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| Education Profiles | ROMANIA | |
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EDUCATION OVERVIEW
Among other functions, the Ministry of Education: formulates and implements the general education strategy in consultation with other institutions and ministries concerned; sets the objectives of the education system in general, and of each separate level and field of education; coordinates and monitors the national education systems and organises the public education network; approves the establishment of secondary and post-secondary schools, colleges, and faculties; and coordinates research activities in education. School inspectorates are specialized bodies subordinated to the Ministry of Education with the responsibility for monitoring the organisation and operation of the pre-university network. They are also responsible for setting up public education kindergartens, primary, lower secondary, secondary, vocational and apprenticeship schools. As a rule, higher education institutions are governed by Senates; faculties and divisions are led by professional boards. Academic autonomy refers to institutional management, structuring and operation, teaching and scientific research activities, and administration and finance. Public education is financed by the State budget. Textbooks for pre-school, primary and lower secondary education are provided free of charge. Students in enrolled in vocational and secondary schools, whose parents have a monthly income equal to or below the minimum salary, have the same right. Approximately 4,570,000 students are enrolled in educational programmes at all levels in Romania (1996). Pre-school education caters to children between 3 and 6 (or 7) years of age and is provided by kindergartens and nursery schools. Attendance is optional and it is free of charge in public institutions. A compulsory pre-primary class (preparatory group, 5-6 year olds) will be established gradually. Primary education covers the first four years of compulsory education. As a rule, children attend school in their seventh year, although the may attend school in their sixth year if they have reached an appropriate stage of mental and physical development. Lower secondary education covers the last four years of compulsory education. At the end of lower secondary education pupil sit the leaving examination (examen de capacitate). Graduates from lower secondary education who have obtained a school-leaving certificate can apply to sit an entrance examination to be admitted to: general upper secondary schools (Grades IX-XII in the case of day classes or Grades IX-XIII in the case of evening or extra-mural classes); or vocational schools (two to four years of study, depending on the sector). Upper secondary school ends with a final examination leading to the baccalaureate diploma. Post-secondary education programmes provide vocational training for those who complete secondary education and have passed an entrance examination. The duration of study is one to three years. Students who pass the school-leaving examination are issued a certificate of qualification in their respective skill. Public higher education is free, although fees are charged for the entrance examination application and for repeating the final or degree examination. Higher education includes short courses (three-year programmes provided in university colleges) and long courses (four to six years) provided in universities, academies, conservatories, and other similar institutions. Short programmes culminate with a degree examination leading to a university/college diploma. Long programmes end with a licentiate’s degree examination; successful students are awarded a degree in the respective field of study. Holders of a university degree may continue their studies at the post-graduate level by taking a one- or two-year “post-university or “advanced studies” degree programme, a doctoral programme (four years), or a specialist programme (not less than one year). Students who complete short programmes can continue their study in long programmes provided they pass an entrance examination. If passed, they are generally admitted directly into third year of the long programme. Private education was re-established after 1990 and is available at all levels of education. According to the Education Law, private education institutions should function as non-profit and non-discriminatory entities and comply with national standards. Study plans and curricula must be approved by the Ministry of Education. Accreditation of private institutions is done in two phases: trust licensing, which gives provisional and organizational rights and accreditation, which gives full rights. Trust licensing must be followed by an application for accreditation, within four years of licensing for pre-schools and primary schools and after the first leaving examination for lower secondary schools and the baccalaureat examination for upper secondary schools. It must also follow after the first graduation examination for vocational, apprenticeship, and post-secondary institutions. Teaching staff in private institutions must be full time at the pre-school and primary level and at least 60% employed at lower secondary, secondary and vocational level schools. Private institutions must also provide sufficient evidence that funds have been invested in the physical facilities of the institution. The academic year for pre-university students normally consists of thirty-four working weeks and is divided into three terms. The university academic year begins on October 1 and generally ends on June 15. Teachers in pre-schools must have completed five years of study in upper secondary teacher-training schools, after completion of compulsory education. Pre-schools also have “institutori”, teachers training in teacher-training colleges in a two or three year course. Primary school teachers are trained in upper secondary teacher-training schools or colleges. The training lasts two to three years. Specialist teachers must have completed higher education training programmes, depending on the field of specialization. Lower secondary teachers (profesori) must have a diploma from a long- or short form higher education programme, depending on the subject they are teaching. Upper secondary and vocational teachers must have completed a long form higher education programme. Technological education is provided by engineers trained in polytechnics.
Revised: May 06, 2004
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