Romanian Education System Research Articles

Study on University Dropouts In the Context of the Romanian Education System Reform

After 2010, the Romanian university system registered an increase of dropout cases. This aspect requires to identify and implement some alternative methods of action at the national level with the unique scope to prevent and combat early university dropout. The good motivation of the students for their studies is increasingly low. Some of the causes which determine this phenomenon are well known and quite difficult to remove, as for example the financial and intellectual development level of the family from where they come. These aspects can often be decisive factors in the emergence of the school dropout phenomenon. But these aspects are certainly not the only causes. This is the reason for which other aspects, which determine the students to dropping out the school and can be more easily corrected, must be identified. The aim of this paper is to present these aspects, emphasizing the causes, consequences, and potential solutions to limit absenteeism and university dropout. For this purpose, we present a questionnaire applied at "Ovidius" University on a target group of students. The participants consisted of 500 students from 5 faculties of our university. With this questionnaire we want to identify patterns and trends in the evolution of absenteeism and university dropout.

The Bureaucratization of the Romanian Education System from a Weberian Perspective

Abstract The study aims to identify the causes and effects of the bureaucratization of the Romanian education system, in relation to the Weberian theory of bureaucracy. The principles of bureaucracy, enunciated by Max Weber, are discussed and the way they are taken into account and perceived in the case of education in Romania is followed. The study also aims to compare Romania with other countries (Finland, Spain and the United Kingdom) in terms of the perception of bureaucracy. The main results of the other research show that the countries mentioned follow a pragmatic approach, while the Romanian education system prefers a bureaucratic approach. This difference results from the standards that are lacking in Romanian education, both at management level and in terms of educational activities themselves. In pre-university education in Romania, for example, there is a culture of control, without a clear picture of what a high-performing school means, school inspections become only a bureaucratic action, without really measuring the quality of teachers and education. In higher education, bureaucracy is confirmed by the permanent appointment of rectors or by other legislative decisions that burden universities with tasks that should be carried out by other institutions. The new education laws in Romania increase the bureaucracy already existing in the education system, and all this is the result of misunderstanding and misapplication of the principles of bureaucracy.

체제 전환과 통합 전환의 루마니아 교육

Due to changes in ideology and policy, the Romanian education system is divided into three distinct periods: the period from modern times to 1944, the socialist education system from 1944 to 1989, and the great transition period after 1989. While the first period was characterized by the expansion of the public education system and progress in improving curriculum and teacher education programs, the second period was characterized by the nationalization of all educational institutions, extreme centralization through a unified basic curriculum and textbooks, excessive politicization, and an emphasis on abstract teaching methods. The period of socio-political and economic change in Romania after 1989 led to the reform of the education system, with pressures on the market economy and the restoration of democratic principles, pressures imposed by the Bologna Process. During the transition period, there were many changes in the curriculum, public and private educational institutions, retraining and mobility of teaching staff, and infrastructure. The responses of the Romanian education system to new variables and opportunities were partly immediate and partly gradual, depending on the interlocking circumstances and interests. The reform process, including new challenges and social risks during the transition period, was difficult, slow, and complex, influenced by economic, political, and social conditions. However, Romanian education during the integration transition period symbolized by the Bolona Process and EU membership became a stepping stone for successful reform. In this process of integrated transformation, Romanian education continues contemporary ongoing educational reforms by embracing a unified three-level degree program (Bachelor’s, Master’s, Doctoral programs), ECTS (European Credit Transfer and Accumulation System) & EQF (The European Qualifications Framework), as well as providing internationalization and mobility programs in higher education.

The Prerequisites of Introducing School Social Workers in Romanian Educational System

Worldwide professional agencies or associations define school social worker as the professional that assists students with socio-emotional challenges and makes a linkage between school, home, and community services. A school counsellor is different than a school social worker, by guiding students in academic, career, and personal development, supporting those in navigating school-related challenges, but also helps them planning their future. In Romanian school environment the school counsellor somehow supplies the school social worker’s attributes, as within the schooling institutions organizational chart there is no specific place for the school social worker’s job. In an attempt to diagnose a current situation of what the school social worker represents as a professional in connection with Romanian educational system, we developed a brief analysis of the professional grounding of the domain, starting from key concepts such as “school social work”, the “educational role of the social worker”. The results of the search for such keywords showed us that there is a lack of data on this subject in the Romanian background. What we identify at the level of schooling units is the school counsellor. The purpose of this work is to bring a better theoretical knowledge of the need for the professionalization of the school social worker in the Romanian public educational sphere. Moreover, the article may be the start of an empirical larger research on the topic, in order to bring to public awareness the usefulness of a social worker at the level of each educational institution. The analysis is of a theoretical nature and is based on the educational-welfare practice models from Romania and USA.

