Free Web Hosting Provider - Web Hosting - E-commerce - High Speed Internet - Free Web Page
Search the Web

ROMANIA Structures of Education, Initial Training and Adult Education Systems in Europe. EURYDICE/CEDEFOP 1999 24

compulsory for day classes. In the year 1997/98, the vocational school attendance rate was 10%. The classes are coeducational and are organised according to age group. Classes on average have 25 pupils, a minimum of 15 and a maximum of 30. The entrance examinations for vocational schools are established by the institutions concerned. Every pupil who has completed lower secondary school studies and obtained a leaving certificate (certificat de capacitate) can apply for this examination. Vocational courses are free of charge but pupils have to pay for textbooks, except those coming from economically disadvantaged families.

4B.1 Organisation of the school (Vocational Secondary Schools)

Vocational schools offer day and evening classes. All vocational schools work two shifts: classes in the morning and classes in the afternoon. For those offering evening classes, there are three shifts.
The school year has the same structure as the rest of pre-university education. (see 3.A.1.). There are five days of study per week. The number of study and practical training hours per week is about 30. Classes are organised according to age group. Based on the new curricula, within a modular system, new alternative textbooks have been developed, and they have been approved by the Ministry of National Education. Teachers have the right to select the textbook most appropriate to the training needs.

4B.2 Curriculum

Education plans and curricula for vocational schools are developed and approved by the Ministry of National Education, after consulting the institutions involved. The present reform of vocational education, supported by the PHARE-VET Programme, has resulted in new curricula that include inter alia new modern teaching/learning methods and updated education plans and curricula as a response to European vocational standards.
Education in vocational schools is structured in modules. There are four types of modules:
- basic general modules;
- modules for an occupational area;
- specific modules which confer qualifications for work;
- optional modules.
The importance of basic general modules is greater in the first year and decreases in the following years in favour of modules offering knowledge and skills relating to a specific occupational field. The last years of study focus on modules oriented towards to qualifications for work. Optional modules provide an opportunity to acquire more knowledge and to continue the studies. Before implementing the reform programme for vocational education, the educational plan for the first year of the vocational school was structured as follows:
- social and humanities education (Romanian language and literature, history, civics) - 10%,
- basic scientific education (mathematics, physics, chemistry, biology, hygiene, ecology) - 20%,
- specific training - 24%,
- practical training - 40%,
- physical education - 3%,
- open discussion classes - 3%.
For the third year, the structure was the following:
- humanities and social education (Romanian language and literature, history, civics) - 2.5%,
- basic scientific education (mathematics, physics, chemistry, biology, hygiene, ecology) - 2.5%,
- specific training - 24%,
- practical training - 66%,
- physical education - 2.5%,
- open discussion classes - 2.5%.
Besides their compulsory subjects, pupils can attend a maximum of two optional training activities, which include mathematics, physics, biology, a foreign language, computer basics and sports activities. Optional training is provided for groups of 18 to 36 pupils. For complex qualifications there is a fourth year dedicated to practical training.
In the first years of study, focusing on
ROMANIA Structures of Education, Initial Training and Adult Education Systems in Europe. EURYDICE/CEDEFOP 1999 25
acquiring the basics of technology, practical training is carried out in school workshops, organised within the school, sometimes with the support of a company with a direct interest. In the last years of study, devoted to specialisation and qualification, practical training covers a greater number of hours (over 40%) and is provided through placements in companies during which pupils work together with skilled staff. Teaching methods are not imposed by official regulations; teachers may choose appropriate teaching methods and recommend one of the existing alternative textbooks, depending on the specific conditions.

