Appropriate Employment for Segregated Roma: Mechanisms in a Public–Private Partnership Project
Abstract
:1. Introduction
2. Materials and Methods
2.1. Theory and Hypotheses
2.2. Design
2.3. Sample
2.4. Procedure
2.5. Measures
2.6. Analysis and Reporting
3. Results
3.1. Project Setting
3.2. Mechanisms Related to Increased Employability of Segregated Roma
4. Discussion
4.1. Formal Job Mechanisms
4.2. Sustainability Mechanisms
4.3. Cultural Mechanisms
4.4. Added Theoretical Value
4.5. Strengths and Limitations
4.6. Implications for Practice, Policy and Research
5. Conclusions
Author Contributions
Funding
Acknowledgments
Conflicts of Interest
Appendix A. Stages of the Performed Qualitative Study
Phase | Description | Timetable | |
---|---|---|---|
1. Study protocol | elaboration of study protocol: study objectives, timetable set-up, field collection procedures, data collection procedures, analytic strategy | January 2013 | |
2. Preparation for data collection | specifying sites to be visited, data collection plan, contacting respondents | February–March 2013 | |
3. Data collection | collecting and studying of internal documents and previous studies (relevant academic and grey literature) | March–September 2013 January–October 2015 June–December 2016 January 2017–February 2018 March 2018–May 2019 | |
direct observation | presence in recruitment process | March 2013 | |
visit to settlements (Velka Ida, Lunik IX) | April; June; November 2013 January; September 2014 December 2017 March 2018 | ||
in-depth face-to-face semi-structured interviews | April–July 2013 | ||
focus groups | April–July 2013 | ||
face-to-face unstructured interviews | November 2013 | ||
4. Data processing/analysis | content analysis: transcription, coding, recursive abstraction (searching for themes, reviewing themes, defining and naming themes), writing and finalizing | July 2013–January 2014 June–October 2015 June–December 2016 January 2017–February 2018 March 2018–May 2019 |
Appendix B. Structure of the Semi-Structured Interviews
- (a)
- What are the circumstances of the project initiation? Why do you think this project was created? (physical neighborhood, high crime, high unemployment rate, available and cheap labor force…) (Why and how was the project initiated?)
- (b)
- Which factors, elements and mechanisms (tools, instruments) affected the project start-up in a positive and a negative way? (legislation, local authorities, financial assurance, material and technical support….) (Why and how has the project initiation been supported? Why and how has the project initiation been limited and restricted?)
- (a)
- Which factors, elements and mechanisms (tools, instruments) have enabled project implementation and maintenance (sustainability)? (Why and how was the project implemented? Why and how has the project been maintained?)
- (b)
- Which factors, elements and mechanisms (tools, instruments) have precluded and hindered project implementation and maintenance? (Legislative—existing social support scheme, Labor Code, fluctuation…) (Why and how has project implementation and maintenance been supported? Why and how has project implementation and maintenance been limited and restricted?)
- (a)
- What do you think: what are the (positive and negative) outcomes of this project?
- (b)
- What do you think: does the project have an impact on the rest of the community? If yes, why and how? If not, why?
- (c)
- What do you think: does the project have an impact on increasing employability? If yes, why and how? If not, why? (Which factors, elements and mechanisms within this project help to increase employability?)
- (a)
- Do you think the project improves the chances of participants, their families and children to be healthier? If yes, why and how? If not, why?
- (b)
- Are the project participants in better shape than those from their surroundings who are not involved in the project? (Those employed and unemployed who are treated only by the existing health care system etc.) If yes, why? If not, why?
- (c)
- Do the project participants have better health and living conditions than those from their surroundings who are not participating in the project? (Those employed and unemployed who are treated only by the existing health care system, etc.) If yes, why? If not, why?
Appendix C. Scenario of the Focus Group Interviews
- (a)
- Project creation
- -
- Why do you think this project was created? (What are the circumstances of the project initiation?)
- -
- Do you know how this project was created?
- -
- Were there any obstacles at the beginning? (Which factors, elements and mechanisms affected the project start-up in a negative way?)
- -
- Was there any support at the beginning? (Which factors, elements and mechanisms affected the project start-up in a positive way?)
- (b)
- Project now
- -
- Are there any obstacles now? (Which factors, elements and mechanisms preclude and hinder the project maintenance?)
- -
- Who or what presents the main support of the project? (Which factors, elements and mechanisms enable and support the project maintenance?)