Social perception on the integration of children with special educational needs in mainstream education

The inclusion of students with Special Educational Needs (SEN) within the general education system is a complex and persistent issue, considering that although educational policies and national legislation affirm support for the principle of inclusion, it is often implemented only at a declarative level. In the theoretical part, the evolution and progress of inclusive education at the international level was addressed, emphasizing the significant contribution of the United Nations Organization and various international conferences in promoting the individual rights of people with special needs. Another aspect considered the integration of students with special educational needs into the mainstream educational system, highlighting the crucial role and support offered to them. It is also emphasized the importance of the continuous professional development of teachers and the active involvement of parents in the educational process, as central pillars in the promotion of effective inclusive education. The methodology applied in the study regarding the integration of students with SEN in the Romanian educational system has as its main objectives the identification and analysis of teachers' perceptions and attitudes towards the integration process, the differences found between teaching staff from urban and rural environments, as well as examining the correlation between teachers' optimism and their perspectives on inclusion. Another important goal of the research is to identify barriers to the effective implementation of current and future public policies related to inclusive education. The research instruments used include an original questionnaire, entitled „Teachers' Beliefs and Attitudes about the Integration of Students with SEN”, intended to assess teachers' perceptions of inclusion, and an optimism measuring instrument, composed of 48 items, used to assess the level of optimism of the respondents. The sample of the study was made up of 60 teaching staff, aged between 25 and 45, divided into two groups, depending on the environment of origin (rural/urban). The analysis of the collected data indicates a greater predisposition towards acceptance and positive attitudes towards inclusion on the part of teachers from the urban environment, compared to their counterparts from the rural environment. Also, the results emphasize the existence of a positive correlation between the level of teachers' optimism and their attitude towards the inclusion of students with SEN. In conclusion, the findings of this research emphasize the significance of increasing the professionalism of teachers in supporting inclusive education and reveal notable disparities between rural and urban teachers in terms of the integration of students with special educational needs.

The curriculum at the decision of the school - a factor of progress in the development of communication skills of students

The current social and economic dynamics recorded at the national level has determined the appearance of significant changes in the Romanian educational system. Thereby, schools and communities, especially those in rural areas, face a series of challenges aimed at the real needs of the beneficiaries of educational services. In order to improve and overcome such situations, schools and communities can benefit from specialized support, within the framework of implemented and accredited study programs or projects. They can be supported by the curriculum at the school’s decision. It must be seen as part of the entire curriculum and not as irrelevant in relation to the national one in force or being in contradiction with it. The student needs to experience a coherent curriculum, and not a fragmented, deficient one. Thus, the curriculum at the decision of the school must meet the national one and blend together. Since then the traditional subject-based curriculum has emphasized knowledge and understanding. Because of that, the role of the curriculum in the decision of the school has addressed to those desired competences that are too little developed specifically or explicitly by academic disciplines. Examples of such skills may include personal development, preparation for adulthood and economic life, encouraging the responsible being, etc.

Mentorship for Teacher Induction. The Analysis of the Training Needs of the Beginning Teachers

Mentorship in education plays a crucial role in facilitating the smooth integration of beginning teachers into the Romanian education system. Specifically designed for beginning teachers, this form of mentorship focuses on addressing their training needs through specific goals and implementation strategies. This study aims to identify the training needs of primary school beginning teachers across eight counties in Romania, including the municipality of Bucharest. The goal is to propose improvement measures to maximize the effectiveness of the mentorship program in which beginning teachers participate. The research methodology employed an online survey-based questionnaire administered in June 2023. Throughout the study, the authors shed light on various training needs relating to the teaching competencies of beginning teachers, including self-analysis of teaching activities, teaching methods, and satisfaction levels regarding the mentorship program. The findings highlight the diverse training needs of primary school beginning teachers from Romania and emphasize the importance of a coherent implementation of the mentoring programmes to address these needs effectively. This paper serves as a guiding resource for the development of mentorship and training programmes, as well as education policies aimed at enhancing the integration of beginning teachers into the Romanian education system.

