Author
Beneficiaries of international protection have the right to have access to all forms of education, under the same conditions as Romanian citizens.[1] In order to have access to education, child beneficiaries of international protection need to have the minimum age provided by law for all children: 3 to 6 for pre-school education and 6 for primary education.
Although beneficiaries of international protection have the same rights to access the education system as Romanian citizens—such as free access to education and eligibility for social and merit scholarships—there are significant barriers to accessing education.[2]
According to CNRR, several challenges hindered the access to education for beneficiaries of international protection (BIPs) at the pre-university level:
- Enrolment challenges: The County School Inspectorate is responsible for assigning students to schools. However, in some cases, delayed responses force families to search for schools independently, often far from their homes. As a result, children may be enrolled late or not at all.
- Unclear application of legal provisions: There is a lack of consistency in how institutions apply the legal framework for refugee students. In Romania, BIP students initially enrol as auditors, attending classes without receiving grades while simultaneously taking Romanian language courses for both language acquisition and adaptation. This dual approach often leads to confusion regarding their official student status, whether they are required to attend both courses, and how their placement is determined if they transfer while still being an audient.
- Lack of student progress tracking: Key institutions do not systematically track the academic progress of BIP students, including their transition from auditor status to full enrolment, the number of students completing Romanian language courses, or graduation rates. There is no standardized data collection on the number of BIP students enrolled in schools or annual courses. While CNRR has obtained this data upon request, practices vary across counties, and no uniform reporting system is in place.
- Language barrier and teaching methods: The language barrier significantly impacts learning for students enrolled as auditors. Additionally, the lack of adapted teaching methods for non-native speakers often leaves them struggling to keep up, affecting their ability to absorb essential information.
- Absence of state funding for audients: The state does not allocate a specific budget for audient students. As a result, they often lack access to essential educational resources such as textbooks, desks, student meals, or scholarships.
- No special exam accommodations: Despite Romanian being a second language for refugee students, no adjustment is made for national exams in the 8th and 12th grades, which are critical for continuing education. Their exam papers are graded using the same standards as those of native Romanian students, regardless of how long they have been in the education system. The only criterion for enrolling in these exams is that the student was not registered in school the previous academic year.[3]
According to CNRR at national level, Romanian language classes for children under 18 should be divided into three age categories. In some counties, these age segments are not respected, and children aged 7 take classes with children aged 13 or more, or both adults and children participate together, hindering the teaching process which is very different according to the child’s age. In terms of teaching methodology, there is no national standard for teaching Romanian as a second language, instead, each teacher develops their curriculum, leading to inconsistent practices across educational institutions. Moreover, there is not standardised testing of the language acquisition in order to issue a certificate at the end of the course. Moreover, teachers who teach Romanian as a second language have not received specialized training, even though the law provides for such training. To address the lack of teacher training, CNRR launched a series of workshops on the socio-cultural norms of refugees’ countries of origin. These sessions aim to help educators better communicate with students and adapt to their learning needs.[4]
Another significant obstacle is the lack of a standardized practice regarding the assessment methodology for transitioning from audient status to full student status for children who lack or have incomplete diplomas or certificates proving their level of education from their country of origin. The law provides several assessment methods from which parents should be able to choose the most suitable one for their child. However, in practice, the educational institution decides on the method without presenting parents with available options.[5]
The legislation includes provisions to facilitate access to education for students with special educational needs (SEN), including support for national exams, as well as curricula for students with disabilities. Refugee children have access to them in the same conditions as a Romanian citizen. However, the level of access could not be assessed by us, as our aid was not requested in any such case.[6]
There are educational programs for BIPs who are no longer in school or who have exceeded the average age for their respective grade level by four years, known as the “Second Chance” program that do accelerate educational programs. However, in 2024, CNRR did not assist any person attending any such program.[7] In 2025, according to CNRR, 3 beneficiaries were reported to have participated in the “Second Chance” programme.[8]
There is access to vocational education and qualification courses, and they can be accessed under the same conditions as Romanian citizens. However, one of the main requirements is completing a minimum level of education – usually eight, ten or twelve grades. Without meeting this requirement, beneficiaries of international protection cannot access vocational or qualification courses, making this the main obstacle to participation, along language acquisition.[9]
