INSTITUTE OF EDUCATIONAL SCIENCES Bucharest ROMANIA

1. This presentation will probably involve audience discussion, which will create action items. Use PowerPoint to keep track of these action items during your presentation • In Slide Show, click on the right mouse button • Select “Meeting Minder” • Select the “Action Items” tab • Type in action items as they come up • Click OK to dismiss this box • This will automatically create an Action Item slide at the end of your presentation with your points entered. INSTITUTE OF EDUCATIONAL SCIENCESBucharest ROMANIA Contacts: 37, Stirbei Voda010102, Bucharest, RomaniaTel: +40 21 313 64 91Fax: +40 21 312 14 47Email: info@ise.roHp: www.ise.ro Luminita Catalina TASICA PhD Senior Researcher – LLG Dept.

2. IES’S PROFILE • coordinated by the Ministry of Education, but is autonomous in its activity • national public institute for research and development in education • (i.e. The impact of reform measures on the school units, • Indicators of the Romanian education system in the perspective of European integration)

3. National Authorities functioning within the IES • National Council for Curriculum (http://cnc.ise.ro/) • National Observatory (http://obsro.ise.ro) • Euroguidance - Romania (www.cnrop.ise.ro)

4. MAIN AREA OF ACTIVITIES IES is structured in five departments: • Curriculum, • Management, • System evaluation, • Theory of Education, • Lifelong Learning and Guidance

5. Curriculum Department Areas of expertise: • curriculum, • teaching strategies, • learning theories, • curricular areas, • textbooks, • non-formal curriculum, • E-learning, ICT in education • (i.e. Using the new ICT in education)

6. Management Department Areas of expertise: • teacher training, • training of education managers, • institutional development, • quality assurance, • financing of education • (i.e. Organisational cultures in the Romanian school, • Managerial standards and managerial training)

7. System Evaluation Department Areas of expertise: • educational system evaluation, • human resources development, • disadvantaged groups education, • education in rural areas • (i.e. The vocational insertion of the high-school and post-high-school graduates • Evaluation of the excellency school units • Education in risky areas: educational strategies and alternatives)

8. Theory of Education Department Areas of expertise: • education fundaments, • fundaments of educational reform, • comparative studies of educational systems, • adult education • (i.e. Computer based program of career counselling • Computer based vocational guidance system )

9. LIFELONG LEARNING AND GUIDANCE DEPARTMENT Areas of expertise: • career counselling and guidance, • IT in career counselling, • adult counselling, • ethics and standards for vocational guidance • (I.e. Compendium of career guidance methods • Ethical code and standards for career counseling)

10. EXPERIENCE IN INTERNATIONAL PARTNERSHIPS • European Union (Leonardo, Socrates etc.) • Council of Europe • UNICEF • World Bank • European Training Foundation • World Learning

11. EXPERIENCE IN INTERNATIONAL PARTNERSHIPS • Education for Democratic Citizenship • Democratic Citizenship through Non-formal learning • All-European study on Participation in Education and Training • South-East Europe Education Co-operation Network (SEE ECN / www.see-educoop.net) • National Strategy of Human Resources Development for Preprimary Education Project • Socrates- ESTEEM (www.pix.it/public/esteem/index.htm)

12. EXPERIENCE IN INTERNATIONAL PARTNERSHIPS • PLOTEUS - Portal for Learning Opportunities throughout the European Space(http://europa.eu.int/ploteus/portal) • Guide for the world of occupations (http://www.go.ise.ro/) • European Experiences with ICT in Careers Guidance with Adults (http://www.guidanceforum.net/) • ICT Skills for guidance counselors(http://www.ictskills.org/)

13. Experience in the development and delivery of training programs and curricula • IES has three complementary roles: • Some IES staff is involved as experts in different training activities organised by other organisations

14. TRAINING EXPERIENCE • Reform Program of the Pre-University Education financed by the World Bank had two main training directions: - curriculum division - management division • ZEP - Program (Priority Education Areas) teacher training on didactics and management • Training Program on Values inEducation

