Information edited and published by the Eurydice European Unit - Avenue Louise 240 - B - 1050 Brussels Structures of Education,
Initial Training,
and Adult Education,
Systems in Europe,CEDEFOP EURYDICE
ROMANIA
1999 1
Information provided by:
EURYDICE UNIT
Socrates National Agency
1 Schitu Măgureanu - 2nd Floor
70626 Bucharest
Romania
If you wish to have more detailed information on education systems in Europe, we warmly
recommend that you consult the EURYBASE database (http://www.eurydice.org) and the
CEDEFOP monographs (http://www.cedefop.gr)
ROMANIA
Structures of Education, Initial Training and Adult Education Systems in Europe. EURYDICE/CEDEFOP 1999 2
INTRODUCTION
Europe is characterized by a very wide variety of education and training systems. In
order that this diversity should be fully appreciated, EURYDICE, the information
network on education in Europe and the European Centre for the Development of
Vocational Training (CEDEFOP) jointly published Education and Initial Training
Systems in the European Union for the first time in 1990. This book was updated in
1995 and then again in 1999/2000. Given the number of countries it now covers1 and
the amount of data available, this most recent update has been placed for consultation
on the EURYDICE Network website (http://www.eurydice.org), instead of being
distributed in printed paper form. In this way, it may be accessed by a maximum
number of readers and updated on a more regular basis.
Descriptions relating to individual countries in turn include basic information on the
administration and structure of their systems of education and initial vocational training
at all levels, as well as brief accounts of their higher education and systems for initial
and in-service teacher training, and of the status of teachers. EURYDICE and
CEDEFOP have also used this latest update to add a chapter on adult education,
which is an important topic in relation to the development of lifelong learning in Europe.
As in the previous edition, the information is structured with respect to a common table
of contents to facilitate inter-country comparisons while ensuring that special features
peculiar to each system are duly emphasized.
The first chapter within each country section is devoted to a short presentation of the
country concerned, together with the basic principles governing its education and
training, the division of responsibilities and then more specific information (relating to
administration, inspection, financing, private schooling and advisory bodies). The major
reforms of education systems are also considered.
The other chapters deal in turn with pre-primary education, compulsory and postcompulsory
education (general, technical and vocational), the initial vocational training
of young people and higher education. Here also, the way these chapters are
structured depends on each national context. Where pre-primary education is not in
reality separate from primary education, or where compulsory education spans different
levels, no artificial division has been created. In the case of all countries, a brief
description of the aims and structure of the level of education concerned is followed by
further headings devoted to the curriculum, assessment, teachers and statistics.
Initial vocational training is the subject of a chapter in its own right, as it is generally
provided outside the ordinary education system, whether as part of schemes for
apprenticeship, the special training of young people or vocational integration. This is
followed by a chapter on higher education, in which a summary description is
supplemented by sections on admission, fees, the academic year, courses,
qualifications and assessment.
As indicated above, this latest updating also provides for the first time a general
description of the way formal systems of general education and vocational training for
adults are organized. The legislative framework and financing of this kind of education
are also covered.
The situation regarding teachers is dealt with in a specific section for each level of
education discussed. Also provided are statistics on the number of pupils, students,
teachers and educational institutions and, where figures are available, on pupil or
student/teacher ratios, attendance and attainment rates or, yet again, on the choice of
branches of study or areas of specialization. 1 The European countries taking part in the Community Programme in Education, Socrates.
ROMANIA
Structures of Education, Initial Training and Adult Education Systems in Europe. EURYDICE/CEDEFOP 1999 3
The description for each country is preceded by a diagram of its education system with
explanatory notes. Here again, the way the diagrams are presented has, as far as
possible, been standardized so that common - and differing - features of the various
systems can be more easily identified and compared.
The National Units in the EURYDICE Network have drafted the descriptions for their
countries, each using the same proposed outline of content as a common framework.
The information on initial vocational training and on adult education has been prepared
in close collaboration with members of the documentary information network of
CEDEFOP (in the case of the European Union and EFTA/EEA countries) and the
National Observatories of the European Training Foundation - ETF (as regards the ten
countries of central and eastern Europe). We are extremely grateful to them and to all
those who were involved in this project, both in the EURYDICE European Unit in
Brussels and at CEDEFOP in Thessaloniki, for their invaluable contribution to this
fundamental source of information which is vital to a better understanding of education
and training systems in Europe.
