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Papers by Calin Rus

Les défis de la médiation scolaire auprès des familles roms. Les Roms, cibles de politiques éducatives

Diversité, Dec 31, 2013

SSRN Electronic Journal, 2019

Cristina Dafinoiu (Universitatea "Ovidius" din Constanța); Popa Corina; profesorii de limbă român... more Cristina Dafinoiu (Universitatea "Ovidius" din Constanța); Popa Corina; profesorii de limbă română Coșciug Andriana; Marian Sitar; Angela Secu și studenții care participă la aceste cursuri; Stănuș Cristina, Dragoș Dragoman și Anabella-Maria Târnovan (Universitatea "Lucian Blaga" din Sibiu); Șerban Monica (ICCV, Academia Română, București); Tănase Laura și Ștefan Purici (Universitatea "Stefan cel Mare" din Suceava); Tedeschi Louise (Corporation Médicale Cluj); Tolegen Madina; Zaharie Deborah; și următoarelor organizații/instituții care ne-au susținut în diverse aspecte ale cercetării (în ordine alfabetică): Centrele Regionale de Cazare și Proceduri pentru Solicitanții de Azil; Centrele Regionale de Integrare (CRI) și asociațiile care implementează aceste proiecte; Grupul de Inițiativă Basarabeană; Inspectoratul General pentru Imigrări și toate structurile din subordine; Organizația Internațională pentru

Interculturalism and discrimination in Romania : policies, practices, identities and representations

Lit eBooks, 2006

... 187 DOBRINKA KOSTOVA Borders and Bridges: Multiculturalism in Bulgaria in the period of trans... more ... 187 DOBRINKA KOSTOVA Borders and Bridges: Multiculturalism in Bulgaria in the period of transformation 203 ALINA ZVINKLENE Intercultural ... kin-state nationalism 249 Research in interculturalism: two aspects of the question 277 GABRIEL ANDREESCU Romanian research ...

Journal of Educational Sciences, 2019

Building up the personal identity is a lifelong process, as identity can change, according with t... more Building up the personal identity is a lifelong process, as identity can change, according with the groups of belonging, with new knowledge and changes of beliefs and contexts. There are more stable components of identity, like the values and attitudes, but there are contexts and experiences that sharpen different aspects of the identity. The article argues that education systems in Europe have responsibilities in supporting learners to develop their competences to act as citizens at local, national and European levels and thus have also the legitimacy to contribute to the development of a European identity and of a sense of belonging to Europe. Furthermore, it argues that such a process can and should start already in early ages. Therefore, teachers in primary school need appropriate competences to foster a positive identification of children with Europe and European values. They need to master intercultural competence, appropriate pedagogical and methodological approaches, they need to reflect on how to design teaching and learning contexts meant to stimulate, in a joyful, playful, attractive and consistent manner the building up of a European identity. The article mirrors the training needs of primary school teachers of 3 rd and 4 th grade in Western Romania, to develop these competences and be able to foster such process. The assessment of the training needs of primary school teachers involved covered all aspects of the competence, including values, attitudes, as well as the knowledge about EU, and their reflection on their teaching practices. The conclusions of the analysis can be useful for further training programs and reconceptualization of (initial) teacher education.

