Future Memory

Liget Műhely Alapítvány, IPA


Evidence of results

Purpose related to Let's Care

Level of Education



Safe Education

Brief description of the Project






Public & Private


Provide these girls with enriching education and emotional support through
educational and artistic activities. By combining experiential education, environmental
awareness and art, the programme seeks to foster a participatory and creative learning
process that is tailored to the needs and interests of the girls.


The two teachers who work with the students in the two locations organize weekly
interactive workshops for the students. The activity plans are worked out by the
trainer and the educational experts and sent to the teachers who can make slight
modifications to adapt them to the needs of the students.

It would be useless to work only with the children, because most of their problems are
rooted in their family background and the widespread social exclusion of the Roma.
We have to create a safe environment for them by counselling their teachers, families
and the local administrators, as well.

In order to create this environment, monthly group meetings are organized for all
stakeholders. The meetings are designed by using the Art of Hosting to create a safe
background community for the students, but these are also important for the schools,
because they show an ideal communicative method that can be applied to unite adults
for the best interest of the children. During the activities family members do not
necessarily join the same group as we intend these meetings to help in building a
strong community where adults feel responsible for all the children, not just their own.

The Art of Hosting offers a blend of some of the most powerful methods to create
open and meaningful conversation that leads to commitment and good results. It is
based on mutual respect, which is essential when dealing with the Roma who are often
humiliated by the Hungarian authorities. Working with a range of collaborative
methods – like The Way of Council, Appreciative Inquiry, ProAction Café, storytelling
and more – the trainers adapt the approach to their context and purpose. Each
meeting has a different topic targeting one of the specific objectives (e. g. victimisation,
gender roles, education, career plans, networking).

Type of Action

Artistic and cultural programmesAwareness and training sessions for parents and caregiversCreation of safe and welcoming spacesEducational workshopsMonitoring and evaluation of progressOutdoor activities and nature explorationTutoring and emotional support sessions

Target Group and Determinants attended

Students (Disruptive behaviour)

Professionals involved

Administrative staffArtists and art professionalsConflict resolution expertsEducatorsEnvironmental education specialistsProgramme coordinatorsPsychologists and counsellorSocial workersTrainersVolunteers

Networking - Actors and Institutions mobilised by the Project

Local authoritiesNGOs or third sector organisationsSchools


The programme has experienced a variety of facilities that have contributed to its successful implementation.
Institutional support from educational, cultural and governmental institutions has provided a solid base and
access to resources and partnerships. Strategic collaborations with other educational and cultural
organisations and professionals have generated synergies and beneficial knowledge exchange. In addition,
adequate funding has ensured the continuity and expansion of the programme. Community acceptance has
been key, as communities have positively embraced the programme, encouraging the active participation of
girls, families and other relevant stakeholders. The involvement and support of families has been fundamental,
participating in activities and collaborating with facilitators. In addition, training and ongoing professional
support have enabled facilitators to improve their skills and adapt to the needs of the girls. These facilities
have created an enabling environment for the programme, promoting its development, growth and the
achievement of its objectives for the benefit of the girls and the communities in which it has been


During its implementation, the programme has faced a number of obstacles that have required additional efforts to
overcome. Socio-economic barriers, such as the lack of financial resources in the target communities, have hindered
access to educational materials and other basic needs. Likewise, the removal of the scholarship that rewarded girls'
attendance has discouraged families from participating in the programme. In addition, cultural barriers have posed
problems of communication and mutual understanding, requiring tailored approaches and a greater investment of time and
resources to establish an effective connection.

The stigma and discrimination faced by Roma girls as part of a minority group has created additional barriers in accessing
educational opportunities, requiring additional work to foster their participation and empowerment. In addition,
resistance to change on the part of stakeholders such as teachers, families and community members has presented
obstacles to the successful implementation of the programme.
Furthermore, time and resource constraints, such as restrictive school schedules and lack of human and financial
resources, have posed additional challenges, limiting the full implementation of the programme and its reach.
However, despite these barriers, the programme has demonstrated resilience and determination to overcome the
challenges. Approaches have been adapted, community awareness and participation have been fostered, and creative
solutions have been sought to ensure the inclusion and success of Roma girls in the programme.

Grade of linkage with the Safe Education Model

The programme focuses on strengthening bonding and attachment in the educational context. Through its methodology
and activities, it seeks to create a safe, caring and supportive environment for participants, thus fostering the formation of
healthy bonds between children, facilitators and their families.
By promoting the active participation of families in the programme, it seeks to strengthen the family bond and foster a
positive relationship between fathers, mothers and caregivers with their daughters. Families are given support and
guidance, parenting strategies are shared, and open and loving communication is encouraged, which contributes to a
secure attachment and a strong relationship between the two.
In addition, through play, art and collaborative activities, the programme creates opportunities for participants to develop
social, emotional and conflict resolution skills. These skills are fundamental to establishing positive bonds with peers and
facilitators, promoting a climate of trust and respect in the classroom.

Grade of linkage with the purpose of Let's Care

The programme is directly related to the fight against school dropout and school failure, as it seeks to provide
support and opportunities to vulnerable girls, who are more likely to face these challenges.
By working with girls at risk of dropping out of school, the programme focuses on strengthening their link to
school and promoting their educational engagement. Through innovative educational activities, it seeks to
awaken girls' interest in learning and foster their motivation to attend school regularly.
In addition, the programme addresses the underlying causes of school dropout and academic failure, such as
socio-economic barriers, lack of family support and cultural constraints. By involving families in the
programme, it seeks to strengthen their role as agents of educational support, providing them with tools and
resources to support their daughters' academic success.
Through pedagogical and emotional strategies, the programme aims to reduce dropout rates and improve
girls' academic performance by providing a safe, caring and stimulating environment for their overall

Grade of evidence about impact and political relevance

The programme has had a significant impact and policy relevance in the educational and social field. Its inclusion in the
TEMP (Transnational Education Mentoring Partnerships) programme and the PHERECLOS (Partnerships for pathways to
higher education and science engagement in regional clusters of open schooling) project supported by HORIZON 2020,
demonstrates recognition and support for its objectives and methodology.
These transnational connections have enabled changes and improvements in the project. The focus of the workshops has
shifted towards science participation, which broadens the educational and developmental opportunities for students. In
addition, the inclusion of the Serbian school Petőfi Sándor Általános Iskola in Gornji Breg has allowed the implementation
to be extended to the Hungarian minority, fostering diversity and cultural exchange.
Furthermore, the adaptation of the workshop plans into English has facilitated the international dissemination of the
programme, increasing its global reach and relevance.
In terms of policy impact, participation in HORIZON 2020-supported projects shows the recognition of the importance
of addressing educational inequality and promoting.

Grade of evidence about impact - Project deliverables


The programme has proven to be highly replicable due to its solid structure and flexible methodological approach. With
detailed documentation of activities and learning materials, the programme can be adapted and replicated in different
contexts and communities.
The inclusion of the Serbian school in the programme has further extended its replicability by covering the Hungarian
community in that country. This has provided an opportunity to compare results and adapt strategies according to the
specific needs of each student group.
Collaboration with local educational and cultural organisations has been key to the successful replication of the
programme. Through strategic partnerships, a network of schools and trained facilitators has been established that can
successfully implement the programme in different regions.
Constant evaluation and data collection on programme results also contribute to the replicability of the programme. This
allows for continuous adjustments and improvements to ensure its effectiveness in different educational settings and


ROMA, gender, participatory

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