Abstract:

Roma children in Portugal face significant systemic barriers in accessing and completing their education, which is reflected in disproportionately high dropout rates and limited progression to secondary education. Despite Portugal’s ratification of key human rights instruments regarding the right to education, discrimination and segregation persist as significant challenges. This paper examines the role of the Universal Periodic Review (UPR) in addressing these issues, with a focus on the recommendations made to Portugal across three UPR cycles. The paper argues that while Portugal accepted all recommendations on Roma children’s education, their general and non-specific nature limited their capacity to drive real change. In contrast, examples from other states demonstrate that more targeted, action-oriented recommendations are possible within the UPR framework. The recommendations failed to address most of Portugal’s obligations under international human rights law, including ensuring cultural appropriateness, community participation, or language protection. In response, Portugal has implemented commendable initiatives, including the National Strategy for the Integration of Roma Communities, scholarship programmes, and intercultural teacher training. These efforts have contributed to measurable improvements, such as reduced dropout rates. However, this engagement risks becoming ritualistic without clear, actionable UPR recommendations. Furthermore, a lack of disaggregated data on Roma students makes it difficult to evaluate the true impact of these policies. The paper concludes that to ensure significant and lasting quality in the education of Roma children in Portugal, future UPR cycles must provide specific and targeted recommendations in line with international human rights obligations.