Romas Graduate and Enhance Their Lives 1

Basic information

Project Title

Full project title

Romas Graduate and Enhance Their Lives 1

Project Description

To improve the education level and the achievements of 192 adult Roma from Delchevo with village Trabotivishte, Pehchevo with village Crnik , Berovo and Vinica through the educational program for adult students aged 16-40 years and receiving of a diploma for primary and for adult students aged 20-40 years, receiving diploma for secondary education for the purpose of strengthening the aw for the importance of the education and increasing their employment possibilities on the mark

Geographical Scope

Regional

Project Region

Eastern planning region , North Macedonia

Urban or rural issues

Mainly rural

Physical or other transformations

It refers to other types of transformations (soft investment)

EU Programme or fund

Description of the project

Summary

The main problem is the education of the Roma population from 19-65 years of age from Delchevo with village Trabotivishte, Pehchevo with village Crnik, Berovo and Vinica with total number of Roma 3809, 1001 or 26,3% out of who have not had completed full-time nor part time secondary and primary education.
The consequence causes unemployment which is still at highest level (in eastern Macedonia about 30% of the total number are unemployed Roma), Roma people continue to have lowest income (about 63% live on the verge of poverty) and have highest degree of mortality, only 8% of the work capable Roma (older than 15) are employed or self-employed, in formal or informal economy, only 7% of the Roma within this age group have full working time and 68% of the employed Roma are low-qualified workers.
To improve the education level and the achievements of 210 adult Roma from Delchevo with village Trabotivishte, Pehchevo with village Crnik , Berovo and Vinica through the educational program for adult students aged 16-40 years and receiving of a diploma for primary and for adult students aged 20-40 years, receiving diploma for secondary education for the purpose of strengthening the awareness for the importance of the education and increasing their employment possibilities on the labour market.
Increase the integration of Roma adults into the labour market through enhancing basic skills development, education and training in order to secure primary and secondary school diplomas.

Key objectives for sustainability

Ternipe has gained in its many years of work creditbility and trust by the Roma community, we have organized meetings with Roma community, we have made direct contact with visiting families on the field with formal and informal talks we managed to raise public awareness about the need for education and inclusion in the activities of the project
We have developed a detailed work plan; we have established cooperation with municipalities, institutions and NGOs working in the region, therefore there is potential, rounding off and synergy.
We have a database for potential candidates that we can include in primary and secondary education
we have the potential, experience in implementing this type of project, we will seek to provide the funds of Fund of REF, state funds, the IPA fund be able to provide education and other Roma who are left out of education.
We assume that REF, state funds, the IPA fund, the secondary schools, Local Roma NGO’s and local municipality authorities would increase the understanding of necessity for continuation of secondary education within Roma population as a benefit to all their citizens especially citizens of Roma nationality and find additional sources for continuation of primaries and secondary education of Roma.

The positive outcomes of this project might serve as a tool in the process of actual application of the current low for adult education on central level as well on LSG level, contributing to higher involvement of the local municipalities in preparation of LEAP (Local Education Action Plan) and pledging financial resources and other kind of technical support in the government and municipality budget.

Key objectives for aesthetics and quality

The objectives have been identified and will be achieved according to three main pillars. First, basic education for Roma adults will ensure further opportunities for further education and employment. Second, empowerment awareness and a personalized approach will encourage the target group to network with and remain active with local stakeholders who can lead them to potential employment. Finally, actively working and cooperating with local stakeholders such as employment offices and businesses will create a sustainable structure for matching job seekers and employers beyond the scope of this project.
1.Recruitment, selection and enrolment for participants, 2.Hiring of a local adult education coordinators (with responsibility to keep contact with the participants, schools and local team), 3 Organization of tutoring classes, pre-tests and official tests/exams and matura exams for primary and secondary students, 4.Recruitment of local partners from business, government and community to be part of the working group on employability , 5.Regular meeting every second month of the working group on employability, including company representatives, employment agency, local municipality, community representatives, 6.Implementation of bi-monthly meetings and workshops aiming to increase soft skills and active job-seeking through networking and active involvement of local stakeholders, including potential employers, 7.Regular monitoring meetings and assessing the overall project progress

