Slovak Republic: Languages taught at schools located in or around Roma settlements, registration requirements, and proficiency tests; whether there is adult language training available in the Slovak language (2000-2015)

1. Overview: Linguistic Profile of Roma in the Slovak Republic

In a 2004 background paper on Roma education in the Slovak Republic, the World Bank states that there is no specific information on the prevalence of Roma children who do not speak Slovak, "[though] general data show[s] that some 60% of Roma have Romani as their mother tongue" (The World Bank 1 Nov. 2004, 29).

In 2012, the UN Development Programme (UNDP) published the Report on the Living Conditions of Roma Households in Slovakia 2010, which surveyed 240 randomly selected Roma households in each of three residential classifications, which are based on their degree of integration with the majority population: "segregated, separated, and diffused" (UN 2012, 23). In its report, the UNDP indicates that 54.7 percent of the Roma surveyed listed Romani as their mother tongue, 33.2 percent listed Slovak and 12 percent listed Hungarian (ibid., 41). The same source reports that near identical numbers were given in response to the survey's question on first language of daily use (ibid., 43). The report also notes that language profiles varied between settlement types: the rate of those speaking Romani as their first language was 29.9 percent among those who lived in Roma communities diffused within the majority population, 57.4 percent amongst Roma in separated communities, and 74 percent for Roma who lived in segregated settlements (ibid., 42).

The survey also identified changes over time between the 2010 survey and one conducted in 2005: for Roma living in segregated communities, the rate of those using Romani as their primary language of daily use increased from 53.7 percent in 2005 to 71.2 percent in 2010; for those in separated communities it increased from 48.1 percent to 56.2 percent; and amongst the diffused communities, it declined from 31.6 percent in 2005 to 27.5 percent in 2010 (ibid., 44).

An article published in the journal Intercultural Education [1] that evaluates the implementation of the European Commission project "IN-SErvice Training for Roma Inclusion" (INSETRom), a training program that was intended to increase cross-cultural understanding and educational inclusion for Roma students across several European countries (Teacher In-service Training for Roma Inclusion: a Resource Book 2009, vii), noted that there are also regional differences in languages:

Most Roma speak Romani and Slovak, though the Roma living in the eastern part of Slovakia are more likely to speak Romani, whereas those living in the western part of the country mostly speak Slovak and in the southern part, Hungarian." (Rosinský et al. Dec. 2009, 559)

The resource book Teacher In-service Training for Roma Inclusion, an outcome of the INSETRom project, similarly notes the regional difference in languages spoken by Roma; according to the book, Roma living in the east "tend to speak Romani more regularly, whereas in the [w]estern part most speak Slovakian" (Teacher In-service Training for Roma Inclusion: a Resource Book 2009, vii, 8).

2. Enrollment Testing for Primary School

In correspondence with the Research Directorate, a representative from the Center for the Research of Ethnicity and Culture (CVEK), a Bratislava-based independent research and educational institute that has conducted research on minority issues in the Slovak Republic (CVEK n.d.), stated that all children are tested for verbal competencies prior to enrolling in elementary school and that based on the results, they may be placed in first grade, zero grade [2], or their enrollment in school may be postponed (CVEK 19 Jan. 2015). The representative further stated that

[t]hese tests, however, are not specifically focused on children's language proficiency. ... Roma children are expected to speak Slovak (or Hungarian, depending on the school they are about to attend), but no special classes are provided. They attend all regular classes taught in the first grade. (ibid.)

In its country assessment of the Slovak Republic, the Roma Education Fund (REF), a fund that was created in 2005 to support programs and policies aimed at closing the educational gap between Roma and non-Roma students (REF n.d.), also notes that prior to enrollment in primary school, all children are tested for "school-readiness" and if there are doubts about their ability to attend the first grade at a regular primary school, options include "deferral of school ... for a year, enrolment in a zero grade and enrolment in special education" (REF 2014, 22). The REF report also notes that testing methods vary from one school to another (ibid.).

In correspondence with the Research Directorate, a professor from the Department of Anthropology at Thompson Rivers University, who specializes in the Roma population in the Slovak Republic, stated that "[o]fficially, no distinction is made between children on the basis of ethnicity, and, consequently, there are no tests administered to students on account of being Roma" (16 Jan. 2015).

