As all results and conclusions, these are also to some extent defined by the goals of the research.

     Our goal was modest: to create a database of Roma schools in Bulgaria by regions, and to monitor the tendencies in schools where Roma comprise between 30-50% of the pupils.

     The lack of such a database can be formally explained by the fact that the educational system does not differentiate between the ethnic origin of pupils and students, and as a consequence does not take special interest in the problems confronting ethnic minorities. Such constitutionally justified approach is an excellent opportunity to bypass the problem. However, as time passes by, it becomes even more difficult to solve the problem, which could soon threaten the very foundations of the educational system, or forever be treated as a shameful disease. There are two main factors behind this process: fear of publicity and segregation attitudes towards the minorities.

     Fear of publicity undermines the essence of the problem by shifting the focus to successful individual achievements in the sphere of education, which are often achieved despite the educational system itself.

     Thus, another aim of this research is to present the public with enough reliable data, which proves the existence of an otherwise intuitively clear problem. This, in turn, is related to the segregation attitude towards the minorities.

     The educational standards, norms, and tools are inaccessible to Roma pupils - at least as much as are inaccessible the campaigns that excessively present the whole public with the regulations of the educational system: admission tests to the so-called elite high schools and different universities (since Bulgaria lacks a system evaluating the quality of education across institutions, the prestige of a certain educational facility is based on traditions and intuition). In other words, for a large number of pupils and Bulgarian citizens different standards hold, or no standard holds at all because of other non-educational problems. In this case one is forced to admit that in Bulgaria there are at least two (but there are actually many more) educational systems, whose differences are based on ethnic origin, and whose fundamentals strengthen social segregation.

     Thus, the talk of better educational services aims at qualifying the recipients of these services. Naturally such qualifications are not based on standardized admissions procedures, but speak of a latent racism allegedly unknown to the Bulgarian society.⁴

     This leads us back to our initial aim: finding the particular conditions behind the qualitative and regional data, which might present the opportunity to devise a framework for educational integration of Roma community, and not only to enumerate and define the schools with predominant Roma presence.

     Standardizing the admissions process, and presenting equal opportunities to all who wish to use educational benefits, is the true approach towards real desegregation. However, this cannot be achieved simply by moving Roma out of Roma schools, since all Roma schools are located in Roma neighborhoods and settlements. Real desegregation is possible only if equal opportunities are presented to all individuals not only for receiving education but also for transferring from one educational level to another.

     This is the aim, this is the belief of our research.