1.Introduction

According to research, the Roma population living in Slovakia regularly appears among the groups most at risk of poverty, social exclusion and discrimination. This ethnic group combines several disadvantages: they are linked to demographic conditions, poverty created by unemployment, poverty caused by low-skilled and low-paid work, or lack of education and discrimination. The Roma population, as a group at risk of poverty, is also explicitly mentioned in the political documents and action plans of the Slovak Republic for the Suppression of Poverty or Social Exclusion. The Slovak Republic also committed itself in 2012 to a strategy for Roma integration, which consisted mainly of support for unemployment, health, elimination of discrimination, housing, financial inclusion and education (Strategy of the Slovak Republic for Integration of Roma up to 2020, 2011). In most cases in Slovakia, Roma children are still separated from non-Roma children in schools or are sent to special schools. Decades of years worldwide society in the UNESCO Convention claimed officially first time that it is necessary to eliminate discrimination in education (1960, CADE). Society has come a long way since then, but even today we cannot say that access to quality education and gaining opportunities are the same for Roma and non-Roma people in Slovakia. Koïchiro Matsuura, the UNESCO Director-General (1999-2009) mentioned that,“As an empowerment right, education is the primary vehicle by which economically and socially marginalised adults and children can lift themselves out of poverty, and obtain the means to participate fully in their communities.” Education is a necessary jigsaw puzzle, without which a democratic society cannot be built. If we want to discover new inventions, we need the biggest brains that need the best education, and that may not be for everyone. However, if we want to build a tolerant, charitable society with properly set democratic values, we need the opportunity for all citizens to have the highest possible education so that they can move society as a whole further with their behavior, opinions and knowledge. That is why we need to build and support education equal for Roma and non-Roma children, because when we solve the problem of education, we could solve other problems from the Strategy for Integration of Roma. However we need to educate whole citizens about tolerance, minorities integration or how to think critically.

2.Historical point of view in right to education

2.1 UNESCO Convention against Discrimination in Education

Even today, the level of education between Roma and non-Roma people or in the whole world is uneven and underestimated, although a number of important international agreements and treaties have been created that support the issue of discrimination against education. In context of the right to education we reflect the main four covenants. In 1960 was adopted the UNESCO Convention against Discrimination in Education (1960, CADE) during the General Conference of the United Nations Educational, Scientific and Cultural Organization, meeting in Paris from 14 November to 15 December 1960. The main idea of convention is to see worldwide that education cannot be a luxury, but a fundamental right. This convention is recalling that the Universal Declaration of Human Rights asserts the principle of non-discrimination and proclaims that every person has the right to education, and considering that discrimination in education is a violation of rights enunciated in that Declaration. In Article 1 is claimed that “for the purposes of this Convention, the term 'discrimination' includes any distinction, exclusion, limitation or preference which, being based on race, colour, sex, language, religion, political or other opinion, national or social origin, economic condition or birth, has the purpose or effect of nullifying or impairing equality of treatment in education and in particular:

1. Of depriving any person or group of persons of access to education of any type or at any level;
2. Of limiting any person or group of persons to education of an inferior standard;
3. Subject to the provisions of Article 2 of this Convention, of establishing or maintaining separate educational systems or institutions for persons or groups of persons; or
4. Of inflicting on any person or group of persons conditions which are in-compatible with the dignity of man.

The main goal of the UNESCO Convention against Discrimination in Education was an instituting collaboration among the nations with a view to furthering for all universal respect for human rights and equality of educational opportunity. The United Nations Educational, Scientific and Cultural Organization, “while respecting the diversity of national educational systems, has the duty not only to proscribe any form of discrimination in education but also to promote equality of opportunity and treatment for all in education” (1960). It is also claimed that this convention is as well of recommendations to Member States. The convention also mentions the parental choice. Parents have a right to choose their children’s education in conformity with their own language, moral philosophy or religion.

