The main objective of the Roma Matrix mentoring project element is to strengthen the position of the 4 young, working Roma in the labour market.

Therefore, our aim during the scholarship-supported mentoring program was to strengthen the self-knowledge, identity, and motivation of each mentored, as well as to develop those competencies through lifelong learning that promote their successful integration in their workplace. Such key competency for example is the development of language skills and social responsibility. It reveals the difficulty of the task that among the 7 applicants interviewed during the selection process five have lost their job in the past year, however 3 (among them 3 mentorees) have since found new employment.   

Mentoring is a relationship of trust between two equal parties which is limited in time and endeavours to achieve one or more targets within one process. Its major advantage is that the interaction always takes place between two people therefore it remains personalised even if operating in a great system. The main task of the mentor is to support the mentoree by continuous and complex means, in order to achieve the previously set goals. Personalization, flexibility and adaptation to changing circumstances are key concepts in the project. The mentor has to have a balanced and facilitating personality, empathy and good problem solving skills.

The mentor who works in the public sector prepared a personalised plan at the beginning of the project in order to achieve the mutually set goals with the mentored. The mentored people received scholarship on a monthly basis that they could use freely for the fulfilment of their undertakings.

All development plans included the followings:

1. Development of English language skills (provide a competitive advantage in the labour market), financed by the project grant.

2. Voluntary participation in civil society. 3 of the 4 mentorees took part in community voluntary work – the fourth member received exemption from the undertaking because in addition to learning English he was also engaged in pursuing his diploma work. The direction of the social responsibility is based upon the mutual agreement of the mentor and the mentoree.

3. All of the mentorees gained self-knowledge experience and such general competency development skills as time management, planning or resource measurement.