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Efforts at securing equal treatment in education have involved developing various compensatory procedures focusing on people in disadvantaged situations. Within the Czech and Slovak Republics, support measures are generally designed for pupils from a demotivating social environment; pupils who live in deprived districts, pupils in families who do not want to or cannot focus on their children’s needs, pupils from families with long-term or severe difficult relationships, pupils living in facilities under the protection of social services or educational facilities securing institutional or protective care. A large proportion of pupils who fall within this group are from the Roma community. Thus from a long-term perspective, support measures become one of the most important tools for alleviating the future impacts of Roma marginalisation, allowing for greater chance of social participation. Systematic steps supporting the education paths of Roma children and school success are subject to great expectations, and a lot of effort and endeavour is invested in them, alongside significant funds. In order to achieve a higher level of education for socially disadvantaged Roma children, co-operation is naturally required on the one hand from the Roma themselves who should be engaged in meeting targets and implementing education objectives, while greater involvement is also essential. In seeking “equal opportunities”, Czech and Slovak education policy endeavours to create such support measures and compensatory procedures which can help to balance out difference in education chances. In our research project, we have endeavoured to utilise the tool of comparative analysis in our two selected countries which have not just the common features of history, social stratification and similar development genesis, but in particular social problems and the social protection system set up. In analysing and subsequently comparing specific documents and strategies at a national level, programmes and projects, we have endeavoured to find common and different integration tools which the education and political system in both countries are striving to achieve, and which through implementing they aim to balance out the chances for disadvantaged Roma pupils, thus increasing their chances for professional and social participation within society.

COMPARISON OF OPTIONS FOR SUPPORTING SOCIALLY DISADVANTAGED ROMA PUPILS WITHIN THE CZECH AND SLOVAK REPUBLIC EDUCATION SYSTEM