Slide 1

ROMANIA – BRAILA
SCOALA GIMNAZIALA “ECATERINA TEODOROIU”

THE STRUCTURE OF THE
NATIONAL EDUCATION
PRE-UNIVERSITY SYSTEM



Early education (0-6 years)





Primary education









Preparing grade
I-IV grades

Secondary education




Ante preschool level
Preschool level

Lower secondary – gymnasium – grades V-IX
Upper secondary – high school- grades X-XII /XIII :theoretical, technological,
vocational.

Professional education for a period between 6 months and 2
years
Tertiary education



Compulsory general education is composed by lower
primary and secondary level
 Technical education comprises grades XII and XIII
from the professional, technical and vocational upper
secondary school
 The professional and technical education is formed by:




Professional education
Technical education
Post upper secondary school education

Age

Grade

>19

18

XIII

17

XII

ISCED

Education Levels

Qualifications
Level

5
6

University Level

5
4

4

Pre-university Level / Non University Levels (technical and
vocational )

3

3

16

XI

15

X

14

IX

13

VIII

12

VII

11

VI

10

V

9

IV

8

III

7

II

6

I

5-6

Kindergarten –
Pre-Primary

3-4

Kindergarten

0-3

Nursery

Theoratical High School

Theoratical
Education

Arts,
Sports,The
ological
HighSchool

Technologic
al high School
Technologi
cal HighCompletion
School
Year

Arts,
Technologi
Sports,
cal
Theologica
Education
l Education

2

Comprehensive Education
1

0

3

2

1

School after School Program


By the decision of the School Administration Board
there can be carried on activities such as “School after
School” in partnership with the local public authorities,
with the parents associations, NGO’s with
competences in this area
 Educational, recreational activities, consolidating the
learning competences or their acceleration, remedial
learning activities.
 The Government can finance the School after School
Program

School Network




The school network is formed by the total number of the
accredited school units, respectively the temporary authorized
units.
The school consortia represent contractual partnerships between
school units that ensure:
 The mobility of the personnel between the member schools;
 The usage of the facilities of the member schools;
 Enlargement of the learning opportunities offered to pupils
and mutual recognition of the learning results

Study Formations









Ante preschool education- 7 children, 5/9
Preschool education – 15 preschoolers, 10/20
Primary education – 20 pupils, 15/25
Lower secondary education – 25 pupils, 20/30
Upper secondary education – 25 pupils, 25/30
Special education for pupils with minor deficiencies- 10 pupils,
8/12
Special education for pupils with severe deficiencies- 5 pupils, 4/6

Curriculum
The national curricula produced in
accordance with:
 The specific needs for personal
development;
 The needs of the labor market and of the
community;
 Subsidiarity principle


Curriculum











The number of hours:
20 hours – primary education
25 hours- lower secondary education
30 hours- upper secondary education
Compulsory subjects
80% for the compulsory education
70% for the upper secondary education
Within each subject
75% of the syllabus covers the teaching and evaluation classes
25% at the disposal of the teacher for remedial learning, individual learning plans.

Curriculum


For early education- centered on
physical, cognitive, emotional and social
education, precocious repair of the
possible development deficiencies;
 For lower and upper secondary
education- centered on 8 competence
domains which determine the pupil’s
formation profile;

Competence Domains










Communication competences in Romanian language;
Communication competences in foreign languages;
Basic competences for mathematics, sciences and technologies;
Digital competences;
Social and civic competences;
Entrepreneurial competences;
Sensitivity and cultural expression competences;
Lifelong learning competences;

Curricula approach
The graduate’s profile;
 The national frame of the curricula
(curricula domains);
 Teaching plans
 Schools syllabuses
 Textbooks


E-learning. On-line learning communities

There will be set up the Virtual School
Library and E-learning School Platform
which will contain:
 School syllabuses
 Lesson examples
 Methodological guides
 Examples of evaluation tests


Evaluation


The objective of the evaluation is to orientate
and optimize learning;
 All evaluations are made on the basis of
national standards for evaluation for each
school subject;
 The control of the usage and respecting of the
national evaluation standards by the teachers
is made through the school inspection

Evaluation






Marking students without using and respecting the
national standards and evaluation methodologies
represents a disciplinary deviation and it is sanctioned
according to the present law
The evaluation is centered on competences, offers
real feed-back to students and is located at the basis
of the individual learning plans
There will be created an unique bank of evaluation
instruments with an guiding function

Evaluation – Educational portofolio





Educational portfolio comprises all the diplomas,
certificates and other official registrations obtained
following the evaluation of the acquired skills or
participation to learning activities, in different contexts.
The educational portfolio is the central element of the
evaluation of the learning
Its usage starts with the preparing class and
represents the pupil’s educational identity card

The structure and the characteristics
of the evaluations







At the end of the preparing class- individualized
At the end of the 2nd grade- at school level;
At the end of the 4th grade-at national level, by
sampling;
At the end of the 6th grade- at school level;
At the end of the 9th grade-at national level;
At the end of the 12th -13th grade- at national level.

At the end of the preparing class


The teacher makes an evaluation report
of the physical education, socioemotional, cognitive, language and
communication, capacity development
and learning attitudes.

At the end of the 2nd grade


Evaluation of the fundamental competences
at:
-writing-reading;
-mathematics
 Evaluation results are used in order to
elaborate the individualized learning plans
 It is communicated to the parents

At the end of the 4th grade
National evaluation, by sampling, of the
acquired fundamental competences in
primary level
 According to the international model
 Has its aim the diagnosis of the system


Students’ evaluation at the school level by two transdisciplinary tests
 Language and communication;
 Mathematics and sciences
 The results of the evaluation are used in order to
elaborate the individualized plans and for the school
pre-orientation
 The results of the evaluation are communicated to
parents and registered in the educational portfolio


At the end of the 9th grade


Compulsory national evaluation for all students, score according
to the international model








Written examination at Romanian literature and language
Trans-disciplinary written examination at mathematics and sciences
Written examination at an international language;
Practice examination regarding computer skills, held during the school year
Trans-disciplinary oral examination in order to evaluate the civic and social
competences, held during the school year

The results of the evaluation are registered in the student’s
educational portfolio

Admission in upper secondary
school (high-school)





On the basis of the educational portfolio if the number
of the places is equal to the number of the candidates;
On the basis of the educational portfolio , of the
graduation average, of the average at the national
evaluation- a proportion of 70%
30% from the grade obtained at the admission
established by the education institution

Baccalaureate examination(school
graduate examination)






Examination A- the evaluation of the oral
communication competences in Romanian language;
Examination B- the evaluation of the communication
competences in mother tongue
Examination C- the evaluation of the communication
competences in two international languages
Examination D- the evaluation of the digital
competences;
Examination E written- - the evaluation of the
competences which were formed during the upper
secondary school(high-school) years

Examination E
1.Written examination at Romanian literature and language
2. Written examination at mother tongue
3. Two differentiated written examinations:
1)Real profile
 Mathematics
 Science trans-disciplinary examination
 2) Humanities profile
An international foreign language


Interdisciplinary examination from geography, history, socio-humanities

3)Technological profile
 Written examination specific to the profile
 Trans-disciplinary examination
 Vocational profile

THE MANAGEMENT OF
THE SYSTEM AND OF
THE EDUCATION
INSTITUTIONS

The management of the education
institutions





The institutions are managed by an administration
board formed by 7,9,13 members
After the formation of the AB there is chosen a session
president, for an year
Monthly meetings
Attributions – public responsibility for the
achievements of the education institution, together
with the principal

Financing and material resources of
the education institutions
Basic financing
 Complementary financing
 Supplementary financing


Competitions


Between schools- institutional evaluation-classification
of the schools on 5 levels:
 Excellent
 Very good
 Good
 Satisfactory
 Unsatisfactory
 Among teachers- the Teacher of the Year

THE STATUTE OF THE
DIDACTIC
PERSONNEL(THEACHER’S)

Initial and continuous training. Didactic
career
Theoretical initial training
 Didactic master for a period of 2 years






A scholarship which is equal with the net
salary of a beginner teacher

Practice for a year, in an education
institution, under the guidance of a
mentor teacher

Didactic career


Having a didactic position during the practice period
 Contest for free/reserved positions
 Distribution by School Inspectorate on the positions
which remained free
 The teachers that are hired for a determined period
of time can benefit of continuity on the position they
have if they have the approval of the administration
board

Career Evolution
Didactic level II
 Didactic level I
 Teacher emeritus


Professional development








Developing competences and keeping up to date in the area of
specialization;
Developing competences for career evolution , through the
system of preparing for and obtaining the didactic levels
Acquiring or developing management competences
Acquiring new competences by conversion programs for
specializations and/or having new didactic positions
Acquiring complementary competences
Obtaining a new didactic specialization by attending
corresponding courses, different from the current specialization is
considered lifelong training

Didactic positions occupancy
The tenure(permanent)didactic
personnel keeps their right obtained
through the national tenure examination,
at the release date of the present law
 The tenure didactic personnel who
obtained this position by government
assignment has the opportunity to keep
this right


The settlement of the activity
downsizing
The mutual consented transfer between
the education institutions
 The assignment on vacant positions,
coordinated by School Inspectorate,
according to the methodology elaborated
by MECTS until 15th November


Very important


The non-tenured teachers that have participated at the
tenure unique national contest in the last 3 years,
anterior to the release of the present law, and who
have obtained at least 7 and had a position within the
school they become the tenures of the respective
position if:



There is certified the availability of the position
The administration board of the school approves

Modalities of hiring the didactic
personnel






The positions are occupied following a contest at the
level of the education institutions
Vacancy of the position is made by the administration
board at the principal’s proposal
The School Inspectorate analysis, corrects in
collaboration with the education institutions and
approves the free/reserved didactic positions offer
The list is made public by posting it at the School
Inspectorate and education institutions

Modalities of hiring



The contest organized at the level of the education
institution/consortium
The contest consists in:





Practice examination or special inspection in the class
Written examination at the didactics of the
specialization- for the didactic personnel with individual
work contract
Presenting a curriculum vitae and job interview for the
associated personnel or retired

The role of the School
Inspectorate


Centralizes the didactic positions and the classes which remained
vacant and which will be assigned as follows:
 To tenure teachers from an education institution in order to
complete the norm
 Beginner teachers who are doing their internship
 To the candidates that did not obtain any position as a
consequence of the contest organized at the school level
 Pensioners, respecting the criteria of professional
competence

Management positions







The position of principal is occupied through a public contest by
teachers who are members of the National Experts Body in
Educational Management
The contest is organized at the education institution level by the
administration board
The principal signs an educational management contract with the
mayor/the president of the County Board of the territory
administrative unit
During their mandate the principal and the deputy principal
cannot be president or vice president of any political party

Didactic Norm


40 hours a week:
 Didactic activities of teaching-learning-evaluation,
practice, exams for the end of a level of study
 Methodological scientific preparation activities
 Education activities which are complementary to
the process of teaching: mentorship, school after
school, lifelong learning.

Regulatory acts


ROFUIP
 Continuous training methodology
 Didactic personnel movement methodology
 AB functioning methodology
 Personnel evaluation methodology
 Constitution of the mentors body methodology
 The regulations for the organization of the school
inspection

Application deadlines








1st of January 2012- introduction of the standard cost per pupil
1st of January 2012- assignment of 6% of PIB
2012-2013- inclusion of the preparation class in the primary
education level
1st of January 2013- to grant 500 euro for permanent education of
each new-born
Beginning of the school year 2014-2015- admittance
methodology in upper-secondary education- 10th grade,
according to the new law (for pupils who are in the 7th grade)
2015-2016- inclusion of the 9th grade in the lower secondary
education (the generation which started the 5th grade in school
year 2011-2012)

A few conclusions


The vision of the law












Centered on the beneficiary
Taking responsibility for the offered services
Institutional descentralization
Equal chances
Quality assurance

Coherence
The predictability and the stability of the system
The full application of the law takes about 4-5 years
The involvement of the teachers in elaborating the
methodological methods for the application of the law


Slide 2

ROMANIA – BRAILA
SCOALA GIMNAZIALA “ECATERINA TEODOROIU”

THE STRUCTURE OF THE
NATIONAL EDUCATION
PRE-UNIVERSITY SYSTEM



Early education (0-6 years)





Primary education









Preparing grade
I-IV grades

Secondary education




Ante preschool level
Preschool level

Lower secondary – gymnasium – grades V-IX
Upper secondary – high school- grades X-XII /XIII :theoretical, technological,
vocational.

Professional education for a period between 6 months and 2
years
Tertiary education



Compulsory general education is composed by lower
primary and secondary level
 Technical education comprises grades XII and XIII
from the professional, technical and vocational upper
secondary school
 The professional and technical education is formed by:




Professional education
Technical education
Post upper secondary school education

Age

Grade

>19

18

XIII

17

XII

ISCED

Education Levels

Qualifications
Level

5
6

University Level

5
4

4

Pre-university Level / Non University Levels (technical and
vocational )

3

3

16

XI

15

X

14

IX

13

VIII

12

VII

11

VI

10

V

9

IV

8

III

7

II

6

I

5-6

Kindergarten –
Pre-Primary

3-4

Kindergarten

0-3

Nursery

Theoratical High School

Theoratical
Education

Arts,
Sports,The
ological
HighSchool

Technologic
al high School
Technologi
cal HighCompletion
School
Year

Arts,
Technologi
Sports,
cal
Theologica
Education
l Education

2

Comprehensive Education
1

0

3

2

1

School after School Program


By the decision of the School Administration Board
there can be carried on activities such as “School after
School” in partnership with the local public authorities,
with the parents associations, NGO’s with
competences in this area
 Educational, recreational activities, consolidating the
learning competences or their acceleration, remedial
learning activities.
 The Government can finance the School after School
Program

School Network




The school network is formed by the total number of the
accredited school units, respectively the temporary authorized
units.
The school consortia represent contractual partnerships between
school units that ensure:
 The mobility of the personnel between the member schools;
 The usage of the facilities of the member schools;
 Enlargement of the learning opportunities offered to pupils
and mutual recognition of the learning results

Study Formations









Ante preschool education- 7 children, 5/9
Preschool education – 15 preschoolers, 10/20
Primary education – 20 pupils, 15/25
Lower secondary education – 25 pupils, 20/30
Upper secondary education – 25 pupils, 25/30
Special education for pupils with minor deficiencies- 10 pupils,
8/12
Special education for pupils with severe deficiencies- 5 pupils, 4/6

Curriculum
The national curricula produced in
accordance with:
 The specific needs for personal
development;
 The needs of the labor market and of the
community;
 Subsidiarity principle


Curriculum











The number of hours:
20 hours – primary education
25 hours- lower secondary education
30 hours- upper secondary education
Compulsory subjects
80% for the compulsory education
70% for the upper secondary education
Within each subject
75% of the syllabus covers the teaching and evaluation classes
25% at the disposal of the teacher for remedial learning, individual learning plans.

Curriculum


For early education- centered on
physical, cognitive, emotional and social
education, precocious repair of the
possible development deficiencies;
 For lower and upper secondary
education- centered on 8 competence
domains which determine the pupil’s
formation profile;

Competence Domains










Communication competences in Romanian language;
Communication competences in foreign languages;
Basic competences for mathematics, sciences and technologies;
Digital competences;
Social and civic competences;
Entrepreneurial competences;
Sensitivity and cultural expression competences;
Lifelong learning competences;

Curricula approach
The graduate’s profile;
 The national frame of the curricula
(curricula domains);
 Teaching plans
 Schools syllabuses
 Textbooks


E-learning. On-line learning communities

There will be set up the Virtual School
Library and E-learning School Platform
which will contain:
 School syllabuses
 Lesson examples
 Methodological guides
 Examples of evaluation tests


Evaluation


The objective of the evaluation is to orientate
and optimize learning;
 All evaluations are made on the basis of
national standards for evaluation for each
school subject;
 The control of the usage and respecting of the
national evaluation standards by the teachers
is made through the school inspection

Evaluation






Marking students without using and respecting the
national standards and evaluation methodologies
represents a disciplinary deviation and it is sanctioned
according to the present law
The evaluation is centered on competences, offers
real feed-back to students and is located at the basis
of the individual learning plans
There will be created an unique bank of evaluation
instruments with an guiding function

Evaluation – Educational portofolio





Educational portfolio comprises all the diplomas,
certificates and other official registrations obtained
following the evaluation of the acquired skills or
participation to learning activities, in different contexts.
The educational portfolio is the central element of the
evaluation of the learning
Its usage starts with the preparing class and
represents the pupil’s educational identity card

The structure and the characteristics
of the evaluations







At the end of the preparing class- individualized
At the end of the 2nd grade- at school level;
At the end of the 4th grade-at national level, by
sampling;
At the end of the 6th grade- at school level;
At the end of the 9th grade-at national level;
At the end of the 12th -13th grade- at national level.

At the end of the preparing class


The teacher makes an evaluation report
of the physical education, socioemotional, cognitive, language and
communication, capacity development
and learning attitudes.

At the end of the 2nd grade


Evaluation of the fundamental competences
at:
-writing-reading;
-mathematics
 Evaluation results are used in order to
elaborate the individualized learning plans
 It is communicated to the parents

At the end of the 4th grade
National evaluation, by sampling, of the
acquired fundamental competences in
primary level
 According to the international model
 Has its aim the diagnosis of the system


Students’ evaluation at the school level by two transdisciplinary tests
 Language and communication;
 Mathematics and sciences
 The results of the evaluation are used in order to
elaborate the individualized plans and for the school
pre-orientation
 The results of the evaluation are communicated to
parents and registered in the educational portfolio


At the end of the 9th grade


Compulsory national evaluation for all students, score according
to the international model








Written examination at Romanian literature and language
Trans-disciplinary written examination at mathematics and sciences
Written examination at an international language;
Practice examination regarding computer skills, held during the school year
Trans-disciplinary oral examination in order to evaluate the civic and social
competences, held during the school year

The results of the evaluation are registered in the student’s
educational portfolio

Admission in upper secondary
school (high-school)





On the basis of the educational portfolio if the number
of the places is equal to the number of the candidates;
On the basis of the educational portfolio , of the
graduation average, of the average at the national
evaluation- a proportion of 70%
30% from the grade obtained at the admission
established by the education institution

Baccalaureate examination(school
graduate examination)






Examination A- the evaluation of the oral
communication competences in Romanian language;
Examination B- the evaluation of the communication
competences in mother tongue
Examination C- the evaluation of the communication
competences in two international languages
Examination D- the evaluation of the digital
competences;
Examination E written- - the evaluation of the
competences which were formed during the upper
secondary school(high-school) years

Examination E
1.Written examination at Romanian literature and language
2. Written examination at mother tongue
3. Two differentiated written examinations:
1)Real profile
 Mathematics
 Science trans-disciplinary examination
 2) Humanities profile
An international foreign language


Interdisciplinary examination from geography, history, socio-humanities

3)Technological profile
 Written examination specific to the profile
 Trans-disciplinary examination
 Vocational profile

THE MANAGEMENT OF
THE SYSTEM AND OF
THE EDUCATION
INSTITUTIONS

The management of the education
institutions





The institutions are managed by an administration
board formed by 7,9,13 members
After the formation of the AB there is chosen a session
president, for an year
Monthly meetings
Attributions – public responsibility for the
achievements of the education institution, together
with the principal

Financing and material resources of
the education institutions
Basic financing
 Complementary financing
 Supplementary financing


Competitions


Between schools- institutional evaluation-classification
of the schools on 5 levels:
 Excellent
 Very good
 Good
 Satisfactory
 Unsatisfactory
 Among teachers- the Teacher of the Year

THE STATUTE OF THE
DIDACTIC
PERSONNEL(THEACHER’S)

Initial and continuous training. Didactic
career
Theoretical initial training
 Didactic master for a period of 2 years






A scholarship which is equal with the net
salary of a beginner teacher

Practice for a year, in an education
institution, under the guidance of a
mentor teacher

Didactic career


Having a didactic position during the practice period
 Contest for free/reserved positions
 Distribution by School Inspectorate on the positions
which remained free
 The teachers that are hired for a determined period
of time can benefit of continuity on the position they
have if they have the approval of the administration
board

Career Evolution
Didactic level II
 Didactic level I
 Teacher emeritus


Professional development








Developing competences and keeping up to date in the area of
specialization;
Developing competences for career evolution , through the
system of preparing for and obtaining the didactic levels
Acquiring or developing management competences
Acquiring new competences by conversion programs for
specializations and/or having new didactic positions
Acquiring complementary competences
Obtaining a new didactic specialization by attending
corresponding courses, different from the current specialization is
considered lifelong training

Didactic positions occupancy
The tenure(permanent)didactic
personnel keeps their right obtained
through the national tenure examination,
at the release date of the present law
 The tenure didactic personnel who
obtained this position by government
assignment has the opportunity to keep
this right


The settlement of the activity
downsizing
The mutual consented transfer between
the education institutions
 The assignment on vacant positions,
coordinated by School Inspectorate,
according to the methodology elaborated
by MECTS until 15th November


Very important


The non-tenured teachers that have participated at the
tenure unique national contest in the last 3 years,
anterior to the release of the present law, and who
have obtained at least 7 and had a position within the
school they become the tenures of the respective
position if:



There is certified the availability of the position
The administration board of the school approves

Modalities of hiring the didactic
personnel






The positions are occupied following a contest at the
level of the education institutions
Vacancy of the position is made by the administration
board at the principal’s proposal
The School Inspectorate analysis, corrects in
collaboration with the education institutions and
approves the free/reserved didactic positions offer
The list is made public by posting it at the School
Inspectorate and education institutions

Modalities of hiring



The contest organized at the level of the education
institution/consortium
The contest consists in:





Practice examination or special inspection in the class
Written examination at the didactics of the
specialization- for the didactic personnel with individual
work contract
Presenting a curriculum vitae and job interview for the
associated personnel or retired

The role of the School
Inspectorate


Centralizes the didactic positions and the classes which remained
vacant and which will be assigned as follows:
 To tenure teachers from an education institution in order to
complete the norm
 Beginner teachers who are doing their internship
 To the candidates that did not obtain any position as a
consequence of the contest organized at the school level
 Pensioners, respecting the criteria of professional
competence

Management positions







The position of principal is occupied through a public contest by
teachers who are members of the National Experts Body in
Educational Management
The contest is organized at the education institution level by the
administration board
The principal signs an educational management contract with the
mayor/the president of the County Board of the territory
administrative unit
During their mandate the principal and the deputy principal
cannot be president or vice president of any political party

Didactic Norm


40 hours a week:
 Didactic activities of teaching-learning-evaluation,
practice, exams for the end of a level of study
 Methodological scientific preparation activities
 Education activities which are complementary to
the process of teaching: mentorship, school after
school, lifelong learning.

Regulatory acts


ROFUIP
 Continuous training methodology
 Didactic personnel movement methodology
 AB functioning methodology
 Personnel evaluation methodology
 Constitution of the mentors body methodology
 The regulations for the organization of the school
inspection

Application deadlines








1st of January 2012- introduction of the standard cost per pupil
1st of January 2012- assignment of 6% of PIB
2012-2013- inclusion of the preparation class in the primary
education level
1st of January 2013- to grant 500 euro for permanent education of
each new-born
Beginning of the school year 2014-2015- admittance
methodology in upper-secondary education- 10th grade,
according to the new law (for pupils who are in the 7th grade)
2015-2016- inclusion of the 9th grade in the lower secondary
education (the generation which started the 5th grade in school
year 2011-2012)

A few conclusions


The vision of the law












Centered on the beneficiary
Taking responsibility for the offered services
Institutional descentralization
Equal chances
Quality assurance

Coherence
The predictability and the stability of the system
The full application of the law takes about 4-5 years
The involvement of the teachers in elaborating the
methodological methods for the application of the law


Slide 3

ROMANIA – BRAILA
SCOALA GIMNAZIALA “ECATERINA TEODOROIU”

THE STRUCTURE OF THE
NATIONAL EDUCATION
PRE-UNIVERSITY SYSTEM



Early education (0-6 years)





Primary education









Preparing grade
I-IV grades

Secondary education




Ante preschool level
Preschool level

Lower secondary – gymnasium – grades V-IX
Upper secondary – high school- grades X-XII /XIII :theoretical, technological,
vocational.

Professional education for a period between 6 months and 2
years
Tertiary education



Compulsory general education is composed by lower
primary and secondary level
 Technical education comprises grades XII and XIII
from the professional, technical and vocational upper
secondary school
 The professional and technical education is formed by:




Professional education
Technical education
Post upper secondary school education

Age

Grade

>19

18

XIII

17

XII

ISCED

Education Levels

Qualifications
Level

5
6

University Level

5
4

4

Pre-university Level / Non University Levels (technical and
vocational )

3

3

16

XI

15

X

14

IX

13

VIII

12

VII

11

VI

10

V

9

IV

8

III

7

II

6

I

5-6

Kindergarten –
Pre-Primary

3-4

Kindergarten

0-3

Nursery

Theoratical High School

Theoratical
Education

Arts,
Sports,The
ological
HighSchool

Technologic
al high School
Technologi
cal HighCompletion
School
Year

Arts,
Technologi
Sports,
cal
Theologica
Education
l Education

2

Comprehensive Education
1

0

3

2

1

School after School Program


By the decision of the School Administration Board
there can be carried on activities such as “School after
School” in partnership with the local public authorities,
with the parents associations, NGO’s with
competences in this area
 Educational, recreational activities, consolidating the
learning competences or their acceleration, remedial
learning activities.
 The Government can finance the School after School
Program

School Network




The school network is formed by the total number of the
accredited school units, respectively the temporary authorized
units.
The school consortia represent contractual partnerships between
school units that ensure:
 The mobility of the personnel between the member schools;
 The usage of the facilities of the member schools;
 Enlargement of the learning opportunities offered to pupils
and mutual recognition of the learning results

Study Formations









Ante preschool education- 7 children, 5/9
Preschool education – 15 preschoolers, 10/20
Primary education – 20 pupils, 15/25
Lower secondary education – 25 pupils, 20/30
Upper secondary education – 25 pupils, 25/30
Special education for pupils with minor deficiencies- 10 pupils,
8/12
Special education for pupils with severe deficiencies- 5 pupils, 4/6

Curriculum
The national curricula produced in
accordance with:
 The specific needs for personal
development;
 The needs of the labor market and of the
community;
 Subsidiarity principle


Curriculum











The number of hours:
20 hours – primary education
25 hours- lower secondary education
30 hours- upper secondary education
Compulsory subjects
80% for the compulsory education
70% for the upper secondary education
Within each subject
75% of the syllabus covers the teaching and evaluation classes
25% at the disposal of the teacher for remedial learning, individual learning plans.

Curriculum


For early education- centered on
physical, cognitive, emotional and social
education, precocious repair of the
possible development deficiencies;
 For lower and upper secondary
education- centered on 8 competence
domains which determine the pupil’s
formation profile;

Competence Domains










Communication competences in Romanian language;
Communication competences in foreign languages;
Basic competences for mathematics, sciences and technologies;
Digital competences;
Social and civic competences;
Entrepreneurial competences;
Sensitivity and cultural expression competences;
Lifelong learning competences;

Curricula approach
The graduate’s profile;
 The national frame of the curricula
(curricula domains);
 Teaching plans
 Schools syllabuses
 Textbooks


E-learning. On-line learning communities

There will be set up the Virtual School
Library and E-learning School Platform
which will contain:
 School syllabuses
 Lesson examples
 Methodological guides
 Examples of evaluation tests


Evaluation


The objective of the evaluation is to orientate
and optimize learning;
 All evaluations are made on the basis of
national standards for evaluation for each
school subject;
 The control of the usage and respecting of the
national evaluation standards by the teachers
is made through the school inspection

Evaluation






Marking students without using and respecting the
national standards and evaluation methodologies
represents a disciplinary deviation and it is sanctioned
according to the present law
The evaluation is centered on competences, offers
real feed-back to students and is located at the basis
of the individual learning plans
There will be created an unique bank of evaluation
instruments with an guiding function

Evaluation – Educational portofolio





Educational portfolio comprises all the diplomas,
certificates and other official registrations obtained
following the evaluation of the acquired skills or
participation to learning activities, in different contexts.
The educational portfolio is the central element of the
evaluation of the learning
Its usage starts with the preparing class and
represents the pupil’s educational identity card

The structure and the characteristics
of the evaluations







At the end of the preparing class- individualized
At the end of the 2nd grade- at school level;
At the end of the 4th grade-at national level, by
sampling;
At the end of the 6th grade- at school level;
At the end of the 9th grade-at national level;
At the end of the 12th -13th grade- at national level.

At the end of the preparing class


The teacher makes an evaluation report
of the physical education, socioemotional, cognitive, language and
communication, capacity development
and learning attitudes.

At the end of the 2nd grade


Evaluation of the fundamental competences
at:
-writing-reading;
-mathematics
 Evaluation results are used in order to
elaborate the individualized learning plans
 It is communicated to the parents

At the end of the 4th grade
National evaluation, by sampling, of the
acquired fundamental competences in
primary level
 According to the international model
 Has its aim the diagnosis of the system


Students’ evaluation at the school level by two transdisciplinary tests
 Language and communication;
 Mathematics and sciences
 The results of the evaluation are used in order to
elaborate the individualized plans and for the school
pre-orientation
 The results of the evaluation are communicated to
parents and registered in the educational portfolio


At the end of the 9th grade


Compulsory national evaluation for all students, score according
to the international model








Written examination at Romanian literature and language
Trans-disciplinary written examination at mathematics and sciences
Written examination at an international language;
Practice examination regarding computer skills, held during the school year
Trans-disciplinary oral examination in order to evaluate the civic and social
competences, held during the school year

The results of the evaluation are registered in the student’s
educational portfolio

Admission in upper secondary
school (high-school)





On the basis of the educational portfolio if the number
of the places is equal to the number of the candidates;
On the basis of the educational portfolio , of the
graduation average, of the average at the national
evaluation- a proportion of 70%
30% from the grade obtained at the admission
established by the education institution

Baccalaureate examination(school
graduate examination)






Examination A- the evaluation of the oral
communication competences in Romanian language;
Examination B- the evaluation of the communication
competences in mother tongue
Examination C- the evaluation of the communication
competences in two international languages
Examination D- the evaluation of the digital
competences;
Examination E written- - the evaluation of the
competences which were formed during the upper
secondary school(high-school) years

Examination E
1.Written examination at Romanian literature and language
2. Written examination at mother tongue
3. Two differentiated written examinations:
1)Real profile
 Mathematics
 Science trans-disciplinary examination
 2) Humanities profile
An international foreign language


Interdisciplinary examination from geography, history, socio-humanities

3)Technological profile
 Written examination specific to the profile
 Trans-disciplinary examination
 Vocational profile

THE MANAGEMENT OF
THE SYSTEM AND OF
THE EDUCATION
INSTITUTIONS

The management of the education
institutions





The institutions are managed by an administration
board formed by 7,9,13 members
After the formation of the AB there is chosen a session
president, for an year
Monthly meetings
Attributions – public responsibility for the
achievements of the education institution, together
with the principal

Financing and material resources of
the education institutions
Basic financing
 Complementary financing
 Supplementary financing


Competitions


Between schools- institutional evaluation-classification
of the schools on 5 levels:
 Excellent
 Very good
 Good
 Satisfactory
 Unsatisfactory
 Among teachers- the Teacher of the Year

THE STATUTE OF THE
DIDACTIC
PERSONNEL(THEACHER’S)

Initial and continuous training. Didactic
career
Theoretical initial training
 Didactic master for a period of 2 years






A scholarship which is equal with the net
salary of a beginner teacher

Practice for a year, in an education
institution, under the guidance of a
mentor teacher

Didactic career


Having a didactic position during the practice period
 Contest for free/reserved positions
 Distribution by School Inspectorate on the positions
which remained free
 The teachers that are hired for a determined period
of time can benefit of continuity on the position they
have if they have the approval of the administration
board

Career Evolution
Didactic level II
 Didactic level I
 Teacher emeritus


Professional development








Developing competences and keeping up to date in the area of
specialization;
Developing competences for career evolution , through the
system of preparing for and obtaining the didactic levels
Acquiring or developing management competences
Acquiring new competences by conversion programs for
specializations and/or having new didactic positions
Acquiring complementary competences
Obtaining a new didactic specialization by attending
corresponding courses, different from the current specialization is
considered lifelong training

Didactic positions occupancy
The tenure(permanent)didactic
personnel keeps their right obtained
through the national tenure examination,
at the release date of the present law
 The tenure didactic personnel who
obtained this position by government
assignment has the opportunity to keep
this right


The settlement of the activity
downsizing
The mutual consented transfer between
the education institutions
 The assignment on vacant positions,
coordinated by School Inspectorate,
according to the methodology elaborated
by MECTS until 15th November


Very important


The non-tenured teachers that have participated at the
tenure unique national contest in the last 3 years,
anterior to the release of the present law, and who
have obtained at least 7 and had a position within the
school they become the tenures of the respective
position if:



There is certified the availability of the position
The administration board of the school approves

Modalities of hiring the didactic
personnel






The positions are occupied following a contest at the
level of the education institutions
Vacancy of the position is made by the administration
board at the principal’s proposal
The School Inspectorate analysis, corrects in
collaboration with the education institutions and
approves the free/reserved didactic positions offer
The list is made public by posting it at the School
Inspectorate and education institutions

Modalities of hiring



The contest organized at the level of the education
institution/consortium
The contest consists in:





Practice examination or special inspection in the class
Written examination at the didactics of the
specialization- for the didactic personnel with individual
work contract
Presenting a curriculum vitae and job interview for the
associated personnel or retired

The role of the School
Inspectorate


Centralizes the didactic positions and the classes which remained
vacant and which will be assigned as follows:
 To tenure teachers from an education institution in order to
complete the norm
 Beginner teachers who are doing their internship
 To the candidates that did not obtain any position as a
consequence of the contest organized at the school level
 Pensioners, respecting the criteria of professional
competence

Management positions







The position of principal is occupied through a public contest by
teachers who are members of the National Experts Body in
Educational Management
The contest is organized at the education institution level by the
administration board
The principal signs an educational management contract with the
mayor/the president of the County Board of the territory
administrative unit
During their mandate the principal and the deputy principal
cannot be president or vice president of any political party

Didactic Norm


40 hours a week:
 Didactic activities of teaching-learning-evaluation,
practice, exams for the end of a level of study
 Methodological scientific preparation activities
 Education activities which are complementary to
the process of teaching: mentorship, school after
school, lifelong learning.

Regulatory acts


ROFUIP
 Continuous training methodology
 Didactic personnel movement methodology
 AB functioning methodology
 Personnel evaluation methodology
 Constitution of the mentors body methodology
 The regulations for the organization of the school
inspection

Application deadlines








1st of January 2012- introduction of the standard cost per pupil
1st of January 2012- assignment of 6% of PIB
2012-2013- inclusion of the preparation class in the primary
education level
1st of January 2013- to grant 500 euro for permanent education of
each new-born
Beginning of the school year 2014-2015- admittance
methodology in upper-secondary education- 10th grade,
according to the new law (for pupils who are in the 7th grade)
2015-2016- inclusion of the 9th grade in the lower secondary
education (the generation which started the 5th grade in school
year 2011-2012)

A few conclusions


The vision of the law












Centered on the beneficiary
Taking responsibility for the offered services
Institutional descentralization
Equal chances
Quality assurance

Coherence
The predictability and the stability of the system
The full application of the law takes about 4-5 years
The involvement of the teachers in elaborating the
methodological methods for the application of the law


Slide 4

ROMANIA – BRAILA
SCOALA GIMNAZIALA “ECATERINA TEODOROIU”

THE STRUCTURE OF THE
NATIONAL EDUCATION
PRE-UNIVERSITY SYSTEM



Early education (0-6 years)





Primary education









Preparing grade
I-IV grades

Secondary education




Ante preschool level
Preschool level

Lower secondary – gymnasium – grades V-IX
Upper secondary – high school- grades X-XII /XIII :theoretical, technological,
vocational.

Professional education for a period between 6 months and 2
years
Tertiary education



Compulsory general education is composed by lower
primary and secondary level
 Technical education comprises grades XII and XIII
from the professional, technical and vocational upper
secondary school
 The professional and technical education is formed by:




Professional education
Technical education
Post upper secondary school education

Age

Grade

>19

18

XIII

17

XII

ISCED

Education Levels

Qualifications
Level

5
6

University Level

5
4

4

Pre-university Level / Non University Levels (technical and
vocational )

3

3

16

XI

15

X

14

IX

13

VIII

12

VII

11

VI

10

V

9

IV

8

III

7

II

6

I

5-6

Kindergarten –
Pre-Primary

3-4

Kindergarten

0-3

Nursery

Theoratical High School

Theoratical
Education

Arts,
Sports,The
ological
HighSchool

Technologic
al high School
Technologi
cal HighCompletion
School
Year

Arts,
Technologi
Sports,
cal
Theologica
Education
l Education

2

Comprehensive Education
1

0

3

2

1

School after School Program


By the decision of the School Administration Board
there can be carried on activities such as “School after
School” in partnership with the local public authorities,
with the parents associations, NGO’s with
competences in this area
 Educational, recreational activities, consolidating the
learning competences or their acceleration, remedial
learning activities.
 The Government can finance the School after School
Program

School Network




The school network is formed by the total number of the
accredited school units, respectively the temporary authorized
units.
The school consortia represent contractual partnerships between
school units that ensure:
 The mobility of the personnel between the member schools;
 The usage of the facilities of the member schools;
 Enlargement of the learning opportunities offered to pupils
and mutual recognition of the learning results

Study Formations









Ante preschool education- 7 children, 5/9
Preschool education – 15 preschoolers, 10/20
Primary education – 20 pupils, 15/25
Lower secondary education – 25 pupils, 20/30
Upper secondary education – 25 pupils, 25/30
Special education for pupils with minor deficiencies- 10 pupils,
8/12
Special education for pupils with severe deficiencies- 5 pupils, 4/6

Curriculum
The national curricula produced in
accordance with:
 The specific needs for personal
development;
 The needs of the labor market and of the
community;
 Subsidiarity principle


Curriculum











The number of hours:
20 hours – primary education
25 hours- lower secondary education
30 hours- upper secondary education
Compulsory subjects
80% for the compulsory education
70% for the upper secondary education
Within each subject
75% of the syllabus covers the teaching and evaluation classes
25% at the disposal of the teacher for remedial learning, individual learning plans.

Curriculum


For early education- centered on
physical, cognitive, emotional and social
education, precocious repair of the
possible development deficiencies;
 For lower and upper secondary
education- centered on 8 competence
domains which determine the pupil’s
formation profile;

Competence Domains










Communication competences in Romanian language;
Communication competences in foreign languages;
Basic competences for mathematics, sciences and technologies;
Digital competences;
Social and civic competences;
Entrepreneurial competences;
Sensitivity and cultural expression competences;
Lifelong learning competences;

Curricula approach
The graduate’s profile;
 The national frame of the curricula
(curricula domains);
 Teaching plans
 Schools syllabuses
 Textbooks


E-learning. On-line learning communities

There will be set up the Virtual School
Library and E-learning School Platform
which will contain:
 School syllabuses
 Lesson examples
 Methodological guides
 Examples of evaluation tests


Evaluation


The objective of the evaluation is to orientate
and optimize learning;
 All evaluations are made on the basis of
national standards for evaluation for each
school subject;
 The control of the usage and respecting of the
national evaluation standards by the teachers
is made through the school inspection

Evaluation






Marking students without using and respecting the
national standards and evaluation methodologies
represents a disciplinary deviation and it is sanctioned
according to the present law
The evaluation is centered on competences, offers
real feed-back to students and is located at the basis
of the individual learning plans
There will be created an unique bank of evaluation
instruments with an guiding function

Evaluation – Educational portofolio





Educational portfolio comprises all the diplomas,
certificates and other official registrations obtained
following the evaluation of the acquired skills or
participation to learning activities, in different contexts.
The educational portfolio is the central element of the
evaluation of the learning
Its usage starts with the preparing class and
represents the pupil’s educational identity card

The structure and the characteristics
of the evaluations







At the end of the preparing class- individualized
At the end of the 2nd grade- at school level;
At the end of the 4th grade-at national level, by
sampling;
At the end of the 6th grade- at school level;
At the end of the 9th grade-at national level;
At the end of the 12th -13th grade- at national level.

At the end of the preparing class


The teacher makes an evaluation report
of the physical education, socioemotional, cognitive, language and
communication, capacity development
and learning attitudes.

At the end of the 2nd grade


Evaluation of the fundamental competences
at:
-writing-reading;
-mathematics
 Evaluation results are used in order to
elaborate the individualized learning plans
 It is communicated to the parents

At the end of the 4th grade
National evaluation, by sampling, of the
acquired fundamental competences in
primary level
 According to the international model
 Has its aim the diagnosis of the system


Students’ evaluation at the school level by two transdisciplinary tests
 Language and communication;
 Mathematics and sciences
 The results of the evaluation are used in order to
elaborate the individualized plans and for the school
pre-orientation
 The results of the evaluation are communicated to
parents and registered in the educational portfolio


At the end of the 9th grade


Compulsory national evaluation for all students, score according
to the international model








Written examination at Romanian literature and language
Trans-disciplinary written examination at mathematics and sciences
Written examination at an international language;
Practice examination regarding computer skills, held during the school year
Trans-disciplinary oral examination in order to evaluate the civic and social
competences, held during the school year

The results of the evaluation are registered in the student’s
educational portfolio

Admission in upper secondary
school (high-school)





On the basis of the educational portfolio if the number
of the places is equal to the number of the candidates;
On the basis of the educational portfolio , of the
graduation average, of the average at the national
evaluation- a proportion of 70%
30% from the grade obtained at the admission
established by the education institution

Baccalaureate examination(school
graduate examination)






Examination A- the evaluation of the oral
communication competences in Romanian language;
Examination B- the evaluation of the communication
competences in mother tongue
Examination C- the evaluation of the communication
competences in two international languages
Examination D- the evaluation of the digital
competences;
Examination E written- - the evaluation of the
competences which were formed during the upper
secondary school(high-school) years

Examination E
1.Written examination at Romanian literature and language
2. Written examination at mother tongue
3. Two differentiated written examinations:
1)Real profile
 Mathematics
 Science trans-disciplinary examination
 2) Humanities profile
An international foreign language


Interdisciplinary examination from geography, history, socio-humanities

3)Technological profile
 Written examination specific to the profile
 Trans-disciplinary examination
 Vocational profile

THE MANAGEMENT OF
THE SYSTEM AND OF
THE EDUCATION
INSTITUTIONS

The management of the education
institutions





The institutions are managed by an administration
board formed by 7,9,13 members
After the formation of the AB there is chosen a session
president, for an year
Monthly meetings
Attributions – public responsibility for the
achievements of the education institution, together
with the principal

Financing and material resources of
the education institutions
Basic financing
 Complementary financing
 Supplementary financing


Competitions


Between schools- institutional evaluation-classification
of the schools on 5 levels:
 Excellent
 Very good
 Good
 Satisfactory
 Unsatisfactory
 Among teachers- the Teacher of the Year

THE STATUTE OF THE
DIDACTIC
PERSONNEL(THEACHER’S)

Initial and continuous training. Didactic
career
Theoretical initial training
 Didactic master for a period of 2 years






A scholarship which is equal with the net
salary of a beginner teacher

Practice for a year, in an education
institution, under the guidance of a
mentor teacher

Didactic career


Having a didactic position during the practice period
 Contest for free/reserved positions
 Distribution by School Inspectorate on the positions
which remained free
 The teachers that are hired for a determined period
of time can benefit of continuity on the position they
have if they have the approval of the administration
board

Career Evolution
Didactic level II
 Didactic level I
 Teacher emeritus


Professional development








Developing competences and keeping up to date in the area of
specialization;
Developing competences for career evolution , through the
system of preparing for and obtaining the didactic levels
Acquiring or developing management competences
Acquiring new competences by conversion programs for
specializations and/or having new didactic positions
Acquiring complementary competences
Obtaining a new didactic specialization by attending
corresponding courses, different from the current specialization is
considered lifelong training

Didactic positions occupancy
The tenure(permanent)didactic
personnel keeps their right obtained
through the national tenure examination,
at the release date of the present law
 The tenure didactic personnel who
obtained this position by government
assignment has the opportunity to keep
this right


The settlement of the activity
downsizing
The mutual consented transfer between
the education institutions
 The assignment on vacant positions,
coordinated by School Inspectorate,
according to the methodology elaborated
by MECTS until 15th November


Very important


The non-tenured teachers that have participated at the
tenure unique national contest in the last 3 years,
anterior to the release of the present law, and who
have obtained at least 7 and had a position within the
school they become the tenures of the respective
position if:



There is certified the availability of the position
The administration board of the school approves

Modalities of hiring the didactic
personnel






The positions are occupied following a contest at the
level of the education institutions
Vacancy of the position is made by the administration
board at the principal’s proposal
The School Inspectorate analysis, corrects in
collaboration with the education institutions and
approves the free/reserved didactic positions offer
The list is made public by posting it at the School
Inspectorate and education institutions

Modalities of hiring



The contest organized at the level of the education
institution/consortium
The contest consists in:





Practice examination or special inspection in the class
Written examination at the didactics of the
specialization- for the didactic personnel with individual
work contract
Presenting a curriculum vitae and job interview for the
associated personnel or retired

The role of the School
Inspectorate


Centralizes the didactic positions and the classes which remained
vacant and which will be assigned as follows:
 To tenure teachers from an education institution in order to
complete the norm
 Beginner teachers who are doing their internship
 To the candidates that did not obtain any position as a
consequence of the contest organized at the school level
 Pensioners, respecting the criteria of professional
competence

Management positions







The position of principal is occupied through a public contest by
teachers who are members of the National Experts Body in
Educational Management
The contest is organized at the education institution level by the
administration board
The principal signs an educational management contract with the
mayor/the president of the County Board of the territory
administrative unit
During their mandate the principal and the deputy principal
cannot be president or vice president of any political party

Didactic Norm


40 hours a week:
 Didactic activities of teaching-learning-evaluation,
practice, exams for the end of a level of study
 Methodological scientific preparation activities
 Education activities which are complementary to
the process of teaching: mentorship, school after
school, lifelong learning.

Regulatory acts


ROFUIP
 Continuous training methodology
 Didactic personnel movement methodology
 AB functioning methodology
 Personnel evaluation methodology
 Constitution of the mentors body methodology
 The regulations for the organization of the school
inspection

Application deadlines








1st of January 2012- introduction of the standard cost per pupil
1st of January 2012- assignment of 6% of PIB
2012-2013- inclusion of the preparation class in the primary
education level
1st of January 2013- to grant 500 euro for permanent education of
each new-born
Beginning of the school year 2014-2015- admittance
methodology in upper-secondary education- 10th grade,
according to the new law (for pupils who are in the 7th grade)
2015-2016- inclusion of the 9th grade in the lower secondary
education (the generation which started the 5th grade in school
year 2011-2012)

A few conclusions


The vision of the law












Centered on the beneficiary
Taking responsibility for the offered services
Institutional descentralization
Equal chances
Quality assurance

Coherence
The predictability and the stability of the system
The full application of the law takes about 4-5 years
The involvement of the teachers in elaborating the
methodological methods for the application of the law


Slide 5

ROMANIA – BRAILA
SCOALA GIMNAZIALA “ECATERINA TEODOROIU”

THE STRUCTURE OF THE
NATIONAL EDUCATION
PRE-UNIVERSITY SYSTEM



Early education (0-6 years)





Primary education









Preparing grade
I-IV grades

Secondary education




Ante preschool level
Preschool level

Lower secondary – gymnasium – grades V-IX
Upper secondary – high school- grades X-XII /XIII :theoretical, technological,
vocational.

Professional education for a period between 6 months and 2
years
Tertiary education



Compulsory general education is composed by lower
primary and secondary level
 Technical education comprises grades XII and XIII
from the professional, technical and vocational upper
secondary school
 The professional and technical education is formed by:




Professional education
Technical education
Post upper secondary school education

Age

Grade

>19

18

XIII

17

XII

ISCED

Education Levels

Qualifications
Level

5
6

University Level

5
4

4

Pre-university Level / Non University Levels (technical and
vocational )

3

3

16

XI

15

X

14

IX

13

VIII

12

VII

11

VI

10

V

9

IV

8

III

7

II

6

I

5-6

Kindergarten –
Pre-Primary

3-4

Kindergarten

0-3

Nursery

Theoratical High School

Theoratical
Education

Arts,
Sports,The
ological
HighSchool

Technologic
al high School
Technologi
cal HighCompletion
School
Year

Arts,
Technologi
Sports,
cal
Theologica
Education
l Education

2

Comprehensive Education
1

0

3

2

1

School after School Program


By the decision of the School Administration Board
there can be carried on activities such as “School after
School” in partnership with the local public authorities,
with the parents associations, NGO’s with
competences in this area
 Educational, recreational activities, consolidating the
learning competences or their acceleration, remedial
learning activities.
 The Government can finance the School after School
Program

School Network




The school network is formed by the total number of the
accredited school units, respectively the temporary authorized
units.
The school consortia represent contractual partnerships between
school units that ensure:
 The mobility of the personnel between the member schools;
 The usage of the facilities of the member schools;
 Enlargement of the learning opportunities offered to pupils
and mutual recognition of the learning results

Study Formations









Ante preschool education- 7 children, 5/9
Preschool education – 15 preschoolers, 10/20
Primary education – 20 pupils, 15/25
Lower secondary education – 25 pupils, 20/30
Upper secondary education – 25 pupils, 25/30
Special education for pupils with minor deficiencies- 10 pupils,
8/12
Special education for pupils with severe deficiencies- 5 pupils, 4/6

Curriculum
The national curricula produced in
accordance with:
 The specific needs for personal
development;
 The needs of the labor market and of the
community;
 Subsidiarity principle


Curriculum











The number of hours:
20 hours – primary education
25 hours- lower secondary education
30 hours- upper secondary education
Compulsory subjects
80% for the compulsory education
70% for the upper secondary education
Within each subject
75% of the syllabus covers the teaching and evaluation classes
25% at the disposal of the teacher for remedial learning, individual learning plans.

Curriculum


For early education- centered on
physical, cognitive, emotional and social
education, precocious repair of the
possible development deficiencies;
 For lower and upper secondary
education- centered on 8 competence
domains which determine the pupil’s
formation profile;

Competence Domains










Communication competences in Romanian language;
Communication competences in foreign languages;
Basic competences for mathematics, sciences and technologies;
Digital competences;
Social and civic competences;
Entrepreneurial competences;
Sensitivity and cultural expression competences;
Lifelong learning competences;

Curricula approach
The graduate’s profile;
 The national frame of the curricula
(curricula domains);
 Teaching plans
 Schools syllabuses
 Textbooks


E-learning. On-line learning communities

There will be set up the Virtual School
Library and E-learning School Platform
which will contain:
 School syllabuses
 Lesson examples
 Methodological guides
 Examples of evaluation tests


Evaluation


The objective of the evaluation is to orientate
and optimize learning;
 All evaluations are made on the basis of
national standards for evaluation for each
school subject;
 The control of the usage and respecting of the
national evaluation standards by the teachers
is made through the school inspection

Evaluation






Marking students without using and respecting the
national standards and evaluation methodologies
represents a disciplinary deviation and it is sanctioned
according to the present law
The evaluation is centered on competences, offers
real feed-back to students and is located at the basis
of the individual learning plans
There will be created an unique bank of evaluation
instruments with an guiding function

Evaluation – Educational portofolio





Educational portfolio comprises all the diplomas,
certificates and other official registrations obtained
following the evaluation of the acquired skills or
participation to learning activities, in different contexts.
The educational portfolio is the central element of the
evaluation of the learning
Its usage starts with the preparing class and
represents the pupil’s educational identity card

The structure and the characteristics
of the evaluations







At the end of the preparing class- individualized
At the end of the 2nd grade- at school level;
At the end of the 4th grade-at national level, by
sampling;
At the end of the 6th grade- at school level;
At the end of the 9th grade-at national level;
At the end of the 12th -13th grade- at national level.

At the end of the preparing class


The teacher makes an evaluation report
of the physical education, socioemotional, cognitive, language and
communication, capacity development
and learning attitudes.

At the end of the 2nd grade


Evaluation of the fundamental competences
at:
-writing-reading;
-mathematics
 Evaluation results are used in order to
elaborate the individualized learning plans
 It is communicated to the parents

At the end of the 4th grade
National evaluation, by sampling, of the
acquired fundamental competences in
primary level
 According to the international model
 Has its aim the diagnosis of the system


Students’ evaluation at the school level by two transdisciplinary tests
 Language and communication;
 Mathematics and sciences
 The results of the evaluation are used in order to
elaborate the individualized plans and for the school
pre-orientation
 The results of the evaluation are communicated to
parents and registered in the educational portfolio


At the end of the 9th grade


Compulsory national evaluation for all students, score according
to the international model








Written examination at Romanian literature and language
Trans-disciplinary written examination at mathematics and sciences
Written examination at an international language;
Practice examination regarding computer skills, held during the school year
Trans-disciplinary oral examination in order to evaluate the civic and social
competences, held during the school year

The results of the evaluation are registered in the student’s
educational portfolio

Admission in upper secondary
school (high-school)





On the basis of the educational portfolio if the number
of the places is equal to the number of the candidates;
On the basis of the educational portfolio , of the
graduation average, of the average at the national
evaluation- a proportion of 70%
30% from the grade obtained at the admission
established by the education institution

Baccalaureate examination(school
graduate examination)






Examination A- the evaluation of the oral
communication competences in Romanian language;
Examination B- the evaluation of the communication
competences in mother tongue
Examination C- the evaluation of the communication
competences in two international languages
Examination D- the evaluation of the digital
competences;
Examination E written- - the evaluation of the
competences which were formed during the upper
secondary school(high-school) years

Examination E
1.Written examination at Romanian literature and language
2. Written examination at mother tongue
3. Two differentiated written examinations:
1)Real profile
 Mathematics
 Science trans-disciplinary examination
 2) Humanities profile
An international foreign language


Interdisciplinary examination from geography, history, socio-humanities

3)Technological profile
 Written examination specific to the profile
 Trans-disciplinary examination
 Vocational profile

THE MANAGEMENT OF
THE SYSTEM AND OF
THE EDUCATION
INSTITUTIONS

The management of the education
institutions





The institutions are managed by an administration
board formed by 7,9,13 members
After the formation of the AB there is chosen a session
president, for an year
Monthly meetings
Attributions – public responsibility for the
achievements of the education institution, together
with the principal

Financing and material resources of
the education institutions
Basic financing
 Complementary financing
 Supplementary financing


Competitions


Between schools- institutional evaluation-classification
of the schools on 5 levels:
 Excellent
 Very good
 Good
 Satisfactory
 Unsatisfactory
 Among teachers- the Teacher of the Year

THE STATUTE OF THE
DIDACTIC
PERSONNEL(THEACHER’S)

Initial and continuous training. Didactic
career
Theoretical initial training
 Didactic master for a period of 2 years






A scholarship which is equal with the net
salary of a beginner teacher

Practice for a year, in an education
institution, under the guidance of a
mentor teacher

Didactic career


Having a didactic position during the practice period
 Contest for free/reserved positions
 Distribution by School Inspectorate on the positions
which remained free
 The teachers that are hired for a determined period
of time can benefit of continuity on the position they
have if they have the approval of the administration
board

Career Evolution
Didactic level II
 Didactic level I
 Teacher emeritus


Professional development








Developing competences and keeping up to date in the area of
specialization;
Developing competences for career evolution , through the
system of preparing for and obtaining the didactic levels
Acquiring or developing management competences
Acquiring new competences by conversion programs for
specializations and/or having new didactic positions
Acquiring complementary competences
Obtaining a new didactic specialization by attending
corresponding courses, different from the current specialization is
considered lifelong training

Didactic positions occupancy
The tenure(permanent)didactic
personnel keeps their right obtained
through the national tenure examination,
at the release date of the present law
 The tenure didactic personnel who
obtained this position by government
assignment has the opportunity to keep
this right


The settlement of the activity
downsizing
The mutual consented transfer between
the education institutions
 The assignment on vacant positions,
coordinated by School Inspectorate,
according to the methodology elaborated
by MECTS until 15th November


Very important


The non-tenured teachers that have participated at the
tenure unique national contest in the last 3 years,
anterior to the release of the present law, and who
have obtained at least 7 and had a position within the
school they become the tenures of the respective
position if:



There is certified the availability of the position
The administration board of the school approves

Modalities of hiring the didactic
personnel






The positions are occupied following a contest at the
level of the education institutions
Vacancy of the position is made by the administration
board at the principal’s proposal
The School Inspectorate analysis, corrects in
collaboration with the education institutions and
approves the free/reserved didactic positions offer
The list is made public by posting it at the School
Inspectorate and education institutions

Modalities of hiring



The contest organized at the level of the education
institution/consortium
The contest consists in:





Practice examination or special inspection in the class
Written examination at the didactics of the
specialization- for the didactic personnel with individual
work contract
Presenting a curriculum vitae and job interview for the
associated personnel or retired

The role of the School
Inspectorate


Centralizes the didactic positions and the classes which remained
vacant and which will be assigned as follows:
 To tenure teachers from an education institution in order to
complete the norm
 Beginner teachers who are doing their internship
 To the candidates that did not obtain any position as a
consequence of the contest organized at the school level
 Pensioners, respecting the criteria of professional
competence

Management positions







The position of principal is occupied through a public contest by
teachers who are members of the National Experts Body in
Educational Management
The contest is organized at the education institution level by the
administration board
The principal signs an educational management contract with the
mayor/the president of the County Board of the territory
administrative unit
During their mandate the principal and the deputy principal
cannot be president or vice president of any political party

Didactic Norm


40 hours a week:
 Didactic activities of teaching-learning-evaluation,
practice, exams for the end of a level of study
 Methodological scientific preparation activities
 Education activities which are complementary to
the process of teaching: mentorship, school after
school, lifelong learning.

Regulatory acts


ROFUIP
 Continuous training methodology
 Didactic personnel movement methodology
 AB functioning methodology
 Personnel evaluation methodology
 Constitution of the mentors body methodology
 The regulations for the organization of the school
inspection

Application deadlines








1st of January 2012- introduction of the standard cost per pupil
1st of January 2012- assignment of 6% of PIB
2012-2013- inclusion of the preparation class in the primary
education level
1st of January 2013- to grant 500 euro for permanent education of
each new-born
Beginning of the school year 2014-2015- admittance
methodology in upper-secondary education- 10th grade,
according to the new law (for pupils who are in the 7th grade)
2015-2016- inclusion of the 9th grade in the lower secondary
education (the generation which started the 5th grade in school
year 2011-2012)

A few conclusions


The vision of the law












Centered on the beneficiary
Taking responsibility for the offered services
Institutional descentralization
Equal chances
Quality assurance

Coherence
The predictability and the stability of the system
The full application of the law takes about 4-5 years
The involvement of the teachers in elaborating the
methodological methods for the application of the law


Slide 6

ROMANIA – BRAILA
SCOALA GIMNAZIALA “ECATERINA TEODOROIU”

THE STRUCTURE OF THE
NATIONAL EDUCATION
PRE-UNIVERSITY SYSTEM



Early education (0-6 years)





Primary education









Preparing grade
I-IV grades

Secondary education




Ante preschool level
Preschool level

Lower secondary – gymnasium – grades V-IX
Upper secondary – high school- grades X-XII /XIII :theoretical, technological,
vocational.

Professional education for a period between 6 months and 2
years
Tertiary education



Compulsory general education is composed by lower
primary and secondary level
 Technical education comprises grades XII and XIII
from the professional, technical and vocational upper
secondary school
 The professional and technical education is formed by:




Professional education
Technical education
Post upper secondary school education

Age

Grade

>19

18

XIII

17

XII

ISCED

Education Levels

Qualifications
Level

5
6

University Level

5
4

4

Pre-university Level / Non University Levels (technical and
vocational )

3

3

16

XI

15

X

14

IX

13

VIII

12

VII

11

VI

10

V

9

IV

8

III

7

II

6

I

5-6

Kindergarten –
Pre-Primary

3-4

Kindergarten

0-3

Nursery

Theoratical High School

Theoratical
Education

Arts,
Sports,The
ological
HighSchool

Technologic
al high School
Technologi
cal HighCompletion
School
Year

Arts,
Technologi
Sports,
cal
Theologica
Education
l Education

2

Comprehensive Education
1

0

3

2

1

School after School Program


By the decision of the School Administration Board
there can be carried on activities such as “School after
School” in partnership with the local public authorities,
with the parents associations, NGO’s with
competences in this area
 Educational, recreational activities, consolidating the
learning competences or their acceleration, remedial
learning activities.
 The Government can finance the School after School
Program

School Network




The school network is formed by the total number of the
accredited school units, respectively the temporary authorized
units.
The school consortia represent contractual partnerships between
school units that ensure:
 The mobility of the personnel between the member schools;
 The usage of the facilities of the member schools;
 Enlargement of the learning opportunities offered to pupils
and mutual recognition of the learning results

Study Formations









Ante preschool education- 7 children, 5/9
Preschool education – 15 preschoolers, 10/20
Primary education – 20 pupils, 15/25
Lower secondary education – 25 pupils, 20/30
Upper secondary education – 25 pupils, 25/30
Special education for pupils with minor deficiencies- 10 pupils,
8/12
Special education for pupils with severe deficiencies- 5 pupils, 4/6

Curriculum
The national curricula produced in
accordance with:
 The specific needs for personal
development;
 The needs of the labor market and of the
community;
 Subsidiarity principle


Curriculum











The number of hours:
20 hours – primary education
25 hours- lower secondary education
30 hours- upper secondary education
Compulsory subjects
80% for the compulsory education
70% for the upper secondary education
Within each subject
75% of the syllabus covers the teaching and evaluation classes
25% at the disposal of the teacher for remedial learning, individual learning plans.

Curriculum


For early education- centered on
physical, cognitive, emotional and social
education, precocious repair of the
possible development deficiencies;
 For lower and upper secondary
education- centered on 8 competence
domains which determine the pupil’s
formation profile;

Competence Domains










Communication competences in Romanian language;
Communication competences in foreign languages;
Basic competences for mathematics, sciences and technologies;
Digital competences;
Social and civic competences;
Entrepreneurial competences;
Sensitivity and cultural expression competences;
Lifelong learning competences;

Curricula approach
The graduate’s profile;
 The national frame of the curricula
(curricula domains);
 Teaching plans
 Schools syllabuses
 Textbooks


E-learning. On-line learning communities

There will be set up the Virtual School
Library and E-learning School Platform
which will contain:
 School syllabuses
 Lesson examples
 Methodological guides
 Examples of evaluation tests


Evaluation


The objective of the evaluation is to orientate
and optimize learning;
 All evaluations are made on the basis of
national standards for evaluation for each
school subject;
 The control of the usage and respecting of the
national evaluation standards by the teachers
is made through the school inspection

Evaluation






Marking students without using and respecting the
national standards and evaluation methodologies
represents a disciplinary deviation and it is sanctioned
according to the present law
The evaluation is centered on competences, offers
real feed-back to students and is located at the basis
of the individual learning plans
There will be created an unique bank of evaluation
instruments with an guiding function

Evaluation – Educational portofolio





Educational portfolio comprises all the diplomas,
certificates and other official registrations obtained
following the evaluation of the acquired skills or
participation to learning activities, in different contexts.
The educational portfolio is the central element of the
evaluation of the learning
Its usage starts with the preparing class and
represents the pupil’s educational identity card

The structure and the characteristics
of the evaluations







At the end of the preparing class- individualized
At the end of the 2nd grade- at school level;
At the end of the 4th grade-at national level, by
sampling;
At the end of the 6th grade- at school level;
At the end of the 9th grade-at national level;
At the end of the 12th -13th grade- at national level.

At the end of the preparing class


The teacher makes an evaluation report
of the physical education, socioemotional, cognitive, language and
communication, capacity development
and learning attitudes.

At the end of the 2nd grade


Evaluation of the fundamental competences
at:
-writing-reading;
-mathematics
 Evaluation results are used in order to
elaborate the individualized learning plans
 It is communicated to the parents

At the end of the 4th grade
National evaluation, by sampling, of the
acquired fundamental competences in
primary level
 According to the international model
 Has its aim the diagnosis of the system


Students’ evaluation at the school level by two transdisciplinary tests
 Language and communication;
 Mathematics and sciences
 The results of the evaluation are used in order to
elaborate the individualized plans and for the school
pre-orientation
 The results of the evaluation are communicated to
parents and registered in the educational portfolio


At the end of the 9th grade


Compulsory national evaluation for all students, score according
to the international model








Written examination at Romanian literature and language
Trans-disciplinary written examination at mathematics and sciences
Written examination at an international language;
Practice examination regarding computer skills, held during the school year
Trans-disciplinary oral examination in order to evaluate the civic and social
competences, held during the school year

The results of the evaluation are registered in the student’s
educational portfolio

Admission in upper secondary
school (high-school)





On the basis of the educational portfolio if the number
of the places is equal to the number of the candidates;
On the basis of the educational portfolio , of the
graduation average, of the average at the national
evaluation- a proportion of 70%
30% from the grade obtained at the admission
established by the education institution

Baccalaureate examination(school
graduate examination)






Examination A- the evaluation of the oral
communication competences in Romanian language;
Examination B- the evaluation of the communication
competences in mother tongue
Examination C- the evaluation of the communication
competences in two international languages
Examination D- the evaluation of the digital
competences;
Examination E written- - the evaluation of the
competences which were formed during the upper
secondary school(high-school) years

Examination E
1.Written examination at Romanian literature and language
2. Written examination at mother tongue
3. Two differentiated written examinations:
1)Real profile
 Mathematics
 Science trans-disciplinary examination
 2) Humanities profile
An international foreign language


Interdisciplinary examination from geography, history, socio-humanities

3)Technological profile
 Written examination specific to the profile
 Trans-disciplinary examination
 Vocational profile

THE MANAGEMENT OF
THE SYSTEM AND OF
THE EDUCATION
INSTITUTIONS

The management of the education
institutions





The institutions are managed by an administration
board formed by 7,9,13 members
After the formation of the AB there is chosen a session
president, for an year
Monthly meetings
Attributions – public responsibility for the
achievements of the education institution, together
with the principal

Financing and material resources of
the education institutions
Basic financing
 Complementary financing
 Supplementary financing


Competitions


Between schools- institutional evaluation-classification
of the schools on 5 levels:
 Excellent
 Very good
 Good
 Satisfactory
 Unsatisfactory
 Among teachers- the Teacher of the Year

THE STATUTE OF THE
DIDACTIC
PERSONNEL(THEACHER’S)

Initial and continuous training. Didactic
career
Theoretical initial training
 Didactic master for a period of 2 years






A scholarship which is equal with the net
salary of a beginner teacher

Practice for a year, in an education
institution, under the guidance of a
mentor teacher

Didactic career


Having a didactic position during the practice period
 Contest for free/reserved positions
 Distribution by School Inspectorate on the positions
which remained free
 The teachers that are hired for a determined period
of time can benefit of continuity on the position they
have if they have the approval of the administration
board

Career Evolution
Didactic level II
 Didactic level I
 Teacher emeritus


Professional development








Developing competences and keeping up to date in the area of
specialization;
Developing competences for career evolution , through the
system of preparing for and obtaining the didactic levels
Acquiring or developing management competences
Acquiring new competences by conversion programs for
specializations and/or having new didactic positions
Acquiring complementary competences
Obtaining a new didactic specialization by attending
corresponding courses, different from the current specialization is
considered lifelong training

Didactic positions occupancy
The tenure(permanent)didactic
personnel keeps their right obtained
through the national tenure examination,
at the release date of the present law
 The tenure didactic personnel who
obtained this position by government
assignment has the opportunity to keep
this right


The settlement of the activity
downsizing
The mutual consented transfer between
the education institutions
 The assignment on vacant positions,
coordinated by School Inspectorate,
according to the methodology elaborated
by MECTS until 15th November


Very important


The non-tenured teachers that have participated at the
tenure unique national contest in the last 3 years,
anterior to the release of the present law, and who
have obtained at least 7 and had a position within the
school they become the tenures of the respective
position if:



There is certified the availability of the position
The administration board of the school approves

Modalities of hiring the didactic
personnel






The positions are occupied following a contest at the
level of the education institutions
Vacancy of the position is made by the administration
board at the principal’s proposal
The School Inspectorate analysis, corrects in
collaboration with the education institutions and
approves the free/reserved didactic positions offer
The list is made public by posting it at the School
Inspectorate and education institutions

Modalities of hiring



The contest organized at the level of the education
institution/consortium
The contest consists in:





Practice examination or special inspection in the class
Written examination at the didactics of the
specialization- for the didactic personnel with individual
work contract
Presenting a curriculum vitae and job interview for the
associated personnel or retired

The role of the School
Inspectorate


Centralizes the didactic positions and the classes which remained
vacant and which will be assigned as follows:
 To tenure teachers from an education institution in order to
complete the norm
 Beginner teachers who are doing their internship
 To the candidates that did not obtain any position as a
consequence of the contest organized at the school level
 Pensioners, respecting the criteria of professional
competence

Management positions







The position of principal is occupied through a public contest by
teachers who are members of the National Experts Body in
Educational Management
The contest is organized at the education institution level by the
administration board
The principal signs an educational management contract with the
mayor/the president of the County Board of the territory
administrative unit
During their mandate the principal and the deputy principal
cannot be president or vice president of any political party

Didactic Norm


40 hours a week:
 Didactic activities of teaching-learning-evaluation,
practice, exams for the end of a level of study
 Methodological scientific preparation activities
 Education activities which are complementary to
the process of teaching: mentorship, school after
school, lifelong learning.