4B.3 Assessment
Pupils are subject to continuous assessment during the year by the teacher, in the form of oral or written examinations, depending upon the subject, and sometimes by examination organised at central level (national and vocational competitions). Assessment is based on numerical marks from 1 to 10. Written tests, especially in basic subjects, are held in each assessment session. The results of various assessments carried out during the semester are taken into account for the final mark obtained at the end of each semester.
Pupils pass to the next class if they obtain for each subject, at the end of the school year, a mark higher than, or at least equivalent to, 5. Subject teachers decide if a pupil should be required to repeat a class or not. Vocational studies conclude with a final examination (examen de absolvire) and a certificate of qualification (diploma de absolvire) which allows pupils to seek a job. Pupils qualifying from vocational schools and holding a leaving certificate can apply for the entrance examination to high schools. The Management Board of the high school decides on the subjects for an additional examination. The County Centres for Psycho-Pedagogical Assistance and the Information and Counselling Centres on Careers perform services concerning psycho-pedagogical assistance and provide information on careers and the labour market. 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 unemployment benefit for nine months for every young worker employed.

4B.4 Teachers
In vocational schools, all subjects are taught by specialist teachers. Teachers teach the same subject in several classrooms. Every class has a class teacher who coordinates the educational activities of the class and maintains the relations with parents. Teachers must have a qualification similar to that of teachers in secondary schools. Those who have studied at university or polytechnic can teach only if they have attended the optional classes in psychology and education. Instructors organise and coordinate practical activities. They must hold at least a leaving certificate of post-high school education. The condition for their acceptance as teachers is to have attended a teacher-training course and to possess knowledge, skills and on-thejob experience. Teachers' status and their in-service training are the same for the rest of pre-university education (see 3A.4).

4B.5 Statistics

Number of pupils 193,097
Number of teachers 6,946
Number of institutions 2,971
Source: National Commission for Statistics, Bucharest, 1998
ROMANIA Structures of Education, Initial Training and Adult Education Systems in Europe. EURYDICE/CEDEFOP 1999 26

5. INITIAL/VOCATIONAL TRAINING
5A Apprenticeship school (Şcoală de ucenici)
Apprenticeship schools offer vocational education and training provided through sandwich type-courses.
5A.1 Organisation
The legal framework governing apprenticeship schools is represented by the Education Act and the Regulations on Vocational and Apprenticeship Education. The Ministry of National Education and relevant institutions set up the network for initial vocational education in the following areas: mining and petroleum, electric power and electrical engineering, metallurgy and mechanical engineering, chemical engineering, civil engineering, transport and telecommunication, food industry, agriculture and forestry, trade, etc. The apprenticeship schools aim to respond to labour market requirements, to promote personal progress and to develop entrepreneurial skills. Training mostly involves practical activities. The study period in apprenticeship schools is 1 to 3 years depending on qualifications. The entrance examination is based on aptitude tests. The applicants are graduates of compulsory secondary school, even if they do not hold a leaving certificate (certificat de capacitate). Successful completion of the training gives access to the labour market.
5A.2 Education/training establishments
Generally, apprenticeship schools are attached to a vocational school or to combined group of schools, offering full-time and part-time training.

5A.3 Financing
This type of training is based on a contract between the company and school. The contract covers the duration of the theoretical and practical training, the final examination and, if it is the case, the grant awarded to the pupils during the training. For some qualifications, training is financed by the interested companies, but the Ministry of National Education and the local authorities finance the majority of apprenticeship schools.
5A.4 Curriculum
The curriculum is proposed by subject commissions and approved by the Ministry of National Education. For the first year, it comprises social and humanities education (13%), basic scientific education (23%), physical education (3%), open discussion (3%), specific training (16%), practical training (40%). In the second year, the curriculum comprises social and humanities education (10%), basic scientific education (10%), physical education (3%), open discussion (3%), specific training (13%), and practical training (60%). Depending on the area, there is a third year dedicated to practical training. Generally, in the first year practical training is provided in school workshops.
The last year is focused on specialisation and skills development. Pupils are given practical training in companies, where they carry on specific tasks.
5A.5 Assessment/Qualification/ Guidance
Pupils are subject to continuous assessment during the year by the teacher, in the form of
ROMANIA Structures of Education, Initial Training and Adult Education Systems in Europe. EURYDICE/CEDEFOP 1999 27

oral or written examinations, depending upon the subject. Apprenticeship studies conclude with a final examination (examen de absolvire) and a certificate of qualification (diploma de absolvire) which allows the pupil to seek a job. Pupils qualifying from apprenticeship schools and holding a leaving certificate can apply for the entrance examination to high schools.

