- 2017Implementation
- 2018Implementation
- 2019Implementation
- 2020Implementation
- 2021Implementation
- 2022Implementation
Background
Lack of key competences among members of the Roma community is an obstacle to acquiring appropriate education and qualification. For some adult Roma, particularly those living in segregated settlements, it is a long-term barrier to employability. Low financial literacy also often makes them vulnerable to usurious lending.
Objectives
Improving financial literacy of low-skilled members of the Roma community.
Description
In 2017, the government updated and complemented the action plan of its strategy for integration of the Roma population. Financial inclusion was introduced as a priority. Financial literacy measures are supported by ESF-projects to prevent socially disadvantaged families from falling into excessive debts or becoming victims of usury. Putting stress on non-formal training is visible within social enterprises activities and training centres affiliated to social enterprises.
In 2019, the government updated its 2012 Strategy for the integration of the Roma population until 2020, adopting the Action plan for 2019-20. One of the seven priority policies of this strategy is aimed at financial inclusion. The new action plan also suggests measures related to financial literacy:
- two measures concern non-formal education in financial literacy of marginalised Roma community (MRC) members; the expected output is 3 420 retrained at a cost of EUR 202 300 using ESF resources;
- one measure concerns the education of pedagogical staff of schools with MRC pupils containing a financial literacy component (200 retrained at a cost of EUR 10 000 from the State budget).
Operational programme Human resources contains a specific goal ‘5.1.2. Increase financial literacy, employability and employment of marginalised communities, especially Roma’. On 16 August 2019, the interior ministry launched a call for a national project ‘Community services in towns and municipalities with the presence of marginalised Roma communities - II’. The project was launched in November 2019 with planned completion in February 2022 and the total budget of EUR 21 350 000 (EUR 18 147 500 from ESF and EUR 3 202 500 from the State budget).
The national project Community services in towns and municipalities with marginalised Roma communities - II, continued in 2020. Supported community centres offer services to marginalised Roma communities including activities aimed at increasing their financial literacy, as set by a specific goal of the project. In contrast to the summer period, these activities are hampered by the COVID-19 pandemic. Based on the guidelines of the office of Government Plenipotentiary for Roma Communities, from 12 February 2021 educational activities were interrupted.
The draft of the Strategy for equality, inclusion and participation of Roma until 2030 was published in November 2020 and submitted to public discussion. It defines six main indicators and 16 extra indicators for the three partial goals set. The draft strategy does not explicitly target financial literacy, but specific activities are expected from the action plans to be developed after the adoption of the strategy by the government.
External assessment of the implementation of the Strategy for the integration of the Roma population until 2020 is expected by June 2021.
The national project Community services in towns and municipalities with marginalised Roma communities - II, addressing the objective of increasing financial literacy, employability and employment of marginalised communities, especially the Roma, was partly hampered by the COVID-19 pandemic. In 2019-21, 350 programmes with 3 252 activities aimed at increasing financial literacy affected 12 628 people from marginalised Roma communities. External assessment of the implementation of the Strategy for the integration of the Roma population until 2020 was completed by Comenius University.
Based on results of the periodic evaluation, the government approved the Strategy for equality, inclusion and participation of Roma until 2030 on 7 April 2021.
On 6 June 2022, the government adopted five action plans for 2022-24 for the Strategy for equality, inclusion and participation of Roma until covering five priority areas (education, employment, housing, health, fighting racism, and supporting participation). The action plan for the priority area ‘Education’ focuses on children and young learners. Improving the skills of adults is linked to employability and therefore addressed within the ‘employment’ priority area. After a period of emphasis on the need to improve financial literacy, Measure 3.5 ‘Promote the entrepreneurial literacy of young Roma and Roma women through experiential activities and/or non-formal education, as well as through meetings with successful entrepreneurs, individual consultations and practical courses’ of the action plan of the priority area ‘Employment’ foresees a step forward. The focus is on equipping adult Roma with the skills needed for self-employment (including also financial literacy as a component). Pilot activities involving up to 200 Roma yearly are planned between 2022 and 2024 with estimated annual costs of EUR 5 000 from the State budget.
