Dr. Anca Colibaba President, EuroEd Foundation

1. Vocational Education and Training in Romania Dr. Anca Colibaba President, EuroEd Foundation

2. The Romanian educational system The national education system has an open character and includes public and private education units and institutions. Public compulsory education is free of charge. Compulsory education is organized in schools as full-time education, lasts 10 grades and includes: primary education (grades 1-4, ISCED level 1) and lower secondary education (ISCED level 2), comprising two phases: gymnasiums (grades 5-8) and the second phase of lower secondary education (grades 9-10, the lower cycle of the lyceum or the Arts and Crafts School). Upper secondary education (grades 11-12/13, ISCED 3) is organized in highschools (4-5 years) or in Arts and Crafts Schools (2-3 years). Post-highschool education (1-3 years, ISCED 4) comprises tertiary education, non-university level, organized in post-high school and foreman schools. University and post-university education (ISCED 5 and 6). University education includes (since 2005 when Bologna Process recommendations were implemented: Bachelor education): 3/4 years, or 6 in case of Medicine Schools, Master studies -1,5/2 years, depending on the field of study, organized in universities, institutes, academies; doctoral studies and post-university courses.

3. The structure of the Romanian educational system

4. Romanian national VET system description VET - part of the formal education and training system VET is delivered through the formal education and training system (but also by other education and training providers) and, in the near future, also through apprenticeship schemes by enterprises in cooperation with education and training providers.

5. SHORT HISTORY OF VET • • Before ’90, VET linked with the enterprises: training took place both in schools and in enterprises. Continuous vocational training (CVT) was systematically organised in all enterprises. • • Beginning of ’90, interest for VET decreased. VET was more school based. • • There were established apprenticeship schools, offering shorter more practical VET pathways for semi skilled workers, at lower level. • No clear progression routes to high schools and than to tertiary education. In order to go to the university, pupils should complete the technical high-schools, often through evening classes. • • Introduction of a national exam at the end of compulsory education (8th): only students that pass this exam could attend the high school. Those that did not, had to attend vocational schools.

6. A Phare VET Program piloted the changes of the VET system. Based on this pilot-program, in 2001, a new Phare Program was launched, aiming to extend the reform measures for the technical and vocational schools (development of VET based on regional action plans, local action plans and school action plans; establishment of new mechanisms for decision-making in the area of training offers - for example, local committees for social partnership). • A new strategy for development of TVET targeting the period of 2001-2010 was launched in 2002.

7. Starting with the school-year 2003-2004, a new structure of the Romanian education and training system was implemented, according to the Law no. 268/2003 that modified the Education Law no. 84/1995 by: • - extending the compulsory education from 8 to 10 grades (school years); • - starting age of compulsory schooling at 6 years old, instead of 7; • - changing the structure of upper secondary education: the first phase (2 years) becomes compulsory schooling and the second phase (2-3 years) is non-compulsory; • - establishing the structures and routes for vocational training, by creating the Arts and Crafts Schools (replacing the apprentice schools and the vocational schools).

8. In 2005, a new Phare Program (the third phase) was implemented in order to make the reform results more sustainable. • There is an increasing concern for the assessment and the certification of competences acquired in informal and non-formal contexts. New Law on Apprenticeship at the work place (2005). • National Agency for Qualifications and Partnership between Universities and Economic and Social Representatives (ACPART) was set up; it is responsible for development of qualifications acquired through higher education studies.

9. Subordination of the formal VET institutions • Formal VET Institutions in Romania: • Upper-secondary vocational schools (vocational high schools, vocational secondary schools) • Post-secondary vocational schools • Apprenticeship schools • Tertiary vocational universities • Certified and accredited public/private providers of VET programmes to adults • Subordination of formal VET Institutions in Romania: • The Ministry of Education has the overall responsibility for VET within the formaLl education system. The regional representatives of MoE, the County School Inspectorates ensure the implementation of the ministry decisions. • The Ministry of Labour and Social Protection and MoE are responsible for retraining and further training of the labour force.