Luce Pépin
March 2000 ROMANIA
Structures of Education, Initial Training and Adult Education Systems in Europe. EURYDICE/CEDEFOP 1999 4
ÎNVATAMÂNT SUPERIOR
COLEGII
ÎNVATAMÂNT POSTLICEAL
INSTRUIRE LA LOCUL DE MUNCA
LICEU
SCOALA PROFESIONALA
SCOALA DE UCENICI
ÎNVATAMÂNT SECUNDAR OBLIGATORIU (GIMNAZIAL)
ÎNVATAMÂNT PRIMAR
AN PREPARATOR
ÎNVATAMÂNT PRESCOLAR (GRADINITA)
COMPOLSORY EDUCATION
Age
ROMANIA
COMPULSORY SECONDORY EDUCATION
HIGHER EDUCATION
COLLEGES
POST-HIGH SCHOOL
EDUCATION
HIGH SCHOOL VOCATIONAL
SCHOOL
APPRENTICESHIP
SCHOOL
ON-THE-JOB TRAINING
PRIMARY EDUCATION
SCHOOL PREPARATORY YEAR
PRE-PRIMARY SCHOOL ROMANIA
Structures of Education, Initial Training and Adult Education Systems in Europe. EURYDICE/CEDEFOP 1999 5 <>
1. RESPONSIBILITIES AND ADMINISTRATION
1.1 Background
Romania has an area of 238,391 square
kilometres and a population of 22,545,900
inhabitants (1 July 1997). The population is
composed of 89.7% Romanians, 6.8%
Hungarians, 1.8% Gypsies, 0.4% Germans,
0.3% Ukrainians, 0.9% other minorities. The
main religion is Orthodox (86.8%).
According to the Constitution adopted in 1992,
Romania is a presidential republic. The
Romanian bicameral Parliament, comprising a
Chamber of Deputies and a Senate, enacts all
legislation. Executive power is exercised by the
Government.
As regards administration, Romania is divided
into 40 counties plus the capital city, Bucharest.
Romania has 67 cities, 195 towns and 2,686
villages.
In 1996, the employment sectors were
distributed as follows: 29% industry, 34.6%
agriculture, 8% services. The unemployment
rate was 8.1% in December 1997.
1.2 Basis of the education system:
principles - legislation
In Romania, education and training are based
on the following main principles:
- education is a national priority;
- school must promote a democratic, open
and humanistic education;
- the education system should offer equal
opportunities for all citizens;
- education provided by state institutions is
free of charge;
- members of ethnic minorities can learn in
their mother tongue;
- the education network will be adapted to
demographic evolution and vocational
training needs;
- education is free of political ideologies;
- the Ministry of National Education is
entitled to define and implement the
education policy;
- higher education institutions have financial
and administrative autonomy;
- alternative models of education are
accepted and encouraged.
The legislative foundation of the
education and training system is formed
by:
- the Romanian Constitution adopted in
1991, which lays down the right to
education for all citizens;
- the Education Act 84/1995, which
stipulates that education is a national
priority and should contribute to the free
and harmonious development of the
individual and of his/her autonomous and
creative personality;
- particular acts: Act 88/1993 on
Accreditation of Higher Education
Institutions and Recognition of Diplomas,
which formulates criteria for institutional
accreditation and the recognition of
diplomas, Act 128/1997 on Teaching Staff
Regulations, which establishes the
appointment, transfer, dismissal and
placing of teaching staff, and also covers
school psychology services;
- Government Decisions and Emergency
Ordinances, which create necessary
conditions for the implementation of
education reform.
Legislation will be improved with two new acts:
the Pre-university Education Act and Higher
Education Act, prepared by the Ministry of
National Education to extend decentralisation
and social partnerships. Before approval,
these acts are discussed by specialised
commissions of the Parliament and then by the
Chamber of Deputies and the Senate.
The new legislative framework was necessary
for an overall reform of the education system.
The reform relates to two components of the
system: primary and secondary education, and
higher education.
