| Roma Education Fund | |
| Type: | Non-profit organization |
| Founder: | Open Society Foundations World Bank |
| Headquarters: | Budapest, Hungary |
| Key People: | Ciprian Necula, Executive Chair |
The Roma Education Fund (REF) is a non-governmental organization established within the framework of the Decade of Roma Inclusion by Open Society Foundations (formerly Open Society Institute) and the World Bank in 2005.[1] The organization's goal is to reduce the educational achievement gap between Roma and non-Roma in Europe through the provision of scholarships to Roma students, supporting the development of quality education, and supporting the removal of segregation of Roma students.
In July 2003, a conference "Roma in an Expanding Europe: Challenges for the Future", co-financed by the Open Society Institute, was held in Budapest. The conference resolved to establish the Decade of Roma Inclusion and the Roma Education Fund.[2]
The network of Roma Education Fund consists of six entities (REF Entities), i.e. five which have been established as legally separate foundations beside the parent organization in Switzerland (established in 2005). REF Entities operate in Hungary (2006), Romania (2009), Slovakia (2014), North Macedonia and Serbia (2019). The REF Entities cooperate based on the Cooperation Agreement to achieve their shared primary objective to close the gap in educational outcomes between Roma and non-Roma. Each REF Entity has a separate board with independent members for their decisions, who are also attending meetings of REF Switzerland Governing Board.
REF program objectives are aligned and contribute directly to Sustainable Development Goals 4 as defined by the UN: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.[3]
REF has developed programs along three strategic approaches that contribute to the overall goal:[4]
The Roma Education Fund provides grants for governmental and non-governmental organizations in the Decade of Roma Inclusion countries to support the implementation of local projects in the field of Roma education at all education levels:[5]
New efforts are being developed to improve employability and skills through job training programs for young adults and REF alumni from secondary and tertiary education.
REF's research activities have impacts beyond the individual beneficiaries to reach the society, institutional, and systemic levels, leading to long-term improvement in education for Roma individuals and communities.[6] REF research strives for the following objectives:
The Roma Education Fund Scholarship Program provides financial and academic support to Roma students in 16 countries (Albania, Bosnia and Herzegovina, Bulgaria, Croatia, Czechia, Hungary, Kosovo, Moldova, Montenegro, North Macedonia, Romania, Russia, Serbia, Slovakia, Turkey and Ukraine). In addition to providing financial aid, the scholarship program incorporates mentoring and tutoring for students to support their education.[7] REF offers four academic merit-based scholarships: Roma Memorial University Scholarship Program (RMUSP), Roma International Scholar Program (RISP), Law and Humanities Program (LHP), and Roma Health Scholarship Program (RHSP). These scholarship schemes support Romani students pursuing Bachelor, Master, and Doctorate degree programs.[8]
REF advocacy stresses a competence and ability-based approach where the main emphasis is placed on the social, economic, and political capital of Roma citizens and communities. To do so, REF follows four pathways in order to advocate among a broad coalition of stakeholders:[9]
The Roma Education Fund has played a role in a number of cases pertaining to education in the European Court of Human Rights. In 2007, research and observations by the Roma Education Fund were cited in the decision of the landmark case of D.H. and Others v Czech Republic concerning the discrimination of Romani children in the Czech educational system.[10] REF noted the high incidence of placing children into special schools in the Czech Republic compared with other Central and Eastern European countries, the lack of a national definition of "disability" in countries within the region, and the negative effects of special schools on educational achievement.[11]