Diagnostics and Policy Advice for Supporting Roma Inclusion in Romania

Romanian Roma families today constitute a large, young, and extremely poor ethnic minority group, facing exclusion from markets and services. Investments in Roma inclusion are essential for Romania to achieve its Europe 2020 social inclusion goals, and the considerable returns on such investments will lay a more solid foundation for achieving sustained, shared prosperity across Romanian society. Therefore, Roma inclusion is not only a moral imperative, but also smart economics for Romania. This report discusses what it will take for Romania to achieve the socioeconomic inclusion of its Roma population. The report identifies the most important socioeconomic achievement gaps of Romanian Roma. It identifies obstacles to Roma inclusion and examines the relevant institutional framework. It draws policy recommendations based on the observed gaps in outcomes and policies, informed by evidence on what works from international experience. These recommendations focus on providing support and enhancing opportunities for the next generation of Roma while helping to improve the living conditions of the current generation. In this context, the report is organized as follows: chapter one focuses on Roma inclusion is smart economics for Romania; chapter two presents socioeconomic achievement gaps of Roma; chapter three focuses on obstacles to Roma inclusion; and chapter four presents priority interventions and policy measures.

Bibliographic Details

Main Author:	World Bank
Language:	English en_US
Published:	Washington, DC 2014-02-28
Subjects:	ACCESS OF CHILDREN, ACCESS OF STUDENTS, ACCESS TO BOOKS, ACCESS TO COMPUTERS, ACCESS TO EDUCATION, ACCESS TO LEARNING, ACCESS TO QUALITY EDUCATION, ADULT LEARNING, ADULT LITERACY, ADULT LITERACY RATE, ADULTS, BASIC SERVICES, CARE PROVIDERS, CAREGIVERS, CHILD DEVELOPMENT, CHILD DEVELOPMENT PROGRAMS, CHILD LABOR, CHILDREN IN PRESCHOOL, CHILDREN IN SCHOOLS, CHRONIC DISEASE, CITIZENS, CLASSROOM, CLASSROOM LEVEL, COGNITIVE DEVELOPMENT, COGNITIVE OUTCOMES, COGNITIVE STIMULATION, COHORT ANALYSIS, COMPLETION RATES, COMPULSORY EDUCATION, COMPULSORY SCHOOLING, COMPUTER LITERACY, COSTS OF EDUCATION, CURRICULA, CURRICULAR REFORMS, DEVELOPMENT INTERVENTIONS, DISADVANTAGED GROUPS, DISADVANTAGED SCHOOLS, DISCRIMINATORY ATTITUDES, DISCRIMINATORY PRACTICES, DISSEMINATION, EARLY CHILD DEVELOPMENT, EARLY CHILDHOOD, EARLY CHILDHOOD DEVELOPMENT, EARLY CHILDHOOD EDUCATION, EARLY EDUCATION, EARLY INTERVENTION, EARLY MARRIAGES, ECONOMIC GROWTH, ECONOMIC OPPORTUNITY, EDUCATION LAW, EDUCATION OUTCOMES, EDUCATION POLICIES, EDUCATION PROGRAMS, EDUCATION RADIO, EDUCATION SECTOR, EDUCATION SYSTEM, EDUCATIONAL ACHIEVEMENTS, EDUCATIONAL ASPIRATIONS, EDUCATIONAL ATTAINMENT, EDUCATIONAL DEVELOPMENT, EDUCATIONAL