) Cu parintii la scoala. Ghid pentru profesori (Mihaela 84 Chiru, 2003) Dincolo de discipline. Ghid pentru invatarea integrata/cross-curriculara (Lucian Ciolan, 2003) Implicarea comunitatii in procesul de educatie (Marciana Popescu, 2000) Invatarea citit scrisului in medii culturale bilingve (Gabriela Iaurum, 2003) Managementul clasei. Un pas mai depate... Invatarea bazata pe proiect (Mihaela Ionescu, 2003) Calitate in educatie. Instrumente de autoevaluare. Dezvoltarea institutionala scolara in comunitatile cu romi (Serban Iosifescu, 2003) Intimplari din viata mea carte bilingva, Romanian Romani (Isabela Banica 2001) Manual limba romani – I romani chib (Mihaela Zatreanu, 2002) Abecedar limba romani – ABC Anglutno lil (Mihaela Zatreanu, 2001) Managementul clasei. Invatarea prin cooperare (Catalina Ulrich, 2000) Implicarea comunitatii in procesul de educatie (Marciana Popescu, 2000) Istorie orala. Spunem povesti si scriem despre viata (Bird Stasz, Louis Ulrich; 2000) Parteneriat si dezvoltare scolara in comunitati cu romi. 60 Ghid managerial (Serban Iosifescu, Adela Luminita Rogojinaru, 2000) Monitorizarea progresului in interventiile de remediere a dificultatilor de citit-scris (Gabriela Lemeni, 2000) SATRA ASTRA/Aven Amenza Numar tematic al revis tei „Aven Amentza” referitor la educatia copiilor rromi si revista pentru copiii rromi „O Thagaroro”. UNICEF Vocabular trilingv (roman-maghiar-rrom) CRCR Abecedar in limba rromani (CRCR-PHARE-Mures), autori: Olga Marcus, Tudor Hreniuc UNICEF Manual de alfabetizare in limba rromani pentru copii, tineri si adulti -, Ed. Vonemonde, aut. Gh. Sarau, Camelia Stanescu MEC, EDP-RA Culegere de texte in limba rromani (anii II-IV de studiu) MEC, EDP-RA Manual de comunicare in limba rromani (cl. I CRCR Cluj Curs de limba rromani (Dacia Cluj-) - versiune audio CRCR Cluj Kriterion Ghid de conversatie in limba rromani 85 CRCR luj(Kriterion Probe de limba si literatura rromilor din Romania culegere bilingva (Kriterion - CRCR Cluj) Culegerea bilingva de folclor "Rromane taxtaja" (Orientul Latin Brasov - CRCR Cluj) . "Cele mai iubite cantece rrome" CREDIS, CEDU, UNIVERSITATEA BUCURESTI Rromii, India si limba rromani (Gheorghe Sarau) Stilistica limbii rromani in texte (mostre) (Gheorghe Sarau) - versiunea in rromani - versiunea pereche in romana Morfologia si sintaxa limbii rromani Curs de limba rromani versiune audio B. Literatura rromani Istoria literaturii rrome (Rajko Djuric) Cultura si civilizatie indiana - M. Itu, J. Moleanu Curs de antropologie si folclor rrom - Delia Grigore UNICEF Istoria rromilor (caseta trilingva UNICEF / Petre Petcut) RUT – PROVIDENTA Culegere de texte biblice in limba rromani Veritas, IIT 61 Timisoara, Volumul "Ajkuk", "Culturi si popoare" Franta UNICEF "Povestiri" - Ion Creanga (trad. Lidia Ursu, A.M.M.) Traduceri in limba rromani 2. "Povestiri si pilde rrome" - vol. I, caseta 3. "Punguta cu doi bani" - Ed. Kriterion (rromani, romana, engleza) 4. "Programul meu zilnic" (UNICEF, rromani-maghiararomana) Alte materiale 1. Alfabetul limbii rromani 2. Fonturi pentru limba rromani 3. Dictionar roman-rrom (Vanemonde, UNICEF) 4. Dictionar rrom-roman (pe baza cuvintelor din manualul de comunicare) 5. Drepturile copilului 6. Ghid pentru obtinerea de fonduri in cadrul proiectelor destinate rromilor (Virgil Bitu) IX. Lucrari bibliografice 1. Materiale educationale in limba rromani si auxiliare privind invatamantul pentru rromi (format PDF) 86 2. Bibliografie pentru profesori (Gheorghe Sarau) 3. Bibliografie privind rromii (Gheorghe Sarau) X. Studii si rapoarte de cercetare elaborate de MEC si parteneri privind scolarizarea rromilor 1. Participarea la educatie a copiilor rromi - Studiul ISE, MEC, UNICEF, ICVV Studiul ILO, ECHOSOC, UNICEF Parteneriatul strategic MECT - UNICEF in educatia copiilor rromi Educatia Timpurie in Romania – Step-by-Step, IOMC, UNICEF Analiza Situatiei Actuale a Educatiei Prescolare in Romania – ISE, UNICEF Perspective asupra dimensiunii de gen in educatie – ISE, UNICEF Ghid de practici pozitive pentru educatia copiilor rromi 87 6.3. NGOs LIST Numele organizatiei Centrul Step by Step pentru Educatie si Dezvoltare Profesionala Anul înfiintarii 1998 Adresa Bucuresti, Bd.Burebista, nr.4, Bl. D13, sc.4, apt.120, sector 3, Op 4 Responsabil programe educatie pentru rromi Ioana Herseni Contact Tel 323 79 19, 323 48 68, fax.322 11 62 E-mail: 62 Numele organizatiei Organizatia Salvati Copiii Anul înfiintarii 1990 Adresa Bucuresti, Intrarea Stefan Furtuna, nr. 3, sector 1, cod. 010899 Responsabil programe educatie pentru rromi Miralena Mamina Contact Tel: 212 61 77, 0722 29 66 66, e-mail: miralena_mamina@yahoo.com Numele organizatiei ASOCIATIA ROM STAR Anul înfiintarii 15.03.1998 Adresa STR. STEFAN CEL MARE, NR. 11-15, BACA Responsabil programe educatie pentru rromi STOICA PAULA – DIRECTOR EXECUTIV Contact TEL/ FAX: 0234/578715 E-mail: credo_romstar@hotmail.com bianca_balan@hotmail.com Mobil: 0745 59 95 33 Numele organizatiei Roam Centre for Social Interventians and Studies Anul înfiintarii 1993 Adresa Buzesti street , no 19 , district 1 , Bucharest , Romania Responsabil programe educatie pentru rromi Marius Taba si Mariana Dinca Contact +4 021 231 41 44 E-mail: criss@romanicriss.org Numele organizatiei Fundatia Phoenix Anul înfiintarii 1996 Adresa Str. Baia Mare 1, Bl.8,Ap.58, Sector 3 Bucuresti Sediul=Str. Splaiul Independentei 202A,Camera 58,etaj 5, sector 6 Bucuresti Telefon 3463650 sau 0724 221421 sau email: phoenix_foundation@k.ro Responsabil progra me educatie pentru rromi Ion Costin Ionel 88 Contact Mariana Costin :email:phoenix_foundation@k.ro Numele organizatiei