ROMANIA
Structures of Education, Initial Training and Adult Education Systems in Europe. EURYDICE/CEDEFOP 1999 6
The reform of primary and secondary
education (1994-99), has two major objectives:
- to modernise and improve the quality of
primary and secondary education, by
reforming the education system (curricula,
syllabi, textbooks, assessment, and initial
and in-service teacher training);
- to reform the system of financing
education and financial management in
education.
The strategy developed by the Romanian
Government in order to reform this component
of the education system is supported by a
USD 50 million loan from the IBRD (May
1994). Vocational training reform started in
1995, with support from the EU PHARE
Programme (ECU 25 million ).
Higher education reform was initiated in 1990.
Its main objectives are as follows:
- to change the relationships between the
Government (Ministry of Education) and
the higher education institutions by
enhancing university autonomy;
- to modernise and improve the quality of
education;
- to create mechanisms and procedures for
academic assessment and accreditation of
educational institutions;
- to introduce new financing mechanisms.
For the achievement of these objectives, the
amount of USD 84 million has been allocated.
This amount is composed of: a grant offered
by the European Union (PHARE Programme)
equivalent to USD 9.6 million, a loan from the
World Bank for USD 50 million and a
contribution from the Romanian Government
equivalent to USD 24 million.
In order to facilitate the integration of schoolleavers
into social and economic activities, in
compliance with Government Decision No
463/1991, public or private companies receive
the equivalent of the unemployment benefit
during nine months for every young person
employed.
1.3 Distribution of responsibilities
Traditionally, the education and training
system administration has been centralised.
The central governing bodies (the Ministry of
National Education, the Ministry of Finance,
the Ministry of Labour and Social Protection
and the Government) were the most important
decision-makers in all functional domains
(human and material resources, finances,
curriculum and school development). The
Education Act 84/1995 regulates the
administration of the education and training
system at all levels (national, regional, local).
There are several projects in progress aimed
at the decentralisation of the education system
and the reform of the organisational structure.
The most important projects are: the PHARE
project on restructuring of the central
administration; the project financed jointly by
the Romanian Government and the World
Bank on pre-university education reform
("management and finance" component) and
the projects on higher education reform
financed by PHARE and the World Bank.
Central authorities
The Ministry of National Education ensures the
general administration of education at the
national level. The Ministry of Finance and the
Ministry of Labour and Social Protection have
important decision-making roles in establishing
the size of the national budget for education
and in establishing the workload for the
teaching and non-teaching staff.
The Ministry of Education is organised as
follows:
- The Minister for Education is the top level
of management. The Body of Advisers, the
National Councils, the Litigation Office, the
Public Relations Office, the Control
Department and the Department of
International Relations are directly below
the Minister. The latter department
comprises three sub-departments: the
Department of European Integration, the
Department of International Relations and
the Department for Romanians living
abroad.
- There are three Secretaries of State under
the Minister for Education. The activity of
the ministry in its entirety is performed
through the General Secretariat of the
Ministry (the Secretary General position
has recently been introduced in central
public administration).
- The first Secretary of State manages preuniversity
education. The General
Department of Pre-university Education
has three sub-departments: Pre-High
School Education, High School Education,
and Vocational and Post-High School
Education. The Secretary of State is
directly responsible for the following units:
PHARE-VET (Vocational Education and
Training) Reform Project, the World Bank
Reform Project, Teacher Training and
Personnel, Evaluation, Prognosis, and
Statistics, Vocational Re-training and
Integration.
ROMANIA
Structures of Education, Initial Training and Adult Education Systems in Europe. EURYDICE/CEDEFOP 1999 7
- The second Secretary of State is in charge
of university education and manages the
following departments: Higher Education
and Scientific Research (with the Scientific
Research Office and Higher Education
Management, Strategies and Forecast
Office), the Financial Department, the
Information and Communication
Technology Office, and the World Bank
and PHARE Projects for Higher Education
Reform.
- The third Secretary of State manages the
Department of Patrimony (sub
departments Libraries and Technical
Assistance), Education for National
Minorities (with the Office for Education in
the Hungarian Language and the Office for
Education in German and other
Languages), the Office for Reform Projects
(School Rehabilitation) and the
Administration Office.
The most important departments are the
Department for Pre-University Education and
the Department for Higher Education and
Scientific Research .
