Vocational Education and Training Reform in Romania and Bosnia‐Herzegovina: strategy, legislation, and implementation

Stoica, Adrian

doi:10.1111/1467-3435.00140

Cited by 3 publications

(10 citation statements)

References 2 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In this case the changes, although apparent in their initial stages, have been slow to reach fruition in a statecontrolled economy. The analysis indicates how these changes may deviate from the average models described and helps to develop understanding of the post-Soviet transition process that follows the removal of a communist ideology, which in turn leads to stabilization, restructuring and eventually comprehensive reform (Stoicha, 2003).…”

Section: Discussionmentioning

confidence: 99%

Modelling Higher Education in Eastern and Central Europe since Perestroika

Hobrough¹

2004

Industry and Higher Education

View full text Add to dashboard Cite

Since perestroika there have been many changes in Central and Eastern Europe. The states of the region have regained the opportunity to establish partnerships within the European Union. Higher education development has enabled increased communication and opportunities for staff and students. Greater interaction has resulted in a greater mobility of people and ideas, supported by the increased use of information and communications technology. A key factor in the globalization of higher education has been the freedom from the ideological constraints that existed before the break-up of the Soviet Union. This paper traces the changing face of higher education in Central and Eastern Europe through a comparison of models using Dynamic Concept Analysis (DCA), drawing on survey responses from Russia, Byelorussia, Central Asia, Bulgaria and Latvia. The survey gathered positive and negative perceptions of change, which were then analysed in focus group discussions. The models produced provide a framework for the interpretation of higher education systems, and suggest a transition model for further development in an increasingly global education market. In this context, the new autonomous nature of higher education institutions in the region is strongly related to scholarship and selection, while their continuing orientation towards teaching creates opportunities for skills development, thus enhancing graduate employability and services to the community, improving the ‘socialization’ of students and ensuring the sustainability of the institution.

show abstract

Section: Discussionmentioning

confidence: 99%

Modelling Higher Education in Eastern and Central Europe since Perestroika

Hobrough¹

2004

Industry and Higher Education

View full text Add to dashboard Cite

show abstract

“…[C]urriculum reform; reform of the teaching and learning to make it focused on problem-solving activities; establishment of a strong network educational institutions at one side and labour market and local communities on the other; reforming the school and academic management to de-centralised the decision-making, provide institutional autonomy, and support partnership with the local community; significant investments in infrastructure and communication technology; and to look for the diversified opportunities for international cooperation. (Stoica, 2003) For bringing these intended changes, World Bank financed three education projects: the Education Reform Project (1994), the Higher Education and Research Project (1996), whose genesis can be found in 'Strategy Note on Higher Education' issues in 1995, and the School Rehabilitation Project (1997) (Fretwell & Wheeler, 2000). The Education Reform Project was approved in April 1994, and the approved amount of the project was $73.50 million.…”

Section: Educational Reforms In Romaniamentioning

confidence: 99%

“…The Phare VET programme was initially implemented in selected schools. There were 75 schools, altogether 4,000 students and all main vocational domains were covered (Serban & Ciolan, 2005;Stoica, 2003). The programme was to fulfil four immediate objectives:…”

Section: Vet Reforms In Romania and The Role Of The Eumentioning

confidence: 99%

“…To make them employable, it was required that they develop a familiarity with the modern equipment fairly popular at that time such as computerized numerical control machine tools, laser and the production logistics being used. These hard and soft skills that were required to make them employable were to be imparted through VET (McAuley, 1991; Stoica, 2003).…”

Section: The Need For Tvet Reformsmentioning

confidence: 99%

“…Three significant legal developments of the period were the ratification of the Law University Accreditation in 1993, the new Law of Education in 1995 and then the Law of the Teaching Staff in 1997. Because of the need to bring the education system very much in tune with the labour market, the new school regulations were implemented; and the increase and the diversification of higher education options were formally recognized by the Ministry of Education (Stoica, 2003). The period of 1993–1996 was also when the Phare VET reforms started.…”

Section: Educational Reforms In Romaniamentioning

confidence: 99%

See 2 more Smart Citations

The Role of Multilateral Institutions in Bringing Vocational Education and Training Reforms in Romania During the Transition Period (1989–1999): The Case of the European Union Phare VET Programme

Abhishek

2022

International Studies

View full text Add to dashboard Cite

Regime change and opening of the market brought many opportunities as well as challenges to Romania. In terms of economy, growth stagnated, unemployment increased and a reverse movement of labour took place, from more productive manufacturing and services to agriculture. Need to reskill the workers to attract foreign direct investment was felt. Two multilateral institutions, World Bank and European Union (EU), stepped in. EU, through its Phare programme, played an important role in this reskilling by providing necessary funding and experience for the restructuring of vocational education and training. The article, based on both the primary and secondary sources, examines the role played by the multilateral institutions and argues that although Phare VET programme failed short of what it was intended in many areas because of some planning and operational shortcomings, it was quite a successful programme in terms of initiating curriculum development, introducing modularization, acquainting Romanian VET schools with modern equipment and pedagogy, and planted the seeds of social partnership in the field of VET.

show abstract

Bosnia-Herzegovina

Batarilo-Henschen¹,

Lenhart²

2015

The Education Systems of Europe

View full text Add to dashboard Cite

Vocational Education and Training Reform in Romania and Bosnia‐Herzegovina: strategy, legislation, and implementation

Cited by 3 publications

References 2 publications

Modelling Higher Education in Eastern and Central Europe since Perestroika

Modelling Higher Education in Eastern and Central Europe since Perestroika

The Role of Multilateral Institutions in Bringing Vocational Education and Training Reforms in Romania During the Transition Period (1989–1999): The Case of the European Union Phare VET Programme

Bosnia-Herzegovina

Contact Info

Product

Resources

About