Page 71 - Šolsko polje, XXXI, 2020, 3-4: Convention on the Rights of the Child: Educational Opportunities and Social Justice, eds. Zdenko Kodelja and Urška Štremfel
P. 71
m. šimenc, z. kodelja ■ the realization of the right to education in slovenia
language; an introduction of Roma assistants; and an introduction of
Roma Culture as an optional subject.
Despite numerous measures introduced by Slovenia to improve the
education of Roma children, the UN Committee on the Rights of the Child
in its 2013 Conclusions of the Committee on Slovenian Report regarding
Roma children’s rights to education points towards the poor academ-
ic success of Roma children at primary school level, and a large propor-
tion of early school leavers at all levels of education. It also stresses that
schools ‘still use outdated materials which intensify stereotypes, preju-
dice and negative perception of Roma’. It recommends ‘a removal of all
references to the Roma population, which are connected with prejudices
from school textbooks, and implementation of measures for encouraging
a culture of tolerance and multiculturalism in schools (Committee on the
Rights of the Child, 2013).
National reports for the period after 2010 aren’t available, but there
is the Interim Alternative Report on the Implementation of the Convention
on the Rights of the Child (Zipom, 2016, p. 31), which was prepared by a
network of NGOs from the Zipom Centre; and Annual Reports of the
Ombudsman of the Republic of Slovenia (Ombudsman, 2020, p. 79), which
draw attention that the Roma right to education remains ignored and
needs to be improved.
An alternative report points towards the insufficiencies and vio-
lations of the right to education for refugee children and children from
ethnic minorities. On a general level, this topic is addressed to in annu-
al general reports by the Special Rapporteur on the Right to Education,
which draws attention to deficiencies at a global level. From these re-
ports, we can infer elements which could be problematic in Slovenian’s
educational system; or about which we needed to report on potential pro-
gress if official reports on the situation in Slovenia existed. The 2017 re-
port thus relates to the question of inclusion (Boly Barry, 2017). Within
this context, it also exposes the rights of persons with disabilities to in-
clusion into the general educational system. Slovenia could report on (the
absence of) progress regarding inclusion in relation to the Placement of
Children with Special Needs Act (Act, 2017). Especially because the 2011
White Paper on Education in the Republic of Slovenia (Krek, Metljak) pro-
poses certain solutions (reference schools, support centres) which would
make the inclusion of children with special needs easier, but the propos-
als have not been realised. The rapporteur in his report draws attention to
classes in their mother tongue for pupils from linguistic minority groups.
Slovenia could mention additional Slovenian language classes for immi-
grant children who do not speak Slovenian, and which were introduced
69
language; an introduction of Roma assistants; and an introduction of
Roma Culture as an optional subject.
Despite numerous measures introduced by Slovenia to improve the
education of Roma children, the UN Committee on the Rights of the Child
in its 2013 Conclusions of the Committee on Slovenian Report regarding
Roma children’s rights to education points towards the poor academ-
ic success of Roma children at primary school level, and a large propor-
tion of early school leavers at all levels of education. It also stresses that
schools ‘still use outdated materials which intensify stereotypes, preju-
dice and negative perception of Roma’. It recommends ‘a removal of all
references to the Roma population, which are connected with prejudices
from school textbooks, and implementation of measures for encouraging
a culture of tolerance and multiculturalism in schools (Committee on the
Rights of the Child, 2013).
National reports for the period after 2010 aren’t available, but there
is the Interim Alternative Report on the Implementation of the Convention
on the Rights of the Child (Zipom, 2016, p. 31), which was prepared by a
network of NGOs from the Zipom Centre; and Annual Reports of the
Ombudsman of the Republic of Slovenia (Ombudsman, 2020, p. 79), which
draw attention that the Roma right to education remains ignored and
needs to be improved.
An alternative report points towards the insufficiencies and vio-
lations of the right to education for refugee children and children from
ethnic minorities. On a general level, this topic is addressed to in annu-
al general reports by the Special Rapporteur on the Right to Education,
which draws attention to deficiencies at a global level. From these re-
ports, we can infer elements which could be problematic in Slovenian’s
educational system; or about which we needed to report on potential pro-
gress if official reports on the situation in Slovenia existed. The 2017 re-
port thus relates to the question of inclusion (Boly Barry, 2017). Within
this context, it also exposes the rights of persons with disabilities to in-
clusion into the general educational system. Slovenia could report on (the
absence of) progress regarding inclusion in relation to the Placement of
Children with Special Needs Act (Act, 2017). Especially because the 2011
White Paper on Education in the Republic of Slovenia (Krek, Metljak) pro-
poses certain solutions (reference schools, support centres) which would
make the inclusion of children with special needs easier, but the propos-
als have not been realised. The rapporteur in his report draws attention to
classes in their mother tongue for pupils from linguistic minority groups.
Slovenia could mention additional Slovenian language classes for immi-
grant children who do not speak Slovenian, and which were introduced
69
