Respekt: Czech school system segregates Roma

Prague, Nov 3 (CTK) - The Czech education system is producing thousands of "unemployed pariahs" due to the continuing segregation of Romani children in "special schools" or "gypsy schools" in ghettoes, which is also caused by prejudices of white parents, the weekly Respekt writes in its latest issue.

It reminds that the institution of "special schools" where slightly retarded children were sent was abolished several years ago and replaced by "practical elementary schools," but the situation has actually not changed. Practical schools with their curriculum adapted to pupils with learning difficulties work on the same principles as their predecessors.

The first survey on this issue worked out for the Education Ministry recently confirmed what Czech and international NGOs have claimed for years: a disproportionately high share of Romany children end up in "special schools."

The survey shows that some 30 percent of Romany children attend practical elementary schools, but only 2 percent of non-Romani kids, Respekt adds.

Moreover, a majority of the other Romanies attend schools where Romani pupils predominate and where they do not achieve much better study results than in the shools for retarded, Respekt writes.

The result of this "vicious circle" is that most Romanies in the Czech Republic receive low-level education and therefore they lose chances for good jobs for ever. They are often unemployed ending up in socially excluded localities, being dependent on state support. They do not create any economic values and do not pay taxes.

The Czech education system annually produces thousands of "expensive graduates" who are not employable, the weekly says.

According to the latest World Bank's estimates, the Czech Republic annually spends at least 16 billion crowns on Romanies, or on their "inadaptability," Respekt writes.

"Though this waste of money and human resources is a well-known fact, all efforts to halt it have completely failed since it is supported by two pillars. From below, it is the white parents' desire for trouble-free schools for their children and from above the authority of the state whose educational-psychological advisory centres in cooperation with teachers are bashing out recommendations for the transfer of Romany pupils from regular to special (or practical) schools," Respekt writes.

It refers to an example of two segregated schools situated in the same street some 100 metres away from one another in Brno, the second largest town in the Czech Republic. When their director Petra Faltynova attempted to unite the "white" and "gypsy" schools, she met with a strong opposition of white parents who immediately enrolled their children at another school.

"We have concluded that it is ideal to have three, four Romany kids in 'a white class.' Yet it is difficult as some white parents are so racist that it is unbelievable," Faltynova told Respekt.

On the other hand, Iveta Krzakova, head of a Czech practical elementary school, defended the practice, saying most Romanies do not consider education important.

Psychologist Petr Klima also justifies the role of special or practical elementary schools.

He reminded that a number of Romanies were illiterate only 40 years ago, while now they are able to complete at least "special schools." Romanies should be grateful for these schools, he added.

Respekt writes that dozens of psychologists from advisory centres share these views, and this is why they issue recommendations for Romani kids to be placed in practical schools en masse "in the interest of their clients."

Psychologist Jana Zapletalova, head of the Czech Institute of Educational-Psychological Consultancy, is one of the few to criticise the system.

"We are actually discriminating against (Romanies) 'in good faith.' We must change it. However, it will not be easy. According to my maybe too optimistic estimates, some 70 percent of people from advisory centres and special education facilities are against such a change," she told Respekt.

It is apparent that children who do not belong to "special schools" are sent there though they would only need more attention in the first and second grades of normal elementary school over their disadvantageous position given to their family background, Zapletalova stressed.

She is convinced that special education facilities must be reduced and serve only children with serious disabilities, Respekt notes.

Former education minister Ondrej Liska (Greens chairman) and his deputy Klara Laurencikova, who still works at the ministry, agreed with this opinion. They therefore established a section for equal opportunities at the ministry to support the highest possible number of children attending regular schools, Respekt writes.

A group of NGOs focusing on an equal approach to children at Czech schools has proposed more radical steps.

They want to prepare and launch an extensive state campaign to eliminate racial prejudices in the way of thinking of majority society, impose an immediate "moratorium" on transferring Romani children to practical elementary schools and eventually abolish them as of the school year 2010/11, Respekt writes.

It is primarily necessary to remove the segregation practice, Jan Stejskal, from the organisation coordinating the NGOs' coalition, stressed.

A reform in support of more open and accommodating Czech schools would be advantageous for the state. The investments in it, counted in billions of crowns, would pay in the long term since the education system transformation would reduce the number of unqualified people dependent on state aid in the future, Respekt writes.