The aim of the paper is to analyse the inclusiveness of educational inclusion using ethnic relevance as an indicator. Recent studies have shown that one of the most important determinants of school drop-out and educational performance is the pupils perception of school as a friendly environment ( Ivan & Rostas, 2013). From this perspective, the paper will analyse the educational policies in Czech Republic, Hungary and Romania though the lenses of Roma ethnic identity, using policy analysis and semi-structured interviews with relevant actors.. The research hypothesis presumes that one of the important causes of the limited impact of policies towards Roma is the way how their ethnic identity is reflected during the policy-making process. How are the Roma defined by the policy makers? How are their problems defined? Who exactly is part of the policy target group? What are the limits of the ethnic group set by policy makers?  The paper analyses the process and content of education policies towards Roma employed by governments in the three countries (Miskovic, 2013). It connects the concept of ethnic identity with the policy-making process towards Roma minority. The research examines how policy makers and Roma activists categorized the Roma, as a target group, in developing these policies. In other words, it explores experts and policy-makers’ definitions and classifications of Roma, in comparison to Roma self-identification, and then investigates the impact of such different classifications on the educational policy-making. In an attempt to elaborate a unified theory of identity, Rawi Abdelal and others defined identity along four dimensions (Abdelal & others, 2009). Adjusting the definition to the particular situation of Roma the paper proposes four analytical dimensions: (1) ethnic group participation in the policy making process, (2) ethnic claims and grievances expressed formally by social actors who speak on behalf of the group, (3 ) representation of the group or the problems faced by this group in public sphere by the different social actors involved in policy making: policy makers, researchers, representatives of the group, etc. and (4) causal relationships that determine the current state of affairs identified by analyzing public policy documents. The paper will argue that the policy-making in education for Roma does not consider ethnic relevance, thus, educational services are not inclusive (UNESCO, 2005)

Abdelal, R., Herrera, M.Y., Johnston, A.I., and McDermott, R., (eds)(2009). Measuring Identity: A Guide for Social Scientists, New York: Cambridge University Press. Ivan, C., Rostas, I. 2013. Parasirea timpurie a scolii: cauze si efecte, Bucuresti: Roma Education Fund. Miskovic, M. (ed.) 2013. Roma Education in Europe: Practices, Policies and Politics. London: Routledge. UNESCO (2005) Guidelines for Inclusion: Ensuring Access to Education for All, Paris: UNESCO