- (c)
- Project outcomes
- -
- What do you think: what are the (positive and negative) outcomes of this project? (What are the positives about this project? What are the negatives about this project?)
- -
- What do you think: does the project have an impact on the rest of the community? If yes, why? If not, why?
- -
- What do you think: does the project have an impact on increasing employability? If yes, why and how? If not, why? (Which factors, elements and mechanisms within this project help to increase employability?)
- (d)
- Project versus well-being and health
- -
- Do you think the project improves the chances of participants, their families and children to be healthier? If yes, why and how? If not, why?
- -
- Are the project participants in better shape than those from their surroundings who are not involved in the project? (Those employed and unemployed who are treated only by the existing health care system etc.) If yes, why? If not, why?
- -
- Do the project participants have better health and living conditions than those from their surroundings who are not involved in the project? (Those employed and unemployed who are treated only by existing health care system etc.) If yes, why? If not, why?
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Data Collection Method | Roma Community | Professionals | Public Authorities | Others | ||||
---|---|---|---|---|---|---|---|---|
n | Description | n | Description | n | Description | n | Description | |
In-depth semi-structured interviews | 3 | Roma project participants | 3 | representatives of USS Kosice 1 | 3 | officers from the City Council of Kosice | 1 | priest at Kosice-Lunik IX 2 |
- | - | - | - | 1 | local authority of Velka Ida 3 | 1 | cultural anthropologist | |
Informal unstructured interviews | 2 | wives of project participants | - | - | - | - | 1 | nun at Kosice-Lunik IX |
3 | inhabitants from the segregated settlement in Velka Ida not participating in the project | - | - | - | - | - | - | |
2 | community workers in Velka Ida | - | - | - | - | - | - | |
Focus groups | 17 | Roma children from the elementary school in Velka Ida | 5 | teachers at the elementary school in Velka Ida | 6 | representatives/ workers at the Labor Office in Kosice | - | - |
Direct observation | ca. 25 | Roma job seekers during the recruitment process | 3 | representatives of USS Kosice during the recruitment process | - | - | - | - |
ca. 50 | inhabitants of Velka Ida | - | - | - | - | - | - | |
ca. 20 | inhabitants of Kosice-Lunik IX | - | - | - | - | - | - |
Variable | Questions |
---|---|
Mechanisms | Which factors, elements and mechanisms have enabled the project implementation and maintenance (sustainability)? Which factors, elements and mechanisms have precluded and hindered the project implementation and maintenance? Which factors, elements and mechanisms within this project help to increase employability? |
Characteristics * | Share (%) | |
---|---|---|
Education | primary school | 56% |
secondary school without graduation | 18% | |
secondary school with graduation | 26% | |
Age structure | 18–20 | 8% |
21–30 | 38% | |
31–40 | 33% | |
41–50 | 13% | |
51–60 | 8% | |
Locality | Velka Ida 1 | 52% |
Kosice-Lunik IX 2 | 19% | |
Kosice-Saca 3 | 29% |
Quotes | Sub-Mechanism |
---|---|
“Regarding the job category, participants perform work appropriate to their level of education attainment. These are at the beginning, in particular, auxiliary and cleaning jobs. But there is, of course, the possibility of getting more professional jobs, such as work in the Divisions [divisions of the USS Kosice]. … Promotion to a skilled and better-paid position depends above all on the willingness to learn, on a consistently good performance and on safety at work.” (Representative of USS Kosice, in-depth semi-structured interview) | Appropriate employment and salary offer |
“They are not sitting at home, where they would regress more. … Of course it is not a position with huge intellectual growth. It offers rather human growth and the growth of positive habits. The project lifts them [project participants] out of misery. It gives them [project participants] value and freedom. That is why many [project participants] like to work there [in the project] …dignity and self-worth. There are also many [project participants] who leave for a better job elsewhere, and that is ok, it is great! This job [in the project] helped them to grow and to be successful on the labor market.” (Priest and Nun at Kosice-Lunik IX, in-depth semi-structured interviews) | |
“What is important here is that the basic salary is already significantly higher in the first skill category than the minimum wage, so they [project participants] are motivated to work in the project. … Moreover, they also get a thirteenth and fourteenth [monthly] salary and various bonuses.” (Officer from the City Council of Kosice, in-depth semi-structured interview) | |
“The financial remuneration [of project participants] has been gradually increased over the years. Now [at the time of the interview], their [project participants] gross wage is more than 30% higher than at the beginning of the project in 2002. Wages also rise, by a further 15% after completion of the training [Operation of belt conveyors]. Project participants are also entitled to the relevant bonuses, for example, for difficult working conditions [shift work, etc.] or as a result of a positive monthly evaluation. A further increase [in a project participant’s wage] is similar as with permanent employees, under the collective agreement.” (Representative of USS Kosice, in-depth semi-structured interview) | |