Les politiques d’éducation prioritaire en Europe. Tome II

Avant-propos Ce rapport annuel est le premier à être issu du cadre juridique et du mandat de l'Ag... more Avant-propos Ce rapport annuel est le premier à être issu du cadre juridique et du mandat de l'Agence des droits fondamentaux de l'Union européenne (FRA) et le premier à être publié sous la direction de Morten Kjaerum, qui a rejoint la FRA en tant que Directeur le 1 er juin 2008. L'Agence des droits fondamentaux de l'UE succède à l'ancien Observatoire européen des phénomènes racistes et xénophobes (EUMC). Prenant appui sur le travail de celle-ci, elle va toutefois au-delà dans le cadre du mandat plus élargi de la FRA. Les nouveaux domaines d'activités de la FRA furent établis dans le cadre pluriannuel de l'Agence (MAF), adopté par le Conseil "Justice et affaires intérieures" de l'Union européenne le 28 février 2008. La décision du Conseil définit les domaines d'action suivants, sur lesquels l'Agence travaillera à présent : a) le racisme, la xénophobie et l'intolérance qui y est associée; 4.1. Racisme et discrimination dans le secteur de l'emploi et initiatives de prévention 4.1.1. Schémas inégalitaires 4.1.2. Statistiques sur l'origine ethnique ou nationale 4.1.3. Incidents, plaintes et affaires judiciaires 4.1.4. Preuves scientifiques de la discrimination 4.1.5. Prévention de la discrimination dans le domaine de l'emploi 4.2. Racisme et discrimination dans le secteur du logement et initiatives de prévention 4.2.1. Nouvelles sources de données statistiques 4.2.2. Barrières empêchant l'accès au logement 4.2.3. Conditions de logement des communautés roms 4.2.4. Bonnes pratiques 4.3. Racisme et discrimination dans le secteur de l'éducation et initiatives visant à les prévenir 4.3.1. Accès à l'éducation 4.3.2. Incidents racistes et pratiques discriminatoires 4.3.3. Opportunités et résultats scolaires 4.3.4. Groupes sociaux les plus exposés au risque de racisme et de discrimination 4.3.5. Questions relatives au racisme et à la discrimination en 2007 4.3.6. Mesures de soutien et bonnes pratiques 4.4. Racisme et discrimination dans le domaine de la santé et initiatives de prévention 4.4.1. Preuves de discrimination raciale ou ethnique dans l'accès aux soins et exemples 4.4.2. Rapports et études sur l'accès aux soins des immigrés, des demandeurs d'asile et des minorités 4.4.3. Exemples de bonnes pratiques : actions politiques 4.4.4. Exemples de bonnes pratiques : initiatives concrètes des pouvoirs publics et de la société civile 5. Lutte contre le racisme et la xénophobie au sein de l'Union européenne-évolutions de la politique et de la législation 08 5.1. Solidarité Communiqué de presse IP/07/928 du 27 juin 2007, http://ec.europa.eu/employment_social/fundamental_ rights/pdf/news/ip07_928_fr.pdf (2..2007). A g e n c e d e s d r o i t s f o n d A m e n t A u x d e l ' u n i o n e u r o p é e n n e r A p p o r t A n n u e l Résumé FRA-Agence des droits fondamentaux de l'Union européenne A g e n c e d e s d r o i t s f o n d A m e n t A u x d e l ' u n i o n e u r o p é e n n e r A p p o r t A n n u e l 1. Introduction FRA-Agence des droits fondamentaux de l'Union européenne Conseil de l'Union européenne (2006) Conclusions sur les valeurs et principes communs aux systèmes de santé de l'Union européenne

Yves (dir.). Les politiques d'éducation prioritaire en Europe. Tome II. Quel devenir pour l'égali... more Yves (dir.). Les politiques d'éducation prioritaire en Europe. Tome II. Quel devenir pour l'égalité scolaire ? Lyon : ENS Éditions, 2012 , 424 p.

Roumanie : un système en évolution à la recherche de ses repères conceptuels

Les politiques d’éducation prioritaire en Europe. Tome I

The purpose of this report is to examine the history of an international partnership for civic ed... more The purpose of this report is to examine the history of an international partnership for civic education begun in 1994, and concluded in 2011 that links Center for Civic Education partners in the United States (Florida Law-Related Education Association), Hungary (Civitas Hungary), and Romania (Intercultural Institute of Romania). This study serves as an analysis from the leadership perspective of fifteen years of collaboration among diverse stakeholders committed to the development of effective civic education programs, their thoughtful implementation, and ongoing improvement through continuous evaluation. The methods utilized in this final report include analysis of key curriculum and policy documents, review of twentyseven publications from the research and evaluation of this partnership (from 1995 to 2011), and in-depth interviews of the three primary leaders of the exchange. This long-term project, funded in part through grants from the United States Department of Education with...

Verso una definizione di competenza interculturale Aspetti di criticità della definizione della c... more Verso una definizione di competenza interculturale Aspetti di criticità della definizione della competenza interculturale nel framework europeo delle competenze chiave di Sara De Angelis 3. La lingua nella costituzione delle reti interculturali: ostacoli e facilitazioni Pour une rationalité transculturelle di Rosa Soares Nunes Le Précis du plurilinguisme et du pluriculturalisme, une publication au carrefour de la pluridisciplinarité et du dialogue interculturel entre chercheurs des réseaux internationaux di Aline Gohard-Radenkovic La recherche empirique en éducation interculturelle en Suisse:

Behind an apparently positive image, civic education in Romania proves to be an excellent illustr... more Behind an apparently positive image, civic education in Romania proves to be an excellent illustration of “organised hypocrisy” (Brunsson, 2002). At a closer look, it becomes obvious that policy decisions related to civic education are isolated responses to various, and often contradictory, pressures from inside and from outside Romania, and that there is a huge gap between policy statements and the school practice, where civic education has a low status and where classical, directive and knowledge-focused pedagogical methods are still widely used.