O rrom pasal tute (Rromul de langa tine ) Anul înfiintarii 2004 Adresa Strehaia, Calea Severinului 139, Mehedinti, Romania Responsabil programe educatie pentru rromi Elena Nuica Contact acinul2001@yahoo.com; 0740672407 0252374527 63 Numele organizatiei IMC Consulting Ltd Anul înfiintarii 1985 Adresa Str Ion Maiorescu nr 22, sector 2 Bucuresti Tel 021 212 08 34/35/36, fax 021 212 38 58 Responsabil programe educatie pentru rromi Elvira Mihut/Coordonator proiect Contact elvira.mihut@imcconsulting.ro Numele organizatiei Agentia de Dezvoltare Comunitara “Impreuna” Anul înfiintarii 1999 Adresa Str. Mihai Eminescu nr. 160, sector 2 Bucuresti Responsabil programe educatie pentru rromi Stefan Marius Irinel Contact Gelu Duminica, director executiv. Numele organizatiei FUNDATIA "TUDOR" Anul înfiintarii 1997 Adresa Comuna Filipestii de Târg, sat Marginenii de Jos, str. Camine, nr.183, judetul Prahova Responsabil programe educatie pentru rromi VALERICA TUDOR Contact Tel/Fax 0244-383197, 0788345736, 0788345741e-mail hetudor@hotmail.com Numele organizatiei ASOCIATIA ROMANA DE DEZVOLTARE COMUNITARA Anul înfiintarii 1999 Adresa Bucuresti, str. Aurora 9B, ap. 1, sector 1, cod postal:0102008 Bucuresti, Romania; e-mail: office@ardc.ro; www. ardc.ro Tel/fax 004-021-312.0990 Responsabil programe educatie pentru rromi Florian Nitu-director executiv Aurel Borcescu Contact Aurel Borcescu- Buzau; B-dul Unirii; bl. P1. ap. 30; cod postal 120273; Buzau; Romania; aurel_borcescu@yahoo.fr Numele organizatiei ALIANTA ROMILOR DIN JUDETUL GALATI 89 Anul înfiintarii 2003 Adresa GALATI, STR. FURNALISTILOR NR. 8 Responsabil programe educatie pentru rromi GOTU VIORICA Contact 0236/41149, 0236/312100, 0722812697FAX.: 0236/415751 ; e-mail: aliantaromilor@yahoo.com Numele organizatiei Asociatia pentru Emanciparea Femeilor Rome Anul înfiintarii 2000 Adresa Str. Calea Turzii, nr. 70, ap. 4 Responsabil programe educatie pentru rromi Etves Francisca – responsabil educatie pentru adulti Ursu Ramona - responsabil educatie pentru copii Contact 64 Tel/ fax: 0264- 598133 0744-664024, 0744-685589, e-mail: afer_asoc@yahoo.com Numele organizatiei Centrul Educatia 2000+ Anul înfiintarii 2000 Adresa Str. Caderea Bastiliei nr.33, Sector 1, Bucuresti Responsabil programe educatie pentru rromi Anca Nedelcu Contact 212 07 80; 212 07 81; fax: 212 07 79; anedelcu@cedu.ro Numele organizatiei FUNDATIA PROVIDENTA Anul înfiintarii 1996 (SCOALA RUT ARE AVIZ DE FUNCTIONARE DIN 1994) Adresa STR. TALAZULUI NR. 16, BUCURESTI 052504 office@projectruth.ro Tel: 021 450 1067 Responsabil programe educatie pentru rromi PRESEDINTE: OTNIEL BUNACIU DIRECTOR EXECUTIV: ANDREW BROCKBANK DIRECTOR SCOALA RUT: VICTORIA STREZA Contact ANDREW BROCKBANK, E-MAIL: andy@projectruth.ro Tel: 0722 541 765 Numele organizatiei Organizatia Proiecte Rrome Etnoculturale – O.P.R.E. Anul înfiintarii 2000 Adresa Bd. Alexandru Obregia nr. 7A bl. I 2B, sc. 1 ap.34 sect.4 Bucuresti Responsabil programe educatie pentru rromi Ionut Anghel Contact Tel: 0745/16.53.69 e-mail: opre2001@hotmail.com ianghel_opre@yahoo.com Numele organizatiei S.A.T.R.A / A.S.T.R.A - Alianta Studentilor si Tinerilor Rromi Antirasisti Anul înfiintarii 1998, ca program autonom al Centrului rromilor pentru politici publice “Aven Amentza” 2000, ca organizatie neguvernamentala independenta Adresa Piata Presei Libere nr. 1, Casa Presei, Corp C1, et. 1, camera 29, sector 3, Bucuresti; tel. / fax: 224 65 90 Responsabil programe educatie pentru rromi Delia Grigore Contact Delia Grigore - email: deliagrigore@yahoo.com, mobil: 0744 489 732 Mihai Neacsu - email: rromagroup@yahoo.com, mobil: 0744 560 694 91 6.4. PRESENTATION OF THE GOVERNMENT STRATEGY The Sectors identified in the strategy are described as follows (with the reference to the Lines of Action in brackets): Community Development and Administration (9); Housing (5); Social Security (7); Health Care (8); Economic (8); Justice and Public Order (8); 65 Child Welfare (11); Education (11); Culture and Denominations (10); Communications and Civil Involvement (12). (…) Each ministry is obliged to set up Ministerial Commissions of the Roma, chaired by a Secretary of State, and is responsible for implementing its section the Master Plan. Each of Romania’s 41 counties is obliged to set up a County Office on Roma, reporting to the Prefect, the Ministry of Public Administration and the Joint Committee of Implementation and Monitoring. Their main responsibility is implementation of the strategy at the local level. Each local mayor is obliged to recruit a Local Expert on Roma Affairs, responsible for mediating between the local authorities and the local Roma communities A Public Foundation of Public Interest on Roma Affairs will be set up in order to attract non-government funds from both Romania and abroad; and an evaluation committee will be set up in order to select projects for funding (projects that help implement the strategy). A Master Plan of Measures for improving the Roma situation forms the last part of the strategy and consists of 123 measures, each with a deadline and a ministry that is responsible. These measures are relatively detailed, divided by sector and require a budget. 