Effects of Implementing the Preparatory Grade in Romania on School Organization

Langa, Claudiu

doi:10.1016/j.sbspro.2015.02.103

Cited by 3 publications

(3 citation statements)

References 7 publications

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“…Another example would be the non-acceptance of the general secretariat to manage the college secretariat, although the college is an integral part of a university, just as the faculty is an integral part of the same university. As presented by Langa (2015), we believe that all will focus on adaptation on the fly, an integral part of system-wide renewal and transformation. The Ministry of National Education (MEN, 2014) and the Ministry of Education and Scientific Research (MECS, 2015) broadcast two ministerial orders that underlie the organization and functioning of non-university tertiary colleges in universities.…”

Section: Problem Statementmentioning

confidence: 99%

Aspects Of The Implementation Of Non-University Tertiary Education In Romanian University Colleges

Madalina-Cristina¹

2023

Proceedings of the 9th International Conference Education Facing Contemporary World Issues (Edu World 2022), 3-4 June, 2022, Un

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Tertiary colleges in universities were introduced by specific legislation, with the main role as a bridge between high school and bachelor's degree but also for the purpose of efficient use of the human and material resources in university. At the same time, the adaptation of young people to an academic environment creates starting points for future professional success. University colleges have the role of preparing a quality post-secondary education by creating the educational premises necessary for a greater chance of future integration into the labor market. The existence of domains/accredited/authorized study programs at the license level for the correspondent from the College facilitates the credits transfer. The purpose of the study is to investigate the impact of implementing of colleges in the university system in terms of the management, regarding the need to adapt legislation to ensure the efficiency of this process. The main objective of this paper is to contribute to the efficiency of strategic planning at the university level, in terms of managing the tools through which colleges are implemented in Romania. We want a global, optimal, strategic approach of the education at this level, taking into account that it must become applicable at the level of a complex educational organization, such as a university. The method was based on a quantitative and qualitative analysis. Data collection was done through: online surveys, face-to-face interviews, telephone interviews and group discussions. The results obtained represent a novelty and make a proven contribution to the improvement of colleges management in universities.

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Section: Problem Statementmentioning

confidence: 99%

Aspects Of The Implementation Of Non-University Tertiary Education In Romanian University Colleges

Madalina-Cristina¹

2023

Proceedings of the 9th International Conference Education Facing Contemporary World Issues (Edu World 2022), 3-4 June, 2022, Un

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“…The teachers involved in the process of forming and training preservice teachers must be aware of the importance of transversal competences and should help students to develop this category of competences, alongside with the professional ones (Langa, 2015).…”

Section: Problem Statementmentioning

confidence: 99%

Evaluation From A Student-Centred Perspective: Comparative Study

Tausan¹

2019

The European Proceedings of Social and Behavioural Sciences

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The study aims at identifying the perceptions of a group of students from several technical faculties regarding the educational evaluation practices in high school and university from the perspective of a student-centred approach to education. The requirement to develop open, flexible educational strategies that are tailored to social and individual needs and that would foster the development of each child's potential is endorsed by many national and international educational policy documents that promote a student-centred approach to education and a tangible adaptation of the system to the student's requirements and possibilities. In the broad sense, evaluation concerns the efficiency of the education system, seen as a component of the social system, specifically the efficiency of the relationship between the financial and material resources invested by society and the results of the education, results that are materialized in the acquired skills and quality of the labour force. Considered in a narrower sense, evaluation regards the efficiency of the relationship between the proposed objectives and the results obtained by the students. In order to identify the opinions of the students concerning the frequency of student-centred evaluation practices in pre-university and university education we have applied a questionnaire with closed questions and then analysed the items concerning: educating the pupils/students in regards to the criteria and methods of assessing their performance, centring the evaluations on essential aspects of the studied content, access to the recommended studying resources, the presence of practices that would stimulate self-assessment, the objectivity of the evaluation.

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“…Approximately three-quarters of teachers working at this grade have been supported by continuing professional development associated with this change. A small-scale analysis of the implementation of this new stage of compulsory education reported improved engagement between teachers and parents on children's learning as a result of the change (Langa, 2015).…”

Section: The Preparatory Gradementioning

confidence: 99%

System evaluation in Romania: Using information for system improvement

2017

OECD Reviews of Evaluation and Assessment in Education

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Romania's education system has made significant improvements in recent decades, not least in terms of student learning outcomes and strengthening institutional capacity. These improvements make Romania a regional leader. They also provide the foundations to further improve quality and equity, so that all young Romanians have the chance to reach their full potential and realise their aspirations. This review was undertaken by the OECD with the support of UNICEF at the request of, and in close collaboration with the Romanian Ministry of National Education and Scientific Research. Focused on the assessment and evaluation system for Romania's schools, it provides recommendations to help the country capitalise on the positive practices that it has already put in place, so that they have the support and visibility to flourish and enable positive change across the education system. It encourages Romania to put student learning at the heart of evaluation and assessment. This will mean moving towards a system where assessment is not used only to measure and reward performance but as the basis for discussion and feedback. This will provide students, teachers, schools and policy makers with the information, space and professional advice to be able to reflect critically on their work and identify what they can do better in the future.The review is the first time that the OECD Directorate for Education and Skills and UNICEF have come together to work in this way. This co-operation has meant that the review has been able to benefit from our organisations' complementary experience and expertise to provide an analysis that is sensitive to the history and context of evaluation and assessment in Romania's education system while drawing on international research and best practice from around the world. Above all though, we hope that this co-operation provides useful recommendations that will help Romania enhance its evaluation and assessment system so that it raises the learning outcomes of all its students. This report comes at an important moment for Romania, as it is considering a new law on education with the potential to bring significant change. We hope that its recommendations can inform this process, and help to develop an education system that provides excellence for all.

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Effects of Implementing the Preparatory Grade in Romania on School Organization

Cited by 3 publications

References 7 publications

Aspects Of The Implementation Of Non-University Tertiary Education In Romanian University Colleges

Aspects Of The Implementation Of Non-University Tertiary Education In Romanian University Colleges

Evaluation From A Student-Centred Perspective: Comparative Study

System evaluation in Romania: Using information for system improvement

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