1     J. Tanaka defines Roma school as "a school located in Roma neighborhood or close by and attended only by Roma children". (See J. Tanaka. op.cit. II 1). Our research discovered that most Roma schools in Bulgaria are in villages. Technically we assume that Roma school is a school with more than 50% Roma students (due to the data, given by the authorities).

2     Apart from being isolated from the ethnic majority, Roma are also isolated among themselves based on their communities, kids, and clans. Furthermore, there are dialectical and local divisions, which will not be accounted for in the present research although they are important for the detailed understanding of the issue.

3     In Bulgaria the issue of poverty still has not gained the adequate public attention. Although foreign actors constantly stress the emergency of the issue, the Bulgarian reaction is rather symbolic. The World Bank, the EU, the Stability Pact, and NATO, consider overcoming poverty as a crucial factor for a proper access to education, and a better living standard for ethnic minorities, especially for Roma [Cf. World Bank, Roma and Transition in Central and Eastern Europe, Draft - May 2000]. The UN's report on Human Development - 2000 presents the problem in Bulgaria from another perspective: excellent education for a small proportion of the population makes the country one of the prospective educational and technological leaders in the region, while low educational standards for a much larger part of the population constantly lower overall living standards.

 

 

It is not scandal, but more of an everyday reality1 that in 2001, in Bulgaria there exist schools where:

     • Between 50% and 100% of the students are Roma coming from purely Roma villages, neighborhoods, and ghettos in the cities (this is common in more than 60 elementary, 350 primary, and 9 secondary schools in the country, particularly in Shumen, Stara Zagora, Sliven, Pazardjik; also in the ghettos of Stolipinovo in Plovdiv; Fakulteta, Tatarli, Filipovzi in Sofia; Tokaito in Pazardjik; Lozenetz in Stara Zagora; Charodeika in Russe; and others).
     • Attracted by the financial aid and shelter offered by the government, physically and mentally healthy Roma children study in programs for mentally challenged and handicapped students (this is the case in almost all of the 85 relief schools, where more than 50% of the pupils are Roma, the only exception being the region of Smoljan where the number goes down to 20%).
     • In general girls leave school upon turning twelve, while boys study until turning fourteen (the trend holds everywhere).
     • Out of 100 Roma in the first grade, only five - three girls and two boys - have a slim chance to graduate from secondary school, and only 10% of those who finish secondary school receive a university degree (especially if they live in Sofia, Plovdiv, Shumen, Stara Zagora, Sliven, Varna, Lom, Provadia).
     • It is not uncommon for a fourth grader to be illiterate; or for thirteen year old boys and girls in the first grade to move to so called institutions for abandoned children (a total of 35,000 children live in such institutions in the country, out of these more than 60% are Roma); teenagers leave school to give birth and raise children, to prostitute, to turn homeless (the trend holds everywhere).
     • The classes in physical training and music are the favorite ones, and this is charmingly explained as a genetic precondition, although these same genetic preconditions are the reason why the passionate zeal of Roma to study is denied (trend holds everywhere according to educational figures).
     • The schools are short of computers, study cabinets, laboratories, and gyms. Even if there is enough space, instruments, blackboards, and chalks might lack. However there are music classes. Free meals are given by non-governmental organizations or the municipality, so as to keep the pupils in school (the trend holds everywhere).
     • 0.3% of Roma pupils take interest in the national exam for admission to language and other specialized schools after 7th and 8th grade (the trend holds everywhere).
     • Since parents do not attend school council meetings, the teachers visit the families at their homes, simultaneously accompanying the children home (especially in autumn and spring). The trend holds everywhere.
     • The future prospect of going to jail (for boys) or working on the highway as prostitute (for girls) is much more probable than that of going to a university or finding a real job (almost everywhere, especially in the regions of Pazardjik, Plovdiv, Sofia, Varna, Sliven, Russe).
     • School repairs have not been carried out for years; there are all kinds of leaks (everywhere). High fences and tight entrances are introduced in places because of security measures. Broken windows are repaired with pieces of cardboard or radiator bodies (since there is no heating in more than 50% of the schools, cardboard is predominantly used).
     • Dedicated teachers with a missionary zeal, who do not accept additional payments, so that the children could be fed are often faced with , who consider themselves "punished" for teaching in such "conditions", and respectively they punish the pupils (the trends holds everywhere).
     • Most pupils, and a few teachers, believe that a miracle might happen with "our school." However most principals are pessimistic.

     This is the characteristic of the schools, where Bulgarians may study only as an exception. However, it is a rule, and their fate that Roma should study there.2

     To a certain extent this grim image is due to the following facts:

     • Elementary education is not accessible to all children (at the moment elementary education is accessible to 54% of Bulgarians, 38% of Turks, and 12% of Roma).
     • 100% access to elementary education does not exist.
     • Schools lack modern equipment.
     • Lack of public support on a nationwide scale, which is needed to stir the educated Roma, and attract them to work on all educational levels.
     • Lack of property protection measures, boards of trustees, community involvement, adequate employment strategies.

     Dealing with the above problems should be a long-term priority in any educational strategy, where Roma do not only participate but also play an active role in the nationwide campaign against poverty.3 More specifically, such an educational strategy should include:

     • Wide public hearing for the problems of educational segregation according to economic, social, ethnic, and demographic characteristics.
     • Tax preferences for companies and individuals, which sponsor educational programs, provide educational facilities and materials in schools with prevailing number of Roma pupils.
     • Financial and methodical support for poor children who wish to continue their education, especially seventh and eighth graders, and those who apply for a university or college degree.
     • Programs for additional education and qualification of poor children, and their inclusion in educational and relief employment structures.
     • Creation of national cross-regional network for educational cooperation.
     • Improved teacher qualification in accordance with national and regional needs. Increasing the number of Roma teachers, and respectively offering university courses in Roma language, culture, and history.
     • Coordination and transparency of NGO's activities on a national and South East European scale.
     • Using community centers, libraries, and gyms for out-of-class educational and recreational activities.

     In short these are the results and recommendations of the research. Following is their specification and explanation.