Regulatory acts


ROFUIP
 Continuous training methodology
 Didactic personnel movement methodology
 AB functioning methodology
 Personnel evaluation methodology
 Constitution of the mentors body methodology
 The regulations for the organization of the school
inspection

Application deadlines








1st of January 2012- introduction of the standard cost per pupil
1st of January 2012- assignment of 6% of PIB
2012-2013- inclusion of the preparation class in the primary
education level
1st of January 2013- to grant 500 euro for permanent education of
each new-born
Beginning of the school year 2014-2015- admittance
methodology in upper-secondary education- 10th grade,
according to the new law (for pupils who are in the 7th grade)
2015-2016- inclusion of the 9th grade in the lower secondary
education (the generation which started the 5th grade in school
year 2011-2012)

A few conclusions


The vision of the law












Centered on the beneficiary
Taking responsibility for the offered services
Institutional descentralization
Equal chances
Quality assurance

Coherence
The predictability and the stability of the system
The full application of the law takes about 4-5 years
The involvement of the teachers in elaborating the
methodological methods for the application of the law


Slide 7

ROMANIA – BRAILA
SCOALA GIMNAZIALA “ECATERINA TEODOROIU”

THE STRUCTURE OF THE
NATIONAL EDUCATION
PRE-UNIVERSITY SYSTEM



Early education (0-6 years)





Primary education









Preparing grade
I-IV grades

Secondary education




Ante preschool level
Preschool level

Lower secondary – gymnasium – grades V-IX
Upper secondary – high school- grades X-XII /XIII :theoretical, technological,
vocational.

Professional education for a period between 6 months and 2
years
Tertiary education



Compulsory general education is composed by lower
primary and secondary level
 Technical education comprises grades XII and XIII
from the professional, technical and vocational upper
secondary school
 The professional and technical education is formed by:




Professional education
Technical education
Post upper secondary school education

Age

Grade

>19

18

XIII

17

XII

ISCED

Education Levels

Qualifications
Level

5
6

University Level

5
4

4

Pre-university Level / Non University Levels (technical and
vocational )

3

3

16

XI

15

X

14

IX

13

VIII

12

VII

11

VI

10

V

9

IV

8

III

7

II

6

I

5-6

Kindergarten –
Pre-Primary

3-4

Kindergarten

0-3

Nursery

Theoratical High School

Theoratical
Education

Arts,
Sports,The
ological
HighSchool

Technologic
al high School
Technologi
cal HighCompletion
School
Year

Arts,
Technologi
Sports,
cal
Theologica
Education
l Education

2

Comprehensive Education
1

0

3

2

1

School after School Program


By the decision of the School Administration Board
there can be carried on activities such as “School after
School” in partnership with the local public authorities,
with the parents associations, NGO’s with
competences in this area
 Educational, recreational activities, consolidating the
learning competences or their acceleration, remedial
learning activities.
 The Government can finance the School after School
Program

School Network




The school network is formed by the total number of the
accredited school units, respectively the temporary authorized
units.
The school consortia represent contractual partnerships between
school units that ensure:
 The mobility of the personnel between the member schools;
 The usage of the facilities of the member schools;
 Enlargement of the learning opportunities offered to pupils
and mutual recognition of the learning results

Study Formations









Ante preschool education- 7 children, 5/9
Preschool education – 15 preschoolers, 10/20
Primary education – 20 pupils, 15/25
Lower secondary education – 25 pupils, 20/30
Upper secondary education – 25 pupils, 25/30
Special education for pupils with minor deficiencies- 10 pupils,
8/12
Special education for pupils with severe deficiencies- 5 pupils, 4/6

Curriculum
The national curricula produced in
accordance with:
 The specific needs for personal
development;
 The needs of the labor market and of the
community;
 Subsidiarity principle


Curriculum











The number of hours:
20 hours – primary education
25 hours- lower secondary education
30 hours- upper secondary education
Compulsory subjects
80% for the compulsory education
70% for the upper secondary education
Within each subject
75% of the syllabus covers the teaching and evaluation classes
25% at the disposal of the teacher for remedial learning, individual learning plans.

Curriculum


For early education- centered on
physical, cognitive, emotional and social
education, precocious repair of the
possible development deficiencies;
 For lower and upper secondary
education- centered on 8 competence
domains which determine the pupil’s
formation profile;

Competence Domains










Communication competences in Romanian language;
Communication competences in foreign languages;
Basic competences for mathematics, sciences and technologies;
Digital competences;
Social and civic competences;
Entrepreneurial competences;
Sensitivity and cultural expression competences;
Lifelong learning competences;

Curricula approach
The graduate’s profile;
 The national frame of the curricula
(curricula domains);
 Teaching plans
 Schools syllabuses
 Textbooks


E-learning. On-line learning communities

There will be set up the Virtual School
Library and E-learning School Platform
which will contain:
 School syllabuses
 Lesson examples
 Methodological guides
 Examples of evaluation tests


Evaluation


The objective of the evaluation is to orientate
and optimize learning;
 All evaluations are made on the basis of
national standards for evaluation for each
school subject;
 The control of the usage and respecting of the
national evaluation standards by the teachers
is made through the school inspection

Evaluation






Marking students without using and respecting the
national standards and evaluation methodologies
represents a disciplinary deviation and it is sanctioned
according to the present law
The evaluation is centered on competences, offers
real feed-back to students and is located at the basis
of the individual learning plans
There will be created an unique bank of evaluation
instruments with an guiding function

Evaluation – Educational portofolio





Educational portfolio comprises all the diplomas,
certificates and other official registrations obtained
following the evaluation of the acquired skills or
participation to learning activities, in different contexts.
The educational portfolio is the central element of the
evaluation of the learning
Its usage starts with the preparing class and
represents the pupil’s educational identity card

The structure and the characteristics
of the evaluations







At the end of the preparing class- individualized
At the end of the 2nd grade- at school level;
At the end of the 4th grade-at national level, by
sampling;
At the end of the 6th grade- at school level;
At the end of the 9th grade-at national level;
At the end of the 12th -13th grade- at national level.

At the end of the preparing class


The teacher makes an evaluation report
of the physical education, socioemotional, cognitive, language and
communication, capacity development
and learning attitudes.

At the end of the 2nd grade


Evaluation of the fundamental competences
at:
-writing-reading;
-mathematics
 Evaluation results are used in order to
elaborate the individualized learning plans
 It is communicated to the parents

At the end of the 4th grade
National evaluation, by sampling, of the
acquired fundamental competences in
primary level
 According to the international model
 Has its aim the diagnosis of the system


Students’ evaluation at the school level by two transdisciplinary tests
 Language and communication;
 Mathematics and sciences
 The results of the evaluation are used in order to
elaborate the individualized plans and for the school
pre-orientation
 The results of the evaluation are communicated to
parents and registered in the educational portfolio


At the end of the 9th grade


Compulsory national evaluation for all students, score according
to the international model








Written examination at Romanian literature and language
Trans-disciplinary written examination at mathematics and sciences
Written examination at an international language;
Practice examination regarding computer skills, held during the school year
Trans-disciplinary oral examination in order to evaluate the civic and social
competences, held during the school year

The results of the evaluation are registered in the student’s
educational portfolio

Admission in upper secondary
school (high-school)





On the basis of the educational portfolio if the number
of the places is equal to the number of the candidates;
On the basis of the educational portfolio , of the
graduation average, of the average at the national
evaluation- a proportion of 70%
30% from the grade obtained at the admission
established by the education institution

Baccalaureate examination(school
graduate examination)






Examination A- the evaluation of the oral
communication competences in Romanian language;
Examination B- the evaluation of the communication
competences in mother tongue
Examination C- the evaluation of the communication
competences in two international languages
Examination D- the evaluation of the digital
competences;
Examination E written- - the evaluation of the
competences which were formed during the upper
secondary school(high-school) years

Examination E
1.Written examination at Romanian literature and language
2. Written examination at mother tongue
3. Two differentiated written examinations:
1)Real profile
 Mathematics
 Science trans-disciplinary examination
 2) Humanities profile
An international foreign language


Interdisciplinary examination from geography, history, socio-humanities

3)Technological profile
 Written examination specific to the profile
 Trans-disciplinary examination
 Vocational profile

THE MANAGEMENT OF
THE SYSTEM AND OF
THE EDUCATION
INSTITUTIONS

The management of the education
institutions





The institutions are managed by an administration
board formed by 7,9,13 members
After the formation of the AB there is chosen a session
president, for an year
Monthly meetings
Attributions – public responsibility for the
achievements of the education institution, together
with the principal

Financing and material resources of
the education institutions
Basic financing
 Complementary financing
 Supplementary financing


Competitions


Between schools- institutional evaluation-classification
of the schools on 5 levels:
 Excellent
 Very good
 Good
 Satisfactory
 Unsatisfactory
 Among teachers- the Teacher of the Year

THE STATUTE OF THE
DIDACTIC
PERSONNEL(THEACHER’S)

Initial and continuous training. Didactic
career
Theoretical initial training
 Didactic master for a period of 2 years






A scholarship which is equal with the net
salary of a beginner teacher

Practice for a year, in an education
institution, under the guidance of a
mentor teacher

Didactic career


Having a didactic position during the practice period
 Contest for free/reserved positions
 Distribution by School Inspectorate on the positions
which remained free
 The teachers that are hired for a determined period
of time can benefit of continuity on the position they
have if they have the approval of the administration
board

Career Evolution
Didactic level II
 Didactic level I
 Teacher emeritus


Professional development








Developing competences and keeping up to date in the area of
specialization;
Developing competences for career evolution , through the
system of preparing for and obtaining the didactic levels
Acquiring or developing management competences
Acquiring new competences by conversion programs for
specializations and/or having new didactic positions
Acquiring complementary competences
Obtaining a new didactic specialization by attending
corresponding courses, different from the current specialization is
considered lifelong training

Didactic positions occupancy
The tenure(permanent)didactic
personnel keeps their right obtained
through the national tenure examination,
at the release date of the present law
 The tenure didactic personnel who
obtained this position by government
assignment has the opportunity to keep
this right


The settlement of the activity
downsizing
The mutual consented transfer between
the education institutions
 The assignment on vacant positions,
coordinated by School Inspectorate,
according to the methodology elaborated
by MECTS until 15th November


Very important


The non-tenured teachers that have participated at the
tenure unique national contest in the last 3 years,
anterior to the release of the present law, and who
have obtained at least 7 and had a position within the
school they become the tenures of the respective
position if:



There is certified the availability of the position
The administration board of the school approves

Modalities of hiring the didactic
personnel






The positions are occupied following a contest at the
level of the education institutions
Vacancy of the position is made by the administration
board at the principal’s proposal
The School Inspectorate analysis, corrects in
collaboration with the education institutions and
approves the free/reserved didactic positions offer
The list is made public by posting it at the School
Inspectorate and education institutions

Modalities of hiring



The contest organized at the level of the education
institution/consortium
The contest consists in:





Practice examination or special inspection in the class
Written examination at the didactics of the
specialization- for the didactic personnel with individual
work contract
Presenting a curriculum vitae and job interview for the
associated personnel or retired

The role of the School
Inspectorate


Centralizes the didactic positions and the classes which remained
vacant and which will be assigned as follows:
 To tenure teachers from an education institution in order to
complete the norm
 Beginner teachers who are doing their internship
 To the candidates that did not obtain any position as a
consequence of the contest organized at the school level
 Pensioners, respecting the criteria of professional
competence

Management positions







The position of principal is occupied through a public contest by
teachers who are members of the National Experts Body in
Educational Management
The contest is organized at the education institution level by the
administration board
The principal signs an educational management contract with the
mayor/the president of the County Board of the territory
administrative unit
During their mandate the principal and the deputy principal
cannot be president or vice president of any political party

Didactic Norm


40 hours a week:
 Didactic activities of teaching-learning-evaluation,
practice, exams for the end of a level of study
 Methodological scientific preparation activities
 Education activities which are complementary to
the process of teaching: mentorship, school after
school, lifelong learning.

Regulatory acts


ROFUIP
 Continuous training methodology
 Didactic personnel movement methodology
 AB functioning methodology
 Personnel evaluation methodology
 Constitution of the mentors body methodology
 The regulations for the organization of the school
inspection

Application deadlines








1st of January 2012- introduction of the standard cost per pupil
1st of January 2012- assignment of 6% of PIB
2012-2013- inclusion of the preparation class in the primary
education level
1st of January 2013- to grant 500 euro for permanent education of
each new-born
Beginning of the school year 2014-2015- admittance
methodology in upper-secondary education- 10th grade,
according to the new law (for pupils who are in the 7th grade)
2015-2016- inclusion of the 9th grade in the lower secondary
education (the generation which started the 5th grade in school
year 2011-2012)

A few conclusions


The vision of the law












Centered on the beneficiary
Taking responsibility for the offered services
Institutional descentralization
Equal chances
Quality assurance

Coherence
The predictability and the stability of the system
The full application of the law takes about 4-5 years
The involvement of the teachers in elaborating the
methodological methods for the application of the law


Slide 8

ROMANIA – BRAILA
SCOALA GIMNAZIALA “ECATERINA TEODOROIU”

THE STRUCTURE OF THE
NATIONAL EDUCATION
PRE-UNIVERSITY SYSTEM



Early education (0-6 years)





Primary education









Preparing grade
I-IV grades

Secondary education




Ante preschool level
Preschool level

Lower secondary – gymnasium – grades V-IX
Upper secondary – high school- grades X-XII /XIII :theoretical, technological,
vocational.

Professional education for a period between 6 months and 2
years
Tertiary education



Compulsory general education is composed by lower
primary and secondary level
 Technical education comprises grades XII and XIII
from the professional, technical and vocational upper
secondary school
 The professional and technical education is formed by:




Professional education
Technical education
Post upper secondary school education

Age

Grade

>19

18

XIII

17

XII

ISCED

Education Levels

Qualifications
Level

5
6

University Level

5
4

4

Pre-university Level / Non University Levels (technical and
vocational )

3

3

16

XI

15

X

14

IX

13

VIII

12

VII

11

VI

10

V

9

IV

8

III

7

II

6

I

5-6

Kindergarten –
Pre-Primary

3-4

Kindergarten

0-3

Nursery

Theoratical High School

Theoratical
Education

Arts,
Sports,The
ological
HighSchool

Technologic
al high School
Technologi
cal HighCompletion
School
Year

Arts,
Technologi
Sports,
cal
Theologica
Education
l Education

2

Comprehensive Education
1

0

3

2

1

School after School Program


By the decision of the School Administration Board
there can be carried on activities such as “School after
School” in partnership with the local public authorities,
with the parents associations, NGO’s with
competences in this area
 Educational, recreational activities, consolidating the
learning competences or their acceleration, remedial
learning activities.
 The Government can finance the School after School
Program

School Network




The school network is formed by the total number of the
accredited school units, respectively the temporary authorized
units.
The school consortia represent contractual partnerships between
school units that ensure:
 The mobility of the personnel between the member schools;
 The usage of the facilities of the member schools;
 Enlargement of the learning opportunities offered to pupils
and mutual recognition of the learning results

Study Formations









Ante preschool education- 7 children, 5/9
Preschool education – 15 preschoolers, 10/20
Primary education – 20 pupils, 15/25
Lower secondary education – 25 pupils, 20/30
Upper secondary education – 25 pupils, 25/30
Special education for pupils with minor deficiencies- 10 pupils,
8/12
Special education for pupils with severe deficiencies- 5 pupils, 4/6

Curriculum
The national curricula produced in
accordance with:
 The specific needs for personal
development;
 The needs of the labor market and of the
community;
 Subsidiarity principle


Curriculum











The number of hours:
20 hours – primary education
25 hours- lower secondary education
30 hours- upper secondary education
Compulsory subjects
80% for the compulsory education
70% for the upper secondary education
Within each subject
75% of the syllabus covers the teaching and evaluation classes
25% at the disposal of the teacher for remedial learning, individual learning plans.

Curriculum


For early education- centered on
physical, cognitive, emotional and social
education, precocious repair of the
possible development deficiencies;
 For lower and upper secondary
education- centered on 8 competence
domains which determine the pupil’s
formation profile;

Competence Domains










Communication competences in Romanian language;
Communication competences in foreign languages;
Basic competences for mathematics, sciences and technologies;
Digital competences;
Social and civic competences;
Entrepreneurial competences;
Sensitivity and cultural expression competences;
Lifelong learning competences;

Curricula approach
The graduate’s profile;
 The national frame of the curricula
(curricula domains);
 Teaching plans
 Schools syllabuses
 Textbooks


E-learning. On-line learning communities

There will be set up the Virtual School
Library and E-learning School Platform
which will contain:
 School syllabuses
 Lesson examples
 Methodological guides
 Examples of evaluation tests


Evaluation


The objective of the evaluation is to orientate
and optimize learning;
 All evaluations are made on the basis of
national standards for evaluation for each
school subject;
 The control of the usage and respecting of the
national evaluation standards by the teachers
is made through the school inspection

Evaluation






Marking students without using and respecting the
national standards and evaluation methodologies
represents a disciplinary deviation and it is sanctioned
according to the present law
The evaluation is centered on competences, offers
real feed-back to students and is located at the basis
of the individual learning plans
There will be created an unique bank of evaluation
instruments with an guiding function

Evaluation – Educational portofolio





Educational portfolio comprises all the diplomas,
certificates and other official registrations obtained
following the evaluation of the acquired skills or
participation to learning activities, in different contexts.
The educational portfolio is the central element of the
evaluation of the learning
Its usage starts with the preparing class and
represents the pupil’s educational identity card

The structure and the characteristics
of the evaluations







At the end of the preparing class- individualized
At the end of the 2nd grade- at school level;
At the end of the 4th grade-at national level, by
sampling;
At the end of the 6th grade- at school level;
At the end of the 9th grade-at national level;
At the end of the 12th -13th grade- at national level.

At the end of the preparing class


The teacher makes an evaluation report
of the physical education, socioemotional, cognitive, language and
communication, capacity development
and learning attitudes.

At the end of the 2nd grade


Evaluation of the fundamental competences
at:
-writing-reading;
-mathematics
 Evaluation results are used in order to
elaborate the individualized learning plans
 It is communicated to the parents

At the end of the 4th grade
National evaluation, by sampling, of the
acquired fundamental competences in
primary level
 According to the international model
 Has its aim the diagnosis of the system


Students’ evaluation at the school level by two transdisciplinary tests
 Language and communication;
 Mathematics and sciences
 The results of the evaluation are used in order to
elaborate the individualized plans and for the school
pre-orientation
 The results of the evaluation are communicated to
parents and registered in the educational portfolio


At the end of the 9th grade


Compulsory national evaluation for all students, score according
to the international model








Written examination at Romanian literature and language
Trans-disciplinary written examination at mathematics and sciences
Written examination at an international language;
Practice examination regarding computer skills, held during the school year
Trans-disciplinary oral examination in order to evaluate the civic and social
competences, held during the school year

The results of the evaluation are registered in the student’s
educational portfolio

Admission in upper secondary
school (high-school)





On the basis of the educational portfolio if the number
of the places is equal to the number of the candidates;
On the basis of the educational portfolio , of the
graduation average, of the average at the national
evaluation- a proportion of 70%
30% from the grade obtained at the admission
established by the education institution

Baccalaureate examination(school
graduate examination)






Examination A- the evaluation of the oral
communication competences in Romanian language;
Examination B- the evaluation of the communication
competences in mother tongue
Examination C- the evaluation of the communication
competences in two international languages
Examination D- the evaluation of the digital
competences;
Examination E written- - the evaluation of the
competences which were formed during the upper
secondary school(high-school) years

Examination E
1.Written examination at Romanian literature and language
2. Written examination at mother tongue
3. Two differentiated written examinations:
1)Real profile
 Mathematics
 Science trans-disciplinary examination
 2) Humanities profile
An international foreign language


Interdisciplinary examination from geography, history, socio-humanities

3)Technological profile
 Written examination specific to the profile
 Trans-disciplinary examination
 Vocational profile

THE MANAGEMENT OF
THE SYSTEM AND OF
THE EDUCATION
INSTITUTIONS

The management of the education
institutions





The institutions are managed by an administration
board formed by 7,9,13 members
After the formation of the AB there is chosen a session
president, for an year
Monthly meetings
Attributions – public responsibility for the
achievements of the education institution, together
with the principal

Financing and material resources of
the education institutions
Basic financing
 Complementary financing
 Supplementary financing


Competitions


Between schools- institutional evaluation-classification
of the schools on 5 levels:
 Excellent
 Very good
 Good
 Satisfactory
 Unsatisfactory
 Among teachers- the Teacher of the Year

THE STATUTE OF THE
DIDACTIC
PERSONNEL(THEACHER’S)

Initial and continuous training. Didactic
career
Theoretical initial training
 Didactic master for a period of 2 years






A scholarship which is equal with the net
salary of a beginner teacher

Practice for a year, in an education
institution, under the guidance of a
mentor teacher

Didactic career


Having a didactic position during the practice period
 Contest for free/reserved positions
 Distribution by School Inspectorate on the positions
which remained free
 The teachers that are hired for a determined period
of time can benefit of continuity on the position they
have if they have the approval of the administration
board

Career Evolution
Didactic level II
 Didactic level I
 Teacher emeritus


Professional development








Developing competences and keeping up to date in the area of
specialization;
Developing competences for career evolution , through the
system of preparing for and obtaining the didactic levels
Acquiring or developing management competences
Acquiring new competences by conversion programs for
specializations and/or having new didactic positions
Acquiring complementary competences
Obtaining a new didactic specialization by attending
corresponding courses, different from the current specialization is
considered lifelong training

Didactic positions occupancy
The tenure(permanent)didactic
personnel keeps their right obtained
through the national tenure examination,
at the release date of the present law
 The tenure didactic personnel who
obtained this position by government
assignment has the opportunity to keep
this right


The settlement of the activity
downsizing
The mutual consented transfer between
the education institutions
 The assignment on vacant positions,
coordinated by School Inspectorate,
according to the methodology elaborated
by MECTS until 15th November


Very important


The non-tenured teachers that have participated at the
tenure unique national contest in the last 3 years,
anterior to the release of the present law, and who
have obtained at least 7 and had a position within the
school they become the tenures of the respective
position if:



There is certified the availability of the position
The administration board of the school approves

Modalities of hiring the didactic
personnel






The positions are occupied following a contest at the
level of the education institutions
Vacancy of the position is made by the administration
board at the principal’s proposal
The School Inspectorate analysis, corrects in
collaboration with the education institutions and
approves the free/reserved didactic positions offer
The list is made public by posting it at the School
Inspectorate and education institutions

Modalities of hiring



The contest organized at the level of the education
institution/consortium
The contest consists in:





Practice examination or special inspection in the class
Written examination at the didactics of the
specialization- for the didactic personnel with individual
work contract
Presenting a curriculum vitae and job interview for the
associated personnel or retired

The role of the School
Inspectorate


Centralizes the didactic positions and the classes which remained
vacant and which will be assigned as follows:
 To tenure teachers from an education institution in order to
complete the norm
 Beginner teachers who are doing their internship
 To the candidates that did not obtain any position as a
consequence of the contest organized at the school level
 Pensioners, respecting the criteria of professional
competence

Management positions







The position of principal is occupied through a public contest by
teachers who are members of the National Experts Body in
Educational Management
The contest is organized at the education institution level by the
administration board
The principal signs an educational management contract with the
mayor/the president of the County Board of the territory
administrative unit
During their mandate the principal and the deputy principal
cannot be president or vice president of any political party

Didactic Norm


40 hours a week:
 Didactic activities of teaching-learning-evaluation,
practice, exams for the end of a level of study
 Methodological scientific preparation activities
 Education activities which are complementary to
the process of teaching: mentorship, school after
school, lifelong learning.

Regulatory acts


ROFUIP
 Continuous training methodology
 Didactic personnel movement methodology
 AB functioning methodology
 Personnel evaluation methodology
 Constitution of the mentors body methodology
 The regulations for the organization of the school
inspection

Application deadlines








1st of January 2012- introduction of the standard cost per pupil
1st of January 2012- assignment of 6% of PIB
2012-2013- inclusion of the preparation class in the primary
education level
1st of January 2013- to grant 500 euro for permanent education of
each new-born
Beginning of the school year 2014-2015- admittance
methodology in upper-secondary education- 10th grade,
according to the new law (for pupils who are in the 7th grade)
2015-2016- inclusion of the 9th grade in the lower secondary
education (the generation which started the 5th grade in school
year 2011-2012)

A few conclusions


The vision of the law












Centered on the beneficiary
Taking responsibility for the offered services
Institutional descentralization
Equal chances
Quality assurance

Coherence
The predictability and the stability of the system
The full application of the law takes about 4-5 years
The involvement of the teachers in elaborating the
methodological methods for the application of the law


Slide 9

ROMANIA – BRAILA
SCOALA GIMNAZIALA “ECATERINA TEODOROIU”

THE STRUCTURE OF THE
NATIONAL EDUCATION
PRE-UNIVERSITY SYSTEM



Early education (0-6 years)





Primary education









Preparing grade
I-IV grades

Secondary education




Ante preschool level
Preschool level

Lower secondary – gymnasium – grades V-IX
Upper secondary – high school- grades X-XII /XIII :theoretical, technological,
vocational.

Professional education for a period between 6 months and 2
years
Tertiary education



Compulsory general education is composed by lower
primary and secondary level
 Technical education comprises grades XII and XIII
from the professional, technical and vocational upper
secondary school
 The professional and technical education is formed by:




Professional education
Technical education
Post upper secondary school education

Age

Grade

>19

18

XIII

17

XII

ISCED

Education Levels

Qualifications
Level

5
6

University Level

5
4

4

Pre-university Level / Non University Levels (technical and
vocational )

3

3

16

XI

15

X

14

IX

13

VIII

12

VII

11

VI

10

V

9

IV

8

III

7

II

6

I

5-6

Kindergarten –
Pre-Primary

3-4

Kindergarten

0-3

Nursery

Theoratical High School

Theoratical
Education

Arts,
Sports,The
ological
HighSchool

Technologic
al high School
Technologi
cal HighCompletion
School
Year

Arts,
Technologi
Sports,
cal
Theologica
Education
l Education

2

Comprehensive Education
1

0

3

2

1

School after School Program


By the decision of the School Administration Board
there can be carried on activities such as “School after
School” in partnership with the local public authorities,
with the parents associations, NGO’s with
competences in this area
 Educational, recreational activities, consolidating the
learning competences or their acceleration, remedial
learning activities.
 The Government can finance the School after School
Program

School Network




The school network is formed by the total number of the
accredited school units, respectively the temporary authorized
units.
The school consortia represent contractual partnerships between
school units that ensure:
 The mobility of the personnel between the member schools;
 The usage of the facilities of the member schools;
 Enlargement of the learning opportunities offered to pupils
and mutual recognition of the learning results

Study Formations









Ante preschool education- 7 children, 5/9
Preschool education – 15 preschoolers, 10/20
Primary education – 20 pupils, 15/25
Lower secondary education – 25 pupils, 20/30
Upper secondary education – 25 pupils, 25/30
Special education for pupils with minor deficiencies- 10 pupils,
8/12
Special education for pupils with severe deficiencies- 5 pupils, 4/6

Curriculum
The national curricula produced in
accordance with:
 The specific needs for personal
development;
 The needs of the labor market and of the
community;
 Subsidiarity principle


Curriculum











The number of hours:
20 hours – primary education
25 hours- lower secondary education
30 hours- upper secondary education
Compulsory subjects
80% for the compulsory education
70% for the upper secondary education
Within each subject
75% of the syllabus covers the teaching and evaluation classes
25% at the disposal of the teacher for remedial learning, individual learning plans.

Curriculum


For early education- centered on
physical, cognitive, emotional and social
education, precocious repair of the
possible development deficiencies;
 For lower and upper secondary
education- centered on 8 competence
domains which determine the pupil’s
formation profile;

Competence Domains










Communication competences in Romanian language;
Communication competences in foreign languages;
Basic competences for mathematics, sciences and technologies;
Digital competences;
Social and civic competences;
Entrepreneurial competences;
Sensitivity and cultural expression competences;
Lifelong learning competences;

Curricula approach
The graduate’s profile;
 The national frame of the curricula
(curricula domains);
 Teaching plans
 Schools syllabuses
 Textbooks


E-learning. On-line learning communities

There will be set up the Virtual School
Library and E-learning School Platform
which will contain:
 School syllabuses
 Lesson examples
 Methodological guides
 Examples of evaluation tests


Evaluation


The objective of the evaluation is to orientate
and optimize learning;
 All evaluations are made on the basis of
national standards for evaluation for each
school subject;
 The control of the usage and respecting of the
national evaluation standards by the teachers
is made through the school inspection

Evaluation






Marking students without using and respecting the
national standards and evaluation methodologies
represents a disciplinary deviation and it is sanctioned
according to the present law
The evaluation is centered on competences, offers
real feed-back to students and is located at the basis
of the individual learning plans
There will be created an unique bank of evaluation
instruments with an guiding function

Evaluation – Educational portofolio





Educational portfolio comprises all the diplomas,
certificates and other official registrations obtained
following the evaluation of the acquired skills or
participation to learning activities, in different contexts.
The educational portfolio is the central element of the
evaluation of the learning
Its usage starts with the preparing class and
represents the pupil’s educational identity card

The structure and the characteristics
of the evaluations







At the end of the preparing class- individualized
At the end of the 2nd grade- at school level;
At the end of the 4th grade-at national level, by
sampling;
At the end of the 6th grade- at school level;
At the end of the 9th grade-at national level;
At the end of the 12th -13th grade- at national level.

At the end of the preparing class


The teacher makes an evaluation report
of the physical education, socioemotional, cognitive, language and
communication, capacity development
and learning attitudes.

At the end of the 2nd grade


Evaluation of the fundamental competences
at:
-writing-reading;
-mathematics
 Evaluation results are used in order to
elaborate the individualized learning plans
 It is communicated to the parents

At the end of the 4th grade
National evaluation, by sampling, of the
acquired fundamental competences in
primary level
 According to the international model
 Has its aim the diagnosis of the system


Students’ evaluation at the school level by two transdisciplinary tests
 Language and communication;
 Mathematics and sciences
 The results of the evaluation are used in order to
elaborate the individualized plans and for the school
pre-orientation
 The results of the evaluation are communicated to
parents and registered in the educational portfolio


At the end of the 9th grade


Compulsory national evaluation for all students, score according
to the international model








Written examination at Romanian literature and language
Trans-disciplinary written examination at mathematics and sciences
Written examination at an international language;
Practice examination regarding computer skills, held during the school year
Trans-disciplinary oral examination in order to evaluate the civic and social
competences, held during the school year

The results of the evaluation are registered in the student’s
educational portfolio

Admission in upper secondary
school (high-school)





On the basis of the educational portfolio if the number
of the places is equal to the number of the candidates;
On the basis of the educational portfolio , of the
graduation average, of the average at the national
evaluation- a proportion of 70%
30% from the grade obtained at the admission
established by the education institution

Baccalaureate examination(school
graduate examination)






Examination A- the evaluation of the oral
communication competences in Romanian language;
Examination B- the evaluation of the communication
competences in mother tongue
Examination C- the evaluation of the communication
competences in two international languages
Examination D- the evaluation of the digital
competences;
Examination E written- - the evaluation of the
competences which were formed during the upper
secondary school(high-school) years

Examination E
1.Written examination at Romanian literature and language
2. Written examination at mother tongue
3. Two differentiated written examinations:
1)Real profile
 Mathematics
 Science trans-disciplinary examination
 2) Humanities profile
An international foreign language


Interdisciplinary examination from geography, history, socio-humanities

3)Technological profile
 Written examination specific to the profile
 Trans-disciplinary examination
 Vocational profile

THE MANAGEMENT OF
THE SYSTEM AND OF
THE EDUCATION
INSTITUTIONS

The management of the education
institutions





The institutions are managed by an administration
board formed by 7,9,13 members
After the formation of the AB there is chosen a session
president, for an year
Monthly meetings
Attributions – public responsibility for the
achievements of the education institution, together
with the principal

Financing and material resources of
the education institutions
Basic financing
 Complementary financing
 Supplementary financing


Competitions


Between schools- institutional evaluation-classification
of the schools on 5 levels:
 Excellent
 Very good
 Good
 Satisfactory
 Unsatisfactory
 Among teachers- the Teacher of the Year

THE STATUTE OF THE
DIDACTIC
PERSONNEL(THEACHER’S)

Initial and continuous training. Didactic
career
Theoretical initial training
 Didactic master for a period of 2 years






A scholarship which is equal with the net
salary of a beginner teacher

Practice for a year, in an education
institution, under the guidance of a
mentor teacher

Didactic career


Having a didactic position during the practice period
 Contest for free/reserved positions
 Distribution by School Inspectorate on the positions
which remained free
 The teachers that are hired for a determined period
of time can benefit of continuity on the position they
have if they have the approval of the administration
board

Career Evolution
Didactic level II
 Didactic level I
 Teacher emeritus


Professional development








Developing competences and keeping up to date in the area of
specialization;
Developing competences for career evolution , through the
system of preparing for and obtaining the didactic levels
Acquiring or developing management competences
Acquiring new competences by conversion programs for
specializations and/or having new didactic positions
Acquiring complementary competences
Obtaining a new didactic specialization by attending
corresponding courses, different from the current specialization is
considered lifelong training

Didactic positions occupancy
The tenure(permanent)didactic
personnel keeps their right obtained
through the national tenure examination,
at the release date of the present law
 The tenure didactic personnel who
obtained this position by government
assignment has the opportunity to keep
this right


The settlement of the activity
downsizing
The mutual consented transfer between
the education institutions
 The assignment on vacant positions,
coordinated by School Inspectorate,
according to the methodology elaborated
by MECTS until 15th November


Very important


The non-tenured teachers that have participated at the
tenure unique national contest in the last 3 years,
anterior to the release of the present law, and who
have obtained at least 7 and had a position within the
school they become the tenures of the respective
position if:



There is certified the availability of the position
The administration board of the school approves

Modalities of hiring the didactic
personnel






The positions are occupied following a contest at the
level of the education institutions
Vacancy of the position is made by the administration
board at the principal’s proposal
The School Inspectorate analysis, corrects in
collaboration with the education institutions and
approves the free/reserved didactic positions offer
The list is made public by posting it at the School
Inspectorate and education institutions

Modalities of hiring



The contest organized at the level of the education
institution/consortium
The contest consists in:





Practice examination or special inspection in the class
Written examination at the didactics of the
specialization- for the didactic personnel with individual
work contract
Presenting a curriculum vitae and job interview for the
associated personnel or retired

The role of the School
Inspectorate


Centralizes the didactic positions and the classes which remained
vacant and which will be assigned as follows:
 To tenure teachers from an education institution in order to
complete the norm
 Beginner teachers who are doing their internship
 To the candidates that did not obtain any position as a
consequence of the contest organized at the school level
 Pensioners, respecting the criteria of professional
competence

Management positions







The position of principal is occupied through a public contest by
teachers who are members of the National Experts Body in
Educational Management
The contest is organized at the education institution level by the
administration board
The principal signs an educational management contract with the
mayor/the president of the County Board of the territory
administrative unit
During their mandate the principal and the deputy principal
cannot be president or vice president of any political party

Didactic Norm


40 hours a week:
 Didactic activities of teaching-learning-evaluation,
practice, exams for the end of a level of study
 Methodological scientific preparation activities
 Education activities which are complementary to
the process of teaching: mentorship, school after
school, lifelong learning.

Regulatory acts


ROFUIP
 Continuous training methodology
 Didactic personnel movement methodology
 AB functioning methodology
 Personnel evaluation methodology
 Constitution of the mentors body methodology
 The regulations for the organization of the school
inspection

Application deadlines








1st of January 2012- introduction of the standard cost per pupil
1st of January 2012- assignment of 6% of PIB
2012-2013- inclusion of the preparation class in the primary
education level
1st of January 2013- to grant 500 euro for permanent education of
each new-born
Beginning of the school year 2014-2015- admittance
methodology in upper-secondary education- 10th grade,
according to the new law (for pupils who are in the 7th grade)
2015-2016- inclusion of the 9th grade in the lower secondary
education (the generation which started the 5th grade in school
year 2011-2012)

A few conclusions


The vision of the law












Centered on the beneficiary
Taking responsibility for the offered services
Institutional descentralization
Equal chances
Quality assurance

Coherence
The predictability and the stability of the system
The full application of the law takes about 4-5 years
The involvement of the teachers in elaborating the
methodological methods for the application of the law


Slide 10

ROMANIA – BRAILA
SCOALA GIMNAZIALA “ECATERINA TEODOROIU”

THE STRUCTURE OF THE
NATIONAL EDUCATION
PRE-UNIVERSITY SYSTEM



Early education (0-6 years)





Primary education









Preparing grade
I-IV grades

Secondary education




Ante preschool level
Preschool level

Lower secondary – gymnasium – grades V-IX
Upper secondary – high school- grades X-XII /XIII :theoretical, technological,
vocational.

Professional education for a period between 6 months and 2
years
Tertiary education



Compulsory general education is composed by lower
primary and secondary level
 Technical education comprises grades XII and XIII
from the professional, technical and vocational upper
secondary school
 The professional and technical education is formed by:




Professional education
Technical education
Post upper secondary school education

Age

Grade

>19

18

XIII

17

XII

ISCED

Education Levels

Qualifications
Level

5
6

University Level

5
4

4

Pre-university Level / Non University Levels (technical and
vocational )

3

3

16

XI

15

X

14

IX

13

VIII

12

VII

11

VI

10

V

9

IV

8

III

7

II

6

I

5-6

Kindergarten –
Pre-Primary

3-4

Kindergarten

0-3

Nursery

Theoratical High School

Theoratical
Education

Arts,
Sports,The
ological
HighSchool

Technologic
al high School
Technologi
cal HighCompletion
School
Year

Arts,
Technologi
Sports,
cal
Theologica
Education
l Education

2

Comprehensive Education
1

0

3

2

1

School after School Program


By the decision of the School Administration Board
there can be carried on activities such as “School after
School” in partnership with the local public authorities,
with the parents associations, NGO’s with
competences in this area
 Educational, recreational activities, consolidating the
learning competences or their acceleration, remedial
learning activities.
 The Government can finance the School after School
Program

School Network




The school network is formed by the total number of the
accredited school units, respectively the temporary authorized
units.
The school consortia represent contractual partnerships between
school units that ensure:
 The mobility of the personnel between the member schools;
 The usage of the facilities of the member schools;
 Enlargement of the learning opportunities offered to pupils
and mutual recognition of the learning results

Study Formations









Ante preschool education- 7 children, 5/9
Preschool education – 15 preschoolers, 10/20
Primary education – 20 pupils, 15/25
Lower secondary education – 25 pupils, 20/30
Upper secondary education – 25 pupils, 25/30
Special education for pupils with minor deficiencies- 10 pupils,
8/12
Special education for pupils with severe deficiencies- 5 pupils, 4/6

Curriculum
The national curricula produced in
accordance with:
 The specific needs for personal
development;
 The needs of the labor market and of the
community;
 Subsidiarity principle


Curriculum











The number of hours:
20 hours – primary education
25 hours- lower secondary education
30 hours- upper secondary education
Compulsory subjects
80% for the compulsory education
70% for the upper secondary education
Within each subject
75% of the syllabus covers the teaching and evaluation classes
25% at the disposal of the teacher for remedial learning, individual learning plans.

Curriculum


For early education- centered on
physical, cognitive, emotional and social
education, precocious repair of the
possible development deficiencies;
 For lower and upper secondary
education- centered on 8 competence
domains which determine the pupil’s
formation profile;

Competence Domains










Communication competences in Romanian language;
Communication competences in foreign languages;
Basic competences for mathematics, sciences and technologies;
Digital competences;
Social and civic competences;
Entrepreneurial competences;
Sensitivity and cultural expression competences;
Lifelong learning competences;

Curricula approach
The graduate’s profile;
 The national frame of the curricula
(curricula domains);
 Teaching plans
 Schools syllabuses
 Textbooks


E-learning. On-line learning communities

There will be set up the Virtual School
Library and E-learning School Platform
which will contain:
 School syllabuses
 Lesson examples
 Methodological guides
 Examples of evaluation tests


Evaluation


The objective of the evaluation is to orientate
and optimize learning;
 All evaluations are made on the basis of
national standards for evaluation for each
school subject;
 The control of the usage and respecting of the
national evaluation standards by the teachers
is made through the school inspection

Evaluation






Marking students without using and respecting the
national standards and evaluation methodologies
represents a disciplinary deviation and it is sanctioned
according to the present law
The evaluation is centered on competences, offers
real feed-back to students and is located at the basis
of the individual learning plans
There will be created an unique bank of evaluation
instruments with an guiding function

Evaluation – Educational portofolio





Educational portfolio comprises all the diplomas,
certificates and other official registrations obtained
following the evaluation of the acquired skills or
participation to learning activities, in different contexts.
The educational portfolio is the central element of the
evaluation of the learning
Its usage starts with the preparing class and
represents the pupil’s educational identity card

The structure and the characteristics
of the evaluations







At the end of the preparing class- individualized
At the end of the 2nd grade- at school level;
At the end of the 4th grade-at national level, by
sampling;
At the end of the 6th grade- at school level;
At the end of the 9th grade-at national level;
At the end of the 12th -13th grade- at national level.

At the end of the preparing class


The teacher makes an evaluation report
of the physical education, socioemotional, cognitive, language and
communication, capacity development
and learning attitudes.

At the end of the 2nd grade


Evaluation of the fundamental competences
at:
-writing-reading;
-mathematics
 Evaluation results are used in order to
elaborate the individualized learning plans
 It is communicated to the parents

At the end of the 4th grade
National evaluation, by sampling, of the
acquired fundamental competences in
primary level
 According to the international model
 Has its aim the diagnosis of the system


Students’ evaluation at the school level by two transdisciplinary tests
 Language and communication;
 Mathematics and sciences
 The results of the evaluation are used in order to
elaborate the individualized plans and for the school
pre-orientation
 The results of the evaluation are communicated to
parents and registered in the educational portfolio


At the end of the 9th grade


Compulsory national evaluation for all students, score according
to the international model








Written examination at Romanian literature and language
Trans-disciplinary written examination at mathematics and sciences
Written examination at an international language;
Practice examination regarding computer skills, held during the school year
Trans-disciplinary oral examination in order to evaluate the civic and social
competences, held during the school year

The results of the evaluation are registered in the student’s
educational portfolio

Admission in upper secondary
school (high-school)





On the basis of the educational portfolio if the number
of the places is equal to the number of the candidates;
On the basis of the educational portfolio , of the
graduation average, of the average at the national
evaluation- a proportion of 70%
30% from the grade obtained at the admission
established by the education institution

Baccalaureate examination(school
graduate examination)






Examination A- the evaluation of the oral
communication competences in Romanian language;
Examination B- the evaluation of the communication
competences in mother tongue
Examination C- the evaluation of the communication
competences in two international languages
Examination D- the evaluation of the digital
competences;
Examination E written- - the evaluation of the
competences which were formed during the upper
secondary school(high-school) years

Examination E
1.Written examination at Romanian literature and language
2. Written examination at mother tongue
3. Two differentiated written examinations:
1)Real profile
 Mathematics
 Science trans-disciplinary examination
 2) Humanities profile
An international foreign language


Interdisciplinary examination from geography, history, socio-humanities

3)Technological profile
 Written examination specific to the profile
 Trans-disciplinary examination
 Vocational profile

THE MANAGEMENT OF
THE SYSTEM AND OF
THE EDUCATION
INSTITUTIONS

The management of the education
institutions





The institutions are managed by an administration
board formed by 7,9,13 members
After the formation of the AB there is chosen a session
president, for an year
Monthly meetings
Attributions – public responsibility for the
achievements of the education institution, together
with the principal

Financing and material resources of
the education institutions
Basic financing
 Complementary financing
 Supplementary financing


Competitions


Between schools- institutional evaluation-classification
of the schools on 5 levels:
 Excellent
 Very good
 Good
 Satisfactory
 Unsatisfactory
 Among teachers- the Teacher of the Year

THE STATUTE OF THE
DIDACTIC
PERSONNEL(THEACHER’S)

Initial and continuous training. Didactic
career
Theoretical initial training
 Didactic master for a period of 2 years






A scholarship which is equal with the net
salary of a beginner teacher

Practice for a year, in an education
institution, under the guidance of a
mentor teacher

Didactic career


Having a didactic position during the practice period
 Contest for free/reserved positions
 Distribution by School Inspectorate on the positions
which remained free
 The teachers that are hired for a determined period
of time can benefit of continuity on the position they
have if they have the approval of the administration
board

Career Evolution
Didactic level II
 Didactic level I
 Teacher emeritus


Professional development








Developing competences and keeping up to date in the area of
specialization;
Developing competences for career evolution , through the
system of preparing for and obtaining the didactic levels
Acquiring or developing management competences
Acquiring new competences by conversion programs for
specializations and/or having new didactic positions
Acquiring complementary competences
Obtaining a new didactic specialization by attending
corresponding courses, different from the current specialization is
considered lifelong training

Didactic positions occupancy
The tenure(permanent)didactic
personnel keeps their right obtained
through the national tenure examination,
at the release date of the present law
 The tenure didactic personnel who
obtained this position by government
assignment has the opportunity to keep
this right


The settlement of the activity
downsizing
The mutual consented transfer between
the education institutions
 The assignment on vacant positions,
coordinated by School Inspectorate,
according to the methodology elaborated
by MECTS until 15th November


Very important


The non-tenured teachers that have participated at the
tenure unique national contest in the last 3 years,
anterior to the release of the present law, and who
have obtained at least 7 and had a position within the
school they become the tenures of the respective
position if:



There is certified the availability of the position
The administration board of the school approves

Modalities of hiring the didactic
personnel






The positions are occupied following a contest at the
level of the education institutions
Vacancy of the position is made by the administration
board at the principal’s proposal
The School Inspectorate analysis, corrects in
collaboration with the education institutions and
approves the free/reserved didactic positions offer
The list is made public by posting it at the School
Inspectorate and education institutions

Modalities of hiring



The contest organized at the level of the education
institution/consortium
The contest consists in:





Practice examination or special inspection in the class
Written examination at the didactics of the
specialization- for the didactic personnel with individual
work contract
Presenting a curriculum vitae and job interview for the
associated personnel or retired

The role of the School
Inspectorate


Centralizes the didactic positions and the classes which remained
vacant and which will be assigned as follows:
 To tenure teachers from an education institution in order to
complete the norm
 Beginner teachers who are doing their internship
 To the candidates that did not obtain any position as a
consequence of the contest organized at the school level
 Pensioners, respecting the criteria of professional
competence

Management positions







The position of principal is occupied through a public contest by
teachers who are members of the National Experts Body in
Educational Management
The contest is organized at the education institution level by the
administration board
The principal signs an educational management contract with the
mayor/the president of the County Board of the territory
administrative unit
During their mandate the principal and the deputy principal
cannot be president or vice president of any political party

Didactic Norm


40 hours a week:
 Didactic activities of teaching-learning-evaluation,
practice, exams for the end of a level of study
 Methodological scientific preparation activities
 Education activities which are complementary to
the process of teaching: mentorship, school after
school, lifelong learning.

Regulatory acts


ROFUIP
 Continuous training methodology
 Didactic personnel movement methodology
 AB functioning methodology
 Personnel evaluation methodology
 Constitution of the mentors body methodology
 The regulations for the organization of the school
inspection

Application deadlines








1st of January 2012- introduction of the standard cost per pupil
1st of January 2012- assignment of 6% of PIB
2012-2013- inclusion of the preparation class in the primary
education level
1st of January 2013- to grant 500 euro for permanent education of
each new-born
Beginning of the school year 2014-2015- admittance
methodology in upper-secondary education- 10th grade,
according to the new law (for pupils who are in the 7th grade)
2015-2016- inclusion of the 9th grade in the lower secondary
education (the generation which started the 5th grade in school
year 2011-2012)

A few conclusions


The vision of the law












Centered on the beneficiary
Taking responsibility for the offered services
Institutional descentralization
Equal chances
Quality assurance

Coherence
The predictability and the stability of the system
The full application of the law takes about 4-5 years
The involvement of the teachers in elaborating the
methodological methods for the application of the law


Slide 11

ROMANIA – BRAILA
SCOALA GIMNAZIALA “ECATERINA TEODOROIU”

THE STRUCTURE OF THE
NATIONAL EDUCATION
PRE-UNIVERSITY SYSTEM



Early education (0-6 years)





Primary education









Preparing grade
I-IV grades

Secondary education




Ante preschool level
Preschool level

Lower secondary – gymnasium – grades V-IX
Upper secondary – high school- grades X-XII /XIII :theoretical, technological,
vocational.

Professional education for a period between 6 months and 2
years
Tertiary education



Compulsory general education is composed by lower
primary and secondary level
 Technical education comprises grades XII and XIII
from the professional, technical and vocational upper
secondary school
 The professional and technical education is formed by:




Professional education
Technical education
Post upper secondary school education

Age

Grade

>19

18

XIII

17

XII

ISCED

Education Levels

Qualifications
Level

5
6

University Level

5
4

4

Pre-university Level / Non University Levels (technical and
vocational )

3

3

16

XI

15

X

14

IX

13

VIII

12

VII

11

VI

10

V

9

IV

8

III

7

II

6

I

5-6

Kindergarten –
Pre-Primary

3-4

Kindergarten

0-3

Nursery

Theoratical High School

Theoratical
Education

Arts,
Sports,The
ological
HighSchool

Technologic
al high School
Technologi
cal HighCompletion
School
Year

Arts,
Technologi
Sports,
cal
Theologica
Education
l Education

2

Comprehensive Education
1

0

3

2

1

School after School Program


By the decision of the School Administration Board
there can be carried on activities such as “School after
School” in partnership with the local public authorities,
with the parents associations, NGO’s with
competences in this area
 Educational, recreational activities, consolidating the
learning competences or their acceleration, remedial
learning activities.
 The Government can finance the School after School
Program

School Network




The school network is formed by the total number of the
accredited school units, respectively the temporary authorized
units.
The school consortia represent contractual partnerships between
school units that ensure:
 The mobility of the personnel between the member schools;
 The usage of the facilities of the member schools;
 Enlargement of the learning opportunities offered to pupils
and mutual recognition of the learning results

Study Formations









Ante preschool education- 7 children, 5/9
Preschool education – 15 preschoolers, 10/20
Primary education – 20 pupils, 15/25
Lower secondary education – 25 pupils, 20/30
Upper secondary education – 25 pupils, 25/30
Special education for pupils with minor deficiencies- 10 pupils,
8/12
Special education for pupils with severe deficiencies- 5 pupils, 4/6

Curriculum
The national curricula produced in
accordance with:
 The specific needs for personal
development;
 The needs of the labor market and of the
community;
 Subsidiarity principle


Curriculum











The number of hours:
20 hours – primary education
25 hours- lower secondary education
30 hours- upper secondary education
Compulsory subjects
80% for the compulsory education
70% for the upper secondary education
Within each subject
75% of the syllabus covers the teaching and evaluation classes
25% at the disposal of the teacher for remedial learning, individual learning plans.

Curriculum


For early education- centered on
physical, cognitive, emotional and social
education, precocious repair of the
possible development deficiencies;
 For lower and upper secondary
education- centered on 8 competence
domains which determine the pupil’s
formation profile;

Competence Domains










Communication competences in Romanian language;
Communication competences in foreign languages;
Basic competences for mathematics, sciences and technologies;
Digital competences;
Social and civic competences;
Entrepreneurial competences;
Sensitivity and cultural expression competences;
Lifelong learning competences;

Curricula approach
The graduate’s profile;
 The national frame of the curricula
(curricula domains);
 Teaching plans
 Schools syllabuses
 Textbooks


E-learning. On-line learning communities

There will be set up the Virtual School
Library and E-learning School Platform
which will contain:
 School syllabuses
 Lesson examples
 Methodological guides
 Examples of evaluation tests


Evaluation


The objective of the evaluation is to orientate
and optimize learning;
 All evaluations are made on the basis of
national standards for evaluation for each
school subject;
 The control of the usage and respecting of the
national evaluation standards by the teachers
is made through the school inspection

Evaluation






Marking students without using and respecting the
national standards and evaluation methodologies
represents a disciplinary deviation and it is sanctioned
according to the present law
The evaluation is centered on competences, offers
real feed-back to students and is located at the basis
of the individual learning plans
There will be created an unique bank of evaluation
instruments with an guiding function

Evaluation – Educational portofolio





Educational portfolio comprises all the diplomas,
certificates and other official registrations obtained
following the evaluation of the acquired skills or
participation to learning activities, in different contexts.
The educational portfolio is the central element of the
evaluation of the learning
Its usage starts with the preparing class and
represents the pupil’s educational identity card

The structure and the characteristics
of the evaluations







At the end of the preparing class- individualized
At the end of the 2nd grade- at school level;
At the end of the 4th grade-at national level, by
sampling;
At the end of the 6th grade- at school level;
At the end of the 9th grade-at national level;
At the end of the 12th -13th grade- at national level.

At the end of the preparing class


The teacher makes an evaluation report
of the physical education, socioemotional, cognitive, language and
communication, capacity development
and learning attitudes.

At the end of the 2nd grade


Evaluation of the fundamental competences
at:
-writing-reading;
-mathematics
 Evaluation results are used in order to
elaborate the individualized learning plans
 It is communicated to the parents

At the end of the 4th grade
National evaluation, by sampling, of the
acquired fundamental competences in
primary level
 According to the international model
 Has its aim the diagnosis of the system


Students’ evaluation at the school level by two transdisciplinary tests
 Language and communication;
 Mathematics and sciences
 The results of the evaluation are used in order to
elaborate the individualized plans and for the school
pre-orientation
 The results of the evaluation are communicated to
parents and registered in the educational portfolio


At the end of the 9th grade


Compulsory national evaluation for all students, score according
to the international model








Written examination at Romanian literature and language
Trans-disciplinary written examination at mathematics and sciences
Written examination at an international language;
Practice examination regarding computer skills, held during the school year
Trans-disciplinary oral examination in order to evaluate the civic and social
competences, held during the school year

The results of the evaluation are registered in the student’s
educational portfolio

Admission in upper secondary
school (high-school)





On the basis of the educational portfolio if the number
of the places is equal to the number of the candidates;
On the basis of the educational portfolio , of the
graduation average, of the average at the national
evaluation- a proportion of 70%
30% from the grade obtained at the admission
established by the education institution

Baccalaureate examination(school
graduate examination)






Examination A- the evaluation of the oral
communication competences in Romanian language;
Examination B- the evaluation of the communication
competences in mother tongue
Examination C- the evaluation of the communication
competences in two international languages
Examination D- the evaluation of the digital
competences;
Examination E written- - the evaluation of the
competences which were formed during the upper
secondary school(high-school) years

Examination E
1.Written examination at Romanian literature and language
2. Written examination at mother tongue
3. Two differentiated written examinations:
1)Real profile
 Mathematics
 Science trans-disciplinary examination
 2) Humanities profile
An international foreign language


Interdisciplinary examination from geography, history, socio-humanities

3)Technological profile
 Written examination specific to the profile
 Trans-disciplinary examination
 Vocational profile

THE MANAGEMENT OF
THE SYSTEM AND OF
THE EDUCATION
INSTITUTIONS

The management of the education
institutions





The institutions are managed by an administration
board formed by 7,9,13 members
After the formation of the AB there is chosen a session
president, for an year
Monthly meetings
Attributions – public responsibility for the
achievements of the education institution, together
with the principal

Financing and material resources of
the education institutions
Basic financing
 Complementary financing
 Supplementary financing


Competitions


Between schools- institutional evaluation-classification
of the schools on 5 levels:
 Excellent
 Very good
 Good
 Satisfactory
 Unsatisfactory
 Among teachers- the Teacher of the Year

THE STATUTE OF THE
DIDACTIC
PERSONNEL(THEACHER’S)

Initial and continuous training. Didactic
career
Theoretical initial training
 Didactic master for a period of 2 years






A scholarship which is equal with the net
salary of a beginner teacher

Practice for a year, in an education
institution, under the guidance of a
mentor teacher

Didactic career


Having a didactic position during the practice period
 Contest for free/reserved positions
 Distribution by School Inspectorate on the positions
which remained free
 The teachers that are hired for a determined period
of time can benefit of continuity on the position they
have if they have the approval of the administration
board

Career Evolution
Didactic level II
 Didactic level I
 Teacher emeritus


Professional development








Developing competences and keeping up to date in the area of
specialization;
Developing competences for career evolution , through the
system of preparing for and obtaining the didactic levels
Acquiring or developing management competences
Acquiring new competences by conversion programs for
specializations and/or having new didactic positions
Acquiring complementary competences
Obtaining a new didactic specialization by attending
corresponding courses, different from the current specialization is
considered lifelong training

Didactic positions occupancy
The tenure(permanent)didactic
personnel keeps their right obtained
through the national tenure examination,
at the release date of the present law
 The tenure didactic personnel who
obtained this position by government
assignment has the opportunity to keep
this right


The settlement of the activity
downsizing
The mutual consented transfer between
the education institutions
 The assignment on vacant positions,
coordinated by School Inspectorate,
according to the methodology elaborated
by MECTS until 15th November


Very important


The non-tenured teachers that have participated at the
tenure unique national contest in the last 3 years,
anterior to the release of the present law, and who
have obtained at least 7 and had a position within the
school they become the tenures of the respective
position if:



There is certified the availability of the position
The administration board of the school approves

Modalities of hiring the didactic
personnel






The positions are occupied following a contest at the
level of the education institutions
Vacancy of the position is made by the administration
board at the principal’s proposal
The School Inspectorate analysis, corrects in
collaboration with the education institutions and
approves the free/reserved didactic positions offer
The list is made public by posting it at the School
Inspectorate and education institutions

Modalities of hiring



The contest organized at the level of the education
institution/consortium
The contest consists in:





Practice examination or special inspection in the class
Written examination at the didactics of the
specialization- for the didactic personnel with individual
work contract
Presenting a curriculum vitae and job interview for the
associated personnel or retired

The role of the School
Inspectorate


Centralizes the didactic positions and the classes which remained
vacant and which will be assigned as follows:
 To tenure teachers from an education institution in order to
complete the norm
 Beginner teachers who are doing their internship
 To the candidates that did not obtain any position as a
consequence of the contest organized at the school level
 Pensioners, respecting the criteria of professional
competence

Management positions







The position of principal is occupied through a public contest by
teachers who are members of the National Experts Body in
Educational Management
The contest is organized at the education institution level by the
administration board
The principal signs an educational management contract with the
mayor/the president of the County Board of the territory
administrative unit
During their mandate the principal and the deputy principal
cannot be president or vice president of any political party

Didactic Norm


40 hours a week:
 Didactic activities of teaching-learning-evaluation,
practice, exams for the end of a level of study
 Methodological scientific preparation activities
 Education activities which are complementary to
the process of teaching: mentorship, school after
school, lifelong learning.

Regulatory acts


ROFUIP
 Continuous training methodology
 Didactic personnel movement methodology
 AB functioning methodology
 Personnel evaluation methodology
 Constitution of the mentors body methodology
 The regulations for the organization of the school
inspection

Application deadlines








1st of January 2012- introduction of the standard cost per pupil
1st of January 2012- assignment of 6% of PIB
2012-2013- inclusion of the preparation class in the primary
education level
1st of January 2013- to grant 500 euro for permanent education of
each new-born
Beginning of the school year 2014-2015- admittance
methodology in upper-secondary education- 10th grade,
according to the new law (for pupils who are in the 7th grade)
2015-2016- inclusion of the 9th grade in the lower secondary
education (the generation which started the 5th grade in school
year 2011-2012)

A few conclusions


The vision of the law












Centered on the beneficiary
Taking responsibility for the offered services
Institutional descentralization
Equal chances
Quality assurance

Coherence
The predictability and the stability of the system
The full application of the law takes about 4-5 years
The involvement of the teachers in elaborating the
methodological methods for the application of the law


Slide 12

ROMANIA – BRAILA
SCOALA GIMNAZIALA “ECATERINA TEODOROIU”

THE STRUCTURE OF THE
NATIONAL EDUCATION
PRE-UNIVERSITY SYSTEM



Early education (0-6 years)





Primary education









Preparing grade
I-IV grades

Secondary education




Ante preschool level
Preschool level

Lower secondary – gymnasium – grades V-IX
Upper secondary – high school- grades X-XII /XIII :theoretical, technological,
vocational.

Professional education for a period between 6 months and 2
years
Tertiary education



Compulsory general education is composed by lower
primary and secondary level
 Technical education comprises grades XII and XIII
from the professional, technical and vocational upper
secondary school
 The professional and technical education is formed by:




Professional education
Technical education
Post upper secondary school education

Age

Grade

>19

18

XIII

17

XII

ISCED

Education Levels

Qualifications
Level

5
6

University Level

5
4

4

Pre-university Level / Non University Levels (technical and
vocational )

3

3

16

XI

15

X

14

IX

13

VIII

12

VII

11

VI

10

V

9

IV

8

III

7

II

6

I

5-6

Kindergarten –
Pre-Primary

3-4

Kindergarten

0-3

Nursery

Theoratical High School

Theoratical
Education

Arts,
Sports,The
ological
HighSchool

Technologic
al high School
Technologi
cal HighCompletion
School
Year

Arts,
Technologi
Sports,
cal
Theologica
Education
l Education

2

Comprehensive Education
1

0

3

2

1

School after School Program


By the decision of the School Administration Board
there can be carried on activities such as “School after
School” in partnership with the local public authorities,
with the parents associations, NGO’s with
competences in this area
 Educational, recreational activities, consolidating the
learning competences or their acceleration, remedial
learning activities.
 The Government can finance the School after School
Program

School Network




The school network is formed by the total number of the
accredited school units, respectively the temporary authorized
units.
The school consortia represent contractual partnerships between
school units that ensure:
 The mobility of the personnel between the member schools;
 The usage of the facilities of the member schools;
 Enlargement of the learning opportunities offered to pupils
and mutual recognition of the learning results

Study Formations









Ante preschool education- 7 children, 5/9
Preschool education – 15 preschoolers, 10/20
Primary education – 20 pupils, 15/25
Lower secondary education – 25 pupils, 20/30
Upper secondary education – 25 pupils, 25/30
Special education for pupils with minor deficiencies- 10 pupils,
8/12
Special education for pupils with severe deficiencies- 5 pupils, 4/6

Curriculum
The national curricula produced in
accordance with:
 The specific needs for personal
development;
 The needs of the labor market and of the
community;
 Subsidiarity principle


Curriculum











The number of hours:
20 hours – primary education
25 hours- lower secondary education
30 hours- upper secondary education
Compulsory subjects
80% for the compulsory education
70% for the upper secondary education
Within each subject
75% of the syllabus covers the teaching and evaluation classes
25% at the disposal of the teacher for remedial learning, individual learning plans.

Curriculum


For early education- centered on
physical, cognitive, emotional and social
education, precocious repair of the
possible development deficiencies;
 For lower and upper secondary
education- centered on 8 competence
domains which determine the pupil’s
formation profile;

Competence Domains










Communication competences in Romanian language;
Communication competences in foreign languages;
Basic competences for mathematics, sciences and technologies;
Digital competences;
Social and civic competences;
Entrepreneurial competences;
Sensitivity and cultural expression competences;
Lifelong learning competences;

Curricula approach
The graduate’s profile;
 The national frame of the curricula
(curricula domains);
 Teaching plans
 Schools syllabuses
 Textbooks


E-learning. On-line learning communities

There will be set up the Virtual School
Library and E-learning School Platform
which will contain:
 School syllabuses
 Lesson examples
 Methodological guides
 Examples of evaluation tests


Evaluation


The objective of the evaluation is to orientate
and optimize learning;
 All evaluations are made on the basis of
national standards for evaluation for each
school subject;
 The control of the usage and respecting of the
national evaluation standards by the teachers
is made through the school inspection

Evaluation






Marking students without using and respecting the
national standards and evaluation methodologies
represents a disciplinary deviation and it is sanctioned
according to the present law
The evaluation is centered on competences, offers
real feed-back to students and is located at the basis
of the individual learning plans
There will be created an unique bank of evaluation
instruments with an guiding function

Evaluation – Educational portofolio





Educational portfolio comprises all the diplomas,
certificates and other official registrations obtained
following the evaluation of the acquired skills or
participation to learning activities, in different contexts.
The educational portfolio is the central element of the
evaluation of the learning
Its usage starts with the preparing class and
represents the pupil’s educational identity card

The structure and the characteristics
of the evaluations







At the end of the preparing class- individualized
At the end of the 2nd grade- at school level;
At the end of the 4th grade-at national level, by
sampling;
At the end of the 6th grade- at school level;
At the end of the 9th grade-at national level;
At the end of the 12th -13th grade- at national level.

At the end of the preparing class


The teacher makes an evaluation report
of the physical education, socioemotional, cognitive, language and
communication, capacity development
and learning attitudes.