Promoting Effective Math Learning with Educational Robots

Mathematics is a key subject for building competencies of the future. Managing students’ attitude towards learning mathematics is an important challenge in the Romanian educational system. Thus, it is essential to bring new teaching practices into the class in order to reduce math anxiety, increase motivation and successfully develop students’ cognitive skills. Due to the increasing importance of technology in our lives, using educational robotics may be an effective strategy to meet those demands. The aim of the present study was to design and test 5 educational robots-based scenarios for teaching math competencies, as logical, spatial and computational thinking, in primary school setting. More specifically, we describe the scenarios for robot-supported teaching, the competencies aimed to be developed and the process of testing their effectiveness in class. Main challenges and further recommendations in promoting math learning with educational robots for primary school children are also discussed.

Assistive Technologies for Teaching and School Integration of Students with Visual Impairment

In the context in which inclusive and integrated education tends to become a reality of the Romanian education system, it is essential to consider assistive technologies as an important resource in the educational process of visually impaired students.
 The main purpose of our research is to reflect on the importance of raising awareness among educational actors regarding the use of assistive technology for visually impaired students.By implementing assistive technologies as an essential part of the curriculum, teachers can sustain students by providing specific support to solve learning problems while promoting independent learning. In addition to specific educational programs/activities (early intervention, complex and integrated educational therapy, compensation therapies), teachers must develop and refine methods of integrating assistive technologies into teaching-learning-assessment activities.
 We described the process by which specialists from international school systems manage to integrate assistive/access technologies andunderlined the specific progress made in our country in this field.

Graphic organizers method used in the systematisation and recapitulation of knowledge in Geography

This research analyses whether the use of an effective method/technique, as support in the educational process, can make pupils better understand the concepts learned in Geography classes and be more effective in practical tests. Thus, this research is based on the design and use of the method of graphic organizers in the teaching-learning-evaluation lessons, which allows the fixation and thorough consolidation of pupils' knowledge in the discipline of Geography, 7th grade. The research method used was the questionnaire, which was applied to an experimental sample (7th grade A) and a control sample (7th grade B), the pupils being from the countryside school in Dolj County, Romania. Statistical data were analyzed using SPSS Statistical Software (Statistical Package for the Social Sciences) and provided valuable insights in understanding the relationships between the studied variables and the research hypotheses. We consider this technique, being new, attractive and innovative in the Romanian education system, for the development of the spirit of observation in pupils, the increase of attention, imagination and memory, the amplification of investigative capacity, organization in thinking but also in deeds (creativity and thinking free).

Tutoring—An Emerging Phenomenon in the Romanian Education System

This paper, without intending to be exhaustive, is a presentation of an increasingly prominent social reality: the tutoring of pupils, as a parallel educational activity complementary to the education system, as a form of non-formal education, or as an alternative option for students’ parents to support them in their social success. Our research aimed to identify the perception/opinions of the beneficiaries of these tutoring activities, in relation to the relevant aspects of such activities, such as the way they are organized and carried out, the type and motivational level of students participating in such activities, the real dimensions of the phenomenon as manifested in Romanian society, etc. In order to achieve the purpose of our research, a questionnaire, with open-ended and closed-ended questions, was given to a significant number of people bearing the title of student, who had completed high school studies only 1–4 years ago. Based on the research carried out, it was possible to identify a hierarchy of motivational factors that determine whether students resort to tutoring; the causes of the occurrence and expansion of this phenomenon; and the opinions of the beneficiaries of tutoring services towards the organization and conduct of these activities. At the end of the article, some measures are presented that could optimize the balance between formal and non-formal education in Romanian society.

