HRC Summary - Republic of Moldova

THe right to education is dealt with several times, in particular regarding the Roma people (13, 70-75)

13. JS2 reported that the Roma faced widespread and systematic discrimination when accessing employment, education, health care and social services. Similarly, CoE-CM mentioned that many of the Roma continued to live in isolated settlements in substandard housing and extreme poverty conditions, and had low rates of participation in the education system, and they often faced discrimination and sometimes hostile societal attitudes.

Right to education

70. JS1 stated that although the primary and secondary education were free of charge, the practice of informal payments was widespread in the education system. As a result, the children from poor families were prone to drop-out and to be subjected to discrimination.

71. JS1 reported that the enrolment rate had constantly decreased during the last years mostly in the rural areas. Furthermore, JS1 stated that the rural schools were ill-equipped and understaffed to meet the existing educational standards. 1

72. While noting the initiatives taken to improve the enrolment of Roma children at schools and their integration in the education system, CoE-ACFC was concerned that the main difficulties faced by the Roma in the education system persisted: lower enrolment in education, higher drop-out rates, much lower educational attainment and higher illiteracy rates among Roma compared to the majority population.

73. Furthermore, CNR claimed that unequal teatement by teachers who tended to give less attention to Roma children in the classrom and the discriminatory attitude towards Roma students discouraged them from attending school and became one of the reasons for school drop-outs among the Roma. It added that the problem of early marriages among the Roma communities was another reason that negatively affected education of children, which usually led to school drop-out, especially of Roma girls.

74. According to CNR, Roma faced difficulties in accessing higher education, because they were the last ones on the list of quota for disadvantaged groups. JS3 made similar observations. CNR recommended that the Government support the inclusion in the school system of all children of Roma origin and reduce drop-out rates, especially among Roma girls, in cooperation with Roma parents, associations and local communities.

75. JS1 reported that children with disabilities were generally studied in segregated educational settings, which offered reduced opportunities for the rehabilitation of these children. The access of these children to mainstream education was limited by the lack of comprehensive policies on inclusive education and the practical mechanisms for their integration in mainstream educational institutions. JS1 and JS3 recommended that the Government adopt the concept of Inclusive Education.  

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JS2:  Joint Submission No 2: Coalition on Anti-Discrimination: National Youth Council in Moldova, CNTM; Informational Center “GenderDoc-M”; Roma National Center in Moldova, CNR; Resource Center for Human Rights, CReDO; Association of Roma people “Porojan”, Association “Young and Free”; Hyde Park civic initiative group; Center of Partnership for Development,CPD; Human Rights Institute, IDOM; National Center for Durable Development, CNDD; HomoDiversus association – observer member; “The Stoics” association for youth with functional disabilities; “Sprijin si Speranta” Association for support of persons with disabilities. The Association for Charity and Social Assistance “ACASA”; Center for Partnership and Development, CPD and HelpAge Moldova.

JS1 : Joint Submission No 1: Alliance of Active NGOs in Social Protection of the Child and Family (ASPCF) and Independent Experts: Tatiana Jalba, Elena Prohnitchi, Veaceslav Luca and Sergiu Rusanovschi, Chisinau, Republic of Moldova.

JS3 Human Resource Group: 13 human rights activists

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