Diplomska naloga se nanaša na vprašanje v kolikšni meri, če sploh, lahko dobro zastavljen projekt Evropskega socialnega sklada (ESS) za Rome dvigne njihov socialni in kulturni kapital z izvajanjem različnih aktivnosti (predvsem učne pomoči) za romske otroke in mladino. Stereotipno razmišljanje o Romih v Sloveniji je takšno, da so Romi neizobražena skupnost in po večini brezposelni. Zaradi tovrstnega razmišljanja tudi domneva, da bi naj romski učenci v šoli imeli veliko težav z osvajanjem učne snovi. Ne glede na stereotipe je romska kultura zelo razširjena in znana, tako v Sloveniji, kakor po svetu. Podrobneje sem raziskal do sedaj edina tovrstna projekta na področju izobraževanja za Rome v Sloveniji in sicer projekt romskih pomočnikov (UVRVI I.) in Dvig socialnega in kulturnega kapitala v okoljih, kjer živijo predstavniki romske skupnosti. V kolikšni meri v tako velikih projektih sodelujejo romske organizacije? Kako v takem primeru sestaviti tim ljudi (Romov) in finančni načrt organizacije za uspešno izvajanje ključne aktivnosti – učno pomoč učencem Romom? Na to temo v Sloveniji še ni bilo veliko napisanega, o uspešnosti rezultatov pa lahko govorimo samo, če tovrstni projekti potekajo vsaj nekaj let. V Sloveniji sta dosedanja ESS projekta za Rome na področju izobraževanja bila v večinski meri zastavljena kot izvajanje učne pomoči romskim učencem. Izvajale pa so se tudi aktivnosti za mladino in starše za bolj uspešnejše vključevanje v otrokov izobraževalni proces in samo družbo. Opravil sem tudi terensko delo intervjujev s starši romskih otrok, ki so bili nekaj let vključeni v učno pomoč v omenjenih projektih in s starši, ki svojih otrok niso vključili v aktivnosti omenjenih projektov. Na podlagi analize intervjujev bomo dobili odgovor na vprašanje ali so tovrstne aktivnosti res ključnega pomena pri dvigu otrokovega učnega uspeha in posledično boljše izobrazbe ter zaposlitve.

Romani assistant project (UVRVI I.) and the project The increase of social and cultural capital in areas, with Roma population. Are Roma organizations involved in these projects? If so, how to assemble a good team of Roma and the financial plan for the project to be carried out successfully? We can talk about results when the projects are being carried out for several years in a row. The two before mentioned projects are the only ones in Slovenia, that had been working in the field of education of Romani children so far. The main activity of these two projects was teaching assistance to Romani children. There were also carried out some other activites for Roma youth and parents, mainly for the better inclusion into the society. For the purpose of my I performed interviews with Roma parents in three Roma settlements in Prekmurje. I included the parents, whose children were included in the activities of the projects, and with parents, whose children weren't included in activities of the projects. Based on the analysis of these interviews I got the answer to the question if these kind of activities play a key role in increasing of the social and cultural capital of Roma?

My thesis explores the question if a good European Social Fund project for Roma can really help increase their social and cultural capital by carrying out different activities, such as teaching assistance for Romani children. Stereotypes about Roma still exist in Slovenia. This kind of thinking results in a way that the majority population thinks of Roma as an uneducated and unemployed community. It is also the reason the majority population thinks the Romani children have difficulties in school with learning. Regardless of the stereotypes, the Romani culture is very well known in Slovenia and throughout the world. I thoroughly researched the only two projects in the field of education for Roma in Slovenija