Leonardo Da Vinci ProjectLeonardo Da Vinci Project

Development of Development of Systems for Vocational Systems for Vocational Teacher Qualification Teacher Qualification

ImprovementImprovement[PROPETO][PROPETO]

Promoted by:Promoted by:

Centre for Vocational Education and Centre for Vocational Education and Research at Vytautas Magnus UniversityResearch at Vytautas Magnus University

LITHUANIA LITHUANIA

Vocational Teachers Qualification Improvement:

Conception and Experience in Romania

Material elaborated by: Georgeta and Dumitru CHIRLESAN

from the

University of Piteşti (ROMANIA)as partner of the project

Content:Content:• I. INTRODUCTIONI. INTRODUCTION

• II. ROMANIAN EDUCATIONAL SYSTEMII. ROMANIAN EDUCATIONAL SYSTEM

• III. VOCATIONAL EDUCATION & III. VOCATIONAL EDUCATION & TRAININGTRAINING

• IV. NATIONAL POLICY ON IV. NATIONAL POLICY ON TRAINING TRAINING OF TEACHERSOF TEACHERS

• V. ROMANIAN EXPERIENCEV. ROMANIAN EXPERIENCE

I. INTRODUCTION:I. INTRODUCTION:

Term most frequently used in Romania Term most frequently used in Romania related to training of teachers :related to training of teachers :

• Training;Training;

• Basic (or Initial) Training;Basic (or Initial) Training;

• Continuing Training;Continuing Training;

• Formal Training;Formal Training;

• On-the-job-training;On-the-job-training;

• Re-training;Re-training;

• Career Training.Career Training.

II. ROMANIAN EDUCATIONAL II. ROMANIAN EDUCATIONAL SYSTEM:SYSTEM:(A) At the end of the communism:(A) At the end of the communism:

► ► fully controlled by the communist fully controlled by the communist state;state;

► ► with a fully centralised managerial with a fully centralised managerial system;system;

► ► + total + total political control secured by political control secured by the Communist Party;the Communist Party;

Structure of the RO educational system at the end of the Structure of the RO educational system at the end of the communism:communism:

Dr.

General educationCompulsory (according with the law)

Primary school: grades 1 to 4 (7 age old up to 11)Secondary school: grades 5 to 8 (11 age old up to 15)

Apprenticeship schoolProfessional school

Worker (LS)

Labour

Worker (HS)

Labour

High School

Post – Secondary Education (Lyceum)National Threshold Examination (between 10th and 11th grade)

Worker (HS)

Labour

Technical School

Technician

Labour

University College (HE –Short St.)

Sub - Engineer

Labour

University // Polytechnics /

/ Medicine

Other(HE – Long St.)

7 (6)

15

17

19

2122232425

License / Diploma

Labour

M.S.

Strong features:Strong features: • the compulsoriness to perform at least 10 years of the compulsoriness to perform at least 10 years of

education education →→ induced a mass character of induced a mass character of education;education;

• the diversity of qualifications delivered;the diversity of qualifications delivered;

• the free access to education for socially the free access to education for socially disadvantaged groups;disadvantaged groups;

• the chance to have a job immediately after the the chance to have a job immediately after the graduation;graduation;

• the chance for a personal development within the the chance for a personal development within the educational system (a large variety of reconversion educational system (a large variety of reconversion programmes, late access for those looking for a programmes, late access for those looking for a new qualification, etc.)new qualification, etc.)

Weak points:Weak points:• low correlation between the market needs and the low correlation between the market needs and the

curriculumcurriculum• curriculum strongly oriented to the industrial curriculum strongly oriented to the industrial

qualifications;qualifications;• low level of quality for general education (primary low level of quality for general education (primary

and secondary); and secondary); • low level of practical activities during the studies;low level of practical activities during the studies;• low level of the teachers' training programmes low level of the teachers' training programmes

determined by the lack of specialised faculties for determined by the lack of specialised faculties for teachers;teachers;

• apparently strong competition during the studies apparently strong competition during the studies and after the graduation but in reality the political and after the graduation but in reality the political factor was more important for the personal factor was more important for the personal development of a person;development of a person;