6.5. SHORT DESCRIPTION OF THE EDUCATIONAL SYSTEM Compulsory basic education (învatamânt obligatoriu) is 10 grades. It has the following levels: pre-school education, primary education (grades I/IV), secondary education. Secondary education: lower secondary education organized at two levels that succees each opther: the junior high school (V-VIII) and inferior level of the high school or art and crafts school (grades IX-X); higher secondary education, the superior level of secondary education (XI, XII, XIII) preceded, from case to case by a complementary year. 92 6.5. RESEARCH INSTRUMENTS Questionnaire for Roma and non Roma NGOs Banca Mondiala, în cadrul Decadei Roma Inclusion (2005-2015), a propus înfiintarea programului de finantare Roma Education Fund, la care participa 9 tari (Bulgaria, Croatia, Cehia, Ungaria, Macedonia, Romania, Serbia, Muntenegru si Slovacia). În fiecare dintre tarile participante se evalueaza ariile prioritare de activitate si nevoile potentiale de finantare. În plus, se vizeaza si identificarea de proiecte si programe care sa fie finantate înca de la lansarea programului Roma Education Fund (REF). Prin REF, vor fi oferite granturi atât pentru sectorul public, cât si pentru societatea civila si sectorul privat. Deoarece organizatia dvs. se numara printre organizatiile care deruleaza programe de educatie pentru rromi, va adresam invitatia de a completa acest chestionar. Va multumim pentru colaborare! În urma analizelor efectuate în cele 9 tari, REF considera ca domeniile prioritare pentru finantare se refera la: 66 Frecventarea învatamântului prescolar de catre copiii rromi Aplicarea de masuri educationale compensatorii pentru elevii rromi proveniti din medii defavorizate Desegregarea claselor si a scolilor Implicarea unui ajutor de învatator / educatoare la clasa Educatie interculturala în unitatile de învatamânt Educatie bilingva Dezvoltarea de programe de pregatire profesionala pentru adulti Cursuri de alfabetizare pentru adulti Programe tip „A doua sansa” pentru copiii ce au abandonat scoala Asigurarea de îmbracaminte, încaltaminte Asigurarea hranei Asigurarea transportului 1. Dintre aspectele enumerate mai sus, mentionati 5 care sunt prioritare pentru organizatia dvs (atât în proiectele curente, cât si în cele pe care doriti sa le dezvoltati în viitor)? 1. 2. 3. 4. 5. 2. Va rugam sa precizati tipurile surselor de finantare pentru proiectele în derulare, cât si pentru cele trimise deja spre finantare: 93 2.a. Proiecte în derulare Finantare Numele proiectului multilaterala bilaterala privata 1. 2. 3. 4. 5. 2.b. Proiecte propuse pentru finantare în viitor Finantare Numele proiectului multilaterala bilaterala privata 1. 2. 3. 4. 5. 3. Daca ati obtine finantare de la REF în anul 2005, ce proiecte/ programe v-ati dori sa dezvolte organizatia dvs? Tema/ domeniul Proiectului/programului Scop Grupuri tinta Durata Buget estimat (USD) Finantare REF (USD) 1. 67 2. 3. 4. 5. 94 4. Daca ati obtine finantare în urmatorii 10 ani de la REF, ce proiecte/ programe ati dori sa dezvolte organizatia dvs? Tema/ domeniul Proiectului/programului Scop Grupuri tinta Durata Buget estimat (USD) Finantare REF (USD) 1. 2. 3. 4. 5. 5. Mentionati alte idei de proiecte/ programe din domeniul educatiei pentru rromi care considerati ca ar trebui dezvoltate de agentii guvernamentale (numiti aceste agentii) sau alte ONG-uri din România. 6. Daca ati raporta bugetul unui proiect de succes, derulat de organizatia dvs. la numarul de beneficiari, care ar fi suma necesara pentru un beneficiar (copil rrom)? 7. Daca organizatia dvs a publicat materiale referitoare la educatia rromilor, va rugam sa le mentionati. ............................................................................................. ......................................................................................................................................... ......................................................................................................................................... ........................................................................................................................................ Numele organizatiei Anul înfiintarii Adresa Responsabil programe educatie pentru rromi Contact Va multumim! 95 Întrebari experti Banca Mondiala, în cadrul Decadei Roma Inclusion (2005-2015), a propus înfiintarea programului de finantare Roma Education Fund, la care participa 9 tari (Bulgaria, Croatia, Cehia, Ungaria, Macedonia, 68 Romania, Serbia, Muntenegru si Slovacia). Prin REF, vor fi oferite granturi atât pentru sectorul public, cât si pentru societatea civila si sectorul privat. În fiecare dintre tarile participante se evalueaza ariile prioritare de activitate si nevoile potentiale de finantare. În plus, se vizeaza si identificarea de proiecte si programe care sa fie finantate înca de la lansarea programului Roma Education Fund (REF). 1. În ultimii 10 ani, în România, au fost dezvoltate numeroase proiecte/ programe ce vizeaza educatia în comunitati de rromi. Daca ati aplica o grila SWOT, care considerati ca sunt punctele forte, punctele slabe, oportunitatile si amenintarile în acest domeniu? 2. În urma analizelor efectuate în cele 9 tari, REF considera ca domeniile prioritare pentru finantare în viitor se refera la: Frecventarea învatamântului prescolar de catre copiii rromi Aplicarea de masuri educationale compensatorii pentru elevii rromi proveniti din medii defavorizate Desegregarea claselor si a scolilor Implicarea unui ajutor de învatator / educatoare la clasa Educatie interculturala în unitatile de învatamânt Educatie bilingva Dezvoltarea de programe de pregatire profesionala pentru adulti Cursuri de alfabetizare pentru adulti Programe tip „A doua sansa” pentru copiii ce au abandonat scoala Asigurarea de îmbracaminte, încaltaminte Asigurarea hranei Asigurarea transportului Dintre aspectele enumerate mai sus, care credeti ca sunt prioritare în România? 3. Daca ati decide finantarile REF în anul 2005, ce tipuri de proiecte/ programe ati aproba pt România? 