At the end of the 2nd grade


Evaluation of the fundamental competences
at:
-writing-reading;
-mathematics
 Evaluation results are used in order to
elaborate the individualized learning plans
 It is communicated to the parents

At the end of the 4th grade
National evaluation, by sampling, of the
acquired fundamental competences in
primary level
 According to the international model
 Has its aim the diagnosis of the system


Students’ evaluation at the school level by two transdisciplinary tests
 Language and communication;
 Mathematics and sciences
 The results of the evaluation are used in order to
elaborate the individualized plans and for the school
pre-orientation
 The results of the evaluation are communicated to
parents and registered in the educational portfolio


At the end of the 9th grade


Compulsory national evaluation for all students, score according
to the international model








Written examination at Romanian literature and language
Trans-disciplinary written examination at mathematics and sciences
Written examination at an international language;
Practice examination regarding computer skills, held during the school year
Trans-disciplinary oral examination in order to evaluate the civic and social
competences, held during the school year

The results of the evaluation are registered in the student’s
educational portfolio

Admission in upper secondary
school (high-school)





On the basis of the educational portfolio if the number
of the places is equal to the number of the candidates;
On the basis of the educational portfolio , of the
graduation average, of the average at the national
evaluation- a proportion of 70%
30% from the grade obtained at the admission
established by the education institution

Baccalaureate examination(school
graduate examination)






Examination A- the evaluation of the oral
communication competences in Romanian language;
Examination B- the evaluation of the communication
competences in mother tongue
Examination C- the evaluation of the communication
competences in two international languages
Examination D- the evaluation of the digital
competences;
Examination E written- - the evaluation of the
competences which were formed during the upper
secondary school(high-school) years

Examination E
1.Written examination at Romanian literature and language
2. Written examination at mother tongue
3. Two differentiated written examinations:
1)Real profile
 Mathematics
 Science trans-disciplinary examination
 2) Humanities profile
An international foreign language


Interdisciplinary examination from geography, history, socio-humanities

3)Technological profile
 Written examination specific to the profile
 Trans-disciplinary examination
 Vocational profile

THE MANAGEMENT OF
THE SYSTEM AND OF
THE EDUCATION
INSTITUTIONS

The management of the education
institutions





The institutions are managed by an administration
board formed by 7,9,13 members
After the formation of the AB there is chosen a session
president, for an year
Monthly meetings
Attributions – public responsibility for the
achievements of the education institution, together
with the principal

Financing and material resources of
the education institutions
Basic financing
 Complementary financing
 Supplementary financing


Competitions


Between schools- institutional evaluation-classification
of the schools on 5 levels:
 Excellent
 Very good
 Good
 Satisfactory
 Unsatisfactory
 Among teachers- the Teacher of the Year

THE STATUTE OF THE
DIDACTIC
PERSONNEL(THEACHER’S)

Initial and continuous training. Didactic
career
Theoretical initial training
 Didactic master for a period of 2 years






A scholarship which is equal with the net
salary of a beginner teacher

Practice for a year, in an education
institution, under the guidance of a
mentor teacher

Didactic career


Having a didactic position during the practice period
 Contest for free/reserved positions
 Distribution by School Inspectorate on the positions
which remained free
 The teachers that are hired for a determined period
of time can benefit of continuity on the position they
have if they have the approval of the administration
board

Career Evolution
Didactic level II
 Didactic level I
 Teacher emeritus


Professional development








Developing competences and keeping up to date in the area of
specialization;
Developing competences for career evolution , through the
system of preparing for and obtaining the didactic levels
Acquiring or developing management competences
Acquiring new competences by conversion programs for
specializations and/or having new didactic positions
Acquiring complementary competences
Obtaining a new didactic specialization by attending
corresponding courses, different from the current specialization is
considered lifelong training

Didactic positions occupancy
The tenure(permanent)didactic
personnel keeps their right obtained
through the national tenure examination,
at the release date of the present law
 The tenure didactic personnel who
obtained this position by government
assignment has the opportunity to keep
this right


The settlement of the activity
downsizing
The mutual consented transfer between
the education institutions
 The assignment on vacant positions,
coordinated by School Inspectorate,
according to the methodology elaborated
by MECTS until 15th November


Very important


The non-tenured teachers that have participated at the
tenure unique national contest in the last 3 years,
anterior to the release of the present law, and who
have obtained at least 7 and had a position within the
school they become the tenures of the respective
position if:



There is certified the availability of the position
The administration board of the school approves

Modalities of hiring the didactic
personnel






The positions are occupied following a contest at the
level of the education institutions
Vacancy of the position is made by the administration
board at the principal’s proposal
The School Inspectorate analysis, corrects in
collaboration with the education institutions and
approves the free/reserved didactic positions offer
The list is made public by posting it at the School
Inspectorate and education institutions

Modalities of hiring



The contest organized at the level of the education
institution/consortium
The contest consists in:





Practice examination or special inspection in the class
Written examination at the didactics of the
specialization- for the didactic personnel with individual
work contract
Presenting a curriculum vitae and job interview for the
associated personnel or retired

The role of the School
Inspectorate


Centralizes the didactic positions and the classes which remained
vacant and which will be assigned as follows:
 To tenure teachers from an education institution in order to
complete the norm
 Beginner teachers who are doing their internship
 To the candidates that did not obtain any position as a
consequence of the contest organized at the school level
 Pensioners, respecting the criteria of professional
competence

Management positions







The position of principal is occupied through a public contest by
teachers who are members of the National Experts Body in
Educational Management
The contest is organized at the education institution level by the
administration board
The principal signs an educational management contract with the
mayor/the president of the County Board of the territory
administrative unit
During their mandate the principal and the deputy principal
cannot be president or vice president of any political party

Didactic Norm


40 hours a week:
 Didactic activities of teaching-learning-evaluation,
practice, exams for the end of a level of study
 Methodological scientific preparation activities
 Education activities which are complementary to
the process of teaching: mentorship, school after
school, lifelong learning.

Regulatory acts


ROFUIP
 Continuous training methodology
 Didactic personnel movement methodology
 AB functioning methodology
 Personnel evaluation methodology
 Constitution of the mentors body methodology
 The regulations for the organization of the school
inspection

Application deadlines








1st of January 2012- introduction of the standard cost per pupil
1st of January 2012- assignment of 6% of PIB
2012-2013- inclusion of the preparation class in the primary
education level
1st of January 2013- to grant 500 euro for permanent education of
each new-born
Beginning of the school year 2014-2015- admittance
methodology in upper-secondary education- 10th grade,
according to the new law (for pupils who are in the 7th grade)
2015-2016- inclusion of the 9th grade in the lower secondary
education (the generation which started the 5th grade in school
year 2011-2012)

A few conclusions


The vision of the law












Centered on the beneficiary
Taking responsibility for the offered services
Institutional descentralization
Equal chances
Quality assurance

Coherence
The predictability and the stability of the system
The full application of the law takes about 4-5 years
The involvement of the teachers in elaborating the
methodological methods for the application of the law


Slide 13

ROMANIA – BRAILA
SCOALA GIMNAZIALA “ECATERINA TEODOROIU”

THE STRUCTURE OF THE
NATIONAL EDUCATION
PRE-UNIVERSITY SYSTEM



Early education (0-6 years)





Primary education









Preparing grade
I-IV grades

Secondary education




Ante preschool level
Preschool level

Lower secondary – gymnasium – grades V-IX
Upper secondary – high school- grades X-XII /XIII :theoretical, technological,
vocational.

Professional education for a period between 6 months and 2
years
Tertiary education



Compulsory general education is composed by lower
primary and secondary level
 Technical education comprises grades XII and XIII
from the professional, technical and vocational upper
secondary school
 The professional and technical education is formed by:




Professional education
Technical education
Post upper secondary school education

Age

Grade

>19

18

XIII

17

XII

ISCED

Education Levels

Qualifications
Level

5
6

University Level

5
4

4

Pre-university Level / Non University Levels (technical and
vocational )

3

3

16

XI

15

X

14

IX

13

VIII

12

VII

11

VI

10

V

9

IV

8

III

7

II

6

I

5-6

Kindergarten –
Pre-Primary

3-4

Kindergarten

0-3

Nursery

Theoratical High School

Theoratical
Education

Arts,
Sports,The
ological
HighSchool

Technologic
al high School
Technologi
cal HighCompletion
School
Year

Arts,
Technologi
Sports,
cal
Theologica
Education
l Education

2

Comprehensive Education
1

0

3

2

1

School after School Program


By the decision of the School Administration Board
there can be carried on activities such as “School after
School” in partnership with the local public authorities,
with the parents associations, NGO’s with
competences in this area
 Educational, recreational activities, consolidating the
learning competences or their acceleration, remedial
learning activities.
 The Government can finance the School after School
Program

School Network




The school network is formed by the total number of the
accredited school units, respectively the temporary authorized
units.
The school consortia represent contractual partnerships between
school units that ensure:
 The mobility of the personnel between the member schools;
 The usage of the facilities of the member schools;
 Enlargement of the learning opportunities offered to pupils
and mutual recognition of the learning results

Study Formations









Ante preschool education- 7 children, 5/9
Preschool education – 15 preschoolers, 10/20
Primary education – 20 pupils, 15/25
Lower secondary education – 25 pupils, 20/30
Upper secondary education – 25 pupils, 25/30
Special education for pupils with minor deficiencies- 10 pupils,
8/12
Special education for pupils with severe deficiencies- 5 pupils, 4/6

Curriculum
The national curricula produced in
accordance with:
 The specific needs for personal
development;
 The needs of the labor market and of the
community;
 Subsidiarity principle


Curriculum











The number of hours:
20 hours – primary education
25 hours- lower secondary education
30 hours- upper secondary education
Compulsory subjects
80% for the compulsory education
70% for the upper secondary education
Within each subject
75% of the syllabus covers the teaching and evaluation classes
25% at the disposal of the teacher for remedial learning, individual learning plans.

Curriculum


For early education- centered on
physical, cognitive, emotional and social
education, precocious repair of the
possible development deficiencies;
 For lower and upper secondary
education- centered on 8 competence
domains which determine the pupil’s
formation profile;

Competence Domains










Communication competences in Romanian language;
Communication competences in foreign languages;
Basic competences for mathematics, sciences and technologies;
Digital competences;
Social and civic competences;
Entrepreneurial competences;
Sensitivity and cultural expression competences;
Lifelong learning competences;

Curricula approach
The graduate’s profile;
 The national frame of the curricula
(curricula domains);
 Teaching plans
 Schools syllabuses
 Textbooks


E-learning. On-line learning communities

There will be set up the Virtual School
Library and E-learning School Platform
which will contain:
 School syllabuses
 Lesson examples
 Methodological guides
 Examples of evaluation tests


Evaluation


The objective of the evaluation is to orientate
and optimize learning;
 All evaluations are made on the basis of
national standards for evaluation for each
school subject;
 The control of the usage and respecting of the
national evaluation standards by the teachers
is made through the school inspection

Evaluation






Marking students without using and respecting the
national standards and evaluation methodologies
represents a disciplinary deviation and it is sanctioned
according to the present law
The evaluation is centered on competences, offers
real feed-back to students and is located at the basis
of the individual learning plans
There will be created an unique bank of evaluation
instruments with an guiding function

Evaluation – Educational portofolio





Educational portfolio comprises all the diplomas,
certificates and other official registrations obtained
following the evaluation of the acquired skills or
participation to learning activities, in different contexts.
The educational portfolio is the central element of the
evaluation of the learning
Its usage starts with the preparing class and
represents the pupil’s educational identity card

The structure and the characteristics
of the evaluations







At the end of the preparing class- individualized
At the end of the 2nd grade- at school level;
At the end of the 4th grade-at national level, by
sampling;
At the end of the 6th grade- at school level;
At the end of the 9th grade-at national level;
At the end of the 12th -13th grade- at national level.

At the end of the preparing class


The teacher makes an evaluation report
of the physical education, socioemotional, cognitive, language and
communication, capacity development
and learning attitudes.

At the end of the 2nd grade


Evaluation of the fundamental competences
at:
-writing-reading;
-mathematics
 Evaluation results are used in order to
elaborate the individualized learning plans
 It is communicated to the parents

At the end of the 4th grade
National evaluation, by sampling, of the
acquired fundamental competences in
primary level
 According to the international model
 Has its aim the diagnosis of the system


Students’ evaluation at the school level by two transdisciplinary tests
 Language and communication;
 Mathematics and sciences
 The results of the evaluation are used in order to
elaborate the individualized plans and for the school
pre-orientation
 The results of the evaluation are communicated to
parents and registered in the educational portfolio


At the end of the 9th grade


Compulsory national evaluation for all students, score according
to the international model








Written examination at Romanian literature and language
Trans-disciplinary written examination at mathematics and sciences
Written examination at an international language;
Practice examination regarding computer skills, held during the school year
Trans-disciplinary oral examination in order to evaluate the civic and social
competences, held during the school year

The results of the evaluation are registered in the student’s
educational portfolio

Admission in upper secondary
school (high-school)





On the basis of the educational portfolio if the number
of the places is equal to the number of the candidates;
On the basis of the educational portfolio , of the
graduation average, of the average at the national
evaluation- a proportion of 70%
30% from the grade obtained at the admission
established by the education institution

Baccalaureate examination(school
graduate examination)






Examination A- the evaluation of the oral
communication competences in Romanian language;
Examination B- the evaluation of the communication
competences in mother tongue
Examination C- the evaluation of the communication
competences in two international languages
Examination D- the evaluation of the digital
competences;
Examination E written- - the evaluation of the
competences which were formed during the upper
secondary school(high-school) years

Examination E
1.Written examination at Romanian literature and language
2. Written examination at mother tongue
3. Two differentiated written examinations:
1)Real profile
 Mathematics
 Science trans-disciplinary examination
 2) Humanities profile
An international foreign language


Interdisciplinary examination from geography, history, socio-humanities

3)Technological profile
 Written examination specific to the profile
 Trans-disciplinary examination
 Vocational profile

THE MANAGEMENT OF
THE SYSTEM AND OF
THE EDUCATION
INSTITUTIONS

The management of the education
institutions





The institutions are managed by an administration
board formed by 7,9,13 members
After the formation of the AB there is chosen a session
president, for an year
Monthly meetings
Attributions – public responsibility for the
achievements of the education institution, together
with the principal

Financing and material resources of
the education institutions
Basic financing
 Complementary financing
 Supplementary financing


Competitions


Between schools- institutional evaluation-classification
of the schools on 5 levels:
 Excellent
 Very good
 Good
 Satisfactory
 Unsatisfactory
 Among teachers- the Teacher of the Year

THE STATUTE OF THE
DIDACTIC
PERSONNEL(THEACHER’S)

Initial and continuous training. Didactic
career
Theoretical initial training
 Didactic master for a period of 2 years






A scholarship which is equal with the net
salary of a beginner teacher

Practice for a year, in an education
institution, under the guidance of a
mentor teacher

Didactic career


Having a didactic position during the practice period
 Contest for free/reserved positions
 Distribution by School Inspectorate on the positions
which remained free
 The teachers that are hired for a determined period
of time can benefit of continuity on the position they
have if they have the approval of the administration
board

Career Evolution
Didactic level II
 Didactic level I
 Teacher emeritus


Professional development








Developing competences and keeping up to date in the area of
specialization;
Developing competences for career evolution , through the
system of preparing for and obtaining the didactic levels
Acquiring or developing management competences
Acquiring new competences by conversion programs for
specializations and/or having new didactic positions
Acquiring complementary competences
Obtaining a new didactic specialization by attending
corresponding courses, different from the current specialization is
considered lifelong training

Didactic positions occupancy
The tenure(permanent)didactic
personnel keeps their right obtained
through the national tenure examination,
at the release date of the present law
 The tenure didactic personnel who
obtained this position by government
assignment has the opportunity to keep
this right


The settlement of the activity
downsizing
The mutual consented transfer between
the education institutions
 The assignment on vacant positions,
coordinated by School Inspectorate,
according to the methodology elaborated
by MECTS until 15th November


Very important


The non-tenured teachers that have participated at the
tenure unique national contest in the last 3 years,
anterior to the release of the present law, and who
have obtained at least 7 and had a position within the
school they become the tenures of the respective
position if:



There is certified the availability of the position
The administration board of the school approves

Modalities of hiring the didactic
personnel






The positions are occupied following a contest at the
level of the education institutions
Vacancy of the position is made by the administration
board at the principal’s proposal
The School Inspectorate analysis, corrects in
collaboration with the education institutions and
approves the free/reserved didactic positions offer
The list is made public by posting it at the School
Inspectorate and education institutions

Modalities of hiring



The contest organized at the level of the education
institution/consortium
The contest consists in:





Practice examination or special inspection in the class
Written examination at the didactics of the
specialization- for the didactic personnel with individual
work contract
Presenting a curriculum vitae and job interview for the
associated personnel or retired

The role of the School
Inspectorate


Centralizes the didactic positions and the classes which remained
vacant and which will be assigned as follows:
 To tenure teachers from an education institution in order to
complete the norm
 Beginner teachers who are doing their internship
 To the candidates that did not obtain any position as a
consequence of the contest organized at the school level
 Pensioners, respecting the criteria of professional
competence

Management positions







The position of principal is occupied through a public contest by
teachers who are members of the National Experts Body in
Educational Management
The contest is organized at the education institution level by the
administration board
The principal signs an educational management contract with the
mayor/the president of the County Board of the territory
administrative unit
During their mandate the principal and the deputy principal
cannot be president or vice president of any political party

Didactic Norm


40 hours a week:
 Didactic activities of teaching-learning-evaluation,
practice, exams for the end of a level of study
 Methodological scientific preparation activities
 Education activities which are complementary to
the process of teaching: mentorship, school after
school, lifelong learning.

Regulatory acts


ROFUIP
 Continuous training methodology
 Didactic personnel movement methodology
 AB functioning methodology
 Personnel evaluation methodology
 Constitution of the mentors body methodology
 The regulations for the organization of the school
inspection

Application deadlines








1st of January 2012- introduction of the standard cost per pupil
1st of January 2012- assignment of 6% of PIB
2012-2013- inclusion of the preparation class in the primary
education level
1st of January 2013- to grant 500 euro for permanent education of
each new-born
Beginning of the school year 2014-2015- admittance
methodology in upper-secondary education- 10th grade,
according to the new law (for pupils who are in the 7th grade)
2015-2016- inclusion of the 9th grade in the lower secondary
education (the generation which started the 5th grade in school
year 2011-2012)

A few conclusions


The vision of the law












Centered on the beneficiary
Taking responsibility for the offered services
Institutional descentralization
Equal chances
Quality assurance

Coherence
The predictability and the stability of the system
The full application of the law takes about 4-5 years
The involvement of the teachers in elaborating the
methodological methods for the application of the law


Slide 14

ROMANIA – BRAILA
SCOALA GIMNAZIALA “ECATERINA TEODOROIU”

THE STRUCTURE OF THE
NATIONAL EDUCATION
PRE-UNIVERSITY SYSTEM



Early education (0-6 years)





Primary education









Preparing grade
I-IV grades

Secondary education




Ante preschool level
Preschool level

Lower secondary – gymnasium – grades V-IX
Upper secondary – high school- grades X-XII /XIII :theoretical, technological,
vocational.

Professional education for a period between 6 months and 2
years
Tertiary education



Compulsory general education is composed by lower
primary and secondary level
 Technical education comprises grades XII and XIII
from the professional, technical and vocational upper
secondary school
 The professional and technical education is formed by:




Professional education
Technical education
Post upper secondary school education

Age

Grade

>19

18

XIII

17

XII

ISCED

Education Levels

Qualifications
Level

5
6

University Level

5
4

4

Pre-university Level / Non University Levels (technical and
vocational )

3

3

16

XI

15

X

14

IX

13

VIII

12

VII

11

VI

10

V

9

IV

8

III

7

II

6

I

5-6

Kindergarten –
Pre-Primary

3-4

Kindergarten

0-3

Nursery

Theoratical High School

Theoratical
Education

Arts,
Sports,The
ological
HighSchool

Technologic
al high School
Technologi
cal HighCompletion
School
Year

Arts,
Technologi
Sports,
cal
Theologica
Education
l Education

2

Comprehensive Education
1

0

3

2

1

School after School Program


By the decision of the School Administration Board
there can be carried on activities such as “School after
School” in partnership with the local public authorities,
with the parents associations, NGO’s with
competences in this area
 Educational, recreational activities, consolidating the
learning competences or their acceleration, remedial
learning activities.
 The Government can finance the School after School
Program

School Network




The school network is formed by the total number of the
accredited school units, respectively the temporary authorized
units.
The school consortia represent contractual partnerships between
school units that ensure:
 The mobility of the personnel between the member schools;
 The usage of the facilities of the member schools;
 Enlargement of the learning opportunities offered to pupils
and mutual recognition of the learning results

Study Formations









Ante preschool education- 7 children, 5/9
Preschool education – 15 preschoolers, 10/20
Primary education – 20 pupils, 15/25
Lower secondary education – 25 pupils, 20/30
Upper secondary education – 25 pupils, 25/30
Special education for pupils with minor deficiencies- 10 pupils,
8/12
Special education for pupils with severe deficiencies- 5 pupils, 4/6

Curriculum
The national curricula produced in
accordance with:
 The specific needs for personal
development;
 The needs of the labor market and of the
community;
 Subsidiarity principle


Curriculum











The number of hours:
20 hours – primary education
25 hours- lower secondary education
30 hours- upper secondary education
Compulsory subjects
80% for the compulsory education
70% for the upper secondary education
Within each subject
75% of the syllabus covers the teaching and evaluation classes
25% at the disposal of the teacher for remedial learning, individual learning plans.

Curriculum


For early education- centered on
physical, cognitive, emotional and social
education, precocious repair of the
possible development deficiencies;
 For lower and upper secondary
education- centered on 8 competence
domains which determine the pupil’s
formation profile;

Competence Domains










Communication competences in Romanian language;
Communication competences in foreign languages;
Basic competences for mathematics, sciences and technologies;
Digital competences;
Social and civic competences;
Entrepreneurial competences;
Sensitivity and cultural expression competences;
Lifelong learning competences;

Curricula approach
The graduate’s profile;
 The national frame of the curricula
(curricula domains);
 Teaching plans
 Schools syllabuses
 Textbooks


E-learning. On-line learning communities

There will be set up the Virtual School
Library and E-learning School Platform
which will contain:
 School syllabuses
 Lesson examples
 Methodological guides
 Examples of evaluation tests


Evaluation


The objective of the evaluation is to orientate
and optimize learning;
 All evaluations are made on the basis of
national standards for evaluation for each
school subject;
 The control of the usage and respecting of the
national evaluation standards by the teachers
is made through the school inspection

Evaluation






Marking students without using and respecting the
national standards and evaluation methodologies
represents a disciplinary deviation and it is sanctioned
according to the present law
The evaluation is centered on competences, offers
real feed-back to students and is located at the basis
of the individual learning plans
There will be created an unique bank of evaluation
instruments with an guiding function

Evaluation – Educational portofolio





Educational portfolio comprises all the diplomas,
certificates and other official registrations obtained
following the evaluation of the acquired skills or
participation to learning activities, in different contexts.
The educational portfolio is the central element of the
evaluation of the learning
Its usage starts with the preparing class and
represents the pupil’s educational identity card

The structure and the characteristics
of the evaluations







At the end of the preparing class- individualized
At the end of the 2nd grade- at school level;
At the end of the 4th grade-at national level, by
sampling;
At the end of the 6th grade- at school level;
At the end of the 9th grade-at national level;
At the end of the 12th -13th grade- at national level.

At the end of the preparing class


The teacher makes an evaluation report
of the physical education, socioemotional, cognitive, language and
communication, capacity development
and learning attitudes.

At the end of the 2nd grade


Evaluation of the fundamental competences
at:
-writing-reading;
-mathematics
 Evaluation results are used in order to
elaborate the individualized learning plans
 It is communicated to the parents

At the end of the 4th grade
National evaluation, by sampling, of the
acquired fundamental competences in
primary level
 According to the international model
 Has its aim the diagnosis of the system


Students’ evaluation at the school level by two transdisciplinary tests
 Language and communication;
 Mathematics and sciences
 The results of the evaluation are used in order to
elaborate the individualized plans and for the school
pre-orientation
 The results of the evaluation are communicated to
parents and registered in the educational portfolio


At the end of the 9th grade


Compulsory national evaluation for all students, score according
to the international model








Written examination at Romanian literature and language
Trans-disciplinary written examination at mathematics and sciences
Written examination at an international language;
Practice examination regarding computer skills, held during the school year
Trans-disciplinary oral examination in order to evaluate the civic and social
competences, held during the school year

The results of the evaluation are registered in the student’s
educational portfolio

Admission in upper secondary
school (high-school)





On the basis of the educational portfolio if the number
of the places is equal to the number of the candidates;
On the basis of the educational portfolio , of the
graduation average, of the average at the national
evaluation- a proportion of 70%
30% from the grade obtained at the admission
established by the education institution

Baccalaureate examination(school
graduate examination)






Examination A- the evaluation of the oral
communication competences in Romanian language;
Examination B- the evaluation of the communication
competences in mother tongue
Examination C- the evaluation of the communication
competences in two international languages
Examination D- the evaluation of the digital
competences;
Examination E written- - the evaluation of the
competences which were formed during the upper
secondary school(high-school) years

Examination E
1.Written examination at Romanian literature and language
2. Written examination at mother tongue
3. Two differentiated written examinations:
1)Real profile
 Mathematics
 Science trans-disciplinary examination
 2) Humanities profile
An international foreign language


Interdisciplinary examination from geography, history, socio-humanities

3)Technological profile
 Written examination specific to the profile
 Trans-disciplinary examination
 Vocational profile

THE MANAGEMENT OF
THE SYSTEM AND OF
THE EDUCATION
INSTITUTIONS

The management of the education
institutions





The institutions are managed by an administration
board formed by 7,9,13 members
After the formation of the AB there is chosen a session
president, for an year
Monthly meetings
Attributions – public responsibility for the
achievements of the education institution, together
with the principal

Financing and material resources of
the education institutions
Basic financing
 Complementary financing
 Supplementary financing


Competitions


Between schools- institutional evaluation-classification
of the schools on 5 levels:
 Excellent
 Very good
 Good
 Satisfactory
 Unsatisfactory
 Among teachers- the Teacher of the Year

THE STATUTE OF THE
DIDACTIC
PERSONNEL(THEACHER’S)

Initial and continuous training. Didactic
career
Theoretical initial training
 Didactic master for a period of 2 years






A scholarship which is equal with the net
salary of a beginner teacher

Practice for a year, in an education
institution, under the guidance of a
mentor teacher

Didactic career


Having a didactic position during the practice period
 Contest for free/reserved positions
 Distribution by School Inspectorate on the positions
which remained free
 The teachers that are hired for a determined period
of time can benefit of continuity on the position they
have if they have the approval of the administration
board

Career Evolution
Didactic level II
 Didactic level I
 Teacher emeritus


Professional development








Developing competences and keeping up to date in the area of
specialization;
Developing competences for career evolution , through the
system of preparing for and obtaining the didactic levels
Acquiring or developing management competences
Acquiring new competences by conversion programs for
specializations and/or having new didactic positions
Acquiring complementary competences
Obtaining a new didactic specialization by attending
corresponding courses, different from the current specialization is
considered lifelong training

Didactic positions occupancy
The tenure(permanent)didactic
personnel keeps their right obtained
through the national tenure examination,
at the release date of the present law
 The tenure didactic personnel who
obtained this position by government
assignment has the opportunity to keep
this right


The settlement of the activity
downsizing
The mutual consented transfer between
the education institutions
 The assignment on vacant positions,
coordinated by School Inspectorate,
according to the methodology elaborated
by MECTS until 15th November


Very important


The non-tenured teachers that have participated at the
tenure unique national contest in the last 3 years,
anterior to the release of the present law, and who
have obtained at least 7 and had a position within the
school they become the tenures of the respective
position if:



There is certified the availability of the position
The administration board of the school approves

Modalities of hiring the didactic
personnel






The positions are occupied following a contest at the
level of the education institutions
Vacancy of the position is made by the administration
board at the principal’s proposal
The School Inspectorate analysis, corrects in
collaboration with the education institutions and
approves the free/reserved didactic positions offer
The list is made public by posting it at the School
Inspectorate and education institutions

Modalities of hiring



The contest organized at the level of the education
institution/consortium
The contest consists in:





Practice examination or special inspection in the class
Written examination at the didactics of the
specialization- for the didactic personnel with individual
work contract
Presenting a curriculum vitae and job interview for the
associated personnel or retired

The role of the School
Inspectorate


Centralizes the didactic positions and the classes which remained
vacant and which will be assigned as follows:
 To tenure teachers from an education institution in order to
complete the norm
 Beginner teachers who are doing their internship
 To the candidates that did not obtain any position as a
consequence of the contest organized at the school level
 Pensioners, respecting the criteria of professional
competence

Management positions







The position of principal is occupied through a public contest by
teachers who are members of the National Experts Body in
Educational Management
The contest is organized at the education institution level by the
administration board
The principal signs an educational management contract with the
mayor/the president of the County Board of the territory
administrative unit
During their mandate the principal and the deputy principal
cannot be president or vice president of any political party

Didactic Norm


40 hours a week:
 Didactic activities of teaching-learning-evaluation,
practice, exams for the end of a level of study
 Methodological scientific preparation activities
 Education activities which are complementary to
the process of teaching: mentorship, school after
school, lifelong learning.

Regulatory acts


ROFUIP
 Continuous training methodology
 Didactic personnel movement methodology
 AB functioning methodology
 Personnel evaluation methodology
 Constitution of the mentors body methodology
 The regulations for the organization of the school
inspection

Application deadlines








1st of January 2012- introduction of the standard cost per pupil
1st of January 2012- assignment of 6% of PIB
2012-2013- inclusion of the preparation class in the primary
education level
1st of January 2013- to grant 500 euro for permanent education of
each new-born
Beginning of the school year 2014-2015- admittance
methodology in upper-secondary education- 10th grade,
according to the new law (for pupils who are in the 7th grade)
2015-2016- inclusion of the 9th grade in the lower secondary
education (the generation which started the 5th grade in school
year 2011-2012)

A few conclusions


The vision of the law












Centered on the beneficiary
Taking responsibility for the offered services
Institutional descentralization
Equal chances
Quality assurance

Coherence
The predictability and the stability of the system
The full application of the law takes about 4-5 years
The involvement of the teachers in elaborating the
methodological methods for the application of the law


Slide 15

ROMANIA – BRAILA
SCOALA GIMNAZIALA “ECATERINA TEODOROIU”

THE STRUCTURE OF THE
NATIONAL EDUCATION
PRE-UNIVERSITY SYSTEM



Early education (0-6 years)





Primary education









Preparing grade
I-IV grades

Secondary education




Ante preschool level
Preschool level

Lower secondary – gymnasium – grades V-IX
Upper secondary – high school- grades X-XII /XIII :theoretical, technological,
vocational.

Professional education for a period between 6 months and 2
years
Tertiary education



Compulsory general education is composed by lower
primary and secondary level
 Technical education comprises grades XII and XIII
from the professional, technical and vocational upper
secondary school
 The professional and technical education is formed by:




Professional education
Technical education
Post upper secondary school education

Age

Grade

>19

18

XIII

17

XII

ISCED

Education Levels

Qualifications
Level

5
6

University Level

5
4

4

Pre-university Level / Non University Levels (technical and
vocational )

3

3

16

XI

15

X

14

IX

13

VIII

12

VII

11

VI

10

V

9

IV

8

III

7

II

6

I

5-6

Kindergarten –
Pre-Primary

3-4

Kindergarten

0-3

Nursery

Theoratical High School

Theoratical
Education

Arts,
Sports,The
ological
HighSchool

Technologic
al high School
Technologi
cal HighCompletion
School
Year

Arts,
Technologi
Sports,
cal
Theologica
Education
l Education

2

Comprehensive Education
1

0

3

2

1

School after School Program


By the decision of the School Administration Board
there can be carried on activities such as “School after
School” in partnership with the local public authorities,
with the parents associations, NGO’s with
competences in this area
 Educational, recreational activities, consolidating the
learning competences or their acceleration, remedial
learning activities.
 The Government can finance the School after School
Program

School Network




The school network is formed by the total number of the
accredited school units, respectively the temporary authorized
units.
The school consortia represent contractual partnerships between
school units that ensure:
 The mobility of the personnel between the member schools;
 The usage of the facilities of the member schools;
 Enlargement of the learning opportunities offered to pupils
and mutual recognition of the learning results

Study Formations









Ante preschool education- 7 children, 5/9
Preschool education – 15 preschoolers, 10/20
Primary education – 20 pupils, 15/25
Lower secondary education – 25 pupils, 20/30
Upper secondary education – 25 pupils, 25/30
Special education for pupils with minor deficiencies- 10 pupils,
8/12
Special education for pupils with severe deficiencies- 5 pupils, 4/6

Curriculum
The national curricula produced in
accordance with:
 The specific needs for personal
development;
 The needs of the labor market and of the
community;
 Subsidiarity principle


Curriculum











The number of hours:
20 hours – primary education
25 hours- lower secondary education
30 hours- upper secondary education
Compulsory subjects
80% for the compulsory education
70% for the upper secondary education
Within each subject
75% of the syllabus covers the teaching and evaluation classes
25% at the disposal of the teacher for remedial learning, individual learning plans.

Curriculum


For early education- centered on
physical, cognitive, emotional and social
education, precocious repair of the
possible development deficiencies;
 For lower and upper secondary
education- centered on 8 competence
domains which determine the pupil’s
formation profile;

Competence Domains










Communication competences in Romanian language;
Communication competences in foreign languages;
Basic competences for mathematics, sciences and technologies;
Digital competences;
Social and civic competences;
Entrepreneurial competences;
Sensitivity and cultural expression competences;
Lifelong learning competences;

Curricula approach
The graduate’s profile;
 The national frame of the curricula
(curricula domains);
 Teaching plans
 Schools syllabuses
 Textbooks


E-learning. On-line learning communities

There will be set up the Virtual School
Library and E-learning School Platform
which will contain:
 School syllabuses
 Lesson examples
 Methodological guides
 Examples of evaluation tests


Evaluation


The objective of the evaluation is to orientate
and optimize learning;
 All evaluations are made on the basis of
national standards for evaluation for each
school subject;
 The control of the usage and respecting of the
national evaluation standards by the teachers
is made through the school inspection

Evaluation






Marking students without using and respecting the
national standards and evaluation methodologies
represents a disciplinary deviation and it is sanctioned
according to the present law
The evaluation is centered on competences, offers
real feed-back to students and is located at the basis
of the individual learning plans
There will be created an unique bank of evaluation
instruments with an guiding function

Evaluation – Educational portofolio





Educational portfolio comprises all the diplomas,
certificates and other official registrations obtained
following the evaluation of the acquired skills or
participation to learning activities, in different contexts.
The educational portfolio is the central element of the
evaluation of the learning
Its usage starts with the preparing class and
represents the pupil’s educational identity card

The structure and the characteristics
of the evaluations







At the end of the preparing class- individualized
At the end of the 2nd grade- at school level;
At the end of the 4th grade-at national level, by
sampling;
At the end of the 6th grade- at school level;
At the end of the 9th grade-at national level;
At the end of the 12th -13th grade- at national level.

At the end of the preparing class


The teacher makes an evaluation report
of the physical education, socioemotional, cognitive, language and
communication, capacity development
and learning attitudes.

At the end of the 2nd grade


Evaluation of the fundamental competences
at:
-writing-reading;
-mathematics
 Evaluation results are used in order to
elaborate the individualized learning plans
 It is communicated to the parents

At the end of the 4th grade
National evaluation, by sampling, of the
acquired fundamental competences in
primary level
 According to the international model
 Has its aim the diagnosis of the system


Students’ evaluation at the school level by two transdisciplinary tests
 Language and communication;
 Mathematics and sciences
 The results of the evaluation are used in order to
elaborate the individualized plans and for the school
pre-orientation
 The results of the evaluation are communicated to
parents and registered in the educational portfolio


At the end of the 9th grade


Compulsory national evaluation for all students, score according
to the international model








Written examination at Romanian literature and language
Trans-disciplinary written examination at mathematics and sciences
Written examination at an international language;
Practice examination regarding computer skills, held during the school year
Trans-disciplinary oral examination in order to evaluate the civic and social
competences, held during the school year

The results of the evaluation are registered in the student’s
educational portfolio

Admission in upper secondary
school (high-school)





On the basis of the educational portfolio if the number
of the places is equal to the number of the candidates;
On the basis of the educational portfolio , of the
graduation average, of the average at the national
evaluation- a proportion of 70%
30% from the grade obtained at the admission
established by the education institution

Baccalaureate examination(school
graduate examination)






Examination A- the evaluation of the oral
communication competences in Romanian language;
Examination B- the evaluation of the communication
competences in mother tongue
Examination C- the evaluation of the communication
competences in two international languages
Examination D- the evaluation of the digital
competences;
Examination E written- - the evaluation of the
competences which were formed during the upper
secondary school(high-school) years

Examination E
1.Written examination at Romanian literature and language
2. Written examination at mother tongue
3. Two differentiated written examinations:
1)Real profile
 Mathematics
 Science trans-disciplinary examination
 2) Humanities profile
An international foreign language


Interdisciplinary examination from geography, history, socio-humanities

3)Technological profile
 Written examination specific to the profile
 Trans-disciplinary examination
 Vocational profile

THE MANAGEMENT OF
THE SYSTEM AND OF
THE EDUCATION
INSTITUTIONS

The management of the education
institutions





The institutions are managed by an administration
board formed by 7,9,13 members
After the formation of the AB there is chosen a session
president, for an year
Monthly meetings
Attributions – public responsibility for the
achievements of the education institution, together
with the principal

Financing and material resources of
the education institutions
Basic financing
 Complementary financing
 Supplementary financing


Competitions


Between schools- institutional evaluation-classification
of the schools on 5 levels:
 Excellent
 Very good
 Good
 Satisfactory
 Unsatisfactory
 Among teachers- the Teacher of the Year

THE STATUTE OF THE
DIDACTIC
PERSONNEL(THEACHER’S)

Initial and continuous training. Didactic
career
Theoretical initial training
 Didactic master for a period of 2 years






A scholarship which is equal with the net
salary of a beginner teacher

Practice for a year, in an education
institution, under the guidance of a
mentor teacher

Didactic career


Having a didactic position during the practice period
 Contest for free/reserved positions
 Distribution by School Inspectorate on the positions
which remained free
 The teachers that are hired for a determined period
of time can benefit of continuity on the position they
have if they have the approval of the administration
board

Career Evolution
Didactic level II
 Didactic level I
 Teacher emeritus


Professional development








Developing competences and keeping up to date in the area of
specialization;
Developing competences for career evolution , through the
system of preparing for and obtaining the didactic levels
Acquiring or developing management competences
Acquiring new competences by conversion programs for
specializations and/or having new didactic positions
Acquiring complementary competences
Obtaining a new didactic specialization by attending
corresponding courses, different from the current specialization is
considered lifelong training

Didactic positions occupancy
The tenure(permanent)didactic
personnel keeps their right obtained
through the national tenure examination,
at the release date of the present law
 The tenure didactic personnel who
obtained this position by government
assignment has the opportunity to keep
this right


The settlement of the activity
downsizing
The mutual consented transfer between
the education institutions
 The assignment on vacant positions,
coordinated by School Inspectorate,
according to the methodology elaborated
by MECTS until 15th November


Very important


The non-tenured teachers that have participated at the
tenure unique national contest in the last 3 years,
anterior to the release of the present law, and who
have obtained at least 7 and had a position within the
school they become the tenures of the respective
position if:



There is certified the availability of the position
The administration board of the school approves

Modalities of hiring the didactic
personnel






The positions are occupied following a contest at the
level of the education institutions
Vacancy of the position is made by the administration
board at the principal’s proposal
The School Inspectorate analysis, corrects in
collaboration with the education institutions and
approves the free/reserved didactic positions offer
The list is made public by posting it at the School
Inspectorate and education institutions

Modalities of hiring



The contest organized at the level of the education
institution/consortium
The contest consists in:





Practice examination or special inspection in the class
Written examination at the didactics of the
specialization- for the didactic personnel with individual
work contract
Presenting a curriculum vitae and job interview for the
associated personnel or retired

The role of the School
Inspectorate


Centralizes the didactic positions and the classes which remained
vacant and which will be assigned as follows:
 To tenure teachers from an education institution in order to
complete the norm
 Beginner teachers who are doing their internship
 To the candidates that did not obtain any position as a
consequence of the contest organized at the school level
 Pensioners, respecting the criteria of professional
competence

Management positions







The position of principal is occupied through a public contest by
teachers who are members of the National Experts Body in
Educational Management
The contest is organized at the education institution level by the
administration board
The principal signs an educational management contract with the
mayor/the president of the County Board of the territory
administrative unit
During their mandate the principal and the deputy principal
cannot be president or vice president of any political party

Didactic Norm


40 hours a week:
 Didactic activities of teaching-learning-evaluation,
practice, exams for the end of a level of study
 Methodological scientific preparation activities
 Education activities which are complementary to
the process of teaching: mentorship, school after
school, lifelong learning.

Regulatory acts


ROFUIP
 Continuous training methodology
 Didactic personnel movement methodology
 AB functioning methodology
 Personnel evaluation methodology
 Constitution of the mentors body methodology
 The regulations for the organization of the school
inspection

Application deadlines








1st of January 2012- introduction of the standard cost per pupil
1st of January 2012- assignment of 6% of PIB
2012-2013- inclusion of the preparation class in the primary
education level
1st of January 2013- to grant 500 euro for permanent education of
each new-born
Beginning of the school year 2014-2015- admittance
methodology in upper-secondary education- 10th grade,
according to the new law (for pupils who are in the 7th grade)
2015-2016- inclusion of the 9th grade in the lower secondary
education (the generation which started the 5th grade in school
year 2011-2012)

A few conclusions


The vision of the law












Centered on the beneficiary
Taking responsibility for the offered services
Institutional descentralization
Equal chances
Quality assurance

Coherence
The predictability and the stability of the system
The full application of the law takes about 4-5 years
The involvement of the teachers in elaborating the
methodological methods for the application of the law


Slide 16

ROMANIA – BRAILA
SCOALA GIMNAZIALA “ECATERINA TEODOROIU”

THE STRUCTURE OF THE
NATIONAL EDUCATION
PRE-UNIVERSITY SYSTEM



Early education (0-6 years)





Primary education









Preparing grade
I-IV grades

Secondary education




Ante preschool level
Preschool level

Lower secondary – gymnasium – grades V-IX
Upper secondary – high school- grades X-XII /XIII :theoretical, technological,
vocational.

Professional education for a period between 6 months and 2
years
Tertiary education



Compulsory general education is composed by lower
primary and secondary level
 Technical education comprises grades XII and XIII
from the professional, technical and vocational upper
secondary school
 The professional and technical education is formed by:




Professional education
Technical education
Post upper secondary school education

Age

Grade

>19

18

XIII

17

XII

ISCED

Education Levels

Qualifications
Level

5
6

University Level

5
4

4

Pre-university Level / Non University Levels (technical and
vocational )

3

3

16

XI

15

X

14

IX

13

VIII

12

VII

11

VI

10

V

9

IV

8

III

7

II

6

I

5-6

Kindergarten –
Pre-Primary

3-4

Kindergarten

0-3

Nursery

Theoratical High School

Theoratical
Education

Arts,
Sports,The
ological
HighSchool

Technologic
al high School
Technologi
cal HighCompletion
School
Year

Arts,
Technologi
Sports,
cal
Theologica
Education
l Education

2

Comprehensive Education
1

0

3

2

1

School after School Program


By the decision of the School Administration Board
there can be carried on activities such as “School after
School” in partnership with the local public authorities,
with the parents associations, NGO’s with
competences in this area
 Educational, recreational activities, consolidating the
learning competences or their acceleration, remedial
learning activities.
 The Government can finance the School after School
Program

School Network




The school network is formed by the total number of the
accredited school units, respectively the temporary authorized
units.
The school consortia represent contractual partnerships between
school units that ensure:
 The mobility of the personnel between the member schools;
 The usage of the facilities of the member schools;
 Enlargement of the learning opportunities offered to pupils
and mutual recognition of the learning results

Study Formations









Ante preschool education- 7 children, 5/9
Preschool education – 15 preschoolers, 10/20
Primary education – 20 pupils, 15/25
Lower secondary education – 25 pupils, 20/30
Upper secondary education – 25 pupils, 25/30
Special education for pupils with minor deficiencies- 10 pupils,
8/12
Special education for pupils with severe deficiencies- 5 pupils, 4/6

Curriculum
The national curricula produced in
accordance with:
 The specific needs for personal
development;
 The needs of the labor market and of the
community;
 Subsidiarity principle


Curriculum











The number of hours:
20 hours – primary education
25 hours- lower secondary education
30 hours- upper secondary education
Compulsory subjects
80% for the compulsory education
70% for the upper secondary education
Within each subject
75% of the syllabus covers the teaching and evaluation classes
25% at the disposal of the teacher for remedial learning, individual learning plans.

Curriculum


For early education- centered on
physical, cognitive, emotional and social
education, precocious repair of the
possible development deficiencies;
 For lower and upper secondary
education- centered on 8 competence
domains which determine the pupil’s
formation profile;

Competence Domains










Communication competences in Romanian language;
Communication competences in foreign languages;
Basic competences for mathematics, sciences and technologies;
Digital competences;
Social and civic competences;
Entrepreneurial competences;
Sensitivity and cultural expression competences;
Lifelong learning competences;

Curricula approach
The graduate’s profile;
 The national frame of the curricula
(curricula domains);
 Teaching plans
 Schools syllabuses
 Textbooks


E-learning. On-line learning communities

There will be set up the Virtual School
Library and E-learning School Platform
which will contain:
 School syllabuses
 Lesson examples
 Methodological guides
 Examples of evaluation tests


Evaluation


The objective of the evaluation is to orientate
and optimize learning;
 All evaluations are made on the basis of
national standards for evaluation for each
school subject;
 The control of the usage and respecting of the
national evaluation standards by the teachers
is made through the school inspection

Evaluation






Marking students without using and respecting the
national standards and evaluation methodologies
represents a disciplinary deviation and it is sanctioned
according to the present law
The evaluation is centered on competences, offers
real feed-back to students and is located at the basis
of the individual learning plans
There will be created an unique bank of evaluation
instruments with an guiding function

Evaluation – Educational portofolio





Educational portfolio comprises all the diplomas,
certificates and other official registrations obtained
following the evaluation of the acquired skills or
participation to learning activities, in different contexts.
The educational portfolio is the central element of the
evaluation of the learning
Its usage starts with the preparing class and
represents the pupil’s educational identity card

The structure and the characteristics
of the evaluations







At the end of the preparing class- individualized
At the end of the 2nd grade- at school level;
At the end of the 4th grade-at national level, by
sampling;
At the end of the 6th grade- at school level;
At the end of the 9th grade-at national level;
At the end of the 12th -13th grade- at national level.

At the end of the preparing class


The teacher makes an evaluation report
of the physical education, socioemotional, cognitive, language and
communication, capacity development
and learning attitudes.

At the end of the 2nd grade


Evaluation of the fundamental competences
at:
-writing-reading;
-mathematics
 Evaluation results are used in order to
elaborate the individualized learning plans
 It is communicated to the parents

At the end of the 4th grade
National evaluation, by sampling, of the
acquired fundamental competences in
primary level
 According to the international model
 Has its aim the diagnosis of the system


Students’ evaluation at the school level by two transdisciplinary tests
 Language and communication;
 Mathematics and sciences
 The results of the evaluation are used in order to
elaborate the individualized plans and for the school
pre-orientation
 The results of the evaluation are communicated to
parents and registered in the educational portfolio


At the end of the 9th grade


Compulsory national evaluation for all students, score according
to the international model








Written examination at Romanian literature and language
Trans-disciplinary written examination at mathematics and sciences
Written examination at an international language;
Practice examination regarding computer skills, held during the school year
Trans-disciplinary oral examination in order to evaluate the civic and social
competences, held during the school year

The results of the evaluation are registered in the student’s
educational portfolio

Admission in upper secondary
school (high-school)





On the basis of the educational portfolio if the number
of the places is equal to the number of the candidates;
On the basis of the educational portfolio , of the
graduation average, of the average at the national
evaluation- a proportion of 70%
30% from the grade obtained at the admission
established by the education institution

Baccalaureate examination(school
graduate examination)






Examination A- the evaluation of the oral
communication competences in Romanian language;
Examination B- the evaluation of the communication
competences in mother tongue
Examination C- the evaluation of the communication
competences in two international languages
Examination D- the evaluation of the digital
competences;
Examination E written- - the evaluation of the
competences which were formed during the upper
secondary school(high-school) years

Examination E
1.Written examination at Romanian literature and language
2. Written examination at mother tongue
3. Two differentiated written examinations:
1)Real profile
 Mathematics
 Science trans-disciplinary examination
 2) Humanities profile
An international foreign language


Interdisciplinary examination from geography, history, socio-humanities

3)Technological profile
 Written examination specific to the profile
 Trans-disciplinary examination
 Vocational profile

THE MANAGEMENT OF
THE SYSTEM AND OF
THE EDUCATION
INSTITUTIONS

The management of the education
institutions





The institutions are managed by an administration
board formed by 7,9,13 members
After the formation of the AB there is chosen a session
president, for an year
Monthly meetings
Attributions – public responsibility for the
achievements of the education institution, together
with the principal

Financing and material resources of
the education institutions
Basic financing
 Complementary financing
 Supplementary financing


Competitions


Between schools- institutional evaluation-classification
of the schools on 5 levels:
 Excellent
 Very good
 Good
 Satisfactory
 Unsatisfactory
 Among teachers- the Teacher of the Year

THE STATUTE OF THE
DIDACTIC
PERSONNEL(THEACHER’S)

Initial and continuous training. Didactic
career
Theoretical initial training
 Didactic master for a period of 2 years






A scholarship which is equal with the net
salary of a beginner teacher

Practice for a year, in an education
institution, under the guidance of a
mentor teacher

Didactic career


Having a didactic position during the practice period
 Contest for free/reserved positions
 Distribution by School Inspectorate on the positions
which remained free
 The teachers that are hired for a determined period
of time can benefit of continuity on the position they
have if they have the approval of the administration
board

Career Evolution
Didactic level II
 Didactic level I
 Teacher emeritus


Professional development








Developing competences and keeping up to date in the area of
specialization;
Developing competences for career evolution , through the
system of preparing for and obtaining the didactic levels
Acquiring or developing management competences
Acquiring new competences by conversion programs for
specializations and/or having new didactic positions
Acquiring complementary competences
Obtaining a new didactic specialization by attending
corresponding courses, different from the current specialization is
considered lifelong training

Didactic positions occupancy
The tenure(permanent)didactic
personnel keeps their right obtained
through the national tenure examination,
at the release date of the present law
 The tenure didactic personnel who
obtained this position by government
assignment has the opportunity to keep
this right


The settlement of the activity
downsizing
The mutual consented transfer between
the education institutions
 The assignment on vacant positions,
coordinated by School Inspectorate,
according to the methodology elaborated
by MECTS until 15th November


Very important


The non-tenured teachers that have participated at the
tenure unique national contest in the last 3 years,
anterior to the release of the present law, and who
have obtained at least 7 and had a position within the
school they become the tenures of the respective
position if:



There is certified the availability of the position
The administration board of the school approves

Modalities of hiring the didactic
personnel






The positions are occupied following a contest at the
level of the education institutions
Vacancy of the position is made by the administration
board at the principal’s proposal
The School Inspectorate analysis, corrects in
collaboration with the education institutions and
approves the free/reserved didactic positions offer
The list is made public by posting it at the School
Inspectorate and education institutions

Modalities of hiring



The contest organized at the level of the education
institution/consortium
The contest consists in:





Practice examination or special inspection in the class
Written examination at the didactics of the
specialization- for the didactic personnel with individual
work contract
Presenting a curriculum vitae and job interview for the
associated personnel or retired

The role of the School
Inspectorate


Centralizes the didactic positions and the classes which remained
vacant and which will be assigned as follows:
 To tenure teachers from an education institution in order to
complete the norm
 Beginner teachers who are doing their internship
 To the candidates that did not obtain any position as a
consequence of the contest organized at the school level
 Pensioners, respecting the criteria of professional
competence

Management positions







The position of principal is occupied through a public contest by
teachers who are members of the National Experts Body in
Educational Management
The contest is organized at the education institution level by the
administration board
The principal signs an educational management contract with the
mayor/the president of the County Board of the territory
administrative unit
During their mandate the principal and the deputy principal
cannot be president or vice president of any political party

Didactic Norm


40 hours a week:
 Didactic activities of teaching-learning-evaluation,
practice, exams for the end of a level of study
 Methodological scientific preparation activities
 Education activities which are complementary to
the process of teaching: mentorship, school after
school, lifelong learning.

Regulatory acts


ROFUIP
 Continuous training methodology
 Didactic personnel movement methodology
 AB functioning methodology
 Personnel evaluation methodology
 Constitution of the mentors body methodology
 The regulations for the organization of the school
inspection

Application deadlines








1st of January 2012- introduction of the standard cost per pupil
1st of January 2012- assignment of 6% of PIB
2012-2013- inclusion of the preparation class in the primary
education level
1st of January 2013- to grant 500 euro for permanent education of
each new-born
Beginning of the school year 2014-2015- admittance
methodology in upper-secondary education- 10th grade,
according to the new law (for pupils who are in the 7th grade)
2015-2016- inclusion of the 9th grade in the lower secondary
education (the generation which started the 5th grade in school
year 2011-2012)

A few conclusions


The vision of the law












Centered on the beneficiary
Taking responsibility for the offered services
Institutional descentralization
Equal chances
Quality assurance

Coherence
The predictability and the stability of the system
The full application of the law takes about 4-5 years
The involvement of the teachers in elaborating the
methodological methods for the application of the law


Slide 17

ROMANIA – BRAILA
SCOALA GIMNAZIALA “ECATERINA TEODOROIU”

THE STRUCTURE OF THE
NATIONAL EDUCATION
PRE-UNIVERSITY SYSTEM



Early education (0-6 years)





Primary education









Preparing grade
I-IV grades

Secondary education




Ante preschool level
Preschool level

Lower secondary – gymnasium – grades V-IX
Upper secondary – high school- grades X-XII /XIII :theoretical, technological,
vocational.

Professional education for a period between 6 months and 2
years
Tertiary education



Compulsory general education is composed by lower
primary and secondary level
 Technical education comprises grades XII and XIII
from the professional, technical and vocational upper
secondary school
 The professional and technical education is formed by:




Professional education
Technical education
Post upper secondary school education

Age

Grade

>19

18

XIII

17

XII

ISCED

Education Levels

Qualifications
Level

5
6

University Level

5
4

4

Pre-university Level / Non University Levels (technical and
vocational )

3

3

16

XI

15

X

14

IX

13

VIII

12

VII

11

VI

10

V

9

IV

8

III

7

II

6

I

5-6

Kindergarten –
Pre-Primary

3-4

Kindergarten

0-3

Nursery

Theoratical High School

Theoratical
Education

Arts,
Sports,The
ological
HighSchool

Technologic
al high School
Technologi
cal HighCompletion
School
Year

Arts,
Technologi
Sports,
cal
Theologica
Education
l Education

2

Comprehensive Education
1

0

3

2

1

School after School Program


By the decision of the School Administration Board
there can be carried on activities such as “School after
School” in partnership with the local public authorities,
with the parents associations, NGO’s with
competences in this area
 Educational, recreational activities, consolidating the
learning competences or their acceleration, remedial
learning activities.
 The Government can finance the School after School
Program

School Network




The school network is formed by the total number of the
accredited school units, respectively the temporary authorized
units.
The school consortia represent contractual partnerships between
school units that ensure:
 The mobility of the personnel between the member schools;
 The usage of the facilities of the member schools;
 Enlargement of the learning opportunities offered to pupils
and mutual recognition of the learning results

Study Formations









Ante preschool education- 7 children, 5/9
Preschool education – 15 preschoolers, 10/20
Primary education – 20 pupils, 15/25
Lower secondary education – 25 pupils, 20/30
Upper secondary education – 25 pupils, 25/30
Special education for pupils with minor deficiencies- 10 pupils,
8/12
Special education for pupils with severe deficiencies- 5 pupils, 4/6

Curriculum
The national curricula produced in
accordance with:
 The specific needs for personal
development;
 The needs of the labor market and of the
community;
 Subsidiarity principle


Curriculum











The number of hours:
20 hours – primary education
25 hours- lower secondary education
30 hours- upper secondary education
Compulsory subjects
80% for the compulsory education
70% for the upper secondary education
Within each subject
75% of the syllabus covers the teaching and evaluation classes
25% at the disposal of the teacher for remedial learning, individual learning plans.

Curriculum


For early education- centered on
physical, cognitive, emotional and social
education, precocious repair of the
possible development deficiencies;
 For lower and upper secondary
education- centered on 8 competence
domains which determine the pupil’s
formation profile;

Competence Domains










Communication competences in Romanian language;
Communication competences in foreign languages;
Basic competences for mathematics, sciences and technologies;
Digital competences;
Social and civic competences;
Entrepreneurial competences;
Sensitivity and cultural expression competences;
Lifelong learning competences;

Curricula approach
The graduate’s profile;
 The national frame of the curricula
(curricula domains);
 Teaching plans
 Schools syllabuses
 Textbooks


E-learning. On-line learning communities

There will be set up the Virtual School
Library and E-learning School Platform
which will contain:
 School syllabuses
 Lesson examples
 Methodological guides
 Examples of evaluation tests


Evaluation


The objective of the evaluation is to orientate
and optimize learning;
 All evaluations are made on the basis of
national standards for evaluation for each
school subject;
 The control of the usage and respecting of the
national evaluation standards by the teachers
is made through the school inspection

Evaluation






Marking students without using and respecting the
national standards and evaluation methodologies
represents a disciplinary deviation and it is sanctioned
according to the present law
The evaluation is centered on competences, offers
real feed-back to students and is located at the basis
of the individual learning plans
There will be created an unique bank of evaluation
instruments with an guiding function

Evaluation – Educational portofolio





Educational portfolio comprises all the diplomas,
certificates and other official registrations obtained
following the evaluation of the acquired skills or
participation to learning activities, in different contexts.
The educational portfolio is the central element of the
evaluation of the learning
Its usage starts with the preparing class and
represents the pupil’s educational identity card

The structure and the characteristics
of the evaluations







At the end of the preparing class- individualized
At the end of the 2nd grade- at school level;
At the end of the 4th grade-at national level, by
sampling;
At the end of the 6th grade- at school level;
At the end of the 9th grade-at national level;
At the end of the 12th -13th grade- at national level.

At the end of the preparing class


The teacher makes an evaluation report
of the physical education, socioemotional, cognitive, language and
communication, capacity development
and learning attitudes.

At the end of the 2nd grade


Evaluation of the fundamental competences
at:
-writing-reading;
-mathematics
 Evaluation results are used in order to
elaborate the individualized learning plans
 It is communicated to the parents

At the end of the 4th grade
National evaluation, by sampling, of the
acquired fundamental competences in
primary level
 According to the international model
 Has its aim the diagnosis of the system


Students’ evaluation at the school level by two transdisciplinary tests
 Language and communication;
 Mathematics and sciences
 The results of the evaluation are used in order to
elaborate the individualized plans and for the school
pre-orientation
 The results of the evaluation are communicated to
parents and registered in the educational portfolio


At the end of the 9th grade


Compulsory national evaluation for all students, score according
to the international model








Written examination at Romanian literature and language
Trans-disciplinary written examination at mathematics and sciences
Written examination at an international language;
Practice examination regarding computer skills, held during the school year
Trans-disciplinary oral examination in order to evaluate the civic and social
competences, held during the school year

The results of the evaluation are registered in the student’s
educational portfolio

Admission in upper secondary
school (high-school)





On the basis of the educational portfolio if the number
of the places is equal to the number of the candidates;
On the basis of the educational portfolio , of the
graduation average, of the average at the national
evaluation- a proportion of 70%
30% from the grade obtained at the admission
established by the education institution

Baccalaureate examination(school
graduate examination)






Examination A- the evaluation of the oral
communication competences in Romanian language;
Examination B- the evaluation of the communication
competences in mother tongue
Examination C- the evaluation of the communication
competences in two international languages
Examination D- the evaluation of the digital
competences;
Examination E written- - the evaluation of the
competences which were formed during the upper
secondary school(high-school) years

Examination E
1.Written examination at Romanian literature and language
2. Written examination at mother tongue
3. Two differentiated written examinations:
1)Real profile
 Mathematics
 Science trans-disciplinary examination
 2) Humanities profile
An international foreign language


Interdisciplinary examination from geography, history, socio-humanities

3)Technological profile
 Written examination specific to the profile
 Trans-disciplinary examination
 Vocational profile

THE MANAGEMENT OF
THE SYSTEM AND OF
THE EDUCATION
INSTITUTIONS

The management of the education
institutions





The institutions are managed by an administration
board formed by 7,9,13 members
After the formation of the AB there is chosen a session
president, for an year
Monthly meetings
Attributions – public responsibility for the
achievements of the education institution, together
with the principal

Financing and material resources of
the education institutions
Basic financing
 Complementary financing
 Supplementary financing


Competitions


Between schools- institutional evaluation-classification
of the schools on 5 levels:
 Excellent
 Very good
 Good
 Satisfactory
 Unsatisfactory
 Among teachers- the Teacher of the Year

THE STATUTE OF THE
DIDACTIC
PERSONNEL(THEACHER’S)

Initial and continuous training. Didactic
career
Theoretical initial training
 Didactic master for a period of 2 years






A scholarship which is equal with the net
salary of a beginner teacher

Practice for a year, in an education
institution, under the guidance of a
mentor teacher

Didactic career


Having a didactic position during the practice period
 Contest for free/reserved positions
 Distribution by School Inspectorate on the positions
which remained free
 The teachers that are hired for a determined period
of time can benefit of continuity on the position they
have if they have the approval of the administration
board

Career Evolution
Didactic level II
 Didactic level I
 Teacher emeritus


Professional development








Developing competences and keeping up to date in the area of
specialization;
Developing competences for career evolution , through the
system of preparing for and obtaining the didactic levels
Acquiring or developing management competences
Acquiring new competences by conversion programs for
specializations and/or having new didactic positions
Acquiring complementary competences
Obtaining a new didactic specialization by attending
corresponding courses, different from the current specialization is
considered lifelong training

Didactic positions occupancy
The tenure(permanent)didactic
personnel keeps their right obtained
through the national tenure examination,
at the release date of the present law
 The tenure didactic personnel who
obtained this position by government
assignment has the opportunity to keep
this right


The settlement of the activity
downsizing
The mutual consented transfer between
the education institutions
 The assignment on vacant positions,
coordinated by School Inspectorate,
according to the methodology elaborated
by MECTS until 15th November


Very important


The non-tenured teachers that have participated at the
tenure unique national contest in the last 3 years,
anterior to the release of the present law, and who
have obtained at least 7 and had a position within the
school they become the tenures of the respective
position if:



There is certified the availability of the position
The administration board of the school approves

Modalities of hiring the didactic
personnel






The positions are occupied following a contest at the
level of the education institutions
Vacancy of the position is made by the administration
board at the principal’s proposal
The School Inspectorate analysis, corrects in
collaboration with the education institutions and
approves the free/reserved didactic positions offer
The list is made public by posting it at the School
Inspectorate and education institutions

Modalities of hiring



The contest organized at the level of the education
institution/consortium
The contest consists in:





Practice examination or special inspection in the class
Written examination at the didactics of the
specialization- for the didactic personnel with individual
work contract
Presenting a curriculum vitae and job interview for the
associated personnel or retired

The role of the School
Inspectorate


Centralizes the didactic positions and the classes which remained
vacant and which will be assigned as follows:
 To tenure teachers from an education institution in order to
complete the norm
 Beginner teachers who are doing their internship
 To the candidates that did not obtain any position as a
consequence of the contest organized at the school level
 Pensioners, respecting the criteria of professional
competence

Management positions







The position of principal is occupied through a public contest by
teachers who are members of the National Experts Body in
Educational Management
The contest is organized at the education institution level by the
administration board
The principal signs an educational management contract with the
mayor/the president of the County Board of the territory
administrative unit
During their mandate the principal and the deputy principal
cannot be president or vice president of any political party

Didactic Norm


40 hours a week:
 Didactic activities of teaching-learning-evaluation,
practice, exams for the end of a level of study
 Methodological scientific preparation activities
 Education activities which are complementary to
the process of teaching: mentorship, school after
school, lifelong learning.

Regulatory acts


ROFUIP
 Continuous training methodology
 Didactic personnel movement methodology
 AB functioning methodology
 Personnel evaluation methodology
 Constitution of the mentors body methodology
 The regulations for the organization of the school
inspection

Application deadlines








1st of January 2012- introduction of the standard cost per pupil
1st of January 2012- assignment of 6% of PIB
2012-2013- inclusion of the preparation class in the primary
education level
1st of January 2013- to grant 500 euro for permanent education of
each new-born
Beginning of the school year 2014-2015- admittance
methodology in upper-secondary education- 10th grade,
according to the new law (for pupils who are in the 7th grade)
2015-2016- inclusion of the 9th grade in the lower secondary
education (the generation which started the 5th grade in school
year 2011-2012)

A few conclusions


The vision of the law












Centered on the beneficiary
Taking responsibility for the offered services
Institutional descentralization
Equal chances
Quality assurance

Coherence
The predictability and the stability of the system
The full application of the law takes about 4-5 years
The involvement of the teachers in elaborating the
methodological methods for the application of the law


Slide 18

ROMANIA – BRAILA
SCOALA GIMNAZIALA “ECATERINA TEODOROIU”

THE STRUCTURE OF THE
NATIONAL EDUCATION
PRE-UNIVERSITY SYSTEM



Early education (0-6 years)





Primary education









Preparing grade
I-IV grades

Secondary education




Ante preschool level
Preschool level

Lower secondary – gymnasium – grades V-IX
Upper secondary – high school- grades X-XII /XIII :theoretical, technological,
vocational.

Professional education for a period between 6 months and 2
years
Tertiary education



Compulsory general education is composed by lower
primary and secondary level
 Technical education comprises grades XII and XIII
from the professional, technical and vocational upper
secondary school
 The professional and technical education is formed by:




Professional education
Technical education
Post upper secondary school education

Age

Grade

>19

18

XIII

17

XII

ISCED

Education Levels

Qualifications
Level

5
6

University Level

5
4

4

Pre-university Level / Non University Levels (technical and
vocational )

3

3

16

XI

15

X

14

IX

13

VIII

12

VII

11

VI

10

V

9

IV

8

III

7

II

6

I

5-6

Kindergarten –
Pre-Primary

3-4

Kindergarten

0-3

Nursery

Theoratical High School

Theoratical
Education

Arts,
Sports,The
ological
HighSchool

Technologic
al high School
Technologi
cal HighCompletion
School
Year

Arts,
Technologi
Sports,
cal
Theologica
Education
l Education

2

Comprehensive Education
1

0

3

2

1

School after School Program


By the decision of the School Administration Board
there can be carried on activities such as “School after
School” in partnership with the local public authorities,
with the parents associations, NGO’s with
competences in this area
 Educational, recreational activities, consolidating the
learning competences or their acceleration, remedial
learning activities.
 The Government can finance the School after School
Program

School Network




The school network is formed by the total number of the
accredited school units, respectively the temporary authorized
units.
The school consortia represent contractual partnerships between
school units that ensure:
 The mobility of the personnel between the member schools;
 The usage of the facilities of the member schools;
 Enlargement of the learning opportunities offered to pupils
and mutual recognition of the learning results

Study Formations









Ante preschool education- 7 children, 5/9
Preschool education – 15 preschoolers, 10/20
Primary education – 20 pupils, 15/25
Lower secondary education – 25 pupils, 20/30
Upper secondary education – 25 pupils, 25/30
Special education for pupils with minor deficiencies- 10 pupils,
8/12
Special education for pupils with severe deficiencies- 5 pupils, 4/6

Curriculum
The national curricula produced in
accordance with:
 The specific needs for personal
development;
 The needs of the labor market and of the
community;
 Subsidiarity principle


Curriculum











The number of hours:
20 hours – primary education
25 hours- lower secondary education
30 hours- upper secondary education
Compulsory subjects
80% for the compulsory education
70% for the upper secondary education
Within each subject
75% of the syllabus covers the teaching and evaluation classes
25% at the disposal of the teacher for remedial learning, individual learning plans.

