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Romania:Ongoing Reforms and Policy Developments

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Overview Romania

Contents

Romania:Political, Social and Economic Background and Trends

Romania:Historical Development

Romania:Main Executive and Legislative Bodies

Romania:Population: Demographic Situation, Languages and Religions

Romania:Political and Economic Situation

Romania:Organisation and Governance

Romania:Fundamental Principles and National Policies

Romania:Lifelong Learning Strategy

Romania:Organisation of the Education System and of its Structure

Romania:Organisation of Private Education

Romania:National Qualifications Framework

Romania:Administration and Governance at Central and/or Regional Level

Romania:Administration and Governance at Local and/or Institutional Level

Romania:Statistics on Organisation and Governance

Romania:Funding in Education

Romania:Early Childhood and School Education Funding

Romania:Higher Education Funding

Romania:Adult Education and Training Funding

Romania:Early Childhood Education and Care

Romania:Organisation of Early Childhood Education and Care

Romania:Teaching and Learning in Early Childhood Education and Care

Romania:Assessment in Early Childhood Education and Care

Romania:Organisational Variations and Alternative Structures in Early Childhood Education and Care

Romania:Primary Education

Romania:Organisation of Primary Education

Romania:Teaching and Learning in Primary Education

Romania:Assessment in Primary Education

Romania:Organisational Variations and Alternative Structures in Primary Education

Romania:Secondary and Post-Secondary Non-Tertiary Education

Romania:Organisation of General Lower Secondary Education

Romania:Teaching and Learning in General Lower Secondary Education

Romania:Assessment in General Lower Secondary Education

Romania:Organisation of General Upper Secondary Education

Romania:Teaching and Learning in General Upper Secondary Education

Romania:Assessment in General Upper Secondary Education

Romania:Organisation of Vocational Upper Secondary Education

Romania:Teaching and Learning in Vocational Upper Secondary Education

Romania:Assessment in Vocational Upper Secondary Education

Romania:Organisation of Post-Secondary Non-Tertiary Education

Romania:Teaching and Learning in Post-Secondary Non-Tertiary Education

Romania:Assessment in Post-Secondary Non-Tertiary Education

Romania:Higher Education

Romania:Types of Higher Education Institutions

Romania:First Cycle Programmes

Romania:Bachelor

Romania:Short-Cycle Higher Education

Romania:Second Cycle Programmes

Romania:Programmes outside the Bachelor and Master Structure

Romania:Third Cycle (PhD) Programmes

Romania:Adult Education and Training

Romania:Distribution of Responsibilities

Romania:Developments and Current Policy Priorities

Romania:Main Providers

Romania:Main Types of Provision

Romania:Validation of Non-formal and Informal Learning

Romania:Teachers and Education Staff

Romania:Initial Education for Teachers Working in Early Childhood and School Education

Romania:Conditions of Service for Teachers Working in Early Childhood and School Education

Romania:Continuing Professional Development for Teachers Working in Early Childhood and School Education

Romania: Initial Education for Academic Staff in Higher Education

Romania:Conditions of Service for Academic Staff Working in Higher Education

Romania:Continuing Professional Development for Academic Staff Working in Higher Education

Romania:Initial Education for Teachers and Trainers Working in Adult Education and Training

Romania:Conditions of Service for Teachers and Trainers Working in Adult Education and Training

Romania:Continuing Professional Development for Teachers and Trainers Working in Adult Education and Training

Romania:Management and Other Education Staff

Romania:Management Staff for Early Childhood and School Education

Romania:Staff Involved in Monitoring Educational Quality for Early Childhood and School Education

Romania:Education Staff Responsible for Guidance in Early Childhood and School Education

Romania:Other Education Staff or Staff Working with Schools

Romania:Management Staff for Higher Education

Romania:Other Education Staff or Staff Working in Higher Education

Romania:Management Staff Working in Adult Education and Training

Romania:Other Education Staff or Staff Working in Adult Education and Training

Romania:Quality Assurance

Romania:Quality Assurance in Early Childhood and School Education

Romania:Quality Assurance in Higher Education

Romania:Quality Assurance in Adult Education and Training

Romania:Educational Support and Guidance

Romania:Special Education Needs Provision within Mainstream Education

Romania:Separate Special Education Needs Provision in Early Childhood and School Education

