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Ministry of National Education
National University of Political Studies and Public AdministrationDepartment of International Relations and European Studies
SummaryAnalyzing the vulnerabilities of Romanian education in the context of the
Europe 2020 Strategy
Research from the perspective of human capital and social capital
Doctoral Advisor: Prof. univ. dr. Cezar Bîrzea
Candidate: Andreea-Ramona Aciobăniței
Bucharest
2018
Analyzing the vulnerabilities of Romanian education in the context of the
Europe 2020 Strategy
Research from the perspective of human capital and social capital
Education and human development are at the center of a type of civilization called Modernity.
Beginning with the eighteenth century when universal education was introduced and the
foundations of public education were laid, education was considered a priority of public policies,
a breach of development of all social sectors, the most effective means of emancipating
individuals. All major societal transformations of history have been based on education and
training of human resources.
European society at the beginning of the new millennium is in a new historical stage, in a new
phase of the development of education. Globalization and international competition, the
transition from the knowledge society to the digital society undergo such rapid changes that the
projects themselves become absolute for the realization and the benchmarks change substantially
throughout the same generation. In this context, some authors speak of an "endemic crisis of
education"1, a structural gap between supply and expectations, between education products and
the needs of society. Perhaps this perception is exaggerated, because all institutions and fields,
all projections have an inevitable gap to frame level or ideal outcome. This situation calls for
caution and understanding of the relationship between education as the historical lever of
modernity and the other domains with which it interacts. Education is conditional on social and
economic progress, as the overall level of development determines the performance of the
education system. This simple equation will be a motif of our thesis and will be found in various
expressions throughout the analogy.
1Coombs, Phillip. Criza sistemului mondial de educație, (1968, apud Carmen Costea et all., Criza e în noi, Editur Ase, 2010.p.467).
The purpose of this research is to assess Romania's preparedness, its stage in achieving the
objectives of the Europe 2020 Strategy and the vulnerabilities of the Romanian education
system in the context of human capital and social capital. Analyzing them, the research is
done on two levels: a comparative one, based on the information in the databases of the
institutions in the European Union, in the national databases and on an empirical basis, based on
the questionnaire and the interview that will generate their own data, up to date. We will use
various explanatory schemes, including human capital (skills) - social capital (degree of trust in
institutions and social system, degree of participation, social mobilization, solidarity,
interaction), social cohesion.
We have left the following research hypothesis: If the education system in Romania does not
achieve the objectives set by the Europe 2020 Strategy, there are vulnerabilities that affect the
investment in human capital and influence the overall development of society.
Referring to the methodological aspects, on the basis of a preliminary research and the
identification of the issues of interest, of the information and research needs in these domains,
we find that a comparative analysis is needed. Once we have built the theoretical framework, we
have defined the terms involved in the research. We used information from official national and
international databases. For my own research I used the tools: the questionnaire and interview.
The questionnaire was applied through the Google Docs platform in the on-line environment.
The interview was focused on the operationalization of the notions of social capital and human
capital, applicable to the problems of Romanian education, and was applied face to face or
through video or audio interviews.
The field in which this thesis was drafted is a fluid one, which is still marked by debates for the
definition of definitions, calculation formulas, research directions. By proposing both a research
on qualitative and quantitative aspects, it was possible to produce sources of errors. Research
limits may be due to insufficient information, incorrect databases, reluctance of respondents to
provide concerted or accurate information if we refer to the questionnaire and the interview.
Also, the calculation of social and human capital values has no established formula in the
academic environment, so there may be discontinuities in research for this reason. Using
different formulas, the results may be more difficult to integrate and compare.
I mention that until now research in this context with these data and for this purpose has not been
carried out. This paper is intended to be a starting point for further research and development.