Curriculum


For early education- centered on
physical, cognitive, emotional and social
education, precocious repair of the
possible development deficiencies;
 For lower and upper secondary
education- centered on 8 competence
domains which determine the pupil’s
formation profile;

Competence Domains










Communication competences in Romanian language;
Communication competences in foreign languages;
Basic competences for mathematics, sciences and technologies;
Digital competences;
Social and civic competences;
Entrepreneurial competences;
Sensitivity and cultural expression competences;
Lifelong learning competences;

Curricula approach
The graduate’s profile;
 The national frame of the curricula
(curricula domains);
 Teaching plans
 Schools syllabuses
 Textbooks


E-learning. On-line learning communities

There will be set up the Virtual School
Library and E-learning School Platform
which will contain:
 School syllabuses
 Lesson examples
 Methodological guides
 Examples of evaluation tests


Evaluation


The objective of the evaluation is to orientate
and optimize learning;
 All evaluations are made on the basis of
national standards for evaluation for each
school subject;
 The control of the usage and respecting of the
national evaluation standards by the teachers
is made through the school inspection

Evaluation






Marking students without using and respecting the
national standards and evaluation methodologies
represents a disciplinary deviation and it is sanctioned
according to the present law
The evaluation is centered on competences, offers
real feed-back to students and is located at the basis
of the individual learning plans
There will be created an unique bank of evaluation
instruments with an guiding function

Evaluation – Educational portofolio





Educational portfolio comprises all the diplomas,
certificates and other official registrations obtained
following the evaluation of the acquired skills or
participation to learning activities, in different contexts.
The educational portfolio is the central element of the
evaluation of the learning
Its usage starts with the preparing class and
represents the pupil’s educational identity card

The structure and the characteristics
of the evaluations







At the end of the preparing class- individualized
At the end of the 2nd grade- at school level;
At the end of the 4th grade-at national level, by
sampling;
At the end of the 6th grade- at school level;
At the end of the 9th grade-at national level;
At the end of the 12th -13th grade- at national level.

At the end of the preparing class


The teacher makes an evaluation report
of the physical education, socioemotional, cognitive, language and
communication, capacity development
and learning attitudes.

At the end of the 2nd grade


Evaluation of the fundamental competences
at:
-writing-reading;
-mathematics
 Evaluation results are used in order to
elaborate the individualized learning plans
 It is communicated to the parents

At the end of the 4th grade
National evaluation, by sampling, of the
acquired fundamental competences in
primary level
 According to the international model
 Has its aim the diagnosis of the system


Students’ evaluation at the school level by two transdisciplinary tests
 Language and communication;
 Mathematics and sciences
 The results of the evaluation are used in order to
elaborate the individualized plans and for the school
pre-orientation
 The results of the evaluation are communicated to
parents and registered in the educational portfolio


At the end of the 9th grade


Compulsory national evaluation for all students, score according
to the international model








Written examination at Romanian literature and language
Trans-disciplinary written examination at mathematics and sciences
Written examination at an international language;
Practice examination regarding computer skills, held during the school year
Trans-disciplinary oral examination in order to evaluate the civic and social
competences, held during the school year

The results of the evaluation are registered in the student’s
educational portfolio

Admission in upper secondary
school (high-school)





On the basis of the educational portfolio if the number
of the places is equal to the number of the candidates;
On the basis of the educational portfolio , of the
graduation average, of the average at the national
evaluation- a proportion of 70%
30% from the grade obtained at the admission
established by the education institution

Baccalaureate examination(school
graduate examination)






Examination A- the evaluation of the oral
communication competences in Romanian language;
Examination B- the evaluation of the communication
competences in mother tongue
Examination C- the evaluation of the communication
competences in two international languages
Examination D- the evaluation of the digital
competences;
Examination E written- - the evaluation of the
competences which were formed during the upper
secondary school(high-school) years

Examination E
1.Written examination at Romanian literature and language
2. Written examination at mother tongue
3. Two differentiated written examinations:
1)Real profile
 Mathematics
 Science trans-disciplinary examination
 2) Humanities profile
An international foreign language


Interdisciplinary examination from geography, history, socio-humanities

3)Technological profile
 Written examination specific to the profile
 Trans-disciplinary examination
 Vocational profile

THE MANAGEMENT OF
THE SYSTEM AND OF
THE EDUCATION
INSTITUTIONS

The management of the education
institutions





The institutions are managed by an administration
board formed by 7,9,13 members
After the formation of the AB there is chosen a session
president, for an year
Monthly meetings
Attributions – public responsibility for the
achievements of the education institution, together
with the principal

Financing and material resources of
the education institutions
Basic financing
 Complementary financing
 Supplementary financing


Competitions


Between schools- institutional evaluation-classification
of the schools on 5 levels:
 Excellent
 Very good
 Good
 Satisfactory
 Unsatisfactory
 Among teachers- the Teacher of the Year

THE STATUTE OF THE
DIDACTIC
PERSONNEL(THEACHER’S)

Initial and continuous training. Didactic
career
Theoretical initial training
 Didactic master for a period of 2 years






A scholarship which is equal with the net
salary of a beginner teacher

Practice for a year, in an education
institution, under the guidance of a
mentor teacher

Didactic career


Having a didactic position during the practice period
 Contest for free/reserved positions
 Distribution by School Inspectorate on the positions
which remained free
 The teachers that are hired for a determined period
of time can benefit of continuity on the position they
have if they have the approval of the administration
board

Career Evolution
Didactic level II
 Didactic level I
 Teacher emeritus


Professional development








Developing competences and keeping up to date in the area of
specialization;
Developing competences for career evolution , through the
system of preparing for and obtaining the didactic levels
Acquiring or developing management competences
Acquiring new competences by conversion programs for
specializations and/or having new didactic positions
Acquiring complementary competences
Obtaining a new didactic specialization by attending
corresponding courses, different from the current specialization is
considered lifelong training

Didactic positions occupancy
The tenure(permanent)didactic
personnel keeps their right obtained
through the national tenure examination,
at the release date of the present law
 The tenure didactic personnel who
obtained this position by government
assignment has the opportunity to keep
this right


The settlement of the activity
downsizing
The mutual consented transfer between
the education institutions
 The assignment on vacant positions,
coordinated by School Inspectorate,
according to the methodology elaborated
by MECTS until 15th November


Very important


The non-tenured teachers that have participated at the
tenure unique national contest in the last 3 years,
anterior to the release of the present law, and who
have obtained at least 7 and had a position within the
school they become the tenures of the respective
position if:



There is certified the availability of the position
The administration board of the school approves

Modalities of hiring the didactic
personnel






The positions are occupied following a contest at the
level of the education institutions
Vacancy of the position is made by the administration
board at the principal’s proposal
The School Inspectorate analysis, corrects in
collaboration with the education institutions and
approves the free/reserved didactic positions offer
The list is made public by posting it at the School
Inspectorate and education institutions

Modalities of hiring



The contest organized at the level of the education
institution/consortium
The contest consists in:





Practice examination or special inspection in the class
Written examination at the didactics of the
specialization- for the didactic personnel with individual
work contract
Presenting a curriculum vitae and job interview for the
associated personnel or retired

The role of the School
Inspectorate


Centralizes the didactic positions and the classes which remained
vacant and which will be assigned as follows:
 To tenure teachers from an education institution in order to
complete the norm
 Beginner teachers who are doing their internship
 To the candidates that did not obtain any position as a
consequence of the contest organized at the school level
 Pensioners, respecting the criteria of professional
competence

Management positions







The position of principal is occupied through a public contest by
teachers who are members of the National Experts Body in
Educational Management
The contest is organized at the education institution level by the
administration board
The principal signs an educational management contract with the
mayor/the president of the County Board of the territory
administrative unit
During their mandate the principal and the deputy principal
cannot be president or vice president of any political party

Didactic Norm


40 hours a week:
 Didactic activities of teaching-learning-evaluation,
practice, exams for the end of a level of study
 Methodological scientific preparation activities
 Education activities which are complementary to
the process of teaching: mentorship, school after
school, lifelong learning.

Regulatory acts


ROFUIP
 Continuous training methodology
 Didactic personnel movement methodology
 AB functioning methodology
 Personnel evaluation methodology
 Constitution of the mentors body methodology
 The regulations for the organization of the school
inspection

Application deadlines








1st of January 2012- introduction of the standard cost per pupil
1st of January 2012- assignment of 6% of PIB
2012-2013- inclusion of the preparation class in the primary
education level
1st of January 2013- to grant 500 euro for permanent education of
each new-born
Beginning of the school year 2014-2015- admittance
methodology in upper-secondary education- 10th grade,
according to the new law (for pupils who are in the 7th grade)
2015-2016- inclusion of the 9th grade in the lower secondary
education (the generation which started the 5th grade in school
year 2011-2012)

A few conclusions


The vision of the law












Centered on the beneficiary
Taking responsibility for the offered services
Institutional descentralization
Equal chances
Quality assurance

Coherence
The predictability and the stability of the system
The full application of the law takes about 4-5 years
The involvement of the teachers in elaborating the
methodological methods for the application of the law


Slide 19

ROMANIA – BRAILA
SCOALA GIMNAZIALA “ECATERINA TEODOROIU”

THE STRUCTURE OF THE
NATIONAL EDUCATION
PRE-UNIVERSITY SYSTEM



Early education (0-6 years)





Primary education









Preparing grade
I-IV grades

Secondary education




Ante preschool level
Preschool level

Lower secondary – gymnasium – grades V-IX
Upper secondary – high school- grades X-XII /XIII :theoretical, technological,
vocational.

Professional education for a period between 6 months and 2
years
Tertiary education



Compulsory general education is composed by lower
primary and secondary level
 Technical education comprises grades XII and XIII
from the professional, technical and vocational upper
secondary school
 The professional and technical education is formed by:




Professional education
Technical education
Post upper secondary school education

Age

Grade

>19

18

XIII

17

XII

ISCED

Education Levels

Qualifications
Level

5
6

University Level

5
4

4

Pre-university Level / Non University Levels (technical and
vocational )

3

3

16

XI

15

X

14

IX

13

VIII

12

VII

11

VI

10

V

9

IV

8

III

7

II

6

I

5-6

Kindergarten –
Pre-Primary

3-4

Kindergarten

0-3

Nursery

Theoratical High School

Theoratical
Education

Arts,
Sports,The
ological
HighSchool

Technologic
al high School
Technologi
cal HighCompletion
School
Year

Arts,
Technologi
Sports,
cal
Theologica
Education
l Education

2

Comprehensive Education
1

0

3

2

1

School after School Program


By the decision of the School Administration Board
there can be carried on activities such as “School after
School” in partnership with the local public authorities,
with the parents associations, NGO’s with
competences in this area
 Educational, recreational activities, consolidating the
learning competences or their acceleration, remedial
learning activities.
 The Government can finance the School after School
Program

School Network




The school network is formed by the total number of the
accredited school units, respectively the temporary authorized
units.
The school consortia represent contractual partnerships between
school units that ensure:
 The mobility of the personnel between the member schools;
 The usage of the facilities of the member schools;
 Enlargement of the learning opportunities offered to pupils
and mutual recognition of the learning results

Study Formations









Ante preschool education- 7 children, 5/9
Preschool education – 15 preschoolers, 10/20
Primary education – 20 pupils, 15/25
Lower secondary education – 25 pupils, 20/30
Upper secondary education – 25 pupils, 25/30
Special education for pupils with minor deficiencies- 10 pupils,
8/12
Special education for pupils with severe deficiencies- 5 pupils, 4/6

Curriculum
The national curricula produced in
accordance with:
 The specific needs for personal
development;
 The needs of the labor market and of the
community;
 Subsidiarity principle


Curriculum











The number of hours:
20 hours – primary education
25 hours- lower secondary education
30 hours- upper secondary education
Compulsory subjects
80% for the compulsory education
70% for the upper secondary education
Within each subject
75% of the syllabus covers the teaching and evaluation classes
25% at the disposal of the teacher for remedial learning, individual learning plans.

Curriculum


For early education- centered on
physical, cognitive, emotional and social
education, precocious repair of the
possible development deficiencies;
 For lower and upper secondary
education- centered on 8 competence
domains which determine the pupil’s
formation profile;

Competence Domains










Communication competences in Romanian language;
Communication competences in foreign languages;
Basic competences for mathematics, sciences and technologies;
Digital competences;
Social and civic competences;
Entrepreneurial competences;
Sensitivity and cultural expression competences;
Lifelong learning competences;

Curricula approach
The graduate’s profile;
 The national frame of the curricula
(curricula domains);
 Teaching plans
 Schools syllabuses
 Textbooks


E-learning. On-line learning communities

There will be set up the Virtual School
Library and E-learning School Platform
which will contain:
 School syllabuses
 Lesson examples
 Methodological guides
 Examples of evaluation tests


Evaluation


The objective of the evaluation is to orientate
and optimize learning;
 All evaluations are made on the basis of
national standards for evaluation for each
school subject;
 The control of the usage and respecting of the
national evaluation standards by the teachers
is made through the school inspection

Evaluation






Marking students without using and respecting the
national standards and evaluation methodologies
represents a disciplinary deviation and it is sanctioned
according to the present law
The evaluation is centered on competences, offers
real feed-back to students and is located at the basis
of the individual learning plans
There will be created an unique bank of evaluation
instruments with an guiding function

Evaluation – Educational portofolio





Educational portfolio comprises all the diplomas,
certificates and other official registrations obtained
following the evaluation of the acquired skills or
participation to learning activities, in different contexts.
The educational portfolio is the central element of the
evaluation of the learning
Its usage starts with the preparing class and
represents the pupil’s educational identity card

The structure and the characteristics
of the evaluations







At the end of the preparing class- individualized
At the end of the 2nd grade- at school level;
At the end of the 4th grade-at national level, by
sampling;
At the end of the 6th grade- at school level;
At the end of the 9th grade-at national level;
At the end of the 12th -13th grade- at national level.

At the end of the preparing class


The teacher makes an evaluation report
of the physical education, socioemotional, cognitive, language and
communication, capacity development
and learning attitudes.

At the end of the 2nd grade


Evaluation of the fundamental competences
at:
-writing-reading;
-mathematics
 Evaluation results are used in order to
elaborate the individualized learning plans
 It is communicated to the parents

At the end of the 4th grade
National evaluation, by sampling, of the
acquired fundamental competences in
primary level
 According to the international model
 Has its aim the diagnosis of the system


Students’ evaluation at the school level by two transdisciplinary tests
 Language and communication;
 Mathematics and sciences
 The results of the evaluation are used in order to
elaborate the individualized plans and for the school
pre-orientation
 The results of the evaluation are communicated to
parents and registered in the educational portfolio


At the end of the 9th grade


Compulsory national evaluation for all students, score according
to the international model








Written examination at Romanian literature and language
Trans-disciplinary written examination at mathematics and sciences
Written examination at an international language;
Practice examination regarding computer skills, held during the school year
Trans-disciplinary oral examination in order to evaluate the civic and social
competences, held during the school year

The results of the evaluation are registered in the student’s
educational portfolio

Admission in upper secondary
school (high-school)





On the basis of the educational portfolio if the number
of the places is equal to the number of the candidates;
On the basis of the educational portfolio , of the
graduation average, of the average at the national
evaluation- a proportion of 70%
30% from the grade obtained at the admission
established by the education institution

Baccalaureate examination(school
graduate examination)






Examination A- the evaluation of the oral
communication competences in Romanian language;
Examination B- the evaluation of the communication
competences in mother tongue
Examination C- the evaluation of the communication
competences in two international languages
Examination D- the evaluation of the digital
competences;
Examination E written- - the evaluation of the
competences which were formed during the upper
secondary school(high-school) years

Examination E
1.Written examination at Romanian literature and language
2. Written examination at mother tongue
3. Two differentiated written examinations:
1)Real profile
 Mathematics
 Science trans-disciplinary examination
 2) Humanities profile
An international foreign language


Interdisciplinary examination from geography, history, socio-humanities

3)Technological profile
 Written examination specific to the profile
 Trans-disciplinary examination
 Vocational profile

THE MANAGEMENT OF
THE SYSTEM AND OF
THE EDUCATION
INSTITUTIONS

The management of the education
institutions





The institutions are managed by an administration
board formed by 7,9,13 members
After the formation of the AB there is chosen a session
president, for an year
Monthly meetings
Attributions – public responsibility for the
achievements of the education institution, together
with the principal

Financing and material resources of
the education institutions
Basic financing
 Complementary financing
 Supplementary financing


Competitions


Between schools- institutional evaluation-classification
of the schools on 5 levels:
 Excellent
 Very good
 Good
 Satisfactory
 Unsatisfactory
 Among teachers- the Teacher of the Year

THE STATUTE OF THE
DIDACTIC
PERSONNEL(THEACHER’S)

Initial and continuous training. Didactic
career
Theoretical initial training
 Didactic master for a period of 2 years






A scholarship which is equal with the net
salary of a beginner teacher

Practice for a year, in an education
institution, under the guidance of a
mentor teacher

Didactic career


Having a didactic position during the practice period
 Contest for free/reserved positions
 Distribution by School Inspectorate on the positions
which remained free
 The teachers that are hired for a determined period
of time can benefit of continuity on the position they
have if they have the approval of the administration
board

Career Evolution
Didactic level II
 Didactic level I
 Teacher emeritus


Professional development








Developing competences and keeping up to date in the area of
specialization;
Developing competences for career evolution , through the
system of preparing for and obtaining the didactic levels
Acquiring or developing management competences
Acquiring new competences by conversion programs for
specializations and/or having new didactic positions
Acquiring complementary competences
Obtaining a new didactic specialization by attending
corresponding courses, different from the current specialization is
considered lifelong training

Didactic positions occupancy
The tenure(permanent)didactic
personnel keeps their right obtained
through the national tenure examination,
at the release date of the present law
 The tenure didactic personnel who
obtained this position by government
assignment has the opportunity to keep
this right


The settlement of the activity
downsizing
The mutual consented transfer between
the education institutions
 The assignment on vacant positions,
coordinated by School Inspectorate,
according to the methodology elaborated
by MECTS until 15th November


Very important


The non-tenured teachers that have participated at the
tenure unique national contest in the last 3 years,
anterior to the release of the present law, and who
have obtained at least 7 and had a position within the
school they become the tenures of the respective
position if:



There is certified the availability of the position
The administration board of the school approves

Modalities of hiring the didactic
personnel






The positions are occupied following a contest at the
level of the education institutions
Vacancy of the position is made by the administration
board at the principal’s proposal
The School Inspectorate analysis, corrects in
collaboration with the education institutions and
approves the free/reserved didactic positions offer
The list is made public by posting it at the School
Inspectorate and education institutions

Modalities of hiring



The contest organized at the level of the education
institution/consortium
The contest consists in:





Practice examination or special inspection in the class
Written examination at the didactics of the
specialization- for the didactic personnel with individual
work contract
Presenting a curriculum vitae and job interview for the
associated personnel or retired

The role of the School
Inspectorate


Centralizes the didactic positions and the classes which remained
vacant and which will be assigned as follows:
 To tenure teachers from an education institution in order to
complete the norm
 Beginner teachers who are doing their internship
 To the candidates that did not obtain any position as a
consequence of the contest organized at the school level
 Pensioners, respecting the criteria of professional
competence

Management positions







The position of principal is occupied through a public contest by
teachers who are members of the National Experts Body in
Educational Management
The contest is organized at the education institution level by the
administration board
The principal signs an educational management contract with the
mayor/the president of the County Board of the territory
administrative unit
During their mandate the principal and the deputy principal
cannot be president or vice president of any political party

Didactic Norm


40 hours a week:
 Didactic activities of teaching-learning-evaluation,
practice, exams for the end of a level of study
 Methodological scientific preparation activities
 Education activities which are complementary to
the process of teaching: mentorship, school after
school, lifelong learning.

Regulatory acts


ROFUIP
 Continuous training methodology
 Didactic personnel movement methodology
 AB functioning methodology
 Personnel evaluation methodology
 Constitution of the mentors body methodology
 The regulations for the organization of the school
inspection

Application deadlines








1st of January 2012- introduction of the standard cost per pupil
1st of January 2012- assignment of 6% of PIB
2012-2013- inclusion of the preparation class in the primary
education level
1st of January 2013- to grant 500 euro for permanent education of
each new-born
Beginning of the school year 2014-2015- admittance
methodology in upper-secondary education- 10th grade,
according to the new law (for pupils who are in the 7th grade)
2015-2016- inclusion of the 9th grade in the lower secondary
education (the generation which started the 5th grade in school
year 2011-2012)

A few conclusions


The vision of the law












Centered on the beneficiary
Taking responsibility for the offered services
Institutional descentralization
Equal chances
Quality assurance

Coherence
The predictability and the stability of the system
The full application of the law takes about 4-5 years
The involvement of the teachers in elaborating the
methodological methods for the application of the law


Slide 20

ROMANIA – BRAILA
SCOALA GIMNAZIALA “ECATERINA TEODOROIU”

THE STRUCTURE OF THE
NATIONAL EDUCATION
PRE-UNIVERSITY SYSTEM



Early education (0-6 years)





Primary education









Preparing grade
I-IV grades

Secondary education




Ante preschool level
Preschool level

Lower secondary – gymnasium – grades V-IX
Upper secondary – high school- grades X-XII /XIII :theoretical, technological,
vocational.

Professional education for a period between 6 months and 2
years
Tertiary education



Compulsory general education is composed by lower
primary and secondary level
 Technical education comprises grades XII and XIII
from the professional, technical and vocational upper
secondary school
 The professional and technical education is formed by:




Professional education
Technical education
Post upper secondary school education

Age

Grade

>19

18

XIII

17

XII

ISCED

Education Levels

Qualifications
Level

5
6

University Level

5
4

4

Pre-university Level / Non University Levels (technical and
vocational )

3

3

16

XI

15

X

14

IX

13

VIII

12

VII

11

VI

10

V

9

IV

8

III

7

II

6

I

5-6

Kindergarten –
Pre-Primary

3-4

Kindergarten

0-3

Nursery

Theoratical High School

Theoratical
Education

Arts,
Sports,The
ological
HighSchool

Technologic
al high School
Technologi
cal HighCompletion
School
Year

Arts,
Technologi
Sports,
cal
Theologica
Education
l Education

2

Comprehensive Education
1

0

3

2

1

School after School Program


By the decision of the School Administration Board
there can be carried on activities such as “School after
School” in partnership with the local public authorities,
with the parents associations, NGO’s with
competences in this area
 Educational, recreational activities, consolidating the
learning competences or their acceleration, remedial
learning activities.
 The Government can finance the School after School
Program

School Network




The school network is formed by the total number of the
accredited school units, respectively the temporary authorized
units.
The school consortia represent contractual partnerships between
school units that ensure:
 The mobility of the personnel between the member schools;
 The usage of the facilities of the member schools;
 Enlargement of the learning opportunities offered to pupils
and mutual recognition of the learning results

Study Formations









Ante preschool education- 7 children, 5/9
Preschool education – 15 preschoolers, 10/20
Primary education – 20 pupils, 15/25
Lower secondary education – 25 pupils, 20/30
Upper secondary education – 25 pupils, 25/30
Special education for pupils with minor deficiencies- 10 pupils,
8/12
Special education for pupils with severe deficiencies- 5 pupils, 4/6

Curriculum
The national curricula produced in
accordance with:
 The specific needs for personal
development;
 The needs of the labor market and of the
community;
 Subsidiarity principle


Curriculum











The number of hours:
20 hours – primary education
25 hours- lower secondary education
30 hours- upper secondary education
Compulsory subjects
80% for the compulsory education
70% for the upper secondary education
Within each subject
75% of the syllabus covers the teaching and evaluation classes
25% at the disposal of the teacher for remedial learning, individual learning plans.

Curriculum


For early education- centered on
physical, cognitive, emotional and social
education, precocious repair of the
possible development deficiencies;
 For lower and upper secondary
education- centered on 8 competence
domains which determine the pupil’s
formation profile;

Competence Domains










Communication competences in Romanian language;
Communication competences in foreign languages;
Basic competences for mathematics, sciences and technologies;
Digital competences;
Social and civic competences;
Entrepreneurial competences;
Sensitivity and cultural expression competences;
Lifelong learning competences;

Curricula approach
The graduate’s profile;
 The national frame of the curricula
(curricula domains);
 Teaching plans
 Schools syllabuses
 Textbooks


E-learning. On-line learning communities

There will be set up the Virtual School
Library and E-learning School Platform
which will contain:
 School syllabuses
 Lesson examples
 Methodological guides
 Examples of evaluation tests


Evaluation


The objective of the evaluation is to orientate
and optimize learning;
 All evaluations are made on the basis of
national standards for evaluation for each
school subject;
 The control of the usage and respecting of the
national evaluation standards by the teachers
is made through the school inspection

Evaluation






Marking students without using and respecting the
national standards and evaluation methodologies
represents a disciplinary deviation and it is sanctioned
according to the present law
The evaluation is centered on competences, offers
real feed-back to students and is located at the basis
of the individual learning plans
There will be created an unique bank of evaluation
instruments with an guiding function

Evaluation – Educational portofolio





Educational portfolio comprises all the diplomas,
certificates and other official registrations obtained
following the evaluation of the acquired skills or
participation to learning activities, in different contexts.
The educational portfolio is the central element of the
evaluation of the learning
Its usage starts with the preparing class and
represents the pupil’s educational identity card

The structure and the characteristics
of the evaluations







At the end of the preparing class- individualized
At the end of the 2nd grade- at school level;
At the end of the 4th grade-at national level, by
sampling;
At the end of the 6th grade- at school level;
At the end of the 9th grade-at national level;
At the end of the 12th -13th grade- at national level.

At the end of the preparing class


The teacher makes an evaluation report
of the physical education, socioemotional, cognitive, language and
communication, capacity development
and learning attitudes.

At the end of the 2nd grade


Evaluation of the fundamental competences
at:
-writing-reading;
-mathematics
 Evaluation results are used in order to
elaborate the individualized learning plans
 It is communicated to the parents

At the end of the 4th grade
National evaluation, by sampling, of the
acquired fundamental competences in
primary level
 According to the international model
 Has its aim the diagnosis of the system


Students’ evaluation at the school level by two transdisciplinary tests
 Language and communication;
 Mathematics and sciences
 The results of the evaluation are used in order to
elaborate the individualized plans and for the school
pre-orientation
 The results of the evaluation are communicated to
parents and registered in the educational portfolio


At the end of the 9th grade


Compulsory national evaluation for all students, score according
to the international model








Written examination at Romanian literature and language
Trans-disciplinary written examination at mathematics and sciences
Written examination at an international language;
Practice examination regarding computer skills, held during the school year
Trans-disciplinary oral examination in order to evaluate the civic and social
competences, held during the school year

The results of the evaluation are registered in the student’s
educational portfolio

Admission in upper secondary
school (high-school)





On the basis of the educational portfolio if the number
of the places is equal to the number of the candidates;
On the basis of the educational portfolio , of the
graduation average, of the average at the national
evaluation- a proportion of 70%
30% from the grade obtained at the admission
established by the education institution

Baccalaureate examination(school
graduate examination)






Examination A- the evaluation of the oral
communication competences in Romanian language;
Examination B- the evaluation of the communication
competences in mother tongue
Examination C- the evaluation of the communication
competences in two international languages
Examination D- the evaluation of the digital
competences;
Examination E written- - the evaluation of the
competences which were formed during the upper
secondary school(high-school) years

Examination E
1.Written examination at Romanian literature and language
2. Written examination at mother tongue
3. Two differentiated written examinations:
1)Real profile
 Mathematics
 Science trans-disciplinary examination
 2) Humanities profile
An international foreign language


Interdisciplinary examination from geography, history, socio-humanities

3)Technological profile
 Written examination specific to the profile
 Trans-disciplinary examination
 Vocational profile

THE MANAGEMENT OF
THE SYSTEM AND OF
THE EDUCATION
INSTITUTIONS

The management of the education
institutions





The institutions are managed by an administration
board formed by 7,9,13 members
After the formation of the AB there is chosen a session
president, for an year
Monthly meetings
Attributions – public responsibility for the
achievements of the education institution, together
with the principal

Financing and material resources of
the education institutions
Basic financing
 Complementary financing
 Supplementary financing


Competitions


Between schools- institutional evaluation-classification
of the schools on 5 levels:
 Excellent
 Very good
 Good
 Satisfactory
 Unsatisfactory
 Among teachers- the Teacher of the Year

THE STATUTE OF THE
DIDACTIC
PERSONNEL(THEACHER’S)

Initial and continuous training. Didactic
career
Theoretical initial training
 Didactic master for a period of 2 years






A scholarship which is equal with the net
salary of a beginner teacher

Practice for a year, in an education
institution, under the guidance of a
mentor teacher

Didactic career


Having a didactic position during the practice period
 Contest for free/reserved positions
 Distribution by School Inspectorate on the positions
which remained free
 The teachers that are hired for a determined period
of time can benefit of continuity on the position they
have if they have the approval of the administration
board

Career Evolution
Didactic level II
 Didactic level I
 Teacher emeritus


Professional development








Developing competences and keeping up to date in the area of
specialization;
Developing competences for career evolution , through the
system of preparing for and obtaining the didactic levels
Acquiring or developing management competences
Acquiring new competences by conversion programs for
specializations and/or having new didactic positions
Acquiring complementary competences
Obtaining a new didactic specialization by attending
corresponding courses, different from the current specialization is
considered lifelong training

Didactic positions occupancy
The tenure(permanent)didactic
personnel keeps their right obtained
through the national tenure examination,
at the release date of the present law
 The tenure didactic personnel who
obtained this position by government
assignment has the opportunity to keep
this right


The settlement of the activity
downsizing
The mutual consented transfer between
the education institutions
 The assignment on vacant positions,
coordinated by School Inspectorate,
according to the methodology elaborated
by MECTS until 15th November


Very important


The non-tenured teachers that have participated at the
tenure unique national contest in the last 3 years,
anterior to the release of the present law, and who
have obtained at least 7 and had a position within the
school they become the tenures of the respective
position if:



There is certified the availability of the position
The administration board of the school approves

Modalities of hiring the didactic
personnel






The positions are occupied following a contest at the
level of the education institutions
Vacancy of the position is made by the administration
board at the principal’s proposal
The School Inspectorate analysis, corrects in
collaboration with the education institutions and
approves the free/reserved didactic positions offer
The list is made public by posting it at the School
Inspectorate and education institutions

Modalities of hiring



The contest organized at the level of the education
institution/consortium
The contest consists in:





Practice examination or special inspection in the class
Written examination at the didactics of the
specialization- for the didactic personnel with individual
work contract
Presenting a curriculum vitae and job interview for the
associated personnel or retired

The role of the School
Inspectorate


Centralizes the didactic positions and the classes which remained
vacant and which will be assigned as follows:
 To tenure teachers from an education institution in order to
complete the norm
 Beginner teachers who are doing their internship
 To the candidates that did not obtain any position as a
consequence of the contest organized at the school level
 Pensioners, respecting the criteria of professional
competence

Management positions







The position of principal is occupied through a public contest by
teachers who are members of the National Experts Body in
Educational Management
The contest is organized at the education institution level by the
administration board
The principal signs an educational management contract with the
mayor/the president of the County Board of the territory
administrative unit
During their mandate the principal and the deputy principal
cannot be president or vice president of any political party

Didactic Norm


40 hours a week:
 Didactic activities of teaching-learning-evaluation,
practice, exams for the end of a level of study
 Methodological scientific preparation activities
 Education activities which are complementary to
the process of teaching: mentorship, school after
school, lifelong learning.

Regulatory acts


ROFUIP
 Continuous training methodology
 Didactic personnel movement methodology
 AB functioning methodology
 Personnel evaluation methodology
 Constitution of the mentors body methodology
 The regulations for the organization of the school
inspection

Application deadlines








1st of January 2012- introduction of the standard cost per pupil
1st of January 2012- assignment of 6% of PIB
2012-2013- inclusion of the preparation class in the primary
education level
1st of January 2013- to grant 500 euro for permanent education of
each new-born
Beginning of the school year 2014-2015- admittance
methodology in upper-secondary education- 10th grade,
according to the new law (for pupils who are in the 7th grade)
2015-2016- inclusion of the 9th grade in the lower secondary
education (the generation which started the 5th grade in school
year 2011-2012)

A few conclusions


The vision of the law












Centered on the beneficiary
Taking responsibility for the offered services
Institutional descentralization
Equal chances
Quality assurance

Coherence
The predictability and the stability of the system
The full application of the law takes about 4-5 years
The involvement of the teachers in elaborating the
methodological methods for the application of the law


Slide 21

ROMANIA – BRAILA
SCOALA GIMNAZIALA “ECATERINA TEODOROIU”

THE STRUCTURE OF THE
NATIONAL EDUCATION
PRE-UNIVERSITY SYSTEM



Early education (0-6 years)





Primary education









Preparing grade
I-IV grades

Secondary education




Ante preschool level
Preschool level

Lower secondary – gymnasium – grades V-IX
Upper secondary – high school- grades X-XII /XIII :theoretical, technological,
vocational.

Professional education for a period between 6 months and 2
years
Tertiary education



Compulsory general education is composed by lower
primary and secondary level
 Technical education comprises grades XII and XIII
from the professional, technical and vocational upper
secondary school
 The professional and technical education is formed by:




Professional education
Technical education
Post upper secondary school education

Age

Grade

>19

18

XIII

17

XII

ISCED

Education Levels

Qualifications
Level

5
6

University Level

5
4

4

Pre-university Level / Non University Levels (technical and
vocational )

3

3

16

XI

15

X

14

IX

13

VIII

12

VII

11

VI

10

V

9

IV

8

III

7

II

6

I

5-6

Kindergarten –
Pre-Primary

3-4

Kindergarten

0-3

Nursery

Theoratical High School

Theoratical
Education

Arts,
Sports,The
ological
HighSchool

Technologic
al high School
Technologi
cal HighCompletion
School
Year

Arts,
Technologi
Sports,
cal
Theologica
Education
l Education

2

Comprehensive Education
1

0

3

2

1

School after School Program


By the decision of the School Administration Board
there can be carried on activities such as “School after
School” in partnership with the local public authorities,
with the parents associations, NGO’s with
competences in this area
 Educational, recreational activities, consolidating the
learning competences or their acceleration, remedial
learning activities.
 The Government can finance the School after School
Program

School Network




The school network is formed by the total number of the
accredited school units, respectively the temporary authorized
units.
The school consortia represent contractual partnerships between
school units that ensure:
 The mobility of the personnel between the member schools;
 The usage of the facilities of the member schools;
 Enlargement of the learning opportunities offered to pupils
and mutual recognition of the learning results

Study Formations









Ante preschool education- 7 children, 5/9
Preschool education – 15 preschoolers, 10/20
Primary education – 20 pupils, 15/25
Lower secondary education – 25 pupils, 20/30
Upper secondary education – 25 pupils, 25/30
Special education for pupils with minor deficiencies- 10 pupils,
8/12
Special education for pupils with severe deficiencies- 5 pupils, 4/6

Curriculum
The national curricula produced in
accordance with:
 The specific needs for personal
development;
 The needs of the labor market and of the
community;
 Subsidiarity principle


Curriculum











The number of hours:
20 hours – primary education
25 hours- lower secondary education
30 hours- upper secondary education
Compulsory subjects
80% for the compulsory education
70% for the upper secondary education
Within each subject
75% of the syllabus covers the teaching and evaluation classes
25% at the disposal of the teacher for remedial learning, individual learning plans.

Curriculum


For early education- centered on
physical, cognitive, emotional and social
education, precocious repair of the
possible development deficiencies;
 For lower and upper secondary
education- centered on 8 competence
domains which determine the pupil’s
formation profile;

Competence Domains










Communication competences in Romanian language;
Communication competences in foreign languages;
Basic competences for mathematics, sciences and technologies;
Digital competences;
Social and civic competences;
Entrepreneurial competences;
Sensitivity and cultural expression competences;
Lifelong learning competences;

Curricula approach
The graduate’s profile;
 The national frame of the curricula
(curricula domains);
 Teaching plans
 Schools syllabuses
 Textbooks


E-learning. On-line learning communities

There will be set up the Virtual School
Library and E-learning School Platform
which will contain:
 School syllabuses
 Lesson examples
 Methodological guides
 Examples of evaluation tests


Evaluation


The objective of the evaluation is to orientate
and optimize learning;
 All evaluations are made on the basis of
national standards for evaluation for each
school subject;
 The control of the usage and respecting of the
national evaluation standards by the teachers
is made through the school inspection

Evaluation






Marking students without using and respecting the
national standards and evaluation methodologies
represents a disciplinary deviation and it is sanctioned
according to the present law
The evaluation is centered on competences, offers
real feed-back to students and is located at the basis
of the individual learning plans
There will be created an unique bank of evaluation
instruments with an guiding function

Evaluation – Educational portofolio





Educational portfolio comprises all the diplomas,
certificates and other official registrations obtained
following the evaluation of the acquired skills or
participation to learning activities, in different contexts.
The educational portfolio is the central element of the
evaluation of the learning
Its usage starts with the preparing class and
represents the pupil’s educational identity card

The structure and the characteristics
of the evaluations







At the end of the preparing class- individualized
At the end of the 2nd grade- at school level;
At the end of the 4th grade-at national level, by
sampling;
At the end of the 6th grade- at school level;
At the end of the 9th grade-at national level;
At the end of the 12th -13th grade- at national level.

At the end of the preparing class


The teacher makes an evaluation report
of the physical education, socioemotional, cognitive, language and
communication, capacity development
and learning attitudes.

At the end of the 2nd grade


Evaluation of the fundamental competences
at:
-writing-reading;
-mathematics
 Evaluation results are used in order to
elaborate the individualized learning plans
 It is communicated to the parents

At the end of the 4th grade
National evaluation, by sampling, of the
acquired fundamental competences in
primary level
 According to the international model
 Has its aim the diagnosis of the system


Students’ evaluation at the school level by two transdisciplinary tests
 Language and communication;
 Mathematics and sciences
 The results of the evaluation are used in order to
elaborate the individualized plans and for the school
pre-orientation
 The results of the evaluation are communicated to
parents and registered in the educational portfolio


At the end of the 9th grade


Compulsory national evaluation for all students, score according
to the international model








Written examination at Romanian literature and language
Trans-disciplinary written examination at mathematics and sciences
Written examination at an international language;
Practice examination regarding computer skills, held during the school year
Trans-disciplinary oral examination in order to evaluate the civic and social
competences, held during the school year

The results of the evaluation are registered in the student’s
educational portfolio

Admission in upper secondary
school (high-school)





On the basis of the educational portfolio if the number
of the places is equal to the number of the candidates;
On the basis of the educational portfolio , of the
graduation average, of the average at the national
evaluation- a proportion of 70%
30% from the grade obtained at the admission
established by the education institution

Baccalaureate examination(school
graduate examination)






Examination A- the evaluation of the oral
communication competences in Romanian language;
Examination B- the evaluation of the communication
competences in mother tongue
Examination C- the evaluation of the communication
competences in two international languages
Examination D- the evaluation of the digital
competences;
Examination E written- - the evaluation of the
competences which were formed during the upper
secondary school(high-school) years

Examination E
1.Written examination at Romanian literature and language
2. Written examination at mother tongue
3. Two differentiated written examinations:
1)Real profile
 Mathematics
 Science trans-disciplinary examination
 2) Humanities profile
An international foreign language


Interdisciplinary examination from geography, history, socio-humanities

3)Technological profile
 Written examination specific to the profile
 Trans-disciplinary examination
 Vocational profile

THE MANAGEMENT OF
THE SYSTEM AND OF
THE EDUCATION
INSTITUTIONS

The management of the education
institutions





The institutions are managed by an administration
board formed by 7,9,13 members
After the formation of the AB there is chosen a session
president, for an year
Monthly meetings
Attributions – public responsibility for the
achievements of the education institution, together
with the principal

Financing and material resources of
the education institutions
Basic financing
 Complementary financing
 Supplementary financing


Competitions


Between schools- institutional evaluation-classification
of the schools on 5 levels:
 Excellent
 Very good
 Good
 Satisfactory
 Unsatisfactory
 Among teachers- the Teacher of the Year

THE STATUTE OF THE
DIDACTIC
PERSONNEL(THEACHER’S)

Initial and continuous training. Didactic
career
Theoretical initial training
 Didactic master for a period of 2 years






A scholarship which is equal with the net
salary of a beginner teacher

Practice for a year, in an education
institution, under the guidance of a
mentor teacher

Didactic career


Having a didactic position during the practice period
 Contest for free/reserved positions
 Distribution by School Inspectorate on the positions
which remained free
 The teachers that are hired for a determined period
of time can benefit of continuity on the position they
have if they have the approval of the administration
board

Career Evolution
Didactic level II
 Didactic level I
 Teacher emeritus


Professional development








Developing competences and keeping up to date in the area of
specialization;
Developing competences for career evolution , through the
system of preparing for and obtaining the didactic levels
Acquiring or developing management competences
Acquiring new competences by conversion programs for
specializations and/or having new didactic positions
Acquiring complementary competences
Obtaining a new didactic specialization by attending
corresponding courses, different from the current specialization is
considered lifelong training

Didactic positions occupancy
The tenure(permanent)didactic
personnel keeps their right obtained
through the national tenure examination,
at the release date of the present law
 The tenure didactic personnel who
obtained this position by government
assignment has the opportunity to keep
this right


The settlement of the activity
downsizing
The mutual consented transfer between
the education institutions
 The assignment on vacant positions,
coordinated by School Inspectorate,
according to the methodology elaborated
by MECTS until 15th November


Very important


The non-tenured teachers that have participated at the
tenure unique national contest in the last 3 years,
anterior to the release of the present law, and who
have obtained at least 7 and had a position within the
school they become the tenures of the respective
position if:



There is certified the availability of the position
The administration board of the school approves

Modalities of hiring the didactic
personnel






The positions are occupied following a contest at the
level of the education institutions
Vacancy of the position is made by the administration
board at the principal’s proposal
The School Inspectorate analysis, corrects in
collaboration with the education institutions and
approves the free/reserved didactic positions offer
The list is made public by posting it at the School
Inspectorate and education institutions

Modalities of hiring



The contest organized at the level of the education
institution/consortium
The contest consists in:





Practice examination or special inspection in the class
Written examination at the didactics of the
specialization- for the didactic personnel with individual
work contract
Presenting a curriculum vitae and job interview for the
associated personnel or retired

The role of the School
Inspectorate


Centralizes the didactic positions and the classes which remained
vacant and which will be assigned as follows:
 To tenure teachers from an education institution in order to
complete the norm
 Beginner teachers who are doing their internship
 To the candidates that did not obtain any position as a
consequence of the contest organized at the school level
 Pensioners, respecting the criteria of professional
competence

Management positions







The position of principal is occupied through a public contest by
teachers who are members of the National Experts Body in
Educational Management
The contest is organized at the education institution level by the
administration board
The principal signs an educational management contract with the
mayor/the president of the County Board of the territory
administrative unit
During their mandate the principal and the deputy principal
cannot be president or vice president of any political party

Didactic Norm


40 hours a week:
 Didactic activities of teaching-learning-evaluation,
practice, exams for the end of a level of study
 Methodological scientific preparation activities
 Education activities which are complementary to
the process of teaching: mentorship, school after
school, lifelong learning.

Regulatory acts


ROFUIP
 Continuous training methodology
 Didactic personnel movement methodology
 AB functioning methodology
 Personnel evaluation methodology
 Constitution of the mentors body methodology
 The regulations for the organization of the school
inspection

Application deadlines








1st of January 2012- introduction of the standard cost per pupil
1st of January 2012- assignment of 6% of PIB
2012-2013- inclusion of the preparation class in the primary
education level
1st of January 2013- to grant 500 euro for permanent education of
each new-born
Beginning of the school year 2014-2015- admittance
methodology in upper-secondary education- 10th grade,
according to the new law (for pupils who are in the 7th grade)
2015-2016- inclusion of the 9th grade in the lower secondary
education (the generation which started the 5th grade in school
year 2011-2012)

A few conclusions


The vision of the law












Centered on the beneficiary
Taking responsibility for the offered services
Institutional descentralization
Equal chances
Quality assurance

Coherence
The predictability and the stability of the system
The full application of the law takes about 4-5 years
The involvement of the teachers in elaborating the
methodological methods for the application of the law


Slide 22

ROMANIA – BRAILA
SCOALA GIMNAZIALA “ECATERINA TEODOROIU”

THE STRUCTURE OF THE
NATIONAL EDUCATION
PRE-UNIVERSITY SYSTEM



Early education (0-6 years)





Primary education









Preparing grade
I-IV grades

Secondary education




Ante preschool level
Preschool level

Lower secondary – gymnasium – grades V-IX
Upper secondary – high school- grades X-XII /XIII :theoretical, technological,
vocational.

Professional education for a period between 6 months and 2
years
Tertiary education



Compulsory general education is composed by lower
primary and secondary level
 Technical education comprises grades XII and XIII
from the professional, technical and vocational upper
secondary school
 The professional and technical education is formed by:




Professional education
Technical education
Post upper secondary school education

Age

Grade

>19

18

XIII

17

XII

ISCED

Education Levels

Qualifications
Level

5
6

University Level

5
4

4

Pre-university Level / Non University Levels (technical and
vocational )

3

3

16

XI

15

X

14

IX

13

VIII

12

VII

11

VI

10

V

9

IV

8

III

7

II

6

I

5-6

Kindergarten –
Pre-Primary

3-4

Kindergarten

0-3

Nursery

Theoratical High School

Theoratical
Education

Arts,
Sports,The
ological
HighSchool

Technologic
al high School
Technologi
cal HighCompletion
School
Year

Arts,
Technologi
Sports,
cal
Theologica
Education
l Education

2

Comprehensive Education
1

0

3

2

1

School after School Program


By the decision of the School Administration Board
there can be carried on activities such as “School after
School” in partnership with the local public authorities,
with the parents associations, NGO’s with
competences in this area
 Educational, recreational activities, consolidating the
learning competences or their acceleration, remedial
learning activities.
 The Government can finance the School after School
Program

School Network




The school network is formed by the total number of the
accredited school units, respectively the temporary authorized
units.
The school consortia represent contractual partnerships between
school units that ensure:
 The mobility of the personnel between the member schools;
 The usage of the facilities of the member schools;
 Enlargement of the learning opportunities offered to pupils
and mutual recognition of the learning results

Study Formations









Ante preschool education- 7 children, 5/9
Preschool education – 15 preschoolers, 10/20
Primary education – 20 pupils, 15/25
Lower secondary education – 25 pupils, 20/30
Upper secondary education – 25 pupils, 25/30
Special education for pupils with minor deficiencies- 10 pupils,
8/12
Special education for pupils with severe deficiencies- 5 pupils, 4/6

Curriculum
The national curricula produced in
accordance with:
 The specific needs for personal
development;
 The needs of the labor market and of the
community;
 Subsidiarity principle


Curriculum











The number of hours:
20 hours – primary education
25 hours- lower secondary education
30 hours- upper secondary education
Compulsory subjects
80% for the compulsory education
70% for the upper secondary education
Within each subject
75% of the syllabus covers the teaching and evaluation classes
25% at the disposal of the teacher for remedial learning, individual learning plans.

Curriculum


For early education- centered on
physical, cognitive, emotional and social
education, precocious repair of the
possible development deficiencies;
 For lower and upper secondary
education- centered on 8 competence
domains which determine the pupil’s
formation profile;

Competence Domains










Communication competences in Romanian language;
Communication competences in foreign languages;
Basic competences for mathematics, sciences and technologies;
Digital competences;
Social and civic competences;
Entrepreneurial competences;
Sensitivity and cultural expression competences;
Lifelong learning competences;

Curricula approach
The graduate’s profile;
 The national frame of the curricula
(curricula domains);
 Teaching plans
 Schools syllabuses
 Textbooks


E-learning. On-line learning communities

There will be set up the Virtual School
Library and E-learning School Platform
which will contain:
 School syllabuses
 Lesson examples
 Methodological guides
 Examples of evaluation tests


Evaluation


The objective of the evaluation is to orientate
and optimize learning;
 All evaluations are made on the basis of
national standards for evaluation for each
school subject;
 The control of the usage and respecting of the
national evaluation standards by the teachers
is made through the school inspection

Evaluation






Marking students without using and respecting the
national standards and evaluation methodologies
represents a disciplinary deviation and it is sanctioned
according to the present law
The evaluation is centered on competences, offers
real feed-back to students and is located at the basis
of the individual learning plans
There will be created an unique bank of evaluation
instruments with an guiding function

Evaluation – Educational portofolio





Educational portfolio comprises all the diplomas,
certificates and other official registrations obtained
following the evaluation of the acquired skills or
participation to learning activities, in different contexts.
The educational portfolio is the central element of the
evaluation of the learning
Its usage starts with the preparing class and
represents the pupil’s educational identity card

The structure and the characteristics
of the evaluations







At the end of the preparing class- individualized
At the end of the 2nd grade- at school level;
At the end of the 4th grade-at national level, by
sampling;
At the end of the 6th grade- at school level;
At the end of the 9th grade-at national level;
At the end of the 12th -13th grade- at national level.

At the end of the preparing class


The teacher makes an evaluation report
of the physical education, socioemotional, cognitive, language and
communication, capacity development
and learning attitudes.

At the end of the 2nd grade


Evaluation of the fundamental competences
at:
-writing-reading;
-mathematics
 Evaluation results are used in order to
elaborate the individualized learning plans
 It is communicated to the parents

At the end of the 4th grade
National evaluation, by sampling, of the
acquired fundamental competences in
primary level
 According to the international model
 Has its aim the diagnosis of the system


Students’ evaluation at the school level by two transdisciplinary tests
 Language and communication;
 Mathematics and sciences
 The results of the evaluation are used in order to
elaborate the individualized plans and for the school
pre-orientation
 The results of the evaluation are communicated to
parents and registered in the educational portfolio


At the end of the 9th grade


Compulsory national evaluation for all students, score according
to the international model








Written examination at Romanian literature and language
Trans-disciplinary written examination at mathematics and sciences
Written examination at an international language;
Practice examination regarding computer skills, held during the school year
Trans-disciplinary oral examination in order to evaluate the civic and social
competences, held during the school year

The results of the evaluation are registered in the student’s
educational portfolio

Admission in upper secondary
school (high-school)





On the basis of the educational portfolio if the number
of the places is equal to the number of the candidates;
On the basis of the educational portfolio , of the
graduation average, of the average at the national
evaluation- a proportion of 70%
30% from the grade obtained at the admission
established by the education institution

Baccalaureate examination(school
graduate examination)






Examination A- the evaluation of the oral
communication competences in Romanian language;
Examination B- the evaluation of the communication
competences in mother tongue
Examination C- the evaluation of the communication
competences in two international languages
Examination D- the evaluation of the digital
competences;
Examination E written- - the evaluation of the
competences which were formed during the upper
secondary school(high-school) years

Examination E
1.Written examination at Romanian literature and language
2. Written examination at mother tongue
3. Two differentiated written examinations:
1)Real profile
 Mathematics
 Science trans-disciplinary examination
 2) Humanities profile
An international foreign language


Interdisciplinary examination from geography, history, socio-humanities

3)Technological profile
 Written examination specific to the profile
 Trans-disciplinary examination
 Vocational profile

THE MANAGEMENT OF
THE SYSTEM AND OF
THE EDUCATION
INSTITUTIONS

The management of the education
institutions





The institutions are managed by an administration
board formed by 7,9,13 members
After the formation of the AB there is chosen a session
president, for an year
Monthly meetings
Attributions – public responsibility for the
achievements of the education institution, together
with the principal

Financing and material resources of
the education institutions
Basic financing
 Complementary financing
 Supplementary financing


Competitions


Between schools- institutional evaluation-classification
of the schools on 5 levels:
 Excellent
 Very good
 Good
 Satisfactory
 Unsatisfactory
 Among teachers- the Teacher of the Year

THE STATUTE OF THE
DIDACTIC
PERSONNEL(THEACHER’S)

Initial and continuous training. Didactic
career
Theoretical initial training
 Didactic master for a period of 2 years






A scholarship which is equal with the net
salary of a beginner teacher

Practice for a year, in an education
institution, under the guidance of a
mentor teacher

Didactic career


Having a didactic position during the practice period
 Contest for free/reserved positions
 Distribution by School Inspectorate on the positions
which remained free
 The teachers that are hired for a determined period
of time can benefit of continuity on the position they
have if they have the approval of the administration
board

Career Evolution
Didactic level II
 Didactic level I
 Teacher emeritus


Professional development








Developing competences and keeping up to date in the area of
specialization;
Developing competences for career evolution , through the
system of preparing for and obtaining the didactic levels
Acquiring or developing management competences
Acquiring new competences by conversion programs for
specializations and/or having new didactic positions
Acquiring complementary competences
Obtaining a new didactic specialization by attending
corresponding courses, different from the current specialization is
considered lifelong training

Didactic positions occupancy
The tenure(permanent)didactic
personnel keeps their right obtained
through the national tenure examination,
at the release date of the present law
 The tenure didactic personnel who
obtained this position by government
assignment has the opportunity to keep
this right


The settlement of the activity
downsizing
The mutual consented transfer between
the education institutions
 The assignment on vacant positions,
coordinated by School Inspectorate,
according to the methodology elaborated
by MECTS until 15th November


Very important


The non-tenured teachers that have participated at the
tenure unique national contest in the last 3 years,
anterior to the release of the present law, and who
have obtained at least 7 and had a position within the
school they become the tenures of the respective
position if:



There is certified the availability of the position
The administration board of the school approves

Modalities of hiring the didactic
personnel






The positions are occupied following a contest at the
level of the education institutions
Vacancy of the position is made by the administration
board at the principal’s proposal
The School Inspectorate analysis, corrects in
collaboration with the education institutions and
approves the free/reserved didactic positions offer
The list is made public by posting it at the School
Inspectorate and education institutions

Modalities of hiring



The contest organized at the level of the education
institution/consortium
The contest consists in:





Practice examination or special inspection in the class
Written examination at the didactics of the
specialization- for the didactic personnel with individual
work contract
Presenting a curriculum vitae and job interview for the
associated personnel or retired

The role of the School
Inspectorate


Centralizes the didactic positions and the classes which remained
vacant and which will be assigned as follows:
 To tenure teachers from an education institution in order to
complete the norm
 Beginner teachers who are doing their internship
 To the candidates that did not obtain any position as a
consequence of the contest organized at the school level
 Pensioners, respecting the criteria of professional
competence

Management positions







The position of principal is occupied through a public contest by
teachers who are members of the National Experts Body in
Educational Management
The contest is organized at the education institution level by the
administration board
The principal signs an educational management contract with the
mayor/the president of the County Board of the territory
administrative unit
During their mandate the principal and the deputy principal
cannot be president or vice president of any political party

Didactic Norm


40 hours a week:
 Didactic activities of teaching-learning-evaluation,
practice, exams for the end of a level of study
 Methodological scientific preparation activities
 Education activities which are complementary to
the process of teaching: mentorship, school after
school, lifelong learning.

Regulatory acts


ROFUIP
 Continuous training methodology
 Didactic personnel movement methodology
 AB functioning methodology
 Personnel evaluation methodology
 Constitution of the mentors body methodology
 The regulations for the organization of the school
inspection

Application deadlines








1st of January 2012- introduction of the standard cost per pupil
1st of January 2012- assignment of 6% of PIB
2012-2013- inclusion of the preparation class in the primary
education level
1st of January 2013- to grant 500 euro for permanent education of
each new-born
Beginning of the school year 2014-2015- admittance
methodology in upper-secondary education- 10th grade,
according to the new law (for pupils who are in the 7th grade)
2015-2016- inclusion of the 9th grade in the lower secondary
education (the generation which started the 5th grade in school
year 2011-2012)

A few conclusions


The vision of the law












Centered on the beneficiary
Taking responsibility for the offered services
Institutional descentralization
Equal chances
Quality assurance

Coherence
The predictability and the stability of the system
The full application of the law takes about 4-5 years
The involvement of the teachers in elaborating the
methodological methods for the application of the law


Slide 23

ROMANIA – BRAILA
SCOALA GIMNAZIALA “ECATERINA TEODOROIU”

THE STRUCTURE OF THE
NATIONAL EDUCATION
PRE-UNIVERSITY SYSTEM



Early education (0-6 years)





Primary education









Preparing grade
I-IV grades

Secondary education




Ante preschool level
Preschool level

Lower secondary – gymnasium – grades V-IX
Upper secondary – high school- grades X-XII /XIII :theoretical, technological,
vocational.

Professional education for a period between 6 months and 2
years
Tertiary education



Compulsory general education is composed by lower
primary and secondary level
 Technical education comprises grades XII and XIII
from the professional, technical and vocational upper
secondary school
 The professional and technical education is formed by:




Professional education
Technical education
Post upper secondary school education

Age

Grade

>19

18

XIII

17

XII

ISCED

Education Levels

Qualifications
Level

5
6

University Level

5
4

4

Pre-university Level / Non University Levels (technical and
vocational )

3

3

16

XI

15

X

14

IX

13

VIII

12

VII

11

VI

10

V

9

IV

8

III

7

II

6

I

5-6

Kindergarten –
Pre-Primary

3-4

Kindergarten

0-3

Nursery

Theoratical High School

Theoratical
Education

Arts,
Sports,The
ological
HighSchool

Technologic
al high School
Technologi
cal HighCompletion
School
Year

Arts,
Technologi
Sports,
cal
Theologica
Education
l Education

2

Comprehensive Education
1

0

3

2

1

School after School Program


By the decision of the School Administration Board
there can be carried on activities such as “School after
School” in partnership with the local public authorities,
with the parents associations, NGO’s with
competences in this area
 Educational, recreational activities, consolidating the
learning competences or their acceleration, remedial
learning activities.
 The Government can finance the School after School
Program

School Network




The school network is formed by the total number of the
accredited school units, respectively the temporary authorized
units.
The school consortia represent contractual partnerships between
school units that ensure:
 The mobility of the personnel between the member schools;
 The usage of the facilities of the member schools;
 Enlargement of the learning opportunities offered to pupils
and mutual recognition of the learning results

Study Formations









Ante preschool education- 7 children, 5/9
Preschool education – 15 preschoolers, 10/20
Primary education – 20 pupils, 15/25
Lower secondary education – 25 pupils, 20/30
Upper secondary education – 25 pupils, 25/30
Special education for pupils with minor deficiencies- 10 pupils,
8/12
Special education for pupils with severe deficiencies- 5 pupils, 4/6

Curriculum
The national curricula produced in
accordance with:
 The specific needs for personal
development;
 The needs of the labor market and of the
community;
 Subsidiarity principle


Curriculum











The number of hours:
20 hours – primary education
25 hours- lower secondary education
30 hours- upper secondary education
Compulsory subjects
80% for the compulsory education
70% for the upper secondary education
Within each subject
75% of the syllabus covers the teaching and evaluation classes
25% at the disposal of the teacher for remedial learning, individual learning plans.

Curriculum


For early education- centered on
physical, cognitive, emotional and social
education, precocious repair of the
possible development deficiencies;
 For lower and upper secondary
education- centered on 8 competence
domains which determine the pupil’s
formation profile;

Competence Domains










Communication competences in Romanian language;
Communication competences in foreign languages;
Basic competences for mathematics, sciences and technologies;
Digital competences;
Social and civic competences;
Entrepreneurial competences;
Sensitivity and cultural expression competences;
Lifelong learning competences;

Curricula approach
The graduate’s profile;
 The national frame of the curricula
(curricula domains);
 Teaching plans
 Schools syllabuses
 Textbooks


E-learning. On-line learning communities

There will be set up the Virtual School
Library and E-learning School Platform
which will contain:
 School syllabuses
 Lesson examples
 Methodological guides
 Examples of evaluation tests


Evaluation


The objective of the evaluation is to orientate
and optimize learning;
 All evaluations are made on the basis of
national standards for evaluation for each
school subject;
 The control of the usage and respecting of the
national evaluation standards by the teachers
is made through the school inspection

Evaluation






Marking students without using and respecting the
national standards and evaluation methodologies
represents a disciplinary deviation and it is sanctioned
according to the present law
The evaluation is centered on competences, offers
real feed-back to students and is located at the basis
of the individual learning plans
There will be created an unique bank of evaluation
instruments with an guiding function

Evaluation – Educational portofolio





Educational portfolio comprises all the diplomas,
certificates and other official registrations obtained
following the evaluation of the acquired skills or
participation to learning activities, in different contexts.
The educational portfolio is the central element of the
evaluation of the learning
Its usage starts with the preparing class and
represents the pupil’s educational identity card

The structure and the characteristics
of the evaluations







At the end of the preparing class- individualized
At the end of the 2nd grade- at school level;
At the end of the 4th grade-at national level, by
sampling;
At the end of the 6th grade- at school level;
At the end of the 9th grade-at national level;
At the end of the 12th -13th grade- at national level.

At the end of the preparing class


The teacher makes an evaluation report
of the physical education, socioemotional, cognitive, language and
communication, capacity development
and learning attitudes.

At the end of the 2nd grade


Evaluation of the fundamental competences
at:
-writing-reading;
-mathematics
 Evaluation results are used in order to
elaborate the individualized learning plans
 It is communicated to the parents

At the end of the 4th grade
National evaluation, by sampling, of the
acquired fundamental competences in
primary level
 According to the international model
 Has its aim the diagnosis of the system


Students’ evaluation at the school level by two transdisciplinary tests
 Language and communication;
 Mathematics and sciences
 The results of the evaluation are used in order to
elaborate the individualized plans and for the school
pre-orientation
 The results of the evaluation are communicated to
parents and registered in the educational portfolio


At the end of the 9th grade


Compulsory national evaluation for all students, score according
to the international model








Written examination at Romanian literature and language
Trans-disciplinary written examination at mathematics and sciences
Written examination at an international language;
Practice examination regarding computer skills, held during the school year
Trans-disciplinary oral examination in order to evaluate the civic and social
competences, held during the school year

The results of the evaluation are registered in the student’s
educational portfolio

Admission in upper secondary
school (high-school)





On the basis of the educational portfolio if the number
of the places is equal to the number of the candidates;
On the basis of the educational portfolio , of the
graduation average, of the average at the national
evaluation- a proportion of 70%
30% from the grade obtained at the admission
established by the education institution

Baccalaureate examination(school
graduate examination)






Examination A- the evaluation of the oral
communication competences in Romanian language;
Examination B- the evaluation of the communication
competences in mother tongue
Examination C- the evaluation of the communication
competences in two international languages
Examination D- the evaluation of the digital
competences;
Examination E written- - the evaluation of the
competences which were formed during the upper
secondary school(high-school) years

Examination E
1.Written examination at Romanian literature and language
2. Written examination at mother tongue
3. Two differentiated written examinations:
1)Real profile
 Mathematics
 Science trans-disciplinary examination
 2) Humanities profile
An international foreign language


Interdisciplinary examination from geography, history, socio-humanities

3)Technological profile
 Written examination specific to the profile
 Trans-disciplinary examination
 Vocational profile

THE MANAGEMENT OF
THE SYSTEM AND OF
THE EDUCATION
INSTITUTIONS

The management of the education
institutions





The institutions are managed by an administration
board formed by 7,9,13 members
After the formation of the AB there is chosen a session
president, for an year
Monthly meetings
Attributions – public responsibility for the
achievements of the education institution, together
with the principal

Financing and material resources of
the education institutions
Basic financing
 Complementary financing
 Supplementary financing


Competitions


Between schools- institutional evaluation-classification
of the schools on 5 levels:
 Excellent
 Very good
 Good
 Satisfactory
 Unsatisfactory
 Among teachers- the Teacher of the Year

THE STATUTE OF THE
DIDACTIC
PERSONNEL(THEACHER’S)

Initial and continuous training. Didactic
career
Theoretical initial training
 Didactic master for a period of 2 years






A scholarship which is equal with the net
salary of a beginner teacher

Practice for a year, in an education
institution, under the guidance of a
mentor teacher

Didactic career


Having a didactic position during the practice period
 Contest for free/reserved positions
 Distribution by School Inspectorate on the positions
which remained free
 The teachers that are hired for a determined period
of time can benefit of continuity on the position they
have if they have the approval of the administration
board

Career Evolution
Didactic level II
 Didactic level I
 Teacher emeritus


Professional development








Developing competences and keeping up to date in the area of
specialization;
Developing competences for career evolution , through the
system of preparing for and obtaining the didactic levels
Acquiring or developing management competences
Acquiring new competences by conversion programs for
specializations and/or having new didactic positions
Acquiring complementary competences
Obtaining a new didactic specialization by attending
corresponding courses, different from the current specialization is
considered lifelong training

Didactic positions occupancy
The tenure(permanent)didactic
personnel keeps their right obtained
through the national tenure examination,
at the release date of the present law
 The tenure didactic personnel who
obtained this position by government
assignment has the opportunity to keep
this right


The settlement of the activity
downsizing
The mutual consented transfer between
the education institutions
 The assignment on vacant positions,
coordinated by School Inspectorate,
according to the methodology elaborated
by MECTS until 15th November


Very important


The non-tenured teachers that have participated at the
tenure unique national contest in the last 3 years,
anterior to the release of the present law, and who
have obtained at least 7 and had a position within the
school they become the tenures of the respective
position if:



There is certified the availability of the position
The administration board of the school approves

Modalities of hiring the didactic
personnel






The positions are occupied following a contest at the
level of the education institutions
Vacancy of the position is made by the administration
board at the principal’s proposal
The School Inspectorate analysis, corrects in
collaboration with the education institutions and
approves the free/reserved didactic positions offer
The list is made public by posting it at the School
Inspectorate and education institutions

Modalities of hiring



The contest organized at the level of the education
institution/consortium
The contest consists in:





Practice examination or special inspection in the class
Written examination at the didactics of the
specialization- for the didactic personnel with individual
work contract
Presenting a curriculum vitae and job interview for the
associated personnel or retired

The role of the School
Inspectorate


Centralizes the didactic positions and the classes which remained
vacant and which will be assigned as follows:
 To tenure teachers from an education institution in order to
complete the norm
 Beginner teachers who are doing their internship
 To the candidates that did not obtain any position as a
consequence of the contest organized at the school level
 Pensioners, respecting the criteria of professional
competence

Management positions







The position of principal is occupied through a public contest by
teachers who are members of the National Experts Body in
Educational Management
The contest is organized at the education institution level by the
administration board
The principal signs an educational management contract with the
mayor/the president of the County Board of the territory
administrative unit
During their mandate the principal and the deputy principal
cannot be president or vice president of any political party

Didactic Norm


40 hours a week:
 Didactic activities of teaching-learning-evaluation,
practice, exams for the end of a level of study
 Methodological scientific preparation activities
 Education activities which are complementary to
the process of teaching: mentorship, school after
school, lifelong learning.

Regulatory acts


ROFUIP
 Continuous training methodology
 Didactic personnel movement methodology
 AB functioning methodology
 Personnel evaluation methodology
 Constitution of the mentors body methodology
 The regulations for the organization of the school
inspection

Application deadlines








1st of January 2012- introduction of the standard cost per pupil
1st of January 2012- assignment of 6% of PIB
2012-2013- inclusion of the preparation class in the primary
education level
1st of January 2013- to grant 500 euro for permanent education of
each new-born
Beginning of the school year 2014-2015- admittance
methodology in upper-secondary education- 10th grade,
according to the new law (for pupils who are in the 7th grade)
2015-2016- inclusion of the 9th grade in the lower secondary
education (the generation which started the 5th grade in school
year 2011-2012)

A few conclusions


The vision of the law












Centered on the beneficiary
Taking responsibility for the offered services
Institutional descentralization
Equal chances
Quality assurance

Coherence
The predictability and the stability of the system
The full application of the law takes about 4-5 years
The involvement of the teachers in elaborating the
methodological methods for the application of the law


Slide 24

ROMANIA – BRAILA
SCOALA GIMNAZIALA “ECATERINA TEODOROIU”

THE STRUCTURE OF THE
NATIONAL EDUCATION
PRE-UNIVERSITY SYSTEM



Early education (0-6 years)





Primary education









Preparing grade
I-IV grades

Secondary education




Ante preschool level
Preschool level

Lower secondary – gymnasium – grades V-IX
Upper secondary – high school- grades X-XII /XIII :theoretical, technological,
vocational.