5A.6 Teachers/Trainers

At apprenticeship schools, the teaching staff must have a qualification similar to that of teaching staff at vocational secondary schools (see 4B.4). The teachers' status and their in-service training are the same for the whole preuniversity education (see 3A.4).

5A.7 Statistics

Number of pupil 53,596
Number of teachers 811
Number of institutions -
Source: National Commission for Statistics, Bucharest, 1998

5.B. Post-High School Education
Post-high school education is a form of vocational training for those who complete high school.
5B.1 Organisation
The legal framework governing post-high school education is defined by the Education Act No. 84/1995, the Regulations on posthigh school education and the education plans for post-high school level. This type of education is organised by the Ministry of National Education and the Ministry of Labour and Social Protection, sometimes at the request of local companies. The profiles, qualifications and curricula of post-high school education are established by the Ministry of National Education and the Ministry of Labour and Social Protection. Post-high school education offers qualification and re-qualification courses on a contractual basis, for six occupational areas: industry, agriculture, commerce and administration, services, medicine, post and telecommunications. The training programmes of post-secondary education have the following objectives:
- to train students for areas where there is high labour-market demand;
- to promote personal development;
- to develop entrepreneurial skills.
The duration of study is 1 to 3 years, depending on the profile of school. Every pupil who finishes a high school, with or without a leaving certificate (diplomă de bacalaureat) can apply for the entrance examination. (A leaving certificate is however required for medical post- high school courses). The courses lead to employment

5B.2 Education/Training Establishments

Post-high school education is provided by independent institutions or institutions integrated into combined group of schools, belonging to public or private sectors.

5B.3 Financing

Schools also finance them, under contracts concluded with the Ministry of National Education. An exception is made for medical post-secondary schools, which are financed by the Ministry of National Education (Education Act, Section 51(3)).

ROMANIA Structures of Education, Initial Training and Adult Education Systems in Europe. EURYDICE/CEDEFOP 1999 28

State obligations with respect to post-high school education are established every year, by government decision.

5B.4 Curriculum

Curricula and syllabi for post-high school education are proposed by subject commissions and approved by the Ministry of National Education. The curriculum includes a general and a specialised training. Training is designed according to the general and specific objectives of each subject. The practical training in the first years of study is about 40% and is carried out in school workshops, organised within the school, sometimes with the support of a company with a direct interest. In the last year of study, practical training constitutes 50-60% and is provided in companies in which students work together with skilled staff.

5B.5 Assessment/Qualification/ Guidance

Students are subject to continuous assessment in all subjects, and for some subjects they have to undergo written assessments both during and at the end of the semester (final assessment). The teachers assume full responsibility for their assessments. The practical period in companies and institutions has often proved to be a sort of probationary period for persons seeking employment, after completion of studies, many are hired by the particular company or and institution. Post-high school education concludes with a final examination (examen de absolvire) and a leaving certificate (certificat de absolvire). Students who pass the school-leaving examination are issued with a certificate of qualification in a particular skill. Should students fail the examination, they may take it no more than twice within three years after finishing.

5B.6 Teachers/trainers

Every subject is taught by a specialist teacher. They hold a diploma of a short- or long-duration form of higher education, depending on the subject they are teaching. Instructors organise and coordinate practical activities. They must hold at least a leaving certificate of post-high school education. The condition for their acceptance as teachers is to have attended a teacher-training course and to possess knowledge, skills and on-thejob experience Teachers' status and their in-service training are the same for the whole pre-university education (see 3A.4).