From a financial perspective, there is support for continuing education similar to that offered to Romanian students (e.g., child allowance, social scholarships, and merit scholarships). However, there is no specific financial assistance for adults, beneficiaries of international protection, who wish to continue their studies. For example, there is no assistance provided to single parents, and being the sole caregivers for their children often prevents refugees from continuing their education.[10]
Also according to CNRR, when accessing higher education, the biggest limitation faced by BIPs is the lack of awareness among educational institutions regarding the rights of persons benefiting from international protection (e.g., the possibility for BIP to enrol in university under the same conditions as Romanian citizens, the possibility of transferring from spots allocated for foreign students to those for Romanian citizens, and the exemption from the requirement to provide documents from their country of origin).[11]
For refugees seeking recognition of higher education qualifications in fields such as dentistry or general medicine, where additional examinations are required, they must independently contact universities in the country offering these courses and attend sessions for students retaking exams or during exam sessions. The procedure is unclear, and each university applies different criteria and fees for attending these exams. Furthermore, some universities are unaware of this possibility, leaving refugees even more confused and uncertain about the process.[12]
There are social scholarships in higher education, but for BIPs to access them, they must enrol under Romanian student status. After this, they can obtain merit or social scholarships.[13]
According to JRS representatives in Galati, over the past six months of 2024, only one minor benefiting from international protection has been classified as having special educational needs (SEN). The process involved collecting the necessary documentation for evaluation at the County Centre for Resources and Educational Assistance (CJRAE), in collaboration with the IGI-CRPCSA Integration department. Following psychiatric and psychological assessments, the minor was officially classified as having SEN. She is enrolled in a mainstream state school, receives regular consultations from a paediatric psychiatry specialist, and benefits from the support of a teacher one day per week. Additionally, as a student with special educational needs, she receives financial support from the educational institution.[14] In 2025, according to the County School Inspectorate Galați, no statistical data was available on refugees or beneficiaries of subsidiary protection enrolled in the education system. Refugee children participate in education as auditors in schools and attend Romanian language initiation courses organised in designated centres or accommodation classes established for Romanian students returning from abroad. In practice, when allocating refugee students, the legal maximum number of pupils per class is not taken into account, while attendance and evaluation of auditors are carried out through a provisional grading catalogue. The Inspectorate identified the lack of national training programmes for teachers in teaching Romanian as a foreign language, as well as the limited interest of some foreign pupils in acquiring Romanian language skills, including cases where pupils follow online schooling in Ukraine. Furthermore, the Inspectorate does not collect separate data on beneficiaries of international protection, and data can be centralised upon request from competent institutions, but this requires time and depends on information provided by schools. No procedural changes regarding enrolment or monitoring were reported for the 2024–2025 school year.[15]
In 2025, according to the County School Inspectorate Maramureș, access to education was facilitated for refugee and migrant students, including beneficiaries of temporary protection. Romanian language courses for foreign citizens, accredited by the Ministry of Education and Research, are organised at the “Ioan Buteanu” Theoretical High School in Șomcuta Mare and are delivered by trained teachers.[16]
In 2025, according to the County School Inspectorate Timiș, beneficiaries of international protection were enrolled directly as students with full rights and participate in Romanian language initiation courses. No differences in treatment compared to Romanian pupils were reported in practice, including regarding allocation, evaluation or support. The Inspectorate confirmed the existence of institutional cooperation with public authorities and non-governmental organisations in order to support educational integration. At the same time, the main difficulty identified in practice is the language barrier, although sufficient resources, including teaching staff and school counsellors, were reported to be available. No situations of segregation or concentration of students in certain schools were identified. School dropout among asylum applicants was reported to occur mainly when beneficiaries leave the territory of Romania. The enrolment procedure is carried out in accordance with Article 125 of ROFUIP, approved by Order no. 5726/2024. Institutional cooperation with public authorities and non-governmental organisations was reported in order to support educational integration.[17]
According to the law, there are no limitations to holders of international protection when accessing all levels of education. For minors aged 6 to 18 years old, the system provides an immersion through attendance system, while taking in parallel Romanian language classes for the first year. However, the language barrier remains one of the main challenges also when it comes to access to education, especially for adolescents. Until they learn the language and their diplomas are recognized, the students are enrolled as audients. During this time, they cannot be graded. However, teachers often lack specialized training methods and support tools that would facilitate foreign students’ integration, which may lead some students to feel overlooked or overwhelmed.
