Interzicerea segregării școlare în învățământul preuniversitar – (2004, 2007)
| Name of the reform | Interzicerea segregării școlare în învățământul preuniversitar – Ban on School Segregation of Roma Children (2004, 2007) |
| Country | Romania |
| Year | 2004, 2007 |
| Educational level | ISCED 1, 2, 3 |
| Kind / type | Laws / regulations of access reform |
| Coverage | National |
Summary
Romania’s school desegregation reform was introduced to address the persistent segregation of Roma children and promote equal educational opportunities. Beginning with measures adopted in 2004 and strengthened through subsequent legislation, the reform prohibited segregation in schools and classrooms based on ethnicity, disability, socio-economic status, academic performance, or place of residence. Its main objective was to ensure Roma and other vulnerable students learn in inclusive mainstream settings, reduce discrimination, improve educational equity, and support social integration across the education system.
Agenda Setting
Context:
Persistent school segregation of Roma children was identified as a major barrier to educational inclusion and social integration in Romania. Despite equal access provisions, many Roma students continued to be educated in segregated schools, buildings, classes, or special groups, resulting in lower educational quality and reinforcing social exclusion. In response to concerns raised by national and international organisations, the Romanian government introduced a series of legislative measures in 2004 (Ministry of Education and Research Notification No. 29323/20.04.2004) to prohibit segregation, promote inclusive education, and ensure equal educational opportunities for Roma children and other disadvantaged groups.
Aim:
The central aim of the reform was to prevent and eliminate the segregation of Roma children and other vulnerable groups within the Romanian education system. It sought to promote educational inclusion and equity by ensuring that students, regardless of ethnicity, socio-economic status, disability, academic performance, or place of residence, are educated in mainstream schools and classrooms, thereby reducing discrimination and fostering equal educational opportunities. The reform evolved through successive legislative measures, including the prohibition of ethnic segregation in 2007, the expansion of anti-segregation provisions in 2016, and the strengthening of inclusive education and monitoring mechanisms under the 2023 Education Law. The monitoring framework introduced from 2016 onwards required schools and educational authorities to identify, report, and address segregation cases through dedicated desegregation bodies, systematic data collection, and oversight procedures, supported by national education information systems.
Target Groups
The reform primarily targeted Roma children, who were disproportionately affected by school segregation and educational exclusion. Over time, its scope was expanded to include other groups at risk of segregation, namely students with disabilities or special educational needs (SEN), students from disadvantaged socio-economic backgrounds, students with low academic achievement, and students from rural areas.
The reform also targeted schools, local educational authorities, and school administrators responsible for student placement and the organisation of classes. Schools were required to identify and eliminate segregated structures, while inspectorates and dedicated desegregation bodies monitored compliance, collected data, and supported the implementation of inclusive grouping practices.
Formulation and Implementation
Legislative documents:
- Ministry of Education and Research Notification No. 29323/20.04.2004
- Order No. 1540/2007 on the Prohibition of School Segregation of Roma Children and the Approval of the Methodology for the Prevention and Elimination of School Segregation of Roma Children
- Framework Order No. 6134/2016 on the Prohibition of School Segregation in Pre-University Education Institutions
- Pre-University Education Law No. 198/2023
Key actions / main measures:
The main measure of the reform was the introduction and progressive strengthening of a legal framework prohibiting school segregation and requiring the integration of Roma children and other vulnerable groups into mainstream education. This included banning segregated schools, buildings, classes, and other forms of student separation; establishing methods to identify and eliminate segregation; and creating monitoring mechanisms to ensure diverse and inclusive student groupings.
Order No. 6134/2016 further expanded these measures by defining different forms of segregation and assigning responsibilities to schools, school inspectorates, and national authorities to prevent and eliminate it. Schools were required to assess enrolment and class composition, identify segregation risks, develop desegregation plans, and implement more inclusive student placement practices. The reform also established dedicated desegregation and inclusion bodies, introduced systematic data collection and reporting procedures, and strengthened oversight through inspectorates and national education authorities to monitor compliance and support implementation.
Evaluation and Sustainability
Early evaluations found that the 2004 notification and Order No. 1540/2007 established an important legal basis for school desegregation but were weakened by limited enforcement, monitoring, and local implementation. As a result, segregation of Roma students continued in many schools despite the formal ban.
Later assessments viewed Order No. 6134/2016 as a major improvement because it introduced clearer definitions of segregation and stronger monitoring mechanisms. Nevertheless, recent studies indicate that segregation, particularly within schools and classrooms, remains a persistent challenge. (UNICEF Case Study PDF)
Sustainability has been ensured through successive legislative upgrades (2007, 2016, 2023) that integrated anti-segregation and inclusive education principles into mainstream education policy. Its long-term effectiveness depends on continued monitoring, enforcement, and institutional commitment.
Transferability Potential
The reform offers a transferable example of how anti-segregation objectives can be embedded within mainstream education policy. A key lesson is that legal bans alone are insufficient unless supported by robust implementation structures, including monitoring systems, reliable administrative data, designated oversight bodies, and sanctions or corrective measures for non-compliance. Romania’s experience also illustrates the value of integrating desegregation policies with wider strategies for inclusive education, teacher support, and educational equity, thereby increasing the likelihood of sustainable change.