ENVIRONMENT, EDUCATIONAL OUTCOMES, EDUCATIONAL POLICY, ELDERLY, ENROLLMENT RATE, ENROLMENT GAP, ENROLMENT RATE, ENROLMENT RATES, EQUAL ACCESS, EQUAL OPPORTUNITIES, ETHNIC DISCRIMINATION, ETHNIC MINORITY, FORMAL EDUCATION, FORMS OF EDUCATION, FUNCTIONAL ILLITERACY, FUNCTIONAL LITERACY, FUNCTIONAL LITERACY RATE, GENDER GAP, GENDER GAP IN EDUCATION, GIRLS, GIRLS IN EDUCATION, GOVERNMENT AGENCIES, GROSS ENROLMENT, GROSS ENROLMENT RATE, HEALTH CARE, HEALTH CARE PROVIDERS, HEALTH SECTOR, HIGH SCHOOLS, HIGHER ENROLMENT, HIGHER LEVEL OF EDUCATION, HIGHER LEVELS OF EDUCATION, HOUSEHOLD SIZE, HUMAN DEVELOPMENT, ILLITERACY, ILLITERACY RATES, ILLNESS, INCLUSIVE EDUCATION, INSTITUTIONAL MECHANISMS, INTERVENTIONS, JOB CREATION, KINDERGARTEN, KINDERGARTENS, LABOR MARKET, LABOR MARKETS, LANGUAGE EDUCATION, LEARNING, LEARNING ACHIEVEMENTS, LEARNING RESOURCES, LEGAL STATUS, LEVEL OF EDUCATION, LEVELS OF EDUCATION, LIFELONG LEARNING, LITERACY, LITERACY POLICIES, LITERACY RATES, LIVING CONDITIONS, LOWER LEVELS OF EDUCATION, LOWER SECONDARY EDUCATION, LOWER SECONDARY LEVEL, MEAT, NATIONAL EDUCATION, NATIONAL LANGUAGE, NATIONAL LEVEL, NATIONAL POLICIES, NUMBER OF CHILDREN, NUMBER OF PERSONS, NUMBER OF SCHOOLS, PARENTAL SATISFACTION, PARTICIPATION IN EDUCATION, PARTICIPATION OF GIRLS, PARTICIPATION RATES, PENSIONS, POLICY FORMULATION, POLICY FRAMEWORK, POLICY MAKERS, POPULATION DIVISION, PRESCHOOL EDUCATION, PRESCHOOL ENROLLMENT, PRESCHOOL LEVEL, PRIMARY EDUCATION, PRIMARY LEVEL, PROGRESS, PUBLIC AGENCIES, PUBLIC EXPENDITURE, PUBLIC EXPENDITURE ON EDUCATION, PUBLIC INSTITUTIONS, QUALITATIVE INFORMATION, QUALITY OF EDUCATION, READERS, READING, REDUCING ILLITERACY, REGIONAL POLICY, REGULAR SCHOOLS, REMEDIAL EDUCATION, RESPECT, RURAL AREAS, SAFETY NET, SAFETY NETS, SANITATION, SCHOOL ACTIVITIES, SCHOOL ATTENDANCE, SCHOOL CHILDREN, SCHOOL COMPLETION, SCHOOL CULTURE, SCHOOL DROPOUT, SCHOOL ENROLMENT, SCHOOL ENVIRONMENT, SCHOOL FACILITIES, SCHOOL FAILURE, SCHOOL INFRASTRUCTURE, SCHOOL INSPECTORS, SCHOOL LEAVERS, SCHOOL LEVEL, SCHOOL LIBRARY, SCHOOL PARTICIPATION, SCHOOL PROGRAM, SCHOOLING, SCHOOLS, SECONDARY EDUCATION, SECONDARY SCHOOL, SERVICE DELIVERY, SOCIAL SERVICES, SPECIAL EDUCATION, SPECIAL EDUCATIONAL NEEDS, SPECIAL SCHOOLS, STUDENT ASSESSMENTS, SUSTAINABLE DEVELOPMENT, TEACHER, TEACHER TRAINING, TEACHERS, TEACHING, TELEVISION, TERTIARY EDUCATION, TRAINING FOR TEACHERS, TRAINING PROGRAMS, TV, UNEMPLOYED YOUTH, URBAN SCHOOLS, URBAN WOMEN, VICIOUS CYCLE, VOCATIONAL EDUCATION, VULNERABILITY, VULNERABLE GROUPS, WORK FORCE, WORKING-AGE POPULATION, YOUNG PEOPLE, YOUTH,
Online Access:	http://documents.worldbank.org/curated/en/2014/02/19362999/achieving-roma-inclusion-romania-take-vol-2-2-final-report https://hdl.handle.net/10986/17796
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