Schools often refuse to enrol children granted international protection in the middle of the school year, citing overcrowded classrooms and a lack of available places, despite mandatory instructions from the Local School Inspectorate. As a result, parents must either postpone enrolment until the following year or choose schools located farther away. In some cases, the school and the location where Romanian language classes are held are situated on opposite sides of the city. In addition, the lack of available places within the same school for different age groups further limits options for families with multiple children, as parents may be required to enrol their children in different schools, creating significant logistical challenges.
Discussions with numerous school directors revealed a lack of awareness regarding the procedure applicable to children without documentation. At the moment, there are three possible methods that can be used, however, there is a legislative confusion as to which one should be applied. choosing the harder one. In practice, schools tend to apply the more complex procedure, which involves formal recognition or equivalence of previous studies and requires supporting documentation that is often not available.
The Romanian educational system does not provide any preparatory classes for beneficiaries of international protection, nor a specific informative session for the parents to prepare them to navigate the educational system. Schools are not equipped with cultural mediators. Romanian language classes are provided for children starting with the age of six, organized in three age groups, and should normally be attended in parallel to the school classes. In practice, due to lack of awareness, school representatives sometimes require the pupil to have completed the language course first before attending school, despite clear legal provisions. Following case-by-case interventions, the situation is generally clarified.
Romanian language teachers have yet not received specialized training in teaching Romanian as a second language, despite legal provisions requiring such preparation. In response to this gap, CNRR continued its series of workshops in 2025 regarding socio-cultural country-of-origin information, aimed at enhancing their understanding and communication with their students, allowing them to better adapt teaching methods to specific needs.
For out-of-school youth, there exists the possibility to attend the “Second chance” program, which might allow a person to receive education from primary up until the inferior secondary studies. If a student demonstrates good results, the duration of studies can be reduced, allowing for accelerated completion of certain years. In practice, their schedule should be adapted for the needs of the working individuals that want to complete their studies. However, in 2025, CNRR has not assisted anyone that was willing to attend this type of education.
There is also an alternative educational pathway with reduced attendance requirements, designed for young people who are older than the standard age corresponding to their grade level. These students complete an additional year of schooling, at the end of which they are eligible to take the final high school examination. In 2025, CNRR successfully assisted a 17 year old minor who works to help his family to enrol in a low frequency lower secondary school program, following refusals from more educational institutions.
The legislation contains provisions aimed at facilitating access to education for students with special educational needs, including support measures during national examinations and adapted curricula for students with disabilities. Refugee children are entitled to access these measures under the same conditions as Romanian citizens. However, the actual level of access could not be assessed, as no requests for assistance in such cases were received by CNRR.
The legislation provides access to education/vocational training for adults and young people. If they are enrolled in school and actively following a form of education, instead of high-school, they can choose a 3-year program of professional education, or after graduating 10 classes, beneficiaries of international protection can choose a 720-hour professional course, or if they have finished high-school, with or without the final examination, they can follow post-high-school studies. However, for adults/young adults, attending a free professional course organized by the state, their eligibility is correlated to a certain level of educational background recognized by the Romanian state, either 8, 10 or even 12 classes. These courses are only available in Romanian, therefore for a person with international protection the possibility of attending such courses – provided that they have the educational background – is dependent on the language acquisition. CNRR noticed there is a lack of awareness among refugees regarding the existence of these courses.
There is no financial support provided specifically for refugees to continue their education. However, they have access to the same financial incentives available to Romanian citizens.
There is a lack of support for vulnerable individuals to access vocational training, particularly for single-parent families or households with several children living on a single minimum-wage income, often earned by the father. Because families must meet their immediate financial needs, many adults accept low paid, unqualified jobs or work without formal contracts instead of investing time in training. In the case of single parents with school-age children, limited resources and caregiving options often lead them to rely on social benefits rather than pursuing professional qualification opportunities that could improve their long-term employment prospects. CNRR assisted only one successful case in 2025 of a person who attended a private qualification course, as pastry chef, sponsored by herself. As of January 2026, the person’s contract has been changed to meet her actual responsibilities.
