The SOCRATES Program in Romania – implementation steps

1. SOCRATESEuropean Community Program in the field of EDUCATIONRomania’s experience in the SOCRATES program

2. 1994 – Additional Protocol to the Act Concerning the Conditions of Accession of Romania to the European Union and the Development of New Community Programs signed between Romania and the European Union 1995: Act No. 95 –PECO-SOC-0019 between the Ministry of Education and the DG XXII – preparatory measures for the participation of Romania in the SOCRATES Program were launched September 1, 1997: Romania was formally accepted in SOCRATES Program (Decision no. 2 of the Accession Committee of the European Commission – Romania). Initiation of the first projects coordinated by Romania. The SOCRATES Program in Romania – implementation steps

3. 2000: participation of Romania in the second phase of the SOCRATES Program based on Council Decision no 253/2000/EU, Council Decision no. 1437/2000/EU; Decision no. 3/2000 of the European Communities Accession Council – Romania. National coordination authority: Ministry of Education and Research Socrates National Agency: operational unit promoting, implementing and managing the SOCRATES Program; Established in 1996 as a structure within the Ministry of National Education. In 1998, it became a public institution with legal personality; February 2005: Socrates National Agency merged with National Centre Leonardo da Vinci. The new institution established is National Agency for Community Programs in Education and Vocational Training The SOCRATES Program in Romania

4. The National Council for Community Programs in Education and Vocational Training is the body having a coordination and decision – making role regarding the SOCRATES and LEONARDO activities in Romania (establishes the national priorities and approves the lists of projects); Implementation improvements: January 2000: Ministry of Education approved the operation at local level of a network of inspectors in charge of the European cooperation activities (42 inspectors) whose charges refer to information, counseling and monitoring activities; The SOCRATES Program in Romania

5. March 2002: The SOCRATES National Agency officially cooperates with the National In-Service Training Centre for Pre-university Teachers as regards the recognition of the in-service training activities within Comenius 2.2C and Arion; September 2002: Erasmus students benefit of the PHARE End – user support (3 MEUR); March 2003: PHARE end-users support was extended to the pre-university teachers participating in Comenius 2.2C (in- service training activities); December 2004: Socrates National Agency obtained the ISO 9001:2000 quality management system certificate for the international cooperation project management, training and consultancy in the field and administration of European funds; March 2005: PHARE end-users support was extended to Arion study visits and to teacher’s mobility within Erasmus. The main consequence: increased number of participants and of the grant level and high quality management system. The SOCRATES Program in Romania

6. Between 1997 – 2004 (first and second phase of the Program) there was a significant evolution in terms of participants’ number (institutions and individuals): Decentralized actions: Comenius, ex Lingua E projects & preparatory visits Submitted Approved Overall results and impact

7. Socrates I - ex Lingua B and C Socrates II - Comenius 2 – Mobility Submitted Approved Overall results and impact

8. Erasmus Overall results and impact European cooperation projects Mobility (students & teachers)

9. Grundtvig Overall results and impact Adult education Grundtvig 2 Partnerships Grundtvig 3 - Mobility

10. Overall results and impact Arion Centralized projects

11. Involvement in the SOCRATES Program had the following effects As regards individuals and institutions: Increased motivation to get in contact with educational systems of other countries and to know the culture and traditions of other countries; Increased motivation in establishing more international partnerships within the Actions of the SOCRATES Program; New initiatives in submitting proposals within other European Programs (Leonardo da Vinci, Youth, Tempus, PHARE); Development of professional skills and career; Improvement of linguistic competencies, learning new methods of teaching – learning foreign languages; Development of communication skills through ICT; Enhancement of school achievements by gaining new learning experiences; Overall results and impact

12. Use of new pedagogic methodologies: active – participatory methods, pedagogic communication, learner oriented activities; Development of the civic spirit and European awareness; Development of joint school – community – economic agents programs; Development of teamwork activities; Increased transparency as regards dissemination of results; Enhancement of quality in the teaching – learning process following the greater motivation for learning; Interest in using other training opportunities at European level; Development of university autonomy and scientific research activities; Adoption of the transferable credits system in teacher and students training Overall results and impact

13. The introduction of the European Dimension in education At system’s level, the SOCRATES Program has enabled: Knowing new approaches and experiences regarding the educational systems; Stimulating the innovation initiatives (teaching, learning, teacher training, educational environment); Using the cooperation experience in the process of developing educational policies through a bottom-up mechanism The objectives of the SOCRATES Program and those of the national educational system reform are in perfect compliance: Overall results and impact

14. Blue = direct impact Yellow= indirect impact

15. Increased capacity of fund’s management; Increased banking culture; Increased quality of applications submitted and of projects’ results; Increased number of optional courses introduced in the core curriculum and increased curriculum management skills; Increased interest for monitoring and evaluation; Increased motivation for school education and self esteem (teachers and pupils); Involvement of the school in rural areas in Comenius projects (~ 10%); Involvement of Romanian schools in the I-Probe Net Comenius 3 Network, focused on evaluation; COMENIUSAchievements

16. Increased motivation in participating in European Labelcompetition: 4 Comenius 1 projects were awarded in 2002, 7 in 2003 and 5 in 2004; 1295 Romanian schools are actively involved in Spring Day in Europe event; More than 1000 Romanian schools were involved in Comenius Week; 455 Romania schools applied for the European School Certificate (35 were awarded) in 2004; Schools and teachers had the opportunity of better knowing their own institutions, their own development needs by knowing and understanding the manner in which other European organizations with similar roles operate; Elimination of preconceived ideas and stereotypes; COMENIUSAchievements

17. Development of the democratic environment in school; Development of the democratic citizenship in education through the respect for one’s personal identity, elimination of racism and xenophobia, the achievement of the equal opportunities per gender and the observance of the minorities rights. All these achievements lead to the ENHANCEMENT OF THE EUROPEAN DIMENSION IN SCHOOL EDUCATION COMENIUSAchievements