Why we can no longer let discrimination in preschool ruin the prospects of Romani children
02 August 2024
By Judit Ignacz
Access to quality and inclusive preschool education should be equally accessible to all children. However, in the Czech Republic preschool education is impossible to reach for some of the most marginalised groups in society, specifically for Roma and those facing poverty and social exclusion. Considering how access to preschool education severely impacts children’s growth and future opportunities, guaranteeing equal access.to these often overlooked and underserved children becomes an imperative.
The struggles faced by Romani children in the Czech Republic are rooted in historical injustices and systemic challenges. Decades of discrimination and marginalisation have entrenched barriers that prevent these children from accessing quality preschool education. Historically, Romani communities in Central and Eastern Europe have faced discrimination across various spheres of life, including education. In the Czech Republic, this discrimination is particularly acute, with Romani children experiencing disproportionately high rates of school segregation and exclusion. This segregation is not just social but also institutional, perpetuated by biased policies and practices within the education system.
In January 2023, the European Roma Rights Centre (ERRC), in collaboration with the Forum for Human Rights, filed a collective complaint addressing the failure of the Czech Republic to provide equal access to preschool education for Romani children and those facing poverty and social exclusion. The complaint calls on the European Committee of Social Rights to recognise a violation of Article 16 (the right of the family to social, legal, and economic protection) of the 1961 European Social Charter. The complaint identifies three primary barriers:
- Affordability: Many families cannot afford the costs associated with preschool education.
- Availability: There is a significant shortage of preschool facilities willing to admit children from disadvantaged backgrounds.
- Discriminatory Practices: Biased admission procedures and discriminatory attitudes prevent Romani and socially excluded children from accessing preschool education.
These challenges perpetuate societal inequalities, exacerbated by unstable housing, biased admissions, and inadequate protection against discrimination. The current system grants excessive discretion to kindergarten directors and municipalities, often resulting in the exclusion of Romani and impoverished children. Despite existing national strategies, legislative changes are urgently needed to enforce children's rights effectively. Public programs intended to support vulnerable families often reinforce dependency rather than promoting empowerment.
Widespread anti-Romani sentiments in Czech society further compound these issues, influencing public policies and institutional practices. A 2020 survey revealed alarming levels of bias against Roma, impacting their access to quality, inclusive preschool education. Another study in 2020 showed that children who face poverty in the Czech Republic are much more likely to have poor education outcomes than children living in other post-communist countries, such as Poland. Hence, the educational system can become a tool for reproducing poverty and inequalities. Also, Romani children are often overrepresented in so-called preparatory classes, which, according to national laws, are intended for children who need extra help to “balance their development.” However, they primarily admit children whose mandatory school attendance has been deferred.
A failure of political will
The Czech government seems unprepared or unwilling to address the clear issues in their preschool education system. The ERRC's complaint to invokes the obligations of states to ensure equitable access to educational rights for all children, regardless of ethnicity or socioeconomic status. However, the implementation of these rights in the Czech Republic has been inadequate. Existing national strategies and policies fail to effectively address the educational needs of Romani children and those from impoverished backgrounds.
The existing national strategies and plans typically discuss these issues unclearly and lack the legislative changes needed to enforce children's rights in preschool education. Many programs run by public institutions put the child and their family in a dependent position, with the education system representatives making the choices. These programs often use power imbalances and service usage conditions to exert control over children and families; thus, instead of being active, participating, and respected partners, they are treated as the program's object.
The absence of comprehensive legislative measures to combat discrimination and promote inclusivity further hinders progress towards achieving educational equity. Moreover, public discourse and political rhetoric often perpetuate negative stereotypes and prejudices against Roma, influencing public policies and institutional practices. These biases contribute to a hostile environment in educational settings, where Romani children face systemic barriers to accessing quality education.
Failing Romani children on a continental scale
The situation in the Czech Republic reflects a broader, European failure to ensure equal access to preschool education for Romani children and those facing poverty and social exclusion. There are many barriers to quality and inclusive preschool education, ranging from housing instability to societal prejudices and discriminatory attitudes in admission processes. Many European countries often deny Romani children access to education and segregate them in separate classes or schools. Segregation worsens educational inequalities and hinders social inclusion, undermining the basic principles of equity and human rights.
The collective complaint to the Czech Republic is a testament to the country's neglect of duty to equip children with the knowledge and skills that could be their path to a better life. The struggle for equal access to education concerns not just classrooms and textbooks but children's dignity, equality, and human rights. It is every young Romani girl who dreams of becoming a doctor but cannot attend kindergarten because she does not have a permanent address. It is every Romani boy who wishes to become a lawyer and is eager to learn but is denied admission due to discriminatory attitudes. Even if their parents, despite their economic struggles, are determined to give these kids an opportunity to learn and approach the local kindergarten in hope, they are met with discriminatory attitudes and an admission process designed to exclude rather than include.
These are not just stories but the harsh realities of these children and countless others who are being denied their right to education because of systemic discrimination and social exclusion that perpetuates a vicious cycle of poverty and limited opportunities. Romani children are born into poverty and live in a society that seemingly does not want to acknowledge their right to education.
Ultimately, ending discrimination at such a pivotal and tender age is not just about access to education; it is about ensuring that their education is quality and inclusive and equips them with the necessary skills for their future. It is time to end the discriminatory practices that prevent Romani children and children facing poverty from accessing preschool education. It is time to invest in these children because they are the future of their Romani communities and the countries in which they live. All Romani children and those facing poverty and social exclusion in the Czech Republic must be ensured the opportunities they rightfully deserve. It is high time for the Czech authorities, the European Union, its member states, and society to recognise and address these barriers and ensure that every child rightfully gets the quality education they are entitled to, irrespective of ethnicity or socioeconomic status.
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