The persons with international protection who want to continue their higher education have the same rights as Romanian citizens in accessing scholarships opportunities. As long as they complete the process of recognition of their studies and are enrolled in an educational institution in accordance with the law, they may access the benefits offered by the university under its internal regulations, under the same conditions as Romanian students.
As previously mentioned, holders of international protection that want to enrol in higher education institutions face challenges as they are often requested original documents from their country of origins to prove the completion of studies. Without original documentation, there are no clear procedures in place at university level to apply for studies as a person with refugee status (often mistakenly asked to apply as a person with a study visa/foreign student). The situation is even more difficult for persons that came to Romania with a study visa and were subsequently granted international protection. In order to switch to a budgeted Romanian spot, with lower taxes, the student has to take the initial admission examination and apply for a credit transfer.[18]
IOM also supported access to education for beneficiaries of international protection. In 2025, 260 beneficiaries participated in Romanian language courses organised by IOM in Regions 1 (Bucharest, Ilfov and Brașov) and 4. In addition, the organisation supported the enrolment of 95 children with international protection status in public education institutions, including kindergartens, schools and high schools. The children originated mainly from countries affected by conflict and instability, including the Palestinian territories, Syria, Afghanistan and Sudan. IOM also identified several challenges affecting access to education for beneficiaries of international protection. Language barriers remain a significant obstacle both for children integrating into the education system and for adults attending Romanian language courses. In addition, limited awareness among administrative staff in certain educational institutions regarding the legal status and rights of foreign minors may create additional administrative difficulties during school enrolment procedures. Additional challenges relate to the absence of educational documents from countries of origin, often due to conflict or forced displacement. In such cases, children may undergo assessments in Romanian to determine their educational level, which can affect their ability to demonstrate their previous schooling. Late enrolment during the school year, often linked to the arrival of families after the start of the academic year, may also create difficulties in adapting to the school curriculum and integrating into the classroom environment.[19]
Furthermore, IOM assisted 39 beneficiaries of international protection in the recognition and equivalence of studies and professional qualifications obtained in third countries, in order to facilitate access to education, vocational training and employment in Romania. [20]
In 2025, Global Help indicated that integration activities covered several areas, including general orientation and information, access to education, access to the labour market, Romanian language courses, and legal counselling. The most requested areas by beneficiaries were access to education (including Romanian language and civic orientation courses and enrolment of children in the education system), access to the labour market, and legal counselling.[21]
Enrolment at schools
The legal provisions regarding Romanian language courses for children were detailed by the new amendment of the Integration Ordinance. Therefore, it is stated that, in order to integrate minor beneficiaries of international protection into the Romanian education system, they would benefit from a preparatory course for learning the Romanian language, emphasising that the course is intensive and free of charge during a school year. It was also added that the enrolment is open throughout the calendar year, and the attendance of the course may continue during the following school year.[22]
During the first year, children are enrolled at schools as ‘viewers and listeners’; they do not receive grades and are not registered in the class book.[23] At the end of the preparatory course, the level of knowledge of Romanian language is assessed and an evaluation commission determines enrolment at school.[24]
The County School Inspectorates in Bucharest, Giurgiu, Galați, Suceava, Timiș, and Maramureș were contacted in 2024 to provide information on the enrolment of foreign nationals, including asylum applicants and beneficiaries of international protection, in the Romanian education system. Only three Inspectorates responded: Bucharest, Timiș, and Suceava.[25] In 2025, same County School Inspectorates were contacted, however only Giurgiu, Galați, Timiș, and Maramureș. [26]
In Bucharest, the School Inspectorate reported only the number of enrolled pupils and students from Ukraine holding temporary protection for the 2024 school year. [27]
In Timiș County, the School Inspectorate reported that in 2023, there were 84 foreign students with legal residence in Romania enrolled in educational institutions, including 34 beneficiaries of international protection. In 2024, the number slightly decreased to 75 foreign students, of whom 35 were beneficiaries of international protection who had completed their integration program. The students’ countries of origin in 2024 included: Syria (26), Palestine (11), Russia (8), Pakistan (2), Somalia (2), Uganda (1), Sudan (5), Ukraine (17), and one stateless person.[28]
No information from Timis School Inspectorate for 2025.