10. VET is developed at secondary education level in two pathways, as follows: • The direct route for professionalization, named also the technological route, includes: o the lower high-school cycle, namely grades IX-X, that are leading to acquiring general (non-certificated) competences in three profiles: resources, techniques, and services; o the upper high-school cycle, grades XI – XII, that is ISCED 3 A and, at the end of 4 years, lead to the achievement of the vocational qualification level III • The progressive route of professionalization, named also vocational route, includes: o the lower cycle - grades IX-X, school of arts and trade, leading to acquiring certificated competences for vocational qualification level I; o grade XI (completion year) leading to acquiring certificated competences at vocational qualification a level II nd represents at the same time the “classe de passage” towards next level o the upper cycle, grades XII-XIII, organised by technical high schools leading to acquiring certificated competences at qualification level III (that is ISCED 3 A).

11. The VET system also includes post secondary education delivered by: • the Post-high schools that represent a specialised IVET route of maximum 2 years leading to acquiring certificated competences for vocational qualifications level III advanced. • •the Apprenticeship schools are aiming at preparing apprentices for education and training and for industry. As all post-high school, there lead to certificated competences at level III advanced (future EQF reference level 5). • Three major profiles relate to the envisaged qualifications, as follows: • o Technical, comprising the fields of mechanics, electromechanical and electrical, • electronics and, automation, constructions and civil works, telecommunications, light industry, transports, industrial chemistry, wood processing • o Services, comprising the fields of tourism and catering, food & beverage, commerce and related services, post, economics and public administration, health and social assistance, as well as other services deserving industry and population • o Resources, comprising the fields of food industry, forestry, agriculture, • agro-tourism, animal breeding and veterinary, environment • protection

13. Pre-university education provides education and training for levels I-III, including III advanced (which is a specialised level). Starting with level IV, Higher Education has taken over the respective qualifications. The organisation of the VET schools in Romania is made by means of school clusters, grouping various levels of IVET under the same school management. This form of organisation is typical for urban areas. In rural areas, IVET schools are often providing only one or maximum two levels of qualifications. Public vocational and technical education (part of the secondary education) is financed mainly from the public budget. The system also includes private units of all types of schools.

14. Public and private schools are subject to accreditation of VET programmes against agreed standards at Sectoral level. This accreditation is part of the quality assurance system, which enables VET schools to produce annual self-assessment reports and improvement plans subject to external validation. This has been introduced starting with 2003. Quality Assurance in VET follows closely the European reference model, the EQARF (The European Quality Assurance Reference Framework), and its methodology of self-assessment. The Romanian Agency for the Quality Assurance in Preuniversity Education (ARACIP) was set up in order to support the implementation of quality assurance in this sector. The National Centre for VET Development is ensuring schools support for what is representing the VET specificity of quality assurance. Starting with the school year 2009/2010 the VET programmes at post secondary level ( EQF reference level 5) will also be delivered in a mixed approach: face to face and open distance learning. The preparatory measures have been started in 2007. The National Centre for VET Development is in charge with this issue.

15. Two paths for VET

16. VET IN HIGH SCHOOLS • VET in technological high schools • first 2 year cycle: mostly common with the theoretical one; • the second two year cycle, they divide into three vocational pathways (natural resources, services and technical occupations). • each domain: separate vocational qualifications (for example, technician in public administration).

17. VET IN HIGH SCHOOLS • VET in vocational high schools • first 2 year cycle: mostly common with the theoretical one; • lead to artistic or spiritual professions (performing arts, fine arts, architecture and religious orders; • in 2005, there were 19 vocational qualifications available.

18. VET IN HIGH SCHOOLS • VET IN ART AND CRAFTS SCHOOLS • first 2 years – part of compulsory education – level 1 of qualification (Romanian Framework of Qualifications); • completion year of study: level 2 of qualification, more specific than those in Technological High Schools; • there are 135 individual qualification titles organized in 16 ‘domains’

19. Awarding qualifications • Initial vocational training is certified by exams. Certificates are recognised at national level. They are awarded by the Ministry of Education. • Continuing training courses are provided by Regional Centres for Adult Professional Training and other Centres for Professional Training. They are awarded by the Ministry of Education and/or the Ministry of Labour.

20. Awarding qualification for non-formal and informal education: The assessment of learning outcomes is realized in the formal system of education but also for competences achieved in non-formal and informal learning contexts. The NATB is responsible for methodological support of the development of evaluation centers which are validating competences achieved in non-formal and informal learning contexts. The methodology is fully compliant to the European agreed principles for this type of validation. The recognition of the validated learning is not yet fully recognized by the formal education system. More advanced is the recognition in case of post secondary education. In this case individualized learning programme is more frequent and practical experience is first to be recognized.