4. Dar daca ati decide finantarile oferite de REF între anii 2005-2010, ce tipuri de proiecte/ programe ati aproba/ încuraja? 5. Dar pentru urmatorii 10 ani (2005-2015)? 6. Daca ati raporta bugetul unui proiect de succes, (cunoscut sau derulat de organizatia/ institutia dvs.) la numarul de beneficiari, care ar fi suma necesara pentru un beneficiar (copil rrom)? 7. Mentionati alte idei de proiecte/ programe din domeniul educatiei pentru rromi care considerati ca ar trebui dezvoltate de agentii guvernamentale (numiti aceste agentii) sau ONG-uri din România. Numele institutiei/ organizatiei Adresa Contact Multumesc pentru colaborare! 96 6.6. Examples of projects - education for Roma in ROMANIA 1. Legal Training and Education for the Defense of Roma Rights, 1999, €500.000 2. Additional training in practical experience teaching methods in Romania, 1996, €40,240 3. Alphabet – teaching Roma children to read and write, 1996, €8,790 4. Roma between prejudice and ignorance, 1997, €10,000 5. Video Pontes Foundation, Cluj, 1997, €10,000 6. National school for young Roma. Confidence building. 1998, €6,760 7. SYKAREL – education for Roma, 1998, €1,000 8. Access to Education for disadvantaged groups, with a special focus on Roma, 2001, 69 €7.0m 9. Access to Education for disadvantaged groups, with a special focus on Roma, 2003, €9.0m 10. NILE – Network - Intercultural learning in Europe, 2002 11. Promoting social inclusion through basic skills learning, 2002 12. COMPAS – Expression through Flamenco, painting and literary expression, 1999, 2000 13. EURROM – Integration of Roma culture in education, both in and out of school, 1999, 2000 14. ARCOMIN – Articulation, complementarity, innovation: a dynamic of a hyperproject for the education of Gypsy children, 1999, 2000 15. Training of educational personnel for Gypsy children and youth, 2001, €197,493 16. Pedagogical methods and strategies for teachers working with Roma children, 2001, €199,981 97 6.7. Program and Project Survey and Identification Nr. Organization Project Multilateral financing bilateral financing private financing 1 AFER Qualification – social integration X 2 AFER Be aware about your life X 3 Alianta Romilor GT EURROM (500.000 euro C.J.G. 50.000 euro) PHARE 4 Alianta Romilor Galati Center for Information and Counselling in Career (F.R.D.S. 17.000 USD C.J.G. 13.000 USD) F.R.D.S. 5 ARDC Community development in Roma communities 6 ARDC Consultancy on community development & Human Dynamics 7 ARDC Consultancy on capacity building & IMC Consulting 8 CEDU Equal Oportunities for Roma children through school development programs and parental involvement MATRA 9 CEDU Building together the image of our doughters UNICEF 10 CEDU Together for a better community MATRA, UNICEF 11 Fundatia Providenta School Rut, Ferentari, Bucuresti, (1-8 private school (free of charge) for disadvantaged children x 12 Fundatia Providenta Literacy classes in school „Alexandru 70 Deparateanu”, Rosiori de Vede, Teleorman county x 13 Fundatia Providenta Day care center in school Segarcea (1-10), Dolj county x 14 Fundatia Providenta Day care center in school Kekecs, Arad, Arad county x 15 Fundatia Providenta Literacy classes in Kekecs neighborhood, Arad, Arad county x 16 Fundatia Tudor Equal chances for every Roma (social inclusion of Roma –Prahova county) Finantatori: Ambasada Marii Britanii; Prefectura Prahova; Consiliul Judetean Prahova; Fundatia Tudor; Directia de Sanatate Publica x 17 Fundatia Tudor Local development Plan for Prahova county’ communities Together with city halls from 2 localities Agentia Împreuna 18 Impreuna National Plan for local development - PDL Impreuna X 19 Impreuna Our children – our future UNICEF 20 Impreuna Development of Community center in Nusfalau, Salaj X 21 Impreuna Development of Community center in Valcele, Covasna X 22 Impreuna Together for our children X 23 IMC Access to education of disadvantaged groups, focus on Roma Phare RO 0104.02 x 24 IMC Modernize professional and tehnic training/ Phare TVET RO 0108.01 25 IMC Technical assistance for evaluation and 98 selection of grants applications Phare 2001/ RO 0108.03.06.02 26 Phoenix Literacy – School should be better informed about the Roma x 27 Phoenix Publishing alternative school textbooks x 28 Phoenix Education for disabilities and minorities’ protection x 71 29 Romani Criss Roma children want to study & UNICEF Romania UNICEF 30 Romani Criss Antidiscrimination: segregation in schools and housing x 31 Romstar Emergency social center 32 Romstar Courses for young Roma 33 Romstar Project Passport 34 Romstar Courses for health visitors 35 Romstar Courses for Roma youth of Panciu 36 Romstar Better neighborhoods 37 Salvati copiii First Steps – Pre-school education for Roma children x 38 Salvati copiii Intercultural education Training for non-Roma teachers working with Roma students UNICEF x 39 Salvati copiii Complex servicies for children and familiei in risk of social exclusion x (Phare) 40 SbS Step by Step in Roma communities x & UNICEF 41 FRDC 42 Centrul de diversitate Etnoculturala Cluj Human capacity development in disadvantaged communities, Phare Economic and Social Cohesion, RO-0007.02.01 x 43 Centrul de diversitate Etnoculturala Decrease illiteracy and drop out rate of Roma children through remedial teaching for children with reading difficulties, PHARE Access x 44 SATRA ASTRA Bilingual kindergarten in caldarari Roma community of Sarulesti UNICEF 45 SATRA ASTRA Itinerant school for Roma students UNICEF 46 OPRE Roma Youth Center 47 OPRE Back to school – information campaign for young Roma 48 OPRE Be aware about your rights! 