This report documents how the the Czech authorities are violating the human rights of Romani children in schools across the country. Romani children in the Czech Republic have for decades suffered systemic discrimination in primary education. Many are placed in so-called practical schools designated for pupils with mild mental disabilities. Those in mainstream schools are often segregated in Roma-only schools and classes or otherwise treated differently. Reports of racial bullying and ostracisation by non-Roma pupils, and even open prejudice by some teachers, are frequent. Amnesty International calls on the Czech government to make an unequivocal commitment and start a reform that would address ethnic prejudice and discrimination head-on.
This report consists of three main chapters. The first chapter enumerates all the mechanisms contributing to the development of educational inequalities in the Czech Republic’s education system, which are summarised to provide a context for the focus of this report—the ECEC of Roma children. It highlights the lack of ECEC provision for children under the age of 3 years (in terms of insufficient professional support to young Roma children, including that provided in some circumstances by crèches), problems related to insufficient kindergarten capacity (available child places), and low participation of Roma children in ECEC programs overall. This chapter also deals with the transition from preschool settings to primary education, and the placement of Roma children into schools with reduced curricula. All this has to be understood in the context of a highly diversified education system that “sorts” children into different educational pathways early in life, starting as early as Grade 1 in primary school. Another problem discussed is the large proportion of postponed primary school enrolments. The first chapter is based on statistical data and data from the Czech Longitudinal Study of Education, which studied educational transition in compulsory education. These are complemented by available data from other available research surveys.
The second chapter analyses the level of inequalities in ECEC provision for Roma children. It is the main analytic chapter of the report and describes the participation of Roma children in kindergartens and how this impacts their successful enrolment into primary education. The analysis is based on: Czech data collected for the 2011 regional Roma survey organised by the UNDP, World Bank, and European Commission (European Union Agency for Fundamental Rights and UNDP 2012); research into the educational pathways of Roma pupils (Gabal Analysis and Consulting 2010); group interviews with Roma parents (Nová škola 2011); and regional situational analyses produced by the Office of the Czech Government Demographic Information Center (2011).
In comparison with their non-Roma peers, Roma children’s enrolment in preschool education is markedly less frequent. The key causal issues identified by the analysis include economic reasons, the different parental priorities of socially excluded families in comparison with other more affluent groups in society, and direct and indirect discriminatory barriers in preschool institutions. However, as stated above, it is well known that the beneficial influence of preschool education is more significant for marginalised and materially deprived Roma children than for their non-Roma counterparts.
The third chapter draws conclusions and lists a number of key recommendations, some with addenda.
Published in 2015, this document is the second of a series of thematic mappings on the implementation of the right to education, following a first edition on Girls’ and Women’s Right to Education. It presents concrete measures adopted by countries to ensure the full enjoyment of the right to education for persons with disabilities.
The document is based on national reports submitted for the Eighth Consultation on the monitoring of the implementation of the UNESCO Convention against Discrimination in Education (1960) and the UNESCO Recommendation against Discrimination in Education (1960).
The first part of the document provides a thematic analysis of measures and promising practices that have been reported on by countries. The second part compiles in factsheets progress and challenges in constitutional and legislative frameworks and measures, for the 48 countries that reported on measures taken, out of the 59 reporting countries.
The document is intended to serve as a practical tool for both advocacy and monitoring. By highlighting concrete measures taken by countries, it also offers a basis for regional and international co-operation and shares promising practices from which other countries can learn.