Recruitment in Romanian education – exploratory research of grading, transparency and GDPR

The purpose of the article is to outline and analyse recruitment in the Romanian education system, its instruments of communication and follow-up, its legal frame and methodologies, its results, and how they are disseminated in order to protect the human resource and the professional image of the teaching staff, find solutions for a better recruitment communication and provide ideas of improving the capability of the system in finding flaws and adapting to the educational and social needs. So, we have documented the communication site for the grades, from the users` end and correlated it with the methodology’s main aspects regarding the communication, then exported a database with the grades from the two main examinations of tenure from 2019 (inspection and theoretical examination) for 30.018 candidates to compare the grades with the public and mass-media perception of the marks. This article is important also for following the status quo of the nowadays recruitment and acknowledging the situation, the cause for the lack of centralized data, and the improvement that can be made to better the educational policies. Our research pointed out great discrepancies between the inspection grades and the theoretical exam grades, some GDRP blind spots, greater protection for students than for teachers even if that means publishing securitized data of the teachers obtained during their period as students, a lack of contextual communication that adversely affects the teachers' image, impossibility to follow the candidates track up to occupying the position taken that makes recruitment in educational system unpredictable and uncorrectable.

THE MODERNITY OF ST. JOHN CHRYSOSTOM’S VIEW ON EDUCATION

The current world, characterised by a dynamic full of continuous fluctuations and challenges, urges us to change perspectives regarding the educational phenomenon. There is a growing interest for the holistic development of the human being so that s/he could face the imperatives of the contemporary society. The present article creates a favourable opportunity to highlight that the harmonious formation of human individuality was first described many centuries ago. St. John Chrysostom, who adopts a broad approach to the education topic, points out that a responsible educational process should offer a holistic development to people. Thus, we aim to analyze Christian and modern pedagogy discourses in a comparative manner, in order to demonstrate the modernity of the Antiochian pedagogue’s view on education. We investigated the degree of overlapping between the Hrisostomian pedagogical ideas and the current theories of personality development. Also, our content analysis looks into the number of references regarding the children’s upbringing and education as compared to the recurrent topics in the works of St. John Chrysostom. We analyzed St. John’s recommendations on the child’s development, virtues and values, so we can integrate them in contemporary formative contexts. The outcome reveals that the writings of the Christian pedagogue align with the current desideratum of the Romanian educational system. We consider theses pedagogical suggestions and the good practices that are given to be valuable instruments as they are up to date in terms of educational principles, methods and content and they satisfy the needs and the specifics of the educational process beneficiaries.

CITIZENSHIP EDUCATION IN EUROPEAN SCHOOL SYSTEMS

This paper aims to open a reflective framework, that should be useful to the Romanian education system and encompass ways in which citizenship education is studied in other European countries, at primary and secondary levels. In this regard, the article presents the characteristics of the school systems which are based on maximalist and minimalistic approaches to citizenship education, the critical approaches to citizenship education and, consequently, the concept of “critical citizenship”. The article also includes a brief timeline of legislative and public policy efforts at European level to support education for democratic citizenship, starting from the Maastricht Treaty and reaching the “Reference Framework of Competences for Democratic Culture”. Last but not least, the paper will highlight a series of reforms and approaches to citizenship education at European level (as a separate or integrated school subject, or in a crosscurricular perspective), that references the latest Eurydice study on citizenship education in European schools.

Education During the Covid-19 Pandemic. The Case of Romania’s Political-Administrative Decisions on Education and Health

This article highlights the problems faced by teachers, students, parents and authorities in Romania during the Coronavirus pandemic, as well as their management in the general context of the health crisis unfolding in this country. The documentation regarding Romania was compiled mainly on the basis of official reports and information taken from the media, due to the novelty of the subject for the case study presented. They were joined by theoretical-methodological works on the general epidemiological context and by studies on the particularities of the Romanian education system, which helped us to outline the theoretical-methodological background of the research. The authors have tried to highlight good practices, but also the errors that led to an increase in the number of cases and the imposition of restrictions, during the first four waves of the pandemic, with a major impact on educational activities in Romania. The main restrictions and advantages of online education, a first for the Romanian education system, are also highlighted.