“We are getting better; we live better [than those who do not work in the project]. We can afford more.” (Wife of a project participant, Informal unstructured interview) | |
“Everything is done gradually. The selection process consists of five bottom-up phases. Advancement, when shifting to the higher skills category or from temporary to permanent employment, is also gradual.” (Representative of USS Kosice, in-depth semi-structured interview) | Bottom-up approach in capacity building |
“The system [labor market in general; work opportunities for segregated Roma in general] is set so that they [government; other companies] throw you into the water and you’re supposed to swim [even if you can’t]. Here [USS Kosice project] they [USS Kosice] will teach you to swim first.” (Community worker, Informal unstructured interview) | |
“It [bottom-up capacity building] provides sufficient time and space to adapt for both participants and coordinators.” (Officer from the City Council of Kosice, in-depth semi-structured interview) | |
“It [bottom-up capacity building] ensures adequate time and space. Roma [project participants] have time to become familiar with the majority rules and also time to increase their skills and qualifications. And coordinators have time to understand them [project participants], create or modify some rules and also to map all the participant and their abilities and to give those who are the most reliable the opportunity to grow.” (Representative of USS Kosice, in-depth semi-structured interview) | |
“The process of getting a job in the project is not easy. If the candidates are successful and also take part in some training, their chances of succeeding on the labor market grows rapidly.” (Representative of USS Kosice, in-depth semi-structured interview) |
Quotes | Sub-Mechanism |
---|---|
“Foremen, as well as other coordinators who work with participants on a daily basis, perform a really admirable activity. They expend an enormous effort every day, because this work is not at all easy. It seems that for them this is not only a job, but a mission.” (Local authority of Velka Ida, in-depth semi-structured interview) | Personal profile of project and work shift coordinator |
“Not just anyone can be involved in such work. The success of such a project always depends on coordinators who are patient, manful and who want to change something in the society.” (Representative of USS Kosice, in-depth semi-structured interview) | |
“I think that good collaboration and communication between USS Kosice, the municipalities and the City Council leads to 50% of the project success” (Officer from the City Council of Kosice, in-depth semi-structured interview) | Cooperation with various stakeholders |
“The company [USS Kosice] was involved in the establishment of the community center in Velka Ida and has cooperated with the community centers in Kosice-Lunik IX and Kosice-Saca …. We [USS Kosice] collaborated with the non-profit organization ETP Slovakia on various projects [Chance for the Roma; Community on the way to prosperity] aiming to increase the education of Roma children, young people and adults, with the main target group being project participants and their families.” (Representative of USS Kosice, in-depth semi-structured interview) | |
“They [USS Kosice] closely collaborate with the local schools, involve children in various projects and so on. In the community center [in Velka Ida, co-established by the USS Kosice], various training, workshops and courses are carried out.” (Community worker, Informal unstructured interview) | |
“…as already mentioned, one of the project objectives is also to upgrade the skills of participants; therefore, they [project participants] have the opportunity to regularly attend various kinds of training related to but also not directly related to their work.” (Representative of USS Kosice, in-depth semi-structured interview) | Training |
“The training offered by the Labor Office is not helpful. The training in the project is at least practical, for example, for another job, too.” (Wife of a project participant, Informal unstructured interview) | |
“Roma from the settlements do not have [as unemployed persons] any chance to gain or to improve their qualifications. Even the training offered by the Labor Office is inadequate and impractical. The project therefore has a substantial impact on improving their [project participants] skills and qualifications [via offer and support of attendance in various kinds of training].” (Local authority of Velka Ida, in-depth semi-structured interview) | |
“The process of getting a job in the project is not easy. If the candidates are successful and also take part in some training, their [project participants] chances of succeeding on the labor market grows rapidly.” (Representative of USS Kosice, in-depth semi-structured interview) |
Quotes | Sub-Mechanism |
---|---|