Professional education for a period between 6 months and 2
years
Tertiary education



Compulsory general education is composed by lower
primary and secondary level
 Technical education comprises grades XII and XIII
from the professional, technical and vocational upper
secondary school
 The professional and technical education is formed by:




Professional education
Technical education
Post upper secondary school education

Age

Grade

>19

18

XIII

17

XII

ISCED

Education Levels

Qualifications
Level

5
6

University Level

5
4

4

Pre-university Level / Non University Levels (technical and
vocational )

3

3

16

XI

15

X

14

IX

13

VIII

12

VII

11

VI

10

V

9

IV

8

III

7

II

6

I

5-6

Kindergarten –
Pre-Primary

3-4

Kindergarten

0-3

Nursery

Theoratical High School

Theoratical
Education

Arts,
Sports,The
ological
HighSchool

Technologic
al high School
Technologi
cal HighCompletion
School
Year

Arts,
Technologi
Sports,
cal
Theologica
Education
l Education

2

Comprehensive Education
1

0

3

2

1

School after School Program


By the decision of the School Administration Board
there can be carried on activities such as “School after
School” in partnership with the local public authorities,
with the parents associations, NGO’s with
competences in this area
 Educational, recreational activities, consolidating the
learning competences or their acceleration, remedial
learning activities.
 The Government can finance the School after School
Program

School Network




The school network is formed by the total number of the
accredited school units, respectively the temporary authorized
units.
The school consortia represent contractual partnerships between
school units that ensure:
 The mobility of the personnel between the member schools;
 The usage of the facilities of the member schools;
 Enlargement of the learning opportunities offered to pupils
and mutual recognition of the learning results

Study Formations









Ante preschool education- 7 children, 5/9
Preschool education – 15 preschoolers, 10/20
Primary education – 20 pupils, 15/25
Lower secondary education – 25 pupils, 20/30
Upper secondary education – 25 pupils, 25/30
Special education for pupils with minor deficiencies- 10 pupils,
8/12
Special education for pupils with severe deficiencies- 5 pupils, 4/6

Curriculum
The national curricula produced in
accordance with:
 The specific needs for personal
development;
 The needs of the labor market and of the
community;
 Subsidiarity principle


Curriculum











The number of hours:
20 hours – primary education
25 hours- lower secondary education
30 hours- upper secondary education
Compulsory subjects
80% for the compulsory education
70% for the upper secondary education
Within each subject
75% of the syllabus covers the teaching and evaluation classes
25% at the disposal of the teacher for remedial learning, individual learning plans.

Curriculum


For early education- centered on
physical, cognitive, emotional and social
education, precocious repair of the
possible development deficiencies;
 For lower and upper secondary
education- centered on 8 competence
domains which determine the pupil’s
formation profile;

Competence Domains










Communication competences in Romanian language;
Communication competences in foreign languages;
Basic competences for mathematics, sciences and technologies;
Digital competences;
Social and civic competences;
Entrepreneurial competences;
Sensitivity and cultural expression competences;
Lifelong learning competences;

Curricula approach
The graduate’s profile;
 The national frame of the curricula
(curricula domains);
 Teaching plans
 Schools syllabuses
 Textbooks


E-learning. On-line learning communities

There will be set up the Virtual School
Library and E-learning School Platform
which will contain:
 School syllabuses
 Lesson examples
 Methodological guides
 Examples of evaluation tests


Evaluation


The objective of the evaluation is to orientate
and optimize learning;
 All evaluations are made on the basis of
national standards for evaluation for each
school subject;
 The control of the usage and respecting of the
national evaluation standards by the teachers
is made through the school inspection

Evaluation






Marking students without using and respecting the
national standards and evaluation methodologies
represents a disciplinary deviation and it is sanctioned
according to the present law
The evaluation is centered on competences, offers
real feed-back to students and is located at the basis
of the individual learning plans
There will be created an unique bank of evaluation
instruments with an guiding function

Evaluation – Educational portofolio





Educational portfolio comprises all the diplomas,
certificates and other official registrations obtained
following the evaluation of the acquired skills or
participation to learning activities, in different contexts.
The educational portfolio is the central element of the
evaluation of the learning
Its usage starts with the preparing class and
represents the pupil’s educational identity card

The structure and the characteristics
of the evaluations







At the end of the preparing class- individualized
At the end of the 2nd grade- at school level;
At the end of the 4th grade-at national level, by
sampling;
At the end of the 6th grade- at school level;
At the end of the 9th grade-at national level;
At the end of the 12th -13th grade- at national level.

At the end of the preparing class


The teacher makes an evaluation report
of the physical education, socioemotional, cognitive, language and
communication, capacity development
and learning attitudes.

At the end of the 2nd grade


Evaluation of the fundamental competences
at:
-writing-reading;
-mathematics
 Evaluation results are used in order to
elaborate the individualized learning plans
 It is communicated to the parents

At the end of the 4th grade
National evaluation, by sampling, of the
acquired fundamental competences in
primary level
 According to the international model
 Has its aim the diagnosis of the system


Students’ evaluation at the school level by two transdisciplinary tests
 Language and communication;
 Mathematics and sciences
 The results of the evaluation are used in order to
elaborate the individualized plans and for the school
pre-orientation
 The results of the evaluation are communicated to
parents and registered in the educational portfolio


At the end of the 9th grade


Compulsory national evaluation for all students, score according
to the international model








Written examination at Romanian literature and language
Trans-disciplinary written examination at mathematics and sciences
Written examination at an international language;
Practice examination regarding computer skills, held during the school year
Trans-disciplinary oral examination in order to evaluate the civic and social
competences, held during the school year

The results of the evaluation are registered in the student’s
educational portfolio

Admission in upper secondary
school (high-school)





On the basis of the educational portfolio if the number
of the places is equal to the number of the candidates;
On the basis of the educational portfolio , of the
graduation average, of the average at the national
evaluation- a proportion of 70%
30% from the grade obtained at the admission
established by the education institution

Baccalaureate examination(school
graduate examination)






Examination A- the evaluation of the oral
communication competences in Romanian language;
Examination B- the evaluation of the communication
competences in mother tongue
Examination C- the evaluation of the communication
competences in two international languages
Examination D- the evaluation of the digital
competences;
Examination E written- - the evaluation of the
competences which were formed during the upper
secondary school(high-school) years

Examination E
1.Written examination at Romanian literature and language
2. Written examination at mother tongue
3. Two differentiated written examinations:
1)Real profile
 Mathematics
 Science trans-disciplinary examination
 2) Humanities profile
An international foreign language


Interdisciplinary examination from geography, history, socio-humanities

3)Technological profile
 Written examination specific to the profile
 Trans-disciplinary examination
 Vocational profile

THE MANAGEMENT OF
THE SYSTEM AND OF
THE EDUCATION
INSTITUTIONS

The management of the education
institutions





The institutions are managed by an administration
board formed by 7,9,13 members
After the formation of the AB there is chosen a session
president, for an year
Monthly meetings
Attributions – public responsibility for the
achievements of the education institution, together
with the principal

Financing and material resources of
the education institutions
Basic financing
 Complementary financing
 Supplementary financing


Competitions


Between schools- institutional evaluation-classification
of the schools on 5 levels:
 Excellent
 Very good
 Good
 Satisfactory
 Unsatisfactory
 Among teachers- the Teacher of the Year

THE STATUTE OF THE
DIDACTIC
PERSONNEL(THEACHER’S)

Initial and continuous training. Didactic
career
Theoretical initial training
 Didactic master for a period of 2 years






A scholarship which is equal with the net
salary of a beginner teacher

Practice for a year, in an education
institution, under the guidance of a
mentor teacher

Didactic career


Having a didactic position during the practice period
 Contest for free/reserved positions
 Distribution by School Inspectorate on the positions
which remained free
 The teachers that are hired for a determined period
of time can benefit of continuity on the position they
have if they have the approval of the administration
board

Career Evolution
Didactic level II
 Didactic level I
 Teacher emeritus


Professional development








Developing competences and keeping up to date in the area of
specialization;
Developing competences for career evolution , through the
system of preparing for and obtaining the didactic levels
Acquiring or developing management competences
Acquiring new competences by conversion programs for
specializations and/or having new didactic positions
Acquiring complementary competences
Obtaining a new didactic specialization by attending
corresponding courses, different from the current specialization is
considered lifelong training

Didactic positions occupancy
The tenure(permanent)didactic
personnel keeps their right obtained
through the national tenure examination,
at the release date of the present law
 The tenure didactic personnel who
obtained this position by government
assignment has the opportunity to keep
this right


The settlement of the activity
downsizing
The mutual consented transfer between
the education institutions
 The assignment on vacant positions,
coordinated by School Inspectorate,
according to the methodology elaborated
by MECTS until 15th November


Very important


The non-tenured teachers that have participated at the
tenure unique national contest in the last 3 years,
anterior to the release of the present law, and who
have obtained at least 7 and had a position within the
school they become the tenures of the respective
position if:



There is certified the availability of the position
The administration board of the school approves

Modalities of hiring the didactic
personnel






The positions are occupied following a contest at the
level of the education institutions
Vacancy of the position is made by the administration
board at the principal’s proposal
The School Inspectorate analysis, corrects in
collaboration with the education institutions and
approves the free/reserved didactic positions offer
The list is made public by posting it at the School
Inspectorate and education institutions

Modalities of hiring



The contest organized at the level of the education
institution/consortium
The contest consists in:





Practice examination or special inspection in the class
Written examination at the didactics of the
specialization- for the didactic personnel with individual
work contract
Presenting a curriculum vitae and job interview for the
associated personnel or retired

The role of the School
Inspectorate


Centralizes the didactic positions and the classes which remained
vacant and which will be assigned as follows:
 To tenure teachers from an education institution in order to
complete the norm
 Beginner teachers who are doing their internship
 To the candidates that did not obtain any position as a
consequence of the contest organized at the school level
 Pensioners, respecting the criteria of professional
competence

Management positions







The position of principal is occupied through a public contest by
teachers who are members of the National Experts Body in
Educational Management
The contest is organized at the education institution level by the
administration board
The principal signs an educational management contract with the
mayor/the president of the County Board of the territory
administrative unit
During their mandate the principal and the deputy principal
cannot be president or vice president of any political party

Didactic Norm


40 hours a week:
 Didactic activities of teaching-learning-evaluation,
practice, exams for the end of a level of study
 Methodological scientific preparation activities
 Education activities which are complementary to
the process of teaching: mentorship, school after
school, lifelong learning.

Regulatory acts


ROFUIP
 Continuous training methodology
 Didactic personnel movement methodology
 AB functioning methodology
 Personnel evaluation methodology
 Constitution of the mentors body methodology
 The regulations for the organization of the school
inspection

Application deadlines








1st of January 2012- introduction of the standard cost per pupil
1st of January 2012- assignment of 6% of PIB
2012-2013- inclusion of the preparation class in the primary
education level
1st of January 2013- to grant 500 euro for permanent education of
each new-born
Beginning of the school year 2014-2015- admittance
methodology in upper-secondary education- 10th grade,
according to the new law (for pupils who are in the 7th grade)
2015-2016- inclusion of the 9th grade in the lower secondary
education (the generation which started the 5th grade in school
year 2011-2012)

A few conclusions


The vision of the law












Centered on the beneficiary
Taking responsibility for the offered services
Institutional descentralization
Equal chances
Quality assurance

Coherence
The predictability and the stability of the system
The full application of the law takes about 4-5 years
The involvement of the teachers in elaborating the
methodological methods for the application of the law


Slide 25

ROMANIA – BRAILA
SCOALA GIMNAZIALA “ECATERINA TEODOROIU”

THE STRUCTURE OF THE
NATIONAL EDUCATION
PRE-UNIVERSITY SYSTEM



Early education (0-6 years)





Primary education









Preparing grade
I-IV grades

Secondary education




Ante preschool level
Preschool level

Lower secondary – gymnasium – grades V-IX
Upper secondary – high school- grades X-XII /XIII :theoretical, technological,
vocational.

Professional education for a period between 6 months and 2
years
Tertiary education



Compulsory general education is composed by lower
primary and secondary level
 Technical education comprises grades XII and XIII
from the professional, technical and vocational upper
secondary school
 The professional and technical education is formed by:




Professional education
Technical education
Post upper secondary school education

Age

Grade

>19

18

XIII

17

XII

ISCED

Education Levels

Qualifications
Level

5
6

University Level

5
4

4

Pre-university Level / Non University Levels (technical and
vocational )

3

3

16

XI

15

X

14

IX

13

VIII

12

VII

11

VI

10

V

9

IV

8

III

7

II

6

I

5-6

Kindergarten –
Pre-Primary

3-4

Kindergarten

0-3

Nursery

Theoratical High School

Theoratical
Education

Arts,
Sports,The
ological
HighSchool

Technologic
al high School
Technologi
cal HighCompletion
School
Year

Arts,
Technologi
Sports,
cal
Theologica
Education
l Education

2

Comprehensive Education
1

0

3

2

1

School after School Program


By the decision of the School Administration Board
there can be carried on activities such as “School after
School” in partnership with the local public authorities,
with the parents associations, NGO’s with
competences in this area
 Educational, recreational activities, consolidating the
learning competences or their acceleration, remedial
learning activities.
 The Government can finance the School after School
Program

School Network




The school network is formed by the total number of the
accredited school units, respectively the temporary authorized
units.
The school consortia represent contractual partnerships between
school units that ensure:
 The mobility of the personnel between the member schools;
 The usage of the facilities of the member schools;
 Enlargement of the learning opportunities offered to pupils
and mutual recognition of the learning results

Study Formations









Ante preschool education- 7 children, 5/9
Preschool education – 15 preschoolers, 10/20
Primary education – 20 pupils, 15/25
Lower secondary education – 25 pupils, 20/30
Upper secondary education – 25 pupils, 25/30
Special education for pupils with minor deficiencies- 10 pupils,
8/12
Special education for pupils with severe deficiencies- 5 pupils, 4/6

Curriculum
The national curricula produced in
accordance with:
 The specific needs for personal
development;
 The needs of the labor market and of the
community;
 Subsidiarity principle


Curriculum











The number of hours:
20 hours – primary education
25 hours- lower secondary education
30 hours- upper secondary education
Compulsory subjects
80% for the compulsory education
70% for the upper secondary education
Within each subject
75% of the syllabus covers the teaching and evaluation classes
25% at the disposal of the teacher for remedial learning, individual learning plans.

Curriculum


For early education- centered on
physical, cognitive, emotional and social
education, precocious repair of the
possible development deficiencies;
 For lower and upper secondary
education- centered on 8 competence
domains which determine the pupil’s
formation profile;

Competence Domains










Communication competences in Romanian language;
Communication competences in foreign languages;
Basic competences for mathematics, sciences and technologies;
Digital competences;
Social and civic competences;
Entrepreneurial competences;
Sensitivity and cultural expression competences;
Lifelong learning competences;

Curricula approach
The graduate’s profile;
 The national frame of the curricula
(curricula domains);
 Teaching plans
 Schools syllabuses
 Textbooks


E-learning. On-line learning communities

There will be set up the Virtual School
Library and E-learning School Platform
which will contain:
 School syllabuses
 Lesson examples
 Methodological guides
 Examples of evaluation tests


Evaluation


The objective of the evaluation is to orientate
and optimize learning;
 All evaluations are made on the basis of
national standards for evaluation for each
school subject;
 The control of the usage and respecting of the
national evaluation standards by the teachers
is made through the school inspection

Evaluation






Marking students without using and respecting the
national standards and evaluation methodologies
represents a disciplinary deviation and it is sanctioned
according to the present law
The evaluation is centered on competences, offers
real feed-back to students and is located at the basis
of the individual learning plans
There will be created an unique bank of evaluation
instruments with an guiding function

Evaluation – Educational portofolio





Educational portfolio comprises all the diplomas,
certificates and other official registrations obtained
following the evaluation of the acquired skills or
participation to learning activities, in different contexts.
The educational portfolio is the central element of the
evaluation of the learning
Its usage starts with the preparing class and
represents the pupil’s educational identity card

The structure and the characteristics
of the evaluations







At the end of the preparing class- individualized
At the end of the 2nd grade- at school level;
At the end of the 4th grade-at national level, by
sampling;
At the end of the 6th grade- at school level;
At the end of the 9th grade-at national level;
At the end of the 12th -13th grade- at national level.

At the end of the preparing class


The teacher makes an evaluation report
of the physical education, socioemotional, cognitive, language and
communication, capacity development
and learning attitudes.

At the end of the 2nd grade


Evaluation of the fundamental competences
at:
-writing-reading;
-mathematics
 Evaluation results are used in order to
elaborate the individualized learning plans
 It is communicated to the parents

At the end of the 4th grade
National evaluation, by sampling, of the
acquired fundamental competences in
primary level
 According to the international model
 Has its aim the diagnosis of the system


Students’ evaluation at the school level by two transdisciplinary tests
 Language and communication;
 Mathematics and sciences
 The results of the evaluation are used in order to
elaborate the individualized plans and for the school
pre-orientation
 The results of the evaluation are communicated to
parents and registered in the educational portfolio


At the end of the 9th grade


Compulsory national evaluation for all students, score according
to the international model








Written examination at Romanian literature and language
Trans-disciplinary written examination at mathematics and sciences
Written examination at an international language;
Practice examination regarding computer skills, held during the school year
Trans-disciplinary oral examination in order to evaluate the civic and social
competences, held during the school year

The results of the evaluation are registered in the student’s
educational portfolio

Admission in upper secondary
school (high-school)





On the basis of the educational portfolio if the number
of the places is equal to the number of the candidates;
On the basis of the educational portfolio , of the
graduation average, of the average at the national
evaluation- a proportion of 70%
30% from the grade obtained at the admission
established by the education institution

Baccalaureate examination(school
graduate examination)






Examination A- the evaluation of the oral
communication competences in Romanian language;
Examination B- the evaluation of the communication
competences in mother tongue
Examination C- the evaluation of the communication
competences in two international languages
Examination D- the evaluation of the digital
competences;
Examination E written- - the evaluation of the
competences which were formed during the upper
secondary school(high-school) years

Examination E
1.Written examination at Romanian literature and language
2. Written examination at mother tongue
3. Two differentiated written examinations:
1)Real profile
 Mathematics
 Science trans-disciplinary examination
 2) Humanities profile
An international foreign language


Interdisciplinary examination from geography, history, socio-humanities

3)Technological profile
 Written examination specific to the profile
 Trans-disciplinary examination
 Vocational profile

THE MANAGEMENT OF
THE SYSTEM AND OF
THE EDUCATION
INSTITUTIONS

The management of the education
institutions





The institutions are managed by an administration
board formed by 7,9,13 members
After the formation of the AB there is chosen a session
president, for an year
Monthly meetings
Attributions – public responsibility for the
achievements of the education institution, together
with the principal

Financing and material resources of
the education institutions
Basic financing
 Complementary financing
 Supplementary financing


Competitions


Between schools- institutional evaluation-classification
of the schools on 5 levels:
 Excellent
 Very good
 Good
 Satisfactory
 Unsatisfactory
 Among teachers- the Teacher of the Year

THE STATUTE OF THE
DIDACTIC
PERSONNEL(THEACHER’S)

Initial and continuous training. Didactic
career
Theoretical initial training
 Didactic master for a period of 2 years






A scholarship which is equal with the net
salary of a beginner teacher

Practice for a year, in an education
institution, under the guidance of a
mentor teacher

Didactic career


Having a didactic position during the practice period
 Contest for free/reserved positions
 Distribution by School Inspectorate on the positions
which remained free
 The teachers that are hired for a determined period
of time can benefit of continuity on the position they
have if they have the approval of the administration
board

Career Evolution
Didactic level II
 Didactic level I
 Teacher emeritus


Professional development








Developing competences and keeping up to date in the area of
specialization;
Developing competences for career evolution , through the
system of preparing for and obtaining the didactic levels
Acquiring or developing management competences
Acquiring new competences by conversion programs for
specializations and/or having new didactic positions
Acquiring complementary competences
Obtaining a new didactic specialization by attending
corresponding courses, different from the current specialization is
considered lifelong training

Didactic positions occupancy
The tenure(permanent)didactic
personnel keeps their right obtained
through the national tenure examination,
at the release date of the present law
 The tenure didactic personnel who
obtained this position by government
assignment has the opportunity to keep
this right


The settlement of the activity
downsizing
The mutual consented transfer between
the education institutions
 The assignment on vacant positions,
coordinated by School Inspectorate,
according to the methodology elaborated
by MECTS until 15th November


Very important


The non-tenured teachers that have participated at the
tenure unique national contest in the last 3 years,
anterior to the release of the present law, and who
have obtained at least 7 and had a position within the
school they become the tenures of the respective
position if:



There is certified the availability of the position
The administration board of the school approves

Modalities of hiring the didactic
personnel






The positions are occupied following a contest at the
level of the education institutions
Vacancy of the position is made by the administration
board at the principal’s proposal
The School Inspectorate analysis, corrects in
collaboration with the education institutions and
approves the free/reserved didactic positions offer
The list is made public by posting it at the School
Inspectorate and education institutions

Modalities of hiring



The contest organized at the level of the education
institution/consortium
The contest consists in:





Practice examination or special inspection in the class
Written examination at the didactics of the
specialization- for the didactic personnel with individual
work contract
Presenting a curriculum vitae and job interview for the
associated personnel or retired

The role of the School
Inspectorate


Centralizes the didactic positions and the classes which remained
vacant and which will be assigned as follows:
 To tenure teachers from an education institution in order to
complete the norm
 Beginner teachers who are doing their internship
 To the candidates that did not obtain any position as a
consequence of the contest organized at the school level
 Pensioners, respecting the criteria of professional
competence

Management positions







The position of principal is occupied through a public contest by
teachers who are members of the National Experts Body in
Educational Management
The contest is organized at the education institution level by the
administration board
The principal signs an educational management contract with the
mayor/the president of the County Board of the territory
administrative unit
During their mandate the principal and the deputy principal
cannot be president or vice president of any political party

Didactic Norm


40 hours a week:
 Didactic activities of teaching-learning-evaluation,
practice, exams for the end of a level of study
 Methodological scientific preparation activities
 Education activities which are complementary to
the process of teaching: mentorship, school after
school, lifelong learning.

Regulatory acts


ROFUIP
 Continuous training methodology
 Didactic personnel movement methodology
 AB functioning methodology
 Personnel evaluation methodology
 Constitution of the mentors body methodology
 The regulations for the organization of the school
inspection

Application deadlines








1st of January 2012- introduction of the standard cost per pupil
1st of January 2012- assignment of 6% of PIB
2012-2013- inclusion of the preparation class in the primary
education level
1st of January 2013- to grant 500 euro for permanent education of
each new-born
Beginning of the school year 2014-2015- admittance
methodology in upper-secondary education- 10th grade,
according to the new law (for pupils who are in the 7th grade)
2015-2016- inclusion of the 9th grade in the lower secondary
education (the generation which started the 5th grade in school
year 2011-2012)

A few conclusions


The vision of the law












Centered on the beneficiary
Taking responsibility for the offered services
Institutional descentralization
Equal chances
Quality assurance

Coherence
The predictability and the stability of the system
The full application of the law takes about 4-5 years
The involvement of the teachers in elaborating the
methodological methods for the application of the law


Slide 26

ROMANIA – BRAILA
SCOALA GIMNAZIALA “ECATERINA TEODOROIU”

THE STRUCTURE OF THE
NATIONAL EDUCATION
PRE-UNIVERSITY SYSTEM



Early education (0-6 years)





Primary education









Preparing grade
I-IV grades

Secondary education




Ante preschool level
Preschool level

Lower secondary – gymnasium – grades V-IX
Upper secondary – high school- grades X-XII /XIII :theoretical, technological,
vocational.

Professional education for a period between 6 months and 2
years
Tertiary education



Compulsory general education is composed by lower
primary and secondary level
 Technical education comprises grades XII and XIII
from the professional, technical and vocational upper
secondary school
 The professional and technical education is formed by:




Professional education
Technical education
Post upper secondary school education

Age

Grade

>19

18

XIII

17

XII

ISCED

Education Levels

Qualifications
Level

5
6

University Level

5
4

4

Pre-university Level / Non University Levels (technical and
vocational )

3

3

16

XI

15

X

14

IX

13

VIII

12

VII

11

VI

10

V

9

IV

8

III

7

II

6

I

5-6

Kindergarten –
Pre-Primary

3-4

Kindergarten

0-3

Nursery

Theoratical High School

Theoratical
Education

Arts,
Sports,The
ological
HighSchool

Technologic
al high School
Technologi
cal HighCompletion
School
Year

Arts,
Technologi
Sports,
cal
Theologica
Education
l Education

2

Comprehensive Education
1

0

3

2

1

School after School Program


By the decision of the School Administration Board
there can be carried on activities such as “School after
School” in partnership with the local public authorities,
with the parents associations, NGO’s with
competences in this area
 Educational, recreational activities, consolidating the
learning competences or their acceleration, remedial
learning activities.
 The Government can finance the School after School
Program

School Network




The school network is formed by the total number of the
accredited school units, respectively the temporary authorized
units.
The school consortia represent contractual partnerships between
school units that ensure:
 The mobility of the personnel between the member schools;
 The usage of the facilities of the member schools;
 Enlargement of the learning opportunities offered to pupils
and mutual recognition of the learning results

Study Formations









Ante preschool education- 7 children, 5/9
Preschool education – 15 preschoolers, 10/20
Primary education – 20 pupils, 15/25
Lower secondary education – 25 pupils, 20/30
Upper secondary education – 25 pupils, 25/30
Special education for pupils with minor deficiencies- 10 pupils,
8/12
Special education for pupils with severe deficiencies- 5 pupils, 4/6

Curriculum
The national curricula produced in
accordance with:
 The specific needs for personal
development;
 The needs of the labor market and of the
community;
 Subsidiarity principle


Curriculum











The number of hours:
20 hours – primary education
25 hours- lower secondary education
30 hours- upper secondary education
Compulsory subjects
80% for the compulsory education
70% for the upper secondary education
Within each subject
75% of the syllabus covers the teaching and evaluation classes
25% at the disposal of the teacher for remedial learning, individual learning plans.

Curriculum


For early education- centered on
physical, cognitive, emotional and social
education, precocious repair of the
possible development deficiencies;
 For lower and upper secondary
education- centered on 8 competence
domains which determine the pupil’s
formation profile;

Competence Domains










Communication competences in Romanian language;
Communication competences in foreign languages;
Basic competences for mathematics, sciences and technologies;
Digital competences;
Social and civic competences;
Entrepreneurial competences;
Sensitivity and cultural expression competences;
Lifelong learning competences;

Curricula approach
The graduate’s profile;
 The national frame of the curricula
(curricula domains);
 Teaching plans
 Schools syllabuses
 Textbooks


E-learning. On-line learning communities

There will be set up the Virtual School
Library and E-learning School Platform
which will contain:
 School syllabuses
 Lesson examples
 Methodological guides
 Examples of evaluation tests


Evaluation


The objective of the evaluation is to orientate
and optimize learning;
 All evaluations are made on the basis of
national standards for evaluation for each
school subject;
 The control of the usage and respecting of the
national evaluation standards by the teachers
is made through the school inspection

Evaluation






Marking students without using and respecting the
national standards and evaluation methodologies
represents a disciplinary deviation and it is sanctioned
according to the present law
The evaluation is centered on competences, offers
real feed-back to students and is located at the basis
of the individual learning plans
There will be created an unique bank of evaluation
instruments with an guiding function

Evaluation – Educational portofolio





Educational portfolio comprises all the diplomas,
certificates and other official registrations obtained
following the evaluation of the acquired skills or
participation to learning activities, in different contexts.
The educational portfolio is the central element of the
evaluation of the learning
Its usage starts with the preparing class and
represents the pupil’s educational identity card

The structure and the characteristics
of the evaluations







At the end of the preparing class- individualized
At the end of the 2nd grade- at school level;
At the end of the 4th grade-at national level, by
sampling;
At the end of the 6th grade- at school level;
At the end of the 9th grade-at national level;
At the end of the 12th -13th grade- at national level.

At the end of the preparing class


The teacher makes an evaluation report
of the physical education, socioemotional, cognitive, language and
communication, capacity development
and learning attitudes.

At the end of the 2nd grade


Evaluation of the fundamental competences
at:
-writing-reading;
-mathematics
 Evaluation results are used in order to
elaborate the individualized learning plans
 It is communicated to the parents

At the end of the 4th grade
National evaluation, by sampling, of the
acquired fundamental competences in
primary level
 According to the international model
 Has its aim the diagnosis of the system


Students’ evaluation at the school level by two transdisciplinary tests
 Language and communication;
 Mathematics and sciences
 The results of the evaluation are used in order to
elaborate the individualized plans and for the school
pre-orientation
 The results of the evaluation are communicated to
parents and registered in the educational portfolio


At the end of the 9th grade


Compulsory national evaluation for all students, score according
to the international model








Written examination at Romanian literature and language
Trans-disciplinary written examination at mathematics and sciences
Written examination at an international language;
Practice examination regarding computer skills, held during the school year
Trans-disciplinary oral examination in order to evaluate the civic and social
competences, held during the school year

The results of the evaluation are registered in the student’s
educational portfolio

Admission in upper secondary
school (high-school)





On the basis of the educational portfolio if the number
of the places is equal to the number of the candidates;
On the basis of the educational portfolio , of the
graduation average, of the average at the national
evaluation- a proportion of 70%
30% from the grade obtained at the admission
established by the education institution

Baccalaureate examination(school
graduate examination)






Examination A- the evaluation of the oral
communication competences in Romanian language;
Examination B- the evaluation of the communication
competences in mother tongue
Examination C- the evaluation of the communication
competences in two international languages
Examination D- the evaluation of the digital
competences;
Examination E written- - the evaluation of the
competences which were formed during the upper
secondary school(high-school) years

Examination E
1.Written examination at Romanian literature and language
2. Written examination at mother tongue
3. Two differentiated written examinations:
1)Real profile
 Mathematics
 Science trans-disciplinary examination
 2) Humanities profile
An international foreign language


Interdisciplinary examination from geography, history, socio-humanities

3)Technological profile
 Written examination specific to the profile
 Trans-disciplinary examination
 Vocational profile

THE MANAGEMENT OF
THE SYSTEM AND OF
THE EDUCATION
INSTITUTIONS

The management of the education
institutions





The institutions are managed by an administration
board formed by 7,9,13 members
After the formation of the AB there is chosen a session
president, for an year
Monthly meetings
Attributions – public responsibility for the
achievements of the education institution, together
with the principal

Financing and material resources of
the education institutions
Basic financing
 Complementary financing
 Supplementary financing


Competitions


Between schools- institutional evaluation-classification
of the schools on 5 levels:
 Excellent
 Very good
 Good
 Satisfactory
 Unsatisfactory
 Among teachers- the Teacher of the Year

THE STATUTE OF THE
DIDACTIC
PERSONNEL(THEACHER’S)

Initial and continuous training. Didactic
career
Theoretical initial training
 Didactic master for a period of 2 years






A scholarship which is equal with the net
salary of a beginner teacher

Practice for a year, in an education
institution, under the guidance of a
mentor teacher

Didactic career


Having a didactic position during the practice period
 Contest for free/reserved positions
 Distribution by School Inspectorate on the positions
which remained free
 The teachers that are hired for a determined period
of time can benefit of continuity on the position they
have if they have the approval of the administration
board

Career Evolution
Didactic level II
 Didactic level I
 Teacher emeritus


Professional development








Developing competences and keeping up to date in the area of
specialization;
Developing competences for career evolution , through the
system of preparing for and obtaining the didactic levels
Acquiring or developing management competences
Acquiring new competences by conversion programs for
specializations and/or having new didactic positions
Acquiring complementary competences
Obtaining a new didactic specialization by attending
corresponding courses, different from the current specialization is
considered lifelong training

Didactic positions occupancy
The tenure(permanent)didactic
personnel keeps their right obtained
through the national tenure examination,
at the release date of the present law
 The tenure didactic personnel who
obtained this position by government
assignment has the opportunity to keep
this right


The settlement of the activity
downsizing
The mutual consented transfer between
the education institutions
 The assignment on vacant positions,
coordinated by School Inspectorate,
according to the methodology elaborated
by MECTS until 15th November


Very important


The non-tenured teachers that have participated at the
tenure unique national contest in the last 3 years,
anterior to the release of the present law, and who
have obtained at least 7 and had a position within the
school they become the tenures of the respective
position if:



There is certified the availability of the position
The administration board of the school approves

Modalities of hiring the didactic
personnel






The positions are occupied following a contest at the
level of the education institutions
Vacancy of the position is made by the administration
board at the principal’s proposal
The School Inspectorate analysis, corrects in
collaboration with the education institutions and
approves the free/reserved didactic positions offer
The list is made public by posting it at the School
Inspectorate and education institutions

Modalities of hiring



The contest organized at the level of the education
institution/consortium
The contest consists in:





Practice examination or special inspection in the class
Written examination at the didactics of the
specialization- for the didactic personnel with individual
work contract
Presenting a curriculum vitae and job interview for the
associated personnel or retired

The role of the School
Inspectorate


Centralizes the didactic positions and the classes which remained
vacant and which will be assigned as follows:
 To tenure teachers from an education institution in order to
complete the norm
 Beginner teachers who are doing their internship
 To the candidates that did not obtain any position as a
consequence of the contest organized at the school level
 Pensioners, respecting the criteria of professional
competence

Management positions







The position of principal is occupied through a public contest by
teachers who are members of the National Experts Body in
Educational Management
The contest is organized at the education institution level by the
administration board
The principal signs an educational management contract with the
mayor/the president of the County Board of the territory
administrative unit
During their mandate the principal and the deputy principal
cannot be president or vice president of any political party

Didactic Norm


40 hours a week:
 Didactic activities of teaching-learning-evaluation,
practice, exams for the end of a level of study
 Methodological scientific preparation activities
 Education activities which are complementary to
the process of teaching: mentorship, school after
school, lifelong learning.

Regulatory acts


ROFUIP
 Continuous training methodology
 Didactic personnel movement methodology
 AB functioning methodology
 Personnel evaluation methodology
 Constitution of the mentors body methodology
 The regulations for the organization of the school
inspection

Application deadlines








1st of January 2012- introduction of the standard cost per pupil
1st of January 2012- assignment of 6% of PIB
2012-2013- inclusion of the preparation class in the primary
education level
1st of January 2013- to grant 500 euro for permanent education of
each new-born
Beginning of the school year 2014-2015- admittance
methodology in upper-secondary education- 10th grade,
according to the new law (for pupils who are in the 7th grade)
2015-2016- inclusion of the 9th grade in the lower secondary
education (the generation which started the 5th grade in school
year 2011-2012)

A few conclusions


The vision of the law












Centered on the beneficiary
Taking responsibility for the offered services
Institutional descentralization
Equal chances
Quality assurance

Coherence
The predictability and the stability of the system
The full application of the law takes about 4-5 years
The involvement of the teachers in elaborating the
methodological methods for the application of the law


Slide 27

ROMANIA – BRAILA
SCOALA GIMNAZIALA “ECATERINA TEODOROIU”

THE STRUCTURE OF THE
NATIONAL EDUCATION
PRE-UNIVERSITY SYSTEM



Early education (0-6 years)





Primary education









Preparing grade
I-IV grades

Secondary education




Ante preschool level
Preschool level

Lower secondary – gymnasium – grades V-IX
Upper secondary – high school- grades X-XII /XIII :theoretical, technological,
vocational.

Professional education for a period between 6 months and 2
years
Tertiary education



Compulsory general education is composed by lower
primary and secondary level
 Technical education comprises grades XII and XIII
from the professional, technical and vocational upper
secondary school
 The professional and technical education is formed by:




Professional education
Technical education
Post upper secondary school education

Age

Grade

>19

18

XIII

17

XII

ISCED

Education Levels

Qualifications
Level

5
6

University Level

5
4

4

Pre-university Level / Non University Levels (technical and
vocational )

3

3

16

XI

15

X

14

IX

13

VIII

12

VII

11

VI

10

V

9

IV

8

III

7

II

6

I

5-6

Kindergarten –
Pre-Primary

3-4

Kindergarten

0-3

Nursery

Theoratical High School

Theoratical
Education

Arts,
Sports,The
ological
HighSchool

Technologic
al high School
Technologi
cal HighCompletion
School
Year

Arts,
Technologi
Sports,
cal
Theologica
Education
l Education

2

Comprehensive Education
1

0

3

2

1

School after School Program


By the decision of the School Administration Board
there can be carried on activities such as “School after
School” in partnership with the local public authorities,
with the parents associations, NGO’s with
competences in this area
 Educational, recreational activities, consolidating the
learning competences or their acceleration, remedial
learning activities.
 The Government can finance the School after School
Program

School Network




The school network is formed by the total number of the
accredited school units, respectively the temporary authorized
units.
The school consortia represent contractual partnerships between
school units that ensure:
 The mobility of the personnel between the member schools;
 The usage of the facilities of the member schools;
 Enlargement of the learning opportunities offered to pupils
and mutual recognition of the learning results

Study Formations









Ante preschool education- 7 children, 5/9
Preschool education – 15 preschoolers, 10/20
Primary education – 20 pupils, 15/25
Lower secondary education – 25 pupils, 20/30
Upper secondary education – 25 pupils, 25/30
Special education for pupils with minor deficiencies- 10 pupils,
8/12
Special education for pupils with severe deficiencies- 5 pupils, 4/6

Curriculum
The national curricula produced in
accordance with:
 The specific needs for personal
development;
 The needs of the labor market and of the
community;
 Subsidiarity principle


Curriculum











The number of hours:
20 hours – primary education
25 hours- lower secondary education
30 hours- upper secondary education
Compulsory subjects
80% for the compulsory education
70% for the upper secondary education
Within each subject
75% of the syllabus covers the teaching and evaluation classes
25% at the disposal of the teacher for remedial learning, individual learning plans.

Curriculum


For early education- centered on
physical, cognitive, emotional and social
education, precocious repair of the
possible development deficiencies;
 For lower and upper secondary
education- centered on 8 competence
domains which determine the pupil’s
formation profile;

Competence Domains










Communication competences in Romanian language;
Communication competences in foreign languages;
Basic competences for mathematics, sciences and technologies;
Digital competences;
Social and civic competences;
Entrepreneurial competences;
Sensitivity and cultural expression competences;
Lifelong learning competences;

Curricula approach
The graduate’s profile;
 The national frame of the curricula
(curricula domains);
 Teaching plans
 Schools syllabuses
 Textbooks


E-learning. On-line learning communities

There will be set up the Virtual School
Library and E-learning School Platform
which will contain:
 School syllabuses
 Lesson examples
 Methodological guides
 Examples of evaluation tests


Evaluation


The objective of the evaluation is to orientate
and optimize learning;
 All evaluations are made on the basis of
national standards for evaluation for each
school subject;
 The control of the usage and respecting of the
national evaluation standards by the teachers
is made through the school inspection

Evaluation






Marking students without using and respecting the
national standards and evaluation methodologies
represents a disciplinary deviation and it is sanctioned
according to the present law
The evaluation is centered on competences, offers
real feed-back to students and is located at the basis
of the individual learning plans
There will be created an unique bank of evaluation
instruments with an guiding function

Evaluation – Educational portofolio





Educational portfolio comprises all the diplomas,
certificates and other official registrations obtained
following the evaluation of the acquired skills or
participation to learning activities, in different contexts.
The educational portfolio is the central element of the
evaluation of the learning
Its usage starts with the preparing class and
represents the pupil’s educational identity card

The structure and the characteristics
of the evaluations







At the end of the preparing class- individualized
At the end of the 2nd grade- at school level;
At the end of the 4th grade-at national level, by
sampling;
At the end of the 6th grade- at school level;
At the end of the 9th grade-at national level;
At the end of the 12th -13th grade- at national level.

At the end of the preparing class


The teacher makes an evaluation report
of the physical education, socioemotional, cognitive, language and
communication, capacity development
and learning attitudes.

At the end of the 2nd grade


Evaluation of the fundamental competences
at:
-writing-reading;
-mathematics
 Evaluation results are used in order to
elaborate the individualized learning plans
 It is communicated to the parents

At the end of the 4th grade
National evaluation, by sampling, of the
acquired fundamental competences in
primary level
 According to the international model
 Has its aim the diagnosis of the system


Students’ evaluation at the school level by two transdisciplinary tests
 Language and communication;
 Mathematics and sciences
 The results of the evaluation are used in order to
elaborate the individualized plans and for the school
pre-orientation
 The results of the evaluation are communicated to
parents and registered in the educational portfolio


At the end of the 9th grade


Compulsory national evaluation for all students, score according
to the international model








Written examination at Romanian literature and language
Trans-disciplinary written examination at mathematics and sciences
Written examination at an international language;
Practice examination regarding computer skills, held during the school year
Trans-disciplinary oral examination in order to evaluate the civic and social
competences, held during the school year

The results of the evaluation are registered in the student’s
educational portfolio

Admission in upper secondary
school (high-school)





On the basis of the educational portfolio if the number
of the places is equal to the number of the candidates;
On the basis of the educational portfolio , of the
graduation average, of the average at the national
evaluation- a proportion of 70%
30% from the grade obtained at the admission
established by the education institution

Baccalaureate examination(school
graduate examination)






Examination A- the evaluation of the oral
communication competences in Romanian language;
Examination B- the evaluation of the communication
competences in mother tongue
Examination C- the evaluation of the communication
competences in two international languages
Examination D- the evaluation of the digital
competences;
Examination E written- - the evaluation of the
competences which were formed during the upper
secondary school(high-school) years

Examination E
1.Written examination at Romanian literature and language
2. Written examination at mother tongue
3. Two differentiated written examinations:
1)Real profile
 Mathematics
 Science trans-disciplinary examination
 2) Humanities profile
An international foreign language


Interdisciplinary examination from geography, history, socio-humanities

3)Technological profile
 Written examination specific to the profile
 Trans-disciplinary examination
 Vocational profile

THE MANAGEMENT OF
THE SYSTEM AND OF
THE EDUCATION
INSTITUTIONS

The management of the education
institutions





The institutions are managed by an administration
board formed by 7,9,13 members
After the formation of the AB there is chosen a session
president, for an year
Monthly meetings
Attributions – public responsibility for the
achievements of the education institution, together
with the principal

Financing and material resources of
the education institutions
Basic financing
 Complementary financing
 Supplementary financing


Competitions


Between schools- institutional evaluation-classification
of the schools on 5 levels:
 Excellent
 Very good
 Good
 Satisfactory
 Unsatisfactory
 Among teachers- the Teacher of the Year

THE STATUTE OF THE
DIDACTIC
PERSONNEL(THEACHER’S)

Initial and continuous training. Didactic
career
Theoretical initial training
 Didactic master for a period of 2 years






A scholarship which is equal with the net
salary of a beginner teacher

Practice for a year, in an education
institution, under the guidance of a
mentor teacher

Didactic career


Having a didactic position during the practice period
 Contest for free/reserved positions
 Distribution by School Inspectorate on the positions
which remained free
 The teachers that are hired for a determined period
of time can benefit of continuity on the position they
have if they have the approval of the administration
board

Career Evolution
Didactic level II
 Didactic level I
 Teacher emeritus


Professional development








Developing competences and keeping up to date in the area of
specialization;
Developing competences for career evolution , through the
system of preparing for and obtaining the didactic levels
Acquiring or developing management competences
Acquiring new competences by conversion programs for
specializations and/or having new didactic positions
Acquiring complementary competences
Obtaining a new didactic specialization by attending
corresponding courses, different from the current specialization is
considered lifelong training

Didactic positions occupancy
The tenure(permanent)didactic
personnel keeps their right obtained
through the national tenure examination,
at the release date of the present law
 The tenure didactic personnel who
obtained this position by government
assignment has the opportunity to keep
this right


The settlement of the activity
downsizing
The mutual consented transfer between
the education institutions
 The assignment on vacant positions,
coordinated by School Inspectorate,
according to the methodology elaborated
by MECTS until 15th November


Very important


The non-tenured teachers that have participated at the
tenure unique national contest in the last 3 years,
anterior to the release of the present law, and who
have obtained at least 7 and had a position within the
school they become the tenures of the respective
position if:



There is certified the availability of the position
The administration board of the school approves

Modalities of hiring the didactic
personnel






The positions are occupied following a contest at the
level of the education institutions
Vacancy of the position is made by the administration
board at the principal’s proposal
The School Inspectorate analysis, corrects in
collaboration with the education institutions and
approves the free/reserved didactic positions offer
The list is made public by posting it at the School
Inspectorate and education institutions

Modalities of hiring



The contest organized at the level of the education
institution/consortium
The contest consists in:





Practice examination or special inspection in the class
Written examination at the didactics of the
specialization- for the didactic personnel with individual
work contract
Presenting a curriculum vitae and job interview for the
associated personnel or retired

The role of the School
Inspectorate


Centralizes the didactic positions and the classes which remained
vacant and which will be assigned as follows:
 To tenure teachers from an education institution in order to
complete the norm
 Beginner teachers who are doing their internship
 To the candidates that did not obtain any position as a
consequence of the contest organized at the school level
 Pensioners, respecting the criteria of professional
competence

Management positions







The position of principal is occupied through a public contest by
teachers who are members of the National Experts Body in
Educational Management
The contest is organized at the education institution level by the
administration board
The principal signs an educational management contract with the
mayor/the president of the County Board of the territory
administrative unit
During their mandate the principal and the deputy principal
cannot be president or vice president of any political party

Didactic Norm


40 hours a week:
 Didactic activities of teaching-learning-evaluation,
practice, exams for the end of a level of study
 Methodological scientific preparation activities
 Education activities which are complementary to
the process of teaching: mentorship, school after
school, lifelong learning.

Regulatory acts


ROFUIP
 Continuous training methodology
 Didactic personnel movement methodology
 AB functioning methodology
 Personnel evaluation methodology
 Constitution of the mentors body methodology
 The regulations for the organization of the school
inspection

Application deadlines








1st of January 2012- introduction of the standard cost per pupil
1st of January 2012- assignment of 6% of PIB
2012-2013- inclusion of the preparation class in the primary
education level
1st of January 2013- to grant 500 euro for permanent education of
each new-born
Beginning of the school year 2014-2015- admittance
methodology in upper-secondary education- 10th grade,
according to the new law (for pupils who are in the 7th grade)
2015-2016- inclusion of the 9th grade in the lower secondary
education (the generation which started the 5th grade in school
year 2011-2012)

A few conclusions


The vision of the law












Centered on the beneficiary
Taking responsibility for the offered services
Institutional descentralization
Equal chances
Quality assurance

Coherence
The predictability and the stability of the system
The full application of the law takes about 4-5 years
The involvement of the teachers in elaborating the
methodological methods for the application of the law


Slide 28

ROMANIA – BRAILA
SCOALA GIMNAZIALA “ECATERINA TEODOROIU”

THE STRUCTURE OF THE
NATIONAL EDUCATION
PRE-UNIVERSITY SYSTEM



Early education (0-6 years)





Primary education









Preparing grade
I-IV grades

Secondary education




Ante preschool level
Preschool level

Lower secondary – gymnasium – grades V-IX
Upper secondary – high school- grades X-XII /XIII :theoretical, technological,
vocational.

Professional education for a period between 6 months and 2
years
Tertiary education



Compulsory general education is composed by lower
primary and secondary level
 Technical education comprises grades XII and XIII
from the professional, technical and vocational upper
secondary school
 The professional and technical education is formed by:




Professional education
Technical education
Post upper secondary school education

Age

Grade

>19

18

XIII

17

XII

ISCED

Education Levels

Qualifications
Level

5
6

University Level

5
4

4

Pre-university Level / Non University Levels (technical and
vocational )

3

3

16

XI

15

X

14

IX

13

VIII

12

VII

11

VI

10

V

9

IV

8

III

7

II

6

I

5-6

Kindergarten –
Pre-Primary

3-4

Kindergarten

0-3

Nursery

Theoratical High School

Theoratical
Education

Arts,
Sports,The
ological
HighSchool

Technologic
al high School
Technologi
cal HighCompletion
School
Year

Arts,
Technologi
Sports,
cal
Theologica
Education
l Education

2

Comprehensive Education
1

0

3

2

1

School after School Program


By the decision of the School Administration Board
there can be carried on activities such as “School after
School” in partnership with the local public authorities,
with the parents associations, NGO’s with
competences in this area
 Educational, recreational activities, consolidating the
learning competences or their acceleration, remedial
learning activities.
 The Government can finance the School after School
Program

School Network




The school network is formed by the total number of the
accredited school units, respectively the temporary authorized
units.
The school consortia represent contractual partnerships between
school units that ensure:
 The mobility of the personnel between the member schools;
 The usage of the facilities of the member schools;
 Enlargement of the learning opportunities offered to pupils
and mutual recognition of the learning results

Study Formations









Ante preschool education- 7 children, 5/9
Preschool education – 15 preschoolers, 10/20
Primary education – 20 pupils, 15/25
Lower secondary education – 25 pupils, 20/30
Upper secondary education – 25 pupils, 25/30
Special education for pupils with minor deficiencies- 10 pupils,
8/12
Special education for pupils with severe deficiencies- 5 pupils, 4/6

Curriculum
The national curricula produced in
accordance with:
 The specific needs for personal
development;
 The needs of the labor market and of the
community;
 Subsidiarity principle


Curriculum











The number of hours:
20 hours – primary education
25 hours- lower secondary education
30 hours- upper secondary education
Compulsory subjects
80% for the compulsory education
70% for the upper secondary education
Within each subject
75% of the syllabus covers the teaching and evaluation classes
25% at the disposal of the teacher for remedial learning, individual learning plans.

Curriculum


For early education- centered on
physical, cognitive, emotional and social
education, precocious repair of the
possible development deficiencies;
 For lower and upper secondary
education- centered on 8 competence
domains which determine the pupil’s
formation profile;

Competence Domains










Communication competences in Romanian language;
Communication competences in foreign languages;
Basic competences for mathematics, sciences and technologies;
Digital competences;
Social and civic competences;
Entrepreneurial competences;
Sensitivity and cultural expression competences;
Lifelong learning competences;

Curricula approach
The graduate’s profile;
 The national frame of the curricula
(curricula domains);
 Teaching plans
 Schools syllabuses
 Textbooks


E-learning. On-line learning communities

There will be set up the Virtual School
Library and E-learning School Platform
which will contain:
 School syllabuses
 Lesson examples
 Methodological guides
 Examples of evaluation tests


Evaluation


The objective of the evaluation is to orientate
and optimize learning;
 All evaluations are made on the basis of
national standards for evaluation for each
school subject;
 The control of the usage and respecting of the
national evaluation standards by the teachers
is made through the school inspection

Evaluation






Marking students without using and respecting the
national standards and evaluation methodologies
represents a disciplinary deviation and it is sanctioned
according to the present law
The evaluation is centered on competences, offers
real feed-back to students and is located at the basis
of the individual learning plans
There will be created an unique bank of evaluation
instruments with an guiding function

Evaluation – Educational portofolio





Educational portfolio comprises all the diplomas,
certificates and other official registrations obtained
following the evaluation of the acquired skills or
participation to learning activities, in different contexts.
The educational portfolio is the central element of the
evaluation of the learning
Its usage starts with the preparing class and
represents the pupil’s educational identity card

The structure and the characteristics
of the evaluations







At the end of the preparing class- individualized
At the end of the 2nd grade- at school level;
At the end of the 4th grade-at national level, by
sampling;
At the end of the 6th grade- at school level;
At the end of the 9th grade-at national level;
At the end of the 12th -13th grade- at national level.

At the end of the preparing class


The teacher makes an evaluation report
of the physical education, socioemotional, cognitive, language and
communication, capacity development
and learning attitudes.

At the end of the 2nd grade


Evaluation of the fundamental competences
at:
-writing-reading;
-mathematics
 Evaluation results are used in order to
elaborate the individualized learning plans
 It is communicated to the parents

At the end of the 4th grade
National evaluation, by sampling, of the
acquired fundamental competences in
primary level
 According to the international model
 Has its aim the diagnosis of the system


Students’ evaluation at the school level by two transdisciplinary tests
 Language and communication;
 Mathematics and sciences
 The results of the evaluation are used in order to
elaborate the individualized plans and for the school
pre-orientation
 The results of the evaluation are communicated to
parents and registered in the educational portfolio


At the end of the 9th grade


Compulsory national evaluation for all students, score according
to the international model








Written examination at Romanian literature and language
Trans-disciplinary written examination at mathematics and sciences
Written examination at an international language;
Practice examination regarding computer skills, held during the school year
Trans-disciplinary oral examination in order to evaluate the civic and social
competences, held during the school year

The results of the evaluation are registered in the student’s
educational portfolio

Admission in upper secondary
school (high-school)





On the basis of the educational portfolio if the number
of the places is equal to the number of the candidates;
On the basis of the educational portfolio , of the
graduation average, of the average at the national
evaluation- a proportion of 70%
30% from the grade obtained at the admission
established by the education institution

Baccalaureate examination(school
graduate examination)






Examination A- the evaluation of the oral
communication competences in Romanian language;
Examination B- the evaluation of the communication
competences in mother tongue
Examination C- the evaluation of the communication
competences in two international languages
Examination D- the evaluation of the digital
competences;
Examination E written- - the evaluation of the
competences which were formed during the upper
secondary school(high-school) years

Examination E
1.Written examination at Romanian literature and language
2. Written examination at mother tongue
3. Two differentiated written examinations:
1)Real profile
 Mathematics
 Science trans-disciplinary examination
 2) Humanities profile
An international foreign language


Interdisciplinary examination from geography, history, socio-humanities

3)Technological profile
 Written examination specific to the profile
 Trans-disciplinary examination
 Vocational profile

THE MANAGEMENT OF
THE SYSTEM AND OF
THE EDUCATION
INSTITUTIONS

The management of the education
institutions





The institutions are managed by an administration
board formed by 7,9,13 members
After the formation of the AB there is chosen a session
president, for an year
Monthly meetings
Attributions – public responsibility for the
achievements of the education institution, together
with the principal

Financing and material resources of
the education institutions
Basic financing
 Complementary financing
 Supplementary financing


Competitions


Between schools- institutional evaluation-classification
of the schools on 5 levels:
 Excellent
 Very good
 Good
 Satisfactory
 Unsatisfactory
 Among teachers- the Teacher of the Year

THE STATUTE OF THE
DIDACTIC
PERSONNEL(THEACHER’S)

Initial and continuous training. Didactic
career
Theoretical initial training
 Didactic master for a period of 2 years






A scholarship which is equal with the net
salary of a beginner teacher

Practice for a year, in an education
institution, under the guidance of a
mentor teacher

Didactic career


Having a didactic position during the practice period
 Contest for free/reserved positions
 Distribution by School Inspectorate on the positions
which remained free
 The teachers that are hired for a determined period
of time can benefit of continuity on the position they
have if they have the approval of the administration
board

Career Evolution
Didactic level II
 Didactic level I
 Teacher emeritus


Professional development








Developing competences and keeping up to date in the area of
specialization;
Developing competences for career evolution , through the
system of preparing for and obtaining the didactic levels
Acquiring or developing management competences
Acquiring new competences by conversion programs for
specializations and/or having new didactic positions
Acquiring complementary competences
Obtaining a new didactic specialization by attending
corresponding courses, different from the current specialization is
considered lifelong training

Didactic positions occupancy
The tenure(permanent)didactic
personnel keeps their right obtained
through the national tenure examination,
at the release date of the present law
 The tenure didactic personnel who
obtained this position by government
assignment has the opportunity to keep
this right


The settlement of the activity
downsizing
The mutual consented transfer between
the education institutions
 The assignment on vacant positions,
coordinated by School Inspectorate,
according to the methodology elaborated
by MECTS until 15th November


Very important


The non-tenured teachers that have participated at the
tenure unique national contest in the last 3 years,
anterior to the release of the present law, and who
have obtained at least 7 and had a position within the
school they become the tenures of the respective
position if:



There is certified the availability of the position
The administration board of the school approves

Modalities of hiring the didactic
personnel






The positions are occupied following a contest at the
level of the education institutions
Vacancy of the position is made by the administration
board at the principal’s proposal
The School Inspectorate analysis, corrects in
collaboration with the education institutions and
approves the free/reserved didactic positions offer
The list is made public by posting it at the School
Inspectorate and education institutions

Modalities of hiring



The contest organized at the level of the education
institution/consortium
The contest consists in:





Practice examination or special inspection in the class
Written examination at the didactics of the
specialization- for the didactic personnel with individual
work contract
Presenting a curriculum vitae and job interview for the
associated personnel or retired

The role of the School
Inspectorate


Centralizes the didactic positions and the classes which remained
vacant and which will be assigned as follows:
 To tenure teachers from an education institution in order to
complete the norm
 Beginner teachers who are doing their internship
 To the candidates that did not obtain any position as a
consequence of the contest organized at the school level
 Pensioners, respecting the criteria of professional
competence

Management positions







The position of principal is occupied through a public contest by
teachers who are members of the National Experts Body in
Educational Management
The contest is organized at the education institution level by the
administration board
The principal signs an educational management contract with the
mayor/the president of the County Board of the territory
administrative unit
During their mandate the principal and the deputy principal
cannot be president or vice president of any political party

Didactic Norm


40 hours a week:
 Didactic activities of teaching-learning-evaluation,
practice, exams for the end of a level of study
 Methodological scientific preparation activities
 Education activities which are complementary to
the process of teaching: mentorship, school after
school, lifelong learning.

Regulatory acts


ROFUIP
 Continuous training methodology
 Didactic personnel movement methodology
 AB functioning methodology
 Personnel evaluation methodology
 Constitution of the mentors body methodology
 The regulations for the organization of the school
inspection

Application deadlines








1st of January 2012- introduction of the standard cost per pupil
1st of January 2012- assignment of 6% of PIB
2012-2013- inclusion of the preparation class in the primary
education level
1st of January 2013- to grant 500 euro for permanent education of
each new-born
Beginning of the school year 2014-2015- admittance
methodology in upper-secondary education- 10th grade,
according to the new law (for pupils who are in the 7th grade)
2015-2016- inclusion of the 9th grade in the lower secondary
education (the generation which started the 5th grade in school
year 2011-2012)

A few conclusions


The vision of the law












Centered on the beneficiary
Taking responsibility for the offered services
Institutional descentralization
Equal chances
Quality assurance

Coherence
The predictability and the stability of the system
The full application of the law takes about 4-5 years
The involvement of the teachers in elaborating the
methodological methods for the application of the law


Slide 29

ROMANIA – BRAILA
SCOALA GIMNAZIALA “ECATERINA TEODOROIU”

THE STRUCTURE OF THE
NATIONAL EDUCATION
PRE-UNIVERSITY SYSTEM



Early education (0-6 years)





Primary education









Preparing grade
I-IV grades

Secondary education




Ante preschool level
Preschool level

Lower secondary – gymnasium – grades V-IX
Upper secondary – high school- grades X-XII /XIII :theoretical, technological,
vocational.

Professional education for a period between 6 months and 2
years
Tertiary education



Compulsory general education is composed by lower
primary and secondary level
 Technical education comprises grades XII and XIII
from the professional, technical and vocational upper
secondary school
 The professional and technical education is formed by:




Professional education
Technical education
Post upper secondary school education

Age

Grade

>19

18

XIII

17

XII

ISCED

Education Levels

Qualifications
Level

5
6

University Level

5
4

4

Pre-university Level / Non University Levels (technical and
vocational )

3

3

16

XI

15

X

14

IX

13

VIII

12

VII

11

VI

10

V

9

IV

8

III

7

II

6

I

5-6

Kindergarten –
Pre-Primary

3-4

Kindergarten

0-3

Nursery

Theoratical High School

Theoratical
Education

Arts,
Sports,The
ological
HighSchool

Technologic
al high School
Technologi
cal HighCompletion
School
Year

Arts,
Technologi
Sports,
cal
Theologica
Education
l Education

2

Comprehensive Education
1

0

3

2

1

School after School Program


By the decision of the School Administration Board
there can be carried on activities such as “School after
School” in partnership with the local public authorities,
with the parents associations, NGO’s with
competences in this area
 Educational, recreational activities, consolidating the
learning competences or their acceleration, remedial
learning activities.
 The Government can finance the School after School
Program

School Network




The school network is formed by the total number of the
accredited school units, respectively the temporary authorized
units.
The school consortia represent contractual partnerships between
school units that ensure:
 The mobility of the personnel between the member schools;
 The usage of the facilities of the member schools;
 Enlargement of the learning opportunities offered to pupils
and mutual recognition of the learning results

Study Formations









Ante preschool education- 7 children, 5/9
Preschool education – 15 preschoolers, 10/20
Primary education – 20 pupils, 15/25
Lower secondary education – 25 pupils, 20/30
Upper secondary education – 25 pupils, 25/30
Special education for pupils with minor deficiencies- 10 pupils,
8/12
Special education for pupils with severe deficiencies- 5 pupils, 4/6

Curriculum
The national curricula produced in
accordance with:
 The specific needs for personal
development;
 The needs of the labor market and of the
community;
 Subsidiarity principle


Curriculum











The number of hours:
20 hours – primary education
25 hours- lower secondary education
30 hours- upper secondary education
Compulsory subjects
80% for the compulsory education
70% for the upper secondary education
Within each subject
75% of the syllabus covers the teaching and evaluation classes
25% at the disposal of the teacher for remedial learning, individual learning plans.

Curriculum


For early education- centered on
physical, cognitive, emotional and social
education, precocious repair of the
possible development deficiencies;
 For lower and upper secondary
education- centered on 8 competence
domains which determine the pupil’s
formation profile;

Competence Domains










Communication competences in Romanian language;
Communication competences in foreign languages;
Basic competences for mathematics, sciences and technologies;
Digital competences;
Social and civic competences;
Entrepreneurial competences;
Sensitivity and cultural expression competences;
Lifelong learning competences;

Curricula approach
The graduate’s profile;
 The national frame of the curricula
(curricula domains);
 Teaching plans
 Schools syllabuses
 Textbooks


E-learning. On-line learning communities

There will be set up the Virtual School
Library and E-learning School Platform
which will contain:
 School syllabuses
 Lesson examples
 Methodological guides
 Examples of evaluation tests


Evaluation


The objective of the evaluation is to orientate
and optimize learning;
 All evaluations are made on the basis of
national standards for evaluation for each
school subject;
 The control of the usage and respecting of the
national evaluation standards by the teachers
is made through the school inspection

Evaluation






Marking students without using and respecting the
national standards and evaluation methodologies
represents a disciplinary deviation and it is sanctioned
according to the present law
The evaluation is centered on competences, offers
real feed-back to students and is located at the basis
of the individual learning plans
There will be created an unique bank of evaluation
instruments with an guiding function

Evaluation – Educational portofolio





Educational portfolio comprises all the diplomas,
certificates and other official registrations obtained
following the evaluation of the acquired skills or
participation to learning activities, in different contexts.
The educational portfolio is the central element of the
evaluation of the learning
Its usage starts with the preparing class and
represents the pupil’s educational identity card

The structure and the characteristics
of the evaluations







At the end of the preparing class- individualized
At the end of the 2nd grade- at school level;
At the end of the 4th grade-at national level, by
sampling;
At the end of the 6th grade- at school level;
At the end of the 9th grade-at national level;
At the end of the 12th -13th grade- at national level.

At the end of the preparing class


The teacher makes an evaluation report
of the physical education, socioemotional, cognitive, language and
communication, capacity development
and learning attitudes.

At the end of the 2nd grade


Evaluation of the fundamental competences
at:
-writing-reading;
-mathematics
 Evaluation results are used in order to
elaborate the individualized learning plans
 It is communicated to the parents

At the end of the 4th grade
National evaluation, by sampling, of the
acquired fundamental competences in
primary level
 According to the international model
 Has its aim the diagnosis of the system


Students’ evaluation at the school level by two transdisciplinary tests
 Language and communication;
 Mathematics and sciences
 The results of the evaluation are used in order to
elaborate the individualized plans and for the school
pre-orientation
 The results of the evaluation are communicated to
parents and registered in the educational portfolio


At the end of the 9th grade


Compulsory national evaluation for all students, score according
to the international model








Written examination at Romanian literature and language
Trans-disciplinary written examination at mathematics and sciences
Written examination at an international language;
Practice examination regarding computer skills, held during the school year
Trans-disciplinary oral examination in order to evaluate the civic and social
competences, held during the school year

The results of the evaluation are registered in the student’s
educational portfolio

Admission in upper secondary
school (high-school)





On the basis of the educational portfolio if the number
of the places is equal to the number of the candidates;
On the basis of the educational portfolio , of the
graduation average, of the average at the national
evaluation- a proportion of 70%
30% from the grade obtained at the admission
established by the education institution

Baccalaureate examination(school
graduate examination)






Examination A- the evaluation of the oral
communication competences in Romanian language;
Examination B- the evaluation of the communication
competences in mother tongue
Examination C- the evaluation of the communication
competences in two international languages
Examination D- the evaluation of the digital
competences;
Examination E written- - the evaluation of the
competences which were formed during the upper
secondary school(high-school) years

Examination E
1.Written examination at Romanian literature and language
2. Written examination at mother tongue
3. Two differentiated written examinations:
1)Real profile
 Mathematics
 Science trans-disciplinary examination
 2) Humanities profile
An international foreign language


Interdisciplinary examination from geography, history, socio-humanities

3)Technological profile
 Written examination specific to the profile
 Trans-disciplinary examination
 Vocational profile

THE MANAGEMENT OF
THE SYSTEM AND OF
THE EDUCATION
INSTITUTIONS

The management of the education
institutions





The institutions are managed by an administration
board formed by 7,9,13 members
After the formation of the AB there is chosen a session
president, for an year
Monthly meetings
Attributions – public responsibility for the
achievements of the education institution, together
with the principal

Financing and material resources of
the education institutions
Basic financing
 Complementary financing
 Supplementary financing


Competitions


Between schools- institutional evaluation-classification
of the schools on 5 levels:
 Excellent
 Very good
 Good
 Satisfactory
 Unsatisfactory
 Among teachers- the Teacher of the Year

THE STATUTE OF THE
DIDACTIC
PERSONNEL(THEACHER’S)

Initial and continuous training. Didactic
career
Theoretical initial training
 Didactic master for a period of 2 years






A scholarship which is equal with the net
salary of a beginner teacher

Practice for a year, in an education
institution, under the guidance of a
mentor teacher

Didactic career


Having a didactic position during the practice period
 Contest for free/reserved positions
 Distribution by School Inspectorate on the positions
which remained free
 The teachers that are hired for a determined period
of time can benefit of continuity on the position they
have if they have the approval of the administration
board

Career Evolution
Didactic level II
 Didactic level I
 Teacher emeritus


Professional development








Developing competences and keeping up to date in the area of
specialization;
Developing competences for career evolution , through the
system of preparing for and obtaining the didactic levels
Acquiring or developing management competences
Acquiring new competences by conversion programs for
specializations and/or having new didactic positions
Acquiring complementary competences
Obtaining a new didactic specialization by attending
corresponding courses, different from the current specialization is
considered lifelong training

Didactic positions occupancy
The tenure(permanent)didactic
personnel keeps their right obtained
through the national tenure examination,
at the release date of the present law
 The tenure didactic personnel who
obtained this position by government
assignment has the opportunity to keep
this right


The settlement of the activity
downsizing
The mutual consented transfer between
the education institutions
 The assignment on vacant positions,
coordinated by School Inspectorate,
according to the methodology elaborated
by MECTS until 15th November


Very important


The non-tenured teachers that have participated at the
tenure unique national contest in the last 3 years,
anterior to the release of the present law, and who
have obtained at least 7 and had a position within the
school they become the tenures of the respective
position if:



There is certified the availability of the position
The administration board of the school approves

Modalities of hiring the didactic
personnel






The positions are occupied following a contest at the
level of the education institutions
Vacancy of the position is made by the administration
board at the principal’s proposal
The School Inspectorate analysis, corrects in
collaboration with the education institutions and
approves the free/reserved didactic positions offer
The list is made public by posting it at the School
Inspectorate and education institutions

Modalities of hiring



The contest organized at the level of the education
institution/consortium
The contest consists in:





Practice examination or special inspection in the class
Written examination at the didactics of the
specialization- for the didactic personnel with individual
work contract
Presenting a curriculum vitae and job interview for the
associated personnel or retired

The role of the School
Inspectorate


Centralizes the didactic positions and the classes which remained
vacant and which will be assigned as follows:
 To tenure teachers from an education institution in order to
complete the norm
 Beginner teachers who are doing their internship
 To the candidates that did not obtain any position as a
consequence of the contest organized at the school level
 Pensioners, respecting the criteria of professional
competence

Management positions







The position of principal is occupied through a public contest by
teachers who are members of the National Experts Body in
Educational Management
The contest is organized at the education institution level by the
administration board
The principal signs an educational management contract with the
mayor/the president of the County Board of the territory
administrative unit
During their mandate the principal and the deputy principal
cannot be president or vice president of any political party

Didactic Norm


40 hours a week:
 Didactic activities of teaching-learning-evaluation,
practice, exams for the end of a level of study
 Methodological scientific preparation activities
 Education activities which are complementary to
the process of teaching: mentorship, school after
school, lifelong learning.