The Department for Pre-University
Education manages pre-primary, primary,
lower secondary, upper secondary, postsecondary
and vocational education. It
approves study programmes, analytical
curricula, and the rules for the organisation
and operation of inspectorates and, as
provided for under the law, coordinates the
appointment, transfer, dismissal and placing of
the teaching, managerial guidance and
inspection staff within the public education
system and its component units. It is
responsible for teacher training and upgrading
and for the identification and provision of
appropriate education for the most able pupils.
It decides on the structure of the school year,
examination sessions, competition times, and
school holidays for the public pre-university
system. and it evaluates the pre-university
system. It coordinates entrance and
graduation examinations in education units, as
well as school competitions. The Department for Higher Education and
Scientific Research manages higher
education, coordinates research activities in
higher education and approves the rules for
the organisation and operation of subordinate
units in accordance with the law, develops a
framework methodology for examinations for
entrance to higher education, and coordinates
the activities of university libraries. Regional authorities
The regional level of decision-making exists
only for pre-university education. Higher
education institutions are autonomous and are
directly under to the Ministry of Education, the
National Council for Academic Evaluation and
Accreditation or the Government. The County School Inspectorates are the
regional-level administrative decision-making
bodies for pre-university education. They are
in charge of all school units, units for extracurricular
activities and auxiliary units for the
pre-university level.
The Government, on the basis of the Ministers
for National Education's proposals, establishes
the structure of the county school inspectorate.
It is headed by an inspector general and:
- a managing board composed of: the
inspector general (president), the deputy
inspectors general, subject inspectors, the
director of the Teachers' Resource Centre,
the chief accountant and the legal adviser
of the inspectorate;
- an advisory council composed of heads of
educational institutions, teachers and
renowned professors, parents, and
representatives of the local authorities, of
the religious communities and of local
companies. The Inspector General, the Deputy Inspectors
General and the Director of the Teachers'
Resource Centre are appointed by the Minister
for Education on the basis of professional and
managerial expertise criteria. The Inspector
General appoints school inspectors.
Competitions are held on the basis of the
methodology developed by the Ministry of
National Education.
The school of schools within their remit;
- to monitor inspectorates have the following
main functions:
- to cooperate with local authorities in
ensuring the financing the organisation
and operation of the pre-university
education network and to inspect schools;
- to ensure compliance with the law in the
organisation, management and
development of education;
- to set up public education units -
kindergartens, primary schools, lower
secondary schools, vocational and
apprenticeship schools - with the consent
of the Ministry of National Education;
- to make recommendations to the Ministry
of National Education about the school
network under their jurisdiction;
- to ensure, jointly with the local public
administration bodies, school attendance
for the duration of compulsory education;
- to ensure that school units are adequately
staffed with teachers, in conformity with
the provision of the Status of the Teaching
Staff;
ROMANIA
Structures of Education, Initial Training and Adult Education Systems in Europe. EURYDICE/CEDEFOP 1999 8
- to organise and guide the teaching staff's
further training, research work and other
complementary activities;
- to ensure, jointly with the local public
administration bodies, the use,
development and the protection of
teaching facilities in schools;
- to coordinate entrance and graduation
examinations in schools, as well as school
contests;
- to monitor all pre-university education
activities and services provided by
economic agents, foundations,
associations, religious denominations and
other natural or legal persons in the area
under their jurisdiction;
- to coordinate the activity of libraries in
schools within their remit;
- to coordinate and monitor the activity of
the Teachers' Resource Centres. Institutional levels
Pre-university education institutions are
directed by their heads. According to the law,
the heads are assisted in their management
duties by a School Board and a Management
Board.
The School Board has a decision-making role
in the field of education and training. Its
members are the teachers working in the
school. The head chairs the School Board.
The Management Board has a decisionmaking
role only with respect to school
management. Its members are the head, some
members of the School Board, the chief
accountant, representatives of pupils (only for
upper secondary schools), parents, local
authorities and local companies.
