The project TERNO (Teachers Education for Roma New Opportunities in School) is a project co-financed by the Lifelong Learning Programme of the European Commission (Key Activity 1: Roma Multilateral Projects) which aims to set up and implement special support centres in order to support the Roma children that attend the last classes of the elementary school to complete primary education and pass on to the secondary education.

The general objective of the project is to prevent the early school leaving of the Roma children and support the Roma children to move from the elementary to the secondary education. The project aims to improve the participation/maintanance in school for children with low living standard by overpassing the lack of interest towards traditional learning methods. The specific objective with which the general objective will be achieved is through the training of the teachers (or teaching assistants) that are teaching Roma in order to support the Roma children to complete the elementary education.

The main result that the TERNO project has developed are Centres for the provision of supplementary education for Roma children that are completing the elementary education and are preparing to pass to the secondary education. The organization of these centres was based on a methodology which has included all the important elements in order to help teachers of Roma children to better support children that attend the last classes of the school to complete elementary education and pass to the secondary education.

The consortium of the project is multi-actor, it has a great experience in the field and it has complementary competencies. It is constituted from 6 partners from 5 countries (Greece, Spain, Italy, Hungary and Romania). In the project they participate, 3 Roma Associations, one NGO led by Roma, a Research Institute which is specialized in the education research for the Roma people and an organization specialized in the development of research methodologies and management of LLP projects.

Tab 1 The Project

Tab 2 General Objectives and Activities

Tab 3 Main Results

Tab 4 Partners

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teacher training methodology

national research reports

2011 – The turning point

On 5 April 2011, in Budapest, Hungary, as a result of the work prepared by the EU
Roma Task Force, the European Commission released a Communication, entitled
‘An EU Framework for National Roma Integration Strategies up to 2020’ (COM(2011)
173 final, 5 April 2011), calling upon Member States to act: in essence, this major
policy document invited Member States to elaborate or update their National Roma
Integration Strategies with 2020 as the horizon for their objectives. In order to guide
and help them in such policy work, a common framework was provided for these
strategies, with an architecture resting on the so-called ‘four pillars’ of Roma inclusion:
education, employment, housing and health, to be addressed with an integrated
approach. Such an approach was necessary as problems in these areas are often
linked. An example of this is the fact that poor education levels often result in a poor
understanding of the importance of proper healthcare and the lack of knowledge
about possible help from public services. Poor health may ensue, which negatively
affects educational performance. Illiteracy is high amongst Roma, with girls and women
being particularly affected. Mothers are traditionally the main care-providers for the
whole family, meaning that that this may have implications for their own children's
education. Illiterate or under-educated mothers are unable to monitor their children’s
performance in school. Sometimes they do not fully see the importance of education
for their own children and unfortunately this is particularly the case for girls.

Implementing the core messages of the 10 ‘Common Basic Principles for Roma
Inclusion’, the Roma Task Force decided to focus on the four pillars these principles
identified for better effectiveness: education, employment, health and housing.


Source: Roma and Education: Challenges and Opportunities in the European Union

                                                                                    © European Union, 2012


This project is co-funded by the European Commission. This publication reflects the views of the author only and the Commission cannot be held responsible for any use of the information contained therein.

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