2.2 International Covenant on Economic, Social and Cultural Rights

Second important covenant in case of quality of education was adopted by the UN General Assembly in 1966. The covenant recognizes the equal and inalienable rights of all members of the human family is the foundation of freedom, justice and peace in the world. States under this covenant promote universal respect for, and observance of, human rights and freedoms. The most significant role plays two articles - Article 13 and Article 14. Exact wording of the Article 13 is“It recognises the universal right to education without discrimination of any kind and sets forward a framework to achieve the full realisation of this right, including: free compulsory primary education, generally available and accessible secondary education by the progressive introduction of free education, equal access to higher education on the basis if capacity, measures to literacy and quality improvement” (1966, Article 13). This article mentions the universal right to education without discrimination, and does not present education only as a whole but also divides it into individual parts of primary, secondary and higher education. Higher education is mentioned as an education which cannot be for everyone but everyone needs to have access to go there. This article also writes about “Liberty of parents to choose the kind of education they want to give to their children and the liberty to establish and direct educational institutions, in conformity with minimum standards laid down by the State” (1966, Article 13). In Article 14 States undertake to adopt a plan of action to secure free compulsory primary education if it is not yet the case, and generally available and accessible secondary education (1966, Article 14).

2.3 Convention on the Rights of the Child

The Convention on the Rights of the Child (CRC) was adopted on 20th of November 1989. It is applied for children under 18. It recognised education as a legal right to every child on the basis of equal opportunity, convinced that the family needs to create the natural environment for the growth and well-being and should form a necessary protection and assistance of all its members and particularly children. The child, “for the full and harmonious development of his or her personality, should grow up in a family environment, in an atmosphere of happiness, love and understanding” (1989). The family should prepare the child to live an individual life in society, be fully responsive to his or her acts and with the spirit of peace, dignity, tolerance, freedom, equality and solidarity. Even though this convention presents all rights of the child and not only the right to education,  Article 19 describes the fundamental society education, which could highly influence a child in his or her later educational achievements. There is write, “States Parties shall take all appropriate legislative, administrative, social and educational measures to protect the child from all forms of physical or mental violence, injury or abuse, neglect or negligent treatment, maltreatment or exploitation, including sexual abuse, while in the care of parent(s), legal guardian(s) or any other person who has the care of the child” (1989, Article 19). This Article also supports Robert Putnam  in his book Our Kids that neglect produces deficits in the brain  are hard to repair at older ages and that “chronic stress, especially if unbuffered by supportive adults, can disrupt the basic executive functions that govern how parts of the brain work together to address challenges and solve problems” (2016, p. 112). We can say that naturally children who grow up in violent, unstable and poor conditions and groups, do not naturally know how to behave in stressful situations, how to think critically or take an interest in public affairs.

In the sense of the fundamental right of education, Article 28 says that “State Parties recognise the right of children to education” (1989, Article 28). Article 28 is very close to Article 13 from the previous Covenant that also states “guarantee free compulsory primary education for all, encourage the development of different forms of secondary education, including general and vocational education, make them available and accessible to every child, and take appropriate measures such as the introduction of free education and offering financial assistance in case of need; make higher education accessible to all on the basis of capacity by every appropriate means; make educational and vocational information and guidance available and accessible to all children; take measures to encourage regular attendance at schools and the reduction of drop-out rates.” (1989, Article 28). Article 29 focuses on the aims of education and says that governments agree that “the education of the child shall be directed to (1989, Article 29):

1. The development of the child’s personality, talents and mental and physical abilities to their fullest potential;
2. The development of respect for human rights and fundamental freedoms and the principles enshrined in the Charter of the United Nations;
3. The development of respect for the child’s parents, his or her own cultural identity, language and values, for the national values of the country in which the child is living, the country from which he or she may originate and for civilisations different from his or her own;
4. The preparation of the child for responsible life in a free society in the spirit of understanding, peace, tolerance, equality of sexes and friendship among all peoples, ethnic, national and religious groups and persons of indigenous origin;
5. The development of respect for the natural environment.