The theoretical context
The analysis of the vulnerabilities of Romanian education can be realized from different
perspectives: the quality of education products, the imbalance between demand and supply,
social inequality, the training and motivation of teaching staff, etc. Such analyzes have been
made by various specialists especially during the last 30 years, among which we mention: Adrian
Miroiu, Romanian Education Today2, Cezar Bîrzea, Art and Education Science3, Adrian Hatos,
Sociology of Education4, Mihaela Jugău, Rural Education in Romania: Conditions , problems
and strategies of development5, Stănciulescu Elisabeta, Sociology of Family Education: Vol. 2:
Family and Education in Romanian Society: a Critical History of Utopian Interventionalism6 or
in OECD Reports, World Bank, EU.
Faced with these approaches, this research is based on the relationship between human
capital and social capital, prefigured by Coleman in a report that introduced the concept of
equal opportunities and decisively influenced educational policies in the United States and
Europe. It is a relationship of mutual determination in the sense that it assumes that the
competences fund of the educated people ensures better participation and a higher level of
public trust and social cohesion. This relationship is important because, in the final
analysis, it expresses the essence of human potential and the springs of social mobility.
2 Miroiu, Adrain. Învățământul românesc azi, (București, Polirom, 1998)3 Bîrzea, Cezar. Arta și știința educației, (București, Editura didactică și pedagogică, 1998)4Hatos, Adrian. Sociologia Educației, București, Polirom, 2006.5Jugău, Mihaela et all., Învăţământul rural din România: condiţii, probleme şi strategii de dezvoltare, Institutul de Ştiinţe ale Educaţiei, Bucureşti, Ed. MarLink, 2002.6Stănciulescu, Elisabeta. „Sociologia educatiei familiale : vol. 2 : Familie si educatie in societatea romaneasca : o istorie critica a interventionalismului utopic”, Polirom, Iași (1997).
Thus, starting from the approaches of Fukuyama7, Coleman8, Backer9 or Schultz10, social capital
represents the degree of trust in institutions and the social system, social mobilization
capacity, solidarity and interaction, and human capital consists of the stock of population,
a certain quality life and a sum of the skills of the population.
The education system in a state, education, generates skills that can lead to better participation,
social emancipation and innovation, the development of civic competences (political knowledge,
attitudes), participation in voting and assuming responsibilities. Such an approach inevitably
leads to a connection with the whole context that the state through the competent institutions
generates. John Dewey makes a bridge that opens a discussion with several components. He
believes education is the premise from which a functioning democratic society starts11. For this,
individuals need to benefit from a series of needs, from basic ones such as food, shelter, safety
and physical and moral security, and continuing to self-realization, self-esteem, and so on. In this
way, by enhancing the fulfillment of these needs globally, the echo of inequalities and its
detrimental effects would not so deeply affect societies and their development.
An alternative reference framework that complements the equation human capital - social capital
is the concept of social security as it appears in the Copenhagen school vision. I will invoke the
defining elements of this concept for two reasons:
First, because it interprets security in a non-military sense - which allows education to be
considered as a guarantor of the overall balance; second, because it provides a very useful
explanatory preamble to this research that focuses on a possible interaction between human
capital and social capital.
The interdependence of public policies
7Fukuyama, Francis. „ Social capital and civil society, The Institute of Public Policy”, George Mason University, (1999), nal/pubs/ft/sehttps://www.imf.org/exterminar/1999/reforms/fukuyama.htm, accesat la 19.06.2018.8Coleman, James. „Social Capital in the Creation of Human Capital”, The American Journal of Sociology, Vol. 94, Supplement: Organizations and Institutions: Sociological and Economic Approaches to the Analysis of Social Structure (1988): S95-S120.
9 Becker, Gary S. „Human Capital: A Theoretical and Empirical Analysis, with Special Reference to Education” University of Chicago Press, (1993), http://www.nber.org/chapters/c3730.pdf, accesat la 5.05.2018.
10Schultz, Theodore W. Human Capital: Policy Issues and Research Opportunities, National Bureau of Economic Research, Chicago,The University of Chicago, 1972.
