ROMANIA

MINISTRY OF EDUCATION AND RESEARCH

ROMANIA

ROMANIA

BACKGROUND

ROMANIAN EDUCATION SYSTEM

• Education is a national priority • Education is based on democratic values • Romania endorses the principle of equal chances in

education regardless of gender, individual characteristics – physical or mental impairments, cultural or socio-economic background, mother tongue, ethnic origin, religion etc.

• Minorities have a right to education in their own language

• Public education is tax free

Education ActBasic principles

Pre-university education

• Beginning of compulsory education at the age of 6 • 10 grades of compulsory education: I - XConsequence:

Young people leave compulsory education at the age of 16, when the law allows them to integrate the work market

• Change in the structure of secondary education, giving young people the opportunity to enter vocational education and training inside compulsory education, through the art and trades school

• A vocational path with progressive certification

University education recent changes

* Introduction, in the legal provisions, of the Bologna decisions:

• First cycle (3-4 years), leading to bachelor degree

• Second cycle (1-2 years), leading to master degree

• Third cycle (3 years), leading to PhD* Implementation of the European transferable

credits system * Restructuring of university specializations

4Post high school

Tertiary education-

non university3

Non compulsory

18 XIII

3

High school- upper cycle -

Upper secondary

3

17 XII

High school-upper cycle-

216 XI

Completion year

15 X

2

High school-lower cycle-

Arts and trades school

Lower secondary

1

Compulsory

14 IX

13 VIII

General school

-

12 VII

11 VI

1

10 V

10-11 IV

Primary school

Primary education

9-10 III

8-9 II

7-8 I

6-7 0

5-6 Big group

4-5 Middle group 0 Kindergarten

Pre school education

Non compulsory

3-4 Beginners

Age Grade ISCED Education levels Qual. Type

>1965

University - master Tertiary education - university

54

NoncompulsoryUniversity - bachelor

Curriculum The curricular framework includes:• The core curriculum (common core and differentiated curriculum),

containing the compulsory subjects and the number of allocated hours, designed and approved at national level

• The school based curriculum, designed at the level of the schoolThe syllabus• for the core curriculum subjects, the syllabus is elaborated by

commissions of specialists, it is endorsed by the National Board for Curriculum and approved by the minister of education

• For school based curriculum, the syllabus is designed at the level of the school and approved by the specialty inspector of each county

Text books • Alternative textbooks can be elaborated for the same syllabus• The ministry approves the textbooks which can be used in schools• The teachers have the right to choose the appropriate textbook,

from the approved listTeacher guidelines are usually elaborated by the National Board for

Curriculum

FOREIGN LANGUAGE TEACHING AND LEARNING IN ROMANIA

• The study of the first language begins in 3 rd grade, at the age of 9

• The second language is introduced in the 5th grade, at the age of 11

• Children can begin the study of the first language in 1st grade, as an optional course

• At parents request, one language can be studied in kindergarten

Foreign languages taught in the Romanian education system

• English - 2,500,000 students

• French - 1,885,207 students

• German - 240,000 students

• Russian - 90,000 students

• Italian - 11,428

• Spanish - 11,019

• Portuguese, Modern Greek, Japanese

Number of compulsory language hours

Level Optional/compulsory

1st language

2nd language

Pre-school Optional

Primary schoolgrades I –IIgrades III –IV

Optional Compulsory

1h / week2h / week

-

General school(grades V - VIII)

Compulsory 2h / week 2h / week

High school(grades IX-XII)

Compulsory 2h / week 2h / week

VET schools (grades IX-X)

Compulsory 2h / week -

Number of language hours- intensive study classes -

• Begins in 5th grade, can continue until 12 th grade

• 4 hours of foreign language study/ week

• Students pass a language test, in order to be admitted

Bilingual study of a foreign language

Aims :

Cross-curricular approach to languages, history, geography, culture and civilization

Objectives :

• higher proficiency in a foreign language

• education for a new Europe

• increasing tolerance, smoothing cultural differences

Bilingual study of a foreign language

Target group: • High school students (15-19 years old) in all

types of schools, submitted to a language test, before admission

Number of hours:• 4 - 6 hours of foreign language study/ week• History, geography and culture of the foreign

country studied in the respective language• Other subjects might be studied in the foreign

language (CLIL)

Bilingual study of a foreign language

Teachers:• use of native speakers as teachers and language

assistants

Certification:• At the end of high school, students can obtain a

certificate of language competency

Results:• students have reached C1- C2 levels and are able to

take international language exams (Cambridge, Deutsches Sprachdiplom, DELF, DALF)

• many students enrol in universities with tuition in a foreign language, in Romania or abroad

Textbooks and educational materials for language study

• Textbooks for all levels have been issued by Romanian and foreign publishing houses

• Auxiliary materials (dictionaries, video and audio cassettes, leaflets, posters) are available

• Radio and TV support, informally, language teaching and learning

The study of mother tongue for minorities

Possible ways to study mother tongue for children coming from minority groups

• Study of all the subjects in the mother tongue

• Study of the mother tongue and of several subjects in the mother tongue, according to the human resources available