Many children have a mental or physical disabilities and according to Article 23 they have a right to “enjoy a full and decent life in conditions which ensure dignity, promote self-reliance and facilitate the child's active participation in the community. They have the right to special care, assistance, effective access to and receives education, training, health care services, rehabilitation services, preparation for employment and recreation opportunities in a manner conducive to the child's achieving the fullest possible social integration and individual development, including his or her cultural and spiritual development” (1989, Article 23).

Child labor is still normal in some countries around the world. Instead of developing their intellect, children work from a young age. States Parties in Article 32 “recognize the right of the child to be protected from economic exploitation and from performing any work that is likely to be hazardous or to interfere with the child's education, or to be harmful to the child's health or physical, mental, spiritual, moral or social development. They need to provide for a minimum age and need to provide for appropriate penalties or other sanctions to ensure the effective enforcement of the present article” (1989, Article 23).

2.4 The World Declaration on Education for All

In March 1990 assembled countries in Jomtien, Thailand on The World Declaration on Education for All and Framework for Action to meet basic learning need. The main reason for this Declaration was that even though decades of years talked that “everyone has a right to education”, the reality looked different. They mentioned analyses as “More than 100 million children, including at least 60 million girls, have no access to primary schooling; more than 960 million adults, two – thirds of whom are women, are illiterate, and functional illiteracy is a significant problem in all countries, industrialized and developing, and more than one-third of the world’s adults have no access to the printed knowledge, new skills and technologies that could improve the quality of their lives and help them shape, and adapt to, social and cultural change” (1990, Preamble). The Declaration recalled that education need to be also in reality a fundamental right for all people, women and men, of all ages, throughout our world because it can help to ensure a safer, healthier, more prosperous and environmentally sound world, while simultaneously contributing to social, economic, and cultural progress, tolerance, and international cooperation. The most important part from this Declaration is that states acknowledged that the current education worldwide is insufficient and it must be of better quality, relevant, and universally available.

2.5 CESCR General Comment No. 13: The Right to Education (Art. 13)

On 8 of December 1999 was adopted the General Comment No. 13: The Right to Education at the twenty-first session of the Committee on Economic, Social and Cultural Rights. The Committee has pointed out that “Education has a vital role in empowering women, safeguarding children from exploitative and hazardous labour and sexual exploitation, promoting human rights and democracy, protecting the environment, and controlling population growth” (1999) In General Comment was noted that education is one of the best investments of States. However, the main idea of General Comment No. 13 is a direct and detailed elaboration of individual levels of education together with the integration of all minorities.

Article 13 (2) shows a detailed structure of a school system of primary, secondary and higher education. The right to primary education says, that “Primary education includes the elements of availability, accessibility, acceptability and adaptability which are common to education in all its forms and at all levels”(1999, Article 13 (2) a).  The Committee used interpretation of the term “primary education” from the previous Declaration, the World Declaration on Education for All which states: “The main delivery system for the basic education of children outside the family is primary schooling. Primary education must be universal, ensure that the basic learning needs of all children are satisfied, and take into account the culture, needs and opportunities of the community” (1990). According to the right to primary education, Article 13 (2) (a) says that primary education is compulsory and available free to all. The right to secondary education mentions a very important point that “While the content of secondary education will vary among States parties and over time, it includes completion of basic education and consolidation of the foundations for life-long learning and human development. It prepares students for vocational and higher educational opportunities”(1999, Article 13 (2) b). On the other side, the right to higher education is not to be “generally available, but only available on the basis of capacity”(1999, Article 13 (2) c). The General Comment also claims that higher education has to be available in different forms with flexible curricula and cultural settings, which respond to the needs of students. According to a school system, the General Comment asks a State parties to have a development school system with developmental strategy at all schooling levels.

However, the Article 13 (3) about the right to educational freedom pushes parents' freedom of choice regarding their children's education beyond previous covenant. Parents and guardians have a freedom of choice in the sense of educating their children, but these schools need to provide “such minimum educational standards as may be laid down or approved by the State”. States parties also “undertake to respect the liberty of parents and guardians to ensure the religious and moral education of their children in conformity with their own convictions. Committee is of the view that this element of article 13 (3) permits public school instruction in subjects such as the general history of religions and ethics if it is given in an unbiased and objective way, respectful of the freedoms of opinion, conscience and expression” (Article 13 3).

