education and they establish state financed minority language schools, they should also undertake efforts to provide equal resources and education of equal quality in minority language schools. The opposite leads to the marginalization of the minority group and cannot be regarded otherwise than structural discrimination, even if this is not intended. Consequently, minority rights advocacy should understand institutional processes and should monitor the quality of education in minority language schools. We focused exactly on this issue. Taking into consideration also the recommendations of the European Regional Forum we defined as structural discrimination the following situations: - If students learning in minority languages end up with lower quality or fewer textbooks If minority-language schools have a lower quality infrastructure If in mixed schools minority-language classes are put in lower quality buildings or less equipped classrooms If the level of qualification of the teaching personnel is lower in minority language schools If minority students systematically achieve lower performances in student assessment programs and, more importantly, in the official processes of examination If minority students are not provided with satisfactory opportunities to learn the majority language We found that several aspects and not problematic, while in other dimensions it would be an exaggeration to interpret the problems as structural discrimination. But now, I would like to focus on three problematic aspects that are crucial: - - - First, the qualification of the teaching personnel of the Hungarian and mixed language schools is evidently lower compared to the national average. The difference is more striking in the upper secondary education but in lower secondary and primary education is also present. Second, the quality of infrastructure does not differ among Romanian and Hungarian language medium schools significantly. However, there is a significant difference inside the mixed schools with both Hungarian and Romanian language classes. According to our exhaustive survey, classrooms used by Hungarian language classes are less equipped with modern teaching equipment, such as white tables, internet connection, computers, projectors, smart TVs. According to qualitative field visits, Hungarian classes tend to be placed in smaller and more peripheral classrooms. The linguistic landscape is also profoundly asymmetries. This is why many Hungarian parents prefer to enrol their children in separate Hungarian language schools Third, we found a strange contradiction in the school performances of Hungarian speaking students. On the one hand they tend to perform slightly better compared to the national average at international student assessment programs, such as PISA. On the other hand, their performances are dramatically worse at official examinations. Last year the passing rate at baccalaureate exam of the Hungarian students was only 54 (fifty-four) percent compared to the national average of 63 (sixty-three). This exam is needed for tertiary education enrolment, while failing to pass it limits considerably one’s labour market prospects. And here we find one of the major factors conducting to the marginalization of the Hungarian community. This is why they are severely underrepresented among university graduates.