Regulatory acts


ROFUIP
 Continuous training methodology
 Didactic personnel movement methodology
 AB functioning methodology
 Personnel evaluation methodology
 Constitution of the mentors body methodology
 The regulations for the organization of the school
inspection

Application deadlines








1st of January 2012- introduction of the standard cost per pupil
1st of January 2012- assignment of 6% of PIB
2012-2013- inclusion of the preparation class in the primary
education level
1st of January 2013- to grant 500 euro for permanent education of
each new-born
Beginning of the school year 2014-2015- admittance
methodology in upper-secondary education- 10th grade,
according to the new law (for pupils who are in the 7th grade)
2015-2016- inclusion of the 9th grade in the lower secondary
education (the generation which started the 5th grade in school
year 2011-2012)

A few conclusions


The vision of the law












Centered on the beneficiary
Taking responsibility for the offered services
Institutional descentralization
Equal chances
Quality assurance

Coherence
The predictability and the stability of the system
The full application of the law takes about 4-5 years
The involvement of the teachers in elaborating the
methodological methods for the application of the law


Slide 30

ROMANIA – BRAILA
SCOALA GIMNAZIALA “ECATERINA TEODOROIU”

THE STRUCTURE OF THE
NATIONAL EDUCATION
PRE-UNIVERSITY SYSTEM



Early education (0-6 years)





Primary education









Preparing grade
I-IV grades

Secondary education




Ante preschool level
Preschool level

Lower secondary – gymnasium – grades V-IX
Upper secondary – high school- grades X-XII /XIII :theoretical, technological,
vocational.

Professional education for a period between 6 months and 2
years
Tertiary education



Compulsory general education is composed by lower
primary and secondary level
 Technical education comprises grades XII and XIII
from the professional, technical and vocational upper
secondary school
 The professional and technical education is formed by:




Professional education
Technical education
Post upper secondary school education

Age

Grade

>19

18

XIII

17

XII

ISCED

Education Levels

Qualifications
Level

5
6

University Level

5
4

4

Pre-university Level / Non University Levels (technical and
vocational )

3

3

16

XI

15

X

14

IX

13

VIII

12

VII

11

VI

10

V

9

IV

8

III

7

II

6

I

5-6

Kindergarten –
Pre-Primary

3-4

Kindergarten

0-3

Nursery

Theoratical High School

Theoratical
Education

Arts,
Sports,The
ological
HighSchool

Technologic
al high School
Technologi
cal HighCompletion
School
Year

Arts,
Technologi
Sports,
cal
Theologica
Education
l Education

2

Comprehensive Education
1

0

3

2

1

School after School Program


By the decision of the School Administration Board
there can be carried on activities such as “School after
School” in partnership with the local public authorities,
with the parents associations, NGO’s with
competences in this area
 Educational, recreational activities, consolidating the
learning competences or their acceleration, remedial
learning activities.
 The Government can finance the School after School
Program

School Network




The school network is formed by the total number of the
accredited school units, respectively the temporary authorized
units.
The school consortia represent contractual partnerships between
school units that ensure:
 The mobility of the personnel between the member schools;
 The usage of the facilities of the member schools;
 Enlargement of the learning opportunities offered to pupils
and mutual recognition of the learning results

Study Formations









Ante preschool education- 7 children, 5/9
Preschool education – 15 preschoolers, 10/20
Primary education – 20 pupils, 15/25
Lower secondary education – 25 pupils, 20/30
Upper secondary education – 25 pupils, 25/30
Special education for pupils with minor deficiencies- 10 pupils,
8/12
Special education for pupils with severe deficiencies- 5 pupils, 4/6

Curriculum
The national curricula produced in
accordance with:
 The specific needs for personal
development;
 The needs of the labor market and of the
community;
 Subsidiarity principle


Curriculum











The number of hours:
20 hours – primary education
25 hours- lower secondary education
30 hours- upper secondary education
Compulsory subjects
80% for the compulsory education
70% for the upper secondary education
Within each subject
75% of the syllabus covers the teaching and evaluation classes
25% at the disposal of the teacher for remedial learning, individual learning plans.

Curriculum


For early education- centered on
physical, cognitive, emotional and social
education, precocious repair of the
possible development deficiencies;
 For lower and upper secondary
education- centered on 8 competence
domains which determine the pupil’s
formation profile;

Competence Domains










Communication competences in Romanian language;
Communication competences in foreign languages;
Basic competences for mathematics, sciences and technologies;
Digital competences;
Social and civic competences;
Entrepreneurial competences;
Sensitivity and cultural expression competences;
Lifelong learning competences;

Curricula approach
The graduate’s profile;
 The national frame of the curricula
(curricula domains);
 Teaching plans
 Schools syllabuses
 Textbooks


E-learning. On-line learning communities

There will be set up the Virtual School
Library and E-learning School Platform
which will contain:
 School syllabuses
 Lesson examples
 Methodological guides
 Examples of evaluation tests


Evaluation


The objective of the evaluation is to orientate
and optimize learning;
 All evaluations are made on the basis of
national standards for evaluation for each
school subject;
 The control of the usage and respecting of the
national evaluation standards by the teachers
is made through the school inspection

Evaluation






Marking students without using and respecting the
national standards and evaluation methodologies
represents a disciplinary deviation and it is sanctioned
according to the present law
The evaluation is centered on competences, offers
real feed-back to students and is located at the basis
of the individual learning plans
There will be created an unique bank of evaluation
instruments with an guiding function

Evaluation – Educational portofolio





Educational portfolio comprises all the diplomas,
certificates and other official registrations obtained
following the evaluation of the acquired skills or
participation to learning activities, in different contexts.
The educational portfolio is the central element of the
evaluation of the learning
Its usage starts with the preparing class and
represents the pupil’s educational identity card

The structure and the characteristics
of the evaluations







At the end of the preparing class- individualized
At the end of the 2nd grade- at school level;
At the end of the 4th grade-at national level, by
sampling;
At the end of the 6th grade- at school level;
At the end of the 9th grade-at national level;
At the end of the 12th -13th grade- at national level.

At the end of the preparing class


The teacher makes an evaluation report
of the physical education, socioemotional, cognitive, language and
communication, capacity development
and learning attitudes.

At the end of the 2nd grade


Evaluation of the fundamental competences
at:
-writing-reading;
-mathematics
 Evaluation results are used in order to
elaborate the individualized learning plans
 It is communicated to the parents

At the end of the 4th grade
National evaluation, by sampling, of the
acquired fundamental competences in
primary level
 According to the international model
 Has its aim the diagnosis of the system


Students’ evaluation at the school level by two transdisciplinary tests
 Language and communication;
 Mathematics and sciences
 The results of the evaluation are used in order to
elaborate the individualized plans and for the school
pre-orientation
 The results of the evaluation are communicated to
parents and registered in the educational portfolio


At the end of the 9th grade


Compulsory national evaluation for all students, score according
to the international model








Written examination at Romanian literature and language
Trans-disciplinary written examination at mathematics and sciences
Written examination at an international language;
Practice examination regarding computer skills, held during the school year
Trans-disciplinary oral examination in order to evaluate the civic and social
competences, held during the school year

The results of the evaluation are registered in the student’s
educational portfolio

Admission in upper secondary
school (high-school)





On the basis of the educational portfolio if the number
of the places is equal to the number of the candidates;
On the basis of the educational portfolio , of the
graduation average, of the average at the national
evaluation- a proportion of 70%
30% from the grade obtained at the admission
established by the education institution

Baccalaureate examination(school
graduate examination)






Examination A- the evaluation of the oral
communication competences in Romanian language;
Examination B- the evaluation of the communication
competences in mother tongue
Examination C- the evaluation of the communication
competences in two international languages
Examination D- the evaluation of the digital
competences;
Examination E written- - the evaluation of the
competences which were formed during the upper
secondary school(high-school) years

Examination E
1.Written examination at Romanian literature and language
2. Written examination at mother tongue
3. Two differentiated written examinations:
1)Real profile
 Mathematics
 Science trans-disciplinary examination
 2) Humanities profile
An international foreign language


Interdisciplinary examination from geography, history, socio-humanities

3)Technological profile
 Written examination specific to the profile
 Trans-disciplinary examination
 Vocational profile

THE MANAGEMENT OF
THE SYSTEM AND OF
THE EDUCATION
INSTITUTIONS

The management of the education
institutions





The institutions are managed by an administration
board formed by 7,9,13 members
After the formation of the AB there is chosen a session
president, for an year
Monthly meetings
Attributions – public responsibility for the
achievements of the education institution, together
with the principal

Financing and material resources of
the education institutions
Basic financing
 Complementary financing
 Supplementary financing


Competitions


Between schools- institutional evaluation-classification
of the schools on 5 levels:
 Excellent
 Very good
 Good
 Satisfactory
 Unsatisfactory
 Among teachers- the Teacher of the Year

THE STATUTE OF THE
DIDACTIC
PERSONNEL(THEACHER’S)

Initial and continuous training. Didactic
career
Theoretical initial training
 Didactic master for a period of 2 years






A scholarship which is equal with the net
salary of a beginner teacher

Practice for a year, in an education
institution, under the guidance of a
mentor teacher

Didactic career


Having a didactic position during the practice period
 Contest for free/reserved positions
 Distribution by School Inspectorate on the positions
which remained free
 The teachers that are hired for a determined period
of time can benefit of continuity on the position they
have if they have the approval of the administration
board

Career Evolution
Didactic level II
 Didactic level I
 Teacher emeritus


Professional development








Developing competences and keeping up to date in the area of
specialization;
Developing competences for career evolution , through the
system of preparing for and obtaining the didactic levels
Acquiring or developing management competences
Acquiring new competences by conversion programs for
specializations and/or having new didactic positions
Acquiring complementary competences
Obtaining a new didactic specialization by attending
corresponding courses, different from the current specialization is
considered lifelong training

Didactic positions occupancy
The tenure(permanent)didactic
personnel keeps their right obtained
through the national tenure examination,
at the release date of the present law
 The tenure didactic personnel who
obtained this position by government
assignment has the opportunity to keep
this right


The settlement of the activity
downsizing
The mutual consented transfer between
the education institutions
 The assignment on vacant positions,
coordinated by School Inspectorate,
according to the methodology elaborated
by MECTS until 15th November


Very important


The non-tenured teachers that have participated at the
tenure unique national contest in the last 3 years,
anterior to the release of the present law, and who
have obtained at least 7 and had a position within the
school they become the tenures of the respective
position if:



There is certified the availability of the position
The administration board of the school approves

Modalities of hiring the didactic
personnel






The positions are occupied following a contest at the
level of the education institutions
Vacancy of the position is made by the administration
board at the principal’s proposal
The School Inspectorate analysis, corrects in
collaboration with the education institutions and
approves the free/reserved didactic positions offer
The list is made public by posting it at the School
Inspectorate and education institutions

Modalities of hiring



The contest organized at the level of the education
institution/consortium
The contest consists in:





Practice examination or special inspection in the class
Written examination at the didactics of the
specialization- for the didactic personnel with individual
work contract
Presenting a curriculum vitae and job interview for the
associated personnel or retired

The role of the School
Inspectorate


Centralizes the didactic positions and the classes which remained
vacant and which will be assigned as follows:
 To tenure teachers from an education institution in order to
complete the norm
 Beginner teachers who are doing their internship
 To the candidates that did not obtain any position as a
consequence of the contest organized at the school level
 Pensioners, respecting the criteria of professional
competence

Management positions







The position of principal is occupied through a public contest by
teachers who are members of the National Experts Body in
Educational Management
The contest is organized at the education institution level by the
administration board
The principal signs an educational management contract with the
mayor/the president of the County Board of the territory
administrative unit
During their mandate the principal and the deputy principal
cannot be president or vice president of any political party

Didactic Norm


40 hours a week:
 Didactic activities of teaching-learning-evaluation,
practice, exams for the end of a level of study
 Methodological scientific preparation activities
 Education activities which are complementary to
the process of teaching: mentorship, school after
school, lifelong learning.

Regulatory acts


ROFUIP
 Continuous training methodology
 Didactic personnel movement methodology
 AB functioning methodology
 Personnel evaluation methodology
 Constitution of the mentors body methodology
 The regulations for the organization of the school
inspection

Application deadlines








1st of January 2012- introduction of the standard cost per pupil
1st of January 2012- assignment of 6% of PIB
2012-2013- inclusion of the preparation class in the primary
education level
1st of January 2013- to grant 500 euro for permanent education of
each new-born
Beginning of the school year 2014-2015- admittance
methodology in upper-secondary education- 10th grade,
according to the new law (for pupils who are in the 7th grade)
2015-2016- inclusion of the 9th grade in the lower secondary
education (the generation which started the 5th grade in school
year 2011-2012)

A few conclusions


The vision of the law












Centered on the beneficiary
Taking responsibility for the offered services
Institutional descentralization
Equal chances
Quality assurance

Coherence
The predictability and the stability of the system
The full application of the law takes about 4-5 years
The involvement of the teachers in elaborating the
methodological methods for the application of the law


Slide 31

ROMANIA – BRAILA
SCOALA GIMNAZIALA “ECATERINA TEODOROIU”

THE STRUCTURE OF THE
NATIONAL EDUCATION
PRE-UNIVERSITY SYSTEM



Early education (0-6 years)





Primary education









Preparing grade
I-IV grades

Secondary education




Ante preschool level
Preschool level

Lower secondary – gymnasium – grades V-IX
Upper secondary – high school- grades X-XII /XIII :theoretical, technological,
vocational.

Professional education for a period between 6 months and 2
years
Tertiary education



Compulsory general education is composed by lower
primary and secondary level
 Technical education comprises grades XII and XIII
from the professional, technical and vocational upper
secondary school
 The professional and technical education is formed by:




Professional education
Technical education
Post upper secondary school education

Age

Grade

>19

18

XIII

17

XII

ISCED

Education Levels

Qualifications
Level

5
6

University Level

5
4

4

Pre-university Level / Non University Levels (technical and
vocational )

3

3

16

XI

15

X

14

IX

13

VIII

12

VII

11

VI

10

V

9

IV

8

III

7

II

6

I

5-6

Kindergarten –
Pre-Primary

3-4

Kindergarten

0-3

Nursery

Theoratical High School

Theoratical
Education

Arts,
Sports,The
ological
HighSchool

Technologic
al high School
Technologi
cal HighCompletion
School
Year

Arts,
Technologi
Sports,
cal
Theologica
Education
l Education

2

Comprehensive Education
1

0

3

2

1

School after School Program


By the decision of the School Administration Board
there can be carried on activities such as “School after
School” in partnership with the local public authorities,
with the parents associations, NGO’s with
competences in this area
 Educational, recreational activities, consolidating the
learning competences or their acceleration, remedial
learning activities.
 The Government can finance the School after School
Program

School Network




The school network is formed by the total number of the
accredited school units, respectively the temporary authorized
units.
The school consortia represent contractual partnerships between
school units that ensure:
 The mobility of the personnel between the member schools;
 The usage of the facilities of the member schools;
 Enlargement of the learning opportunities offered to pupils
and mutual recognition of the learning results

Study Formations









Ante preschool education- 7 children, 5/9
Preschool education – 15 preschoolers, 10/20
Primary education – 20 pupils, 15/25
Lower secondary education – 25 pupils, 20/30
Upper secondary education – 25 pupils, 25/30
Special education for pupils with minor deficiencies- 10 pupils,
8/12
Special education for pupils with severe deficiencies- 5 pupils, 4/6

Curriculum
The national curricula produced in
accordance with:
 The specific needs for personal
development;
 The needs of the labor market and of the
community;
 Subsidiarity principle


Curriculum











The number of hours:
20 hours – primary education
25 hours- lower secondary education
30 hours- upper secondary education
Compulsory subjects
80% for the compulsory education
70% for the upper secondary education
Within each subject
75% of the syllabus covers the teaching and evaluation classes
25% at the disposal of the teacher for remedial learning, individual learning plans.

Curriculum


For early education- centered on
physical, cognitive, emotional and social
education, precocious repair of the
possible development deficiencies;
 For lower and upper secondary
education- centered on 8 competence
domains which determine the pupil’s
formation profile;

Competence Domains










Communication competences in Romanian language;
Communication competences in foreign languages;
Basic competences for mathematics, sciences and technologies;
Digital competences;
Social and civic competences;
Entrepreneurial competences;
Sensitivity and cultural expression competences;
Lifelong learning competences;

Curricula approach
The graduate’s profile;
 The national frame of the curricula
(curricula domains);
 Teaching plans
 Schools syllabuses
 Textbooks


E-learning. On-line learning communities

There will be set up the Virtual School
Library and E-learning School Platform
which will contain:
 School syllabuses
 Lesson examples
 Methodological guides
 Examples of evaluation tests


Evaluation


The objective of the evaluation is to orientate
and optimize learning;
 All evaluations are made on the basis of
national standards for evaluation for each
school subject;
 The control of the usage and respecting of the
national evaluation standards by the teachers
is made through the school inspection

Evaluation






Marking students without using and respecting the
national standards and evaluation methodologies
represents a disciplinary deviation and it is sanctioned
according to the present law
The evaluation is centered on competences, offers
real feed-back to students and is located at the basis
of the individual learning plans
There will be created an unique bank of evaluation
instruments with an guiding function

Evaluation – Educational portofolio





Educational portfolio comprises all the diplomas,
certificates and other official registrations obtained
following the evaluation of the acquired skills or
participation to learning activities, in different contexts.
The educational portfolio is the central element of the
evaluation of the learning
Its usage starts with the preparing class and
represents the pupil’s educational identity card

The structure and the characteristics
of the evaluations







At the end of the preparing class- individualized
At the end of the 2nd grade- at school level;
At the end of the 4th grade-at national level, by
sampling;
At the end of the 6th grade- at school level;
At the end of the 9th grade-at national level;
At the end of the 12th -13th grade- at national level.

At the end of the preparing class


The teacher makes an evaluation report
of the physical education, socioemotional, cognitive, language and
communication, capacity development
and learning attitudes.

At the end of the 2nd grade


Evaluation of the fundamental competences
at:
-writing-reading;
-mathematics
 Evaluation results are used in order to
elaborate the individualized learning plans
 It is communicated to the parents

At the end of the 4th grade
National evaluation, by sampling, of the
acquired fundamental competences in
primary level
 According to the international model
 Has its aim the diagnosis of the system


Students’ evaluation at the school level by two transdisciplinary tests
 Language and communication;
 Mathematics and sciences
 The results of the evaluation are used in order to
elaborate the individualized plans and for the school
pre-orientation
 The results of the evaluation are communicated to
parents and registered in the educational portfolio


At the end of the 9th grade


Compulsory national evaluation for all students, score according
to the international model








Written examination at Romanian literature and language
Trans-disciplinary written examination at mathematics and sciences
Written examination at an international language;
Practice examination regarding computer skills, held during the school year
Trans-disciplinary oral examination in order to evaluate the civic and social
competences, held during the school year

The results of the evaluation are registered in the student’s
educational portfolio

Admission in upper secondary
school (high-school)





On the basis of the educational portfolio if the number
of the places is equal to the number of the candidates;
On the basis of the educational portfolio , of the
graduation average, of the average at the national
evaluation- a proportion of 70%
30% from the grade obtained at the admission
established by the education institution

Baccalaureate examination(school
graduate examination)






Examination A- the evaluation of the oral
communication competences in Romanian language;
Examination B- the evaluation of the communication
competences in mother tongue
Examination C- the evaluation of the communication
competences in two international languages
Examination D- the evaluation of the digital
competences;
Examination E written- - the evaluation of the
competences which were formed during the upper
secondary school(high-school) years

Examination E
1.Written examination at Romanian literature and language
2. Written examination at mother tongue
3. Two differentiated written examinations:
1)Real profile
 Mathematics
 Science trans-disciplinary examination
 2) Humanities profile
An international foreign language


Interdisciplinary examination from geography, history, socio-humanities

3)Technological profile
 Written examination specific to the profile
 Trans-disciplinary examination
 Vocational profile

THE MANAGEMENT OF
THE SYSTEM AND OF
THE EDUCATION
INSTITUTIONS

The management of the education
institutions





The institutions are managed by an administration
board formed by 7,9,13 members
After the formation of the AB there is chosen a session
president, for an year
Monthly meetings
Attributions – public responsibility for the
achievements of the education institution, together
with the principal

Financing and material resources of
the education institutions
Basic financing
 Complementary financing
 Supplementary financing


Competitions


Between schools- institutional evaluation-classification
of the schools on 5 levels:
 Excellent
 Very good
 Good
 Satisfactory
 Unsatisfactory
 Among teachers- the Teacher of the Year

THE STATUTE OF THE
DIDACTIC
PERSONNEL(THEACHER’S)

Initial and continuous training. Didactic
career
Theoretical initial training
 Didactic master for a period of 2 years






A scholarship which is equal with the net
salary of a beginner teacher

Practice for a year, in an education
institution, under the guidance of a
mentor teacher

Didactic career


Having a didactic position during the practice period
 Contest for free/reserved positions
 Distribution by School Inspectorate on the positions
which remained free
 The teachers that are hired for a determined period
of time can benefit of continuity on the position they
have if they have the approval of the administration
board

Career Evolution
Didactic level II
 Didactic level I
 Teacher emeritus


Professional development








Developing competences and keeping up to date in the area of
specialization;
Developing competences for career evolution , through the
system of preparing for and obtaining the didactic levels
Acquiring or developing management competences
Acquiring new competences by conversion programs for
specializations and/or having new didactic positions
Acquiring complementary competences
Obtaining a new didactic specialization by attending
corresponding courses, different from the current specialization is
considered lifelong training

Didactic positions occupancy
The tenure(permanent)didactic
personnel keeps their right obtained
through the national tenure examination,
at the release date of the present law
 The tenure didactic personnel who
obtained this position by government
assignment has the opportunity to keep
this right


The settlement of the activity
downsizing
The mutual consented transfer between
the education institutions
 The assignment on vacant positions,
coordinated by School Inspectorate,
according to the methodology elaborated
by MECTS until 15th November


Very important


The non-tenured teachers that have participated at the
tenure unique national contest in the last 3 years,
anterior to the release of the present law, and who
have obtained at least 7 and had a position within the
school they become the tenures of the respective
position if:



There is certified the availability of the position
The administration board of the school approves

Modalities of hiring the didactic
personnel






The positions are occupied following a contest at the
level of the education institutions
Vacancy of the position is made by the administration
board at the principal’s proposal
The School Inspectorate analysis, corrects in
collaboration with the education institutions and
approves the free/reserved didactic positions offer
The list is made public by posting it at the School
Inspectorate and education institutions

Modalities of hiring



The contest organized at the level of the education
institution/consortium
The contest consists in:





Practice examination or special inspection in the class
Written examination at the didactics of the
specialization- for the didactic personnel with individual
work contract
Presenting a curriculum vitae and job interview for the
associated personnel or retired

The role of the School
Inspectorate


Centralizes the didactic positions and the classes which remained
vacant and which will be assigned as follows:
 To tenure teachers from an education institution in order to
complete the norm
 Beginner teachers who are doing their internship
 To the candidates that did not obtain any position as a
consequence of the contest organized at the school level
 Pensioners, respecting the criteria of professional
competence

Management positions







The position of principal is occupied through a public contest by
teachers who are members of the National Experts Body in
Educational Management
The contest is organized at the education institution level by the
administration board
The principal signs an educational management contract with the
mayor/the president of the County Board of the territory
administrative unit
During their mandate the principal and the deputy principal
cannot be president or vice president of any political party

Didactic Norm


40 hours a week:
 Didactic activities of teaching-learning-evaluation,
practice, exams for the end of a level of study
 Methodological scientific preparation activities
 Education activities which are complementary to
the process of teaching: mentorship, school after
school, lifelong learning.

Regulatory acts


ROFUIP
 Continuous training methodology
 Didactic personnel movement methodology
 AB functioning methodology
 Personnel evaluation methodology
 Constitution of the mentors body methodology
 The regulations for the organization of the school
inspection

Application deadlines








1st of January 2012- introduction of the standard cost per pupil
1st of January 2012- assignment of 6% of PIB
2012-2013- inclusion of the preparation class in the primary
education level
1st of January 2013- to grant 500 euro for permanent education of
each new-born
Beginning of the school year 2014-2015- admittance
methodology in upper-secondary education- 10th grade,
according to the new law (for pupils who are in the 7th grade)
2015-2016- inclusion of the 9th grade in the lower secondary
education (the generation which started the 5th grade in school
year 2011-2012)

A few conclusions


The vision of the law












Centered on the beneficiary
Taking responsibility for the offered services
Institutional descentralization
Equal chances
Quality assurance

Coherence
The predictability and the stability of the system
The full application of the law takes about 4-5 years
The involvement of the teachers in elaborating the
methodological methods for the application of the law


Slide 32

ROMANIA – BRAILA
SCOALA GIMNAZIALA “ECATERINA TEODOROIU”

THE STRUCTURE OF THE
NATIONAL EDUCATION
PRE-UNIVERSITY SYSTEM



Early education (0-6 years)





Primary education









Preparing grade
I-IV grades

Secondary education




Ante preschool level
Preschool level

Lower secondary – gymnasium – grades V-IX
Upper secondary – high school- grades X-XII /XIII :theoretical, technological,
vocational.

Professional education for a period between 6 months and 2
years
Tertiary education



Compulsory general education is composed by lower
primary and secondary level
 Technical education comprises grades XII and XIII
from the professional, technical and vocational upper
secondary school
 The professional and technical education is formed by:




Professional education
Technical education
Post upper secondary school education

Age

Grade

>19

18

XIII

17

XII

ISCED

Education Levels

Qualifications
Level

5
6

University Level

5
4

4

Pre-university Level / Non University Levels (technical and
vocational )

3

3

16

XI

15

X

14

IX

13

VIII

12

VII

11

VI

10

V

9

IV

8

III

7

II

6

I

5-6

Kindergarten –
Pre-Primary

3-4

Kindergarten

0-3

Nursery

Theoratical High School

Theoratical
Education

Arts,
Sports,The
ological
HighSchool

Technologic
al high School
Technologi
cal HighCompletion
School
Year

Arts,
Technologi
Sports,
cal
Theologica
Education
l Education

2

Comprehensive Education
1

0

3

2

1

School after School Program


By the decision of the School Administration Board
there can be carried on activities such as “School after
School” in partnership with the local public authorities,
with the parents associations, NGO’s with
competences in this area
 Educational, recreational activities, consolidating the
learning competences or their acceleration, remedial
learning activities.
 The Government can finance the School after School
Program

School Network




The school network is formed by the total number of the
accredited school units, respectively the temporary authorized
units.
The school consortia represent contractual partnerships between
school units that ensure:
 The mobility of the personnel between the member schools;
 The usage of the facilities of the member schools;
 Enlargement of the learning opportunities offered to pupils
and mutual recognition of the learning results

Study Formations









Ante preschool education- 7 children, 5/9
Preschool education – 15 preschoolers, 10/20
Primary education – 20 pupils, 15/25
Lower secondary education – 25 pupils, 20/30
Upper secondary education – 25 pupils, 25/30
Special education for pupils with minor deficiencies- 10 pupils,
8/12
Special education for pupils with severe deficiencies- 5 pupils, 4/6

Curriculum
The national curricula produced in
accordance with:
 The specific needs for personal
development;
 The needs of the labor market and of the
community;
 Subsidiarity principle


Curriculum











The number of hours:
20 hours – primary education
25 hours- lower secondary education
30 hours- upper secondary education
Compulsory subjects
80% for the compulsory education
70% for the upper secondary education
Within each subject
75% of the syllabus covers the teaching and evaluation classes
25% at the disposal of the teacher for remedial learning, individual learning plans.

Curriculum


For early education- centered on
physical, cognitive, emotional and social
education, precocious repair of the
possible development deficiencies;
 For lower and upper secondary
education- centered on 8 competence
domains which determine the pupil’s
formation profile;

Competence Domains










Communication competences in Romanian language;
Communication competences in foreign languages;
Basic competences for mathematics, sciences and technologies;
Digital competences;
Social and civic competences;
Entrepreneurial competences;
Sensitivity and cultural expression competences;
Lifelong learning competences;

Curricula approach
The graduate’s profile;
 The national frame of the curricula
(curricula domains);
 Teaching plans
 Schools syllabuses
 Textbooks


E-learning. On-line learning communities

There will be set up the Virtual School
Library and E-learning School Platform
which will contain:
 School syllabuses
 Lesson examples
 Methodological guides
 Examples of evaluation tests


Evaluation


The objective of the evaluation is to orientate
and optimize learning;
 All evaluations are made on the basis of
national standards for evaluation for each
school subject;
 The control of the usage and respecting of the
national evaluation standards by the teachers
is made through the school inspection

Evaluation






Marking students without using and respecting the
national standards and evaluation methodologies
represents a disciplinary deviation and it is sanctioned
according to the present law
The evaluation is centered on competences, offers
real feed-back to students and is located at the basis
of the individual learning plans
There will be created an unique bank of evaluation
instruments with an guiding function

Evaluation – Educational portofolio





Educational portfolio comprises all the diplomas,
certificates and other official registrations obtained
following the evaluation of the acquired skills or
participation to learning activities, in different contexts.
The educational portfolio is the central element of the
evaluation of the learning
Its usage starts with the preparing class and
represents the pupil’s educational identity card

The structure and the characteristics
of the evaluations







At the end of the preparing class- individualized
At the end of the 2nd grade- at school level;
At the end of the 4th grade-at national level, by
sampling;
At the end of the 6th grade- at school level;
At the end of the 9th grade-at national level;
At the end of the 12th -13th grade- at national level.

At the end of the preparing class


The teacher makes an evaluation report
of the physical education, socioemotional, cognitive, language and
communication, capacity development
and learning attitudes.

At the end of the 2nd grade


Evaluation of the fundamental competences
at:
-writing-reading;
-mathematics
 Evaluation results are used in order to
elaborate the individualized learning plans
 It is communicated to the parents

At the end of the 4th grade
National evaluation, by sampling, of the
acquired fundamental competences in
primary level
 According to the international model
 Has its aim the diagnosis of the system


Students’ evaluation at the school level by two transdisciplinary tests
 Language and communication;
 Mathematics and sciences
 The results of the evaluation are used in order to
elaborate the individualized plans and for the school
pre-orientation
 The results of the evaluation are communicated to
parents and registered in the educational portfolio


At the end of the 9th grade


Compulsory national evaluation for all students, score according
to the international model








Written examination at Romanian literature and language
Trans-disciplinary written examination at mathematics and sciences
Written examination at an international language;
Practice examination regarding computer skills, held during the school year
Trans-disciplinary oral examination in order to evaluate the civic and social
competences, held during the school year

The results of the evaluation are registered in the student’s
educational portfolio

Admission in upper secondary
school (high-school)





On the basis of the educational portfolio if the number
of the places is equal to the number of the candidates;
On the basis of the educational portfolio , of the
graduation average, of the average at the national
evaluation- a proportion of 70%
30% from the grade obtained at the admission
established by the education institution

Baccalaureate examination(school
graduate examination)






Examination A- the evaluation of the oral
communication competences in Romanian language;
Examination B- the evaluation of the communication
competences in mother tongue
Examination C- the evaluation of the communication
competences in two international languages
Examination D- the evaluation of the digital
competences;
Examination E written- - the evaluation of the
competences which were formed during the upper
secondary school(high-school) years

Examination E
1.Written examination at Romanian literature and language
2. Written examination at mother tongue
3. Two differentiated written examinations:
1)Real profile
 Mathematics
 Science trans-disciplinary examination
 2) Humanities profile
An international foreign language


Interdisciplinary examination from geography, history, socio-humanities

3)Technological profile
 Written examination specific to the profile
 Trans-disciplinary examination
 Vocational profile

THE MANAGEMENT OF
THE SYSTEM AND OF
THE EDUCATION
INSTITUTIONS

The management of the education
institutions





The institutions are managed by an administration
board formed by 7,9,13 members
After the formation of the AB there is chosen a session
president, for an year
Monthly meetings
Attributions – public responsibility for the
achievements of the education institution, together
with the principal

Financing and material resources of
the education institutions
Basic financing
 Complementary financing
 Supplementary financing


Competitions


Between schools- institutional evaluation-classification
of the schools on 5 levels:
 Excellent
 Very good
 Good
 Satisfactory
 Unsatisfactory
 Among teachers- the Teacher of the Year

THE STATUTE OF THE
DIDACTIC
PERSONNEL(THEACHER’S)

Initial and continuous training. Didactic
career
Theoretical initial training
 Didactic master for a period of 2 years






A scholarship which is equal with the net
salary of a beginner teacher

Practice for a year, in an education
institution, under the guidance of a
mentor teacher

Didactic career


Having a didactic position during the practice period
 Contest for free/reserved positions
 Distribution by School Inspectorate on the positions
which remained free
 The teachers that are hired for a determined period
of time can benefit of continuity on the position they
have if they have the approval of the administration
board

Career Evolution
Didactic level II
 Didactic level I
 Teacher emeritus


Professional development








Developing competences and keeping up to date in the area of
specialization;
Developing competences for career evolution , through the
system of preparing for and obtaining the didactic levels
Acquiring or developing management competences
Acquiring new competences by conversion programs for
specializations and/or having new didactic positions
Acquiring complementary competences
Obtaining a new didactic specialization by attending
corresponding courses, different from the current specialization is
considered lifelong training

Didactic positions occupancy
The tenure(permanent)didactic
personnel keeps their right obtained
through the national tenure examination,
at the release date of the present law
 The tenure didactic personnel who
obtained this position by government
assignment has the opportunity to keep
this right


The settlement of the activity
downsizing
The mutual consented transfer between
the education institutions
 The assignment on vacant positions,
coordinated by School Inspectorate,
according to the methodology elaborated
by MECTS until 15th November


Very important


The non-tenured teachers that have participated at the
tenure unique national contest in the last 3 years,
anterior to the release of the present law, and who
have obtained at least 7 and had a position within the
school they become the tenures of the respective
position if:



There is certified the availability of the position
The administration board of the school approves

Modalities of hiring the didactic
personnel






The positions are occupied following a contest at the
level of the education institutions
Vacancy of the position is made by the administration
board at the principal’s proposal
The School Inspectorate analysis, corrects in
collaboration with the education institutions and
approves the free/reserved didactic positions offer
The list is made public by posting it at the School
Inspectorate and education institutions

Modalities of hiring



The contest organized at the level of the education
institution/consortium
The contest consists in:





Practice examination or special inspection in the class
Written examination at the didactics of the
specialization- for the didactic personnel with individual
work contract
Presenting a curriculum vitae and job interview for the
associated personnel or retired

The role of the School
Inspectorate


Centralizes the didactic positions and the classes which remained
vacant and which will be assigned as follows:
 To tenure teachers from an education institution in order to
complete the norm
 Beginner teachers who are doing their internship
 To the candidates that did not obtain any position as a
consequence of the contest organized at the school level
 Pensioners, respecting the criteria of professional
competence

Management positions







The position of principal is occupied through a public contest by
teachers who are members of the National Experts Body in
Educational Management
The contest is organized at the education institution level by the
administration board
The principal signs an educational management contract with the
mayor/the president of the County Board of the territory
administrative unit
During their mandate the principal and the deputy principal
cannot be president or vice president of any political party

Didactic Norm


40 hours a week:
 Didactic activities of teaching-learning-evaluation,
practice, exams for the end of a level of study
 Methodological scientific preparation activities
 Education activities which are complementary to
the process of teaching: mentorship, school after
school, lifelong learning.

Regulatory acts


ROFUIP
 Continuous training methodology
 Didactic personnel movement methodology
 AB functioning methodology
 Personnel evaluation methodology
 Constitution of the mentors body methodology
 The regulations for the organization of the school
inspection

Application deadlines








1st of January 2012- introduction of the standard cost per pupil
1st of January 2012- assignment of 6% of PIB
2012-2013- inclusion of the preparation class in the primary
education level
1st of January 2013- to grant 500 euro for permanent education of
each new-born
Beginning of the school year 2014-2015- admittance
methodology in upper-secondary education- 10th grade,
according to the new law (for pupils who are in the 7th grade)
2015-2016- inclusion of the 9th grade in the lower secondary
education (the generation which started the 5th grade in school
year 2011-2012)

A few conclusions


The vision of the law












Centered on the beneficiary
Taking responsibility for the offered services
Institutional descentralization
Equal chances
Quality assurance

Coherence
The predictability and the stability of the system
The full application of the law takes about 4-5 years
The involvement of the teachers in elaborating the
methodological methods for the application of the law


Slide 33

ROMANIA – BRAILA
SCOALA GIMNAZIALA “ECATERINA TEODOROIU”

THE STRUCTURE OF THE
NATIONAL EDUCATION
PRE-UNIVERSITY SYSTEM



Early education (0-6 years)





Primary education









Preparing grade
I-IV grades

Secondary education




Ante preschool level
Preschool level

Lower secondary – gymnasium – grades V-IX
Upper secondary – high school- grades X-XII /XIII :theoretical, technological,
vocational.

Professional education for a period between 6 months and 2
years
Tertiary education



Compulsory general education is composed by lower
primary and secondary level
 Technical education comprises grades XII and XIII
from the professional, technical and vocational upper
secondary school
 The professional and technical education is formed by:




Professional education
Technical education
Post upper secondary school education

Age

Grade

>19

18

XIII

17

XII

ISCED

Education Levels

Qualifications
Level

5
6

University Level

5
4

4

Pre-university Level / Non University Levels (technical and
vocational )

3

3

16

XI

15

X

14

IX

13

VIII

12

VII

11

VI

10

V

9

IV

8

III

7

II

6

I

5-6

Kindergarten –
Pre-Primary

3-4

Kindergarten

0-3

Nursery

Theoratical High School

Theoratical
Education

Arts,
Sports,The
ological
HighSchool

Technologic
al high School
Technologi
cal HighCompletion
School
Year

Arts,
Technologi
Sports,
cal
Theologica
Education
l Education

2

Comprehensive Education
1

0

3

2

1

School after School Program


By the decision of the School Administration Board
there can be carried on activities such as “School after
School” in partnership with the local public authorities,
with the parents associations, NGO’s with
competences in this area
 Educational, recreational activities, consolidating the
learning competences or their acceleration, remedial
learning activities.
 The Government can finance the School after School
Program

School Network




The school network is formed by the total number of the
accredited school units, respectively the temporary authorized
units.
The school consortia represent contractual partnerships between
school units that ensure:
 The mobility of the personnel between the member schools;
 The usage of the facilities of the member schools;
 Enlargement of the learning opportunities offered to pupils
and mutual recognition of the learning results

Study Formations









Ante preschool education- 7 children, 5/9
Preschool education – 15 preschoolers, 10/20
Primary education – 20 pupils, 15/25
Lower secondary education – 25 pupils, 20/30
Upper secondary education – 25 pupils, 25/30
Special education for pupils with minor deficiencies- 10 pupils,
8/12
Special education for pupils with severe deficiencies- 5 pupils, 4/6

Curriculum
The national curricula produced in
accordance with:
 The specific needs for personal
development;
 The needs of the labor market and of the
community;
 Subsidiarity principle


Curriculum











The number of hours:
20 hours – primary education
25 hours- lower secondary education
30 hours- upper secondary education
Compulsory subjects
80% for the compulsory education
70% for the upper secondary education
Within each subject
75% of the syllabus covers the teaching and evaluation classes
25% at the disposal of the teacher for remedial learning, individual learning plans.

Curriculum


For early education- centered on
physical, cognitive, emotional and social
education, precocious repair of the
possible development deficiencies;
 For lower and upper secondary
education- centered on 8 competence
domains which determine the pupil’s
formation profile;

Competence Domains










Communication competences in Romanian language;
Communication competences in foreign languages;
Basic competences for mathematics, sciences and technologies;
Digital competences;
Social and civic competences;
Entrepreneurial competences;
Sensitivity and cultural expression competences;
Lifelong learning competences;

Curricula approach
The graduate’s profile;
 The national frame of the curricula
(curricula domains);
 Teaching plans
 Schools syllabuses
 Textbooks


E-learning. On-line learning communities

There will be set up the Virtual School
Library and E-learning School Platform
which will contain:
 School syllabuses
 Lesson examples
 Methodological guides
 Examples of evaluation tests


Evaluation


The objective of the evaluation is to orientate
and optimize learning;
 All evaluations are made on the basis of
national standards for evaluation for each
school subject;
 The control of the usage and respecting of the
national evaluation standards by the teachers
is made through the school inspection

Evaluation






Marking students without using and respecting the
national standards and evaluation methodologies
represents a disciplinary deviation and it is sanctioned
according to the present law
The evaluation is centered on competences, offers
real feed-back to students and is located at the basis
of the individual learning plans
There will be created an unique bank of evaluation
instruments with an guiding function

Evaluation – Educational portofolio





Educational portfolio comprises all the diplomas,
certificates and other official registrations obtained
following the evaluation of the acquired skills or
participation to learning activities, in different contexts.
The educational portfolio is the central element of the
evaluation of the learning
Its usage starts with the preparing class and
represents the pupil’s educational identity card

The structure and the characteristics
of the evaluations







At the end of the preparing class- individualized
At the end of the 2nd grade- at school level;
At the end of the 4th grade-at national level, by
sampling;
At the end of the 6th grade- at school level;
At the end of the 9th grade-at national level;
At the end of the 12th -13th grade- at national level.

At the end of the preparing class


The teacher makes an evaluation report
of the physical education, socioemotional, cognitive, language and
communication, capacity development
and learning attitudes.

At the end of the 2nd grade


Evaluation of the fundamental competences
at:
-writing-reading;
-mathematics
 Evaluation results are used in order to
elaborate the individualized learning plans
 It is communicated to the parents

At the end of the 4th grade
National evaluation, by sampling, of the
acquired fundamental competences in
primary level
 According to the international model
 Has its aim the diagnosis of the system


Students’ evaluation at the school level by two transdisciplinary tests
 Language and communication;
 Mathematics and sciences
 The results of the evaluation are used in order to
elaborate the individualized plans and for the school
pre-orientation
 The results of the evaluation are communicated to
parents and registered in the educational portfolio


At the end of the 9th grade


Compulsory national evaluation for all students, score according
to the international model








Written examination at Romanian literature and language
Trans-disciplinary written examination at mathematics and sciences
Written examination at an international language;
Practice examination regarding computer skills, held during the school year
Trans-disciplinary oral examination in order to evaluate the civic and social
competences, held during the school year

The results of the evaluation are registered in the student’s
educational portfolio

Admission in upper secondary
school (high-school)





On the basis of the educational portfolio if the number
of the places is equal to the number of the candidates;
On the basis of the educational portfolio , of the
graduation average, of the average at the national
evaluation- a proportion of 70%
30% from the grade obtained at the admission
established by the education institution

Baccalaureate examination(school
graduate examination)






Examination A- the evaluation of the oral
communication competences in Romanian language;
Examination B- the evaluation of the communication
competences in mother tongue
Examination C- the evaluation of the communication
competences in two international languages
Examination D- the evaluation of the digital
competences;
Examination E written- - the evaluation of the
competences which were formed during the upper
secondary school(high-school) years

Examination E
1.Written examination at Romanian literature and language
2. Written examination at mother tongue
3. Two differentiated written examinations:
1)Real profile
 Mathematics
 Science trans-disciplinary examination
 2) Humanities profile
An international foreign language


Interdisciplinary examination from geography, history, socio-humanities

3)Technological profile
 Written examination specific to the profile
 Trans-disciplinary examination
 Vocational profile

THE MANAGEMENT OF
THE SYSTEM AND OF
THE EDUCATION
INSTITUTIONS

The management of the education
institutions





The institutions are managed by an administration
board formed by 7,9,13 members
After the formation of the AB there is chosen a session
president, for an year
Monthly meetings
Attributions – public responsibility for the
achievements of the education institution, together
with the principal

Financing and material resources of
the education institutions
Basic financing
 Complementary financing
 Supplementary financing


Competitions


Between schools- institutional evaluation-classification
of the schools on 5 levels:
 Excellent
 Very good
 Good
 Satisfactory
 Unsatisfactory
 Among teachers- the Teacher of the Year

THE STATUTE OF THE
DIDACTIC
PERSONNEL(THEACHER’S)

Initial and continuous training. Didactic
career
Theoretical initial training
 Didactic master for a period of 2 years






A scholarship which is equal with the net
salary of a beginner teacher

Practice for a year, in an education
institution, under the guidance of a
mentor teacher

Didactic career


Having a didactic position during the practice period
 Contest for free/reserved positions
 Distribution by School Inspectorate on the positions
which remained free
 The teachers that are hired for a determined period
of time can benefit of continuity on the position they
have if they have the approval of the administration
board

Career Evolution
Didactic level II
 Didactic level I
 Teacher emeritus


Professional development








Developing competences and keeping up to date in the area of
specialization;
Developing competences for career evolution , through the
system of preparing for and obtaining the didactic levels
Acquiring or developing management competences
Acquiring new competences by conversion programs for
specializations and/or having new didactic positions
Acquiring complementary competences
Obtaining a new didactic specialization by attending
corresponding courses, different from the current specialization is
considered lifelong training

Didactic positions occupancy
The tenure(permanent)didactic
personnel keeps their right obtained
through the national tenure examination,
at the release date of the present law
 The tenure didactic personnel who
obtained this position by government
assignment has the opportunity to keep
this right


The settlement of the activity
downsizing
The mutual consented transfer between
the education institutions
 The assignment on vacant positions,
coordinated by School Inspectorate,
according to the methodology elaborated
by MECTS until 15th November


Very important


The non-tenured teachers that have participated at the
tenure unique national contest in the last 3 years,
anterior to the release of the present law, and who
have obtained at least 7 and had a position within the
school they become the tenures of the respective
position if:



There is certified the availability of the position
The administration board of the school approves

Modalities of hiring the didactic
personnel






The positions are occupied following a contest at the
level of the education institutions
Vacancy of the position is made by the administration
board at the principal’s proposal
The School Inspectorate analysis, corrects in
collaboration with the education institutions and
approves the free/reserved didactic positions offer
The list is made public by posting it at the School
Inspectorate and education institutions

Modalities of hiring



The contest organized at the level of the education
institution/consortium
The contest consists in:





Practice examination or special inspection in the class
Written examination at the didactics of the
specialization- for the didactic personnel with individual
work contract
Presenting a curriculum vitae and job interview for the
associated personnel or retired

The role of the School
Inspectorate


Centralizes the didactic positions and the classes which remained
vacant and which will be assigned as follows:
 To tenure teachers from an education institution in order to
complete the norm
 Beginner teachers who are doing their internship
 To the candidates that did not obtain any position as a
consequence of the contest organized at the school level
 Pensioners, respecting the criteria of professional
competence

Management positions







The position of principal is occupied through a public contest by
teachers who are members of the National Experts Body in
Educational Management
The contest is organized at the education institution level by the
administration board
The principal signs an educational management contract with the
mayor/the president of the County Board of the territory
administrative unit
During their mandate the principal and the deputy principal
cannot be president or vice president of any political party

Didactic Norm


40 hours a week:
 Didactic activities of teaching-learning-evaluation,
practice, exams for the end of a level of study
 Methodological scientific preparation activities
 Education activities which are complementary to
the process of teaching: mentorship, school after
school, lifelong learning.

Regulatory acts


ROFUIP
 Continuous training methodology
 Didactic personnel movement methodology
 AB functioning methodology
 Personnel evaluation methodology
 Constitution of the mentors body methodology
 The regulations for the organization of the school
inspection

Application deadlines








1st of January 2012- introduction of the standard cost per pupil
1st of January 2012- assignment of 6% of PIB
2012-2013- inclusion of the preparation class in the primary
education level
1st of January 2013- to grant 500 euro for permanent education of
each new-born
Beginning of the school year 2014-2015- admittance
methodology in upper-secondary education- 10th grade,
according to the new law (for pupils who are in the 7th grade)
2015-2016- inclusion of the 9th grade in the lower secondary
education (the generation which started the 5th grade in school
year 2011-2012)

A few conclusions


The vision of the law












Centered on the beneficiary
Taking responsibility for the offered services
Institutional descentralization
Equal chances
Quality assurance

Coherence
The predictability and the stability of the system
The full application of the law takes about 4-5 years
The involvement of the teachers in elaborating the
methodological methods for the application of the law


Slide 34

ROMANIA – BRAILA
SCOALA GIMNAZIALA “ECATERINA TEODOROIU”

THE STRUCTURE OF THE
NATIONAL EDUCATION
PRE-UNIVERSITY SYSTEM



Early education (0-6 years)





Primary education









Preparing grade
I-IV grades

Secondary education




Ante preschool level
Preschool level

Lower secondary – gymnasium – grades V-IX
Upper secondary – high school- grades X-XII /XIII :theoretical, technological,
vocational.

Professional education for a period between 6 months and 2
years
Tertiary education



Compulsory general education is composed by lower
primary and secondary level
 Technical education comprises grades XII and XIII
from the professional, technical and vocational upper
secondary school
 The professional and technical education is formed by:




Professional education
Technical education
Post upper secondary school education

Age

Grade

>19

18

XIII

17

XII

ISCED

Education Levels

Qualifications
Level

5
6

University Level

5
4

4

Pre-university Level / Non University Levels (technical and
vocational )

3

3

16

XI

15

X

14

IX

13

VIII

12

VII

11

VI

10

V

9

IV

8

III

7

II

6

I

5-6

Kindergarten –
Pre-Primary

3-4

Kindergarten

0-3

Nursery

Theoratical High School

Theoratical
Education

Arts,
Sports,The
ological
HighSchool

Technologic
al high School
Technologi
cal HighCompletion
School
Year

Arts,
Technologi
Sports,
cal
Theologica
Education
l Education

2

Comprehensive Education
1

0

3

2

1

School after School Program


By the decision of the School Administration Board
there can be carried on activities such as “School after
School” in partnership with the local public authorities,
with the parents associations, NGO’s with
competences in this area
 Educational, recreational activities, consolidating the
learning competences or their acceleration, remedial
learning activities.
 The Government can finance the School after School
Program

School Network




The school network is formed by the total number of the
accredited school units, respectively the temporary authorized
units.
The school consortia represent contractual partnerships between
school units that ensure:
 The mobility of the personnel between the member schools;
 The usage of the facilities of the member schools;
 Enlargement of the learning opportunities offered to pupils
and mutual recognition of the learning results

Study Formations









Ante preschool education- 7 children, 5/9
Preschool education – 15 preschoolers, 10/20
Primary education – 20 pupils, 15/25
Lower secondary education – 25 pupils, 20/30
Upper secondary education – 25 pupils, 25/30
Special education for pupils with minor deficiencies- 10 pupils,
8/12
Special education for pupils with severe deficiencies- 5 pupils, 4/6

Curriculum
The national curricula produced in
accordance with:
 The specific needs for personal
development;
 The needs of the labor market and of the
community;
 Subsidiarity principle


Curriculum











The number of hours:
20 hours – primary education
25 hours- lower secondary education
30 hours- upper secondary education
Compulsory subjects
80% for the compulsory education
70% for the upper secondary education
Within each subject
75% of the syllabus covers the teaching and evaluation classes
25% at the disposal of the teacher for remedial learning, individual learning plans.

Curriculum


For early education- centered on
physical, cognitive, emotional and social
education, precocious repair of the
possible development deficiencies;
 For lower and upper secondary
education- centered on 8 competence
domains which determine the pupil’s
formation profile;

Competence Domains










Communication competences in Romanian language;
Communication competences in foreign languages;
Basic competences for mathematics, sciences and technologies;
Digital competences;
Social and civic competences;
Entrepreneurial competences;
Sensitivity and cultural expression competences;
Lifelong learning competences;

Curricula approach
The graduate’s profile;
 The national frame of the curricula
(curricula domains);
 Teaching plans
 Schools syllabuses
 Textbooks


E-learning. On-line learning communities

There will be set up the Virtual School
Library and E-learning School Platform
which will contain:
 School syllabuses
 Lesson examples
 Methodological guides
 Examples of evaluation tests


Evaluation


The objective of the evaluation is to orientate
and optimize learning;
 All evaluations are made on the basis of
national standards for evaluation for each
school subject;
 The control of the usage and respecting of the
national evaluation standards by the teachers
is made through the school inspection

Evaluation






Marking students without using and respecting the
national standards and evaluation methodologies
represents a disciplinary deviation and it is sanctioned
according to the present law
The evaluation is centered on competences, offers
real feed-back to students and is located at the basis
of the individual learning plans
There will be created an unique bank of evaluation
instruments with an guiding function

Evaluation – Educational portofolio





Educational portfolio comprises all the diplomas,
certificates and other official registrations obtained
following the evaluation of the acquired skills or
participation to learning activities, in different contexts.
The educational portfolio is the central element of the
evaluation of the learning
Its usage starts with the preparing class and
represents the pupil’s educational identity card

The structure and the characteristics
of the evaluations







At the end of the preparing class- individualized
At the end of the 2nd grade- at school level;
At the end of the 4th grade-at national level, by
sampling;
At the end of the 6th grade- at school level;
At the end of the 9th grade-at national level;
At the end of the 12th -13th grade- at national level.

At the end of the preparing class


The teacher makes an evaluation report
of the physical education, socioemotional, cognitive, language and
communication, capacity development
and learning attitudes.

At the end of the 2nd grade


Evaluation of the fundamental competences
at:
-writing-reading;
-mathematics
 Evaluation results are used in order to
elaborate the individualized learning plans
 It is communicated to the parents

At the end of the 4th grade
National evaluation, by sampling, of the
acquired fundamental competences in
primary level
 According to the international model
 Has its aim the diagnosis of the system


Students’ evaluation at the school level by two transdisciplinary tests
 Language and communication;
 Mathematics and sciences
 The results of the evaluation are used in order to
elaborate the individualized plans and for the school
pre-orientation
 The results of the evaluation are communicated to
parents and registered in the educational portfolio


At the end of the 9th grade


Compulsory national evaluation for all students, score according
to the international model








Written examination at Romanian literature and language
Trans-disciplinary written examination at mathematics and sciences
Written examination at an international language;
Practice examination regarding computer skills, held during the school year
Trans-disciplinary oral examination in order to evaluate the civic and social
competences, held during the school year

The results of the evaluation are registered in the student’s
educational portfolio

Admission in upper secondary
school (high-school)





On the basis of the educational portfolio if the number
of the places is equal to the number of the candidates;
On the basis of the educational portfolio , of the
graduation average, of the average at the national
evaluation- a proportion of 70%
30% from the grade obtained at the admission
established by the education institution

Baccalaureate examination(school
graduate examination)






Examination A- the evaluation of the oral
communication competences in Romanian language;
Examination B- the evaluation of the communication
competences in mother tongue
Examination C- the evaluation of the communication
competences in two international languages
Examination D- the evaluation of the digital
competences;
Examination E written- - the evaluation of the
competences which were formed during the upper
secondary school(high-school) years

Examination E
1.Written examination at Romanian literature and language
2. Written examination at mother tongue
3. Two differentiated written examinations:
1)Real profile
 Mathematics
 Science trans-disciplinary examination
 2) Humanities profile
An international foreign language


Interdisciplinary examination from geography, history, socio-humanities

3)Technological profile
 Written examination specific to the profile
 Trans-disciplinary examination
 Vocational profile

THE MANAGEMENT OF
THE SYSTEM AND OF
THE EDUCATION
INSTITUTIONS

The management of the education
institutions





The institutions are managed by an administration
board formed by 7,9,13 members
After the formation of the AB there is chosen a session
president, for an year
Monthly meetings
Attributions – public responsibility for the
achievements of the education institution, together
with the principal

Financing and material resources of
the education institutions
Basic financing
 Complementary financing
 Supplementary financing


Competitions


Between schools- institutional evaluation-classification
of the schools on 5 levels:
 Excellent
 Very good
 Good
 Satisfactory
 Unsatisfactory
 Among teachers- the Teacher of the Year

THE STATUTE OF THE
DIDACTIC
PERSONNEL(THEACHER’S)

Initial and continuous training. Didactic
career
Theoretical initial training
 Didactic master for a period of 2 years






A scholarship which is equal with the net
salary of a beginner teacher

Practice for a year, in an education
institution, under the guidance of a
mentor teacher

Didactic career


Having a didactic position during the practice period
 Contest for free/reserved positions
 Distribution by School Inspectorate on the positions
which remained free
 The teachers that are hired for a determined period
of time can benefit of continuity on the position they
have if they have the approval of the administration
board

Career Evolution
Didactic level II
 Didactic level I
 Teacher emeritus


Professional development








Developing competences and keeping up to date in the area of
specialization;
Developing competences for career evolution , through the
system of preparing for and obtaining the didactic levels
Acquiring or developing management competences
Acquiring new competences by conversion programs for
specializations and/or having new didactic positions
Acquiring complementary competences
Obtaining a new didactic specialization by attending
corresponding courses, different from the current specialization is
considered lifelong training

Didactic positions occupancy
The tenure(permanent)didactic
personnel keeps their right obtained
through the national tenure examination,
at the release date of the present law
 The tenure didactic personnel who
obtained this position by government
assignment has the opportunity to keep
this right


The settlement of the activity
downsizing
The mutual consented transfer between
the education institutions
 The assignment on vacant positions,
coordinated by School Inspectorate,
according to the methodology elaborated
by MECTS until 15th November


Very important


The non-tenured teachers that have participated at the
tenure unique national contest in the last 3 years,
anterior to the release of the present law, and who
have obtained at least 7 and had a position within the
school they become the tenures of the respective
position if:



There is certified the availability of the position
The administration board of the school approves

Modalities of hiring the didactic
personnel






The positions are occupied following a contest at the
level of the education institutions
Vacancy of the position is made by the administration
board at the principal’s proposal
The School Inspectorate analysis, corrects in
collaboration with the education institutions and
approves the free/reserved didactic positions offer
The list is made public by posting it at the School
Inspectorate and education institutions

Modalities of hiring



The contest organized at the level of the education
institution/consortium
The contest consists in:





Practice examination or special inspection in the class
Written examination at the didactics of the
specialization- for the didactic personnel with individual
work contract
Presenting a curriculum vitae and job interview for the
associated personnel or retired

The role of the School
Inspectorate


Centralizes the didactic positions and the classes which remained
vacant and which will be assigned as follows:
 To tenure teachers from an education institution in order to
complete the norm
 Beginner teachers who are doing their internship
 To the candidates that did not obtain any position as a
consequence of the contest organized at the school level
 Pensioners, respecting the criteria of professional
competence

Management positions







The position of principal is occupied through a public contest by
teachers who are members of the National Experts Body in
Educational Management
The contest is organized at the education institution level by the
administration board
The principal signs an educational management contract with the
mayor/the president of the County Board of the territory
administrative unit
During their mandate the principal and the deputy principal
cannot be president or vice president of any political party

Didactic Norm


40 hours a week:
 Didactic activities of teaching-learning-evaluation,
practice, exams for the end of a level of study
 Methodological scientific preparation activities
 Education activities which are complementary to
the process of teaching: mentorship, school after
school, lifelong learning.

Regulatory acts


ROFUIP
 Continuous training methodology
 Didactic personnel movement methodology
 AB functioning methodology
 Personnel evaluation methodology
 Constitution of the mentors body methodology
 The regulations for the organization of the school
inspection

Application deadlines








1st of January 2012- introduction of the standard cost per pupil
1st of January 2012- assignment of 6% of PIB
2012-2013- inclusion of the preparation class in the primary
education level
1st of January 2013- to grant 500 euro for permanent education of
each new-born
Beginning of the school year 2014-2015- admittance
methodology in upper-secondary education- 10th grade,
according to the new law (for pupils who are in the 7th grade)
2015-2016- inclusion of the 9th grade in the lower secondary
education (the generation which started the 5th grade in school
year 2011-2012)

A few conclusions


The vision of the law












Centered on the beneficiary
Taking responsibility for the offered services
Institutional descentralization
Equal chances
Quality assurance

Coherence
The predictability and the stability of the system
The full application of the law takes about 4-5 years
The involvement of the teachers in elaborating the
methodological methods for the application of the law


Slide 35

ROMANIA – BRAILA
SCOALA GIMNAZIALA “ECATERINA TEODOROIU”

THE STRUCTURE OF THE
NATIONAL EDUCATION
PRE-UNIVERSITY SYSTEM



Early education (0-6 years)





Primary education









Preparing grade
I-IV grades

Secondary education




Ante preschool level
Preschool level

Lower secondary – gymnasium – grades V-IX
Upper secondary – high school- grades X-XII /XIII :theoretical, technological,
vocational.

Professional education for a period between 6 months and 2
years
Tertiary education



Compulsory general education is composed by lower
primary and secondary level
 Technical education comprises grades XII and XIII
from the professional, technical and vocational upper
secondary school
 The professional and technical education is formed by:




Professional education
Technical education
Post upper secondary school education

Age

Grade

>19

18

XIII

17

XII

ISCED

Education Levels

Qualifications
Level

5
6

University Level

5
4

4

Pre-university Level / Non University Levels (technical and
vocational )

3

3

16

XI

15

X

14

IX

13

VIII

12

VII

11

VI

10

V

9

IV

8

III

7

II

6

I

5-6

Kindergarten –
Pre-Primary

3-4

Kindergarten

0-3

Nursery

Theoratical High School

Theoratical
Education

Arts,
Sports,The
ological
HighSchool

Technologic
al high School
Technologi
cal HighCompletion
School
Year

Arts,
Technologi
Sports,
cal
Theologica
Education
l Education

2

Comprehensive Education
1

0

3

2

1

School after School Program


By the decision of the School Administration Board
there can be carried on activities such as “School after
School” in partnership with the local public authorities,
with the parents associations, NGO’s with
competences in this area
 Educational, recreational activities, consolidating the
learning competences or their acceleration, remedial
learning activities.
 The Government can finance the School after School
Program

School Network




The school network is formed by the total number of the
accredited school units, respectively the temporary authorized
units.
The school consortia represent contractual partnerships between
school units that ensure:
 The mobility of the personnel between the member schools;
 The usage of the facilities of the member schools;
 Enlargement of the learning opportunities offered to pupils
and mutual recognition of the learning results

Study Formations









Ante preschool education- 7 children, 5/9
Preschool education – 15 preschoolers, 10/20
Primary education – 20 pupils, 15/25
Lower secondary education – 25 pupils, 20/30
Upper secondary education – 25 pupils, 25/30
Special education for pupils with minor deficiencies- 10 pupils,
8/12
Special education for pupils with severe deficiencies- 5 pupils, 4/6

Curriculum
The national curricula produced in
accordance with:
 The specific needs for personal
development;
 The needs of the labor market and of the
community;
 Subsidiarity principle


Curriculum











The number of hours:
20 hours – primary education
25 hours- lower secondary education
30 hours- upper secondary education
Compulsory subjects
80% for the compulsory education
70% for the upper secondary education
Within each subject
75% of the syllabus covers the teaching and evaluation classes
25% at the disposal of the teacher for remedial learning, individual learning plans.

Curriculum


For early education- centered on
physical, cognitive, emotional and social
education, precocious repair of the
possible development deficiencies;
 For lower and upper secondary
education- centered on 8 competence
domains which determine the pupil’s
formation profile;

Competence Domains










Communication competences in Romanian language;
Communication competences in foreign languages;
Basic competences for mathematics, sciences and technologies;
Digital competences;
Social and civic competences;
Entrepreneurial competences;
Sensitivity and cultural expression competences;
Lifelong learning competences;

Curricula approach
The graduate’s profile;
 The national frame of the curricula
(curricula domains);
 Teaching plans
 Schools syllabuses
 Textbooks


E-learning. On-line learning communities

There will be set up the Virtual School
Library and E-learning School Platform
which will contain:
 School syllabuses
 Lesson examples
 Methodological guides
 Examples of evaluation tests


Evaluation


The objective of the evaluation is to orientate
and optimize learning;
 All evaluations are made on the basis of
national standards for evaluation for each
school subject;
 The control of the usage and respecting of the
national evaluation standards by the teachers
is made through the school inspection

Evaluation






Marking students without using and respecting the
national standards and evaluation methodologies
represents a disciplinary deviation and it is sanctioned
according to the present law
The evaluation is centered on competences, offers
real feed-back to students and is located at the basis
of the individual learning plans
There will be created an unique bank of evaluation
instruments with an guiding function

Evaluation – Educational portofolio





Educational portfolio comprises all the diplomas,
certificates and other official registrations obtained
following the evaluation of the acquired skills or
participation to learning activities, in different contexts.
The educational portfolio is the central element of the
evaluation of the learning
Its usage starts with the preparing class and
represents the pupil’s educational identity card

The structure and the characteristics
of the evaluations







At the end of the preparing class- individualized
At the end of the 2nd grade- at school level;
At the end of the 4th grade-at national level, by
sampling;
At the end of the 6th grade- at school level;
At the end of the 9th grade-at national level;
At the end of the 12th -13th grade- at national level.

At the end of the preparing class


The teacher makes an evaluation report
of the physical education, socioemotional, cognitive, language and
communication, capacity development
and learning attitudes.