3.Current situation of education worldwide

3.1The General Comment of the Committee on the Rights of the Child

In 2001, the Committee on the Rights of the Child, the body of experts who take care of the implementation of the Convention, published a paper, the General Comment which provides a very clear overview of what the right to education means in practice. It presented four important and practical points: “1. Education must be child-centred and empowering. This applies to the curriculum as well as the educational processes, the pedagogical methods and the environment where education takes place; 2. It must be provided in a way that respects the inherent dignity of the child and enables the child to express his or her views in accordance with article 12 (1) and to participate in school life; 3. Education must respect the strict limits on discipline reflected in article 28 and promote non-violence in school; 4. Education must include not only literacy and numeracy but also life skills such as the ability to make well-balanced decisions; to resolve conflicts in a non‑violent manner; and to develop a healthy lifestyle, good social relationships and responsibility, critical thinking, creative talents, and other abilities which give children the tools needed to pursue their options in life.” (2001). This General Comment developed deeper the points from the World Declaration on Education for All that education is about essential learning tools such as literacy, numeracy and problem solving combined with knowledge, skills and values, when it puts even more emphasis on soft skills such as critical thinking, decision making, communication or creativity.

4. European strategies in support of the Roma

When we get back to the topic of helping the development of Roma in Slovakia, we will find that this topic is also being addressed by the European Union, on which the Slovak strategy for the integration of Roma by 2020 was also initiated. Firstly, in an effort to tackle the economic crisis, the European Union adopted the Europe 2020 strategy in 2010, which defines the European Platform against Poverty as one of its main initiatives (Europe 2020, 2010). Its objectives are to ensure economic, social, territorial cohesion, to raise awareness and to recognize the fundamental rights of people living in poverty and facing social exclusion, to enable them to live in dignity and to participate actively in society. The aim is to create a platform for cooperation, peer review, exchange of best practices and efforts to eliminate social exclusion. Also take concrete action, including through targeted support from the Structural Funds, in particular the European Social Fund. This strategy has also been designed to ensure smart, sustainable and inclusive growth in order to create space for the economic and social integration of the Roma. Although the EU states that the main responsibility for pursuing inclusive policies lies with the Member States, the coordinated approach and interest of the EU institutions is groundbreaking and hopes that by the end of this year there will be significant positive changes, especially in the Roma approach. population to four main areas: education, employment, health care, housing.

5. Demography of Roma in Slovakia

Until recently, the issue of the Roma was not systematically addressed in Slovakia. At the national level, still in Czechoslovakia, Roma had the opportunity to declare their Roma nationality for the first time in the 1991 Census. In 2004, the first ATLAS of Roma communities in Slovakia was published, which mapped in detail the living conditions in Roma communities. ATLAS mapped Roma communities in 2004 with 1,087 municipalities. In 772 municipalities or cities, these communities live in an integrated way among the majority population (ATLAS of Roma communities in Slovakia, 2004). There are 149 segregated settlements, which means that these settlements are located on the outskirts or outside the municipality/city, have no water supply available and have a high proportion of illegal dwellings. According to a 2010 UNDP sample survey, more than half of all Roma households lived in detached brick houses, and a total of 21% of households used flats in apartment buildings. A total of 16% of Roma households lived in non-standard forms of housing, of which 10% in a shack and 5% in a wooden house or other non-standard type of housing. In 2013, a renewed version of the atlas was published, which recorded 1,070 Roma municipalities and focused on the demographic situation, education, infrastructure, field work, unemployment, housing conditions, health situation and others. At present, after the last census, the number of Roma living in Slovakia according to ATLAS is 320,000 (ATLAS of Roma communities in Slovakia, 2013). However, the number of Roma is expected to be higher. Regarding the distribution by region, the Roma are concentrated mostly in the Prešov, Košice and Banská Bystrica self-governing regions.

