10/11/2022
FSG Educación
In the 2021-2022 school year, a total of 84 students have participated in this activity: 68% of them female and 32% male. Actions at compulsory levels accounted for 86% of the total and, to a lesser extent, 14%, at post-compulsory levels.
The educational level of the Roma population has progressively improved over the last decades. There has been a clear decrease in the proportion of people with no education and there has been an important increase in the number of Roma reaching or even surpassing secondary education.
However, despite the progress made, the educational gap between Roma and non-Roma population is still very wide; 17% of Roma people have finished at least Compulsory Secondary Education, compared to 77% of the general population. There is also a gender gap, with 19% of Roma men having attained compulsory education compared to 15.5% of women (Comparative study about the situation of the Roma community in Spain in relation to employment and poverty. FSG. Madrid 2019).
At post-compulsory levels, 3% of Roma women and 5% of Roma men have more than compulsory secondary education, while in the overall population more than 50% of both men and women have attained higher than compulsory education levels (Comparative study about the situation of the Roma community in Spain in relation to employment and poverty. FSG. Madrid 2019).
For this reason, the main line of action of Fundación Secretariado Gitano has been, since the beginning, the educational promotion of Roma students. The FSG has developed actions and programmes aimed at increasing the educational level of the Roma community and at reducing the inequality gap in the educational field. The Promociona, Promociona-T and Promociona + programmes pursue a clear objective: the academic success of Roma students.
These three programmes work on an individual, group and socio-community level, although individualised intervention is stronger in all three. And it is precisely within the individualised educational guidance designed for each student, that the mentoring actions in collaboration with companies are framed.
This activity is a strong incentive for the students who participate; it gives a greater presence to the factors that make success possible.
In the 2021-2022 school year, a total of 84 students have participated in this activity: 68% of them female and 32% male. Actions at compulsory levels accounted for 86% of the total and, to a lesser extent, 14%, at post-compulsory levels.
Mentoring actions have a greater presence among students who are still studying ESO and Basic Vocational Training (FPB). More specifically, the year in which most actions are carried out is 4th ESO (more than half of the mentoring actions in compulsory levels, 60%).
The 99% of students who take part in Mentoring actions continue their studies; 83% of them manage to pass the course, the female pupils slightly more than the male pupils, with 84% as opposed to 81%.
On the other hand, 93% of the students in 4th ESO who participated in mentoring actions, managed to graduate from ESO, female students to a lesser extent than male students, 93% compared to 94%. And 91% of the students who achieve the qualification, pursue post-compulsory studies. This action is decisive in the intervention with women, as it ensures that 100% of those who graduate make the leap to post-compulsory studies, while 93% of boys do so to a lesser extent.
For several days, the students, accompanied by a mentor (professionals with a high degree of experience in the job), enjoy their professionalism and good work. Early Childhood Education, Police, Nursing, Pharmacy, Hairdressing, Mechanics, Journalism, Law, Bodywork, Photography... were some of the fields covered in these Mentoring actions. These actions are carried out in partnership with a total of 44 companies; most of them already partners through the Acceder Employment programme, which is also developed by the FSG.
The focus is now placed on promoting STEM professions, bringing Roma students closer to digital skills (in terms of access, use and mastery) and reducing the digital divide that is condemning the academic and professional future of those groups suffering greater inequality and less protection of their rights.
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