A/HRC/31/CRP.2 35. Participants from Peru noted the lack of specific legislation to assist Roma communities. Indigenous peoples and other minority groups are recognized, but a legislative and institutional silence surrounds Roma minority rights. It was suggested that establishing public policy on Roma and recognizing Roma as a Peruvian minority might increase trust in the Government as a partner in promoting and protecting their rights, and that this might make individuals feel more comfortable about disclosing their Roma identity. 36. Participants also emphasized their wish for Roma to be able to integrate more into Peruvian society in order to reduce marginalization and exclusion, albeit while maintaining their distinct identity and culture. Currently, many Peruvian Roma prefer to hide their identity, fearing that disclosing their ethnicity could lead to discrimination or have other negative impacts. C. Education 37. Almost all the participants indicated that one of the major challenges for their communities is access to education. Literacy rates in Roma communities across the Americas remain low, and school dropout rates high. States often highlight the itinerant lifestyles of Roma as the key obstacle to education, but the majority of participants noted that most Roma no longer travel. It was emphasized that experiences of discrimination are the key challenge in terms of accessing education. 38. Participants described hauntingly similar experiences of discrimination in terms of access to education, from the bullying of Roma children by other students and their family members to direct discrimination by educational administrators who refuse to enrol Roma students in schools on the basis of their ethnic identity. Other challenges identified include inadequate accommodation of the cultural practices of Roma students, such as Roma languages and traditional dress, and of the specific needs of those who maintain a travelling lifestyle. Even where overarching policies do exist to protect the right to education for all without any form of discrimination, a lack of awareness of these laws among teachers and school administrators, as well as a lack of awareness about Roma and their rights as a minority group, mean that in practice, in the locations in which Roma live and where prejudices remain alive, these laws are not implemented. 39. The Special Rapporteur notes that all of these factors have contributed to the low levels of educational attainment and high dropout rates among Roma communities, which perpetuate the cycle of marginalization and exclusion. 40. The government of Argentina has recognized that Roma communities have low levels of literacy and high school dropout rates. The Government attributes these to cultural factors such as nomadism and early marriage, and the practice of encouraging early entry into the labour market.15 Participants, however, highlighted the ongoing discrimination experienced by Roma children in accessing education as the key obstacle in this regard. This includes direct discrimination against Roma students by both teachers and school administrators, as well as bullying by non-Roma pupils that is often not adequately addressed by the school authorities. Participants noted that when children with Roma surnames try to enrol in school, they are often not accepted. They observed that while some outreach workers criticize Roma communities for withdrawing their children from school, Roma parents report that they have no alternative, as their children are not offered a safe place in which to pursue their education while freely expressing their Roma identity. 15 Response of the Government of Argentina (note 9), p.6. 9