6. Conflict between Roma and non-Roma population in Slovakia

6.1 Declining of education means declining of social capital what would violate rights of many

A different way of life creates tension between the majority population and the Roma. The diversity of the Roma population is perceived negatively by the majority population. A social distance is created between the two groups, reinforced on both sides by entrenched stereotypes and prejudices. The high social distance in relation to the Roma is associated with the relatively low empathy of the majority population for their difficult life situation. We already know from the General Comment of the Committee on the Rights of the Child that soft skills together with others, help us to build a democracy through the social capital. Be more tolerant, accept more people from different “bubbles” as is our “bubble”, want to cooperate with others and want to integrate minorities. Robert Putnam, the American political scientist in his books approaches the collapse of social capital under the influence of neglect of parental, community and public or private education. People have a bigger problem to meet with people from other opinion bubbles. It is also one of the reasons why the world became more polarized. Putnam calls these bubbles as associations, and he divides them between horizontal and vertical associations. Horizontal associations "bring together agents of equivalent status and power," while vertical associations "link unequal agents in asymmetric relations of hierarchy and dependence" (1992, p. 173). By weakening the vertical associations, people from individual bubbles of opinion deepen their opinions more and more, they move away from other bubbles until they become enemies. Putnam showed many analyzes on the US society, but it applies also on relation and differences between Roma and non-Roma people in Slovakia. However, he noted that the top third of US society, whether defined by education or income, are investing more in family life, community networks and civic activities than their parents, while the bottom third are in retreat (2016, p. 45). This gap amounts, Putnam fears, to a “crisis” for the American dream of equal opportunity, “dream of equal Slovakia”. Advantages pile up for the kids born to parents with good income in stark contrast to the fates of those struggling at the bottom. One of Putnam’s depressing facts is that about 30% of affluent kids with low high-school test scores are as likely to get a college degree as high-scoring kids from poor families who have only 29% (2016, p. 190). His research could compare to Roma and non-Roma population in Slovakia. In March 2000, in a survey by the Institute for Public Affairs, 49% of respondents stated that members of the Roma population have the same conditions and opportunities for their development as other residents of Slovakia (Strategy of the Slovak Republic for Integration of Roma up to 2020, 2011). Only 21% thought that the Roma were worse off. Such an opinion was closer to people with higher education, as well as to people who have co-workers, friends and especially relatives among the Roma population. 27% of respondents expressed the belief that the Roma are favored in Slovakia. However, 50% of respondents in the IVO survey agreed with the discriminatory view that "the principles of granting social benefits should be different for the Roma than for others" and was rejected by 44% (Strategy of the Slovak Republic for Integration of Roma up to 2020, 2011). Paradoxically, the hoax that Roma in Slovakia do not pay for medicines is repeated every year as the most sought-after hoax in Slovakia. An even more significant component of the negative stereotype of the Roma in the eyes of the non-Roma population in Slovakia is their alleged criminal activity, which is attributed to the Roma by a larger part of the majority population.

6.2 Social exclusion and exclusion of Roma people

However, the Slovak Republic is trying to eliminate the situation of discrimination and differences between the Roma and non-Roma population. However, the direction of policies towards the majority population and the new plans of each government is always an important aspect. Based on the 2020 strategy, the Government of the Slovak Republic identifies with the definition of social exclusion as a process that systematically disadvantages a certain group of people in a certain territory and deepens their marginalization. The Roma in these marginalized regions represent a population that is poor. The 2020 strategy describes social exclusion as a systematic process of marginalization, isolation and weakening of social ties, which manifests itself at the level of the individual as well as at the level of social groups. "Exclusion means exclusion from participation in the normal way of social life. The most vulnerable are individuals or groups of people who have a weakened link to at least one of the four levels of integration through which they are integrated into society: democracy and justice (promoting civic integration), labor market (promotes economic integration), the welfare state (promotes social integration) and the family together with the community (promotes interpersonal integration)” (Strategy of the Slovak Republic for Integration of Roma up to 2020, 2011). This strategy aims to eliminate the following forms of social exclusion of the Roma. One form of exclusion is economic exclusion, which means "exclusion from the standard of living and the chances of society as usual", such as employment, income, housing or property. The second form of exclusion is cultural exclusion, which denies an individual the right to participate in culture or education. The third and most important form of exclusion is symbolic exclusion, which, based on certain features, defines prejudices against this group and perceives the group as different. The last significant form is spatial exclusion, which segregates a specific geographical area, such as segregated Roma settlements. According to the Slovak government, the causes of social exclusion are unemployment, poverty and a low level of education. In the case of social exclusion of the Roma population, it is also ethnicity that can generate exclusion. However, educational assistance is needed not only for the Roma on the issue, but for all in order to eliminate the level of discrimination against the Roma.

