Introduction
There are various issues and problems in the education sector, each requiring prompt attention from the governments and international organizations. Some of the most pressing aspects that necessitate special policies to resolve them include inequality, peacebuilding after conflict, student activism, teacher education, language, literacy, and insufficient resources. While each of these is equally significant for the welfare of children and positive dynamics in societies, the two issues selected for the present analysis are inequality in education and lack of literacy.
The case of inequality in education, exemplified by the situation of the Romani in Europe, is a pressing issue since it describes the outcomes of unequal access to education. Furthermore, this issue paves the path for other oppressed minority groups to fight for a better future for their children based on balanced access to education. Meanwhile, the case of literacy policy in Cuba serves as a lesson and inspiration for nations struggling with illiteracy. The two selected policy issues are, thus, essential to analyze as they can help others seek solutions, allow learning from their weaknesses, and avoid similar mistakes.
Inequality in Education: The Example of the Romani
The Description of the Policy for the Issue
The problem with integrating Roma children in local schools in Greece and Croatia led to Roma parents’ addressing the Council of Europe and the European Court of Human Rights (ECHR). The parents filed a case in Croatia in 20023 and Greece in 2009 and 2010 (Council of Europe [CE], 2017). As a result of these steps, the ECHR ruled in favor of Roma parents in 2010 against Croatia and in 2013 against Greece. This policy was a result of many decades or even hundreds of fighting for equality and anti-discrimination of Roma people.
While the latter have been a part of European culture for centuries, they were hardly ever assimilated into their neighborhoods and societies (AJ+, 2022). While the whole world knows about the tragedy of Jewish people during the Holocaust, only a few are aware of the hardships and extermination of the Romani people, frequently referred to by the derogatory term ‘gypsies’ (AJ+, 2022). Therefore, the policy supported by the ECHR in the 2010s was a relatively positive step in a long-lasting struggle for the proper treatment of the Roma children.
The policy shaped schooling to promote the integration of Roma children into the societies where they lived. Thus, Romani children gained an opportunity to learn the language and assimilate into their neighborhoods. As indicated in the video by CE (2017), some Roma children are, in fact, relatively bright and demonstrate excellent results at school. The policy also proved successful for children with special needs.
For instance, there was a case of a deaf boy described, with the child receiving proper education in sign language and a chance to collaborate with his peers (CE, 2017). Overall, the outcomes of the policy were positive, as it enabled the children from families genuinely interested in integration to pursue their goals. However, the results were not as flourishing as one might have expected for the majority of Roma children.
The Analysis of the Approach
The first lesson from the policy is undoubtedly positive as it indicates the willingness of world organizations to help minority groups integrate into societies where they live. By ruling in favor of Roma’s parents, the ECHR allowed the depraved children to seek education on equal terms with the prevailing populations. The approach was also helpful in fighting against social background-based inequality, which is frequently a barrier to integration, especially for children (Lucas, 2001).
However, as evidenced by the video materials, the policy was ineffective as the number of schools in the described localities was insufficient to house all Roma children (CE, 2017). Also, the adaptation process was not thoroughly prepared, which led to Roma children dropping out of Greek schools even after all the hard work they had done to be allowed to attend them (CE, 2017). Hence, one can conclude that this policy was a good start, but without relevant conditions created, it was doomed to failure.
To produce a better outcome, the policy mentioned could have been bolstered by considering suitable arrangements to complement the polity itself. As Kyuchukov and New (2016) emphasize, Roma education reform will not bring about the expected outcomes without the transformation of underlying structural and cultural conditions. To improve this policy, considerable steps should be taken in coordination, management, educational materials preparation, and monitoring.
Specifically, it is crucial to work with Romani and European families to eliminate prejudiced beliefs and improve the mutual understanding of culture. For instance, one of the reform outcomes was that most non-Roma children left the desegregated school, thus making them segregated again (Kyuchukov & New, 2016). Also, there is a need to eliminate the lack of Roma-focused textbooks and to hire Roma teachers in such schools to gain truly positive results (Kyuchukov & New, 2016). The policy was a positive step toward eliminating inequality, but it requires much work and improvement. Once the necessary changes and adjustments are made, it will be possible to implement the policy successfully in different contexts.
Literacy as a Contributor to Equality: The Example of Cuba
The Description of the Policy for the Issue
It is evident that literacy is one of the core methods of eradicating inequality. Illiterate individuals have relatively poor chances of obtaining a high-quality education, overcoming cultural bias, receiving healthcare services, and overall leading a successful life. Cuba’s 1961 revolutionizing literacy policy aimed at eliminating the number of illiterate citizens and, thus, gaining equality for everyone (The City University of New York [CUNY], 2011).