11 Dewey John, Democracy and Education, Students Handouts, Ohio, Inc.Toledo, 2009 (1916).
This dynamic and human vision of security opens up our field to the human capital-social capital
equation that we propose as an explanatory mark in this research. By identifying some
vulnerabilities or problems in relation to certain rules (e.g. the Europe 2020 targets), we look for
the elements of human capital that generate them (incomplete school dropout education) to
understand their effects on equity and social cohesion, the overall balance of society. Societal
security thus becomes a type of global imbalance, which is education as the main pillar. This
explanatory scheme that associates societal security with the functional relationship between
human capital and social capital refers to both an ideal model and a concrete case of Romania,
supported by a personal empirical research.
Public space is constituted by a set of interdependencies between various actors, institutions and
organizations, in order to achieve public policy objectives. According to Habermas, the state, the
private sphere, and non-governmental organizations are constantly interacting, exchanging
information, expertise, complement each other12. In fact, as Adrian Miroiu13 points out, the
separation of areas and public policies is not rigid. Economic factors determine the overall level
of development, as social conditions and cultural specifics influence the overall performance of
society. To designate this form of general equilibrium, indispensable to the development and
formation of society, we have taken over the term "societal security" introduced by
representatives of the Copenhagen School. However, there are other approaches, particularly in
social- logical literature, which focus on the idea of social cohesion. Although it is not equivalent
to the term socially balanced, social cohesion helps us to understand the relationships between
public policies, all the more so as it is commonly used at the level of the European Union.
Social capital and human capital: two explanatory metaphors
The previous finding that inequalities affect the production of human capital and the shortage of
human capital deepens the structural leeway brings us closer to another term of reference,
namely social capital.
12 Habermas, Jurgen. Sfera publică și transformarea ei structurală, (traducător Janina Ianosi), București, Comunicare.ro, 2005 (lucrarea iniţială apărută în 1998).13 Miroiu, Analiza politicilor publice.
We recall that we have started from the Copenhagen School's vision of the endemic risks that
threaten society's security create vulnerabilities in various public policies. In the case of
education, which is top priority in the context of the thesis, the risk is manifested in the
generation and maintenance of human capital (e.g. inability to benefit from basic education, the
exodus of qualified persons or low participation in lifelong learning). As competencies are the
basis of any social construction, the human capital deficit affects all areas of activity, including
civic participation, respect for norms, and trust in political institutions and cooperation, usually
referred to as generic equity capital.
Both human capital and social capital are, in fact, metaphors that undermine Backer's idea that
education and training are an investment (of the individual and society), the most sustainable of
all because it generates the safest and highest value added.
This added value is recovered in the skills fund that can be capitalized in all areas and activities.
Between human capital and social capital there is a reversible relationship: social conditions
influence education and skills formation and these, in turn, determine social relations,
organizational culture, communication and participation in public space.
Obviously, the two explanatory metaphors have their merits and limits. Human capital has been
better coded, being directly associated with investment in education, which has enabled
specialized agencies such as the OECD and the World Bank to rigorously calculate added value
at the level of individuals or education systems.
As for social capital, its meaning is broad enough, so we can build the evaluation of the inputs
and results of an educational site, so estimating the possible vulnerabilities, only on the basis of
this reference. In order to better coagulate the various variables associated with the entity called
social capital, I will try an original mathematical modeling that highlights both the interactions
within the network and the specificity of each variable.
Analysis of the situation of the Romanian educational system in the European context
In the official barometers on education and training, the European Union does not directly use
the terms human capital and social capital. However, they appear in various components and in
relation to benchmarks and performance indicators. For this reason, we have covered the generic
term human capital of various variables and their measurement indicators, in particular those
related to the Europe 2020 strategy, which interferes with us in particular.