At the end of the 2nd grade


Evaluation of the fundamental competences
at:
-writing-reading;
-mathematics
 Evaluation results are used in order to
elaborate the individualized learning plans
 It is communicated to the parents

At the end of the 4th grade
National evaluation, by sampling, of the
acquired fundamental competences in
primary level
 According to the international model
 Has its aim the diagnosis of the system


Students’ evaluation at the school level by two transdisciplinary tests
 Language and communication;
 Mathematics and sciences
 The results of the evaluation are used in order to
elaborate the individualized plans and for the school
pre-orientation
 The results of the evaluation are communicated to
parents and registered in the educational portfolio


At the end of the 9th grade


Compulsory national evaluation for all students, score according
to the international model








Written examination at Romanian literature and language
Trans-disciplinary written examination at mathematics and sciences
Written examination at an international language;
Practice examination regarding computer skills, held during the school year
Trans-disciplinary oral examination in order to evaluate the civic and social
competences, held during the school year

The results of the evaluation are registered in the student’s
educational portfolio

Admission in upper secondary
school (high-school)





On the basis of the educational portfolio if the number
of the places is equal to the number of the candidates;
On the basis of the educational portfolio , of the
graduation average, of the average at the national
evaluation- a proportion of 70%
30% from the grade obtained at the admission
established by the education institution

Baccalaureate examination(school
graduate examination)






Examination A- the evaluation of the oral
communication competences in Romanian language;
Examination B- the evaluation of the communication
competences in mother tongue
Examination C- the evaluation of the communication
competences in two international languages
Examination D- the evaluation of the digital
competences;
Examination E written- - the evaluation of the
competences which were formed during the upper
secondary school(high-school) years

Examination E
1.Written examination at Romanian literature and language
2. Written examination at mother tongue
3. Two differentiated written examinations:
1)Real profile
 Mathematics
 Science trans-disciplinary examination
 2) Humanities profile
An international foreign language


Interdisciplinary examination from geography, history, socio-humanities

3)Technological profile
 Written examination specific to the profile
 Trans-disciplinary examination
 Vocational profile

THE MANAGEMENT OF
THE SYSTEM AND OF
THE EDUCATION
INSTITUTIONS

The management of the education
institutions





The institutions are managed by an administration
board formed by 7,9,13 members
After the formation of the AB there is chosen a session
president, for an year
Monthly meetings
Attributions – public responsibility for the
achievements of the education institution, together
with the principal

Financing and material resources of
the education institutions
Basic financing
 Complementary financing
 Supplementary financing


Competitions


Between schools- institutional evaluation-classification
of the schools on 5 levels:
 Excellent
 Very good
 Good
 Satisfactory
 Unsatisfactory
 Among teachers- the Teacher of the Year

THE STATUTE OF THE
DIDACTIC
PERSONNEL(THEACHER’S)

Initial and continuous training. Didactic
career
Theoretical initial training
 Didactic master for a period of 2 years






A scholarship which is equal with the net
salary of a beginner teacher

Practice for a year, in an education
institution, under the guidance of a
mentor teacher

Didactic career


Having a didactic position during the practice period
 Contest for free/reserved positions
 Distribution by School Inspectorate on the positions
which remained free
 The teachers that are hired for a determined period
of time can benefit of continuity on the position they
have if they have the approval of the administration
board

Career Evolution
Didactic level II
 Didactic level I
 Teacher emeritus


Professional development








Developing competences and keeping up to date in the area of
specialization;
Developing competences for career evolution , through the
system of preparing for and obtaining the didactic levels
Acquiring or developing management competences
Acquiring new competences by conversion programs for
specializations and/or having new didactic positions
Acquiring complementary competences
Obtaining a new didactic specialization by attending
corresponding courses, different from the current specialization is
considered lifelong training

Didactic positions occupancy
The tenure(permanent)didactic
personnel keeps their right obtained
through the national tenure examination,
at the release date of the present law
 The tenure didactic personnel who
obtained this position by government
assignment has the opportunity to keep
this right


The settlement of the activity
downsizing
The mutual consented transfer between
the education institutions
 The assignment on vacant positions,
coordinated by School Inspectorate,
according to the methodology elaborated
by MECTS until 15th November


Very important


The non-tenured teachers that have participated at the
tenure unique national contest in the last 3 years,
anterior to the release of the present law, and who
have obtained at least 7 and had a position within the
school they become the tenures of the respective
position if:



There is certified the availability of the position
The administration board of the school approves

Modalities of hiring the didactic
personnel






The positions are occupied following a contest at the
level of the education institutions
Vacancy of the position is made by the administration
board at the principal’s proposal
The School Inspectorate analysis, corrects in
collaboration with the education institutions and
approves the free/reserved didactic positions offer
The list is made public by posting it at the School
Inspectorate and education institutions

Modalities of hiring



The contest organized at the level of the education
institution/consortium
The contest consists in:





Practice examination or special inspection in the class
Written examination at the didactics of the
specialization- for the didactic personnel with individual
work contract
Presenting a curriculum vitae and job interview for the
associated personnel or retired

The role of the School
Inspectorate


Centralizes the didactic positions and the classes which remained
vacant and which will be assigned as follows:
 To tenure teachers from an education institution in order to
complete the norm
 Beginner teachers who are doing their internship
 To the candidates that did not obtain any position as a
consequence of the contest organized at the school level
 Pensioners, respecting the criteria of professional
competence

Management positions







The position of principal is occupied through a public contest by
teachers who are members of the National Experts Body in
Educational Management
The contest is organized at the education institution level by the
administration board
The principal signs an educational management contract with the
mayor/the president of the County Board of the territory
administrative unit
During their mandate the principal and the deputy principal
cannot be president or vice president of any political party

Didactic Norm


40 hours a week:
 Didactic activities of teaching-learning-evaluation,
practice, exams for the end of a level of study
 Methodological scientific preparation activities
 Education activities which are complementary to
the process of teaching: mentorship, school after
school, lifelong learning.

Regulatory acts


ROFUIP
 Continuous training methodology
 Didactic personnel movement methodology
 AB functioning methodology
 Personnel evaluation methodology
 Constitution of the mentors body methodology
 The regulations for the organization of the school
inspection

Application deadlines








1st of January 2012- introduction of the standard cost per pupil
1st of January 2012- assignment of 6% of PIB
2012-2013- inclusion of the preparation class in the primary
education level
1st of January 2013- to grant 500 euro for permanent education of
each new-born
Beginning of the school year 2014-2015- admittance
methodology in upper-secondary education- 10th grade,
according to the new law (for pupils who are in the 7th grade)
2015-2016- inclusion of the 9th grade in the lower secondary
education (the generation which started the 5th grade in school
year 2011-2012)

A few conclusions


The vision of the law












Centered on the beneficiary
Taking responsibility for the offered services
Institutional descentralization
Equal chances
Quality assurance

Coherence
The predictability and the stability of the system
The full application of the law takes about 4-5 years
The involvement of the teachers in elaborating the
methodological methods for the application of the law


Slide 36

ROMANIA – BRAILA
SCOALA GIMNAZIALA “ECATERINA TEODOROIU”

THE STRUCTURE OF THE
NATIONAL EDUCATION
PRE-UNIVERSITY SYSTEM



Early education (0-6 years)





Primary education









Preparing grade
I-IV grades

Secondary education




Ante preschool level
Preschool level

Lower secondary – gymnasium – grades V-IX
Upper secondary – high school- grades X-XII /XIII :theoretical, technological,
vocational.

Professional education for a period between 6 months and 2
years
Tertiary education



Compulsory general education is composed by lower
primary and secondary level
 Technical education comprises grades XII and XIII
from the professional, technical and vocational upper
secondary school
 The professional and technical education is formed by:




Professional education
Technical education
Post upper secondary school education

Age

Grade

>19

18

XIII

17

XII

ISCED

Education Levels

Qualifications
Level

5
6

University Level

5
4

4

Pre-university Level / Non University Levels (technical and
vocational )

3

3

16

XI

15

X

14

IX

13

VIII

12

VII

11

VI

10

V

9

IV

8

III

7

II

6

I

5-6

Kindergarten –
Pre-Primary

3-4

Kindergarten

0-3

Nursery

Theoratical High School

Theoratical
Education

Arts,
Sports,The
ological
HighSchool

Technologic
al high School
Technologi
cal HighCompletion
School
Year

Arts,
Technologi
Sports,
cal
Theologica
Education
l Education

2

Comprehensive Education
1

0

3

2

1

School after School Program


By the decision of the School Administration Board
there can be carried on activities such as “School after
School” in partnership with the local public authorities,
with the parents associations, NGO’s with
competences in this area
 Educational, recreational activities, consolidating the
learning competences or their acceleration, remedial
learning activities.
 The Government can finance the School after School
Program

School Network




The school network is formed by the total number of the
accredited school units, respectively the temporary authorized
units.
The school consortia represent contractual partnerships between
school units that ensure:
 The mobility of the personnel between the member schools;
 The usage of the facilities of the member schools;
 Enlargement of the learning opportunities offered to pupils
and mutual recognition of the learning results

Study Formations









Ante preschool education- 7 children, 5/9
Preschool education – 15 preschoolers, 10/20
Primary education – 20 pupils, 15/25
Lower secondary education – 25 pupils, 20/30
Upper secondary education – 25 pupils, 25/30
Special education for pupils with minor deficiencies- 10 pupils,
8/12
Special education for pupils with severe deficiencies- 5 pupils, 4/6

Curriculum
The national curricula produced in
accordance with:
 The specific needs for personal
development;
 The needs of the labor market and of the
community;
 Subsidiarity principle


Curriculum











The number of hours:
20 hours – primary education
25 hours- lower secondary education
30 hours- upper secondary education
Compulsory subjects
80% for the compulsory education
70% for the upper secondary education
Within each subject
75% of the syllabus covers the teaching and evaluation classes
25% at the disposal of the teacher for remedial learning, individual learning plans.

Curriculum


For early education- centered on
physical, cognitive, emotional and social
education, precocious repair of the
possible development deficiencies;
 For lower and upper secondary
education- centered on 8 competence
domains which determine the pupil’s
formation profile;

Competence Domains










Communication competences in Romanian language;
Communication competences in foreign languages;
Basic competences for mathematics, sciences and technologies;
Digital competences;
Social and civic competences;
Entrepreneurial competences;
Sensitivity and cultural expression competences;
Lifelong learning competences;

Curricula approach
The graduate’s profile;
 The national frame of the curricula
(curricula domains);
 Teaching plans
 Schools syllabuses
 Textbooks


E-learning. On-line learning communities

There will be set up the Virtual School
Library and E-learning School Platform
which will contain:
 School syllabuses
 Lesson examples
 Methodological guides
 Examples of evaluation tests


Evaluation


The objective of the evaluation is to orientate
and optimize learning;
 All evaluations are made on the basis of
national standards for evaluation for each
school subject;
 The control of the usage and respecting of the
national evaluation standards by the teachers
is made through the school inspection

Evaluation






Marking students without using and respecting the
national standards and evaluation methodologies
represents a disciplinary deviation and it is sanctioned
according to the present law
The evaluation is centered on competences, offers
real feed-back to students and is located at the basis
of the individual learning plans
There will be created an unique bank of evaluation
instruments with an guiding function

Evaluation – Educational portofolio





Educational portfolio comprises all the diplomas,
certificates and other official registrations obtained
following the evaluation of the acquired skills or
participation to learning activities, in different contexts.
The educational portfolio is the central element of the
evaluation of the learning
Its usage starts with the preparing class and
represents the pupil’s educational identity card

The structure and the characteristics
of the evaluations







At the end of the preparing class- individualized
At the end of the 2nd grade- at school level;
At the end of the 4th grade-at national level, by
sampling;
At the end of the 6th grade- at school level;
At the end of the 9th grade-at national level;
At the end of the 12th -13th grade- at national level.

At the end of the preparing class


The teacher makes an evaluation report
of the physical education, socioemotional, cognitive, language and
communication, capacity development
and learning attitudes.

At the end of the 2nd grade


Evaluation of the fundamental competences
at:
-writing-reading;
-mathematics
 Evaluation results are used in order to
elaborate the individualized learning plans
 It is communicated to the parents

At the end of the 4th grade
National evaluation, by sampling, of the
acquired fundamental competences in
primary level
 According to the international model
 Has its aim the diagnosis of the system


Students’ evaluation at the school level by two transdisciplinary tests
 Language and communication;
 Mathematics and sciences
 The results of the evaluation are used in order to
elaborate the individualized plans and for the school
pre-orientation
 The results of the evaluation are communicated to
parents and registered in the educational portfolio


At the end of the 9th grade


Compulsory national evaluation for all students, score according
to the international model








Written examination at Romanian literature and language
Trans-disciplinary written examination at mathematics and sciences
Written examination at an international language;
Practice examination regarding computer skills, held during the school year
Trans-disciplinary oral examination in order to evaluate the civic and social
competences, held during the school year

The results of the evaluation are registered in the student’s
educational portfolio

Admission in upper secondary
school (high-school)





On the basis of the educational portfolio if the number
of the places is equal to the number of the candidates;
On the basis of the educational portfolio , of the
graduation average, of the average at the national
evaluation- a proportion of 70%
30% from the grade obtained at the admission
established by the education institution

Baccalaureate examination(school
graduate examination)






Examination A- the evaluation of the oral
communication competences in Romanian language;
Examination B- the evaluation of the communication
competences in mother tongue
Examination C- the evaluation of the communication
competences in two international languages
Examination D- the evaluation of the digital
competences;
Examination E written- - the evaluation of the
competences which were formed during the upper
secondary school(high-school) years

Examination E
1.Written examination at Romanian literature and language
2. Written examination at mother tongue
3. Two differentiated written examinations:
1)Real profile
 Mathematics
 Science trans-disciplinary examination
 2) Humanities profile
An international foreign language


Interdisciplinary examination from geography, history, socio-humanities

3)Technological profile
 Written examination specific to the profile
 Trans-disciplinary examination
 Vocational profile

THE MANAGEMENT OF
THE SYSTEM AND OF
THE EDUCATION
INSTITUTIONS

The management of the education
institutions





The institutions are managed by an administration
board formed by 7,9,13 members
After the formation of the AB there is chosen a session
president, for an year
Monthly meetings
Attributions – public responsibility for the
achievements of the education institution, together
with the principal

Financing and material resources of
the education institutions
Basic financing
 Complementary financing
 Supplementary financing


Competitions


Between schools- institutional evaluation-classification
of the schools on 5 levels:
 Excellent
 Very good
 Good
 Satisfactory
 Unsatisfactory
 Among teachers- the Teacher of the Year

THE STATUTE OF THE
DIDACTIC
PERSONNEL(THEACHER’S)

Initial and continuous training. Didactic
career
Theoretical initial training
 Didactic master for a period of 2 years






A scholarship which is equal with the net
salary of a beginner teacher

Practice for a year, in an education
institution, under the guidance of a
mentor teacher

Didactic career


Having a didactic position during the practice period
 Contest for free/reserved positions
 Distribution by School Inspectorate on the positions
which remained free
 The teachers that are hired for a determined period
of time can benefit of continuity on the position they
have if they have the approval of the administration
board

Career Evolution
Didactic level II
 Didactic level I
 Teacher emeritus


Professional development








Developing competences and keeping up to date in the area of
specialization;
Developing competences for career evolution , through the
system of preparing for and obtaining the didactic levels
Acquiring or developing management competences
Acquiring new competences by conversion programs for
specializations and/or having new didactic positions
Acquiring complementary competences
Obtaining a new didactic specialization by attending
corresponding courses, different from the current specialization is
considered lifelong training

Didactic positions occupancy
The tenure(permanent)didactic
personnel keeps their right obtained
through the national tenure examination,
at the release date of the present law
 The tenure didactic personnel who
obtained this position by government
assignment has the opportunity to keep
this right


The settlement of the activity
downsizing
The mutual consented transfer between
the education institutions
 The assignment on vacant positions,
coordinated by School Inspectorate,
according to the methodology elaborated
by MECTS until 15th November


Very important


The non-tenured teachers that have participated at the
tenure unique national contest in the last 3 years,
anterior to the release of the present law, and who
have obtained at least 7 and had a position within the
school they become the tenures of the respective
position if:



There is certified the availability of the position
The administration board of the school approves

Modalities of hiring the didactic
personnel






The positions are occupied following a contest at the
level of the education institutions
Vacancy of the position is made by the administration
board at the principal’s proposal
The School Inspectorate analysis, corrects in
collaboration with the education institutions and
approves the free/reserved didactic positions offer
The list is made public by posting it at the School
Inspectorate and education institutions

Modalities of hiring



The contest organized at the level of the education
institution/consortium
The contest consists in:





Practice examination or special inspection in the class
Written examination at the didactics of the
specialization- for the didactic personnel with individual
work contract
Presenting a curriculum vitae and job interview for the
associated personnel or retired

The role of the School
Inspectorate


Centralizes the didactic positions and the classes which remained
vacant and which will be assigned as follows:
 To tenure teachers from an education institution in order to
complete the norm
 Beginner teachers who are doing their internship
 To the candidates that did not obtain any position as a
consequence of the contest organized at the school level
 Pensioners, respecting the criteria of professional
competence

Management positions







The position of principal is occupied through a public contest by
teachers who are members of the National Experts Body in
Educational Management
The contest is organized at the education institution level by the
administration board
The principal signs an educational management contract with the
mayor/the president of the County Board of the territory
administrative unit
During their mandate the principal and the deputy principal
cannot be president or vice president of any political party

Didactic Norm


40 hours a week:
 Didactic activities of teaching-learning-evaluation,
practice, exams for the end of a level of study
 Methodological scientific preparation activities
 Education activities which are complementary to
the process of teaching: mentorship, school after
school, lifelong learning.

Regulatory acts


ROFUIP
 Continuous training methodology
 Didactic personnel movement methodology
 AB functioning methodology
 Personnel evaluation methodology
 Constitution of the mentors body methodology
 The regulations for the organization of the school
inspection

Application deadlines








1st of January 2012- introduction of the standard cost per pupil
1st of January 2012- assignment of 6% of PIB
2012-2013- inclusion of the preparation class in the primary
education level
1st of January 2013- to grant 500 euro for permanent education of
each new-born
Beginning of the school year 2014-2015- admittance
methodology in upper-secondary education- 10th grade,
according to the new law (for pupils who are in the 7th grade)
2015-2016- inclusion of the 9th grade in the lower secondary
education (the generation which started the 5th grade in school
year 2011-2012)

A few conclusions


The vision of the law












Centered on the beneficiary
Taking responsibility for the offered services
Institutional descentralization
Equal chances
Quality assurance

Coherence
The predictability and the stability of the system
The full application of the law takes about 4-5 years
The involvement of the teachers in elaborating the
methodological methods for the application of the law


Slide 37

ROMANIA – BRAILA
SCOALA GIMNAZIALA “ECATERINA TEODOROIU”

THE STRUCTURE OF THE
NATIONAL EDUCATION
PRE-UNIVERSITY SYSTEM



Early education (0-6 years)





Primary education









Preparing grade
I-IV grades

Secondary education




Ante preschool level
Preschool level

Lower secondary – gymnasium – grades V-IX
Upper secondary – high school- grades X-XII /XIII :theoretical, technological,
vocational.

Professional education for a period between 6 months and 2
years
Tertiary education



Compulsory general education is composed by lower
primary and secondary level
 Technical education comprises grades XII and XIII
from the professional, technical and vocational upper
secondary school
 The professional and technical education is formed by:




Professional education
Technical education
Post upper secondary school education

Age

Grade

>19

18

XIII

17

XII

ISCED

Education Levels

Qualifications
Level

5
6

University Level

5
4

4

Pre-university Level / Non University Levels (technical and
vocational )

3

3

16

XI

15

X

14

IX

13

VIII

12

VII

11

VI

10

V

9

IV

8

III

7

II

6

I

5-6

Kindergarten –
Pre-Primary

3-4

Kindergarten

0-3

Nursery

Theoratical High School

Theoratical
Education

Arts,
Sports,The
ological
HighSchool

Technologic
al high School
Technologi
cal HighCompletion
School
Year

Arts,
Technologi
Sports,
cal
Theologica
Education
l Education

2

Comprehensive Education
1

0

3

2

1

School after School Program


By the decision of the School Administration Board
there can be carried on activities such as “School after
School” in partnership with the local public authorities,
with the parents associations, NGO’s with
competences in this area
 Educational, recreational activities, consolidating the
learning competences or their acceleration, remedial
learning activities.
 The Government can finance the School after School
Program

School Network




The school network is formed by the total number of the
accredited school units, respectively the temporary authorized
units.
The school consortia represent contractual partnerships between
school units that ensure:
 The mobility of the personnel between the member schools;
 The usage of the facilities of the member schools;
 Enlargement of the learning opportunities offered to pupils
and mutual recognition of the learning results

Study Formations









Ante preschool education- 7 children, 5/9
Preschool education – 15 preschoolers, 10/20
Primary education – 20 pupils, 15/25
Lower secondary education – 25 pupils, 20/30
Upper secondary education – 25 pupils, 25/30
Special education for pupils with minor deficiencies- 10 pupils,
8/12
Special education for pupils with severe deficiencies- 5 pupils, 4/6

Curriculum
The national curricula produced in
accordance with:
 The specific needs for personal
development;
 The needs of the labor market and of the
community;
 Subsidiarity principle


Curriculum











The number of hours:
20 hours – primary education
25 hours- lower secondary education
30 hours- upper secondary education
Compulsory subjects
80% for the compulsory education
70% for the upper secondary education
Within each subject
75% of the syllabus covers the teaching and evaluation classes
25% at the disposal of the teacher for remedial learning, individual learning plans.

Curriculum


For early education- centered on
physical, cognitive, emotional and social
education, precocious repair of the
possible development deficiencies;
 For lower and upper secondary
education- centered on 8 competence
domains which determine the pupil’s
formation profile;

Competence Domains










Communication competences in Romanian language;
Communication competences in foreign languages;
Basic competences for mathematics, sciences and technologies;
Digital competences;
Social and civic competences;
Entrepreneurial competences;
Sensitivity and cultural expression competences;
Lifelong learning competences;

Curricula approach
The graduate’s profile;
 The national frame of the curricula
(curricula domains);
 Teaching plans
 Schools syllabuses
 Textbooks


E-learning. On-line learning communities

There will be set up the Virtual School
Library and E-learning School Platform
which will contain:
 School syllabuses
 Lesson examples
 Methodological guides
 Examples of evaluation tests


Evaluation


The objective of the evaluation is to orientate
and optimize learning;
 All evaluations are made on the basis of
national standards for evaluation for each
school subject;
 The control of the usage and respecting of the
national evaluation standards by the teachers
is made through the school inspection

Evaluation






Marking students without using and respecting the
national standards and evaluation methodologies
represents a disciplinary deviation and it is sanctioned
according to the present law
The evaluation is centered on competences, offers
real feed-back to students and is located at the basis
of the individual learning plans
There will be created an unique bank of evaluation
instruments with an guiding function

Evaluation – Educational portofolio





Educational portfolio comprises all the diplomas,
certificates and other official registrations obtained
following the evaluation of the acquired skills or
participation to learning activities, in different contexts.
The educational portfolio is the central element of the
evaluation of the learning
Its usage starts with the preparing class and
represents the pupil’s educational identity card

The structure and the characteristics
of the evaluations







At the end of the preparing class- individualized
At the end of the 2nd grade- at school level;
At the end of the 4th grade-at national level, by
sampling;
At the end of the 6th grade- at school level;
At the end of the 9th grade-at national level;
At the end of the 12th -13th grade- at national level.

At the end of the preparing class


The teacher makes an evaluation report
of the physical education, socioemotional, cognitive, language and
communication, capacity development
and learning attitudes.

At the end of the 2nd grade


Evaluation of the fundamental competences
at:
-writing-reading;
-mathematics
 Evaluation results are used in order to
elaborate the individualized learning plans
 It is communicated to the parents

At the end of the 4th grade
National evaluation, by sampling, of the
acquired fundamental competences in
primary level
 According to the international model
 Has its aim the diagnosis of the system


Students’ evaluation at the school level by two transdisciplinary tests
 Language and communication;
 Mathematics and sciences
 The results of the evaluation are used in order to
elaborate the individualized plans and for the school
pre-orientation
 The results of the evaluation are communicated to
parents and registered in the educational portfolio


At the end of the 9th grade


Compulsory national evaluation for all students, score according
to the international model








Written examination at Romanian literature and language
Trans-disciplinary written examination at mathematics and sciences
Written examination at an international language;
Practice examination regarding computer skills, held during the school year
Trans-disciplinary oral examination in order to evaluate the civic and social
competences, held during the school year

The results of the evaluation are registered in the student’s
educational portfolio

Admission in upper secondary
school (high-school)





On the basis of the educational portfolio if the number
of the places is equal to the number of the candidates;
On the basis of the educational portfolio , of the
graduation average, of the average at the national
evaluation- a proportion of 70%
30% from the grade obtained at the admission
established by the education institution

Baccalaureate examination(school
graduate examination)






Examination A- the evaluation of the oral
communication competences in Romanian language;
Examination B- the evaluation of the communication
competences in mother tongue
Examination C- the evaluation of the communication
competences in two international languages
Examination D- the evaluation of the digital
competences;
Examination E written- - the evaluation of the
competences which were formed during the upper
secondary school(high-school) years

Examination E
1.Written examination at Romanian literature and language
2. Written examination at mother tongue
3. Two differentiated written examinations:
1)Real profile
 Mathematics
 Science trans-disciplinary examination
 2) Humanities profile
An international foreign language


Interdisciplinary examination from geography, history, socio-humanities

3)Technological profile
 Written examination specific to the profile
 Trans-disciplinary examination
 Vocational profile

THE MANAGEMENT OF
THE SYSTEM AND OF
THE EDUCATION
INSTITUTIONS

The management of the education
institutions





The institutions are managed by an administration
board formed by 7,9,13 members
After the formation of the AB there is chosen a session
president, for an year
Monthly meetings
Attributions – public responsibility for the
achievements of the education institution, together
with the principal

Financing and material resources of
the education institutions
Basic financing
 Complementary financing
 Supplementary financing


Competitions


Between schools- institutional evaluation-classification
of the schools on 5 levels:
 Excellent
 Very good
 Good
 Satisfactory
 Unsatisfactory
 Among teachers- the Teacher of the Year

THE STATUTE OF THE
DIDACTIC
PERSONNEL(THEACHER’S)

Initial and continuous training. Didactic
career
Theoretical initial training
 Didactic master for a period of 2 years






A scholarship which is equal with the net
salary of a beginner teacher

Practice for a year, in an education
institution, under the guidance of a
mentor teacher

Didactic career


Having a didactic position during the practice period
 Contest for free/reserved positions
 Distribution by School Inspectorate on the positions
which remained free
 The teachers that are hired for a determined period
of time can benefit of continuity on the position they
have if they have the approval of the administration
board

Career Evolution
Didactic level II
 Didactic level I
 Teacher emeritus


Professional development








Developing competences and keeping up to date in the area of
specialization;
Developing competences for career evolution , through the
system of preparing for and obtaining the didactic levels
Acquiring or developing management competences
Acquiring new competences by conversion programs for
specializations and/or having new didactic positions
Acquiring complementary competences
Obtaining a new didactic specialization by attending
corresponding courses, different from the current specialization is
considered lifelong training

Didactic positions occupancy
The tenure(permanent)didactic
personnel keeps their right obtained
through the national tenure examination,
at the release date of the present law
 The tenure didactic personnel who
obtained this position by government
assignment has the opportunity to keep
this right


The settlement of the activity
downsizing
The mutual consented transfer between
the education institutions
 The assignment on vacant positions,
coordinated by School Inspectorate,
according to the methodology elaborated
by MECTS until 15th November


Very important


The non-tenured teachers that have participated at the
tenure unique national contest in the last 3 years,
anterior to the release of the present law, and who
have obtained at least 7 and had a position within the
school they become the tenures of the respective
position if:



There is certified the availability of the position
The administration board of the school approves

Modalities of hiring the didactic
personnel






The positions are occupied following a contest at the
level of the education institutions
Vacancy of the position is made by the administration
board at the principal’s proposal
The School Inspectorate analysis, corrects in
collaboration with the education institutions and
approves the free/reserved didactic positions offer
The list is made public by posting it at the School
Inspectorate and education institutions

Modalities of hiring



The contest organized at the level of the education
institution/consortium
The contest consists in:





Practice examination or special inspection in the class
Written examination at the didactics of the
specialization- for the didactic personnel with individual
work contract
Presenting a curriculum vitae and job interview for the
associated personnel or retired

The role of the School
Inspectorate


Centralizes the didactic positions and the classes which remained
vacant and which will be assigned as follows:
 To tenure teachers from an education institution in order to
complete the norm
 Beginner teachers who are doing their internship
 To the candidates that did not obtain any position as a
consequence of the contest organized at the school level
 Pensioners, respecting the criteria of professional
competence

Management positions







The position of principal is occupied through a public contest by
teachers who are members of the National Experts Body in
Educational Management
The contest is organized at the education institution level by the
administration board
The principal signs an educational management contract with the
mayor/the president of the County Board of the territory
administrative unit
During their mandate the principal and the deputy principal
cannot be president or vice president of any political party

Didactic Norm


40 hours a week:
 Didactic activities of teaching-learning-evaluation,
practice, exams for the end of a level of study
 Methodological scientific preparation activities
 Education activities which are complementary to
the process of teaching: mentorship, school after
school, lifelong learning.

Regulatory acts


ROFUIP
 Continuous training methodology
 Didactic personnel movement methodology
 AB functioning methodology
 Personnel evaluation methodology
 Constitution of the mentors body methodology
 The regulations for the organization of the school
inspection

Application deadlines








1st of January 2012- introduction of the standard cost per pupil
1st of January 2012- assignment of 6% of PIB
2012-2013- inclusion of the preparation class in the primary
education level
1st of January 2013- to grant 500 euro for permanent education of
each new-born
Beginning of the school year 2014-2015- admittance
methodology in upper-secondary education- 10th grade,
according to the new law (for pupils who are in the 7th grade)
2015-2016- inclusion of the 9th grade in the lower secondary
education (the generation which started the 5th grade in school
year 2011-2012)

A few conclusions


The vision of the law












Centered on the beneficiary
Taking responsibility for the offered services
Institutional descentralization
Equal chances
Quality assurance

Coherence
The predictability and the stability of the system
The full application of the law takes about 4-5 years
The involvement of the teachers in elaborating the
methodological methods for the application of the law


Slide 38

ROMANIA – BRAILA
SCOALA GIMNAZIALA “ECATERINA TEODOROIU”

THE STRUCTURE OF THE
NATIONAL EDUCATION
PRE-UNIVERSITY SYSTEM



Early education (0-6 years)





Primary education









Preparing grade
I-IV grades

Secondary education




Ante preschool level
Preschool level

Lower secondary – gymnasium – grades V-IX
Upper secondary – high school- grades X-XII /XIII :theoretical, technological,
vocational.

Professional education for a period between 6 months and 2
years
Tertiary education



Compulsory general education is composed by lower
primary and secondary level
 Technical education comprises grades XII and XIII
from the professional, technical and vocational upper
secondary school
 The professional and technical education is formed by:




Professional education
Technical education
Post upper secondary school education

Age

Grade

>19

18

XIII

17

XII

ISCED

Education Levels

Qualifications
Level

5
6

University Level

5
4

4

Pre-university Level / Non University Levels (technical and
vocational )

3

3

16

XI

15

X

14

IX

13

VIII

12

VII

11

VI

10

V

9

IV

8

III

7

II

6

I

5-6

Kindergarten –
Pre-Primary

3-4

Kindergarten

0-3

Nursery

Theoratical High School

Theoratical
Education

Arts,
Sports,The
ological
HighSchool

Technologic
al high School
Technologi
cal HighCompletion
School
Year

Arts,
Technologi
Sports,
cal
Theologica
Education
l Education

2

Comprehensive Education
1

0

3

2

1

School after School Program


By the decision of the School Administration Board
there can be carried on activities such as “School after
School” in partnership with the local public authorities,
with the parents associations, NGO’s with
competences in this area
 Educational, recreational activities, consolidating the
learning competences or their acceleration, remedial
learning activities.
 The Government can finance the School after School
Program

School Network




The school network is formed by the total number of the
accredited school units, respectively the temporary authorized
units.
The school consortia represent contractual partnerships between
school units that ensure:
 The mobility of the personnel between the member schools;
 The usage of the facilities of the member schools;
 Enlargement of the learning opportunities offered to pupils
and mutual recognition of the learning results

Study Formations









Ante preschool education- 7 children, 5/9
Preschool education – 15 preschoolers, 10/20
Primary education – 20 pupils, 15/25
Lower secondary education – 25 pupils, 20/30
Upper secondary education – 25 pupils, 25/30
Special education for pupils with minor deficiencies- 10 pupils,
8/12
Special education for pupils with severe deficiencies- 5 pupils, 4/6

Curriculum
The national curricula produced in
accordance with:
 The specific needs for personal
development;
 The needs of the labor market and of the
community;
 Subsidiarity principle


Curriculum











The number of hours:
20 hours – primary education
25 hours- lower secondary education
30 hours- upper secondary education
Compulsory subjects
80% for the compulsory education
70% for the upper secondary education
Within each subject
75% of the syllabus covers the teaching and evaluation classes
25% at the disposal of the teacher for remedial learning, individual learning plans.

Curriculum


For early education- centered on
physical, cognitive, emotional and social
education, precocious repair of the
possible development deficiencies;
 For lower and upper secondary
education- centered on 8 competence
domains which determine the pupil’s
formation profile;

Competence Domains










Communication competences in Romanian language;
Communication competences in foreign languages;
Basic competences for mathematics, sciences and technologies;
Digital competences;
Social and civic competences;
Entrepreneurial competences;
Sensitivity and cultural expression competences;
Lifelong learning competences;

Curricula approach
The graduate’s profile;
 The national frame of the curricula
(curricula domains);
 Teaching plans
 Schools syllabuses
 Textbooks


E-learning. On-line learning communities

There will be set up the Virtual School
Library and E-learning School Platform
which will contain:
 School syllabuses
 Lesson examples
 Methodological guides
 Examples of evaluation tests


Evaluation


The objective of the evaluation is to orientate
and optimize learning;
 All evaluations are made on the basis of
national standards for evaluation for each
school subject;
 The control of the usage and respecting of the
national evaluation standards by the teachers
is made through the school inspection

Evaluation






Marking students without using and respecting the
national standards and evaluation methodologies
represents a disciplinary deviation and it is sanctioned
according to the present law
The evaluation is centered on competences, offers
real feed-back to students and is located at the basis
of the individual learning plans
There will be created an unique bank of evaluation
instruments with an guiding function

Evaluation – Educational portofolio





Educational portfolio comprises all the diplomas,
certificates and other official registrations obtained
following the evaluation of the acquired skills or
participation to learning activities, in different contexts.
The educational portfolio is the central element of the
evaluation of the learning
Its usage starts with the preparing class and
represents the pupil’s educational identity card

The structure and the characteristics
of the evaluations







At the end of the preparing class- individualized
At the end of the 2nd grade- at school level;
At the end of the 4th grade-at national level, by
sampling;
At the end of the 6th grade- at school level;
At the end of the 9th grade-at national level;
At the end of the 12th -13th grade- at national level.

At the end of the preparing class


The teacher makes an evaluation report
of the physical education, socioemotional, cognitive, language and
communication, capacity development
and learning attitudes.

At the end of the 2nd grade


Evaluation of the fundamental competences
at:
-writing-reading;
-mathematics
 Evaluation results are used in order to
elaborate the individualized learning plans
 It is communicated to the parents

At the end of the 4th grade
National evaluation, by sampling, of the
acquired fundamental competences in
primary level
 According to the international model
 Has its aim the diagnosis of the system


Students’ evaluation at the school level by two transdisciplinary tests
 Language and communication;
 Mathematics and sciences
 The results of the evaluation are used in order to
elaborate the individualized plans and for the school
pre-orientation
 The results of the evaluation are communicated to
parents and registered in the educational portfolio


At the end of the 9th grade


Compulsory national evaluation for all students, score according
to the international model








Written examination at Romanian literature and language
Trans-disciplinary written examination at mathematics and sciences
Written examination at an international language;
Practice examination regarding computer skills, held during the school year
Trans-disciplinary oral examination in order to evaluate the civic and social
competences, held during the school year

The results of the evaluation are registered in the student’s
educational portfolio

Admission in upper secondary
school (high-school)





On the basis of the educational portfolio if the number
of the places is equal to the number of the candidates;
On the basis of the educational portfolio , of the
graduation average, of the average at the national
evaluation- a proportion of 70%
30% from the grade obtained at the admission
established by the education institution

Baccalaureate examination(school
graduate examination)






Examination A- the evaluation of the oral
communication competences in Romanian language;
Examination B- the evaluation of the communication
competences in mother tongue
Examination C- the evaluation of the communication
competences in two international languages
Examination D- the evaluation of the digital
competences;
Examination E written- - the evaluation of the
competences which were formed during the upper
secondary school(high-school) years

Examination E
1.Written examination at Romanian literature and language
2. Written examination at mother tongue
3. Two differentiated written examinations:
1)Real profile
 Mathematics
 Science trans-disciplinary examination
 2) Humanities profile
An international foreign language


Interdisciplinary examination from geography, history, socio-humanities

3)Technological profile
 Written examination specific to the profile
 Trans-disciplinary examination
 Vocational profile

THE MANAGEMENT OF
THE SYSTEM AND OF
THE EDUCATION
INSTITUTIONS

The management of the education
institutions





The institutions are managed by an administration
board formed by 7,9,13 members
After the formation of the AB there is chosen a session
president, for an year
Monthly meetings
Attributions – public responsibility for the
achievements of the education institution, together
with the principal

Financing and material resources of
the education institutions
Basic financing
 Complementary financing
 Supplementary financing


Competitions


Between schools- institutional evaluation-classification
of the schools on 5 levels:
 Excellent
 Very good
 Good
 Satisfactory
 Unsatisfactory
 Among teachers- the Teacher of the Year

THE STATUTE OF THE
DIDACTIC
PERSONNEL(THEACHER’S)

Initial and continuous training. Didactic
career
Theoretical initial training
 Didactic master for a period of 2 years






A scholarship which is equal with the net
salary of a beginner teacher

Practice for a year, in an education
institution, under the guidance of a
mentor teacher

Didactic career


Having a didactic position during the practice period
 Contest for free/reserved positions
 Distribution by School Inspectorate on the positions
which remained free
 The teachers that are hired for a determined period
of time can benefit of continuity on the position they
have if they have the approval of the administration
board

Career Evolution
Didactic level II
 Didactic level I
 Teacher emeritus


Professional development








Developing competences and keeping up to date in the area of
specialization;
Developing competences for career evolution , through the
system of preparing for and obtaining the didactic levels
Acquiring or developing management competences
Acquiring new competences by conversion programs for
specializations and/or having new didactic positions
Acquiring complementary competences
Obtaining a new didactic specialization by attending
corresponding courses, different from the current specialization is
considered lifelong training

Didactic positions occupancy
The tenure(permanent)didactic
personnel keeps their right obtained
through the national tenure examination,
at the release date of the present law
 The tenure didactic personnel who
obtained this position by government
assignment has the opportunity to keep
this right


The settlement of the activity
downsizing
The mutual consented transfer between
the education institutions
 The assignment on vacant positions,
coordinated by School Inspectorate,
according to the methodology elaborated
by MECTS until 15th November


Very important


The non-tenured teachers that have participated at the
tenure unique national contest in the last 3 years,
anterior to the release of the present law, and who
have obtained at least 7 and had a position within the
school they become the tenures of the respective
position if:



There is certified the availability of the position
The administration board of the school approves

Modalities of hiring the didactic
personnel






The positions are occupied following a contest at the
level of the education institutions
Vacancy of the position is made by the administration
board at the principal’s proposal
The School Inspectorate analysis, corrects in
collaboration with the education institutions and
approves the free/reserved didactic positions offer
The list is made public by posting it at the School
Inspectorate and education institutions

Modalities of hiring



The contest organized at the level of the education
institution/consortium
The contest consists in:





Practice examination or special inspection in the class
Written examination at the didactics of the
specialization- for the didactic personnel with individual
work contract
Presenting a curriculum vitae and job interview for the
associated personnel or retired

The role of the School
Inspectorate


Centralizes the didactic positions and the classes which remained
vacant and which will be assigned as follows:
 To tenure teachers from an education institution in order to
complete the norm
 Beginner teachers who are doing their internship
 To the candidates that did not obtain any position as a
consequence of the contest organized at the school level
 Pensioners, respecting the criteria of professional
competence

Management positions







The position of principal is occupied through a public contest by
teachers who are members of the National Experts Body in
Educational Management
The contest is organized at the education institution level by the
administration board
The principal signs an educational management contract with the
mayor/the president of the County Board of the territory
administrative unit
During their mandate the principal and the deputy principal
cannot be president or vice president of any political party

Didactic Norm


40 hours a week:
 Didactic activities of teaching-learning-evaluation,
practice, exams for the end of a level of study
 Methodological scientific preparation activities
 Education activities which are complementary to
the process of teaching: mentorship, school after
school, lifelong learning.

Regulatory acts


ROFUIP
 Continuous training methodology
 Didactic personnel movement methodology
 AB functioning methodology
 Personnel evaluation methodology
 Constitution of the mentors body methodology
 The regulations for the organization of the school
inspection

Application deadlines








1st of January 2012- introduction of the standard cost per pupil
1st of January 2012- assignment of 6% of PIB
2012-2013- inclusion of the preparation class in the primary
education level
1st of January 2013- to grant 500 euro for permanent education of
each new-born
Beginning of the school year 2014-2015- admittance
methodology in upper-secondary education- 10th grade,
according to the new law (for pupils who are in the 7th grade)
2015-2016- inclusion of the 9th grade in the lower secondary
education (the generation which started the 5th grade in school
year 2011-2012)

A few conclusions


The vision of the law












Centered on the beneficiary
Taking responsibility for the offered services
Institutional descentralization
Equal chances
Quality assurance

Coherence
The predictability and the stability of the system
The full application of the law takes about 4-5 years
The involvement of the teachers in elaborating the
methodological methods for the application of the law


Slide 39

ROMANIA – BRAILA
SCOALA GIMNAZIALA “ECATERINA TEODOROIU”

THE STRUCTURE OF THE
NATIONAL EDUCATION
PRE-UNIVERSITY SYSTEM



Early education (0-6 years)





Primary education









Preparing grade
I-IV grades

Secondary education




Ante preschool level
Preschool level

Lower secondary – gymnasium – grades V-IX
Upper secondary – high school- grades X-XII /XIII :theoretical, technological,
vocational.

Professional education for a period between 6 months and 2
years
Tertiary education



Compulsory general education is composed by lower
primary and secondary level
 Technical education comprises grades XII and XIII
from the professional, technical and vocational upper
secondary school
 The professional and technical education is formed by:




Professional education
Technical education
Post upper secondary school education

Age

Grade

>19

18

XIII

17

XII

ISCED

Education Levels

Qualifications
Level

5
6

University Level

5
4

4

Pre-university Level / Non University Levels (technical and
vocational )

3

3

16

XI

15

X

14

IX

13

VIII

12

VII

11

VI

10

V

9

IV

8

III

7

II

6

I

5-6

Kindergarten –
Pre-Primary

3-4

Kindergarten

0-3

Nursery

Theoratical High School

Theoratical
Education

Arts,
Sports,The
ological
HighSchool

Technologic
al high School
Technologi
cal HighCompletion
School
Year

Arts,
Technologi
Sports,
cal
Theologica
Education
l Education

2

Comprehensive Education
1

0

3

2

1

School after School Program


By the decision of the School Administration Board
there can be carried on activities such as “School after
School” in partnership with the local public authorities,
with the parents associations, NGO’s with
competences in this area
 Educational, recreational activities, consolidating the
learning competences or their acceleration, remedial
learning activities.
 The Government can finance the School after School
Program

School Network




The school network is formed by the total number of the
accredited school units, respectively the temporary authorized
units.
The school consortia represent contractual partnerships between
school units that ensure:
 The mobility of the personnel between the member schools;
 The usage of the facilities of the member schools;
 Enlargement of the learning opportunities offered to pupils
and mutual recognition of the learning results

Study Formations









Ante preschool education- 7 children, 5/9
Preschool education – 15 preschoolers, 10/20
Primary education – 20 pupils, 15/25
Lower secondary education – 25 pupils, 20/30
Upper secondary education – 25 pupils, 25/30
Special education for pupils with minor deficiencies- 10 pupils,
8/12
Special education for pupils with severe deficiencies- 5 pupils, 4/6

Curriculum
The national curricula produced in
accordance with:
 The specific needs for personal
development;
 The needs of the labor market and of the
community;
 Subsidiarity principle


Curriculum











The number of hours:
20 hours – primary education
25 hours- lower secondary education
30 hours- upper secondary education
Compulsory subjects
80% for the compulsory education
70% for the upper secondary education
Within each subject
75% of the syllabus covers the teaching and evaluation classes
25% at the disposal of the teacher for remedial learning, individual learning plans.

Curriculum


For early education- centered on
physical, cognitive, emotional and social
education, precocious repair of the
possible development deficiencies;
 For lower and upper secondary
education- centered on 8 competence
domains which determine the pupil’s
formation profile;

Competence Domains










Communication competences in Romanian language;
Communication competences in foreign languages;
Basic competences for mathematics, sciences and technologies;
Digital competences;
Social and civic competences;
Entrepreneurial competences;
Sensitivity and cultural expression competences;
Lifelong learning competences;

Curricula approach
The graduate’s profile;
 The national frame of the curricula
(curricula domains);
 Teaching plans
 Schools syllabuses
 Textbooks


E-learning. On-line learning communities

There will be set up the Virtual School
Library and E-learning School Platform
which will contain:
 School syllabuses
 Lesson examples
 Methodological guides
 Examples of evaluation tests


Evaluation


The objective of the evaluation is to orientate
and optimize learning;
 All evaluations are made on the basis of
national standards for evaluation for each
school subject;
 The control of the usage and respecting of the
national evaluation standards by the teachers
is made through the school inspection

Evaluation






Marking students without using and respecting the
national standards and evaluation methodologies
represents a disciplinary deviation and it is sanctioned
according to the present law
The evaluation is centered on competences, offers
real feed-back to students and is located at the basis
of the individual learning plans
There will be created an unique bank of evaluation
instruments with an guiding function

Evaluation – Educational portofolio





Educational portfolio comprises all the diplomas,
certificates and other official registrations obtained
following the evaluation of the acquired skills or
participation to learning activities, in different contexts.
The educational portfolio is the central element of the
evaluation of the learning
Its usage starts with the preparing class and
represents the pupil’s educational identity card

The structure and the characteristics
of the evaluations







At the end of the preparing class- individualized
At the end of the 2nd grade- at school level;
At the end of the 4th grade-at national level, by
sampling;
At the end of the 6th grade- at school level;
At the end of the 9th grade-at national level;
At the end of the 12th -13th grade- at national level.

At the end of the preparing class


The teacher makes an evaluation report
of the physical education, socioemotional, cognitive, language and
communication, capacity development
and learning attitudes.

At the end of the 2nd grade


Evaluation of the fundamental competences
at:
-writing-reading;
-mathematics
 Evaluation results are used in order to
elaborate the individualized learning plans
 It is communicated to the parents

At the end of the 4th grade
National evaluation, by sampling, of the
acquired fundamental competences in
primary level
 According to the international model
 Has its aim the diagnosis of the system


Students’ evaluation at the school level by two transdisciplinary tests
 Language and communication;
 Mathematics and sciences
 The results of the evaluation are used in order to
elaborate the individualized plans and for the school
pre-orientation
 The results of the evaluation are communicated to
parents and registered in the educational portfolio


At the end of the 9th grade


Compulsory national evaluation for all students, score according
to the international model








Written examination at Romanian literature and language
Trans-disciplinary written examination at mathematics and sciences
Written examination at an international language;
Practice examination regarding computer skills, held during the school year
Trans-disciplinary oral examination in order to evaluate the civic and social
competences, held during the school year

The results of the evaluation are registered in the student’s
educational portfolio

Admission in upper secondary
school (high-school)





On the basis of the educational portfolio if the number
of the places is equal to the number of the candidates;
On the basis of the educational portfolio , of the
graduation average, of the average at the national
evaluation- a proportion of 70%
30% from the grade obtained at the admission
established by the education institution

Baccalaureate examination(school
graduate examination)






Examination A- the evaluation of the oral
communication competences in Romanian language;
Examination B- the evaluation of the communication
competences in mother tongue
Examination C- the evaluation of the communication
competences in two international languages
Examination D- the evaluation of the digital
competences;
Examination E written- - the evaluation of the
competences which were formed during the upper
secondary school(high-school) years

Examination E
1.Written examination at Romanian literature and language
2. Written examination at mother tongue
3. Two differentiated written examinations:
1)Real profile
 Mathematics
 Science trans-disciplinary examination
 2) Humanities profile
An international foreign language


Interdisciplinary examination from geography, history, socio-humanities

3)Technological profile
 Written examination specific to the profile
 Trans-disciplinary examination
 Vocational profile

THE MANAGEMENT OF
THE SYSTEM AND OF
THE EDUCATION
INSTITUTIONS

The management of the education
institutions





The institutions are managed by an administration
board formed by 7,9,13 members
After the formation of the AB there is chosen a session
president, for an year
Monthly meetings
Attributions – public responsibility for the
achievements of the education institution, together
with the principal

Financing and material resources of
the education institutions
Basic financing
 Complementary financing
 Supplementary financing


Competitions


Between schools- institutional evaluation-classification
of the schools on 5 levels:
 Excellent
 Very good
 Good
 Satisfactory
 Unsatisfactory
 Among teachers- the Teacher of the Year

THE STATUTE OF THE
DIDACTIC
PERSONNEL(THEACHER’S)

Initial and continuous training. Didactic
career
Theoretical initial training
 Didactic master for a period of 2 years






A scholarship which is equal with the net
salary of a beginner teacher

Practice for a year, in an education
institution, under the guidance of a
mentor teacher

Didactic career


Having a didactic position during the practice period
 Contest for free/reserved positions
 Distribution by School Inspectorate on the positions
which remained free
 The teachers that are hired for a determined period
of time can benefit of continuity on the position they
have if they have the approval of the administration
board

Career Evolution
Didactic level II
 Didactic level I
 Teacher emeritus


Professional development








Developing competences and keeping up to date in the area of
specialization;
Developing competences for career evolution , through the
system of preparing for and obtaining the didactic levels
Acquiring or developing management competences
Acquiring new competences by conversion programs for
specializations and/or having new didactic positions
Acquiring complementary competences
Obtaining a new didactic specialization by attending
corresponding courses, different from the current specialization is
considered lifelong training

Didactic positions occupancy
The tenure(permanent)didactic
personnel keeps their right obtained
through the national tenure examination,
at the release date of the present law
 The tenure didactic personnel who
obtained this position by government
assignment has the opportunity to keep
this right


The settlement of the activity
downsizing
The mutual consented transfer between
the education institutions
 The assignment on vacant positions,
coordinated by School Inspectorate,
according to the methodology elaborated
by MECTS until 15th November


Very important


The non-tenured teachers that have participated at the
tenure unique national contest in the last 3 years,
anterior to the release of the present law, and who
have obtained at least 7 and had a position within the
school they become the tenures of the respective
position if:



There is certified the availability of the position
The administration board of the school approves

Modalities of hiring the didactic
personnel






The positions are occupied following a contest at the
level of the education institutions
Vacancy of the position is made by the administration
board at the principal’s proposal
The School Inspectorate analysis, corrects in
collaboration with the education institutions and
approves the free/reserved didactic positions offer
The list is made public by posting it at the School
Inspectorate and education institutions

Modalities of hiring



The contest organized at the level of the education
institution/consortium
The contest consists in:





Practice examination or special inspection in the class
Written examination at the didactics of the
specialization- for the didactic personnel with individual
work contract
Presenting a curriculum vitae and job interview for the
associated personnel or retired

The role of the School
Inspectorate


Centralizes the didactic positions and the classes which remained
vacant and which will be assigned as follows:
 To tenure teachers from an education institution in order to
complete the norm
 Beginner teachers who are doing their internship
 To the candidates that did not obtain any position as a
consequence of the contest organized at the school level
 Pensioners, respecting the criteria of professional
competence

Management positions







The position of principal is occupied through a public contest by
teachers who are members of the National Experts Body in
Educational Management
The contest is organized at the education institution level by the
administration board
The principal signs an educational management contract with the
mayor/the president of the County Board of the territory
administrative unit
During their mandate the principal and the deputy principal
cannot be president or vice president of any political party

Didactic Norm


40 hours a week:
 Didactic activities of teaching-learning-evaluation,
practice, exams for the end of a level of study
 Methodological scientific preparation activities
 Education activities which are complementary to
the process of teaching: mentorship, school after
school, lifelong learning.

Regulatory acts


ROFUIP
 Continuous training methodology
 Didactic personnel movement methodology
 AB functioning methodology
 Personnel evaluation methodology
 Constitution of the mentors body methodology
 The regulations for the organization of the school
inspection

Application deadlines








1st of January 2012- introduction of the standard cost per pupil
1st of January 2012- assignment of 6% of PIB
2012-2013- inclusion of the preparation class in the primary
education level
1st of January 2013- to grant 500 euro for permanent education of
each new-born
Beginning of the school year 2014-2015- admittance
methodology in upper-secondary education- 10th grade,
according to the new law (for pupils who are in the 7th grade)
2015-2016- inclusion of the 9th grade in the lower secondary
education (the generation which started the 5th grade in school
year 2011-2012)

A few conclusions


The vision of the law












Centered on the beneficiary
Taking responsibility for the offered services
Institutional descentralization
Equal chances
Quality assurance

Coherence
The predictability and the stability of the system
The full application of the law takes about 4-5 years
The involvement of the teachers in elaborating the
methodological methods for the application of the law


Slide 40

ROMANIA – BRAILA
SCOALA GIMNAZIALA “ECATERINA TEODOROIU”

THE STRUCTURE OF THE
NATIONAL EDUCATION
PRE-UNIVERSITY SYSTEM



Early education (0-6 years)





Primary education









Preparing grade
I-IV grades

Secondary education




Ante preschool level
Preschool level

Lower secondary – gymnasium – grades V-IX
Upper secondary – high school- grades X-XII /XIII :theoretical, technological,
vocational.

Professional education for a period between 6 months and 2
years
Tertiary education



Compulsory general education is composed by lower
primary and secondary level
 Technical education comprises grades XII and XIII
from the professional, technical and vocational upper
secondary school
 The professional and technical education is formed by:




Professional education
Technical education
Post upper secondary school education

Age

Grade

>19

18

XIII

17

XII

ISCED

Education Levels

Qualifications
Level

5
6

University Level

5
4

4

Pre-university Level / Non University Levels (technical and
vocational )

3

3

16

XI

15

X

14

IX

13

VIII

12

VII

11

VI

10

V

9

IV

8

III

7

II

6

I

5-6

Kindergarten –
Pre-Primary

3-4

Kindergarten

0-3

Nursery

Theoratical High School

Theoratical
Education

Arts,
Sports,The
ological
HighSchool

Technologic
al high School
Technologi
cal HighCompletion
School
Year

Arts,
Technologi
Sports,
cal
Theologica
Education
l Education

2

Comprehensive Education
1

0

3

2

1

School after School Program


By the decision of the School Administration Board
there can be carried on activities such as “School after
School” in partnership with the local public authorities,
with the parents associations, NGO’s with
competences in this area
 Educational, recreational activities, consolidating the
learning competences or their acceleration, remedial
learning activities.
 The Government can finance the School after School
Program

School Network




The school network is formed by the total number of the
accredited school units, respectively the temporary authorized
units.
The school consortia represent contractual partnerships between
school units that ensure:
 The mobility of the personnel between the member schools;
 The usage of the facilities of the member schools;
 Enlargement of the learning opportunities offered to pupils
and mutual recognition of the learning results

Study Formations









Ante preschool education- 7 children, 5/9
Preschool education – 15 preschoolers, 10/20
Primary education – 20 pupils, 15/25
Lower secondary education – 25 pupils, 20/30
Upper secondary education – 25 pupils, 25/30
Special education for pupils with minor deficiencies- 10 pupils,
8/12
Special education for pupils with severe deficiencies- 5 pupils, 4/6

Curriculum
The national curricula produced in
accordance with:
 The specific needs for personal
development;
 The needs of the labor market and of the
community;
 Subsidiarity principle


Curriculum











The number of hours:
20 hours – primary education
25 hours- lower secondary education
30 hours- upper secondary education
Compulsory subjects
80% for the compulsory education
70% for the upper secondary education
Within each subject
75% of the syllabus covers the teaching and evaluation classes
25% at the disposal of the teacher for remedial learning, individual learning plans.

Curriculum


For early education- centered on
physical, cognitive, emotional and social
education, precocious repair of the
possible development deficiencies;
 For lower and upper secondary
education- centered on 8 competence
domains which determine the pupil’s
formation profile;

Competence Domains










Communication competences in Romanian language;
Communication competences in foreign languages;
Basic competences for mathematics, sciences and technologies;
Digital competences;
Social and civic competences;
Entrepreneurial competences;
Sensitivity and cultural expression competences;
Lifelong learning competences;

Curricula approach
The graduate’s profile;
 The national frame of the curricula
(curricula domains);
 Teaching plans
 Schools syllabuses
 Textbooks


E-learning. On-line learning communities

There will be set up the Virtual School
Library and E-learning School Platform
which will contain:
 School syllabuses
 Lesson examples
 Methodological guides
 Examples of evaluation tests


Evaluation


The objective of the evaluation is to orientate
and optimize learning;
 All evaluations are made on the basis of
national standards for evaluation for each
school subject;
 The control of the usage and respecting of the
national evaluation standards by the teachers
is made through the school inspection

Evaluation






Marking students without using and respecting the
national standards and evaluation methodologies
represents a disciplinary deviation and it is sanctioned
according to the present law
The evaluation is centered on competences, offers
real feed-back to students and is located at the basis
of the individual learning plans
There will be created an unique bank of evaluation
instruments with an guiding function

Evaluation – Educational portofolio





Educational portfolio comprises all the diplomas,
certificates and other official registrations obtained
following the evaluation of the acquired skills or
participation to learning activities, in different contexts.
The educational portfolio is the central element of the
evaluation of the learning
Its usage starts with the preparing class and
represents the pupil’s educational identity card

The structure and the characteristics
of the evaluations







At the end of the preparing class- individualized
At the end of the 2nd grade- at school level;
At the end of the 4th grade-at national level, by
sampling;
At the end of the 6th grade- at school level;
At the end of the 9th grade-at national level;
At the end of the 12th -13th grade- at national level.

At the end of the preparing class


The teacher makes an evaluation report
of the physical education, socioemotional, cognitive, language and
communication, capacity development
and learning attitudes.

At the end of the 2nd grade


Evaluation of the fundamental competences
at:
-writing-reading;
-mathematics
 Evaluation results are used in order to
elaborate the individualized learning plans
 It is communicated to the parents

At the end of the 4th grade
National evaluation, by sampling, of the
acquired fundamental competences in
primary level
 According to the international model
 Has its aim the diagnosis of the system


Students’ evaluation at the school level by two transdisciplinary tests
 Language and communication;
 Mathematics and sciences
 The results of the evaluation are used in order to
elaborate the individualized plans and for the school
pre-orientation
 The results of the evaluation are communicated to
parents and registered in the educational portfolio


At the end of the 9th grade


Compulsory national evaluation for all students, score according
to the international model








Written examination at Romanian literature and language
Trans-disciplinary written examination at mathematics and sciences
Written examination at an international language;
Practice examination regarding computer skills, held during the school year
Trans-disciplinary oral examination in order to evaluate the civic and social
competences, held during the school year

The results of the evaluation are registered in the student’s
educational portfolio

Admission in upper secondary
school (high-school)





On the basis of the educational portfolio if the number
of the places is equal to the number of the candidates;
On the basis of the educational portfolio , of the
graduation average, of the average at the national
evaluation- a proportion of 70%
30% from the grade obtained at the admission
established by the education institution

Baccalaureate examination(school
graduate examination)






Examination A- the evaluation of the oral
communication competences in Romanian language;
Examination B- the evaluation of the communication
competences in mother tongue
Examination C- the evaluation of the communication
competences in two international languages
Examination D- the evaluation of the digital
competences;
Examination E written- - the evaluation of the
competences which were formed during the upper
secondary school(high-school) years

Examination E
1.Written examination at Romanian literature and language
2. Written examination at mother tongue
3. Two differentiated written examinations:
1)Real profile
 Mathematics
 Science trans-disciplinary examination
 2) Humanities profile
An international foreign language


Interdisciplinary examination from geography, history, socio-humanities

3)Technological profile
 Written examination specific to the profile
 Trans-disciplinary examination
 Vocational profile

THE MANAGEMENT OF
THE SYSTEM AND OF
THE EDUCATION
INSTITUTIONS

The management of the education
institutions





The institutions are managed by an administration
board formed by 7,9,13 members
After the formation of the AB there is chosen a session
president, for an year
Monthly meetings
Attributions – public responsibility for the
achievements of the education institution, together
with the principal

Financing and material resources of
the education institutions
Basic financing
 Complementary financing
 Supplementary financing


Competitions


Between schools- institutional evaluation-classification
of the schools on 5 levels:
 Excellent
 Very good
 Good
 Satisfactory
 Unsatisfactory
 Among teachers- the Teacher of the Year

THE STATUTE OF THE
DIDACTIC
PERSONNEL(THEACHER’S)

Initial and continuous training. Didactic
career
Theoretical initial training
 Didactic master for a period of 2 years






A scholarship which is equal with the net
salary of a beginner teacher

Practice for a year, in an education
institution, under the guidance of a
mentor teacher

Didactic career


Having a didactic position during the practice period
 Contest for free/reserved positions
 Distribution by School Inspectorate on the positions
which remained free
 The teachers that are hired for a determined period
of time can benefit of continuity on the position they
have if they have the approval of the administration
board

Career Evolution
Didactic level II
 Didactic level I
 Teacher emeritus


Professional development








Developing competences and keeping up to date in the area of
specialization;
Developing competences for career evolution , through the
system of preparing for and obtaining the didactic levels
Acquiring or developing management competences
Acquiring new competences by conversion programs for
specializations and/or having new didactic positions
Acquiring complementary competences
Obtaining a new didactic specialization by attending
corresponding courses, different from the current specialization is
considered lifelong training

Didactic positions occupancy
The tenure(permanent)didactic
personnel keeps their right obtained
through the national tenure examination,
at the release date of the present law
 The tenure didactic personnel who
obtained this position by government
assignment has the opportunity to keep
this right


The settlement of the activity
downsizing
The mutual consented transfer between
the education institutions
 The assignment on vacant positions,
coordinated by School Inspectorate,
according to the methodology elaborated
by MECTS until 15th November


Very important


The non-tenured teachers that have participated at the
tenure unique national contest in the last 3 years,
anterior to the release of the present law, and who
have obtained at least 7 and had a position within the
school they become the tenures of the respective
position if:



There is certified the availability of the position
The administration board of the school approves

Modalities of hiring the didactic
personnel






The positions are occupied following a contest at the
level of the education institutions
Vacancy of the position is made by the administration
board at the principal’s proposal
The School Inspectorate analysis, corrects in
collaboration with the education institutions and
approves the free/reserved didactic positions offer
The list is made public by posting it at the School
Inspectorate and education institutions

Modalities of hiring



The contest organized at the level of the education
institution/consortium
The contest consists in:





Practice examination or special inspection in the class
Written examination at the didactics of the
specialization- for the didactic personnel with individual
work contract
Presenting a curriculum vitae and job interview for the
associated personnel or retired

The role of the School
Inspectorate


Centralizes the didactic positions and the classes which remained
vacant and which will be assigned as follows:
 To tenure teachers from an education institution in order to
complete the norm
 Beginner teachers who are doing their internship
 To the candidates that did not obtain any position as a
consequence of the contest organized at the school level
 Pensioners, respecting the criteria of professional
competence

Management positions







The position of principal is occupied through a public contest by
teachers who are members of the National Experts Body in
Educational Management
The contest is organized at the education institution level by the
administration board
The principal signs an educational management contract with the
mayor/the president of the County Board of the territory
administrative unit
During their mandate the principal and the deputy principal
cannot be president or vice president of any political party

Didactic Norm


40 hours a week:
 Didactic activities of teaching-learning-evaluation,
practice, exams for the end of a level of study
 Methodological scientific preparation activities
 Education activities which are complementary to
the process of teaching: mentorship, school after
school, lifelong learning.

Regulatory acts


ROFUIP
 Continuous training methodology
 Didactic personnel movement methodology
 AB functioning methodology
 Personnel evaluation methodology
 Constitution of the mentors body methodology
 The regulations for the organization of the school
inspection

Application deadlines








1st of January 2012- introduction of the standard cost per pupil
1st of January 2012- assignment of 6% of PIB
2012-2013- inclusion of the preparation class in the primary
education level
1st of January 2013- to grant 500 euro for permanent education of
each new-born
Beginning of the school year 2014-2015- admittance
methodology in upper-secondary education- 10th grade,
according to the new law (for pupils who are in the 7th grade)
2015-2016- inclusion of the 9th grade in the lower secondary
education (the generation which started the 5th grade in school
year 2011-2012)

A few conclusions


The vision of the law












Centered on the beneficiary
Taking responsibility for the offered services
Institutional descentralization
Equal chances
Quality assurance

Coherence
The predictability and the stability of the system
The full application of the law takes about 4-5 years
The involvement of the teachers in elaborating the
methodological methods for the application of the law


Slide 41

ROMANIA – BRAILA
SCOALA GIMNAZIALA “ECATERINA TEODOROIU”

THE STRUCTURE OF THE
NATIONAL EDUCATION
PRE-UNIVERSITY SYSTEM



Early education (0-6 years)





Primary education









Preparing grade
I-IV grades

Secondary education




Ante preschool level
Preschool level

Lower secondary – gymnasium – grades V-IX
Upper secondary – high school- grades X-XII /XIII :theoretical, technological,
vocational.

Professional education for a period between 6 months and 2
years
Tertiary education



Compulsory general education is composed by lower
primary and secondary level
 Technical education comprises grades XII and XIII
from the professional, technical and vocational upper
secondary school
 The professional and technical education is formed by:




Professional education
Technical education
Post upper secondary school education

Age

Grade

>19

18

XIII

17

XII

ISCED

Education Levels

Qualifications
Level

5
6

University Level

5
4

4

Pre-university Level / Non University Levels (technical and
vocational )

3

3

16

XI

15

X

14

IX

13

VIII

12

VII

11

VI

10

V

9

IV

8

III

7

II

6

I

5-6

Kindergarten –
Pre-Primary

3-4

Kindergarten

0-3

Nursery

Theoratical High School

Theoratical
Education

Arts,
Sports,The
ological
HighSchool

Technologic
al high School
Technologi
cal HighCompletion
School
Year

Arts,
Technologi
Sports,
cal
Theologica
Education
l Education

2

Comprehensive Education
1

0

3

2

1

School after School Program


By the decision of the School Administration Board
there can be carried on activities such as “School after
School” in partnership with the local public authorities,
with the parents associations, NGO’s with
competences in this area
 Educational, recreational activities, consolidating the
learning competences or their acceleration, remedial
learning activities.
 The Government can finance the School after School
Program

School Network




The school network is formed by the total number of the
accredited school units, respectively the temporary authorized
units.
The school consortia represent contractual partnerships between
school units that ensure:
 The mobility of the personnel between the member schools;
 The usage of the facilities of the member schools;
 Enlargement of the learning opportunities offered to pupils
and mutual recognition of the learning results

Study Formations









Ante preschool education- 7 children, 5/9
Preschool education – 15 preschoolers, 10/20
Primary education – 20 pupils, 15/25
Lower secondary education – 25 pupils, 20/30
Upper secondary education – 25 pupils, 25/30
Special education for pupils with minor deficiencies- 10 pupils,
8/12
Special education for pupils with severe deficiencies- 5 pupils, 4/6

Curriculum
The national curricula produced in
accordance with:
 The specific needs for personal
development;
 The needs of the labor market and of the
community;
 Subsidiarity principle


Curriculum











The number of hours:
20 hours – primary education
25 hours- lower secondary education
30 hours- upper secondary education
Compulsory subjects
80% for the compulsory education
70% for the upper secondary education
Within each subject
75% of the syllabus covers the teaching and evaluation classes
25% at the disposal of the teacher for remedial learning, individual learning plans.