• major differences between rural and urban major differences between rural and urban schools;schools;

• lack of interest for personal development after the lack of interest for personal development after the graduationgraduation

(B) Romanian Educational System (B) Romanian Educational System in the pre-accession periodin the pre-accession period

• 1990-1996 was a period of confusions, slow, almost 1990-1996 was a period of confusions, slow, almost inexistent reform and re-evaluation of the managerial inexistent reform and re-evaluation of the managerial procedures;procedures;

• Former stereotypes applied before the Revolution Former stereotypes applied before the Revolution were not anymore valid;were not anymore valid;

• New Constitution of Romania and the new legislation New Constitution of Romania and the new legislation imposed new types of professional and social imposed new types of professional and social relations;relations;

• The education at large was confronted with major The education at large was confronted with major problems;problems;

• Consequently, some specific negative features Consequently, some specific negative features occurred;occurred;

……continuationcontinuation

• In 1995, when the Reform of the educational system in In 1995, when the Reform of the educational system in Romania became a real issue, a pre-accession financial and Romania became a real issue, a pre-accession financial and logistic support was offered by the EU in the framework of logistic support was offered by the EU in the framework of the PHARE Programme. the PHARE Programme.

• The legislation was re-designed in order to give an The legislation was re-designed in order to give an appropriate framework for the educational activities in appropriate framework for the educational activities in Romania (Law of Education (84/1995) and the Law of the Romania (Law of Education (84/1995) and the Law of the Statute of the Didactical Personnel (128/1997). Statute of the Didactical Personnel (128/1997).

• At that time these laws imposed the necessary change, At that time these laws imposed the necessary change, giving free way to the reforming processes.giving free way to the reforming processes.

• The parallel process of Reform was strongly sustained by The parallel process of Reform was strongly sustained by the PHARE Project. Unfortunately, the process was many the PHARE Project. Unfortunately, the process was many times returned to the “zero point” or was totally confused times returned to the “zero point” or was totally confused by the hesitations of the political class. by the hesitations of the political class.

• In this context, the start of the Bologna Process in Europe, In this context, the start of the Bologna Process in Europe, found Romania ready to be part of this challenging common found Romania ready to be part of this challenging common European effortEuropean effort

III. VOCATIONAL EDUCATION AND III. VOCATIONAL EDUCATION AND

TRAINING IN ROMANIATRAINING IN ROMANIA • The vocational education and training reform The vocational education and training reform

process was launched in the mid 1990s;process was launched in the mid 1990s;

• Continuing vocational training is financed from Continuing vocational training is financed from different sourcesdifferent sources, , depending on the categories of depending on the categories of target groups;target groups;

• In 1999-2001 a series of normative acts were In 1999-2001 a series of normative acts were adopted in Romania that completed and improved adopted in Romania that completed and improved legislation related to continuing vocational training.legislation related to continuing vocational training.

• Ordinance no. 129/2000 on vocational training for Ordinance no. 129/2000 on vocational training for adults represents the legal framework for adults represents the legal framework for establishing the VET system for adults, establishing the VET system for adults, authorization of training providers, development of authorization of training providers, development of the system for evaluation and certification of the system for evaluation and certification of competencies and financing vocational training. competencies and financing vocational training.

IV. NATIONAL POLICY IV. NATIONAL POLICY ON TRAINING OF TEACHERSON TRAINING OF TEACHERS1. Law of Education 1. Law of Education (Law no. 84/24.07.1995);(Law no. 84/24.07.1995);

2. 2. Law for the Statute of the Educational Staff Law for the Statute of the Educational Staff (Law no.128/01/09/1997);(Law no.128/01/09/1997);

3. 3. Government Decree no. 604/2001Government Decree no. 604/2001 (creation of (creation of National Centre for the Staff Training of the Pre-National Centre for the Staff Training of the Pre-university Education);university Education);

4. 4. Order of Minister no. 5416/21/12/2000Order of Minister no. 5416/21/12/2000 (organization and the development of the didactic (organization and the development of the didactic staff perfecting programme);staff perfecting programme);

5. 5. Order of Minister no. 3701/26.04.200 Order of Minister no. 3701/26.04.200 (Revised (Revised perfecting programmes);perfecting programmes);

6. 6. In-service training programme for educational In-service training programme for educational staff/Council of Europe – no. 1/2002.staff/Council of Europe – no. 1/2002.