3. Language and Education

3.1 Language of Instruction

The CVEK representative explained that while the legislation allows for schooling in "the languages of autochthonous minorities," schooling is mostly provided in Slovak or Hungarian, depending on the location of the school (19 Jan. 2015). Similarly, in its country assessment of the Slovak Republic, the REF states that

[p]ublic primary education in Slovakia is offered in Slovak, Hungarian, Ukrainian and English languages. Although most Roma in Slovakia speak Romanes as a first language, Romani pupils most often attend instruction in Slovak in the country as a whole, attending instruction in Hungarian in areas near the border with Hungary. (REF 2014, 24)

The Professor of anthropology indicated that "Slovak is taught as a first language, except in the transitional 'zero-grade'," which is a preparatory grade "designed to even out the differences between different categories of Slovak speakers (native vs. second language)" (16 Jan. 2015). Similarly, a report titled Zero Grade and Education of Roma Pupils, written as part of project "School for Everybody" and partially funded by the REF, indicates that one of the goals of zero grade attendance is "removing the language barrier" and preparing students for whom Slovak comes as a foreign language (Klein et al. 2012, 149).

The article on the INSETRom project, written by Rosinský et al., states that "[i]t appears that Roma children who attend a zero grade make better progress than their peers who attend regular first grades, especially with respect to writing ability, fluency in the Slovak language and richness of verbal communication and vocabulary" (Rosinský et al. Dec. 2009, 560). Corroborating information could not be found among the sources consulted by the Research Directorate within the time constraints of this Response.

3.2 Difficulties Experienced by Roma Students

Based on interviews with teachers about their experiences with Romani pupils and the INSETRom program, Rosinský et al. note that "Roma children had difficulties using the Slovak language...[it] was difficult...[for them] to comprehend, especially in formal settings" and "verbal expression of Roma pupils was at a lower level compared with the majority student population" (Dec. 2009, 561). Similarly, a 2002 report by the World Bank in cooperation with other NGOs states that for Roma children coming from separated and segregated areas, primary school may be their first introduction to the Slovak language and that according to school directors, "'[c]hildren from segregated [Roma] settlements do not master the Slovak language and do not understand their teachers. The teachers do not speak the Roma language, so they communicate by using gestures'" (The World Bank et al. Apr. 2002, 36).

In discussing the linguistic barriers for both teachers and their Romani students, the 2012 Civil Society Monitoring Report, prepared by a coalition of local NGOs to independently assess Slovakia's implementation of the National Roma Integration Strategy and Decade Action Plan, states that

[t]eachers often blame the parents for communicating with their children in Romani rather than in Slovak at home. At the same time, teachers are not trained to educate Slovak as a foreign language and have no teaching aids to provide such education. The Romani language is...not viewed as equal to the Slovak language, but rather as an informal tool to teach the children Slovak. (Roma Institute et al. 2013, 48)

4. Adult Language Education

The European Commission's Eurydice network, which provides information about national education systems in Europe (European Commission 1 July 2014), indicates that in the Slovak Republic,

[a]dult people may attend various courses and programmes of continuous vocational education and training [including] ... educational activities accessible to all citizens aimed at development of knowledge and abilities required for pursuit of employment (e.g., language courses). The educational activities of this kind are offered by various private educational institutions and are mostly self-funded by the trainees. (ibid. 7 Mar. 2013)

A 2007 report by the Slovakia branch of the European Network of Reference and Expertise (ReferNet), "an information network focused on collecting, reporting and disseminating information on the developments in vocational education and training in each EU countries, Norway and Iceland" (ReferNet Slovakia n.d.), also notes that language courses are available to adult learners and that they are self-funded (ReferNet Slovakia 2007, 4).

The Professor of anthropology stated that

[a]dult education is a problem in Slovakia. Language classes and other types of remedial education are not part of the official education system, and adult learners must depend on private institutions. The explanation for this gap is that there is little demand for it. (16 Jan. 2015)

The CVEK representative stated that the organization was not aware of any language training specifically available for adult Roma, though there is Slovak language training available to foreigners in private language schools, which, for financial reasons, are not available to Roma in segregated or separated settlements (19 Jan. 2015).

