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EURYDICE is the Education Information Network in Europe (Socrates Programme) Last update: February 2001 1

EURYDICE SUMMARY SHEETS ON EDUCATION SYSTEMS IN EUROPE-ROMANIA



I. Description of education system

1. Education population and language of instruction
In 1999, approximately 43% of the population in Romania aged 29 or under were in education and 2 461 410 young people were of compulsory education age. The official language of instruction is Romanian but, for all levels, teaching is also given in the language of the main linguistic minorities(Hungarian and German).

2. Administrative control and extent of public-sector funded education
Almost all pupils (99.7%) attend public-sector schools funded by the State. Private-sector educational establishments, which are administered and organised by non-governmental organisations, are more common at pre-school and higher levels. The Ministry of Education and Research is divided into several departments that are responsible for different tasks and education levels. At regional level, each county has a School Inspectorate managed by a general inspector. Each establishment has a school board and a management board, which assist head teachers in fulfilling their management obligations. As regards school inspection, the head teachers and general inspectors must draft an annual report on the educational situation. This report is submitted to the local authorities and the Ministry of Education and Research.

3. Pre-primary education
Pre-primary education covers the 3- to 7– year-old age group. This type of education is provided inspecial institutions – Kindergartens (grădinițe) mostly public. Attendance is optional, except the finalyear, which is compulsory and free of charge. In 1999/2000, the attendance rate in pre-primaryeducation as a whole was 65%.

4. Compulsory full-time education

(a) Phases
Școală primară (primary) 7-11 years of age
Gimnaziu (general lower secondary) 11-15 years of age


According to the Law 151/30.07.1999, compulsory education lasts 9 years instead of 8; the first generation concluding 9 years began lower secondary education (the 5th grade) in 1998/99. The leaving examination of lower secondary education, for this generation will be held at the end of the 9th grade, in the school year 2003/2004.

(b) Length of the school day/week/year

The school year 1999/2000 comprised 173 days of teaching, divided in two semesters. Courses are spread over five days a week. The number of periods (lasting 50 minutes) per week varies from 18/20, in the first years of primary education, to 22/25, in the first years of lower secondary education. Theminimum number of hours of teaching a year is 577 for primary school and 721 for lower secondary school.

(c) Class size/student grouping

In 1999/2000, the number of pupils per teacher was 19 at primary school level and 13 at lower secondary level. The average class size was 20. The number of pupils per class required by law is between 10 and 30. The classes are co-educational and made up of pupils of the same age. At lower secondary level, pupils who are two years (or more) older than the pupils in the corresponding yearcan attend evening classes. In primary schools, the subjects are taught by only one teacher(except EURYDICE is the Education Information Network in Europe (Socrates Programme) Last update: February 2001 2 for religion, foreign languages, physical education and music). At lower secondary level, a specialist teacher teaches each subject.

(d) Curricular control and content

The curriculum framework for primary and lower secondary education, set up by the Ministry of Education and Research, allows schools to design their own timetable schemes: the core curriculum (80% for primary level and 75% for lower secondary level) and the curriculum at school's disposal (20% for primary level and 25% for lower secondary level). The subjects are grouped according to 7 curricular areas: language and communication, mathematics and natural sciences, people and society, arts, physical education, technologies, counselling and guidance. The main subjects are Romanian, foreign languages, the history of Romania and physical education (half of the number of weekly hours). Teaching methods are not imposed by official regulations, but there are some recommendations concerning alternative textbooks, homework, and didactic use of - ICT.

(e) Assessment, progression and qualifications

Pupils are assessed by teachers throughout the school year. Pupils in difficulty can be made to repeat the year. At the end of primary school, pupils automatically move on to the next level (with no finalexamination). At the end of lower secondary school, a final examination (examen de capacitate) is organised by each establishment on the basis of the methodology developed by the Ministry of Education and Research. Graduates are awarded a diploma (certificat de capacitate) which entitles them to take the entrance examination for upper secondary schools.

5. Upper secondary and post-secondary education

(a) Types of education

Liceu (general and specialised upper secondary) 15-19/20 years of age
Școală profesională (vocational upper secondary) 15-19 years of age
Școală de ucenici (apprenticeship school) 15/18 years of age
Învățământ postliceal (post-secondary education) 19-20/22 years of age


(b) Admissions criteria

The compulsory education leaving certificate (certificat de capacitate) is required by all establishments, except apprenticeship schools. All the schools organise entrance examinations. Only medical post-secondary schools require the baccalaureate diploma. The other admission criteria forpost-secondary level are the same as for upper secondary education.