The heads for primary and lower secondary
levels are appointed by the Inspector General,
on the basis of professional and managerial
competencies. The heads for upper secondary
and post secondary levels are appointed by
the Minister for Education. The school heads have the following
responsibilities:
- to use the school funds following the legal
provisions;
- to manage the school's physical facilities;
- to staff the school with personnel and to
ensure in-service training;
- to implement national and regional
educational policies, as well as the
curriculum;
- to evaluate staff periodically;
- to hold the competitions and examinations
required by law;
- to draw up reports requested by the school
inspectorate;
- to ensure the school attendance following
the approved enrolment quotas;
- to ensure order and discipline in schools;
- to cooperate with local public
administration bodies in maintenance,
repair and current expenditures;
- to preserve the pupils' safety and to
ensure the protection of staff.
Not all schools have their own accountancy
departments. For these schools, grouped in
"clusters", the accountancy services are
ensured by budgetary centres. Higher education institutions have autonomy,
following the general provisions of the
Education Act. The University Charter,
endorsed by the senate of each higher
education institution is the document
regulating the functioning of higher education
institution.
The governing bodies are elected, by secret
ballot, for four years, according to the
provisions of the University Charter of each
higher education institution. The superior
decision making bodies are represented by
University Senates and Faculty Councils. The
students participate in the Senate and Faculty
Councils: 1/5 of the members are students.
The rector is elected by the Senate and
approved by the Minister for Education. The
rector has executive and representative
functions in the relationships with other
institutions and organisations. Usually, a Dean
manages each faculty.
University autonomy is basically exercised
through:
- planning, organising, providing and
improving education;
- organising research and documentation
activities;
- deciding on areas of specialisation;
- designing curriculum according to national
standards;
- organising entrance examination;
- selecting and promoting the teaching staff;
- setting criteria for the evaluation of
teaching and scientific work;
- awarding teaching, scientific and honorary
degrees;
- deciding on postgraduate study offers;
- deciding on the domains where diplomas
and certificates issued may be used;
ROMANIA
Structures of Education, Initial Training and Adult Education Systems in Europe. EURYDICE/CEDEFOP 1999 9
- agreeing on the cooperation programmes
with other institutions;
- electing all governing bodies by secret
ballot;
- deciding on how to use available funds;
- solving students' social problems;
- identifying extra sources of income;
- setting up foundations. 1.4 Inspection /supervision/
guidance
According to the Education Act 84/1995
(Chapter IV), an evaluation of the educational
system is conducted by the Ministry of
Education, via specific institutions and bodies,
on the basis of existing regulations.
For primary and secondary education, this
activity is carried out by inspectors from the
Ministry of Education and from the County
School Inspectorates. They take into account a
series of global indicators such as: number of
pupils, school attendance, compliance with
national standards, the achievement of the
aims of the syllabi, etc.
The school heads and the inspectors general
are obliged to write an annual report on the
educational situation. This report is presented
to the local authorities (Prefecture and County
Council) and to the Ministry of Education.
All higher education institutions, public or
private, follow the accreditation procedures
requested by the Law on Accreditation of
Higher Education Institutions and Diploma
Recognition. The National Council for
Academic Assessment and Accreditation has
been established for this purpose. Its members
are approved by Parliament. The Council
comprises nine speciality commissions that
evaluate all the existing faculties and colleges
every five years, in accordance with criteria
which include educational content, research
activity, and teacher/student ratios.
The accreditation is a two-step process:
The trust licensing, which gives the right to
organise admission examinations.
The accreditation, which gives the right to
organise the degree examinations and issue
diplomas recognised by the Ministry of
Education.
The evaluation criteria relate to basic
organisational and operational fields: the
teaching staff, the content of education,
physical facilities, research activity and
financial performance. Compulsory standards
have been established for each criterion.
The Minister for Education presents an annual
report on the national education system at a
meeting of Parliament. The report is then
published.
At pre-university level, Information and Career
Counselling Centres provide information on
labour market, occupational profiles and
available education routes.
Since 1998, each higher education institution
has a Department for Guidance and
Placement on Labour Market, which provides
information on education routes, existing study
programmes and helps graduates to find a job.
1.5 Financing
Public education institutions are financed by
the state budget approved by Parliament. The
education budget must be at least 4% of GDP.
Until 1998, according to Act 10/1991 on public
finance, the Ministry of Education established
the budget allocated to each institution. The
own resources. The Ministry for National
Education allocates just the funds for the
teaching staff salaries
The reform programme for higher Ministry
distributed the approved budgets to the
subordinate units and to the County School
Inspectorates. The latter distributed funding
under the budget to their subordinate units -
the education institutions.
