Romowie w małopolskich szkołach. Uwagi na marginesie Pilotażowego programu rządowego na rzecz społeczności romskiej w województwie małopolskim na lata 2001–2003

Abstract

In the years 2001–2003, in the Nowy Sącz County and Tarnów municipality area, The Preliminary Governmental Program For Roma Community in Malopolska Voivodeship for 2001–2003 had been carried out. The solutions examined in the process has been implemented since 2004 across the whole country within the framework of The Governmental Program for Roma Community in Poland. The authors of both schemes assume that the major factor determining the existing situation of the Roma in Poland is their poor education. Analysis by the government administration of the reports compiled during the years when The Preliminary Governmental Program had been in development leads to conclusion that in the period 2001–2003 the implementation of educational obligation in Malopolska Voivodeship improved among its participants. The achievements of that period preserved. Importantly, The Preliminary Governmental Program, resulted in two new positions – of Roma Assistant and Supporting Teacher – taking firm root the Polish educational system. Their presence in the educational institutions has greatly improved relationships between Roma families and school. The present knowledge of the effects of governmental schemes for Roma community in the education area does not allow for precise conjectures on consequences of the change in educational situation for the Roma community itself. Taking into account that these efforts may accelerate the assimilation process, methods should be considered that would allow to control them constantly.

Ande berśa 2001–2003 sas kerdini pir-o terèno e nakhlutne Nowy-Sądesqëre kotorthemesqëro thaj e Tarnowesqëre Komunaqëro i pilotìtko progràma vaś-o laćhipen e Rromenqëro and-e Małopolskaqëro kotorthem ande berśa 2001–2003. O solùcie dikhlǎrde and-e programaqëro procèso si akana, de katar-o b. 2004, implementuime anda sa o them pir-i raipnikani bute-berśenqëri progràma vaś-o laćhipen e Rromenqëro and-i Pòlska. O avtòrǎ sol duje programenqëre pakǎn zorales so o nivèlo but tele e Rromenqëre edukaciaqëro and-i Pòlska si i bareder aś savi determinuil lenqëri palpaldini situàcia. E Raipnasqëri administràcia dikhlǎrdǎs o rapòrtǎ lekhavdine and-o berśa kana sas realizuime i pilotìtko progràma thaj i raipnikani bute-berśenqëri progràma thaj areslǎs k-o agoripen so ande b. 2001–2003 vazdisàjlo o nivèlo e rromane siklǒnenqëre participaciaqëro and-i skòla. Pe aver rig o rezultàte so areslile aćhile zorale nin paleder. Jekh vasni realizàcia akala programenθar sas so and-e Polskaqëri sistèma e edukaciaqëri vazdisàjle duj neve butǎqëre profìlǎ: o rromano asistènto (maśkarno) thaj o rigìtko (sevìtko) siklǎrno. Lenqëro avipen and-e siklǎripnasqëre institùcie but federǎrde i relàcia maśkar-i skòla thaj i rromani famìlia (irri). So dikhas aj Ŵanas akana pal-o rezultàte e raipnikane programaqëre vaś-o laćhipen e Rromenqëro and-i edukàcia (siklǒpen) na mukhel amen te vàzdas precìzo hipotèze kana si and-o pućhipen o paruvipen e edukaciaqëre situaciaqëro maśkar Rromenθe. Dikǎrindor angl-i jakh so gasave progràme śaj te sigǎren e Rromenqëri asimilàcia, kamlǒl pes (kampel) te pućhlǎras amen sar śaj te dikǎras akala metòde tel-i konstànto kontròla (monitoring).