49 OPRE Youth for youth - mentoring 50 OPRE Professional counselling for young Roma 99 6.8. Intervention priorities Nr. Intervention priorities NGOs Nr. options Nr. Points1 (most imp 51) 1. application of compensatory education techniques to improve the performance of those from relatively deprived backgrounds 9 45 2. increase in Roma enrollment in preschool education 10 35 72 3. use of multicultural and intercultural education techniques 10 30 4. literacy courses for adults 9 30 5. desegregation of classes, schools and special education 7 26 6. „Second chance” programs for children who dropped out school 10 24 7. involvement of teaching Roma assistant 5 15 8. bilingual education 5 13 9. profesional training for adults 3 12 10. provision of clothing and shoes 3 8 11. provision of food 4 6 12. Transport 3 3 Nr. Intervention priorities (experts/ experienced people) Nr. of options Nr. of points 1. increase in Roma enrollment in preschool education 19 79 2. use of compensatory education techniques to improve the performance of those from relatively deprived backgrounds 15 55 3. desegregation of classes, schools and special education 13 33 4. literacy courses for adults 9 30 5. profesional training for adults 11 29 6. use of multicultural and intercultural education techniques 10 26 7. provision of food 9 21 8. involvement of teaching Roma assistant 7 17 9. „Second chance” programs for children who dropped out school 7 18 10. bilingual education 3 14 11. provision of clothing and shoes 3 5 12. Transport 2 4 1 The most important = 5 points 100 6.9. MER’ s priorities in 2004 1. Continuation of the MER strategic programs and of those developed in partnership with certain NGOs and governmental and intergovernmental (UNICEF, CEDU 2000+, Save the Children, Intercultural Institute Timisoara, CRCR Cluj Napoca, Romani CRISS and “Catavencu” Press Monitoring Agency, Caritas Satu Mare etc.); 2. Extending the Phare Program “Access to education for disadvantaged groups”, in other 10 -12 counties; 3. Continuation of providing special places, in increased number, to high-schools/ SAM, Universities and colleges for Roma candidates; 4. Issuing an official regulation by the Ministry of Education, Research and Youth regarding Forbidding and Punishing the actions that lead to segregation of Roma children from the rest of the pupils; 5. Adopting a Remedial Education Methodology, for intensive and alternative education, at the level of primary school education (first to forth grade), according to the New Education Law (revised in June 2000), with the extension of Second Chance program to primary and secondary level, in all counties, so that the remedial education would be 73 accompanied by professional training. The Ministry of Education, Research and Youth will recommend to the County School Inspectorates provision and remuneration, annually, approximately 7 - 10 primary teachers/county that will carry out the literacy/completing primary education courses for Roma and non-Roma children, youngsters and adults from each community. 6. Assuring full norms for the Roma inspectors/ for Roma working in the County School Inspectorates; 7. Employing with priority of young Roma graduates of the institutor departments – Romani language, from Open Distance Learning, in the localities with a high percentage of Roma population (as many students do not know at the enrolment in kindergarten and first grade Romanian or Hungarian language, but only Romany mother language); 8. Producing four new school textbooks for Romani mother language, mathematics and Environmental awareness; 9. Clarifying the financial and administrative statute of the Roma school mediator and extending this educational function in all the educational system, everywhere there are, classes/ groups with high percentage of Roma pupils; 10. Introducing, as obligatory, by issuing an Order, elements of minorities’ history, culture and tradition in Romanian’ or other minorities’ history, geography and culture textbooks; 11. Introducing a subject regarding education for ALTERITATE (elements of intercultural/ multi- cultural/ civic/ human tolerance education etc.), that will be compulsory in all the initial trainings for future teachers, and for pupils starting with the smallest ages. 12. Studying possibilities that the Government ensures for all children, Roma and nonRoma, social scholarships for attending pedagogical or other high-schools that will support the extremely gifted and very poor children that come from the rural area or from poor neighborhoods in towns, following the inter-war model. Also, according social scholarships for young studious Roma at university level from a found that aims to develop the rural education, so that Romani language and history institutors and teachers are trained, including through open distance learning. 101 13. MER intends to initiate a collaboration protocol in the field of Roma education with the National Authority for Child Protection, having in mind that at the local level the County Departments for Child Protection and the County School Inspectorates do not organize common programs, especially for school support for Roma and from Roma point of view outside of the ordinary school schedule, in the situation in which more than 75% of the institutionalized children are Roma 74 14. The MER (in partnership with UNICEF – that ensures the financing – and the “Save the Children” organization), initiate starting March 2004, a multiannual national program of training in intercultural education fo r the non-Roma teachers, that work in classes or kindergartens with Roma children, so that they could learn as much as possible about the Roma pupil’s specific culture. 