We have noticed that the four indicators in Europe 2020 (school drop-out rate, inclusion in
higher education, participation in lifelong learning and labor market graduation rate) are just as
many vulnerabilities in Romanian education. School abandonment favors functional illiteracy
and deprives society of an important skill pool. The inclusion in higher education, at almost half
of the European average, affects qualifications and specialized skills training. The unexplainably
small participation in permanent education of those who formally left the initial training system
is the most preoccupying and represents the greatest vulnerability to social security in Romania,
because it is about effects on citizenship and civic culture, on the assumption of responsibility
and on conviviality. Finally, the insertion of graduates into the labor market is less than the
European average, but it is not a major source of vulnerability
The analysis undertaken using the various combinations of indicators in Europe 2020 confirms
previous conclusions on their vulnerabilities and their impact on human capital (skills training,
basic education and training) on social capital (the efficiency of cooperation networks,
interaction and compliance with rules behavior) and the development of society.
Design and research results
After analyzing public policy documents and specialized literature, we organized our own
empirical research to obtain the necessary data to verify our working hypothesis.
To this end, we started from the following research hypothesis: If the Romanian education
system does not achieve the objectives set by the Europe 2020 Strategy, there are vulnerabilities
that affect the investment in human capital and influence the overall development of society.
The research objectives are deduced from this assumption of departure and refer to the
following aspects:
a) Defining vulnerabilities in the perspective of social security promoted by the Copenhagen
School.
b) Identification of possible functional relationships between vulnerabilities and the formation of
human capital and social capital.
c) Comparative analysis of public policies for the development of human resources in the
countries of the European Union.
d) Carrying out a case study on Romania through empirical research.
The research methods were alongside the documentary analysis, the questionnaire and the
interview.
The questionnaire covered 25 questions that focused on the following aspects: demographic data
on respondents, situation of school abandonment, the link with the extended family, the local and
religious community, the reporting to education, the image of Romanian and European
education. It was applied to 365 people, of all social categories, aged between 18 and 60, living
in Bucharest or in Ilfov County, who are included or have at least one person in the core family
involved into education. Distribution by gender was as follows: 78.9% women and 21.1% men.
The interview aims at a broader analysis of the same issues that we have approached in the
questionnaire and has been applied to decision-makers, social responsibility, or special learning
outcomes, in physical, telephone, or on-line meetings.
The limits of the research were primarily due to its subject, being subjective concepts. Any errors
in the databases could have fueled the results of the research, and the hesitation of some
respondents to provide concrete data is also possible to intervene in the research process.
As Fukuyama said, what we call social capital is an essential component necessary for the
functioning of a modern economy as well as a stable liberal democracy14.
Although the concept of human capital, as defined by Fukuyama, seems to be easily accessible, it
is difficult to operationalize. It includes at least three dimensions:
- Compliance with the rules;
- Trust in public institutions;
- Civic participation. As a result, when we refer to social capital, we must address one or other of
the dimensions, but not in an aggregated form. That's why the statistical modeling I'm aiming for
is about this intuitive model.
14Francis Fukuyama, Social capital and civil society, p.10.
In order to facilitate the correlation between social capital and human capital, in the context of
the vulnerabilities of Romanian education, I tried to numerically translate the two notions by
mathematical modeling and we used different models of calculation depending on the results we
have been tracking or the resources the mathematical modeling of the social capital - the sum
formula, an alternative to the sum formula for calculating the social capital, the calculation of the
human capital through the Human Development Index, the quality of life, the measurement of
human capital after the mathematical modeling Hun-Ling Tao and Thomas F. Stinson, measuring
human capital by the Human Capital Index proposed by the International Economic Forum,
calculating the human capital by income.
The mathematical modeling we have tested, applying them both on existing statistical data and
on the results of our own research, can provide values and calculation methods that can be used
in compiling the methodology for monitoring the implementation of the Europe 2020 strategy for
the annual reporting system, by country. These formulas have not yet been applied to our country
data, as we found at the beginning of the research. The novelty is given by the fact that numerical
values are calculated for the social and human capital, some of their variables being not
numerical and needing a translation of them in this type of values: we realized this
operationalization of the indices used by the formulas from the literature specialization or by its
own inductions and deductions. In order to achieve the objectives of this research, it was
necessary to find and apply methods for measuring human capital and social capital, which
facilitate the correlation between the two notions.