Starting from 1999 the local public bodies
provide the necessary funds for financing the
pre-university educational units. For this
purpose the local authorities use funds
received from the Government, the local
budget and their education has included
substantial changes in the field of financial
administration, to comply with the principle of
the autonomy of universities. The Ministry of
Education finances higher education taking
into account the Government Ordinance
66/1998 that regulates global financing of
higher education institutions. According to this
act:
- The institutions are autonomous and they
decide themselves on how to use the
funds received.
- They have complete financial autonomy
regarding the creation and administration
of their own resources.
ROMANIA
Structures of Education, Initial Training and Adult Education Systems in Europe. EURYDICE/CEDEFOP 1999 10
- Institutions have the right to demand fees
from the students, etc.
Education delivered by public institutions is
free of charge. Higher education institutions
accept a limited number of students on a feepaying
basis. Fee-paying students are those
who did not pass the entrance examination.
Textbooks are free of charge in primary and
lower secondary education.
1.6 Advisory and consultative
bodies
According to Education Act 84/1995, the
Ministry of Education is assisted in the
decision-making process by the following
advisory bodies and in the following ways:
- The Evaluation and Accreditation
Commission for Pre-university Education
which sets up the evaluation criteria for
pre-university educational units);
- The National Council for the Attestation of
Academic Degrees, Diplomas and
Certificates, which makes appointments to
directorships of doctoral programmes,
based on proposals from the institutions
offering the programme. (The right to
direct doctoral programmes is conferred by
an order of the Minister for Education.)
The Council also makes proposals for
doctoral programmes and validates Ph.D.
diplomas.
- The National Council for University
Research, which evaluates the
universities' research programmes.
(Research contracts are financed
competitively out of the state budget on
the basis of evaluations made by the
Council.)
- The Rectors National Council, which is an
informal body consisting of the heads of all
institutions of higher education and
provides a forum for cooperation between
universities.
- The National Council for the Financing of
Higher Education, which proposes the
criteria and mechanisms necessary for
granting scholarships and other forms of
financial support and which also has
advisory status, especially with regard to
external financing, and the Librarians'
National Council, which is a consultative
body.
- The specialised library network of the
Ministry of Education.
- The National Commission on specific
subjects taught in the pre-university
education system (mathematics,
Romanian language and literature, history,
English, etc.), which makes proposals for
study plans and analytical curricula to the
Ministry of Education.
- The National Council of Further Education,
which coordinates adult education and has
an advisory role vis-ŕ-vis the Ministry of
National Education.
The Ministry of Education also consults
national scientific associations of teaching staff
and nationally-recognised students'
organisations as well as the teaching staff
unions.
The Institute for Educational Sciences is under
the Ministry of National Education and
provides decision-makers in the field of
education with information necessary to
manage the reform of the Romanian education
system.
1.7 Private education
Private education is considered as an
alternative or a complement to public
education, and accredited private education
institutions are a part of the national education
system.
Private education institutions have
organisational and operational autonomy and
they must respect national standards. Private
education institutions are organised only on a
non-profit-making basis and on nondiscriminatory
principles.
Private institutions for pre-primary, primary,
lower secondary and vocational education may
be established if they are issued with a licence
by the County School Inspectorate on the
basis of an evaluation. Private upper
secondary and post-secondary schools may
be set up on the recommendation of the
school inspectorate and with the consent of
the Ministry of Education.
Evaluation criteria for private pre-university
education relate to areas such as teaching
staff, educational content, physical facilities
and financial performance. Evaluation
standards refer to each criterion and specify
the minimum acceptable level. These
standards vary depending on the level of
education and are set by the Evaluation and
Accreditation Commission for Pre-University
Education.
ROMANIA
Structures of Education, Initial Training and Adult Education Systems in Europe. EURYDICE/CEDEFOP 1999 11
Accreditation is a two-step process:
- Trust licensing, which gives a unit
provisional organisation and the right of
operation.
- Accreditation, which gives the unit full
rights as stipulated in the Education Act.
Teaching positions in private pre-university
education are filled according to the Statute of
Teaching Staff provisions regarding teaching
staff selection, recruitment, deployment and
dismissal.