(c) Curricular control and content

In general and specialised education, the curriculum framework set up by the Ministry of Education and Research covers 7 curricular areas: language and communication, mathematics and natural sciences, people and society, arts, physical education, technologies, counselling and guidance. The importance of each group of subjects varies according to the type of school. The Ministry of Education and Research and the Ministry of Labour and Social Welfare set the curricula of post-secondary schools.

(d) Assessment, progression and qualifications

Pupils are assessed by the teachers continuously, in all subjects, during the whole school year. The teachers decide whether a pupil must repeat the year. There is a final examination (examen de bacalaureat) at the end of high school (Liceu - upper secondary level). The diploma accompanying this examination (diplomă de bacalaureat) allows pupils to apply to take the entrance examination for higher education. Any pupil who completes secondary education, with or without a final leaving certificate, can apply to take the entrance examination for post-secondary education (medical postsecondary schools however require the diplomă de bacalaureat). The post-secondary leaving certificate (certificat de absolvire) grants students access to the labour market.

6. Higher Education

(a) Types of institutions

Higher education comprises short courses (two to three years) in university colleges (colegii) and long courses (from four to six years) in universities, institutes and academies.

EURYDICE is the Education Information Network in Europe (Socrates Programme) Last update: February 2001 3

(b) Access

The upper secondary-leaving certificate (diplomă de bacalaureat) is required by all establishments. Admission is based on entrance examinations organised by all institutions on the basis of general criteria defined by the Ministry of Education and Research.

(c) Qualifications

Students with college qualifications (diplomă de absolvire) can go on to study in faculties identical to long-type higher education establishments, in the same type of course as was initially studied or a similar course, after passing the entrance examination and depending on the number of available places. Candidates allowed to enter must pass a different examination established by faculty councils. Long-type courses end in a final examination leading to the title licențiat. Successful students can go on to follow postgraduate courses.

7. Special needs

The policy of integration is currently being developed in Romania. Most children (36 729) with special educational needs attend special schools. The structure of special education in these schools is very similar to that of mainstream education.

8. Teachers

Primary school teachers (institutori) are trained in university colleges (short-type education). The courses last two years (for students from teacher training high schools) or three years (for students from other types of high school). Lower and upper secondary school teachers (profesori) are trained in higher education, four to five years, depending on the subject they teach.

II. Ongoing Reforms and Topics of Debate on Education in Romania

The education system in Romania is under continuous changes at different levels and areas.
A. Pre-university education

1. The new curriculum framework has the following objectives:
- to decentralise, to enhance flexibility and to reduce the formal requirements of the curriculum and the syllabi;
- to adapt the curriculum to the individual learning and training needs, in accordance with the changes taking place in society;
- to guide learning towards skill development, to use interactive methods, to stimulate creative and critical thinking, as well as the pupils’ independent activity, inquisitive spirit, and the individual problem-solving ability;
- to use information in new contexts, related to concrete situations in private or social life.
The curriculum has been conceived according to the following cycles:
- the cycle of fundamental acquisitions (the kindergarten preparatory year for compulsory schooling, as well as 1st to 2nd grades)
- the development cycle (3rd to 6th grades)
- the observation and guidance cycle (7th to 9th grades )
- the consolidation cycle (10th to 11th grades)
- the specialisation cycle (12th to 13th grades)
The common curriculum corresponds to the minimum number of classes specified for each compulsory subject. In order to ensure equal opportunities, the syllabi take into account various areas of the core curriculum, as well as their corresponding objectives and learning activities. At the same time, the pupil’s assessment using different examination methods and national tests is carried out in accordance with the objectives of the common core curriculum.
The curriculum at the school’s disposal varies as extension between 20% in primary education and 50% in the last grades of upper secondary education, enabling schools to draw up their own timetablescheme.