Key objectives for inclusion

• Meeting of the project team with the Roma adult education students/participants;
• Enrolment of the participants/beneficiaries in their respective primary or secondary schools and planning of the lessons, exam sessions, tutoring and coordination meetings with the students during the project;
• Meeting with the selected teachers from the selected primary and secondary schools.
• Coordination meetings organized by the project’s Adult Education Coordinator and held throughout the year with the participants/beneficiaries in order to identify current or potential problems, and to ensure a link for the flow of information and logistical assistance among the participants, schools and local team (once a month in each municipality/locality);
• Meetings with the partner organizations (mayors, Centre for adult education, directors of the schools and the contact persons included in the project) and agreement with the local team.
• Taking the exams: enrolled participants/beneficiaries will have materials and consultative meetings in primary and secondary schools and examinations throughout the year. Participants/beneficiaries will have the right to retake one exam during the year.
• For each grade completed, participants/beneficiaries will receive certificates of completion. Those participants who complete the requirements for primary or secondary school will receive their respective formal school leaving diplomas.
• Monitoring the progress of the activities and progress of the participants/beneficiaries

Results in relation to category

We're increasing public awareness, the adult Roma flexibility and real values of humanity, as well as strengthening their identity and building their capacity to be competitive on the labor market, to be a positive model in their surroundings and to encourage their children to continue education
Literacy and adult education contribute to the realization of the right to education which enables adults to exercise other economic, political, social and cultural rights.
This project strengthen the capacity of Roma adults by provided them with a basis for improving their financial sustainability as well as their participation in further actions which will enable them to get qualifications and increase their employability. Moreover, this project also aims to create a favorable dialogue environment between relevant authorities and Roma communities and to foster commitments to develop appropriate responses towards Roma inclusion challenges, especially to those that relate to Roma educational and labor market inclusion.
students enrolled, 40 in the primary and 165 in the secondary schools.
4340 realized preparatory classes for the students in the secondary education.
700 held preparatory classes for the students in the primary school (list of attendees, number of copied materials)
60 exam sessions held (for the students in secondary education and success in taking the courses with at least 2.00 (applications and transcripts, list of participants)
organizing a graduation exam for students in the secondary education
163 acquired diplomas for secondary education (success, applications, records and diplomas)
40 acquired certificates for primary education (success, applications, records)
21 of 165 students (13%) were promoted in their jobs.
68 of 165 stuents ( 41%) were employed in local factories
12 of 165 students (8%) were employed in State Public Administration;
13 of 165 students ( 2%) continued their education in the universit

How Citizens benefit

Ternipe MK has had substantial success in ensuring target group and beneficiary participation in previous projects implemented in Macedonian localities. For example, the attendance rate of adult education projects was between 90 and 100 percent with a retention rate of over 94 percent. When evaluating potential beneficiaries, we places a strong focus on finding participants who are committed to completing the project activities in their entirety. We has mechanisms in place to ensure regular participation of the target group in project activities. The “pathway to employment” methodology which will be used in the community and empowerment groups ensures a personalized approach for the individual participants. Through previous project we have also worked with the local employment offices who continue to be cooperative and supportive of the initiatives with the Roma community.
Please explain how different stakeholders at various levels (local, regional, national European) were engaged in the design and implementation of the project. Please describe their role and level of involvement. Please highlight what the added value of their engagement was

Physical or other transformations

It refers to other types of transformations (soft investment)

Innovative character

The proposed project includes a number of innovative caracter including the promotion of equal opportunities and the rights of ethnic minorities. As previously stated, the project aims to promote the right to quality education for Roma women and men through increased access and re-integration into the education system and labour market for early school leavers. Additionally, the community and empowerment groups, with the participation of minimum 60% women and focusing on issues of particular relevance to Roma women, aim to promote gender equality and empower women in and outside of the home.