Dear reader, 2020 is a milestone for the EU as European policymakers and member states are workin... more Dear reader, 2020 is a milestone for the EU as European policymakers and member states are working towards the agreement on the new Multiannual Financial Framework, and the New Territorial Agenda. At the same time policymakers at the national, regional and local level are drafting the programmes of the new Cohesion Policy for the post-2020 programming period. ESPON's mission is to support them with evidence, tools and publications. Part of this effort is the "State of the European Territory", a publication that sheds light on the main territorial development trends in Europe and offers evidence and policy advice to those designing policiesespecially for the post-2020 period. The "State of the European Territory" is a synthesis of knowledge and evidence collected from ESPON projects in the current programming period. It comes 3,5 years after our first synthesis report, the "European Territorial Review", and is an excellent tool to help you navigate the ESPON knowledge base and extract the content that is useful for you. To help you tailor the content and create customised reports we also provide the "State of the European Territory" report in an online version, which you can access on https://soet.espon.eu. Compiling this publication required an active participation of our experts, researchers and stakeholders, and I want to thank them all for their commitment and contributions. 7 ESPON // espon.eu

The Virtual Intercultural Team Tool

Intercultural Education, 2010

Publikácia vyšla v rámci projektu "Inovatí vne vzdelávanie pre pedagogických zamestnancov základn... more Publikácia vyšla v rámci projektu "Inovatí vne vzdelávanie pre pedagogických zamestnancov základných škôl za účelom zvýšenia ich interkultúrnych kompetencií vo vzdelávacom procese rómskych žiakov", ktorý bol fi nancovaný z Finančného mechanizmu Európskeho hospodárskeho priestoru a zo štátneho rozpočtu Slovenskej republiky. Rozmnožovanie a šírenie tohto diela alebo jeho častí akýmkoľvek spôsobom bez výslovného písomného súhlasu vydavateľa je porušením autorského zákona.

Romania: A System in Evolution, Searching for Its Conceptual References

Educational Policies and Inequalities in Europe, 2012

Roumanie : un système en évolution à la recherche de ses repères conceptuels

The Virtual Intercultural Team Tool

Intercultural Education, 2010

Quaderni Di Intercultura, 2009

Les défis de la médiation scolaire auprès des familles roms. Les Roms, cibles de politiques éducatives

Diversité, Dec 31, 2013

SSRN Electronic Journal, 2019

Cristina Dafinoiu (Universitatea "Ovidius" din Constanța); Popa Corina; profesorii de limbă român... more Cristina Dafinoiu (Universitatea "Ovidius" din Constanța); Popa Corina; profesorii de limbă română Coșciug Andriana; Marian Sitar; Angela Secu și studenții care participă la aceste cursuri; Stănuș Cristina, Dragoș Dragoman și Anabella-Maria Târnovan (Universitatea "Lucian Blaga" din Sibiu); Șerban Monica (ICCV, Academia Română, București); Tănase Laura și Ștefan Purici (Universitatea "Stefan cel Mare" din Suceava); Tedeschi Louise (Corporation Médicale Cluj); Tolegen Madina; Zaharie Deborah; și următoarelor organizații/instituții care ne-au susținut în diverse aspecte ale cercetării (în ordine alfabetică): Centrele Regionale de Cazare și Proceduri pentru Solicitanții de Azil; Centrele Regionale de Integrare (CRI) și asociațiile care implementează aceste proiecte; Grupul de Inițiativă Basarabeană; Inspectoratul General pentru Imigrări și toate structurile din subordine; Organizația Internațională pentru

Interculturalism and discrimination in Romania : policies, practices, identities and representations

Lit eBooks, 2006

... 187 DOBRINKA KOSTOVA Borders and Bridges: Multiculturalism in Bulgaria in the period of trans... more ... 187 DOBRINKA KOSTOVA Borders and Bridges: Multiculturalism in Bulgaria in the period of transformation 203 ALINA ZVINKLENE Intercultural ... kin-state nationalism 249 Research in interculturalism: two aspects of the question 277 GABRIEL ANDREESCU Romanian research ...