Private higher education institutions are
established and operate according to the
provisions of the Education Act and have the
same level of autonomy as the public higher
education institutions.
Private higher education institutions have the
same evaluation and accreditation criteria,
standards and procedures as public higher
education institutions.
The education plans and curricula of private
education institutions are approved by the
Ministry of Education.
1.8 Statistics
Number of kindergartens 94
Number of high schools 11
Number of universities 49
Source: Ministry of Education
1997/1998 ROMANIA
Structures of Education, Initial Training and Adult Education Systems in Europe. EURYDICE/CEDEFOP 1999 12
2. PRE-PRIMARY EDUCATION
Pre-primary education is part of the
education system and it is based on the
Education Act No. 84/1995, the Regulations
on Pre-primary education and the Syllabus
for educational activities in kindergartens.
The main objectives of pre-primary education
are the socialisation and the mental,
emotional, cognitive and intellectual
development of children. To achieve these
objectives, activities are selected with the
purpose of helping children to:
- learn and use the language correctly in
various communication situations
(including foreign languages - English,
French or German - in some
institutions);
- acquire the ability to work with figures
and geometry;
- acquire knowledge regarding the natural
and social environment;
- develop abilities in sports and the arts;
- develop creativity;
- encouraging autonomy, etc.
Pre-primary education covers the 3- to 7-
year-old age group. This type of education is
provided in special institutions -
kindergartens - mostly public. Romanian preprimary
education includes institutions where
teaching is carried out in the Romanian
language and institutions where teaching is in
the languages of the national minorities.
Kindergarten attendance is optional, except
for the last year which is compulsory; for the
school year 1997/98, the attendance rate
was 62.8% for pre-primary education as a
whole.
In order to ensure continuity between preprimary
and primary education and to reduce
the socio-cultural handicap for children from
disadvantaged families, the Education Act
stipulates the gradual establishment of a
compulsory pre-primary class. This will
include 5- to 6- (7-) year-olds.
There are no entrance requirements for preprimary
education. The classes in
kindergartens are coeducational and
organised according to age group. They
comprise an average of 15 pupils (a
minimum of 10 and a maximum of 20). In
localities with a reduced number of pupils
(generally in rural areas), classes can be
formed without taking age groups into
account. Kindergartens are in most cases
under the remit of general schools (years 1 to
4 or years 1 to 8).
2.1 Organisation
Public kindergartens are established by
county school inspectorates. Local
companies, other organisations and
individuals can create and finance
kindergartens, with the approval of the school
inspectorates. The activities of private
kindergartens are supervised by the
inspectorates in order to ensure that the
quality standards necessary in the delivery of
education are met.
Pre-primary institutions are generally used for
one set of pupils per day. Private and public
kindergartens offer various types of
programmes: normal programmes
(approximately 4 or 5 hours in the morning),
long programmes (8 to 9 hours) and weekly
programmes (five days per week).
Children attend five days per week. The
structure of the school year is practically the
same as that in general compulsory
education: two semesters, a summer holiday,
winter and spring holidays (Christmas and
Easter), and three one-week holidays
(beginning of November, end of January,
beginning of June).
Classes are organised according to age
group as follows: the lower class (3- to 4-
year-olds), the middle class (4- to 5-yearolds),
the upper class (5- to 6-year-olds).
The public kindergartens with normal
programmes are completely free of charge.
For the long and weekly programmes, 50% of
the cost (meals and accommodation) is
funded by the state. The fees in private
kindergartens are established by each
institution according to the legal regulations.
ROMANIA
Structures of Education, Initial Training and Adult Education Systems in Europe. EURYDICE/CEDEFOP 1999 13
2.2 Curriculum/Assessment
The pre-primary education curriculum covers
activities, focusing on the harmonious
development of the child's personality,
divided into the following categories:
communication and language, mathematics,
aesthetic education, environmental
education, psycho-motor education, civics.
The daily activities (4 hours/day) are
determined by the teaching staff and are
composed of common compulsory activities
performed by the whole group, noncompulsory
activities such as games, outdoor
activities, and compensatory and
complementary activities. The common
activities have different durations according
to the age group: 10-15 minutes for the lower
class, 15-20 minutes for the middle class, 20-
30 minutes for the upper class and 30-35
minutes for the compulsory pre-primary
class.