7. Level of education of Roma children

7.1 The current situation in numbers

However, the current situation of Roma education is negligible. At present, the number of Roma with completed education was dominated by 48% of those who completed only primary school (Strategy of the Slovak Republic for Integration of Roma up to 2020, 2011). 17% of the Roma population with incomplete primary education. Together, almost 65% of those who did not continue their studies in secondary school and completed their education at primary level, most of them successfully. 24% of people continued their further studies after primary school. The most numerous category here were members of the Roma population with completed secondary education in the number of 16%, which included a secondary vocational school (14%) and a secondary school with a high school diploma (2%). 4% of the Roma population had completed a special primary school (Strategy of the Slovak Republic for Integration of Roma up to 2020, 2011). Men and women showed some differences in terms of educational attainment. Among Romani women, persons who did not continue their studies at secondary school were significantly more frequent, ie persons with incomplete compulsory schooling and without completing primary education. The educational structure of the surveyed Roma women can be assessed as slightly lagging behind the educational structure of men.

7.2 The key reasons

As a society, we ask why the numbers are so low when school is free and accessible to Roma children. I myself had the opportunity to educate Roma children in Margušovce for a week, and my knowledge was that Roma children are not worse off in terms of education than non-Roma children. On the contrary, they were very smart, grateful and willing to learn. However, the basic problem is the speech barrier. For most Roma children, Slovak is not their mother tongue and they often live a much "different" life than we know. First, the Romani language has far fewer words than Slovak, not all colors are named. Second, they often do not know "ordinary" words like elephant or airplane for us, because they have never seen them live. Subsequently, we send these children who do not understand Slovak to a Slovak school, where we want them to learn to read and write, but they do not even know how to speak in the given language. However, the problem of speech is gradually being eliminated thanks to the strategy. "The Constitution of the Slovak Republic and the international documents of the Council of Europe ratified by the Slovak Republic guarantee the right to education in the mother tongue to the Roma as a legally recognized national minority" (Strategy of the Slovak Republic for Integration of Roma up to 2020, 2011). In 2010, experimental verifications of the effectiveness of Romani language and literature curricula and Romani realities were evaluated, which were carried out under the auspices of the State Pedagogical Institute. The result of the verifications are the content and performance standards of these subjects and the inclusion of the subject Romani language and literature in possible graduation subjects (by amending the decree on the completion of studies at secondary schools). However, a new problem emerged, namely the lack of qualified teachers who can teach in the Romani language or the lack of teaching materials. The vast majority of the Roma population is therefore educated in Slovak schools, which do not provide teaching of the Romani language and literature. The second important step in this topic, which was signed by the former Plenipotentiary for Roma Communities, Ábel Ravasz, is to increase the number of kindergartens for Roma children and create a "zero grade". It is a meaningful tool for catching up For many teachers, this is an important and meaningful tool for CAP students to catch up in the social and cognitive field of children growing up in a normal environment so that they can later join the 'mainstream of education'. Due to the fact that zero-grade curricula are often created by dividing the curriculum of the first grade into two school years (thus allowing a slower pace of teaching), zero-grade students usually form a homogeneous class in the first grade and then continue in the same class throughout attendance. to an exemplary school.33 Pupils from the CAP are entitled to support from the Ministry of Labor and Social Affairs of the Slovak Republic, in the form of subsidies for food, supplies and also a motivational allowance for the child's regular attendance. As many as 40% of Roma children between the ages of 10 and 12 complete their education and decide not to continue. Another problem is that Roma children are sent to special primary schools due to a lack of basic skills, even if they have no signs of mental or physical illness. A 2009 study by the Roma Education Fund pointed out that up to 60% of all pupils in special schools are Roma pupils and in special classes in mainstream primary schools even more than 86% of all pupils (Strategy of the Slovak Republic for Integration of Roma up to 2020, 2011). The creation of purely Roma primary school classes, the teaching of Roma pupils in separate school pavilions and the abolition of school districts for municipalities with a high representation of pupils from the MRC also remain problematic. However, the vicious circle of social exclusion is also closed by the fact that Roma pupils from marginalized communities often fail already in primary school because they cannot socialize in the current school system (they do not go through a sufficiently long process of socialization). In this way, the Slovak education system can contribute to the reproduction of social differences, because the weaning of low-income families contributes to a higher probability of achieving lower earnings, which in turn increases the probability that the next generation of children will grow up in poverty. This closes the vicious circle.