Journal of Educational Sciences, 2019

Building up the personal identity is a lifelong process, as identity can change, according with t... more Building up the personal identity is a lifelong process, as identity can change, according with the groups of belonging, with new knowledge and changes of beliefs and contexts. There are more stable components of identity, like the values and attitudes, but there are contexts and experiences that sharpen different aspects of the identity. The article argues that education systems in Europe have responsibilities in supporting learners to develop their competences to act as citizens at local, national and European levels and thus have also the legitimacy to contribute to the development of a European identity and of a sense of belonging to Europe. Furthermore, it argues that such a process can and should start already in early ages. Therefore, teachers in primary school need appropriate competences to foster a positive identification of children with Europe and European values. They need to master intercultural competence, appropriate pedagogical and methodological approaches, they need to reflect on how to design teaching and learning contexts meant to stimulate, in a joyful, playful, attractive and consistent manner the building up of a European identity. The article mirrors the training needs of primary school teachers of 3 rd and 4 th grade in Western Romania, to develop these competences and be able to foster such process. The assessment of the training needs of primary school teachers involved covered all aspects of the competence, including values, attitudes, as well as the knowledge about EU, and their reflection on their teaching practices. The conclusions of the analysis can be useful for further training programs and reconceptualization of (initial) teacher education.

Les politiques d’éducation prioritaire en Europe. Tome II

Avant-propos Ce rapport annuel est le premier à être issu du cadre juridique et du mandat de l'Ag... more Avant-propos Ce rapport annuel est le premier à être issu du cadre juridique et du mandat de l'Agence des droits fondamentaux de l'Union européenne (FRA) et le premier à être publié sous la direction de Morten Kjaerum, qui a rejoint la FRA en tant que Directeur le 1 er juin 2008. L'Agence des droits fondamentaux de l'UE succède à l'ancien Observatoire européen des phénomènes racistes et xénophobes (EUMC). Prenant appui sur le travail de celle-ci, elle va toutefois au-delà dans le cadre du mandat plus élargi de la FRA. Les nouveaux domaines d'activités de la FRA furent établis dans le cadre pluriannuel de l'Agence (MAF), adopté par le Conseil "Justice et affaires intérieures" de l'Union européenne le 28 février 2008. La décision du Conseil définit les domaines d'action suivants, sur lesquels l'Agence travaillera à présent : a) le racisme, la xénophobie et l'intolérance qui y est associée; 4.1. Racisme et discrimination dans le secteur de l'emploi et initiatives de prévention 4.1.1. Schémas inégalitaires 4.1.2. Statistiques sur l'origine ethnique ou nationale 4.1.3. Incidents, plaintes et affaires judiciaires 4.1.4. Preuves scientifiques de la discrimination 4.1.5. Prévention de la discrimination dans le domaine de l'emploi 4.2. Racisme et discrimination dans le secteur du logement et initiatives de prévention 4.2.1. Nouvelles sources de données statistiques 4.2.2. Barrières empêchant l'accès au logement 4.2.3. Conditions de logement des communautés roms 4.2.4. Bonnes pratiques 4.3. Racisme et discrimination dans le secteur de l'éducation et initiatives visant à les prévenir 4.3.1. Accès à l'éducation 4.3.2. Incidents racistes et pratiques discriminatoires 4.3.3. Opportunités et résultats scolaires 4.3.4. Groupes sociaux les plus exposés au risque de racisme et de discrimination 4.3.5. Questions relatives au racisme et à la discrimination en 2007 4.3.6. Mesures de soutien et bonnes pratiques 4.4. Racisme et discrimination dans le domaine de la santé et initiatives de prévention 4.4.1. Preuves de discrimination raciale ou ethnique dans l'accès aux soins et exemples 4.4.2. Rapports et études sur l'accès aux soins des immigrés, des demandeurs d'asile et des minorités 4.4.3. Exemples de bonnes pratiques : actions politiques 4.4.4. Exemples de bonnes pratiques : initiatives concrètes des pouvoirs publics et de la société civile 5. Lutte contre le racisme et la xénophobie au sein de l'Union européenne-évolutions de la politique et de la législation 08 5.1. Solidarité Communiqué de presse IP/07/928 du 27 juin 2007, http://ec.europa.eu/employment_social/fundamental_ rights/pdf/news/ip07_928_fr.pdf (2..2007). A g e n c e d e s d r o i t s f o n d A m e n t A u x d e l ' u n i o n e u r o p é e n n e r A p p o r t A n n u e l Résumé FRA-Agence des droits fondamentaux de l'Union européenne A g e n c e d e s d r o i t s f o n d A m e n t A u x d e l ' u n i o n e u r o p é e n n e r A p p o r t A n n u e l 1. Introduction FRA-Agence des droits fondamentaux de l'Union européenne Conseil de l'Union européenne (2006) Conclusions sur les valeurs et principes communs aux systèmes de santé de l'Union européenne

