BASIC CONCEPTS IN THE STUDY OF FACTORS INFLUENCING QUALITY EDUCATION FOR ROMA CHILDREN IN SCHOOLS OF TRANSCARPATHIA

Abstract

. The article provides a systematic theoretical and pedagogical analysis and systematization of the conceptual and categorical apparatus for researching the factors ensuring quality education for Roma children in general secondary education institutions of Transcarpathia during the period of 1991–2020. The relevance of the problem is determined by the need to overcome the marginalization of the Roma national community and the absence until now of an integral methodological framework capable of connecting universal standards of learning quality with the regional multicultural context. A logical three-level structure of the terminological system is proposed: from fundamental pedagogical concepts through specialized mechanisms to specific local realities of the region. The first level - general pedagogical - reveals the standards of quality of education (through the prism of approaches by UNESCO, Cedefop, and Ukrainian legislation). Right here, the accessibility of quality education for socially vulnerable groups and the phenomenon of an adaptive educational environment sensitive to ethnic diversity are conceptualized. The second level - specialized pedagogical - focuses on the implementation of inclusive education and overcoming the risks of isolation. The requirements for the multicultural space of the school (from anti-discriminatory design to a culture of intercultural dialogue) are characterized, the meanings of the concepts of "socio-psychological neglect" and "pedagogical neglect" as key factors of students' school maladaptation are distinguished, and the role of socio-pedagogical support is outlined. The third level - contextual - reflects the ethnosocial and linguistic characteristics of the Transcarpathian society. The establishment of the official ethnonym "Roma", the complex ethno-dialectal structure (Lovari, Servitika, Kelderari groups, etc.), and the significant gap between the official census and field estimates of the Roma population size are analyzed. The specifics of linguistic assimilation (the dominance of Hungarian-speaking Roma), three existing institutional models of schools (segregated, integrated, adaptive), the essence of educational segregation, the prerequisites for early school dropout, and the potential of the institution of educational mediation are investigated. The proposed structure of concepts serves as a theoretical foundation for overcoming barriers to the integration of Roma youth into a unified educational space.