Romania:Support Measures for Learners in Early Childhood and School Education

Romania:Guidance and Counselling in Early Childhood and School Education

Romania:Support Measures for Learners in Higher Education

Romania:Guidance and Counselling in Higher Education

Romania:Support Measures for Learners in Adult Education and Training

Romania:Guidance and Counselling in a Lifelong Learning Approach

Romania:Mobility and Internationalisation

Romania:Mobility in Early Childhood and School Education

Romania:Mobility in Higher Education

Romania:Mobility in Adult Education and Training

Romania:Other Dimensions of Internationalisation in Early Childhood and School Education

Romania:Other Dimensions of Internationalisation in Higher Education

Romania:Other Dimensions of Internationalisation in Adult Education and Training

Romania:Bilateral Agreements and Worldwide Cooperation

Romania:Ongoing Reforms and Policy Developments

Romania:National Reforms in Early Childhood Education and Care

Romania:National Reforms in School Education

Romania:National Reforms in Vocational Education and Training and Adult Learning

Romania:National Reforms in Higher Education

Romania:National Reforms related to Transversal Skills and Employability

Romania:European Perspective

Romania:Legislation

Romania:Institutions

Romania:Bibliography

Romania:Glossary

This chapter provides a thematic and chronological overview of national reforms and policy developments since 2014.

Please refer to the Introduction for an overview of the national education strategy and key objectives and an overview of the education reform process and drivers. For more information on ongoing reforms and policy developments please consult the following articles on reforms in early childhood education and care, school education, vocational education and training and adult learning, higher education and transversal skills and employability. The final article provides an European perspective on the reforms and developments.

The 2016 Governmental Program, the Strategic Framework for education and professional training, the programmatic European documents in this area (Europe Strategy 2020, ET Framework 2020), the National Reform Program 2016, Strategic Framework for Education and Professional Training and the 2014-2020 Partnership Agreement between Romania and the European Union constitute the basis of the main strategic guidance of the Ministry of National Education and Scientific Research.

The Strategic Framework for education and professional training in Romania includes five sectorial strategies:

  • Strategy to reduce early school leaving.
  • National strategy for tertiary education 2015-2020.
  • Lifelong learning strategy 2015-2020.
  • The education and vocational training strategy in Romania during 2016-2020.
  • The national strategy for upgrading the educational infrastructure - currently being prepared, with the technical assistance of the World Bank within a project with European funding. 

The composition of the Technical Working Groups, of the Monitoring Committee and of the Evaluation Body was established for the 4 sectorial strategies adopted by the Romanian Government in 2015 and 2016. The annual strategies Plans are currently being completed.

Contents

Overall national education strategy and key objectives

National Anti-Poverty Package

Current status

Approved at the beginning of February 2016

Time frame 

2016-2020

Responsible institution 

the Romanian Government, NGOs, City/Town Halls, Education institutions

Action content

By selecting the most important measures in the ministries’ strategies and achieving an integrated and unitary approach, at the beginning of February 2016, the Government launched the National Anti-Poverty Package for public debate. The package aims at all the age groups, but it is focused especially on actions for children, starting from already functional good practice models, tested by nongovernmental organizations. 

The package comprises 47 several types of anti-poverty measures: 

  • (i) Individual "safety nets”,  for all age groups, aiming to cover social themes, but also public health and education themes, such as: ultrasounds and medical screening at birth; social incentives for vaccinations; medical caravans in villages; preventing child abandonment in maternity hospitals; ensuring the identity of all children; school supplies and clothes for the children who receive social  tickets; community nurseries; social entrepreneurship; rural entrepreneurship aiming to create the middle class in agriculture; funding the home care of the elderly.
  • (ii) Measures for the family, such as social dwellings or reducing domestic violence.
  • (iii) Cross-cutting measures, such as the social inclusion of persons with disabilities.

A descriptive fact sheet is enclosed to each of these 47 items, with information concerning the responsibilities, the benefits, the funding, the implementation methodology, the legislative changes (if necessary) and the objectives proposed until October 2016. These priority actions will be completed including from uncompetitive European projects.

Examples of measures promoted in education, which support the Package of measures against poverty launched by the Government:

The Ministry of European Funds (MFE) launched a public consultation, within the Human Capital POCU 2014-2020 Operational Programme, the Priority Axis “Education and competencies”, regarding two calls for projects for:

  • The “School for everybody” programme, education programme for poor children. The central element of each project will be the school, and the direct beneficiaries (i) children from disadvantaged schools, at risk of early school leaving; (ii) youth and adults who left school early and wish to resume their studies; (iii) teachers and specialists who need support in order to adapt the school activity to the children’s needs.
  • “Motivated teachers in disadvantaged schools”, with an allocation of 25 Million Euros, in order to stimulate the teachers who work with the children in special situations: (i) children with high risk of early school leaving (the majority come from poor families/have disabilities/are of Roma origin/are from isolated communities); (ii) children in hospitals; (iii) children in penitentiaries (juvenile delinquency). The call, financed from POCU, addresses schools from disadvantaged backgrounds, nongovernmental organizations, public organizations with attributions in the field of education, local public authorities, suppliers of school counselling services, in partnership with these schools.