Bodies responsible
- Ministry of Interior
- Office of the Plenipotentiary of the Government for Roma Communities
Target groups
Learners
- Young people (15-29 years old)
- Adult learners
- Learners from other groups at risk of exclusion (minorities, people with fewer opportunities due to geographical location or social-economic disadvantaged position)
Thematic categories
Modernising VET offer and delivery
This thematic category looks at what and how individuals learn, how learning content and learning outcomes in initial and continuing VET are defined, adapted and updated. First and foremost, it examines how VET standards, curricula, programmes and training courses are updated and modernised or new ones created. Updated and renewed VET content ensures that learners acquire a balanced mix of competences that address modern demands, and are more closely aligned with the realities of the labour market, including key competences, digital competences and skills for green transition and sustainability, both sector-specific and across sectors. Using learning outcomes as a basis is important to facilitate this modernisation, including modularisation of VET programmes. Updating and developing teaching and learning materials to support the above is also part of the category.
The thematic category continues to focus on strengthening high-quality and inclusive apprenticeships and work-based learning in real-life work environments and in line with the European framework for quality and effective apprenticeships. It looks at expanding apprenticeship to continuing vocational training and at developing VET programmes at EQF levels 5-8 for better permeability and lifelong learning and to support the need for higher vocational skills.
This thematic category also focuses on VET delivery through a mix of open, digital and participative learning environments, including workplaces conducive to learning, which are flexible, more adaptable to the ways individuals learn, and provide more access and outreach to various groups of learners, diversifying modes of learning and exploiting the potential of digital learning solutions and blended learning to complement face-to-face learning.
Centres of vocational excellence that connect VET to innovation and skill ecosystems and facilitate stronger cooperation with business and research also fall into this category.
This thematic sub-category refers to acquisition of key competences and basic skills for all, from an early age and throughout their life, including those acquired as part of qualifications and curricula. Key competences include knowledge, skills and attitudes needed by all for personal fulfilment and development, employability and lifelong learning, social inclusion, active citizenship and sustainable awareness. Key competences include literacy; multilingual; science, technology, engineering and mathematical (STEM); digital; personal, social and learning to learn; active citizenship, entrepreneurship, cultural awareness and expression (Council of the European Union, 2018).
Supporting lifelong learning culture and increasing participation
Lifelong learning refers to all learning (formal, non-formal or informal) taking place at all stages in life and resulting in an improvement or update in knowledge, skills, competences and attitudes or in participation in society from a personal, civic, cultural, social or employment-related perspective (Erasmus+, Glossary of terms, https://erasmus-plus.ec.europa.eu/programme-guide/part-d/glossary-common-terms). A systemic approach to CVET is crucial to ensure adaptability to evolving demands.
This broad thematic category looks at ways of creating opportunities and ensuring access to re-skilling and upskilling pathways, allowing individuals to progress smoothly in their learning throughout their lives with better permeability between general and vocational education and training, and better integration and compatibility between initial and continuing VET and with higher education. Individuals should be supported in acquiring and updating their skills and competences and navigating easily through education and training systems. Strategies and campaigns that promote VET and LLL as an attractive and high-quality pathway, providing quality lifelong guidance and tailored support to design learning and career paths, and various incentives (financial and non-financial) to attract and support participation in VET and LLL fall into this thematic category as well.
This thematic category also includes many initiatives on making VET inclusive and ensuring equal education and training opportunities for various groups of learners, regardless of their personal and economic background and place of residence – especially those at risk of disadvantage or exclusion, such as persons with disabilities, the low-skilled and low-qualified, minorities, migrants, refugees and others.
This thematic sub-category refers to making VET pathways and programmes inclusive and accessible for all. It concerns measures and targeted actions to increase access and participation in VET and lifelong learning for learners from all vulnerable groups, and to support their school/training-to-work transitions. It includes measures to prevent early leaving from education and training. The thematic sub-category covers measures promoting gender balance in traditionally ‘male’ and ‘female’ professions and addressing gender-related and other stereotypes. The vulnerable groups are, but not limited to: persons with disabilities; the low-qualified/-skilled; minorities; persons of migrant background, including refugees; people with fewer opportunities due to their geographical location and/or their socioeconomically disadvantaged circumstances.