I. Introduction

The problems in relation to the education of Roma are constantly on the educational policy agenda in Hungary (Radó, 2002). It is because – as all available statistical data prove – that the majority of Romany students cannot succeed in the present Hungarian education system, while the school age population of Roma is increasing fast. The high drop-out and repetition rates also indicate the serious nature of the problem.

According to recent research findings (Havas-Kemény-Liskó, 2002) 15% of the Romany pupils do not continue their studies after the primary school, while 57% of those who participate in further education go to vocational schools and only their 20% learn at secondary level. 2% of Romany students study in higher education (Kóczé, 2002). These data do not indicate that all the students who enter secondary education stay there and finish their studies successfully. The drop-out rate among Romany students is much higher than among Hungarian pupils. Although in recent years the drop-out rate has decreased in the primary school, it increased in vocational schools and in secondary level education with a final examination.

The reason for this situation is of complex nature. While analysing its causes focusing on questions of interethnic relations, minority and human rights, and equity in education cannot be neglected. If we concretise these phrases language and social disadvantages, inappropriate pedagogical practice, problems related to learning motivation, discrimination, the generally bad relationship between schools and parents, the inappropriate content of Roma education program can be mentioned. The different combinations of these reasons can vary in every community (Radó, 2001).

Using various techniques of in-class discrimination, operating segregated classes, or teaching Romany pupils in Roma-dominated, segregated schools, sending non-disabled students to special schools for disabled or exempting Romany children from going to school by declaring them private students are the most common institutional practices for “solving” the problem. These techniques are not only of highly discriminative nature but studies (e.g. Reger, 1978) clearly show that no matter how well-meaning it is, long-term segregation simply does not work, re-integration of students with time becomes more and more difficult.

It is worthy to note that in our conception segregation refers to all forms of education which do not contribute to the integration of pupils in boarder society and which are caused by non-voluntary action of the parents and students. In this sense separated educational forms, that are explicitly requested by parents, are not considered as a type of segregation (e.g. Ghandi Secondary School).

The purpose of the present paper is to reveal the basic features of segregation and introduce the principle of educational integration. Based on the ideas collected by the help of stakeholder workshops we try to define the objectives of “integration” within the Hungarian context, in order to identify reform options, as well as specific policy, legislative and school-financing changes needed to achieve these goals.

The issues covered in the paper include:

1. Description of the situation of Romany children at all the levels of general education,
2. Description of the four types of educational segregation,
3. Analysis of data gained by stakeholder workshops,
4. Identifying policy options (legal changes, financing models, pedagogical services),
5. Offering recommendations for improving the educational level of Romany children.