• Study of the mother tongue and study of the other subjects in Romanian

European linguistic concepts and instruments in

Romanian education system

The process Education and Training 2010

Romania has adopted and explicitly mentioned in thecurriculum the 8 domains of key competences:- Communication in the mother tongue- Communication in foreign languages- Mathematical literacy and basic competences in science

and technology- ICT skills- Learning to learn- Interpersonal and social competences - Entrepreneurship - Cultural awareness

Consequences

• Introducing the second foreign language in all types of high schools, from 9th to 12th grade

• The existence of a compulsory foreign language, in the curriculum for the arts and trades schools

• The existence, for qualifications such as commerce or tourism, of a module, integrated in the specialty area: Communication for professional aims, in a second foreign language

• The existence, in each qualification in the VET system, of a unit of competency : communicating in a foreign language

Plurilingualism

• Romania is a multilingual country, as a variety of languages are present in its regions

• Romanian education encourages plurilingualism, valuing and developing the ability of all individuals to learn and use several languages

Aim:

Creation of respect and understanding of the languages and language varieties of others as a basis for democratic citizenship.

Specific measures (1)

• Introduction of the study of the first foreign language in primary education – 3rd grade

• Possibility for children coming from minority groups to study their / in their mother tongue in school

• Study of 2 foreign languages in compulsory education, achieving the EU principle: mother tongue + two other languages

• Possibility to study a third foreign language in high school

Specific measures (2)

• A compulsory oral examination of one of the studied languages at the baccalaureate exam, for all students

• Study of foreign languages in universities• Development of departments in universities,

which deliver studies in the mother tongue of minorities

• Development of departments in universities, with complete tuition in a foreign language

Language education and values of

democratic citizenship

Recognition of the diversity of speakers’ plurilingual repertoires leads to:

• respect for linguistic differences • respect for the linguistic rights of individuals and groups

in their relations with the state and linguistic majorities (stated by law)

• respect for linguistic minorities Language teaching is the ideal locus for intercultural contact and in which education for democratic life, in its intercultural dimensions, can be included

Common European framework of reference for languages

• The foreign language syllabus mentions explicitly the Common European Framework of Reference for Languages (CEFR)

• The foreign language syllabus mentions the level to be attained at the end of compulsory education, according to the CEFR

• In 2003, the specialists in the Institute for Educational Sciences translated the CEFR in Romanian language, including the self evaluation grid, which specifies the standardized levels of competence (A1, A2, B1, B2, C1, C2).

European Language Portfolio

• Recommendation nr. R (98) 6, regarding modern languages recommends the development of the European Portfolio for Modern Languages, as a support instrument for developing plurilingualism and pluriculturalism

• The aim: to record significant linguistic and cultural experiences, in a transparent and internationally recognized way

• Author: the Modern Language Division of the Council of Europe

• Developed and piloted: between 1998 and 2000 • Launched in 2001, during the European year of

languages

European Language Portfolio- components -

• Linguistic passport, mentioning the formal qualifications. It includes the self evaluation of linguistic competencies, according to the grid proposed by the CEFR

• A linguistic biography, with details, describing the learning experiences in each language and aiming to guide the planning process and the evaluation of progress in language learning

• A dossier, containing examples of materials, illustrating learning experiences, the objectives chosen by the owner, samples of personal work and other documents

European Language PortfolioRomanian situation (1)

• In 2002, the secretary of state nominated the Romanian National Committee for ELP (inspectors, teachers of Romanian and foreign languages, specialists in didactics etc)

• In 2001, the Prosper – ASE Center, member of QUEST – Romania, translated the Linguistic Passport, of the European Language Portfolio for adults elaborated by EAQUALS-ALTE

• In 2002, the Romanian National Committee for ELP analyzed and approved, the Romanian version of the European Language Portfolio for adults, elaborated by Prosper – ASE Center

• In 2003, the Council of Europe validated the Romanian version of the European Language Portfolio for adults, elaborated by Prosper – ASE Center

• In 2004, each school inspectorate in the country received from the MoER the first copies of the Romanian version of the ELP for adults

European Language PortfolioRomanian situation (2)

• Introducing a set of methodological recommendations regarding the use of the ELP elaborated by EAQUALS – ALTE, in the syllabus for modern languages for lower cycle of high schools, art and trades schools and completion year

• Introducing in the modern languages syllabi of the level specifications, according to the CEFR, standard specifications present in the self evaluation grid, integrated in the Linguistic Passport

European Language PortfolioRomanian situation (3)

• Training activities in Modern languages Centers and in the Foreign Cultural Institutes, in order to prepare trainers and managers in the methodology of the ELP for adults QUEST Romania

• Between 2001and 2003, the preparatory stages for the elaboration of the Junior ELP (8-11 years) took place

• On the website of the National center for Vocational Orientation, one can find information about Europass, including the English version of the Linguistic Passport Europass