102 6.10 Stakeholders’ workshop Table of participants Name institution 1 Costel Bercus Romani Criss 2 Mihai Surdu Research Institute for Quality of Life 3 Ciprian Fartusnic Institute of Educational Sciences 4 Viorica Preda Ministry of Education and Research 5 Cristian Jura Dept of Inter-Ethnic Relations, Office for Roma 6 Eugen Crai UNICEF 7 Maria Ionescu UIP, Dept of Inter- Ethnic Relations, Office for Roma 8 Miralena Mamina Save the Children 9 Ionut Anghel OPRE 10 Mihai Ormenisan International Managament Consulting Limited 11 Maria Andruszkiewicz International Managament Consulting Limited 12 Dan Oprescu Office for Roma 13 Gelu Duminica Together Agency 14 Carmen Lica Center for Education and Profesional Development Step by Step 15 Simona Lupu EC Delegation 16 Mariana Moarcas WB 17 Owaise Saadat WB 18 Catalina Ulrich Writer of the report 75 ROMA EDUCATION FUND Country Eligibility and Project Evaluation, Approval and Implementation Preamble. Quote from the Statute of the Roma Education Fund: “2.1. The objectives of the Roma Education Fund will be to contribute to closing the gap in educational outcomes between Roma end non-Roma, including through the desegregation of educational systems primarily (but not exclusively) in Central and Eastern Europe and the countries that have formally joined the Decade of Roma Inclusion.” Country Eligibility. Grant applications will be accepted from public and private entities in member countries of the Council of Europe. As per objectives above, initial attention will be focused on the eight Decade of Roma Inclusion countries but applications will be considered from other countries, as well. Grant Purposes and Amounts. Four categories of Grant are envisaged: 4. 5. 6. 7. Grants aimed at systematic reform and educational improvements for Roma, including scaling-up of projects supportive of the above purposes —expected to be the largest category. Grants to pilot and test Roma educational interventions. Grants to analyze Roma education issues and to help develop policies and institutional capacity. Grants for boosting effective demand by Roma for education at all levels. All four Grant types can be made to both the public and the private sectors and to combinations (partnerships) of them. The public sector can include national, regional and local governments. The private sector can include Roma and non-Roma, other civil society organizations, and private educational establishments and policy institutes. Multi-country grants can also be considered so long as there is one clear organization taking overall responsibility. Grants will also be considered that would be made to organizations in one country to implement projects in another e.g. to a Bulgarian NGO to conduct a project in Slovakia, or vice versa. However, in such a case, the third party NGO or organization will be required to work through a partnership with a local NGO or organization in order to strengthen local capacity. . Category 2 and 3 grants may finance up 100 percent of total costs. Category 2 grants will normally be limited to a maximum of Euros200,000; Category 3 grants will normally be provided only for technical assistance and limited to a maximum of Euros100,000. In an attempt to allocate REF funding equitably across the Decade countries, grants will be processed taking into account the cumulative amount of grants in each country in light of the relative size of Roma population, relative income levels, and the availability of funding from alternative sources. The REF will, of course, abide by country allocation restrictions set by donors. Innovative project design and the potential regional impact of any project will also be considered. Following two years of operation, the REF Director will be expected to recommend to the Governing Board a formula for allocating additional funds. Principles of Eligibility for Projects. The following general principles will apply to all projects to be considered for financing by the REF: • • • The proposal supports and is consistent with the REF’s Goal and Principles (Attachment) and the priorities stated in the Decade Action Plan; The proposal demonstrates the leadership and direct involvement and support of Roma in its development and proposed implementation; The proposal supports the education and/or training of Roma; 76 • • • • • The proposal must demonstrate that Roma are the majority among project beneficiaries, but in this context the project may also support some poor nonRoma beneficiaries; If the public sector is involved in a project, there is demonstrated commitment for developing and adopting an appropriate policy framework, including provisions for the project in the consolidated public sector budget, and the project is; The proposed project and grant amount would demonstrate relative merit with respect to competing requests from all Decade countries; Proposals to analyze Roma education issues and help develop policies and institutional capacity (Category 3) need to address areas of research and analysis, so that study recommendations will support the goal and principles of the Fund. Grant proposals under Category 1 and 4 will require counterpart funding if implemented by the public sector, and enjoy preference if it is expected to be supported by significant cofinancing, or in-kind contributions, thus leveraging REF resources. Detailed Project Evaluation Criteria. For the time being, specific evaluation criteria for projects will include, but may not be limited to, the following: All Grant Categories • • • • • • The implementation, financial management and procurement procedures are appropriate; More points will be awarded for higher amounts of cofinancing; External and local consultant expenditure and fees are justified with reference to established norms in the respective country and/or internationally (i.e. with reference to government, European Union, World Bank, etc.); There is a detailed implementation and evaluation plan; Appropriate mechanisms are included for monitoring and performance evaluation, including standardized progress reports required by the Fund; There is provision for an independent financial audit following project completion in the grant proposal (to be financed out of the grant itself). Category 1 and 4 Grants • The proposal includes clear and measurable objectives and precise indicators to be used in monitoring progress and eventual success; • The proposal includes a financing plan, and implementation and institutional arrangements, to allow effective implementation, as well as continuation of project activities (if applicable), once the grant has been fully disbursed; • The cost per intended beneficiary is within reasonable norms; and • The proposal provides evidence from pilots or other programs that the intervention will likely be both effective and cost-effective. Category 2 Grants • • • • The proposal recognizes and reflects relevant experience, analysis and research and is demonstrated to fill a gap in current practices in Roma education; There is a plan for evaluating the grant at its completion that includes baseline data and measurable performance criteria; The proposal includes appropriate and realistic arrangements for implementation support; and The cost per intended beneficiary is within reasonable norms. Category 3 Grants • The proposal recognizes and reflects existing analysis and research and is demonstrated to address policy and institutional issues closely related to the educational objectives and goals of the Decade of Roma Inclusion and is consistent with the goal and principles of the REF; 77 • • Priority will be given to proposals demonstrating regional cooperation; and The expected impact of the analysis and the audience to be influenced is well defined. These criteria will be applied to all relevant proposals until further notice by the REF. Based on the above specific criteria and expanding on them, the REF will, after the first year of practical experience, elaborate a scoring grid that will be used thereafter in the quantified evaluation of all proposals. It will be expected then that each grant proposal will receive a minimum of 70 percent of the total points in the scoring grid, in order to be approved Development of Grant Proposals. The core professional staff of the REF office will screen grant ideas and proposals during regular outreach visits and will indicate in writing to the Director whether or not a proposed activity meets the eligibility criteria described above. Once a grant idea is deemed eligible, and a formal request has been received, staff or consultant support may be provided by the REF to assist in the development of grant proposals. Potential recipients will not be required to use consultants for preparation of proposals or implementation support. Direct proposals will be welcome from all stakeholders interested in receiving funding from the REF, using the standardized grant proposal application form posted on the Fund’s website. Evaluation Procedures. Initially, all proposed grants will be approved by the Board of the REF. Subject to Board approval, the Director will establish detailed evaluation procedures and to organize evaluation committees to evaluate proposals. Members of the evaluation committees will include outside consultants with specific expertise and will change from time to time. In addition to accepting or rejecting proposals, the evaluation committee will produce an evaluation report that provides comments and recommendations. Proposals may be approved contingent on acceptance and implementation of recommendations. Proposals that do not receive the minimum required score may be revised and re-submitted at a later date. Rejected proposals, or recommendations for changes with which the proposing agency disagrees may be appealed in writing to the REF’s Board. Grant Implementation. Grant Agreement. A standard grant agreement will be developed and shown on the Fund’s website. Implementation Support. To promote appropriate implementation support, each Category 1, 2 and 4 grant will include provision for technical assistance that will be responsible for producing progress reports in English to the REF office, undertaking project monitoring and evaluation, and supporting the technical implementation of the grant. A standardized progress-reporting document will be developed by the REF office. Staff of the office may visit project sites to provide implementation assistance at the (request of the recipient, or in cases where the progress reporting or other sources of information reveals issues that require supervision or direct consultation. Implementation/Disbursement. Category 1 and 4 grants are normally expected to be implemented within 2-4 years, while Category 2 grants are expected to be implemented in 1-2 years or less from time of first disbursement. Grants will be disbursed in tranches, the amount of which will be an estimated six months of expenditure, with the initial tranche to be disbursed at grant signature, provided that an agreed commitment letter referred to below (para.... to be numbered later) has been received, and actions satisfactory to the REF have been taken. Subsequent disbursements following the first installment will be subject to receipt of acceptable progress reports and satisfactory financial reporting/audits as specified below in the Grant Completion section. 