Disciplines/knowledge reflected

The proposed project is directly relevant to facilitating the integration of individuals from ethnic minority communities (Roma), particularly women, into the labour market. The project seeks to improve the involvement of socially excluded Romani communities into the labour market by improving their skills and qualifications for employability through the completion of primary and secondary education, development of soft skills, creation of formal and informal support groups and increased community involvement in the educational and employment process. The project will provide education and training to Roma adults aged 18 to 40 with incomplete education and will assist them to acquire primary and secondary education certificates to increase their employability.
Ternipe MK has had substantial success in ensuring target group and beneficiary participation in previous projects implemented in Macedonian localities. For example, the attendance rate of adult education projects was between 90 and 100 percent with a retention rate of over 94 percent. When evaluating potential beneficiaries, Ternipe MK places a strong focus on finding participants who are committed to completing the project activities in their entirety. Ternipe MK has mechanisms in place to ensure regular participation of the target group in project activities. The “pathway to employment” methodology which will be used in the community and empowerment groups ensures a personalized approach for the individual participants.

Methodology used

The participatory approach ensures that that all relevant stakeholders are involved in the decision-making process. All viewpoints are taken into account for the purpose of providing the best possible assistance to the target groups and beneficiaries, thus, generating a sense of local ownership for the project’s actions, outputs and outcomes. Additionally, a special focus will be placed on promoting gender equality and minority inclusion in all phases of the project design and implementation process. It is vital that the voices and concerns of both women and men are heard in order to ensure that all stakeholders benefit from project activities and result in sustainable capacity building at the local level.
All project actions will be implemented in compliance with the existing standards and principles, priorities and measures as outlined in existing national legislation, and “Strategy for Improving Roma Situation 2015-2020”, as well as the applicable EC regulations and directives. The main implementation features will include:
• Consultation as a prerequisite for developing the work plan will provide opportunities for multi-stakeholder groups to articulate priorities and devise common strategies for achieving the planned outputs and outcomes of the project.
• Leveraging widespread Roma educational programs and models can significantly benefit local partner NGOs to from stronger linkages with existing community program expertise in different localities;
• Building consensus on mechanisms to enhance accountability for development effectiveness;
• Stimulating joint and action learning processes to deepen engagement with gender equality and women’s rights.
The projects worked to increase the participation of Roma adults in secondary education by organizing additional classes and providing support to complete the second chance secondary education program for more than 165 Roma adults from Eastern Macedonia region

How stakeholders are engaged

The Ministry of Education and Science was support the implementation of the project which is made in accordance to the Adult Education Law was ensured us with the supporting documents.
The municipality of Delchevo was pay the bills for rent for office ,electricity, water and technical support and financial support for completing secondary education for two students
The municipality of Pehchevo, Berovo and Vinica was ensure technical and material support for presentations and promotions of the project shall ensure room for meetings with the students and transportation for the students from the village Crnik and Pehchevo to Berovo and back
SOU "Metodi Mitevski-Brico" from Delchevo , SOU "Vancho Prke" from Vinica and SOU Aco Ruskovski Berovo participates with preparation of educational program for part-time students, administrative and technical work in the project, planning of preparatory classes, exam sessions and graduation exams
The employment agencies Delchevo, Berovo and Vinica shall ensure technical support and share information for the Roma who graduate included in the project for their possible employment in companies from the Eastern region, also they ensure free of charge language courses for the interested students;

Global challenges

Providing suitable structures and mechanisms for the development of adult learning and education policies, whilst ensuring that the policies developed are flexible enough to adapt to future needs, issues and challenges.
 Raising awareness, through legislation, institutions and sustained political commitment, of adult learning and education as an essential component of the right to education and a key pillar in the education system;
 Taking measures to provide information, motivate learners and guide them towards relevant learning opportunities;
 Demonstrating, including through the collection, analysis and dissemination of effective policies and practices, the wider benefits of literacy, adult learning and education to society, such as social cohesion, health and well-being, community development, employment as aspects of inclusive, equitable and sustainable development.
 Providing decent infrastructure, including safe learning spaces.
 Establishing quality assurance mechanisms and program monitoring and evaluation as integral components of adult learning and education systems.