Building Bridges in Education: Riverside Model Supports Roma Communities in North Macedonia
Shuto Orizari, North Macedonia — The Roma Education Fund (REF) in North Macedonia highlighted one of India’s leading educational models by hosting a workshop on the Riverside School approach and its potential relevance for Roma communities.
The online session, “Sharing Positive Practices and Impact from Riverside School in India,” brought together 15 teachers and the principal of Primary School Brakja Ramiz and Hamid in Shuto Orizari, along with REF staff and education experts from India’s Riverside School.
Opening the session, Redjepali Chupi, Director of REF Serbia and North Macedonia, framed the conversation in strategic terms – Europe’s largest ethnic minority needs not just access to education, but frameworks tailored to resilience and long-term inclusion. “The Riverside model offers a promising direction,” he said.
At the heart of Riverside’s pitch is the “I CAN” Approach, a curriculum designed to balance academic knowledge with values-driven citizenship. Presenters Shruti Narayanan, Head of Design and Innovation, and Priti Patel, Master Trainer, argued that embedding empathy and agency in classrooms is essential in preparing students to confront 21st-century challenges from climate change to artificial intelligence.
Riverside’s 6 Pillar Framework – emphasizing student agency, teacher empowerment, and co-creation of learning experiences – was positioned as both aspirational and adaptable. “School transformation has to be intentional,” Narayanan stressed, underscoring that teachers are critical actors, not passive adopters.
To break down stereotypes, participants engaged in a video activity showcasing children excelling in creative and athletic domains, challenging assumptions about limitations in ability.
Two global initiatives also featured prominently: Design for Change, a movement that has engaged more than 2 million children worldwide since 2009, and the Riverside Learning Centre, which since 2016 has exported the model to 11 countries.
For Primary School BRH, with its 79 classes spanning grades 1–9, the resonance was clear. Administrators expressed interest in applying elements of the model, particularly in the integration of AI into teaching. Riverside leaders responded cautiously, stressing the importance of contextual adaptation before implementation.
In his closing remarks, Redjepali Chupi reaffirmed REF’s commitment to strengthening Roma communities through education. He emphasized the importance of Riverside’s values-based approach, not only in shaping skilled professionals but also in cultivating leaders who can advance their communities. The meeting concluded with a call for continued collaboration and a potential follow-up session by the Riverside Learning Centre. This ongoing exchange seeks to refine educational strategies that respond both to the needs of the Roma community and to broader educational priorities.