7.3 Solutions of the Slovak Government

The Slovak education system needs a comprehensive reform in order to eliminate differences in education for Roma communities. The global goal of the Slovak government is to improve access to quality education, including early childhood education and care, as well as primary, secondary and higher education, with special emphasis on eliminating segregation in schools, preventing early school leaving and ensuring a successful transition from school to work. It should be common practice to exercise the right to education in the Romani language or to teach the Romani language at all levels of education, to ensure the training of Romani language and literature teachers and to support the education of Romani language teachers, to prevent all forms of discrimination, racism, xenophobia, homophobia or anti-Semitism.

The Government of the Slovak Republic is convinced that in the implementation of initiatives and interventions aimed at improving the living conditions of the Roma population in Slovakia, three goals must be balanced (Strategy of the Slovak Republic for Integration of Roma up to 2020, 2011):

• improving the socio-economic position by expanding real employment opportunities in the labor market;
• developing human capital through better education and health care;
• strengthening social capital and community development through higher competencies and strengthening the participation of the Roma population in social and civic activities.

8.Conclusion

Education system is not only about hard skills, thanks to them we could be experts, but for developing our society as such it is necessary to build soft skills and moral values in students. When we look at the introduction of this study, we can see that educational development is an impossible equality in opportunities between Roma and non-Roma people. According to PISA results, the OECD's Programme for International Student Assessment, Finland with other Scandinavian countries are regularly placed as countries with the highest quality of education. However, these countries also win in the evaluation of the "happiest" countries or countries with the highest standard of living. If we want democracy, tolerance, equality to grow, we must strive to improve the quality of life of our citizens - without discrimination and the quality of education based on educational rights. Because otherwise we all pay for inequality in education and opportunities. Recent calculations show huge average costs resulting from the exclusion of Roma in Slovakia, “estimated at 7% of GDP in 2008. The costs of lost product production due to low Roma employment, as well as direct cost items such as unemployment health insurance, social assistance benefits, account for the largest share of social costs. , or inefficient financing of primary education” (Strategy of the Slovak Republic for Integration of Roma up to 2020, 2011). These goals and actions may not only be the responsibility of states, but also non-profit or non-governmental organizations in each country. There are a number of non-profit organizations in Slovakia that focus on the development of education. Such as Teach for Slovakia, which deals with the education of marginalized children. These organizations and many others are proof that people have a desire to contribute to a change in education and a change in society or the state itself. It is also proof that young people and teachers want to be part of positive change of education from below. However, if we want to develop democracy, tolerance, communication, teamwork, moral values and connect it with expertise, we need to connect formal education with non-formal education as well as hard-skills together with soft-skills. If we find the right balance of opportunities in education in every region of Slovakia, we can say that we are educating a well-established society. However, we still have a long and boyish journey ahead of us, which can support every single citizen by raising their children, educating themselves, how to behave at work, engaging in society or what opportunities it shows and enables its children and the environment. Because, as Matsuura noted, education is the primary vehicle for how to improve our society economically and socially.

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