5B.7 Statistics

Total Public Private Number of students 86,300 55,958 30,342
Number of teachers 3,225 1,681 1,544
Number of schools 659 561 98
Source: National Commission for Statistics, Bucharest, 1998

ROMANIA Structures of Education, Initial Training and Adult Education Systems in Europe. EURYDICE/CEDEFOP 1999 29

6. HIGHER EDUCATION

Romania has both public and private higher education institutions. Higher education is provided in education and research institutions - universities, institutes, academies, conservatories and university colleges (which are distinct from actual universities). Higher education is organised as two types: short courses of higher education (2- to 3- year programmes provided in university colleges) and long courses of higher education (4 to 6 years) provided in universities, academies, conservatories. Higher education institutions are composed of several faculties, university colleges, divisions, departments and small pilot units specialised in research and micro-production. The faculty represents the basic functional unit of the higher education institution and is composed of one or more specialist sections. The university college is a functional unit under a higher education institution or a faculty. Postgraduate education offers specialisation or an extension of the education provided in higher education institutions.

6.1 Admission Requirements

The number of students to be admitted is limited and is determined each year by a government decision taking into account the university senates proposals. Pupils who qualify from high schools and have a leaving certificate (diploma de bacalaureat) can apply for the entrance examination for higher education institutions offering short or long courses. The institutions themselves organise the entrance examination, based on general criteria established by the Ministry of National Education. The admission criteria, the form, methods and subjects of the entrance examination, the organisational and procedural rules of evaluation, and the Board of the entrance examination are also decided by the institutions themselves. The university senate may decide if the average mark obtained by the candidates at the final examination of high school (examen de bacalaureat) could be a criterion for admission. Places in public universities are financed from the state budget. Besides the officially approved number of students to be accepted, the university senates (with the approval of the Ministry of National Education) may authorise an additional number of fee-paying students. Candidates who obtained an average mark below the "admission limit" can apply to be accepted within this additional quota, and are accepted in order of marks, best first. Admission to postgraduate educational institutions is regulated, under Section. 71 - (1) of the Education Act, by an entrance examination for a Master's degree, doctorate or postgraduate academic studies, or on request, for specialist studies.

6.2 Fees/Financial support for Students

Public higher education is free. Fees are payable for applications for entrance examinations and for repeating the final or degree examination. Fees can be charged for activities outside the education plan, if they are requested by students and approved by the faculty council. The amounts to be paid and exemption from fees are determined by the university senate (Education Act, Art. 581). Some students enrolled in public institutions have not obtained a place free of charge because of their results in the entrance examination, but may attend courses by paying a tuition fee. Students enrolled in private institutions must pay for their studies. The financial support for students consists of meritorious grants and grants offered to those coming from low-income families.

ROMANIA Structures of Education, Initial Training and Adult Education Systems in Europe. EURYDICE/CEDEFOP 1999 30

6.3 Academic year

The academic year begins on 1 October and ends in most cases on 30 June. The year is divided into two semesters. Students have a summer holiday, a Christmas holiday and another holiday at the end of the first semester. The number of hours per week is about 26.

6.4 Courses

Higher education institutions offer shortduration and long-duration courses. Shortduration courses last 2 to 3 years and include five main fields of study:
1) sciences,
2) engineering,
3) medicine,
4) social sciences,
5) economic sciences.
Long-duration courses have a variable duration: 6 years for medicine and architecture, 5 years for engineering and 4 years for other areas. These courses are organised by ten fields of study:
1) sciences;
2) engineering;
3) medical sciences, pharmaceuticals, dentistry;
4) agriculture, veterinary medicine, forestry;
5) humanities;
6) social sciences;
7) law;
8) economics;
9) architecture, arts, sports;
10) political sciences, journalism, communication sciences.
Teaching activities are organised by disciplines and modules. Teaching methods include lectures, seminars, laboratory classes and practice periods. In the first few years of study, instruction is oriented towards providing general knowledge in a particular field. The subjects offered in later years are progressively more specialised. Some universities use various forms of distance learning. Students have to pay for books and other educational materials.