About 250,000 individuals volunteered to teach nearly 700,000 people to read and write within one year (Abyayala Pro, 2012). Over half of the volunteers were females, whereas around 100,000 were students (Abyayala Pro, 2012). The volunteers recollect resistance from their families and prospective students, as well as apprehensions in the country during the reform. However, despite all the difficulties, the policy was a phenomenal success.
The policy aimed to eradicate illiteracy in Cuba with a special prominence on rural and marginalized populations. The reform was implemented by the newly established Cuban Revolutionary Government (Kempf, 2014). The volunteering youths traveled around the country, equipped with pencils and papers, reaching all the areas where people lived. The literacy campaign served as the “ideological anchor” for all further educational policies in Cuba (Kempf, 2014, p. 2). The median age of volunteers was 14-16 years old, with some exceptional participants, such as a boy aged eight, also participating (CUNY, 2011). Such a young age of volunteers increased the willingness of citizens to participate in the reform and created a more positive disposition among them.
The policy had unprecedented results, gaining a 100% literacy rate in the country. By doing so, the government increased equality in education irrespective of people’s geographic location or socio-economic background. At the same time, the reform’s outcomes included the dissemination of such values as social justice and solidarity among citizens (Kempf, 2014). Furthermore, the policy helped to integrate society and education, using the latter as a tool for social transformation. Other policy results included enhanced teacher education and training, increased emphasis on identity and culture, and an emphasis on education as the driving force of building a productive society.
The Analysis of the Approach
The Cuban literacy policy’s effect was profound both in the country and beyond its borders. The reform was successful due to the government’s and citizens’ consolidated efforts. First of all, the role played by volunteers was outstanding: these brave and eager young people were not afraid to change their environment or meet hostile attitudes from students (CUNY, 2011). These educators serve as a bright example of how inspirational support can be. Hence, the resistance of those unwilling to participate in the reform was mitigated as they stopped viewing the policy as solely a government imposition.
The main lesson from the Cuban education reform is that nothing is impossible when a well-developed plan is supported by the people willing to put it into practice. It seems somewhat viable that this policy could be implemented in different contexts since the results in Cuba are highly encouraging. Even though there was some resistance initially, the government, as well as the volunteers, did not give up or change their goals. By being persistent and determined, they made Cuba a country with a 100% literacy level, surpassing many developed countries. This result is phenomenal and can be replicated by others, thus increasing not only literacy but equality to a considerable extent.
Conclusion
Policies in the educational field are crucial points of change and improvement. However, it is necessary to remember that not all reforms are successful, which necessitates continuous work on their improvement. The two issues analyzed in the paper concern unequal access to education and illiteracy as significant points of disparity in people’s achievement and opportunities. As the analysis demonstrates, policies have a profound effect on educational outcomes. The policy to increase the inclusion of Roma children in European schools indicates that additional work on cultural and professional integration is needed.
Meanwhile, the Cuban literacy reform exemplifies a well-considered approach to altering the nation’s literacy status. Despite some deficiencies and resistance, education policies constitute a perfect opportunity to change not only at the school level but also in other dimensions of societies’ positive functioning. Changes in cultural, healthcare, and political realms, as well as in other spheres, can be successfully implemented once quality education is available to all citizens on equal terms.
References
Abyayala Pro. (2012). Maestra – maestrathefilm.org (8-min version) [Video]. YouTube. Web.
AJ+. (2022). Europe’s problem with the Roma [Video]. YouTube. Web.
The City University of New York. (2011). EdCast47: The ABCs of Cuban education: How Cuba wiped out illiteracy in one year [Video]. YouTube. Web.
Council of Europe. (2017). Preventing discrimination against Roma in schools in Greece and Croatia [Video]. YouTube. Web.
Kempf, A. (2014). The Cuban literacy campaign at 50: Formal and tacit learning in revolutionary education. Critical Education, 5(4), 1-20. Web.
Kyuchukov, H., & New, W. (2016). Diversity vs. equality: Why the education of Roma children does not work. Intercultural Education, 27(6), 629-634. Web.
Lucas, S. R. (2001). Effectively maintained inequality: Education transitions, track mobility, and social background effects. American Journal of Sociology, 106(6), 1642–1690. Web.