Knowledge Hub

Roma Early Childhood Inclusion + Bulgaria Report (2020)

The Republic of Bulgaria has endeavoured, over the last three decades, to address the stark injustices evident in the socioeconomic situation of the majority of its Roma citizens and as evidenced in the country’s National Roma Integration Strategy 2012–2020. These efforts have accelerated since 2007, when Bulgaria became a full member of the European Union (EU). At present, Bulgaria is making important steps towards creating a national framework for early childhood development, a goal that remains high on the national agenda, and towards developing a more integrated approach to support parents and children in the early years. This RECI+ Report carries the explicit intention of providing Bulgarian authorities and civil society with a timely and informed account of the situation of Bulgarian Roma children during
early childhood, and, in so doing, supporting government and other relevant actors to ensure equal and unhindered access to inclusive and integrated quality education, health, and social care for young Roma children and their families.

Read the policy brief in English here.

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Roma Early Childhood Inclusion+ Czech Republic Report (2015)

This report on the early childhood education and care (ECEC) of young Roma children in the Czech Republic departs somewhat in its approach from previous Roma Early Childhood Inclusion (RECI+) Studies and Reports. The preparation of this report was led by the Open Society Foundations. The RECI initiative, which is ongoing, is a joint venture of three Sponsoring Agencies, namely: the Open Society Foundations Early Childhood Program, the Roma Education Fund, and UNICEF.

The principle reasons for a Special Report on Roma Inclusion in Early Childhood Education and Care at this stage of events, and not a full RECI+ Research Study and Report, include: the critical importance of ECEC for all children, particularly those
from marginalized and economically disadvantaged backgrounds;1 the pressing need for a timely contribution to the ongoing legislative actions and important national debates surrounding Roma education and inclusion in the Czech Republic; and to assist and support the government and public authorities, and educational decision makers and practitioners tasked with fulfilling their responsibilities in a context of critical international scrutiny.

Read the report in Czech here.

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FAQs – TOY for Inclusion

This document addresses key questions from various stakeholders about the TOY for Inclusion approach. Frequently asked questions such as the following are addressed in this document:

  • What is a Play Hub?
  • How do children benefit from Play Hubs?
  • How do parents and caregivers and other family members benefit from Play Hubs?
  • How much does it cost to run a Play Hub?

 

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TOY for Inclusion – Voices of Children

Social inclusion begins with young children’s eagerness to play together.

TOY for Inclusion Play Hubs offer inclusive spaces where children and families from different backgrounds are encouraged to play and learn: Children are allowed to borrow toys, parents can gather information about their child’s development and individuals of all ages are given space to come together.

Download the booklet, which shares the stories told by the children attending these Play Hubs.

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NESET report on integration of Roma citizens in Spain

The network of experts working on the social dimension of education and training (NESET) has recently published an ad hoc report titled ‘Overview of the integration of Roma citizens in Spain and some transferable lessons for the EU’.

The new report, prepared by Silvia Carrasco Pons and Gabriela Poblet Denti, provides an overview of the social integration of Roma in Spain, evidence on the progress made, effective policies and approaches within the areas of employment, education, housing and health.

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Providing Quality Early Childhood Education and Care: Results from the Starting Strong Survey 2018

For most children, early childhood education and care (ECEC) provides the first experience of life in a group away from their families. This experience plays a crucial role in children’s learning, development and well-being. The benefits of high-quality ECEC are not restricted to children’s first years of life. However, little is known about this first experience. What do children learn and do in ECEC settings? With which staff do children interact at their centres? Do all children face the same opportunities to enrol in high-quality settings? What are the main spending priorities to raise the quality of ECEC? These are key questions for parents, staff and policy makers.

The OECD Starting Strong Teaching and Learning International Survey (TALIS Starting Strong) is the first international survey that focuses on the ECEC workforce. It offers an opportunity to learn about the characteristics of the workforce, the practices they use with children, their beliefs about children’s development and their views on the profession and on the sector. This first volume of findings, Providing Quality Early Childhood Education and Care, examines multiple factors that can affect the quality of ECEC and thereby can influence children’s learning, development and well-being.

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