6.5 Assessment/Qualifications

In both long and short duration higher education, students are assessed through written and oral examinations. Examinations are held at the end of each semester (in February and May-June for state institutions); if students do not pass an examination, they can repeat it a month before the academic year begins. Only if they pass all their examinations are they accepted in the following year of study. Short duration courses of higher education study end with a degree examination (examen de absolvire) in accordance with the criteria set out by the Ministry of National Education, using a methodology worked out by university senates. University-college diploma holders may continue their education either in their field of training or in related fields by sitting an entrance examination for a university institution offering long courses up to the student places ceiling set by the senate of higher education institutions for the current academic year. (Eligibility criteria are set by the university institutions which provide long courses). Long higher education studies conclude with a bachelor's degree examination (examen de licenta) which involves a degree paper or project plus a general and speciality test. The criteria for the organisation of bachelor's degree examinations are determined by the Ministry of National Education, and the methodology by the university senates. Students who pass the degree examinations receive a bachelor's degree (diploma de licenta) in the respective area; those who fail can repeat the examination only twice, and not later than five years after finishing. Graduates with a degree can attend a second university without taking an entrance examination, subject to the conditions stipulated by the University Charter. As regards postgraduate studies, the following qualifications are offered: diploma de studii aprofundate de specializare or diploma de studii aprofundate de master, diploma de studii academice postuniversitare or diploma de doctor.

ROMANIA Structures of Education, Initial Training and Adult Education Systems in Europe. EURYDICE/CEDEFOP 1999 31

6.6 Teachers

In the higher education system, the teaching body is composed of: junior assistant lecturers, assistant lecturers, lecturers, readers, professors and consulting professors with an initial long-duration university education. Teaching positions are awarded on the basis of a competition. Readerships and professorships are certified by the National Council for the Attestation of Academic Degrees, Diplomas and Certificates. Teachers are civil servants and most of them are permanent. They can work full-time or part-time. Teachers must attend one of the following forms of in-service training: national or international research programmes, specialisation or postgraduate courses.

6.7. Statistics 1997/1998

Number of students 360,590 Number of teachers 24,427 Number of institutions 106 Field of study Number Percentage (%) 1 Sciences 23,920 7
2 Engineering 83,680 23
3 Medical Sciences,
Pharmaceuticals, Dentistry 31,862 9
4 Agriculture, Veterinary Medicine, Forestry 12,183 3
5 Humanities 37,955 10
6 Social Sciences 9,762 3
7 Law 53,445 15
8 Economics 86,861 24
9 Architecture, Arts, Sports 18,644 5
10 Political Sciences, Journalism 2,278 1
Total 360,590 100
Students in public and private higher education
Source: National Commission for Statistics, Bucharest, 1998
ROMANIA Structures of Education, Initial Training and Adult Education Systems in Europe. EURYDICE/CEDEFOP 1999 32

7. ADULT EDUCATION

7.1 Specific legislative framework
The general legislative framework for adult education is provided by:
o the Education Act 84/1995, amended by the Act 131/1995, which stipulates that adult education comes within the structure of the national education system;
o Law 2/1971 which concerns the vocational training of adults;
o Law 5/1985 on continuing vocational training for adults;
Government Decision 288/1991 and Law 1/1991 on social assistance and vocational retraining of the unemployed.
7.2. Administration
The Ministry of National Education has an important role in providing adult and further education, being involved in setting priorities on curriculum design, in imposing quality standards, in developing tools for assessment and in accrediting adult education programmes. Subordinate institutions can offer, on a contractual basis, assistance to the organisers wishing to initiate adult education courses. Other ministries, corporate bodies or companies may organise various forms of training or retraining courses for employees. There are courses jointly organised by the Ministry of Education and Ministry of Labour and Social Protection to ensure the social protection and the creation of new job opportunities. The Ministry of Youth and Sports holds nonformal education programmes on themes like the stimulation of community activities or the revitalisation of rural communities. The Ministry of Health organises programmes on AIDS prevention, drugs, contraceptive education and family planning, etc.