In Suceava County, the School Inspectorate indicated that in 2024, a total of 6 asylum-seeking children were enrolled in the education system: one male child in preschool, one male child in primary school, three children (one male and two females) in lower secondary education, and one male child in high school. Additionally, 8 beneficiaries of international protection were enrolled: one male child in pre-school, one female child in primary school, one female student in high school, and five adult learners (two males and three females).[29]
As regards children with special needs, the conditions for accessing education are the same as for Romanian children. The child should first be issued a degree of disability by the Complex Assessment Service of the Child with Disabilities within the Directorate-General for Social Assistance and Child Protection (DGASPC). This is a particularly complicated and bureaucratic process, which has to be repeated every year.[30]
Based on the evaluation, the Complex Assessment Service of the Child with Disabilities also decides if the child should be enrolled in a school for children with special needs or in a state school, and at what grade.
Beneficiaries of international protection who have reached the age of 18 continue to face significant challenges in accessing vocational training or formal education. According to an AIDRom representative, these obstacles persist regardless of age and are primarily linked to language barriers. In many cases, if beneficiaries lack school diplomas, they are required to undergo exams covering all subjects from first to twelfth grade. Alternatively, if they cannot prove the number of years of study completed in their country of origin, they must repeat those school years in Romania, following the national curriculum. Very few young beneficiaries choose this path, despite the support and understanding shown by teachers. Some beneficiaries initially attended private or community schools (such as Arabic schools) and later attempted to transfer to public schools. According to IOM Romania, additional barriers include illiteracy, low levels of formal education, or the inability to meet specific entry requirements (such as completing primary education). The Professional Association of Social Assistance (ASSOC) also highlighted, alongside the language barrier, a lack of motivation in certain cases. These challenges were still reported in 2024, as confirmed by JRS Romania, which noted that language barriers, missing educational documents, and limited schooling backgrounds continue to hinder access to education and vocational training for many beneficiaries.[31]
JRS representatives in Galati have not identified major barriers to accessing education for beneficiaries of international protection, as minors are enrolled in schools soon after applying for protection. Within the My Place project in Galati, minors initially attend school as audients to familiarize themselves with the Romanian language before undergoing an assessment to determine their appropriate grade level. However, challenges exist, such as delays due to document translation requirements, as seen in a 2024 case in Vrancea County, when the family was asked to translate documents from their country of origin and the minors had access to school a few weeks late, although the request had been made in advance. Access was granted after the family had also translated the documents. Both the General Inspectorate for Immigration and JRS were involved in expediting the process.[32]
Language remains a significant barrier, with many beneficiaries struggling with reading and writing. Additionally, some lack diplomas certifying prior education, limiting their ability to continue studies. While the law grants beneficiaries of international protection the same educational rights as Romanian citizens, tuition fees for higher education remain unaffordable for many, with no known financial aid programs available. Within its funding limits, the My Place – JRS project which started in 2024 provides partial subsidies for food, after-school programs, and extracurricular activities for a limited number of children.[33] Special education support is also available in some cases. JRS assisted a minor with special educational needs (SEN) in enrolling in mainstream education, securing financial aid, and arranging support from a specialized teacher. Additionally, a young Ukrainian beneficiary with a severe disability was enrolled in a special vocational school in Galați, receiving a disability allowance and supplementary financial support.[34]
In 2024, Save the Children continued to assist beneficiaries of international protection in accessing education. A total of 52 refugee children and 31 beneficiaries of subsidiary protection were supported in their school enrolment: 52 refugees (Timișoara – 6, Bucharest – 46) and 31 beneficiaries of subsidiary protection (Timișoara – 4, Maramureș – 4, Bucharest – 20, Suceava – 3). The children were enrolled at various educational levels, including kindergarten (7 children – 4 girls and 3 boys in Timișoara), primary education (7 children in Maramureș and 1 in Suceava), lower secondary education (1 girl in Suceava), upper secondary education (1 boy in Suceava), and tertiary education (3 students in Timișoara: 1 girl and 2 boys). In Bucharest, Save the Children assisted 21 boys and 38 girls to access education.[35] In 2025, Save the Children continued to support beneficiaries of international protection, including children and families, in accessing education. However, no updated statistical data were available regarding the number of persons assisted.