The Educated Romania project 

Current situation

Ongoing

Duration

2016-2018

Responsible institution

The Presidential Administration, the Ministry of National Education and Scientific Research, UEFISCDI

Content of action 

“Educated Romania” is the national project of the President of Romania which represents the beginning of the repositioning of the society on values, the development of a success culture based on performance, work, talent, honesty and integrity.

Stages

In the period 2016-2018, the Presidential Administration develops an extensive public debate regarding the education and research in Romania, structured in three stages: 

  • the first stage (2016-2017) devoted to a debate wishing to direct the entire society in building a long term vision regarding the national education and research system, vision which should then support the identification of Romania’s strategic options and their transformation in country objectives.
  • the second stage (2017) will start from the vision and objectives previously undertaken, in order to draft a strategy and an operational plan for education and research.
  • the third stage (2018) implies the elaboration of a mix of clear public policies, of a governance model for the education and research sector and, to the extent that it is necessary, the support of a possible normative repositioning. 

Several instruments are going to be used: an online consultation, 8 regional debates initiated by the Presidential Administration and events organized by stakeholders in the education and research field, under the auspices of the national debate.

The method of consultation used for building the vision and the country objectives is of foresight type, combining the “anticipative imagination” with the “prospective thinking”.

Vision

The “Educated Romania” vision will provide a desirable and realistic image on the Romanian education system, an image that we assume as a landmark of the system reform and of Romania’s transformation.

The approach used for building the vision is of foresight type, that is:

  • Participative, with the involvement of the experts, the key stakeholders and the society in general
  • Prospective, aiming the anticipation and the connection to the tendencies and transformations in the society
  • Systematic – by using structured debate techniques, face to face and online, both for understanding the current situation, and for exploring the possible solutions and building the consensus on the desirable options
  • Systemic – by considering the interdependencies between the proposed courses of action and their impact on the education and research sectors
  • Action-oriented – the entire construction aims at the identification of the courses of action, which should start in the forthcoming period.

National Strategy on the Reduction of Early School Leaving

Current status 

Approved, under implementation.

Time frame

 2015 – 2020

Responsible institution

Ministry of National Education and Scientific Research

Action content 

The strategy will ensure the coordination of all national policies in the area and more European funds for projects aimed at reducing early school leaving. In the medium term, it will ensure a constant descendent curve of the ESL rate. The strategy will also result in the development of an efficient system for the collection and the analysis of data and information on participation in school.

General Objectives

Long-Term Objective

To contribute to the efforts of the Government of Romania to enhance economic growth, increase productivity, and foster social cohesion by reducing the share of young persons aged 18 to 24 years old who have finished no more than lower secondary education and are not involved in further education or training (early school leavers). The goal is to reduce this share at most 11.3% by 2020. 

Medium-Term Objective

To strengthen the government’s capacity to design, implement, and manage evidence-based policies that are both efficient and effective in reducing Early School Leaving by putting in place early warning and early intervention strategies both in education institutions and within economies. 

Short-Term Objective

To offer prevention, intervention and compensation programs that will begin to address the major causes of early school leaving, with a focus on reaching those youth already in the 18-24 age range.

The main thematic areas

Prevention

Prevention Policies aim to reduce the risk of early school leaving before problems start. Such measures optimise the provision of education and training to support better learning outcomes and to remove obstacles to educational success. They aim to lay a solid foundation early, for children to develop their potential and to integrate well into schools. Prevention policy tools include: (a) Providing high-quality early childhood education and care; (b) Increasing the educational offer by providing education and training opportunities beyond the age of compulsory education; (c) Promoting active anti-segregation policies and providing additional support for schools in disadvantaged areas; (d) Emphasising the value of linguistic diversity and supporting children with a different mother tongue to improve their proficiency in the language of instruction; (e) Enhancing the involvement of parents; (f) Increasing the flexibility and permeability of educational pathways; (g) Strengthening high-quality vocational pathways and increasing their attractiveness and flexibility; (h) Social measures. 