Curriculum


For early education- centered on
physical, cognitive, emotional and social
education, precocious repair of the
possible development deficiencies;
 For lower and upper secondary
education- centered on 8 competence
domains which determine the pupil’s
formation profile;

Competence Domains










Communication competences in Romanian language;
Communication competences in foreign languages;
Basic competences for mathematics, sciences and technologies;
Digital competences;
Social and civic competences;
Entrepreneurial competences;
Sensitivity and cultural expression competences;
Lifelong learning competences;

Curricula approach
The graduate’s profile;
 The national frame of the curricula
(curricula domains);
 Teaching plans
 Schools syllabuses
 Textbooks


E-learning. On-line learning communities

There will be set up the Virtual School
Library and E-learning School Platform
which will contain:
 School syllabuses
 Lesson examples
 Methodological guides
 Examples of evaluation tests


Evaluation


The objective of the evaluation is to orientate
and optimize learning;
 All evaluations are made on the basis of
national standards for evaluation for each
school subject;
 The control of the usage and respecting of the
national evaluation standards by the teachers
is made through the school inspection

Evaluation






Marking students without using and respecting the
national standards and evaluation methodologies
represents a disciplinary deviation and it is sanctioned
according to the present law
The evaluation is centered on competences, offers
real feed-back to students and is located at the basis
of the individual learning plans
There will be created an unique bank of evaluation
instruments with an guiding function

Evaluation – Educational portofolio





Educational portfolio comprises all the diplomas,
certificates and other official registrations obtained
following the evaluation of the acquired skills or
participation to learning activities, in different contexts.
The educational portfolio is the central element of the
evaluation of the learning
Its usage starts with the preparing class and
represents the pupil’s educational identity card

The structure and the characteristics
of the evaluations







At the end of the preparing class- individualized
At the end of the 2nd grade- at school level;
At the end of the 4th grade-at national level, by
sampling;
At the end of the 6th grade- at school level;
At the end of the 9th grade-at national level;
At the end of the 12th -13th grade- at national level.

At the end of the preparing class


The teacher makes an evaluation report
of the physical education, socioemotional, cognitive, language and
communication, capacity development
and learning attitudes.

At the end of the 2nd grade


Evaluation of the fundamental competences
at:
-writing-reading;
-mathematics
 Evaluation results are used in order to
elaborate the individualized learning plans
 It is communicated to the parents

At the end of the 4th grade
National evaluation, by sampling, of the
acquired fundamental competences in
primary level
 According to the international model
 Has its aim the diagnosis of the system


Students’ evaluation at the school level by two transdisciplinary tests
 Language and communication;
 Mathematics and sciences
 The results of the evaluation are used in order to
elaborate the individualized plans and for the school
pre-orientation
 The results of the evaluation are communicated to
parents and registered in the educational portfolio


At the end of the 9th grade


Compulsory national evaluation for all students, score according
to the international model








Written examination at Romanian literature and language
Trans-disciplinary written examination at mathematics and sciences
Written examination at an international language;
Practice examination regarding computer skills, held during the school year
Trans-disciplinary oral examination in order to evaluate the civic and social
competences, held during the school year

The results of the evaluation are registered in the student’s
educational portfolio

Admission in upper secondary
school (high-school)





On the basis of the educational portfolio if the number
of the places is equal to the number of the candidates;
On the basis of the educational portfolio , of the
graduation average, of the average at the national
evaluation- a proportion of 70%
30% from the grade obtained at the admission
established by the education institution

Baccalaureate examination(school
graduate examination)






Examination A- the evaluation of the oral
communication competences in Romanian language;
Examination B- the evaluation of the communication
competences in mother tongue
Examination C- the evaluation of the communication
competences in two international languages
Examination D- the evaluation of the digital
competences;
Examination E written- - the evaluation of the
competences which were formed during the upper
secondary school(high-school) years

Examination E
1.Written examination at Romanian literature and language
2. Written examination at mother tongue
3. Two differentiated written examinations:
1)Real profile
 Mathematics
 Science trans-disciplinary examination
 2) Humanities profile
An international foreign language


Interdisciplinary examination from geography, history, socio-humanities

3)Technological profile
 Written examination specific to the profile
 Trans-disciplinary examination
 Vocational profile

THE MANAGEMENT OF
THE SYSTEM AND OF
THE EDUCATION
INSTITUTIONS

The management of the education
institutions





The institutions are managed by an administration
board formed by 7,9,13 members
After the formation of the AB there is chosen a session
president, for an year
Monthly meetings
Attributions – public responsibility for the
achievements of the education institution, together
with the principal

Financing and material resources of
the education institutions
Basic financing
 Complementary financing
 Supplementary financing


Competitions


Between schools- institutional evaluation-classification
of the schools on 5 levels:
 Excellent
 Very good
 Good
 Satisfactory
 Unsatisfactory
 Among teachers- the Teacher of the Year

THE STATUTE OF THE
DIDACTIC
PERSONNEL(THEACHER’S)

Initial and continuous training. Didactic
career
Theoretical initial training
 Didactic master for a period of 2 years






A scholarship which is equal with the net
salary of a beginner teacher

Practice for a year, in an education
institution, under the guidance of a
mentor teacher

Didactic career


Having a didactic position during the practice period
 Contest for free/reserved positions
 Distribution by School Inspectorate on the positions
which remained free
 The teachers that are hired for a determined period
of time can benefit of continuity on the position they
have if they have the approval of the administration
board

Career Evolution
Didactic level II
 Didactic level I
 Teacher emeritus


Professional development








Developing competences and keeping up to date in the area of
specialization;
Developing competences for career evolution , through the
system of preparing for and obtaining the didactic levels
Acquiring or developing management competences
Acquiring new competences by conversion programs for
specializations and/or having new didactic positions
Acquiring complementary competences
Obtaining a new didactic specialization by attending
corresponding courses, different from the current specialization is
considered lifelong training

Didactic positions occupancy
The tenure(permanent)didactic
personnel keeps their right obtained
through the national tenure examination,
at the release date of the present law
 The tenure didactic personnel who
obtained this position by government
assignment has the opportunity to keep
this right


The settlement of the activity
downsizing
The mutual consented transfer between
the education institutions
 The assignment on vacant positions,
coordinated by School Inspectorate,
according to the methodology elaborated
by MECTS until 15th November


Very important


The non-tenured teachers that have participated at the
tenure unique national contest in the last 3 years,
anterior to the release of the present law, and who
have obtained at least 7 and had a position within the
school they become the tenures of the respective
position if:



There is certified the availability of the position
The administration board of the school approves

Modalities of hiring the didactic
personnel






The positions are occupied following a contest at the
level of the education institutions
Vacancy of the position is made by the administration
board at the principal’s proposal
The School Inspectorate analysis, corrects in
collaboration with the education institutions and
approves the free/reserved didactic positions offer
The list is made public by posting it at the School
Inspectorate and education institutions

Modalities of hiring



The contest organized at the level of the education
institution/consortium
The contest consists in:





Practice examination or special inspection in the class
Written examination at the didactics of the
specialization- for the didactic personnel with individual
work contract
Presenting a curriculum vitae and job interview for the
associated personnel or retired

The role of the School
Inspectorate


Centralizes the didactic positions and the classes which remained
vacant and which will be assigned as follows:
 To tenure teachers from an education institution in order to
complete the norm
 Beginner teachers who are doing their internship
 To the candidates that did not obtain any position as a
consequence of the contest organized at the school level
 Pensioners, respecting the criteria of professional
competence

Management positions







The position of principal is occupied through a public contest by
teachers who are members of the National Experts Body in
Educational Management
The contest is organized at the education institution level by the
administration board
The principal signs an educational management contract with the
mayor/the president of the County Board of the territory
administrative unit
During their mandate the principal and the deputy principal
cannot be president or vice president of any political party

Didactic Norm


40 hours a week:
 Didactic activities of teaching-learning-evaluation,
practice, exams for the end of a level of study
 Methodological scientific preparation activities
 Education activities which are complementary to
the process of teaching: mentorship, school after
school, lifelong learning.

Regulatory acts


ROFUIP
 Continuous training methodology
 Didactic personnel movement methodology
 AB functioning methodology
 Personnel evaluation methodology
 Constitution of the mentors body methodology
 The regulations for the organization of the school
inspection

Application deadlines








1st of January 2012- introduction of the standard cost per pupil
1st of January 2012- assignment of 6% of PIB
2012-2013- inclusion of the preparation class in the primary
education level
1st of January 2013- to grant 500 euro for permanent education of
each new-born
Beginning of the school year 2014-2015- admittance
methodology in upper-secondary education- 10th grade,
according to the new law (for pupils who are in the 7th grade)
2015-2016- inclusion of the 9th grade in the lower secondary
education (the generation which started the 5th grade in school
year 2011-2012)

A few conclusions


The vision of the law












Centered on the beneficiary
Taking responsibility for the offered services
Institutional descentralization
Equal chances
Quality assurance

Coherence
The predictability and the stability of the system
The full application of the law takes about 4-5 years
The involvement of the teachers in elaborating the
methodological methods for the application of the law


Slide 42

ROMANIA – BRAILA
SCOALA GIMNAZIALA “ECATERINA TEODOROIU”

THE STRUCTURE OF THE
NATIONAL EDUCATION
PRE-UNIVERSITY SYSTEM



Early education (0-6 years)





Primary education









Preparing grade
I-IV grades

Secondary education




Ante preschool level
Preschool level

Lower secondary – gymnasium – grades V-IX
Upper secondary – high school- grades X-XII /XIII :theoretical, technological,
vocational.

Professional education for a period between 6 months and 2
years
Tertiary education



Compulsory general education is composed by lower
primary and secondary level
 Technical education comprises grades XII and XIII
from the professional, technical and vocational upper
secondary school
 The professional and technical education is formed by:




Professional education
Technical education
Post upper secondary school education

Age

Grade

>19

18

XIII

17

XII

ISCED

Education Levels

Qualifications
Level

5
6

University Level

5
4

4

Pre-university Level / Non University Levels (technical and
vocational )

3

3

16

XI

15

X

14

IX

13

VIII

12

VII

11

VI

10

V

9

IV

8

III

7

II

6

I

5-6

Kindergarten –
Pre-Primary

3-4

Kindergarten

0-3

Nursery

Theoratical High School

Theoratical
Education

Arts,
Sports,The
ological
HighSchool

Technologic
al high School
Technologi
cal HighCompletion
School
Year

Arts,
Technologi
Sports,
cal
Theologica
Education
l Education

2

Comprehensive Education
1

0

3

2

1

School after School Program


By the decision of the School Administration Board
there can be carried on activities such as “School after
School” in partnership with the local public authorities,
with the parents associations, NGO’s with
competences in this area
 Educational, recreational activities, consolidating the
learning competences or their acceleration, remedial
learning activities.
 The Government can finance the School after School
Program

School Network




The school network is formed by the total number of the
accredited school units, respectively the temporary authorized
units.
The school consortia represent contractual partnerships between
school units that ensure:
 The mobility of the personnel between the member schools;
 The usage of the facilities of the member schools;
 Enlargement of the learning opportunities offered to pupils
and mutual recognition of the learning results

Study Formations









Ante preschool education- 7 children, 5/9
Preschool education – 15 preschoolers, 10/20
Primary education – 20 pupils, 15/25
Lower secondary education – 25 pupils, 20/30
Upper secondary education – 25 pupils, 25/30
Special education for pupils with minor deficiencies- 10 pupils,
8/12
Special education for pupils with severe deficiencies- 5 pupils, 4/6

Curriculum
The national curricula produced in
accordance with:
 The specific needs for personal
development;
 The needs of the labor market and of the
community;
 Subsidiarity principle


Curriculum











The number of hours:
20 hours – primary education
25 hours- lower secondary education
30 hours- upper secondary education
Compulsory subjects
80% for the compulsory education
70% for the upper secondary education
Within each subject
75% of the syllabus covers the teaching and evaluation classes
25% at the disposal of the teacher for remedial learning, individual learning plans.

Curriculum


For early education- centered on
physical, cognitive, emotional and social
education, precocious repair of the
possible development deficiencies;
 For lower and upper secondary
education- centered on 8 competence
domains which determine the pupil’s
formation profile;

Competence Domains










Communication competences in Romanian language;
Communication competences in foreign languages;
Basic competences for mathematics, sciences and technologies;
Digital competences;
Social and civic competences;
Entrepreneurial competences;
Sensitivity and cultural expression competences;
Lifelong learning competences;

Curricula approach
The graduate’s profile;
 The national frame of the curricula
(curricula domains);
 Teaching plans
 Schools syllabuses
 Textbooks


E-learning. On-line learning communities

There will be set up the Virtual School
Library and E-learning School Platform
which will contain:
 School syllabuses
 Lesson examples
 Methodological guides
 Examples of evaluation tests


Evaluation


The objective of the evaluation is to orientate
and optimize learning;
 All evaluations are made on the basis of
national standards for evaluation for each
school subject;
 The control of the usage and respecting of the
national evaluation standards by the teachers
is made through the school inspection

Evaluation






Marking students without using and respecting the
national standards and evaluation methodologies
represents a disciplinary deviation and it is sanctioned
according to the present law
The evaluation is centered on competences, offers
real feed-back to students and is located at the basis
of the individual learning plans
There will be created an unique bank of evaluation
instruments with an guiding function

Evaluation – Educational portofolio





Educational portfolio comprises all the diplomas,
certificates and other official registrations obtained
following the evaluation of the acquired skills or
participation to learning activities, in different contexts.
The educational portfolio is the central element of the
evaluation of the learning
Its usage starts with the preparing class and
represents the pupil’s educational identity card

The structure and the characteristics
of the evaluations







At the end of the preparing class- individualized
At the end of the 2nd grade- at school level;
At the end of the 4th grade-at national level, by
sampling;
At the end of the 6th grade- at school level;
At the end of the 9th grade-at national level;
At the end of the 12th -13th grade- at national level.

At the end of the preparing class


The teacher makes an evaluation report
of the physical education, socioemotional, cognitive, language and
communication, capacity development
and learning attitudes.

At the end of the 2nd grade


Evaluation of the fundamental competences
at:
-writing-reading;
-mathematics
 Evaluation results are used in order to
elaborate the individualized learning plans
 It is communicated to the parents

At the end of the 4th grade
National evaluation, by sampling, of the
acquired fundamental competences in
primary level
 According to the international model
 Has its aim the diagnosis of the system


Students’ evaluation at the school level by two transdisciplinary tests
 Language and communication;
 Mathematics and sciences
 The results of the evaluation are used in order to
elaborate the individualized plans and for the school
pre-orientation
 The results of the evaluation are communicated to
parents and registered in the educational portfolio


At the end of the 9th grade


Compulsory national evaluation for all students, score according
to the international model








Written examination at Romanian literature and language
Trans-disciplinary written examination at mathematics and sciences
Written examination at an international language;
Practice examination regarding computer skills, held during the school year
Trans-disciplinary oral examination in order to evaluate the civic and social
competences, held during the school year

The results of the evaluation are registered in the student’s
educational portfolio

Admission in upper secondary
school (high-school)





On the basis of the educational portfolio if the number
of the places is equal to the number of the candidates;
On the basis of the educational portfolio , of the
graduation average, of the average at the national
evaluation- a proportion of 70%
30% from the grade obtained at the admission
established by the education institution

Baccalaureate examination(school
graduate examination)






Examination A- the evaluation of the oral
communication competences in Romanian language;
Examination B- the evaluation of the communication
competences in mother tongue
Examination C- the evaluation of the communication
competences in two international languages
Examination D- the evaluation of the digital
competences;
Examination E written- - the evaluation of the
competences which were formed during the upper
secondary school(high-school) years

Examination E
1.Written examination at Romanian literature and language
2. Written examination at mother tongue
3. Two differentiated written examinations:
1)Real profile
 Mathematics
 Science trans-disciplinary examination
 2) Humanities profile
An international foreign language


Interdisciplinary examination from geography, history, socio-humanities

3)Technological profile
 Written examination specific to the profile
 Trans-disciplinary examination
 Vocational profile

THE MANAGEMENT OF
THE SYSTEM AND OF
THE EDUCATION
INSTITUTIONS

The management of the education
institutions





The institutions are managed by an administration
board formed by 7,9,13 members
After the formation of the AB there is chosen a session
president, for an year
Monthly meetings
Attributions – public responsibility for the
achievements of the education institution, together
with the principal

Financing and material resources of
the education institutions
Basic financing
 Complementary financing
 Supplementary financing


Competitions


Between schools- institutional evaluation-classification
of the schools on 5 levels:
 Excellent
 Very good
 Good
 Satisfactory
 Unsatisfactory
 Among teachers- the Teacher of the Year

THE STATUTE OF THE
DIDACTIC
PERSONNEL(THEACHER’S)

Initial and continuous training. Didactic
career
Theoretical initial training
 Didactic master for a period of 2 years






A scholarship which is equal with the net
salary of a beginner teacher

Practice for a year, in an education
institution, under the guidance of a
mentor teacher

Didactic career


Having a didactic position during the practice period
 Contest for free/reserved positions
 Distribution by School Inspectorate on the positions
which remained free
 The teachers that are hired for a determined period
of time can benefit of continuity on the position they
have if they have the approval of the administration
board

Career Evolution
Didactic level II
 Didactic level I
 Teacher emeritus


Professional development








Developing competences and keeping up to date in the area of
specialization;
Developing competences for career evolution , through the
system of preparing for and obtaining the didactic levels
Acquiring or developing management competences
Acquiring new competences by conversion programs for
specializations and/or having new didactic positions
Acquiring complementary competences
Obtaining a new didactic specialization by attending
corresponding courses, different from the current specialization is
considered lifelong training

Didactic positions occupancy
The tenure(permanent)didactic
personnel keeps their right obtained
through the national tenure examination,
at the release date of the present law
 The tenure didactic personnel who
obtained this position by government
assignment has the opportunity to keep
this right


The settlement of the activity
downsizing
The mutual consented transfer between
the education institutions
 The assignment on vacant positions,
coordinated by School Inspectorate,
according to the methodology elaborated
by MECTS until 15th November


Very important


The non-tenured teachers that have participated at the
tenure unique national contest in the last 3 years,
anterior to the release of the present law, and who
have obtained at least 7 and had a position within the
school they become the tenures of the respective
position if:



There is certified the availability of the position
The administration board of the school approves

Modalities of hiring the didactic
personnel






The positions are occupied following a contest at the
level of the education institutions
Vacancy of the position is made by the administration
board at the principal’s proposal
The School Inspectorate analysis, corrects in
collaboration with the education institutions and
approves the free/reserved didactic positions offer
The list is made public by posting it at the School
Inspectorate and education institutions

Modalities of hiring



The contest organized at the level of the education
institution/consortium
The contest consists in:





Practice examination or special inspection in the class
Written examination at the didactics of the
specialization- for the didactic personnel with individual
work contract
Presenting a curriculum vitae and job interview for the
associated personnel or retired

The role of the School
Inspectorate


Centralizes the didactic positions and the classes which remained
vacant and which will be assigned as follows:
 To tenure teachers from an education institution in order to
complete the norm
 Beginner teachers who are doing their internship
 To the candidates that did not obtain any position as a
consequence of the contest organized at the school level
 Pensioners, respecting the criteria of professional
competence

Management positions







The position of principal is occupied through a public contest by
teachers who are members of the National Experts Body in
Educational Management
The contest is organized at the education institution level by the
administration board
The principal signs an educational management contract with the
mayor/the president of the County Board of the territory
administrative unit
During their mandate the principal and the deputy principal
cannot be president or vice president of any political party

Didactic Norm


40 hours a week:
 Didactic activities of teaching-learning-evaluation,
practice, exams for the end of a level of study
 Methodological scientific preparation activities
 Education activities which are complementary to
the process of teaching: mentorship, school after
school, lifelong learning.

Regulatory acts


ROFUIP
 Continuous training methodology
 Didactic personnel movement methodology
 AB functioning methodology
 Personnel evaluation methodology
 Constitution of the mentors body methodology
 The regulations for the organization of the school
inspection

Application deadlines








1st of January 2012- introduction of the standard cost per pupil
1st of January 2012- assignment of 6% of PIB
2012-2013- inclusion of the preparation class in the primary
education level
1st of January 2013- to grant 500 euro for permanent education of
each new-born
Beginning of the school year 2014-2015- admittance
methodology in upper-secondary education- 10th grade,
according to the new law (for pupils who are in the 7th grade)
2015-2016- inclusion of the 9th grade in the lower secondary
education (the generation which started the 5th grade in school
year 2011-2012)

A few conclusions


The vision of the law












Centered on the beneficiary
Taking responsibility for the offered services
Institutional descentralization
Equal chances
Quality assurance

Coherence
The predictability and the stability of the system
The full application of the law takes about 4-5 years
The involvement of the teachers in elaborating the
methodological methods for the application of the law


Slide 43

ROMANIA – BRAILA
SCOALA GIMNAZIALA “ECATERINA TEODOROIU”

THE STRUCTURE OF THE
NATIONAL EDUCATION
PRE-UNIVERSITY SYSTEM



Early education (0-6 years)





Primary education









Preparing grade
I-IV grades

Secondary education




Ante preschool level
Preschool level

Lower secondary – gymnasium – grades V-IX
Upper secondary – high school- grades X-XII /XIII :theoretical, technological,
vocational.

Professional education for a period between 6 months and 2
years
Tertiary education



Compulsory general education is composed by lower
primary and secondary level
 Technical education comprises grades XII and XIII
from the professional, technical and vocational upper
secondary school
 The professional and technical education is formed by:




Professional education
Technical education
Post upper secondary school education

Age

Grade

>19

18

XIII

17

XII

ISCED

Education Levels

Qualifications
Level

5
6

University Level

5
4

4

Pre-university Level / Non University Levels (technical and
vocational )

3

3

16

XI

15

X

14

IX

13

VIII

12

VII

11

VI

10

V

9

IV

8

III

7

II

6

I

5-6

Kindergarten –
Pre-Primary

3-4

Kindergarten

0-3

Nursery

Theoratical High School

Theoratical
Education

Arts,
Sports,The
ological
HighSchool

Technologic
al high School
Technologi
cal HighCompletion
School
Year

Arts,
Technologi
Sports,
cal
Theologica
Education
l Education

2

Comprehensive Education
1

0

3

2

1

School after School Program


By the decision of the School Administration Board
there can be carried on activities such as “School after
School” in partnership with the local public authorities,
with the parents associations, NGO’s with
competences in this area
 Educational, recreational activities, consolidating the
learning competences or their acceleration, remedial
learning activities.
 The Government can finance the School after School
Program

School Network




The school network is formed by the total number of the
accredited school units, respectively the temporary authorized
units.
The school consortia represent contractual partnerships between
school units that ensure:
 The mobility of the personnel between the member schools;
 The usage of the facilities of the member schools;
 Enlargement of the learning opportunities offered to pupils
and mutual recognition of the learning results

Study Formations









Ante preschool education- 7 children, 5/9
Preschool education – 15 preschoolers, 10/20
Primary education – 20 pupils, 15/25
Lower secondary education – 25 pupils, 20/30
Upper secondary education – 25 pupils, 25/30
Special education for pupils with minor deficiencies- 10 pupils,
8/12
Special education for pupils with severe deficiencies- 5 pupils, 4/6

Curriculum
The national curricula produced in
accordance with:
 The specific needs for personal
development;
 The needs of the labor market and of the
community;
 Subsidiarity principle


Curriculum











The number of hours:
20 hours – primary education
25 hours- lower secondary education
30 hours- upper secondary education
Compulsory subjects
80% for the compulsory education
70% for the upper secondary education
Within each subject
75% of the syllabus covers the teaching and evaluation classes
25% at the disposal of the teacher for remedial learning, individual learning plans.

Curriculum


For early education- centered on
physical, cognitive, emotional and social
education, precocious repair of the
possible development deficiencies;
 For lower and upper secondary
education- centered on 8 competence
domains which determine the pupil’s
formation profile;

Competence Domains










Communication competences in Romanian language;
Communication competences in foreign languages;
Basic competences for mathematics, sciences and technologies;
Digital competences;
Social and civic competences;
Entrepreneurial competences;
Sensitivity and cultural expression competences;
Lifelong learning competences;

Curricula approach
The graduate’s profile;
 The national frame of the curricula
(curricula domains);
 Teaching plans
 Schools syllabuses
 Textbooks


E-learning. On-line learning communities

There will be set up the Virtual School
Library and E-learning School Platform
which will contain:
 School syllabuses
 Lesson examples
 Methodological guides
 Examples of evaluation tests


Evaluation


The objective of the evaluation is to orientate
and optimize learning;
 All evaluations are made on the basis of
national standards for evaluation for each
school subject;
 The control of the usage and respecting of the
national evaluation standards by the teachers
is made through the school inspection

Evaluation






Marking students without using and respecting the
national standards and evaluation methodologies
represents a disciplinary deviation and it is sanctioned
according to the present law
The evaluation is centered on competences, offers
real feed-back to students and is located at the basis
of the individual learning plans
There will be created an unique bank of evaluation
instruments with an guiding function

Evaluation – Educational portofolio





Educational portfolio comprises all the diplomas,
certificates and other official registrations obtained
following the evaluation of the acquired skills or
participation to learning activities, in different contexts.
The educational portfolio is the central element of the
evaluation of the learning
Its usage starts with the preparing class and
represents the pupil’s educational identity card

The structure and the characteristics
of the evaluations







At the end of the preparing class- individualized
At the end of the 2nd grade- at school level;
At the end of the 4th grade-at national level, by
sampling;
At the end of the 6th grade- at school level;
At the end of the 9th grade-at national level;
At the end of the 12th -13th grade- at national level.

At the end of the preparing class


The teacher makes an evaluation report
of the physical education, socioemotional, cognitive, language and
communication, capacity development
and learning attitudes.

At the end of the 2nd grade


Evaluation of the fundamental competences
at:
-writing-reading;
-mathematics
 Evaluation results are used in order to
elaborate the individualized learning plans
 It is communicated to the parents

At the end of the 4th grade
National evaluation, by sampling, of the
acquired fundamental competences in
primary level
 According to the international model
 Has its aim the diagnosis of the system


Students’ evaluation at the school level by two transdisciplinary tests
 Language and communication;
 Mathematics and sciences
 The results of the evaluation are used in order to
elaborate the individualized plans and for the school
pre-orientation
 The results of the evaluation are communicated to
parents and registered in the educational portfolio


At the end of the 9th grade


Compulsory national evaluation for all students, score according
to the international model








Written examination at Romanian literature and language
Trans-disciplinary written examination at mathematics and sciences
Written examination at an international language;
Practice examination regarding computer skills, held during the school year
Trans-disciplinary oral examination in order to evaluate the civic and social
competences, held during the school year

The results of the evaluation are registered in the student’s
educational portfolio

Admission in upper secondary
school (high-school)





On the basis of the educational portfolio if the number
of the places is equal to the number of the candidates;
On the basis of the educational portfolio , of the
graduation average, of the average at the national
evaluation- a proportion of 70%
30% from the grade obtained at the admission
established by the education institution

Baccalaureate examination(school
graduate examination)






Examination A- the evaluation of the oral
communication competences in Romanian language;
Examination B- the evaluation of the communication
competences in mother tongue
Examination C- the evaluation of the communication
competences in two international languages
Examination D- the evaluation of the digital
competences;
Examination E written- - the evaluation of the
competences which were formed during the upper
secondary school(high-school) years

Examination E
1.Written examination at Romanian literature and language
2. Written examination at mother tongue
3. Two differentiated written examinations:
1)Real profile
 Mathematics
 Science trans-disciplinary examination
 2) Humanities profile
An international foreign language


Interdisciplinary examination from geography, history, socio-humanities

3)Technological profile
 Written examination specific to the profile
 Trans-disciplinary examination
 Vocational profile

THE MANAGEMENT OF
THE SYSTEM AND OF
THE EDUCATION
INSTITUTIONS

The management of the education
institutions





The institutions are managed by an administration
board formed by 7,9,13 members
After the formation of the AB there is chosen a session
president, for an year
Monthly meetings
Attributions – public responsibility for the
achievements of the education institution, together
with the principal

Financing and material resources of
the education institutions
Basic financing
 Complementary financing
 Supplementary financing


Competitions


Between schools- institutional evaluation-classification
of the schools on 5 levels:
 Excellent
 Very good
 Good
 Satisfactory
 Unsatisfactory
 Among teachers- the Teacher of the Year

THE STATUTE OF THE
DIDACTIC
PERSONNEL(THEACHER’S)

Initial and continuous training. Didactic
career
Theoretical initial training
 Didactic master for a period of 2 years






A scholarship which is equal with the net
salary of a beginner teacher

Practice for a year, in an education
institution, under the guidance of a
mentor teacher

Didactic career


Having a didactic position during the practice period
 Contest for free/reserved positions
 Distribution by School Inspectorate on the positions
which remained free
 The teachers that are hired for a determined period
of time can benefit of continuity on the position they
have if they have the approval of the administration
board

Career Evolution
Didactic level II
 Didactic level I
 Teacher emeritus


Professional development








Developing competences and keeping up to date in the area of
specialization;
Developing competences for career evolution , through the
system of preparing for and obtaining the didactic levels
Acquiring or developing management competences
Acquiring new competences by conversion programs for
specializations and/or having new didactic positions
Acquiring complementary competences
Obtaining a new didactic specialization by attending
corresponding courses, different from the current specialization is
considered lifelong training

Didactic positions occupancy
The tenure(permanent)didactic
personnel keeps their right obtained
through the national tenure examination,
at the release date of the present law
 The tenure didactic personnel who
obtained this position by government
assignment has the opportunity to keep
this right


The settlement of the activity
downsizing
The mutual consented transfer between
the education institutions
 The assignment on vacant positions,
coordinated by School Inspectorate,
according to the methodology elaborated
by MECTS until 15th November


Very important


The non-tenured teachers that have participated at the
tenure unique national contest in the last 3 years,
anterior to the release of the present law, and who
have obtained at least 7 and had a position within the
school they become the tenures of the respective
position if:



There is certified the availability of the position
The administration board of the school approves

Modalities of hiring the didactic
personnel






The positions are occupied following a contest at the
level of the education institutions
Vacancy of the position is made by the administration
board at the principal’s proposal
The School Inspectorate analysis, corrects in
collaboration with the education institutions and
approves the free/reserved didactic positions offer
The list is made public by posting it at the School
Inspectorate and education institutions

Modalities of hiring



The contest organized at the level of the education
institution/consortium
The contest consists in:





Practice examination or special inspection in the class
Written examination at the didactics of the
specialization- for the didactic personnel with individual
work contract
Presenting a curriculum vitae and job interview for the
associated personnel or retired

The role of the School
Inspectorate


Centralizes the didactic positions and the classes which remained
vacant and which will be assigned as follows:
 To tenure teachers from an education institution in order to
complete the norm
 Beginner teachers who are doing their internship
 To the candidates that did not obtain any position as a
consequence of the contest organized at the school level
 Pensioners, respecting the criteria of professional
competence

Management positions







The position of principal is occupied through a public contest by
teachers who are members of the National Experts Body in
Educational Management
The contest is organized at the education institution level by the
administration board
The principal signs an educational management contract with the
mayor/the president of the County Board of the territory
administrative unit
During their mandate the principal and the deputy principal
cannot be president or vice president of any political party

Didactic Norm


40 hours a week:
 Didactic activities of teaching-learning-evaluation,
practice, exams for the end of a level of study
 Methodological scientific preparation activities
 Education activities which are complementary to
the process of teaching: mentorship, school after
school, lifelong learning.

Regulatory acts


ROFUIP
 Continuous training methodology
 Didactic personnel movement methodology
 AB functioning methodology
 Personnel evaluation methodology
 Constitution of the mentors body methodology
 The regulations for the organization of the school
inspection

Application deadlines








1st of January 2012- introduction of the standard cost per pupil
1st of January 2012- assignment of 6% of PIB
2012-2013- inclusion of the preparation class in the primary
education level
1st of January 2013- to grant 500 euro for permanent education of
each new-born
Beginning of the school year 2014-2015- admittance
methodology in upper-secondary education- 10th grade,
according to the new law (for pupils who are in the 7th grade)
2015-2016- inclusion of the 9th grade in the lower secondary
education (the generation which started the 5th grade in school
year 2011-2012)

A few conclusions


The vision of the law












Centered on the beneficiary
Taking responsibility for the offered services
Institutional descentralization
Equal chances
Quality assurance

Coherence
The predictability and the stability of the system
The full application of the law takes about 4-5 years
The involvement of the teachers in elaborating the
methodological methods for the application of the law


Slide 44

ROMANIA – BRAILA
SCOALA GIMNAZIALA “ECATERINA TEODOROIU”

THE STRUCTURE OF THE
NATIONAL EDUCATION
PRE-UNIVERSITY SYSTEM



Early education (0-6 years)





Primary education









Preparing grade
I-IV grades

Secondary education




Ante preschool level
Preschool level

Lower secondary – gymnasium – grades V-IX
Upper secondary – high school- grades X-XII /XIII :theoretical, technological,
vocational.

Professional education for a period between 6 months and 2
years
Tertiary education



Compulsory general education is composed by lower
primary and secondary level
 Technical education comprises grades XII and XIII
from the professional, technical and vocational upper
secondary school
 The professional and technical education is formed by:




Professional education
Technical education
Post upper secondary school education

Age

Grade

>19

18

XIII

17

XII

ISCED

Education Levels

Qualifications
Level

5
6

University Level

5
4

4

Pre-university Level / Non University Levels (technical and
vocational )

3

3

16

XI

15

X

14

IX

13

VIII

12

VII

11

VI

10

V

9

IV

8

III

7

II

6

I

5-6

Kindergarten –
Pre-Primary

3-4

Kindergarten

0-3

Nursery

Theoratical High School

Theoratical
Education

Arts,
Sports,The
ological
HighSchool

Technologic
al high School
Technologi
cal HighCompletion
School
Year

Arts,
Technologi
Sports,
cal
Theologica
Education
l Education

2

Comprehensive Education
1

0

3

2

1

School after School Program


By the decision of the School Administration Board
there can be carried on activities such as “School after
School” in partnership with the local public authorities,
with the parents associations, NGO’s with
competences in this area
 Educational, recreational activities, consolidating the
learning competences or their acceleration, remedial
learning activities.
 The Government can finance the School after School
Program

School Network




The school network is formed by the total number of the
accredited school units, respectively the temporary authorized
units.
The school consortia represent contractual partnerships between
school units that ensure:
 The mobility of the personnel between the member schools;
 The usage of the facilities of the member schools;
 Enlargement of the learning opportunities offered to pupils
and mutual recognition of the learning results

Study Formations









Ante preschool education- 7 children, 5/9
Preschool education – 15 preschoolers, 10/20
Primary education – 20 pupils, 15/25
Lower secondary education – 25 pupils, 20/30
Upper secondary education – 25 pupils, 25/30
Special education for pupils with minor deficiencies- 10 pupils,
8/12
Special education for pupils with severe deficiencies- 5 pupils, 4/6

Curriculum
The national curricula produced in
accordance with:
 The specific needs for personal
development;
 The needs of the labor market and of the
community;
 Subsidiarity principle


Curriculum











The number of hours:
20 hours – primary education
25 hours- lower secondary education
30 hours- upper secondary education
Compulsory subjects
80% for the compulsory education
70% for the upper secondary education
Within each subject
75% of the syllabus covers the teaching and evaluation classes
25% at the disposal of the teacher for remedial learning, individual learning plans.

Curriculum


For early education- centered on
physical, cognitive, emotional and social
education, precocious repair of the
possible development deficiencies;
 For lower and upper secondary
education- centered on 8 competence
domains which determine the pupil’s
formation profile;

Competence Domains










Communication competences in Romanian language;
Communication competences in foreign languages;
Basic competences for mathematics, sciences and technologies;
Digital competences;
Social and civic competences;
Entrepreneurial competences;
Sensitivity and cultural expression competences;
Lifelong learning competences;

Curricula approach
The graduate’s profile;
 The national frame of the curricula
(curricula domains);
 Teaching plans
 Schools syllabuses
 Textbooks


E-learning. On-line learning communities

There will be set up the Virtual School
Library and E-learning School Platform
which will contain:
 School syllabuses
 Lesson examples
 Methodological guides
 Examples of evaluation tests


Evaluation


The objective of the evaluation is to orientate
and optimize learning;
 All evaluations are made on the basis of
national standards for evaluation for each
school subject;
 The control of the usage and respecting of the
national evaluation standards by the teachers
is made through the school inspection

Evaluation






Marking students without using and respecting the
national standards and evaluation methodologies
represents a disciplinary deviation and it is sanctioned
according to the present law
The evaluation is centered on competences, offers
real feed-back to students and is located at the basis
of the individual learning plans
There will be created an unique bank of evaluation
instruments with an guiding function

Evaluation – Educational portofolio





Educational portfolio comprises all the diplomas,
certificates and other official registrations obtained
following the evaluation of the acquired skills or
participation to learning activities, in different contexts.
The educational portfolio is the central element of the
evaluation of the learning
Its usage starts with the preparing class and
represents the pupil’s educational identity card

The structure and the characteristics
of the evaluations







At the end of the preparing class- individualized
At the end of the 2nd grade- at school level;
At the end of the 4th grade-at national level, by
sampling;
At the end of the 6th grade- at school level;
At the end of the 9th grade-at national level;
At the end of the 12th -13th grade- at national level.

At the end of the preparing class


The teacher makes an evaluation report
of the physical education, socioemotional, cognitive, language and
communication, capacity development
and learning attitudes.

At the end of the 2nd grade


Evaluation of the fundamental competences
at:
-writing-reading;
-mathematics
 Evaluation results are used in order to
elaborate the individualized learning plans
 It is communicated to the parents

At the end of the 4th grade
National evaluation, by sampling, of the
acquired fundamental competences in
primary level
 According to the international model
 Has its aim the diagnosis of the system


Students’ evaluation at the school level by two transdisciplinary tests
 Language and communication;
 Mathematics and sciences
 The results of the evaluation are used in order to
elaborate the individualized plans and for the school
pre-orientation
 The results of the evaluation are communicated to
parents and registered in the educational portfolio


At the end of the 9th grade


Compulsory national evaluation for all students, score according
to the international model








Written examination at Romanian literature and language
Trans-disciplinary written examination at mathematics and sciences
Written examination at an international language;
Practice examination regarding computer skills, held during the school year
Trans-disciplinary oral examination in order to evaluate the civic and social
competences, held during the school year

The results of the evaluation are registered in the student’s
educational portfolio

Admission in upper secondary
school (high-school)





On the basis of the educational portfolio if the number
of the places is equal to the number of the candidates;
On the basis of the educational portfolio , of the
graduation average, of the average at the national
evaluation- a proportion of 70%
30% from the grade obtained at the admission
established by the education institution

Baccalaureate examination(school
graduate examination)






Examination A- the evaluation of the oral
communication competences in Romanian language;
Examination B- the evaluation of the communication
competences in mother tongue
Examination C- the evaluation of the communication
competences in two international languages
Examination D- the evaluation of the digital
competences;
Examination E written- - the evaluation of the
competences which were formed during the upper
secondary school(high-school) years

Examination E
1.Written examination at Romanian literature and language
2. Written examination at mother tongue
3. Two differentiated written examinations:
1)Real profile
 Mathematics
 Science trans-disciplinary examination
 2) Humanities profile
An international foreign language


Interdisciplinary examination from geography, history, socio-humanities

3)Technological profile
 Written examination specific to the profile
 Trans-disciplinary examination
 Vocational profile

THE MANAGEMENT OF
THE SYSTEM AND OF
THE EDUCATION
INSTITUTIONS

The management of the education
institutions





The institutions are managed by an administration
board formed by 7,9,13 members
After the formation of the AB there is chosen a session
president, for an year
Monthly meetings
Attributions – public responsibility for the
achievements of the education institution, together
with the principal

Financing and material resources of
the education institutions
Basic financing
 Complementary financing
 Supplementary financing


Competitions


Between schools- institutional evaluation-classification
of the schools on 5 levels:
 Excellent
 Very good
 Good
 Satisfactory
 Unsatisfactory
 Among teachers- the Teacher of the Year

THE STATUTE OF THE
DIDACTIC
PERSONNEL(THEACHER’S)

Initial and continuous training. Didactic
career
Theoretical initial training
 Didactic master for a period of 2 years






A scholarship which is equal with the net
salary of a beginner teacher

Practice for a year, in an education
institution, under the guidance of a
mentor teacher

Didactic career


Having a didactic position during the practice period
 Contest for free/reserved positions
 Distribution by School Inspectorate on the positions
which remained free
 The teachers that are hired for a determined period
of time can benefit of continuity on the position they
have if they have the approval of the administration
board

Career Evolution
Didactic level II
 Didactic level I
 Teacher emeritus


Professional development








Developing competences and keeping up to date in the area of
specialization;
Developing competences for career evolution , through the
system of preparing for and obtaining the didactic levels
Acquiring or developing management competences
Acquiring new competences by conversion programs for
specializations and/or having new didactic positions
Acquiring complementary competences
Obtaining a new didactic specialization by attending
corresponding courses, different from the current specialization is
considered lifelong training

Didactic positions occupancy
The tenure(permanent)didactic
personnel keeps their right obtained
through the national tenure examination,
at the release date of the present law
 The tenure didactic personnel who
obtained this position by government
assignment has the opportunity to keep
this right


The settlement of the activity
downsizing
The mutual consented transfer between
the education institutions
 The assignment on vacant positions,
coordinated by School Inspectorate,
according to the methodology elaborated
by MECTS until 15th November


Very important


The non-tenured teachers that have participated at the
tenure unique national contest in the last 3 years,
anterior to the release of the present law, and who
have obtained at least 7 and had a position within the
school they become the tenures of the respective
position if:



There is certified the availability of the position
The administration board of the school approves

Modalities of hiring the didactic
personnel






The positions are occupied following a contest at the
level of the education institutions
Vacancy of the position is made by the administration
board at the principal’s proposal
The School Inspectorate analysis, corrects in
collaboration with the education institutions and
approves the free/reserved didactic positions offer
The list is made public by posting it at the School
Inspectorate and education institutions

Modalities of hiring



The contest organized at the level of the education
institution/consortium
The contest consists in:





Practice examination or special inspection in the class
Written examination at the didactics of the
specialization- for the didactic personnel with individual
work contract
Presenting a curriculum vitae and job interview for the
associated personnel or retired

The role of the School
Inspectorate


Centralizes the didactic positions and the classes which remained
vacant and which will be assigned as follows:
 To tenure teachers from an education institution in order to
complete the norm
 Beginner teachers who are doing their internship
 To the candidates that did not obtain any position as a
consequence of the contest organized at the school level
 Pensioners, respecting the criteria of professional
competence

Management positions







The position of principal is occupied through a public contest by
teachers who are members of the National Experts Body in
Educational Management
The contest is organized at the education institution level by the
administration board
The principal signs an educational management contract with the
mayor/the president of the County Board of the territory
administrative unit
During their mandate the principal and the deputy principal
cannot be president or vice president of any political party

Didactic Norm


40 hours a week:
 Didactic activities of teaching-learning-evaluation,
practice, exams for the end of a level of study
 Methodological scientific preparation activities
 Education activities which are complementary to
the process of teaching: mentorship, school after
school, lifelong learning.

Regulatory acts


ROFUIP
 Continuous training methodology
 Didactic personnel movement methodology
 AB functioning methodology
 Personnel evaluation methodology
 Constitution of the mentors body methodology
 The regulations for the organization of the school
inspection

Application deadlines








1st of January 2012- introduction of the standard cost per pupil
1st of January 2012- assignment of 6% of PIB
2012-2013- inclusion of the preparation class in the primary
education level
1st of January 2013- to grant 500 euro for permanent education of
each new-born
Beginning of the school year 2014-2015- admittance
methodology in upper-secondary education- 10th grade,
according to the new law (for pupils who are in the 7th grade)
2015-2016- inclusion of the 9th grade in the lower secondary
education (the generation which started the 5th grade in school
year 2011-2012)

A few conclusions


The vision of the law












Centered on the beneficiary
Taking responsibility for the offered services
Institutional descentralization
Equal chances
Quality assurance

Coherence
The predictability and the stability of the system
The full application of the law takes about 4-5 years
The involvement of the teachers in elaborating the
methodological methods for the application of the law


Slide 45

ROMANIA – BRAILA
SCOALA GIMNAZIALA “ECATERINA TEODOROIU”

THE STRUCTURE OF THE
NATIONAL EDUCATION
PRE-UNIVERSITY SYSTEM



Early education (0-6 years)





Primary education









Preparing grade
I-IV grades

Secondary education




Ante preschool level
Preschool level

Lower secondary – gymnasium – grades V-IX
Upper secondary – high school- grades X-XII /XIII :theoretical, technological,
vocational.

Professional education for a period between 6 months and 2
years
Tertiary education



Compulsory general education is composed by lower
primary and secondary level
 Technical education comprises grades XII and XIII
from the professional, technical and vocational upper
secondary school
 The professional and technical education is formed by:




Professional education
Technical education
Post upper secondary school education

Age

Grade

>19

18

XIII

17

XII

ISCED

Education Levels

Qualifications
Level

5
6

University Level

5
4

4

Pre-university Level / Non University Levels (technical and
vocational )

3

3

16

XI

15

X

14

IX

13

VIII

12

VII

11

VI

10

V

9

IV

8

III

7

II

6

I

5-6

Kindergarten –
Pre-Primary

3-4

Kindergarten

0-3

Nursery

Theoratical High School

Theoratical
Education

Arts,
Sports,The
ological
HighSchool

Technologic
al high School
Technologi
cal HighCompletion
School
Year

Arts,
Technologi
Sports,
cal
Theologica
Education
l Education

2

Comprehensive Education
1

0

3

2

1

School after School Program


By the decision of the School Administration Board
there can be carried on activities such as “School after
School” in partnership with the local public authorities,
with the parents associations, NGO’s with
competences in this area
 Educational, recreational activities, consolidating the
learning competences or their acceleration, remedial
learning activities.
 The Government can finance the School after School
Program

School Network




The school network is formed by the total number of the
accredited school units, respectively the temporary authorized
units.
The school consortia represent contractual partnerships between
school units that ensure:
 The mobility of the personnel between the member schools;
 The usage of the facilities of the member schools;
 Enlargement of the learning opportunities offered to pupils
and mutual recognition of the learning results

Study Formations









Ante preschool education- 7 children, 5/9
Preschool education – 15 preschoolers, 10/20
Primary education – 20 pupils, 15/25
Lower secondary education – 25 pupils, 20/30
Upper secondary education – 25 pupils, 25/30
Special education for pupils with minor deficiencies- 10 pupils,
8/12
Special education for pupils with severe deficiencies- 5 pupils, 4/6

Curriculum
The national curricula produced in
accordance with:
 The specific needs for personal
development;
 The needs of the labor market and of the
community;
 Subsidiarity principle


Curriculum











The number of hours:
20 hours – primary education
25 hours- lower secondary education
30 hours- upper secondary education
Compulsory subjects
80% for the compulsory education
70% for the upper secondary education
Within each subject
75% of the syllabus covers the teaching and evaluation classes
25% at the disposal of the teacher for remedial learning, individual learning plans.

Curriculum


For early education- centered on
physical, cognitive, emotional and social
education, precocious repair of the
possible development deficiencies;
 For lower and upper secondary
education- centered on 8 competence
domains which determine the pupil’s
formation profile;

Competence Domains










Communication competences in Romanian language;
Communication competences in foreign languages;
Basic competences for mathematics, sciences and technologies;
Digital competences;
Social and civic competences;
Entrepreneurial competences;
Sensitivity and cultural expression competences;
Lifelong learning competences;

Curricula approach
The graduate’s profile;
 The national frame of the curricula
(curricula domains);
 Teaching plans
 Schools syllabuses
 Textbooks


E-learning. On-line learning communities

There will be set up the Virtual School
Library and E-learning School Platform
which will contain:
 School syllabuses
 Lesson examples
 Methodological guides
 Examples of evaluation tests


Evaluation


The objective of the evaluation is to orientate
and optimize learning;
 All evaluations are made on the basis of
national standards for evaluation for each
school subject;
 The control of the usage and respecting of the
national evaluation standards by the teachers
is made through the school inspection

Evaluation






Marking students without using and respecting the
national standards and evaluation methodologies
represents a disciplinary deviation and it is sanctioned
according to the present law
The evaluation is centered on competences, offers
real feed-back to students and is located at the basis
of the individual learning plans
There will be created an unique bank of evaluation
instruments with an guiding function

Evaluation – Educational portofolio





Educational portfolio comprises all the diplomas,
certificates and other official registrations obtained
following the evaluation of the acquired skills or
participation to learning activities, in different contexts.
The educational portfolio is the central element of the
evaluation of the learning
Its usage starts with the preparing class and
represents the pupil’s educational identity card

The structure and the characteristics
of the evaluations







At the end of the preparing class- individualized
At the end of the 2nd grade- at school level;
At the end of the 4th grade-at national level, by
sampling;
At the end of the 6th grade- at school level;
At the end of the 9th grade-at national level;
At the end of the 12th -13th grade- at national level.

At the end of the preparing class


The teacher makes an evaluation report
of the physical education, socioemotional, cognitive, language and
communication, capacity development
and learning attitudes.

At the end of the 2nd grade


Evaluation of the fundamental competences
at:
-writing-reading;
-mathematics
 Evaluation results are used in order to
elaborate the individualized learning plans
 It is communicated to the parents

At the end of the 4th grade
National evaluation, by sampling, of the
acquired fundamental competences in
primary level
 According to the international model
 Has its aim the diagnosis of the system


Students’ evaluation at the school level by two transdisciplinary tests
 Language and communication;
 Mathematics and sciences
 The results of the evaluation are used in order to
elaborate the individualized plans and for the school
pre-orientation
 The results of the evaluation are communicated to
parents and registered in the educational portfolio


At the end of the 9th grade


Compulsory national evaluation for all students, score according
to the international model








Written examination at Romanian literature and language
Trans-disciplinary written examination at mathematics and sciences
Written examination at an international language;
Practice examination regarding computer skills, held during the school year
Trans-disciplinary oral examination in order to evaluate the civic and social
competences, held during the school year

The results of the evaluation are registered in the student’s
educational portfolio

Admission in upper secondary
school (high-school)





On the basis of the educational portfolio if the number
of the places is equal to the number of the candidates;
On the basis of the educational portfolio , of the
graduation average, of the average at the national
evaluation- a proportion of 70%
30% from the grade obtained at the admission
established by the education institution

Baccalaureate examination(school
graduate examination)






Examination A- the evaluation of the oral
communication competences in Romanian language;
Examination B- the evaluation of the communication
competences in mother tongue
Examination C- the evaluation of the communication
competences in two international languages
Examination D- the evaluation of the digital
competences;
Examination E written- - the evaluation of the
competences which were formed during the upper
secondary school(high-school) years

Examination E
1.Written examination at Romanian literature and language
2. Written examination at mother tongue
3. Two differentiated written examinations:
1)Real profile
 Mathematics
 Science trans-disciplinary examination
 2) Humanities profile
An international foreign language


Interdisciplinary examination from geography, history, socio-humanities

3)Technological profile
 Written examination specific to the profile
 Trans-disciplinary examination
 Vocational profile

THE MANAGEMENT OF
THE SYSTEM AND OF
THE EDUCATION
INSTITUTIONS

The management of the education
institutions





The institutions are managed by an administration
board formed by 7,9,13 members
After the formation of the AB there is chosen a session
president, for an year
Monthly meetings
Attributions – public responsibility for the
achievements of the education institution, together
with the principal

Financing and material resources of
the education institutions
Basic financing
 Complementary financing
 Supplementary financing


Competitions


Between schools- institutional evaluation-classification
of the schools on 5 levels:
 Excellent
 Very good
 Good
 Satisfactory
 Unsatisfactory
 Among teachers- the Teacher of the Year

THE STATUTE OF THE
DIDACTIC
PERSONNEL(THEACHER’S)

Initial and continuous training. Didactic
career
Theoretical initial training
 Didactic master for a period of 2 years






A scholarship which is equal with the net
salary of a beginner teacher

Practice for a year, in an education
institution, under the guidance of a
mentor teacher

Didactic career


Having a didactic position during the practice period
 Contest for free/reserved positions
 Distribution by School Inspectorate on the positions
which remained free
 The teachers that are hired for a determined period
of time can benefit of continuity on the position they
have if they have the approval of the administration
board

Career Evolution
Didactic level II
 Didactic level I
 Teacher emeritus


Professional development








Developing competences and keeping up to date in the area of
specialization;
Developing competences for career evolution , through the
system of preparing for and obtaining the didactic levels
Acquiring or developing management competences
Acquiring new competences by conversion programs for
specializations and/or having new didactic positions
Acquiring complementary competences
Obtaining a new didactic specialization by attending
corresponding courses, different from the current specialization is
considered lifelong training

Didactic positions occupancy
The tenure(permanent)didactic
personnel keeps their right obtained
through the national tenure examination,
at the release date of the present law
 The tenure didactic personnel who
obtained this position by government
assignment has the opportunity to keep
this right


The settlement of the activity
downsizing
The mutual consented transfer between
the education institutions
 The assignment on vacant positions,
coordinated by School Inspectorate,
according to the methodology elaborated
by MECTS until 15th November


Very important


The non-tenured teachers that have participated at the
tenure unique national contest in the last 3 years,
anterior to the release of the present law, and who
have obtained at least 7 and had a position within the
school they become the tenures of the respective
position if:



There is certified the availability of the position
The administration board of the school approves

Modalities of hiring the didactic
personnel






The positions are occupied following a contest at the
level of the education institutions
Vacancy of the position is made by the administration
board at the principal’s proposal
The School Inspectorate analysis, corrects in
collaboration with the education institutions and
approves the free/reserved didactic positions offer
The list is made public by posting it at the School
Inspectorate and education institutions

Modalities of hiring



The contest organized at the level of the education
institution/consortium
The contest consists in:





Practice examination or special inspection in the class
Written examination at the didactics of the
specialization- for the didactic personnel with individual
work contract
Presenting a curriculum vitae and job interview for the
associated personnel or retired

The role of the School
Inspectorate


Centralizes the didactic positions and the classes which remained
vacant and which will be assigned as follows:
 To tenure teachers from an education institution in order to
complete the norm
 Beginner teachers who are doing their internship
 To the candidates that did not obtain any position as a
consequence of the contest organized at the school level
 Pensioners, respecting the criteria of professional
competence

Management positions







The position of principal is occupied through a public contest by
teachers who are members of the National Experts Body in
Educational Management
The contest is organized at the education institution level by the
administration board
The principal signs an educational management contract with the
mayor/the president of the County Board of the territory
administrative unit
During their mandate the principal and the deputy principal
cannot be president or vice president of any political party

Didactic Norm


40 hours a week:
 Didactic activities of teaching-learning-evaluation,
practice, exams for the end of a level of study
 Methodological scientific preparation activities
 Education activities which are complementary to
the process of teaching: mentorship, school after
school, lifelong learning.

Regulatory acts


ROFUIP
 Continuous training methodology
 Didactic personnel movement methodology
 AB functioning methodology
 Personnel evaluation methodology
 Constitution of the mentors body methodology
 The regulations for the organization of the school
inspection

Application deadlines








1st of January 2012- introduction of the standard cost per pupil
1st of January 2012- assignment of 6% of PIB
2012-2013- inclusion of the preparation class in the primary
education level
1st of January 2013- to grant 500 euro for permanent education of
each new-born
Beginning of the school year 2014-2015- admittance
methodology in upper-secondary education- 10th grade,
according to the new law (for pupils who are in the 7th grade)
2015-2016- inclusion of the 9th grade in the lower secondary
education (the generation which started the 5th grade in school
year 2011-2012)

A few conclusions


The vision of the law












Centered on the beneficiary
Taking responsibility for the offered services
Institutional descentralization
Equal chances
Quality assurance

Coherence
The predictability and the stability of the system
The full application of the law takes about 4-5 years
The involvement of the teachers in elaborating the
methodological methods for the application of the law


Slide 46

ROMANIA – BRAILA
SCOALA GIMNAZIALA “ECATERINA TEODOROIU”

THE STRUCTURE OF THE
NATIONAL EDUCATION
PRE-UNIVERSITY SYSTEM



Early education (0-6 years)





Primary education









Preparing grade
I-IV grades

Secondary education




Ante preschool level
Preschool level

Lower secondary – gymnasium – grades V-IX
Upper secondary – high school- grades X-XII /XIII :theoretical, technological,
vocational.

Professional education for a period between 6 months and 2
years
Tertiary education



Compulsory general education is composed by lower
primary and secondary level
 Technical education comprises grades XII and XIII
from the professional, technical and vocational upper
secondary school
 The professional and technical education is formed by:




Professional education
Technical education
Post upper secondary school education

Age

Grade

>19

18

XIII

17

XII

ISCED

Education Levels

Qualifications
Level

5
6

University Level

5
4

4

Pre-university Level / Non University Levels (technical and
vocational )

3

3

16

XI

15

X

14

IX

13

VIII

12

VII

11

VI

10

V

9

IV

8

III

7

II

6

I

5-6

Kindergarten –
Pre-Primary

3-4

Kindergarten

0-3

Nursery

Theoratical High School

Theoratical
Education

Arts,
Sports,The
ological
HighSchool

Technologic
al high School
Technologi
cal HighCompletion
School
Year

Arts,
Technologi
Sports,
cal
Theologica
Education
l Education

2

Comprehensive Education
1

0

3

2

1

School after School Program


By the decision of the School Administration Board
there can be carried on activities such as “School after
School” in partnership with the local public authorities,
with the parents associations, NGO’s with
competences in this area
 Educational, recreational activities, consolidating the
learning competences or their acceleration, remedial
learning activities.
 The Government can finance the School after School
Program

School Network




The school network is formed by the total number of the
accredited school units, respectively the temporary authorized
units.
The school consortia represent contractual partnerships between
school units that ensure:
 The mobility of the personnel between the member schools;
 The usage of the facilities of the member schools;
 Enlargement of the learning opportunities offered to pupils
and mutual recognition of the learning results

Study Formations









Ante preschool education- 7 children, 5/9
Preschool education – 15 preschoolers, 10/20
Primary education – 20 pupils, 15/25
Lower secondary education – 25 pupils, 20/30
Upper secondary education – 25 pupils, 25/30
Special education for pupils with minor deficiencies- 10 pupils,
8/12
Special education for pupils with severe deficiencies- 5 pupils, 4/6

Curriculum
The national curricula produced in
accordance with:
 The specific needs for personal
development;
 The needs of the labor market and of the
community;
 Subsidiarity principle


Curriculum











The number of hours:
20 hours – primary education
25 hours- lower secondary education
30 hours- upper secondary education
Compulsory subjects
80% for the compulsory education
70% for the upper secondary education
Within each subject
75% of the syllabus covers the teaching and evaluation classes
25% at the disposal of the teacher for remedial learning, individual learning plans.

Curriculum


For early education- centered on
physical, cognitive, emotional and social
education, precocious repair of the
possible development deficiencies;
 For lower and upper secondary
education- centered on 8 competence
domains which determine the pupil’s
formation profile;

Competence Domains










Communication competences in Romanian language;
Communication competences in foreign languages;
Basic competences for mathematics, sciences and technologies;
Digital competences;
Social and civic competences;
Entrepreneurial competences;
Sensitivity and cultural expression competences;
Lifelong learning competences;

Curricula approach
The graduate’s profile;
 The national frame of the curricula
(curricula domains);
 Teaching plans
 Schools syllabuses
 Textbooks


E-learning. On-line learning communities

There will be set up the Virtual School
Library and E-learning School Platform
which will contain:
 School syllabuses
 Lesson examples
 Methodological guides
 Examples of evaluation tests


Evaluation


The objective of the evaluation is to orientate
and optimize learning;
 All evaluations are made on the basis of
national standards for evaluation for each
school subject;
 The control of the usage and respecting of the
national evaluation standards by the teachers
is made through the school inspection

Evaluation






Marking students without using and respecting the
national standards and evaluation methodologies
represents a disciplinary deviation and it is sanctioned
according to the present law
The evaluation is centered on competences, offers
real feed-back to students and is located at the basis
of the individual learning plans
There will be created an unique bank of evaluation
instruments with an guiding function

Evaluation – Educational portofolio





Educational portfolio comprises all the diplomas,
certificates and other official registrations obtained
following the evaluation of the acquired skills or
participation to learning activities, in different contexts.
The educational portfolio is the central element of the
evaluation of the learning
Its usage starts with the preparing class and
represents the pupil’s educational identity card

The structure and the characteristics
of the evaluations







At the end of the preparing class- individualized
At the end of the 2nd grade- at school level;
At the end of the 4th grade-at national level, by
sampling;
At the end of the 6th grade- at school level;
At the end of the 9th grade-at national level;
At the end of the 12th -13th grade- at national level.

At the end of the preparing class


The teacher makes an evaluation report
of the physical education, socioemotional, cognitive, language and
communication, capacity development
and learning attitudes.

At the end of the 2nd grade


Evaluation of the fundamental competences
at:
-writing-reading;
-mathematics
 Evaluation results are used in order to
elaborate the individualized learning plans
 It is communicated to the parents

At the end of the 4th grade
National evaluation, by sampling, of the
acquired fundamental competences in
primary level
 According to the international model
 Has its aim the diagnosis of the system


Students’ evaluation at the school level by two transdisciplinary tests
 Language and communication;
 Mathematics and sciences
 The results of the evaluation are used in order to
elaborate the individualized plans and for the school
pre-orientation
 The results of the evaluation are communicated to
parents and registered in the educational portfolio


At the end of the 9th grade


Compulsory national evaluation for all students, score according
to the international model








Written examination at Romanian literature and language
Trans-disciplinary written examination at mathematics and sciences
Written examination at an international language;
Practice examination regarding computer skills, held during the school year
Trans-disciplinary oral examination in order to evaluate the civic and social
competences, held during the school year

The results of the evaluation are registered in the student’s
educational portfolio

Admission in upper secondary
school (high-school)





On the basis of the educational portfolio if the number
of the places is equal to the number of the candidates;
On the basis of the educational portfolio , of the
graduation average, of the average at the national
evaluation- a proportion of 70%
30% from the grade obtained at the admission
established by the education institution

Baccalaureate examination(school
graduate examination)






Examination A- the evaluation of the oral
communication competences in Romanian language;
Examination B- the evaluation of the communication
competences in mother tongue
Examination C- the evaluation of the communication
competences in two international languages
Examination D- the evaluation of the digital
competences;
Examination E written- - the evaluation of the
competences which were formed during the upper
secondary school(high-school) years

Examination E
1.Written examination at Romanian literature and language
2. Written examination at mother tongue
3. Two differentiated written examinations:
1)Real profile
 Mathematics
 Science trans-disciplinary examination
 2) Humanities profile
An international foreign language


Interdisciplinary examination from geography, history, socio-humanities

3)Technological profile
 Written examination specific to the profile
 Trans-disciplinary examination
 Vocational profile

THE MANAGEMENT OF
THE SYSTEM AND OF
THE EDUCATION
INSTITUTIONS

The management of the education
institutions





The institutions are managed by an administration
board formed by 7,9,13 members
After the formation of the AB there is chosen a session
president, for an year
Monthly meetings
Attributions – public responsibility for the
achievements of the education institution, together
with the principal

Financing and material resources of
the education institutions
Basic financing
 Complementary financing
 Supplementary financing


Competitions


Between schools- institutional evaluation-classification
of the schools on 5 levels:
 Excellent
 Very good
 Good
 Satisfactory
 Unsatisfactory
 Among teachers- the Teacher of the Year

THE STATUTE OF THE
DIDACTIC
PERSONNEL(THEACHER’S)

Initial and continuous training. Didactic
career
Theoretical initial training
 Didactic master for a period of 2 years






A scholarship which is equal with the net
salary of a beginner teacher

Practice for a year, in an education
institution, under the guidance of a
mentor teacher

Didactic career


Having a didactic position during the practice period
 Contest for free/reserved positions
 Distribution by School Inspectorate on the positions
which remained free
 The teachers that are hired for a determined period
of time can benefit of continuity on the position they
have if they have the approval of the administration
board

Career Evolution
Didactic level II
 Didactic level I
 Teacher emeritus


Professional development








Developing competences and keeping up to date in the area of
specialization;
Developing competences for career evolution , through the
system of preparing for and obtaining the didactic levels
Acquiring or developing management competences
Acquiring new competences by conversion programs for
specializations and/or having new didactic positions
Acquiring complementary competences
Obtaining a new didactic specialization by attending
corresponding courses, different from the current specialization is
considered lifelong training

Didactic positions occupancy
The tenure(permanent)didactic
personnel keeps their right obtained
through the national tenure examination,
at the release date of the present law
 The tenure didactic personnel who
obtained this position by government
assignment has the opportunity to keep
this right


The settlement of the activity
downsizing
The mutual consented transfer between
the education institutions
 The assignment on vacant positions,
coordinated by School Inspectorate,
according to the methodology elaborated
by MECTS until 15th November


Very important


The non-tenured teachers that have participated at the
tenure unique national contest in the last 3 years,
anterior to the release of the present law, and who
have obtained at least 7 and had a position within the
school they become the tenures of the respective
position if:



There is certified the availability of the position
The administration board of the school approves

Modalities of hiring the didactic
personnel






The positions are occupied following a contest at the
level of the education institutions
Vacancy of the position is made by the administration
board at the principal’s proposal
The School Inspectorate analysis, corrects in
collaboration with the education institutions and
approves the free/reserved didactic positions offer
The list is made public by posting it at the School
Inspectorate and education institutions

Modalities of hiring



The contest organized at the level of the education
institution/consortium
The contest consists in:





Practice examination or special inspection in the class
Written examination at the didactics of the
specialization- for the didactic personnel with individual
work contract
Presenting a curriculum vitae and job interview for the
associated personnel or retired

The role of the School
Inspectorate


Centralizes the didactic positions and the classes which remained
vacant and which will be assigned as follows:
 To tenure teachers from an education institution in order to
complete the norm
 Beginner teachers who are doing their internship
 To the candidates that did not obtain any position as a
consequence of the contest organized at the school level
 Pensioners, respecting the criteria of professional
competence

Management positions







The position of principal is occupied through a public contest by
teachers who are members of the National Experts Body in
Educational Management
The contest is organized at the education institution level by the
administration board
The principal signs an educational management contract with the
mayor/the president of the County Board of the territory
administrative unit
During their mandate the principal and the deputy principal
cannot be president or vice president of any political party

Didactic Norm


40 hours a week:
 Didactic activities of teaching-learning-evaluation,
practice, exams for the end of a level of study
 Methodological scientific preparation activities
 Education activities which are complementary to
the process of teaching: mentorship, school after
school, lifelong learning.

Regulatory acts


ROFUIP
 Continuous training methodology
 Didactic personnel movement methodology
 AB functioning methodology
 Personnel evaluation methodology
 Constitution of the mentors body methodology
 The regulations for the organization of the school
inspection

Application deadlines








1st of January 2012- introduction of the standard cost per pupil
1st of January 2012- assignment of 6% of PIB
2012-2013- inclusion of the preparation class in the primary
education level
1st of January 2013- to grant 500 euro for permanent education of
each new-born
Beginning of the school year 2014-2015- admittance
methodology in upper-secondary education- 10th grade,
according to the new law (for pupils who are in the 7th grade)
2015-2016- inclusion of the 9th grade in the lower secondary
education (the generation which started the 5th grade in school
year 2011-2012)

A few conclusions


The vision of the law












Centered on the beneficiary
Taking responsibility for the offered services
Institutional descentralization
Equal chances
Quality assurance

Coherence
The predictability and the stability of the system
The full application of the law takes about 4-5 years
The involvement of the teachers in elaborating the
methodological methods for the application of the law