Integration courses
The new amendments of the Integration Ordinance stipulate that IGI-DAI, in collaboration with the authorities of the local public administration, organises sessions of cultural accommodation and counselling activities, aiming to familiarise the adult beneficiaries of international protection with the traditions, customs, legislation and specifics of the Romanian society.[36] The previous provision stipulated that IGI organises these activities and may collaborate with public authorities and NGOs. IGI and the local public administration authorities may collaborate with other public institutions and non-governmental organisations in order to organise these activities.[37]
Under Government Ordinance No. 44/2004, an integration program refers to a set of measures and activities designed to facilitate the social integration of foreigners who have been granted a form of protection in Romania. These programs are implemented upon request and involve collaboration among public institutions, local communities, and non-governmental organizations, all coordinated by the National Office for Refugees of the Ministry of Administration and Interior.[38] The integration programs for foreign nationals who were granted a form of protection in Romania shall be established and implemented based on the beneficiaries’ needs, without any discrimination, by respecting their cultural background.[39] People who were granted a form of protection in Romania shall be included in integration programs based on their individual requests within 30 days from granting a form of protection at the headquarters of the National Office for Refugees.[40]
According to IGI-DAI in 2023 a number of 739 adults newly was registered in the integration program in and a number of 761 adults had registered in 2022 continued the program in 2023.[41] Additionally 16 unaccompanied minors followed the integration program in 2023. The main countries of origin were Syria, Somalia, Afghanistan, Ukraine and Iraq.[42] No data was available for 2024. 1,019 people participated in 2025 in the integration program.[43]
In 2023, CNRR[44] mentioned that community empowerment activities were organised in Bucharest and in other cities of Romania, having diverse thematic such as: information about the labour contract and employees’ rights (tips & tricks for the Somali community, about 15 participants attended the event), women’s reproductive health, an event organised by CNRR in partnership with ANAIS organisation (about 10 participants), Somali cultural evening during with which the Somali community had the opportunity to share its culture and values and to learn more about Romanian culture (50 participants). CNRR also organised two legal education workshops for children aged 11-14 and 15-18, attended by 34 children from Syria, Afghanistan, Iraq and Somalia. Through interactive exercises, the children were explained the provisions of the law on domestic violence, the risks of consuming prohibited substances and how people under 18 can be held accountable if they commit illegal acts. Also, in partnership with the organisation Active Random, a series of creative workshops were organised for children beneficiaries of international protection (photography, digital art, musical instruments). These events took place over 3 months and ended with an exhibition of photos taken by the children. During 2023, 6 children BIPs attended English language courses through a partnership concluded between CNRR and the British Council. In 2025, according to CNRR, a decrease in available funding and limited resources affected the organisation of community empowerment and integration activities. As a result, CNRR relied more on partnerships with other non-governmental organisations and associations in order to minimise costs, and some activities were organised online.[45]
In addition to the integration program offered by the state authorities, several integration projects resumed or were launched in 2024 after a significant gap in funding. These projects, implemented under the AMIF 2021–2027 scheme, expanded the range of activities available to beneficiaries of international protection and third-country nationals. Compared to previous years, the new projects introduced additional services such as housing support schemes (rent subsidies and mediation with landlords), the establishment of virtual integration centres to provide remote assistance, and targeted financial support for school-related expenses and meals for children. Furthermore, some projects incorporated financial incentives for beneficiaries actively participating in integration activities and expanded the use of community engagement initiatives at local level. These activities complemented the previously reported initiatives by CNRR in 2023 and addressed persistent gaps identified in earlier programming periods.[46]