Initiatives on Initiatives on training of teacherstraining of teachers::• general education;general education;

• teacher training for all types of education: teacher training for all types of education: pre-school, primary, secondary, post-high school, higher pre-school, primary, secondary, post-high school, higher education, continuing education (including education for arts and education, continuing education (including education for arts and sports, medical education special needs education, military sports, medical education special needs education, military education, medical education, private education, education for education, medical education, private education, education for the national minorities);the national minorities);

• guidance and counselling;guidance and counselling;

• perfecting the teaching staff of all types, levels and perfecting the teaching staff of all types, levels and specialisation;specialisation;

• management of school;management of school;

• training the trainers for educational system;training the trainers for educational system;

• training the Methodist teachers;training the Methodist teachers;

• employment policies.employment policies.

Objectives of the training of Objectives of the training of teachers policy:teachers policy:a. to elaborate the standards of continuing training for the a. to elaborate the standards of continuing training for the

didactic staff, auxiliary staff, leading, guidance & control didactic staff, auxiliary staff, leading, guidance & control staff from the pre-university education;staff from the pre-university education;

b. to elaborate the criteria and the accreditation modalities of b. to elaborate the criteria and the accreditation modalities of the training programs;the training programs;

c. to accredit, through specialized commissions, the c. to accredit, through specialized commissions, the continuing training programs proposed by the training continuing training programs proposed by the training providers based on the standards and methodologies providers based on the standards and methodologies approved by the Minister of Education and Research;approved by the Minister of Education and Research;

d. to initiate and develop expert appraisements concerning d. to initiate and develop expert appraisements concerning the content, the designing, the achievement and the the content, the designing, the achievement and the evaluation of the teaching staff training in the pre-evaluation of the teaching staff training in the pre-university education;university education;

e. to carry on special studies – diagnosis, prognosis and other e. to carry on special studies – diagnosis, prognosis and other similar.similar.

f. to initiate and develop, with the approval of the General f. to initiate and develop, with the approval of the General Department for Continuing Education, Training and Department for Continuing Education, Training and Perfecting of the Didactic Staff, certain activities of Perfecting of the Didactic Staff, certain activities of professional development in the educational field, financed professional development in the educational field, financed by funds of national and international programs.by funds of national and international programs.

Responsible for the training the Responsible for the training the teachers policy is:teachers policy is:

Ministry of Education, Ministry of Education, ResearchResearch and Youthand Youth

+ +

““actors”actors”

Implementing the teachers training policy Implementing the teachers training policy represents a co-ordinated action, implying the represents a co-ordinated action, implying the contribution of:contribution of:• Ministry of Education, Research and Youth;Ministry of Education, Research and Youth;• Ministry of Finance;Ministry of Finance;• Ministry of Labour, family and Equal Opportunities;Ministry of Labour, family and Equal Opportunities;• National Centre for the Staff Training of the Pre-university National Centre for the Staff Training of the Pre-university

Education;Education;• National Council for Adult Vocational Training;National Council for Adult Vocational Training;• National Agency and County Agencies for the Labour National Agency and County Agencies for the Labour

Force Employment; Force Employment; • Higher education institutions, Higher education institutions, • Pedagogical colleges and high schools;Pedagogical colleges and high schools;• School Inspectorates;School Inspectorates;• Houses of the Teaching Staff;Houses of the Teaching Staff;• Perfecting centers (destined the didactic staff with Perfecting centers (destined the didactic staff with

medium level education);medium level education);• NGOs (destined to the didactic staff and to the auxiliary NGOs (destined to the didactic staff and to the auxiliary

didactic staff from the pre-university education);didactic staff from the pre-university education);• National Institute of Educational Sciences;National Institute of Educational Sciences;• National Agency for Community Programmes in the Field National Agency for Community Programmes in the Field

and Professional Education and Training.and Professional Education and Training.