Yves (dir.). Les politiques d'éducation prioritaire en Europe. Tome II. Quel devenir pour l'égali... more Yves (dir.). Les politiques d'éducation prioritaire en Europe. Tome II. Quel devenir pour l'égalité scolaire ? Lyon : ENS Éditions, 2012 , 424 p.

Roumanie : un système en évolution à la recherche de ses repères conceptuels

Les politiques d’éducation prioritaire en Europe. Tome I

The purpose of this report is to examine the history of an international partnership for civic ed... more The purpose of this report is to examine the history of an international partnership for civic education begun in 1994, and concluded in 2011 that links Center for Civic Education partners in the United States (Florida Law-Related Education Association), Hungary (Civitas Hungary), and Romania (Intercultural Institute of Romania). This study serves as an analysis from the leadership perspective of fifteen years of collaboration among diverse stakeholders committed to the development of effective civic education programs, their thoughtful implementation, and ongoing improvement through continuous evaluation. The methods utilized in this final report include analysis of key curriculum and policy documents, review of twentyseven publications from the research and evaluation of this partnership (from 1995 to 2011), and in-depth interviews of the three primary leaders of the exchange. This long-term project, funded in part through grants from the United States Department of Education with...

Verso una definizione di competenza interculturale Aspetti di criticità della definizione della c... more Verso una definizione di competenza interculturale Aspetti di criticità della definizione della competenza interculturale nel framework europeo delle competenze chiave di Sara De Angelis 3. La lingua nella costituzione delle reti interculturali: ostacoli e facilitazioni Pour une rationalité transculturelle di Rosa Soares Nunes Le Précis du plurilinguisme et du pluriculturalisme, une publication au carrefour de la pluridisciplinarité et du dialogue interculturel entre chercheurs des réseaux internationaux di Aline Gohard-Radenkovic La recherche empirique en éducation interculturelle en Suisse:

Behind an apparently positive image, civic education in Romania proves to be an excellent illustr... more Behind an apparently positive image, civic education in Romania proves to be an excellent illustration of “organised hypocrisy” (Brunsson, 2002). At a closer look, it becomes obvious that policy decisions related to civic education are isolated responses to various, and often contradictory, pressures from inside and from outside Romania, and that there is a huge gap between policy statements and the school practice, where civic education has a low status and where classical, directive and knowledge-focused pedagogical methods are still widely used.

Dear reader, 2020 is a milestone for the EU as European policymakers and member states are workin... more Dear reader, 2020 is a milestone for the EU as European policymakers and member states are working towards the agreement on the new Multiannual Financial Framework, and the New Territorial Agenda. At the same time policymakers at the national, regional and local level are drafting the programmes of the new Cohesion Policy for the post-2020 programming period. ESPON's mission is to support them with evidence, tools and publications. Part of this effort is the "State of the European Territory", a publication that sheds light on the main territorial development trends in Europe and offers evidence and policy advice to those designing policiesespecially for the post-2020 period. The "State of the European Territory" is a synthesis of knowledge and evidence collected from ESPON projects in the current programming period. It comes 3,5 years after our first synthesis report, the "European Territorial Review", and is an excellent tool to help you navigate the ESPON knowledge base and extract the content that is useful for you. To help you tailor the content and create customised reports we also provide the "State of the European Territory" report in an online version, which you can access on https://soet.espon.eu. Compiling this publication required an active participation of our experts, researchers and stakeholders, and I want to thank them all for their commitment and contributions. 7 ESPON // espon.eu

The Virtual Intercultural Team Tool

Intercultural Education, 2010

Publikácia vyšla v rámci projektu "Inovatí vne vzdelávanie pre pedagogických zamestnancov základn... more Publikácia vyšla v rámci projektu "Inovatí vne vzdelávanie pre pedagogických zamestnancov základných škôl za účelom zvýšenia ich interkultúrnych kompetencií vo vzdelávacom procese rómskych žiakov", ktorý bol fi nancovaný z Finančného mechanizmu Európskeho hospodárskeho priestoru a zo štátneho rozpočtu Slovenskej republiky. Rozmnožovanie a šírenie tohto diela alebo jeho častí akýmkoľvek spôsobom bez výslovného písomného súhlasu vydavateľa je porušením autorského zákona.

