The main objective of our project was to improve the quality and inclusiveness of ECEC and primary school services for disadvantaged Roma children up to the age of 10, particularly by removing barriers such as language and cultural disadvantage, distrust in (pre)schools and non-inclusive school environments, through the strengthening the policies of Roma paraprofessionals (RP). Although RPs play a crucial role as mediators between children, families, and schools, they are often undervalued, undertrained, and lack career perspectives. Through this project, we aimed to strengthen the recruitment, training, and professional development of RPs, while also supporting their recognition as key contributors to inclusive education. Our specific objective was to create tools and resources to support their work, including a competence framework, self-assessment instruments, and professional development guidelines. In parallel, we sought to produce policy recommendations for governments, universities, educational institutions, and civil society to promote sustainable, holistic, and inclusive approaches to RP and Roma children’s education in generall.
We applied for this project to respond to the persistent challenges faced by Roma children in accessing quality and inclusive ECEC and school education, particularly those related to language and cultural barriers. While national policies focus on later education, employment, or social services, neglecting early years, all the research shows it is the quality and inclusive early years support that lays the foundations for later success. Through the Romani Early Years Network (REYN), in which our organisations are founding and active members, we identified urgent needs: widening access to ECEC, resources to address the linguistic and cultural realities, professional development for Roma and non-Roma practitioners including paraprofessionals as key to educational success (REYN study, 2023). In lack of Roma professionals, many countries introduced Roma paraprofessionals (RP) although without proper professional development policies. This project sought to address the gaps by strengthening RP competences in facilitating inclusive practices, and building community alliances. We applied because we believe that investing in RPs is one of the most effective ways to ensure equal opportunities for Roma children and families in education.