Progress in implementing the Progress in implementing the teachers training policy:teachers training policy:

• Education Reform Project (07.10.1994 Education Reform Project (07.10.1994 – 28.02.2002) ;– 28.02.2002) ;

• Curricular reform;Curricular reform;

• Strategy for the development of the Strategy for the development of the initial and continuing training system initial and continuing training system of the didactic staff and managers of the didactic staff and managers within thewithin the pre-university education pre-university education 2001-2004, 2004-2008.2001-2004, 2004-2008.

V. ROMANIAN EXPERIENCE ON V. ROMANIAN EXPERIENCE ON

“TRAINING OF TEACHERS”“TRAINING OF TEACHERS”

1. Methodical–scientific and psycho-pedagogical activities, 1. Methodical–scientific and psycho-pedagogical activities, realized at the level of the education unit or in groups of realized at the level of the education unit or in groups of units.units.

2. Methodic2. Methodicalal–scientific–scientific sessions of communications, sessions of communications, symposiums, exchanges of experience upon specialty symposiums, exchanges of experience upon specialty and psycho-pedagogical problems.and psycho-pedagogical problems.

3. Periodical stages of special 3. Periodical stages of special scientific informing and scientific informing and

educational sciences informing.educational sciences informing.

4. Conferences, seminaries, 4. Conferences, seminaries, debates or other specific forms of debates or other specific forms of teachers perfecting, organized at interschool level, teachers perfecting, organized at interschool level, county, national or international level. county, national or international level.

5. Forms of perfecting through correspondence (open and 5. Forms of perfecting through correspondence (open and distance learning).distance learning).

……continuationcontinuation

6. 6. Courses without regular attendance, organized in higher Courses without regular attendance, organized in higher education institutes, combined with periodical consultancy, education institutes, combined with periodical consultancy, in accordance with the participants’ options.in accordance with the participants’ options.

7. 7. Courses organized by scientific societies and by other Courses organized by scientific societies and by other professional organizations of the didactic staff.professional organizations of the didactic staff.

8. Courses in the view of obtaining the title of “definitive 8. Courses in the view of obtaining the title of “definitive teacher” or of didactic grades, in conformity with the law teacher” or of didactic grades, in conformity with the law provisions.provisions.

9. 9. Training and perfecting courses for the leading, guidance & Training and perfecting courses for the leading, guidance & control staff;control staff;

10. Perfecting grants and study & documentation stages;10. Perfecting grants and study & documentation stages;

11.11. Post- Post-university university study programs.study programs.

12. Doctoral studies.12. Doctoral studies.

In Romania, the perfecting In Romania, the perfecting programs contain:programs contain:

• Specialty scientific informing;Specialty scientific informing;

• Pedagogical, psychological and sociological Pedagogical, psychological and sociological informing;informing;

• Methodical informing;Methodical informing;

• Informing in the field of general and school Informing in the field of general and school legislation;legislation;

• Practical activities in the field of specialty.Practical activities in the field of specialty.

Plans for future developments in the Plans for future developments in the field of training of teachers in field of training of teachers in Romania:Romania:• In 2002 the European Commission In 2002 the European Commission

addressed all the candidate states the addressed all the candidate states the invitation to associate themselves to the invitation to associate themselves to the process of educational and professional process of educational and professional training systems development.training systems development.

• The Government of Romania politically The Government of Romania politically assumed this invitation with the assumed this invitation with the occasion of the 6th Conference of occasion of the 6th Conference of Europe Ministers of Education, which has Europe Ministers of Education, which has been held at Bratislava in June 2002.been held at Bratislava in June 2002.

……continuationcontinuation

• The precursory demarches of this decision The precursory demarches of this decision consisted in institutional capacity analysis consisted in institutional capacity analysis of the educational and professional of the educational and professional training system, in absorbing and adapting training system, in absorbing and adapting the development objectives of the the development objectives of the European Union member states to the European Union member states to the Romanian society interests and needs.Romanian society interests and needs.

• In this context, the “Strategy for the In this context, the “Strategy for the Educational System Development for Educational System Development for the Period 2001-2004 and 2004-2008” the Period 2001-2004 and 2004-2008” have been re-actualized, in the have been re-actualized, in the framework of a prospectiveframework of a prospective planning planning for the time horizon 2010.for the time horizon 2010.