Intervention

Intervention Policies aim to avoid ESL by improving the quality of education and training at the level of the educational institutions, by reacting to early warning signs and by providing targeted support to pupils or groups of pupils at risk of early school leaving. They address all educational levels, starting from early childhood education and care to upper secondary education.

(i) Intervention policies at the level of the school or training institution could include: (a) Developing schools into learning organisations; (b) Developing early-warning systems for pupils at risk; (c) Networking with parents and other actors outside school; (d) Supporting and empowering teachers in their work with pupils at risk.

(ii) Intervention policies at individual level could include: (a) Mentoring; (b) Tailoring teaching to pupils’ needs; (c) Strengthening guidance and counseling; (d) Ensuring that young people whose economic circumstances may result in their dropping out of education are given access to appropriate financial support. 

Compensation

Compensation Policies aim to help those who left school prematurely to re-engage in education, offering routes to re-enter education and training and gain the qualifications they missed. Compensation policies could include: (a) Successful second chance education programmes; (b) The provision of various routes back into mainstream education and training; (c) Recognising and validating prior learning; (d) Targeted individual support – remedial education. 

National Lifelong Learning Strategy

Current status 

Approved, under implementation.

Time frame

 2015 – 2020

Responsible institution

Ministry of National Education and Scientific Research

Action content 

The strategy will ensure the coordination of national policies in the area and more European funds for projects aimed at enhancing access to all forms of formal, informal and non-formal education, with positive implications for the work productivity and the competence level.

Strategic Vision

The strategic vision for lifelong learning in Romania encompasses both social and economic aspects of the benefits of lifelong learning. It is based on close dialogue between the Government of Romania and social partners as well as in the development of partnerships between all relevant stakeholders in the lifelong learning arena. Romania’s lifelong learning vision is to provide all individuals, throughout their lives, with opportunities to improve needed competencies for successful performances in the labour market and for constructive relationships in society.

Goals of the strategy

The strategic goals are to increase the participation in lifelong learning and improve the relevance of the education and vocational training systems for the labour market. The main strategic target for 2020 is at least 10% of the adult population (ages 25-64) participating in lifelong learning activities.

The goals of the strategy for lifelong learning relate to both the inclusion and productivity agendas. The inclusion objective was determined considering the existing challenges of integrating out-of-the-labour force working age individuals as well as addressing a shrinking and aging population. The productivity objective was established to help the Government of Romania close the observed skills gaps and better compete with knowledge-based economies in a context of rapid technological changes.

​Strategic pillars

Access

Access to lifelong learning opportunities should be facilitated and be as wide as possible. For Romania to reach the proposed target of 10% by 2020, several measures should be planned and implemented, which include: (i) the recognition of prior learning, (ii) participation of underrepresented groups, (iii) utilization of flexible forms of service provision, (iv) broader access to mobility programs, as well as (v) other initiatives to stimulate the demand for lifelong learning, such as counselling support and financial incentives.

Relevance

Lifelong learning should be relevant to individuals and the labour market. Accountability and quality assurance are two core aspects of the LLL strategy covered by the measures proposed in this pillar.

Learning attitude

A favourable attitude towards learning should be promoted. The measures being proposed under this strategic pillar include the promotion of functional literacy and the development of key competencies, which are those mainly characterized by their ability to be used in new situations.

Partnerships

Lifelong learning should be developed in close collaboration with social partners and all relevant stakeholders.

National Strategy for Romanian Tertiary Education

Current status 

Approved, under implementation.

Time frame

 2015 – 2020

Responsible institution

Ministry of National Education and Scientific Research

Action content 

The strategy will ensure the coordination of national policies in the area and more European funds for projects aimed at enhancing access to tertiary education and increasing its quality.

Objectives

Long Term Objective

To contribute to the Government of Romania’s efforts to develop Romanian society, to energize economic growth, increase productivity, and promote social cohesion by investing in the human capital and research foundations of a knowledge-based economy.

Medium Term Objective

To strengthen the government’s capacity to design, implement and manage evidence-based policies seeking improved quality and relevance of the tertiary education sector and promote broader access by under-represented groups (including, but not limited to Roma, language minorities, rural students, disabled students, and women). 

Education and vocational training strategy in Romania during 2016-2020

Current status 

Approved, under implementation.

Time frame

 2016 – 2020

Responsible institution

Ministry of National Education and Scientific Research, National Center for Development of Technical and Vocational Education (NCDVTE) 

Action content

The strategy is the framework document for the policies in the initial and continuous vocational training field – considered as being essential factors of the national economy development in the context of the European economy and of the globalization. The vocational training strategy proposes the development of a competitive system, which is to provide a relevant and fast response to the requirements of the economy, in a pro-active approach and by measures implemented in various partnerships. 