78 Extensions of grants for up to one year may be approved based on satisfactory performance, and compliance with reporting and audit requirements. Applications for follow-up financing may be accepted on the basis of satisfactory performance, compliance with reporting and audit requirements and evaluation results. The final 5 percent (Categories 1, 2 and 4) of the grant will be held until the final report is received. Prior to any disbursement for Categories 1, 2 and 4 project, including the release of the first tranche, project sponsors may be required to provide a commitment letter covering agreements reached during project preparation in respect of counterpart funding or other measures critical to the success of the project. Category 3 grants for analysis and policy development may be disbursed up to 40 percent at grant signature, with the remainder payable according to an agreed schedule, including a final payment upon completion of the analysis or policy document. The REF may at its discretion request applicants to implement the proposed project through a consortium arrangement or an existing partnership of project implementing entities. Project Performance. All category 1, 2 and 4 grant proposals will be required to contain detailed arrangements and financing for performance evaluation, including the development of baseline indicators that can be used to measure the impact of the intervention. Performance indicators should be categorized as ‘outputs’ (numbers of beneficiaries assisted or trained, etc.) and ‘outcomes’ (increased learning assessment scores, increased enrollment and attendance, etc.) It is understood that some outcome objectives may not be achieved during the life of the project. Progress in achieving performance indicators will be presented in progress reports. In order to promote the goals of the REF, staff may occasionally conduct project visits to assess performance. Grant Completion. A final project completion report, which includes a presentation and evaluation of performance indicators, will be delivered to the REF office within three months of project completion. Failure to submit a completion report will result in future ineligibility for the recipient, whether a country, NGO or a private organization. The format for the completion report will be standardized similar to the standard progress reports. In addition to the completion report, the grant recipient will enter into a contract with an independent financial auditor, chosen through a competitive process, to undertake a comprehensive audit of financial accounts. 6 Audit reports will be submitted by the independent auditor to the REF office. Every project will be audited upon completion or at two year intervals, not later than three months after the ending of the period. As with the completion report, failure to submit an audit report will result in ineligibility, as well as potential legal action. The recipient will be asked to reimburse the Fund for any expenditure that is not consistent with the approved grant budget. Dispute Resolution. Disputes and complaints from grant proposing or implementing agencies will attempt to be resolved by the REF management, or through recourse to the Board. . 6 REF may facilitate the clustering of projects for audit contracts, in order to reduce costs. 79 Attachment ROMA EDUCATION FUND GOAL AND PRINCIPLES Goal. The goal of the Roma Education Fund will be to contribute to closing the gap in educational outcomes between Roma and non-Roma, and promote the desegregation of educational systems.7 7 In the context of the Roma Education Fund the term “Roma” is used as an inclusive collective term and is not intended to exclude any related groups including (but not limited to) Sinti, Travelers, Ashkaelia, Egyptians, and others. 80 Principles. The Fund and its operations will: 13. Support ideas, projects and programs that improve educational access and outcomes for Roma in the context of the Decade of Roma Inclusion 2005-15 and consistent with the Sofia Declaration, with a particular emphasis on supporting systemic policy reforms and increasing coverage of programs that have been identified in the Decade Country Action Plans or successfully piloted. 14. Ensure Roma participation in all aspects of the Fund’s operations and activities. 15. Interpret “education” broadly to include formal and non-formal education and skills training, for children and adults, and education components of integrated projects. 16. Operate as a financial instrument and a policy guidance and information sharing organization, but not an implementing agency; 17. Make available and leverage additional financial resources; 18. Operate in a balanced manner in terms of different beneficiary countries and Roma communities; 19. Support activities that are respectful and inclusive of Roma and the wishes of the Roma community, including taking into account the particular issues faced by Roma women; 20. Evaluate proposals through independent review processes; 21. Establish a simple and rapid grant-making process that is operated transparently and with accountability; 22. Provide a forum for advocacy and discussion of Roma education issues; 23. Evaluate outcomes to inform and improve existing and future activities; and 24. Become a centralized source of information on Roma issues. 81