15. TRAINING EXPERIENCE IES in partnership with: • - NCC (National Council for Curriculum) run a training program regarding the new national curriculum for about 4000 teaching staff between 1999 – 2001 • - TSH (Teaching Staff House) training program on curriculum • - CEDU (NGO – Centre Education 2000+) training program on curriculum

16. OTHER TRAINING ACTIVITIES AND PROJECTS • Lifelong Guidance and Learning Department – the methodological coordinator of the activity of Regional Psycho-Pedagogical Assistance Centres from each district (42) • OSP-ZD Project (http://ospzd.ise.ro) LdV Project: Educational and Vocational Guidance for the disadvantaged Areas in Romania

17. IVET – state of the art • VET place within the Romanian education system • Main VET institutions (school of art and trades, vocational tracks in high-schools) • Phare – VET Program

18. IVET – state of the art Curriculum design/development • the reform implemented by the MER continues the results of Phare RO9405 VET reform programmeleading to more broad based curricula, postponing the moment for specialisation, increasing decentralisation and adaptation of curricula to local needs, better planning involving local stakeholders and employers in all counties

19. IVET – state of the art Financial resources • Public and private financial contributions for VET are inadequate • The education system is under-financed • In the last two years the target of the Education Law “of minimum 4% GDP for education” was accomplished (according to national administrative data) • the system of financing public pre-university education entered in a decentralisation process

20. VET – state of the art Teacher training: • In the past 10 years the number of teaching staff has grown at all levels of education • 30% in high school education • almost three times in post high school education). • VET teachers holding a teaching qualification is high • 92 % In technical high schools • 80%in vocational and apprenticeship schools

21. CVT – state of the art • Continuing training in enterprises is still underdeveloped • In 2007, 11% of all companies provided CVT for their employees • Comparing to Czech Republic (69%), Slovenia (48%), Hungary (37%) or other Member States (70%) or more

22. CVT – state of the art • The training market is not very developed. • Individuals are the main costumers • Most CVT providers are not specialised on a certain domain • Only the immediate needs of the labour market appear to be served by the subjects on offer

23. CVT – state of the art Incentives for continuing training in Romania • The Adult Training Law mentions an exemption from paying VAT for authorized providers of VT • BUT, this VAT exemption cannot be implemented in reality • Employment National Agency provides job subsidies for school graduates and training opportunities for new job entrants as well as training to the unemployed • Massive structural EU funds

24. CVT – state of the art • Phare programme’s HRD scheme • support the training of employed and unemployed • In 1998 has been established the National Centre for the Development of Vocational and Technical Education (NCVTE) as a public institution under the co-ordination of the MER

25. CVT – state of the art CVT provision • two major categories of training providers: public and private • Public providers offers courses of vocational training for adults, adapted to the employers’ requirements and with targeted curriculum • other training centres operate in specific fields (e.g. banking, tourism, cinematography, aviation, port workers, teacher training, etc.)

26. CVT – state of the art • People’s Universities under the Ministry of Culture and Cultsprovide mainly non-formal education for adults • until 1989 there were over 200 community centres, more than 2,000 culture clubs and approximately 3,000 people’s universities for adults in addition to a national-wide network of libraries, folk-art schools, folk-art guidance centres

27. CVT – state of the art • after 1989, in the absence of financing sources and an appropriate legislative framework the number of people’s universities fell to 152 according to statistics of the Ministry of Culture and Cults • since 1999, when the NAE was established 280 000 persons (including unemployed) have been involved in various training and retraining programmes

28. CVT – state of the art • In 2007 the ENA organised 4,232 courses, of which • 1,782 at the request of individuals (42%), • 1,345 at the request of employers (32%), • 890 for unemployed receiving benefits (21%) and • 215 for unemployed not receiving benefits (5%).

29. CVT – state of the art • The training standards (curriculum) stress the constant linking to the labour market demands • More and more connected to the principles of long wide learning and sustainable development

30. Thank you !