This Response was prepared after researching publicly accessible information currently available to the Research Directorate within time constraints. This Response is not, and does not purport to be, conclusive as to the merit of any particular claim for refugee protection. Please find below the list of sources consulted in researching this Information Request.

Notes

[1] The report The INSETRom Project in Slovakia "outlines the background information, research findings and results" from teacher training that was implemented as part of the project (Rosinský et al. Dec. 2009, 559). The report was written based on findings from interviews conducted with teachers, parents and pupils (ibid.).

[2] Zero grade is a preparatory grade for children who are not ready to attend the first grade of regular primary school (Open Society Foundation 2011, 80; Rosinský et al. Dec. 2009, 560; REF 2014, 22).

References

Center for the Research of Ethnicity and Culture (CVEK). 19 January 2015. Correspondence from a representative to the Research Directorate.

_____. N.d. "Mission Statement and Main Activities." [Accessed 19 Jan. 2015]

European Commission. 1 July 2014. Eurydice. "About Eurydice". [Accessed 14 Jan. 2015]

_____. 7 March 2013. Eurydice. "Slovakia: Continuous Training." [Accessed 13 Jan. 2015]

Klein, Vladimir, Jurin Rusnakova, Viera Silonova. 2012. Zero Grade and Education of Roma Pupils. [Accessed 19 January 2015]

Open Society Foundation. 2011. Answers to Questions on (de)Segregation of Roma Students in Slovak Education System. [Accessed 21 Jan. 2015]

Professor, Thompson Rivers University. 16 January 2015. Correspondence with the Research Directorate.

_____. 15 January 2015. Telephone interview with the Research Directorate.

ReferNet Slovakia. 2007. Daniela Kocanová. Continuing Vocational Education and Training: Slovakia. [Accessed 13 Jan. 2015]

_____. N.d. "ReferNet Slovakia." [Accessed 14 Jan. 2015]

Roma Education Fund (REF). 2014. Advancing the Education of Roma in Slovakia: REF Country Assessment-2014. [Accessed 14 Jan. 2015]

_____. N.d. "REF in One Page." [Accessed 16 Jan. 2015]

Roma Institute, Centre for the Research of Ethnicity and Culture (CVEK), Quo Vadis, and Cultural Association of Roma in Slovakia. 2013. Civil Society Monitoring Report on the Implementation of the National Roma Integration Strategy and Decade Action Plan in 2012 in Slovakia. > [Accesed 15 Jan. 2015]

Rosinský, Rastislav, Vladimír Klein, and Blandína Šramová. December 2009. "Report: The INSETRom project in Slovakia." Intercultural Education. Vol. 20, No. 6.

Teacher In-service Training for Roma Inclusion: a Resource Book. 2009. Edited by Yiasemina Karagiorgi, Loizos Symeou, and Gill Crozier. Nicosia: European University Cyprus. [Accessed 19 Jan. 2015]

United Nations (UN). 2012. UN Development Programme (UNDP). Report on the Living Conditions of Roma Households in Slovakia 2010. [Accessed 13 January 2015]

The World Bank. 4 June 2012. Toward an Equal Start: Closing the Early Learning Gap for Roma Children in Eastern Europe. [Accessed 13 January 2015]

_____. 1 November 2004. Needs Assessment Study for the Roma Education Fund. Background Paper: Slovak Republic. [Accessed 14 Jan. 2015]

The World Bank, Foundation SPACE., Inštitut pre ekonomické a sociálne reformy (INEKO), and Open Society Institute. April 2002. Poverty and Welfare of Roma in the Slovak Republic. [Accessed 21 Jan. 2015]

Additional Sources Consulted

Oral sources: Attempts to contact the following were unsuccessful within the time constraints of this Response: European Roma Rights Centre; Roma Education Fund (Slovak Republic branch); Slovak Republic - Department of Education, Office of the Plenipotentiary of the Slovak Government for Roma Communities.

Internet sites, including: Amnesty International; ecoi.net; European Roma Rights Centre; Factiva; Human Rights Watch; Slovak Republic - Ministry of Science, Education and Sport; The Slovak Spectator; United Kingdom - Country of Origin Information, Home Office; United Nations - Refworld.