Key concepts

The vocational training strategy is developed around four key concepts:  

  • Relevance
  • Access and participation
  • Quality
  • Innovation and cooperation

Strategic objectives

Strategic objective 1

It aims to ensure the relevance of the FP systems with regard to the demand and the trends of the labour market and actually expresses the philosophy of developments in the professional training by which this sector makes an important contribution to the national and European – local - regional economic development. The strategy will consider the regional character of the economic development and the existing disparities in terms of access and participation to FPA.

Strategic objective 2

It defines the way in which the professional training system addresses to the direct beneficiaries, either by initial training or by continuous training, actually encouraging lifelong learning. The strategy will try to provide an appropriate response to the persons, employers and communities’ needs with regard to quality professional training for the labour market. By the directions for action corresponding to this strategic objective we aim a significant contribution to the achievement of the major objective of the EU2020 Strategy, namely the increase of the employment rate, with a target of 75%.

Strategic objective 3

It considers the quality assurance requirements for the entire professional training system, an essential requirement for an acknowledged contribution to the increase of the national and European economy competitiveness, which may be achieved only by processes, systems and mechanisms assured in terms of quality, in an approach that is harmonized with the European quality systems.

Strategic objective 4

It highlights the essential features of all the actions in the professional training sector which, in order to be efficient and relevant, have to be performed by cooperation, within functional partnerships at all the action levels, and with the philosophy of encouraging creativity and of the innovation valorisation. These principles are present and pervade all the concrete priorities for action, but their defining within a distinctive objective will emphasize their strategic importance in the current context.

National Reform Programme

Current status

approved

Time frame

Avril 2016 – Avril 2017

Responsible institution

Government of Romania

Action content

It is framework-platform which presents the country's policies and measures to sustain growth and jobs and to reach the Europe 2020 targets. 

The 2016 National Reform Programme include measures comprised in the sectoral strategies in the education and professional training field, in the Government’s Anti-Poverty Package and in the Strategic Plan of the Ministry of National Education and Scientific Research for 2016.

National Qualifications Framework in Romania

Current status

Completed and adopting, by a Government Decision (GD 918/2013) - with a new updating at the middle of July 2015.

Time frame

permanent

Responsible institution

Ministry of National Education and Scientific Research, National Authority for Qualifications (ANC)

Action content

The establishment of the national qualifications system will integrate all national qualifications sub-systems, adjacent instruments (qualifications registries) and all institutions with responsibilities in the area of education and training.

  • The National Qualifications Registry comprised of the National Qualifications Registry in the Higher Education (is operational) and the National Registry of Professional Qualifications (is being developed) is permanently being updated. The structure of the National Registry of Qualifications is pending approval by Government Decision.
  • Since January 2015, the National Centre for the Accreditation of Qualifications is operational, a specialized body within ANC.  
  • The National Qualifications Framework (CNC), supplemented by GD No. 567/2015, transposes a part of the commitments undertaken by Romania at EU level in terms of quality assurance in education and professional training (EFP). 
  • Government Decision No. 577/2015 regarding the approval of the content and of the format of the study documents which will be issued to the graduates and to the teaching staff in the national pre-university education system.
  • The Order (OMEN 3973/2014) on the equivalence of the qualification levels acquired before the entry into force of the new National Qualifications Framework has been approved.
  • According to Government Decision No.  607/2014 on the approval of the content and format of the diplomas that will be issued to the graduates of the Ist cycle – Bachelor studies, additional information is inserted in the Diploma Supplement regarding the competences acquired by the graduates. 

The Strategy for Lifelong Learning provides a course of action on the improvement of the National Qualifications Framework and the strengthening of the coordination of the interested parties as well as creating a joint quality assurance, monitoring and evaluation system for lifelong learning (courses of action that will be funded from the Operational Programmes 2014-2020). 

Anti-corruption Strategy in Education

Current status

It has started 

At the beginning of August 2016, the Romanian Government adopted the National Anticorruption Strategy (SNA) 2016-2020.

The new strategy suggests the public institutions and the society a change of paradigm, by the emphasis on the prevention and education measures, in order to prevent the acts of corruption. This change of emphasis implies responsibility at management level, in all public institutions and enterprises. Each public institution manager must assume responsibility for the enforcement of internal policies and standards meant to prevent the acts of corruption, above all by offering a personal example of integrity and then by ordering the necessary preventive measures. From the perspective of the SNA, the fight against corruption is a continuous exercise and it is normal and necessary that the emphasis should be put on the prevention component.

