5_Laura_Nadaban_Romania

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Presentation in Study Visit Grup.No. 192 (Barcelona), March 2012

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5_Laura_Nadaban_Romania

  1. 1. THE ROMANIAN MINISTRY OF EDUCATION, RESEARCH, YOUTH AND SPORTS (MECTS) MISSION DESIGN SUBSTANTIATE APPLY global education & the training strategy
  2. 2. The assurance of the basic education for all the citizens and the development of the key competences. Achieving equity in education. Increasing the quality of the learning/teaching process, as well as of the other educational services.STRATEGICAL PRIORITIES The substantiation of learning based on the personal and professional development need of OF MECTS youth, regarded from a sustainable development and the assurance of an economical and social cohesion. The assurance and recognition of the complementarity between formal, non-formal and informal education, since life-long learning has become one of the fundamental pillars of educational policy. Opening of the educational system and professional training to the society, to the economic, social and cultural environment.
  3. 3. CURRICULAR POLICIES OF METCS Assurance of the Assurance of equal performance and opportunities and of coherence of the individual schooling. process of learning Assurance of the Selecting and social relevance of grouping ofthe teaching/learning knowledge in process. curricular arias. Compatibility with Decentralization. international standards. Flexibility. Efficiency.
  4. 4. Increasing educational quality Assurance of human in a knowledge –based resources training through society in Romania. pre-university and life-long education. PRIORITARY OBJECTIVES OF MECTS Developing the social cohesion and increasing the Personal development of citizens’ participation tostudents for long-life learning. economic and social development programmes of the social community.
  5. 5. KEY COMPETENCES Cultural awarenessCommunication in mother tongue and expressionCommunication in foreign languages Sense of initiative and entre Mathematical competence s Social and civical and basic competences in science and technology competences Digital competences Learning to learn
  6. 6. THE NEW LAW OF EDUCATION-2011∗ Synchronising education cycles with the requirements of a modern education system and the European Qualification Framework;∗ Modernization and decongestion of school curriculum;∗ Reorganization of students’ assessment system;∗ Ensuring a high degree of decentralization, accountability and financing of the system;∗ Ensuring equal opportunities to education for disadvantaged groups;∗ Upgrading vocational education and training (VET);∗ Reform of human resource policies in education;∗ Stimulating lifelong learning-focus on the eight key competences;∗ Competitive financing and incentives for academic excellence in higher education
  7. 7. Innovative programmes for European Plurilingualism Strategies forinclusion and student entrepreneurship Challenges using ITC
  8. 8. Plurilingualism “Policies for language education should therefore promote the learning of several languages for all individuals in the course of their lives, so that Europeans actually become plurilingual and intercultural citizens, able to interact with other Europeans in all aspects of their lives.” (Council of Europe, 2003: 7)
  9. 9. General PLURILINGUALISM AimsEnabling all European citizens the Promoting:necessary means to overcome the •mutual understanding andobstacles of internationalization (in toleranceeducation, culture, science, trade •cultural diversity&industry) Maintaining richness and diversity of cultural life in Europe through mutual knowledge of languagesAvoiding perils as a result of possibleexclusion of those who do not possesnecessary abilities to communicate in an interactive Europe Meeting the needs of a multicultural Europe
  10. 10. SOCIAL INCLUSIONReligion or belief gender Equal opportunities for otherdisability disadvantaged groups Socio- Learners with economic an ethnic background minority or migrant
  11. 11. SOCIAL INCLUSION Key actions to reduce the number of people at risk of poverty and social exclusion in Romania:∗ reforming the social assistance system;∗ facilitating the access and participation of persons belonging to vulnerable groups on the labour market∗ balanced economic and social development of Romanian regions.∗ improving the access of vulnerable persons to healthcare services∗ Developing programmes to reduce the number of children who abandon school.
  12. 12. ITC E-skills and ICT E-learning digitalinfrastructure platforms competences challengesNew educational Organizational approaches change needed
  13. 13. ICT in ROMANIA Directions (based on the recommendations of the European Commission - “ICT in Education & Training “)∗ Linking ICT implementation to long-term education objectives;∗ Attending to the needs and demands of educational actors involved with ICT by developing new services;∗ Training educational actors for change with ICT’∗ Developing evaluation, measuring results and linking ICT educational use with research.
  14. 14. Entrepreneurship to stimulate and encourage innovative and • taking initiatives to make thingscreative mindsets; happen • solving problem creatively to generate more growth and better jobs. • managing autonomously • taking responsibility for, and ownership of, things • networking effectively to manage interdependence • putting things together creatively • using judgment to take calculated risks aims results
  15. 15. Entrepreneurship Romania has adopted the Entrepreneurship ActionPlan – the strategic framework for developing anintegrated entrepreneurship policy – that includes asa prime key action fostering entrepreneurialmindsets through school education. Achievements: development of entrepreneurshipcurricula for primary schools, gymnasium, highschools and higher education; promotion of “JuniorEnterprise” concept (entirely student-run consultingcompanies) as one of the best practices in the field ofentrepreneurial education and an aide to fosterentrepreneurial mindsets among young people.
  16. 16. Entrepreneurial Education∗ Primary Schools – help students to have more faith in themselves, through making and accepting responsibility, exploring their creativity through trial and error and learning about the resources of their local community.∗ Lower Secondary School – students develop core skills such as decision making, ability to work in a team, problem solving and establishing networks.∗ Upper Secondary School – learning through doing and applying practice and theory whilst incorporating resources, finances, environment, ethics and working-life relationships can be developed by establishing youth enterprises.∗ Higher education – developing products, identifying business opportunities, customer and market relationships, creativity and innovation are all part of business planning and establishing and running a company
  17. 17. PROJECTSLeonardo Comenius other Both for students and teachers

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