We have tested and applied several variants of measuring social capital, namely human,
mathematical modeling or statistical data analysis. As I mentioned in each, they present
advantages and disadvantages, each one. It is important that at the moment when we want to
measure or obtain some values for the two notions choose the way that we have the information
we have and which we want to get. As the purpose of this research was to determine and verify a
series of relations between social capital and human capital, the transformation in quantifiable
terms of the two notions facilitated the determination of a link between social capital and human
capital interdependence, meaning a predisposing term - human capital, and an influential term -
social capital. Going further on this logic, we can say that the relationship is reversible and relies
on competencies, education being at the origin of this relational circle.
Results, conclusions and recommendations
During the thesis I analyzed the situation of Romanian education in the context of the Europe
2020 Strategy, observing vulnerabilities and trying to explain them on the basis of political
science theories, starting from the notions of social capital and human capital correlated with the
Copenhagen School Security Concept societal.
We have found that, with regard to the Europe 2020 Strategy, Romania is in a position not to
meet the goals set by this date. In this situation, we analyzed the risks and costs of non-
fulfillment of the objectives, including the effective simulation of school dropout costs, and
moreover, what solutions can be applied in the short, medium and long term.
Thus, the situation of school abandonment in our country has not improved so that by 2020 the
target of 10% is reached. The national target is easier to achieve, 11, 3%, but at the time 2016
school dropout rate were 18, 5%, in 2017 declining by only 0.4%. If we judge on a year-by-year
basis, the situation is worrying. The drop in the rate of school abandonment compared to the
previous year is less than one percent, but what is even worse is that before the year 2015, the
dropout rate was about 17%, which means that in the last years of reporting even an increase in
the dropout rate actually occurred. In the event of annual reductions of this rate, the target set at
the EU level for 2020 will be reached around 2026. As far as gender-related school drop-out is
concerned, the data obtained does not indicate a correlation between these two variables that
generate differences.
A second objective relates to adult participation in learning or lifelong learning / education. If the
target set by the European Union is 15%, we can say that it reaches 1.2% in 2016, so it is
obvious that Romania has no chances to reach this target by 2020. Apparently, there is no gender
difference in this situation. If the situation were to improve with an annual percentage, the target
set for 2020 would be reached in at least ten years.
For inclusion in tertiary education, the European target is 40%. Beyond that, a more realistic
national target of 26.7% was set. Most likely, the national target will be reached by 2020, given
that in 2017, reporting shows a figure of 26, 3%
The European target is far from being achieved at the moment, which creates an important
vulnerability in the skills pool and the realization of the 'knowledge society'.
Consequently, it is understandable that, at least for the moment, the situation of the Romanian
education from the perspective of achieving the objectives of the Strategy is not at all
encouraging.
Based on the questionnaire and interview research, I tried to understand the causes of this
situation and how they can be improved. For this we have gone from Coleman's approach that
there is a link between social capital and human capital, in the sense that social capital inflates or
even determines human capital. In generic terms, competences (human capital) are determined
by social capital in the sense of family and community influence. Thus, we used a questionnaire
that we built on the idea of pursuing the link between social capital and human capital, along the
lines of Coleman's explanation. In addition to the questionnaire, I also made an interview, which
had the same target, to identify a number of causes for the Romanian education situation. Thus,
in the case of the researcher, we had 365 respondents employed directly or indirectly with the
education system, whether they were enrolled in education at the time of applying the
questionnaire, or had members in the core family that were included in the education system at
that time.
We have noticed that the dropout rate, both in the core family and in the extended family, is very
low for those who answered the questionnaire. This, according to Coleman's hypothesis, was
correlated with the family factor. In the present case, most of the respondents had higher
education, the core families were not separated, most worked within the borders of the country.
Also, most respondents considered that education is a way of social evolution and empowerment.
Moreover, they appreciated that the general spirit of cooperation, trust in education and teachers
and interaction contribute to the formation of sustainable skills. Thus, in this case, Coleman's
theory is confirmed. Regarding the influence of the community on human capital, considering
school dropout a situation of diminishing the possibility to form competences, I came to the
conclusion that in the case of the present research, a certain correlation cannot be established.