Higher music education in Romania in the context of the European Higher Education Area: an analysis from the lecturer’s perspective

ABSTRACT The academic context of Romanian higher education music lecturers has not yet completely overcome the influence of the socio-political scenario from before the fall of the communist system. This contributes to the international isolation of Rumaniańs higher music education, marginalising its institutions from the European Higher Education Area. This paper presents a study featuring the opinions of 470 Romanian university lecturers at eight higher institutions regarding the overall situation of higher music education. About seventy percent of participants stated that the current higher education system is worse than 30 years ago. A cluster analysis showed that the most important challenges facing the Romanian education system are insufficient funding and the need to promote more postgraduate studies. The situation described could be useful to revise the curriculum in order to align Romanian higher music education with the standards of the European Higher Education Area.

A Qualitative Exploration of Experiences of Asylum Seekers and People with Refugee Backgrounds in Accessing the Education System in Romania

Refugees and asylum seekers often confront particular challenges when accessing essential services in host countries. The difficulties these vulnerable groups face in meeting educational needs are documented in numerous studies. Although Romania experienced mainly transit migration, it is recently becoming a destination for refugees and irregular migrants. Most people entering the country are young or minors, and access to education is crucial for their economic future and a successful integration process. The present paper primarily explores the challenges and difficulties asylum seekers and people with refugee backgrounds experience in accessing educational services in Romania. It is framed within an interpretive paradigm using qualitative interviews with asylum seekers, people with refugee backgrounds, and NGO representatives to collect data. This exploratory research is designed on thematic analysis: four themes and eight subthemes were identified, capturing participants’ perceptions about the Romanian education system and their barriers to accessing education programs. The findings suggest that access to education for refugees and asylum seekers was restricted primarily by language-related or bureaucratic and legal obstacles. Therefore, efforts should be made to raise awareness among the general population and specialised educational institutions. Additionally, creating more opportunities for interactions between people of different backgrounds can alleviate the persisting inequalities experienced by this vulnerable population.

PROMOTING SOCIAL EQUITY AND PREVENTING TEACHERS' MALADAPTIVE SCHEMES

Through this article we aim to highlight the importance of social and educational policies for promoting equity in the Romanian educational system. The paper also contains an investigative study aimed at evaluating the personality traits of teachers and their level of anxiety and the role that certain maladaptive cognitive mechanisms have in the manifestation of counterproductive professional behaviors. The data of the study were collected based on online questionnaires from 31 teachers from the "Kemal Ataturk" National College in Medgidia, Constanta County, Romania.

MEDIA LITERACY AS A 21ST KEY COMPETENCE. A CASE STUDY OF ROMANIA.

This study argues the necessity of implementation of media literacy in schools by interpreting media literacy in relation to 'communication' and knowledge and information society, which are included in the key competences of European Union. In the Romanian educational system, the media literacy competence is not aimed in any educational curriculum. Few efforts have been made in the past ten years, efforts initiated by the civil society experts and not adapted to the national curriculum yet. Based on the literature review and on the content analyses of the national curriculum, this study contrived media literacy strands and standards including performance objectives and basic teaching and learning contents. By theoretically systemizing media literacy, this study is expected to promote the understandings of media literacy in schools and promote its implementations in the classrooms.

The Introduction of Information and Communication Technology in the Framework of Preschool Education

The Romanian education system has had to adapt to the new challenges brought on by the pandemic caused by severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2). Thus, it is expected of preschool teachers to integrate and use Information and Communications Technology (ICT) in their teaching approach. The purpose of this study is to explore the preschool teachers' perception on quality usage of ICT. Based on qualitative data, we have started with the question; "What is the preschool teachers' perception regarding the possibilities and the limits that come with the introduction of ICT in the preschool curriculum?" The pattern was determined by using the sampling criteria which is an intentional sampling method. This was used to select 25 preschool teachers (N=25) from state kindergartens. The data were collected through semi-structured interviews that lasted up to one hour and were based on the semi-structured interview guide. The interviews were recorded, recorded and transcribed, in order to make the main textual analysis, which was based on a thematic analysis, thus identifying three main themes. Our results show that there is a need for change, where teachersʼ technological pedagogical knowledge needs improvement, in terms of how they are supposed to integrate technology for childrenʼs invovment in the teaching-learning process. Furthermore, the preschool teachers have emphasized on their expectations in being supported through the creation of a school curriculum and more programs that involve improving their abilities in using technology. Preschool teachers are aware not only of the advantages of technology, but also of the possible disadvantages.