No textbooks are used. The teaching
methods used take into account the child's
rhythm and individual characteristics. The
whole learning process is based on playing
games.
At the present time, no assessment (of
pupils) is undertaken in pre-primary
education, although their mental and physical
development is monitored. Pupils are not
required to repeat a class, but are
automatically moved up. Children with mental
or sensory disabilities are referred by psychomedical
commissions to special forms of
education.
A specialist has to identify speech
deficiencies and to assist families in choosing
the remedial programme carried out in
kindergartens or in specialised centres. The
psycho-motor and language skills
development is also monitored through
specific evaluation tests conceived by the
Laboratory of School Hygiene. Those tests
are not compulsory and could be applied by
teachers.
2.3 Teachers (Educatoare)
Every teacher is in charge of one class for at
least one school year. In kindergartens where
children are taught foreign languages,
specialist staff are appointed. Teachers in
kindergartens are educators (educatoare)
who have completed five years of study in
teacher-training high schools after completing
general compulsory education. Kindergartens
also have institutori, teachers trained in
teacher-training university colleges in a twoyear
course, for those who have completed a
teacher-training high school, or in a threeyear
course, for those who have completed
another type of high school.
The new regulations stipulate that starting
from 1999/2000, the initial training of preprimary
teaching staff will be provided by
university colleges.
Teachers are appointed under contract on a
permanent basis, to full-time posts, or in
some cases to part-time posts. The right of
teachers to in-service training is guaranteed
by the Ministry of National Education. During
a period of five years teachers must follow inservice
training courses (100 hours). The
training is provided in one or several
sessions in teacher-training high-schools or
university colleges and consists of
methodology, scientific and specific activities.
2.4 Statistics
Number of
children
Number of
teachers
Number of
institutions
623,553 36,648 12,368
Number of pupils/teacher = 17
Source: National Commission for Statistics,
Bucharest, 1998. ROMANIA
Structures of Education, Initial Training and Adult Education Systems in Europe. EURYDICE/CEDEFOP 1999 14
3. COMPULSORY EDUCATION
According to Article 6 of the Education Act,
all Romanian citizens must receive education
for a period of eight years after pre-primary
education. (The last year of pre-primary
education is also compulsory). The
Regulations on Pre-university Education
contain guidelines on the organisation of
primary and secondary education.
This eight-year period includes primary
education (years 1-4) and lower secondary
education at a gimnaziu (years 5-8).
Compulsory education covers the 7- to 15-
year-old age group. According to the law, the
obligation to attend school terminates when
pupils are 16 years old or when they have
completed lower secondary school,
whichever occurs first.
According to 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 2004. 3.A Primary education
In accordance with the Education Act
84/1995, primary education provides general
education for the first four years of school.
Children can obtain primary education both in
Romanian or in the language of one of the
national minorities.
Primary education focuses on the mental and
physical development of children. More
specifically, primary schools help the children
to:
- learn the Romanian language (listening,
speaking, reading, writing) as a means of
communication;
- learn to count and practise the four basic
arithmetical operations, and oral and
written calculation;
- acquire knowledge, respect and interest
for the environment;
- acquire basic scientific knowledge;
- acquire basic skills;
- develop an awareness of moral and civic
values;
- develop a love for their country and a
respect for the historical past of the
Romanian people;
- develop their own personality
harmoniously;
- acquire sporting abilities and receive
health education;
- develop civilised behaviour and moral
qualities: honesty, truthfulness, respect
for parents, people and work.
The learning process is carried out in
coeducational classes, which on average
have 20 pupils, with a minimum of 10 and a
maximum of 25. In regions with a reduced
number of pupils, classes may have fewer
pupils. As a result, teachers work with more
than one class simultaneously, if the Ministry
of National Education gives its approval.
Primary education covers the 7- to 11- yearold
age group. Children are invited to attend
school in their seventh year. At the request of
their parents or legal guardians, children can
attend school in their sixth year, if they have
reached an appropriate stage of physical and
mental development.
There are no entrance requirements for
primary education. Primary school
attendance is compulsory. In the school year
1997/98, the attendance rate was 96% for
primary education as a whole. Primary
education is completely free of charge.
Rodica Barlau-2002