After the passed Law on Population Census in our country as the Decree Signed by the President Stevo Pendarovski, it is clear that after a break of 19 years, the Population Census will be held in our country.

Otherwise, this statistical operation in all normal countries is taken into account as a reference figure for development planning. economy and similar parameters. But in our country, after a game and ambience, a political connotation is immediately sold. This is because the Constitution of Macedonia also guarantees ethnic representation in almost all fields. And immediately begin calculations and calculations of how many are numbered. Everyone "pulls" to their side.

Otherwise, the emphasis of this column of mine will be - the Roma community! How much are we really?

According to previous research, analysis, both nationally and internationally, Roma as one of the most marginalized communities in the world and in our country.

According to the UNHCR Report and their research, the most endangered and stateless in the country are Roma, Ashkali and Egyptians, as well as Roma children.

According to some estimates, it weighs about 10,000.

At the same time, now with the action taken by the MLSP and the Ministry of Justice, about 559 Roma have recently been registered in the procedure for obtaining personal documents and in the system.

A recent statement by DUI leader Ali Ahmeti stressed that there are currently about 3,500 stateless people in the country. of which the majority are Roma.

A well-known practice of "melting" Roma into other nationalities (Macedonian, Albanian, Turkish ...) as well as declaring a large number of Ashkali or Egyptians, in reality the number of Roma at the national level is much higher than the official one from 2002 - 55,000 Roma. By the very fact of "statelessness" that number at the start is 10,000 more Roma.

Otherwise, if the campaign prepared by the "Network for Permanent and Systemic Solutions" is implemented, consisting of a large number of Roma NGOs, which reads "Ma ladža, ma dara - Vaker deka sian Rom", "Do not be ashamed, do not be afraid - say you are a Roma". Then it is believed that by motivating this nationality the optimal number that would be obtained at the end of the census in the Republic of Northern Macedonia live from 75,000 to 80,000 Roma, and in total with those Roma who are currently out of the country that number can easily to be 100,000 Roma, and thus will be third in number as a nationality at the state level.

In my opinion, if the awareness of self-identification is raised, if the state has a sense to solve this problem, and if all factors are taken into account, my free assessment is that we Roma in the country will be close to 4% of the total population. And the numbers in our country, according to the current practice, are not only statistical information, but on the contrary, guaranteed benefits according to the Constitution of the country.

Time will tell how it will be. However, I am still behind "Ma ladža, ma dara - Vaker deka sian Rom" - "Do not be ashamed, do not be afraid - say you are a Roma". I think it's okay.

Considering the positive and welcome changes in the educational system in the primary education in the Republic of Northern Macedonia, and aware of the moment for improvement of the educational system for the youngest and for our future - the children, to the Ministry of Education - MES and other relevant institutions it would be good to think about the following:

The program "Pedagogical Assistant for students in primary education" as part of the special program for adult education and certified by the COV (Adult Education Center) and implemented by the institution - "Association Roma Business Information Center in Macedonia - Skopje" led by professionals with outstanding results in the work (Pedagogue and Psychologist), is a professional and professional program in order to provide assistance to students from primary education throughout the country. The program is detailed theoretically and practically developed on the basis of all necessary educational bases in order to train and create professional pedagogical assistants to provide assistance to primary school students from several aspects: helping students to work successfully in providing assistance and teaching of students in primary education for mastering the school curriculum as well as for enrolling students in primary education, ie continuing their education. The program contains a total of 200 hours and is realized in a period of 4 months. Through the topics provided for this program, the candidates acquired skills for organizing their own work, for providing students with assistance in mastering the school curriculum through a properly and purposefully chosen teaching strategy and learning style, depending on the student's abilities. Candidates acquire skills to strengthen students' self-confidence and motivate the student and parent / guardian to progress in education. At the same time, the candidates are trained to have positive communication with the parents / guardians and the school, as well as with the local community, which contributed to better cooperation between the school - parent / guardian. Candidates are trained to record and document student progress. Given that this professional program that meets all professional standards and is already supported by the state authorities and has trained several dozen pedagogical assistants, it needs to receive adequate state support in order to improve the quality of primary education, especially for students who have learning difficulties, belong to vulnerable categories and / or need professional pedagogical-psychological help and support. We would like to propose that it be reviewed and then accepted as part of the institutional system with the appropriate support from the institutions. By receiving your support, this professional profile which is extremely important will find its place and will contribute to the strengthening of the education system and thus will open opportunities for sustainable employment of the candidates who have already obtained a certificate and those who have yet to pass the training. Certainly, the most important contribution of this profile is for the benefit of students and the development of primary education in our country. By receiving the necessary institutional support, this professional profile will raise the quality of the educational process and will complement the necessary and positive changes in primary education that you are already promoting. I would like to highlight a few articles of the Law on Primary Education that are directly related to the target group to which our request refers:

- Article 3

Every child has the right to free and quality primary education in primary school. –

Article 4

Primary education is developed on the basis of the following principles: - best interest and complete development of the student, - equality, accessibility, accessibility and inclusiveness, - general character of primary education, - ensuring the quality of education and international comparability of students' knowledge, - active participation of students in the life of the school and the community, - preparing the student for lifelong learning, - promoting similarities and accepting diversity, interculturalism, multiculturalism, interculturalism and multiculturalism, - care for physical safety and health, - autonomy, competence and responsibility and - partnership between the school, the parents, ie the guardians and the local self-government units.

- Article 11

(1) Primary education is institutionally, personnel and content organized in a way that supports the inclusion of all children in regular primary education.

(2) Inclusive education is a process that takes into account the different individual needs for development of students, providing equal opportunities for the realization of basic human rights for development and quality education.

(3) Inclusive education referred to in paragraph (2) of this Article includes changes and adjustments of the teaching content, approach, structures and strategies for students with disabilities, with a common vision and conviction that the state has an obligation to provide education for all children.

(4) The inclusion of all children in regular primary education is defined by the Concept for Inclusive Education, adopted by the Minister at the proposal of the Bureau and published on the websites of the Ministry of Education and Science (hereinafter: the Ministry) and the Bureau.

(5) The infrastructure, the individualized support, the curriculum in the primary education are reasonably adapted according to the individual needs of the student.

(6) Reasonable adjustment referred to in paragraph (5) of this Article, is a change and adjustment of the conditions for upbringing and education in a certain case, which does not cause disproportionate or unnecessary burden on the school, and is aimed at ensuring the enjoyment or realization of all human rights and freedoms of students with disabilities on an equal basis with others.

(7) Accessibility to infrastructure and services mean taking measures to ensure that students with disabilities have access, on an equal footing with others, to the physical environment, transport, information, and communication, including information and communication technologies and systems in primary school.

It would be good to seriously consider this possibility in the hope that a way has been found to help this long-awaited and necessary profile in primary education - Pedagogical Assistant in Primary Education, fit into the institutional system with appropriate support

We are here for any need and suggestion to supplement and improve the program and you consider it necessary, and we are at your disposal.