By adopting the SNA, the Romanian Government assumes the transparency of the decision-making act and the open governance as mandatory requirements for responsible governance, for the benefit of the citizens.

The new SNA will continue a series of good practices which were identified in the implementation of the previous strategy, such as: the consultation within the cooperation platforms with institutions of the central and local public administration, with independent institutions, as well as with the civil society and with the business environment or the thematic assessment missions within public institutions, coordinated by the Ministry of Justice.

The new strategy also aims to increase integrity, reduce the vulnerabilities and the corruption risks in the business environment and especially in the state companies, one of the proposed measures being the implementation of integrity plans as mandatory requirements for the public enterprises.

Each public institution/unit in the education and professional training system will elaborate its ownIntegrity Plan. 

Time frame

2015 –2020

Responsible institution

Ministry of National Education and Scientific Research

Strategy for Infrastructure Investments in Education Institutions

Current status

ongoing (PODCA project with European funding and expertise from the World Bank). At the end of September the first version of the strategy is going to be available.

Time frame

 2015 – 2020

Responsible institution

Ministry of National Education and Scientific Research - National Centre for Technical and Vocational Education Development 

Priorities for investments in education infrastructure

​Priorities for investments in education infrastructure, as they are presented in the Partnership Agreement, include: 

  • Nurseries, kindergartens and schools in areas where the enrolment rate or educational achievement level is lower, or where school dropout or early school leaving (ESL) is higher, compared with the national/county average;
  • Restructuring the school and initial Vocational Education and Training (VET) network including enhancement of Permanent Learning Community Centers’ infrastructure, aimed at increasing the efficiency of the system to improve the quality of education and ensure regular attendance;
  • Ensuring or improving basic conditions (e.g. sanitation, proper water supply, heating) for rural schools and isolated schools in disadvantaged areas;
  • Providing specialized facilities and teaching equipment for disadvantaged students, including those with special educational needs; and
  • Investing in infrastructure to modernize and internationalize university centers in areas with growth potential by building and upgrading research and innovation infrastructure, learning materials, new technologies, and ICT support.

Monitoring and evaluating the strategies of the ex-ante conditionality in education and improving the decision-making process by monitoring the institutional performance at central and local level 

Current status

ongoing, accepted for funding from POCA 2014-2020 funds (the Administrative Capacity Operational Programme)

Time frame

2016 - 2019

Responsible institution

Ministry of National Education and Scientific Research   

The project’s purpose

The optimization of the measures’ implementation in achieving strategic targets from the four ex-ante conditionality strategies by developing and introducing a unitary monitoring and evaluation system, as well as making comparative studies that will optimize the decision-making processes at the ministry level and will provide the necessary records for implementing public policies.​ 

Until now training sessions for the members of the Technical Working Groups and of the Evaluation Body have been performed.

Until the end of November 2016 the general monitoring and evaluation framework of the ex-ante monitoring strategies will be completed.

Overview of the education reform process and drivers

For the school year 2016-2017 the following priorities of the education and professional training system are aimed at:

Pre-university education

Ensuring equal opportunities for access and participation in education for every child in Romania (Access and equity).

  • Assuring quality at all education and professional training levels. Reviewing the curriculum and modernizing the evaluation. Elaborating new school curriculum and textbooks (including in digital format).
  • Developing the professional and technical education; correlating the education and professional training system with the labour market. Regulating dual education at national level.
  • Providing and modernizing the material resources of the pre-university education; the utilisation of new technologies.
  • Improving the school management and developing the didactic career. Revising the methodology and organizing contests for the managers in the pre-university education.
  • Adequate funding of the education and vocational training system.
  • Improving the transition from the upper secondary education to the tertiary education.

Higher education

  • Increasing the access and participation in the higher education (Access and equity).
  • Assuring the quality and increasing the competitivity of the Romanian universities. Achieving a funding based on performance criteria.
  • Ensuring the higher education and the academic research autonomy correlated with public responsibility.
  • Correlating the higher education study programmes with the labour market needs.
  • The internationalization of the higher education. 
  • Developing and Integrating the Computerized System in Education and Research.

Developing European and international cooperation.

Ensuring transparency, encouraging partnerships and improving the social dialogue.

Improving the educational infrastructure.

Encouraging lifelong learning.

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