BULETIN ğTIIN IFIC - Universitatea George Bacovia

26
George NEAMU
standards regarding the contents, the didactical personnel, the material base etc.
must be fulfilled. As an example see:
• Applying the European transferable system of credits as compulsory;
• Learning an international language of circulation, preferable an official E.U.
one;
• Structuring the Educational 2 Plan on categories of disciplines that would
insure a proper specialty training;
• Compulsory initiation in informatics and in the scientifically research
methodology;
• Imposing a practical character of the training in social work field;
• Modernising education and using titular didactical personnel for the university
education;
• Insuring in the perspective the activities with young specialised didactical
personnel (the titular cannot surpass the age of 65 years);
• Realizing the faithfully, valid, objective evaluation of the activities;
• Financing from the state budget a minimum of 50% of the Master of Arts
places (Law 288/2004, Art. 11).
Starting with these visible elements of the university professional formation
network, our research hypotheses actually represent both social work theorists
preoccupation and those of universities’ and ministries’ managers:
a. Are within this academically diversity practical preoccupations for the
unification of the scientific contents so that a professional paradigm to emerge
applicable on a national level or the university preoccupation are only of an
epistemological nature
b. Does university adjust its development strategy for the social work taking
into account the request for specialists within the social work network or does it
elaborate its educational plan based on internal criteria
c. Are the master’s courses concordant with the frequency and exigency of the
social services
d. Is the knowledge, depictions and values system connected to the direct
professional activities or does the graduate need complementary (adaptation,
adjustment and formation) modules in order to exercise its professional
competences
e. Does the Romanian social work builds its own paradigm or remains tributary
to western models
f. Is there any formal institutional communication channel between the social
work trainers or do they act isolated, on the contextual or local commandments
g. This analyse does not wish only to take note of the possible existent
differences between the two levels of the social worker profession (the professional
formation and specialisation through university master’s courses and the effectiveacting
level occurred within the national protection and social work services), but aims
to elaborate communication frames under the circumstances of a diversified labour
force market for the social workers due to the social services decentralisation and
social services’ biding.
But there is a reproach to be made to the present Romanian education politics
practices in both state and private universities (including here as well the social work
specialisation): the auto financed and decentralised politics that takes an overloaded
shape of tax collection form, determines an increasing number of students that beat
the previous records every year, generates effects that are unrightfully consider as
secondary since they refer to content issues of the Romanian state universities:
inadequate and insufficient didactical spaces (for a 1000 students as they are trained