EURYDICE is the Education Information Network in Europe (Socrates Programme) Last update: February 2001 4

2. Initial and In-service Training for Teachers and School Managers

The reform of initial and in-service teacher training enables teachers:
- to adopt adequate teaching-learning strategies, related to new objectives and contents specified in the curriculum framework plan;
- to use new evaluation methods of the education process and of its outcomes. Two national bodies have been set up and empowered to monitor changes in initial and in-service training for teachers and school managers: the National Centre for Training Pre-university Teachers and the National Centre for Training Pre-university Managers. They have the following tasks:
- to develop initial and in-service training standards;
- to set up criteria and methods for accreditation of training programmes;
- to accredit various in-service training programmes based on national standards;
- to elaborate the project for in-service training financing from various sources;
- to supervise the development of in-service training activities;
- to conceive training programmes for awarding on the job confirmation and didactical degrees;
- to elaborate the new methodology for in-service training;
- to elaborate support programmes for junior teachers;
- to establish development routes for teaching profession;
- to conceive strategies for pre-university initial and in-service training;
- to assure a balance between the supply and demand on the training market;
- to analyse the outcomes of training activities;
- to support in-service training activities performed in Teacher Resource Centres.
Besides the updating courses of professional knowledge, the initial and in-service teacher training include training sessions for the use of computers as a teaching tool and for the development of new skills in using modern technologies.
3. Modernisation of Pupil’s Assessment

Changes have been made in order to meet the requirements of the new curriculum framework. The modernisation of the assessment includes: the replacement of the marking system based on a numerical scale, from 1 to 10, with a system based on a four level appraisal scale (very good, good, sufficient and insufficient) and the organisation of assessment sessions at the end of each semester.

4. Improvement of School Management and Financing

In order to improve the School Management and Financing it is incumbent upon the Ministry of Education and Research:
- to ensure training of the school managers - so that they can assume curricular, financial and human resources responsibilities;
- to set up an efficient and adequate information system for educational management at all levels;
- to adopt effective evaluation systems of the education process;
- to develop administrative and financial competencies of school managers.
The National Agency of Manager Training in Pre-university Education ensures the development and dissemination of programmes focusing on the educational reform, educational management and European dimension. The courses are meant for teachers who intend to take on managerial positions and for managers. The National Council for Financing of Pre-university Education proposes financing strategies and methods for public pre-university educational institutions. The new financing system takes into account specific criteria for every type of expenditure.

5. Vocational Education and Training (VET)

The VET reform is based on two key elements:
- Curriculum changes
Under the circumstances of weak signals coming from the labour market, main stream curricular areas have been established allowing for multilevel polyqualification. This strategic option ensures an increased vocational mobility (avoiding the risks associated with narrow

EURYDICE is the Education Information Network in Europe (Socrates Programme) Last update: February 2001 5

qualifications) and enhances opportunities for professional integration. Narrow specialisation modules can then be used within further vocational training. New subjects have been introduced into the curriculum, in order to promote equal opportunities and to give VET graduates the possibility to continue their studies, e.g. IT, Entrepreneurial Education, Civic Culture, Foreign Languages, Vocational Guidance and Counselling. The new curriculum also allows for a cross-curricular approach according to the students' interests, as well as to the requirements of the local business environment.
- Development of social partnerships
The local community providing reliable information about the local labour market can suggest adequate ways of meeting the demand for certain qualifications. Further vocational training is carried out within the educational system, using specific programmes initiated and organised by public or private institutions, in the spirit of social partnership.

6. Higher education

The higher education reform has been intended to facilitate the access to higher education studies, to improve the quality of the studies and of the scientific research, to decentralise the academic and financial management and to encourage academic and social partnerships. The curriculum reform has been focused on the balance between the educational offer and the economical, social, cultural and artistical demand of the society, on the connection between initial and further education, on the separation between the initial general study cycle and the specialisation study, on the diversification of educational offer and its adequacy to student’s needs, on the compatibility assurance between the national and European transferable credit system.
The National Council for Quality Management in Higher Education is a consultative body which assists universities in designing and implementing their own quality management systems and ensures the external evaluation of implemented systems. The new financing system is based on the number of students and on the specific training costs. The National Council for Higher Education Financing is entitled to elaborate criteria for the differentiation of funding supported by the Ministry of Education and Research.

Unrevised English

For more detailed information on education systems in Europe, you may consult the EURYDICE data base, EURYBASE (http://www.eurydice.org)
Bucuresti Beius
Rodica Barlau-2002