Adult beneficiaries of international protection benefit from intensive and free Romanian language courses, organised by the specialised structures of the Ministry of National Education, in collaboration with IGI. Enrolment is made throughout the calendar year, and the attendance of the course may continue throughout the following school year.[47] IGI-DAI, in collaboration with NGOs provides the necessary spaces for organising the courses.[48] The Ministry of Education appoints a qualified person to teach the Romanian language course for adults and minors and it also ensures adequate training for these teachers.[49] The Ministry of Education establishes the organisation, duration and schedule of these courses.[50]At the end of the preparatory course, a commission issues a certificate that demonstrates the level of knowledge of the Romanian language.[51]
For unaccompanied minors who are beneficiaries of international protection, IGI-DAI collaborates with DGASPC and NGO representatives. They establish the integration plan for the children and implement the activities included in the plan.[52]
In 2024 and 2025, JRS Romania implemented the My Place project in Region 2. As part of this initiative, in addition to Romanian language courses, various cultural, recreational, and educational activities were organized. JRS Romania collaborated with the Agency Against Human Trafficking, the National Anti-Drug Agency, as well as non-governmental organizations, public and private educational institutions, and universities. These partners played a key role in facilitating joint activities and supporting initiatives aimed at fostering the effective integration of beneficiaries into Romanian society.[53]
In Timisoara, LOGS reported that approximately 15 beneficiaries of international protection were supported in accessing education in 2025. Among them, four children attended kindergarten; eight were enrolled in primary education (grades CP–IV); two in lower secondary education (grades V–VIII) and one in high school. According to estimates provided by the organisation, approximately 70% of the children were girls and 30% were boys. According to LOGS, language barriers represent a significant difficulty for children accessing education. The organisation also reported cases in which schools were reluctant to enrol children who did not speak Romanian, as well as instances of bullying and discrimination.[54]
[1] Article 20(1)(h) Asylum Act.
[2] Information provided by CNRR in February 2025.
[3] ibid.
[4] ibid.
[5] ibid.
[6] ibid.
[7] ibid.
[8] Information provided by CNRR, 03 March 2026.
[9] ibid.
[10] ibid.
[11] ibid.
[12] ibid.
[13] ibid.
[14] Information provided by JRS Romania in February 2025.
[15] Information provided by ISJ Galati 16 March 2026
[16] Information provided by ISJ Maramures 03 March 2026
[17] Information provided by ISJ Timis 26 February 2026
[18] Information provided by CNRR, 03 February 2026.
[19] Information provided by IOM, 25 February 2026.
[20] ibid.
[21] Information provided by Global Help, April 2026.
[22] Article 10(1) Integration Ordinance.
[23] ibid. Article 10(2). During the preparatory course children beneficiaries of international protection participate free of charge in pedagogical activities within the school units, without their presence being registered in official documents.
[24] Article 10(3) Integration Ordinance.
[25] Information provided by JRS Romania, February 2025.
[26] ibid., March 2026.
[27] Information provided by School Inspectorate in Bucharest in January 2025.
[28] Information provided by School Inspectorate in Timis in January 2025.
[29] Information provided by the School Inspectorate in Suceava in January 2025.
[30] For the highly onerous administrative requirements to be met for this process according to Common Order No 1985/1305/5805/2016, see DGASPC, Necessary documents for the complex assessment of the child’s disability, available in Romanian here.
[31] Information provided by JRS Galati in February 2025. Confirmed in April 2026.
[32] ibid.
[33] ibid.
[34] ibid.
[35] Information provided by Save the Children in March 2025.
[36] Article 13(1) Integration Ordinance.
[37] ibid. Article 13(2).
[38] ibid. Article 2(c) Integration Ordinance.
[39] ibid. Article 3.
[40] ibid. Articles 15-16.
[41] Information provided by IGI-DAI, 18 January 2024. See also information available here.
[42] ibid.
[44] Information provided by CNRR, 16 January 2024.
[45] ibid., April 2026.
[46] Information provided by JRS Romania, January 2025.
[47] Article 14(1) Integration Ordinance.
[48] ibid. Article 14(2).
[49] ibid. Article 14(3).
[50] ibid. Article 14(4).
[51] ibid. Article 14(5).
[52] ibid. Article 35(3).
[53] Practice based observation by JRS Romania, March 2025.
[54] Information provided by LOGS, 16 February 2026.