Although most respondents do not consider themselves involved in the life of the local
community or religious / religious community, the dropout rate remains low, which shows that
reduced social participation is not directly proportional to the extent of school drop-out.
Most respondents considered that competence training should be a necessary outcome of the
education system. However, they consider that the national education system is not geared to the
formation of competencies, hence the rather negative general impression of the national
education system, as opposed to the predominantly positive image of the education systems in
the European states. It is interesting and betraying some inconsistency that although the subjects
consider important skills and have confidence in education and teachers, the same people say
they have a negative image of the education system. Also, most respondents do not consider that
the private education system is very different from the state system. The interview confirms, by
way of concrete examples, those discussed above, being a more elaborate variation of the
answers contained in the questionnaire. The guidelines retain what confirms our finding
regarding the reversible relationship between human capital and social capital.
On the basis of this analysis, we can make a series of recommendations, starting from the lines
drawn by the Institute of Educational Sciences, the European Parliament, Unicef, etc., in the
context of this research. We thus affirm that there is encouragement from the European Union
that each state pursues certain objectives in the education field, it is an advantage, thus providing
for convergence and monitoring. It is also important to understand that the issue of the education
system, with emphasis on school drop-out and lack of competence formation, is a phenomenon
that has several factors, economic, social, cultural, and that change can only occur if intervenes
cumulatively in all these directions. A very important factor that has emerged and as a result of
the research carried out is the realization of a functional school-family, perhaps even school-
community dialogue. This dimension is very important, as we have seen both in the interviews
and the questionnaire.
Social capital and human capital are two concepts that we have used as the benchmarks of the
thesis in the context of the analysis of the vulnerabilities of Romanian education on the
background of the Europe 2020 Strategy. In order to measure them and their correlation with the
progress indicators established by the European framework, we used a systematic assessment of
the skills, abilities and aptitudes of those attending a form of education. Beyond providing useful
variables for comparative analysis, it would be a real help in punctually identifying problems and
possibly improving them.
Starting from the idea that social capital is a predisposing factor for human capital, we
have cost, following demand and reciprocity: human capital is a predisposed factor for
social capital, so we have to deal with a bidirectional relationship or a circle of
interdependencies. Personal skills are the core or epicenter of these interrelationships that
go through practically all the social system. Although, for methodological reasons, we have
operated with the distinction between the two, we have found that there is a continuum
between different domains, where basic and transversal skills interfere permanently.
Competencies are the basis of this chain of interdependencies, and for this reason we regard
education and training as fundamental. The Europe 2020 strategy is noticed precisely through
this integrated human resources approach. It no longer uses the human capital / social capital
distinction found in the World Bank and OECD reports but sets the following lines of action:
reducing school abandonment, increasing enrollment in higher education, increasing the number
of graduates integrated into the labor market, wider access to education, the elimination of
gender discrimination, etc.
Education and training are crossed and embedded in all these directions of action, but they also
benefit from their own benchmarks, their "benchmarks" and monitoring indicators.
In our research, we have defined the vulnerabilities of the Romanian education system in relation
to the four specific indicators (school abandonment, inclusion in higher education, participation
in permanent education and integration of graduates into the labor market), but the data obtained
exceeded this strict reference framework, requiring more extensive analysis where the reference
to human capital and social capital was helpful.
For our country, it is crucial to take into account the objectives set out in the Europe 2020
strategy and to pursue their fulfillment, even if we have found that only partially will be achieved
by the set deadline. In this context, it is important to make an improvement in the situation at
least in a longer term. Socio-political and economic contexts are as many elements influenced by
the educational process as forming competencies that will ensure social security. It is important
to note, following this study, that the measures taken must aim at short, medium and long-term
goals, so that a change occurs within a longer timeframe. It should not be forgotten that there are
many costs associated with the education system, that its problems are affecting all the other
sectors, and that, ultimately, education is not just a consumption of resources, it produces well-
being and development.
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