| Abstract: | The current period is a pivotal one: European institutions started taking the schooling of Roma children into account in the early 1980s. Important texts have been adopted and wide‐reaching projects have been implemented. As European programmes are intensifying and are gradually opening up to all the States of Europe, we are faced with the necessity of defining the work in this field — both in terms of objectives, and in terms of organisation — more clearly. Even if part of the road is now being travelled, and the jigsaw of projects and programmes in diverse and essential domains is gradually taking shape, a great deal none the less remains to be done. Within our present social context rendering all progress appears to be fragile and uncertain. All efforts must be combined to consolidate achievements and advance towards the dynamic cultural affirmation and development made possible in the mutual respect of an intercultural approach. The set of activities presently under way can continue to be seen as an essential driving force, as a reference model, and as a demonstration that cultural diversity and action geared towards respecting diversity are a source of enrichment for all pupils, and for European society as a whole. |