7.3 Funding

The main bodies responsible for funding adult education are the Ministry of National Education and the Ministry of Labour and Social Protection. The funding of courses focused on the development of human resources in a specific area is the responsibility of the ministry or central administration body concerned. The cost of such programmes is included in the investment cost. The cost of open and distance learning courses is met by the participants. Local authorities contribute to the funding of adult education courses if institutions under their remit are involved.

7.4 Organisation

The organisation of adult education is similar to formal education. There are full-time or part-time courses, including evening classes, correspondence courses and distance learning. Courses addressed to ethnic minority groups are taught in the minority language.
The main types of institutions involved in adult education are:
- popular universities, which provide various courses and training programmes for adults;
- higher education institutions offering a large diversity of courses which vary from

ROMANIA Structures of Education, Initial Training and Adult Education Systems in Europe. EURYDICE/CEDEFOP 1999 33

in-service teacher training to specialised further education courses;
- Teachers' Resources Centres, providing in-service training for teaching staff; they support teacher training departments from universities in the organising of inservice training courses;
- institutions which provide correspondence and distance education;
- institutions under various ministries which organise in-service training for employees;
- prisons which organise basic education courses for illiterate people.
The goal of adult education is 'to facilitate access to science and culture for all citizens, regardless of age, in order to enable them to adapt themselves to the major changes occurring in society'.
The general objectives of adult education are:
- to ensure complementarity between the pre-service training and in-service training, between the formal, informal and non-formal education;
- to provide a second chance for people who have dropped out of courses of compulsory education;
- to facilitate the acquisition of new knowledge in a profession and the vocational re-training;
- to provide new organisation and management methods.
The main target groups of adult education are: people wishing to attend vocational training or training, people wishing to develop competencies in the field of economy, management or administration, unemployed people, people with social and economic difficulties, people who cannot read or write or are innumerate, people who have never attended, or have dropped out of, school. Admission requirements for adult education courses are specified by each programme. Sometimes, admission is conditional on age, in other cases an initial level of education is a prerequisite (a leaving certificate from lower secondary school, upper secondary school or university). When there is a great demand for certain courses, entrance examinations may be organised. The curriculum is designed by organising institutions. Every teacher/trainer is supposed to organise and coordinate their course. The teacher can choose the teaching methods that seem most appropriate. Therefore, many different methods are used: lectures, seminars, conversation, methods for individualised training, case studies, active and interactive methods, etc. Adult education covers areas such as social sciences (history, politics, psychology, anthropology, ethnology, religion, economics, law), medicine and health, engineering, culture and civilisation, literature and arts, vocational training, and foreign languages. All qualifications are recognised and certified by the Ministry of National Education, which issues certificates for participants. Research institutes, professional associations, trade unions are involved as social actors in organising adult education courses. They provide specialised personnel, organisational structures or special facilities. Television, radio companies and the written press also support and promote adult education.

7.5 Statistics

The table below shows the number of people who have obtained qualifications, undertaken re-training or specialised courses organised by the County General Departments of Labour and Social Protection from 1991 to 1997.
Total of which unemploye d % of which employed %
No. of people who have attended courses 246,01 4 146,772 59.2 -
No. of people who have completed courses 216,77 8 136,045 62.6 57,941 26.7
…at the request of a company 40,289 18,444 45.8 14,394 35.7
…on account of labour market studies and prognoses 99,581 82,221 82.6 26,366 26.5
…at the request of interested parties 76,908 35,380 40.0 17,181 22.3
No. of people just having attended courses 17,197 5,606 32.6 - -
No. of people discontinuing courses 12,039 5,121 42.5 - -


Bucuresti Beius
Rodica Barlau-2002