21. In case of VET for work based learning part of the training programmes the facilitator of learning is the tutor. Tutor profession is not regulated and is having only indicative minimum conditions to be applied. Among them practical experience is crucial and on the job learning results are recognized. Currently some projects are dealing with definition of tutor requirements, but the most important is the project of the National Authority for Qualifications (NATB).

22. Formal, Non-formal and Informal Education in Romania • Formal education: •  • Non-formal education: • it includes the educational influences occurring outside the formal educational system (extra-class extracurricular, optional, facultative activities); this type of education is more flexible and motivating for individuals as they are designed so as to answer their needs and preferences; • Informal education: • it includes the educational influences occurring in unplanned daily instances and on a large scale (it is more quantitative than qualitative); this type of education is not guided by a third party (teacher or tutor).

23. Supplementary information on the Romanian VET (not to be presented at the meeting, but useful as extra source of information)

24. VET provision main characteristics • The VET contribution to the development of the dynamic and competitive knowledge-based society in Romania is based on the following prerequisites of the TVET organization: • VET is supporting career development and is not preparing graduates for practicing one single occupation throughout life; • VET is offering double qualification opportunities, academic and professional recognition – upper secondary TVET graduates passing academic examination (baccalaureate) are entitled to continue studies through tertiary university education, those who want might have a job; • VET is including academic and professional related learning outcomes, the academic ones being considered as predictors of long term employability, thus facilitating adaptability to the job changeable requirements; • VET is including both school based learning and workplace learning, work based experience being considered as predictors of long term employability, thus facilitating adaptability to the job changeable requirements; • VET is developed as added value to prior learning achievements and is based on their quality.

25. Curriculum for VET, based on competences and related learning outcomes, has two main components: (i) core curriculum and (ii) local developed curriculum. • (i). Core curriculum has the content relevancy decided according to the Training Standards, on their turn being based on Occupational Standards. Training standards are validated by Sectoral committees, composed of Employers and other Social Partners, coordinated by the National Authority for Qualifications (known as National Adult Training Board - NATB). • The curriculum structure is: • modular • based on units of competences reflected by units of learning outcomes (1 module=1 learning and evaluation unit) • credits allocated (similar to ECVET)

26. ii). Local developed curriculum has its content relevancy based on local labour market studies and enterprise survey. It is validated by Employers and other Social Partners, members of the Local Development Committees for Social Partnership, which is a consultative managerial structure of the county school inspectorate. 2. The regional VET system is specific only in terms of planning of the educational offer based on economic and social trends. The Regional Education Action Plan is including VET contribution to regional development and the implication of regional development on VET. The strategic plan having the 2013 perspective is developed by the Regional Consortia and approved by Regional Development Boards. 3. The vocational qualifications provided by the formal system of education and training will be integrated in an overarching National Qualifications Framework (NQF), based on a sectoral approach, and correlated with reference levels of the European Qualifications Framework.

27. NQF should integrate all qualifications provided for both youngsters and adults, by different institutions within and outside the formal education system, by different sectors. Preparedness of inclusion of qualifications provided by pre-university education is far more advanced than the inclusion in the NQF of qualifications achievable through higher education institutions. According to Bologna following up Group, the National Agency for qualifications in Higher education developed the qualification Framework , based on similar principles as NQF, but debates are still ongoing for coherency assurance. In Romania, the NQF related legal framework is calling for a common register for all qualifications, quality assurance arrangements, and accreditation of training providers (included in a National Quality Assurance Framework- NQAF). A proposal for correlation between the Romanian levels of qualifications and EQF reference levels is under debate.

28. Moreover, current discussions connected to both NQF and NQAF include acceptance and operationalisation at the national level of the reference framework of the ECVET European Credit Transfer System for Vocational Education and Training. ECVET aims at improving transparency and recognition of learning outcomes irrespective to the form they are acquired through – being formal, non-formal or informal learning, in view of their accumulation and transfer within and between various VET systems. ECVET requires and promotes transparency of qualifications and procedures (i.e. assessment or recognition procedures), of learning processes (i.e. formal, non-formal and informal learning processes and pathways) and structures (i.e. organisation of the VET systems, institutional responsibility of the stakeholders/practitioners). Main difficulties are coming from different stages of Sectoral Committees institutional maturity and resources availability.