“For them [project participants], a serious problem [related to work attendance] is that they have many children [more than non-Roma]. You have to realize it because, you know, … I didn’t have [kids] back then, now I do, and back then I didn’t [realize, understand] … but … what about with all those kids, right? … and when they have 10, sometimes 12 children and always [often] have to be at home, or take them to the doctor… so I said [back then]: “Why you? Why the father? Why not the mother?” … So he [project participant] said: “We have 10 kids, so where should I leave them?” … It’s not like that, just like with the whites [non-Roma], that if they don’t go to work, or whatever, we can simply terminate [employment] … it is not possible here, because if we had this set up, you know, exactly the same, you are not at work [often], you are fired, maybe we wouldn’t sit here today and the project wouldn’t exist anymore.” [Researcher: So you have a little more benevolent approach?] Yes … we have to … yes … we have to be [more benevolent] because otherwise it wouldn’t work.” (Local authority of Velka Ida, in-depth semi-structured interview) | Respect for the specifics of Roma history |
“Participants [project participants] often have to stay at home and help with children or go to the doctor with some of them [children], while the mother takes care of the rest of them at home. It is a complication, but we have to understand.” (Representative of USS Kosice, in-depth semi-structured interview) | |
“Most of the participants do not think conceptually, but rather impulsively, which often leads them to leave the job because of trifles. They [project participants], however, almost always come back. And we give them another chance.” (Representative of USS Kosice, in-depth semi-structured interview) | |
“The Roma react impulsively. There is often nothing behind it, just momentary dissatisfaction or confusion. Regarding the job, oftentimes, they find something displeasing and leave, but then they almost always return. It is important to understand that this is not the mentality or lack of capacity, it is the way they have seen from childhood people around them face up to inner conflicts.” (Cultural anthropologist, in-depth semi-structured interview) | |
“Some of them [Roma] come and work [become a project participant], some come, work for a while [are in the project] and leave, for example to England, and then come back and ask to work in the project again. And they [USS Kosice] allow them [former project participants] again.” (Wife of a project participant, Informal unstructured interview) | |
“…I have motivation there [USS Kosice project]. I want to join the core staff one day in the future. I see they [core staff] have better salaries there, you know [smile]. So that is the better motivation there, you know [smile]. But I don’t complain, it is good, still better than a material need benefit of 60 Euros [material needs benefit payment provided by the Office of Labor, Social Affairs and Family for unemployed or low-income families].” (Project participant, in-depth semi-structured interview) | Motivation of project participants |
“We selected each year the three best participants [according to attendance, performance and adherence to safety rules] and those joined the core staff. This dragged them [project participants] to work. To join the core staff was the strongest motivation for them [project participants]. They [project participants] wanted it very much, because they [project participants] knew that if they were core staff, they would be much better-off, because core staff earn huge money. They [project participants] were still waiting at the end of December to see who will be picked and who will join the core staff in January … they wanted this very much … they had a goal … when it was interrupted [the possibility of joining the core staff was temporarily suspended in 2008 due to the economic crisis, when USS Kosice did not create any new jobs even outside the project], they lost their motivation.” (Local authority of Velka Ida, in-depth semi-structured interview) | |
“The introduction of a remuneration for attendance, safety and performance led to huge motivation. It helped a lot. Attendance improved, performance improved and adherence to safety did so as well.” (Representative of USS Kosice, in-depth semi-structured interview) | |
“Non-financial motivation is also widely used. For example, organization of social and cultural events, in which project participants, their children and families are involved together with representatives of USS Kosice. These events have a huge success and seem to have even a considerable motivational and integrative character.” (Representative of USS Kosice, in-depth semi-structured interview) |
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Share and Cite
Bosakova, L.; Madarasova Geckova, A.; van Dijk, J.P.; Reijneveld, S.A. Appropriate Employment for Segregated Roma: Mechanisms in a Public–Private Partnership Project. Int. J. Environ. Res. Public Health 2020, 17, 3588. https://doi.org/10.3390/ijerph17103588
Bosakova L, Madarasova Geckova A, van Dijk JP, Reijneveld SA. Appropriate Employment for Segregated Roma: Mechanisms in a Public–Private Partnership Project. International Journal of Environmental Research and Public Health. 2020; 17(10):3588. https://doi.org/10.3390/ijerph17103588
Chicago/Turabian StyleBosakova, Lucia, Andrea Madarasova Geckova, Jitse P. van Dijk, and Sijmen A. Reijneveld. 2020. "Appropriate Employment for Segregated Roma: Mechanisms in a Public–Private Partnership Project" International Journal of Environmental Research and Public Health 17, no. 10: 3588. https://doi.org/10.3390/ijerph17103588