Romania: A System in Evolution, Searching for Its Conceptual References

Educational Policies and Inequalities in Europe, 2012

Roumanie : un système en évolution à la recherche de ses repères conceptuels

The Virtual Intercultural Team Tool

Intercultural Education, 2010

Quaderni Di Intercultura, 2009

Community action group (CAG): a group of voluntary Roma citizens from a clearly localised area in... more Community action group (CAG): a group of voluntary Roma citizens from a clearly localised area in a given municipality who agree to function in an open, democratic and transparent way in order to contribute to the improvement of the situation of the Roma community, based on a constructive dialogue with local authorities and other institutions. Institutional working group (IWG): a group of designated employees of local authorities and of other local institutions who are tasked with engaging in dialogue and co-operation with the CAG. National facilitator: a member of the ROMED2 National Support Team who is in charge of supporting the process at the local level from its initiation until it becomes effective and sustainable. Local facilitator: a local citizen, preferably of Roma origin, with good knowledge of the targeted Roma community (but not necessarily living in the targeted area) and who has good contacts within the public administration. The local facilitator can be an employee of the administration working with the Roma community (mediator, etc.) and should have time allocated in his/her professional capacity to participate in the process, ensuring support and follow-up to the interventions of the national facilitator. Municipality contact point: an employee of the local administration appointed and supported by the mayor to ensure communication with the national facilitator, whose mission is to set up and ensure the effective functioning of the IWG as well as the implementation of the decisions made following the exchanges between the IWG and the CAG. National support team (NST): a team co-ordinating and supporting the work of the national facilitators, while ensuring communication between the national team of facilitators and the Council of Europe. The co-ordination of the NST is done by a national focal point and/or a national programme officer, under the umbrella of a national support organisation. ► Page 7 2. All references to Kosovo, whether the territory, institutions or population, in this text shall be understood in full compliance with United Nation's Security Council Resolution 1244 and without prejudice to the status of Kosovo. 3. For more information on the methodology of ROMED1 please refer to the "Trainer's handbook", available for download online at Powerlessness, dependency, loss of hope, no joint action, lack of capacity and confidence Local authorities Lack of trust in the possibility of real dialogue with Roma communities, paternalism, limited capacity to implement participatory democracy Non-existent or problematic communication, mutual blaming, lack of trust, lack of effective mechanisms for consultation and participation ROMED2 ► Page 14 1.2 The goal of the ROMED programme is to enhance the participation of members of the Roma communities in the decision-making processes at local level. For this purpose, the ROMED2 programme provides support to both local administration and Roma communities, enabling both sides to engage with each other and co-operate for concrete positive changes at local level. The programme works simultaneously on Roma citizens' ability to participate and on the authority's ability to respond. The expected outcomes of ROMED2 are as follows. ► Roma are aware of the current power relations, of their rights and of the opportunities for change through education in democratic citizenship and civic participation. ► Opportunities for developing competences of members of the Roma community to engage in contribution to the development and implementation of local public policies. ► Mutual respect and trust between members of the Roma communities, the majority population and authorities, leading to concrete common action at local activities with the purpose of influencing public policies and improving the situation. ► Effective mechanisms and procedures ensuring consultations with Roma on local policies, used in a systematic way for stimulating co-responsibility and co-decision making. ► Decisions, budget implications and projects formally approved (including projects to be submitted for EU funding) resulting from consultations with members of the Roma community.

The training programme used in the context of the ROMED Programme, a joint programme of the Counc... more The training programme used in the context of the ROMED Programme, a joint programme of the Council of Europe and of the European Commission for intercultural mediators working in Roma communities

The methodology behind the ROMED 2 Programme, a joint programme of the Council of Europe and the ... more The methodology behind the ROMED 2 Programme, a joint programme of the Council of Europe and the European Commission on Democratic Governance and Community Participation through Mediation in disadvantaged Roma communities.