28.05.2014 School enrolment of Rroma children in France

Moritz (2014) reports on the school integration program “Classes” in Lyon, which is fostering school attendance of Rroma children since 2006. The focus are children of families who have no fixed residence because they are living in illegal settlements. Through the strong promotion of French language skills, they are supposed to be successfully integrated into the French school system. To this end, they visit intensive courses of up to eighteen hours of French a week, with other foreign-language children: “The French school system is arranged to include foreign-language children. There are special French courses and also welcoming classes at secondary schools for children who have never been to school. Up to 18 hours of French per week, plus one hour of each of math, music, art and sports together with French students. The further integration into the lessons should then be individualized, depending on the language level of the students. Most of the students are children of immigrants from former French colonies – Algeria, Cambodia or Mali – only about a third are Roma, says Andrea Rölke. The citizen of Hamburg is a French teacher at the Collège Gabriel Rossetti where she supervises the lessons for non-native speakers.” However, a major problem remains the uncertain residence and living status of families from informal settlements. The continuous struggle to provide enough food and money degrades the importance of education. The ongoing evictions of settlements make it difficult or impossible to continuously attend a school at same place. Moritz emphasizes at the beginning of the article that the majority of the approximately 400,000 Rroma in France are integrated. The slum dwellers are therefore a minority of the minority. This is an important reference. However, it doesn’t really change anything about the problem of the continuing expulsion policy towards immigrant Rroma. Most of the immigration children will not attend a college, according to the findings of the school project. This is exactly what would be needed to break the vicious circle of exclusion and to enable successful integration.