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Fields of intervention
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While particular attention is given to the
lower levels of education,
including early
childhood education, some countries also foresee actions targeting the
higher levels
(both
compulsory and post-compulsory education).
Lifelong learning and adult literacy
are
however only considered by some OPs.
Both the
Hungarian
Competitive Central-Hungary OP
(ESF and ERDF) and the
Romanian
Human Capital OP
(ESF) address tertiary education. The latest finances actions to increase
participation in university and non-university education organised within the accredited
higher education institutions, particularly for those students from vulnerable groups, with
emphasis on the Roma.
The
Spanish
Social Inclusion and Social Economy OP
(ESF) also includes interventions related
to early school leaving and lifelong learning for youth who want to return to studies.
The
Bulgarian
Science and Education for Smart Growth OP
(ESF) addresses the continuation
to upper secondary and higher education level as well as adult literacy. Two operations were
recently adopted. One of them aims to increase the number and percentage of the young
people from vulnerable groups, including representatives of ethnic minorities and other
groups unrepresented or presented on a small scale who are studying in secondary or higher
education schools.
The
Croatian
Efficient Human Resources OP
(ESF) includes Roma as one of the target
groups of the specific objective ‘Improving adult education system and upgrading skills and
competences of adult learners’.
Within the
Portuguese
Social Inclusion and Employment OP
(ESF), the Programme
‘Choices’ aims to promote the social inclusion of children and young people aged between
6 and 24 from vulnerable socio-economic contexts, giving priority to the descendants of
immigrants and Roma communities. The programme, which is based on a bottom-up logic,
also considers as indirect participants, among others, the family members of participants,
teachers and other professionals.
In addition to the actions targeting Roma students,
interventions targeting other
stakeholders crucial for achieving academic success
are planned, although to a minor
extent. These include:
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Actions targeting professionals in the academic field
, including awareness-raising
about the academic situation and needs of the Roma community and capacity-
building and training actions (e.g. Bulgaria, Czech Republic, Greece, Romania and
Spain).