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ACHIEVING THE LISBON GOALS
THE CONTRIBUTION OF VOCATIONAL EDUCATION AND TRAINING IN ROMANIA
model, focused on skill acquisition and
European Credit Transfer System’s
implementation, upholds modern
teaching and learning methodologies, is
student-centred and gives more
attention to individualised teaching and
the duration of instruction, with a view to
facilitating the transition to the labour
market and promoting an
entrepreneurial spirit, critical thinking,
communication and team-work abilities.
Implementation of transferable
credits along the vocational training
route. Each skills unit has been
assigned a number of credits to ensure
the flexibility of the education system
and the organisation of individual
training routes.
2.2 IMPROVING THE
INTEGRATION OF DIFFERENT
LEARNING SITES –
INTEGRATION OF FORMAL
AND INFORMAL LEARNING
Links between VET schools and
enterprises insufficiently developed to
take a central place in the VET reform
process
The new curricula for the vocational and
technical training and education include a
large amount of time allocated to practical
training (on average 43% of the curriculum,
of which 10% is in-company training), with
load differences between the two
vocational routes, i.e., Arts and Trades
Schools and technological high schools.
However, as described above, most of the
practical training takes place in schools,
despite the fact that the new curriculum
offers students the opportunity to gain
practical experience in their chosen area
through periods spent in the workplace, as
well as the development of hands-on
learning activities through projects, as part
of the formal school framework.
The Romanian IVET system suffers from a
lack of connection between school learning
and enterprise training. At present,
systematic contacts between schools and
enterprises, at least for some training
profiles and especially in rural areas, are
non-existent. Practical placements in
enterprises are often performed in groups
of students under the supervision of an
instructor teacher, and therefore fail to
represent a real insertion into the world of
work. The increasing number of small
companies makes it more difficult to find
practical placements for students. In the
tourism and public administration field,
practical training includes a system of
training firms that simulate the practical
activities of larger companies.
Given these difficulties, a major goal of the
current TVET reform is the alignment of
educational provision in schools with labour
market needs; similarly, at local level, there
is a need for an improved relationship
between VET schools and employers. With
these goals in view, strengthening the
partnership and the collaboration between
schools and economic partners has been
declared a priority of the Regional
Education Action Plans. The schools
included in the Phare RO TVET 0108.2001
programme have established partnerships
with local economic agents, based on
institutional agreements, in order to ensure
access to up-to-date equipment and
improved facilities for work insertion. The
partnerships also envisage an improved
labour market information system, and
counselling and career-orientation
services. In spite of these examples of
good practice, practical training in
enterprises needs to be reinforced in terms
of its contents, duration, forms and
numbers of practising students, and thus
become a significant means of facilitating
the transition from school to the workplace.
Accreditation of prior learning is
developing, practices exist and a law is
in preparation
With respect to the integration of formal
learning with non-formal learning, the
model devised to extend the period of
compulsory education to 10 years
envisages the introduction of learning
standards common to all students. Based
on common standards, both learning
assessment and end-of-cycle testing are to
be introduced. The testing is to be
organised at local level based on national
standards, and lifelong learning portfolios
will be taken into account. The portfolios
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