Raport România 2007

Romania National Report London, 2007 1 A. Background information on your Higher Education system Details Country Romania Date 15.12.2007 BFUG member (one name only) Dumitru MIRON Position Secretary of State Email address [email protected] Contributors to the report Camelia Sturza, Oana Salomia, Counsellors for European Affairs Main achievements since Bergen 1. Describe the important developments relating to the Bologna Process, including legislative reforms, since Bergen. The higher education structural reform in Romania taking place at the moment aims to increase the mobility of the students, improve their chances on the labour market, reduce the number of university specializations and increase the participation in masters’ and doctoral programmes. The comprehensive legislative package presented in the following pages brings closer the Romanian universities to the European Higher Education Area: Romania has made major steps towards the European Higher Education Area by reorganizing the entire spectrum of university programs. A new higher education structure has been adopted by the Law 288/2004 on the organization of university studies, providing the legislative framework for the introduction of the three cycles, Bachelor, Masters’ and Doctoral studies, according to the Bologna objectives. The Law came into force in the 2005/2006 academic year and the first generation of Bachelor students will graduate in 2008/2009. Through the Government Decision 1175/2006 a new structure of the first cycle (Bachelor) by fields of study in accordance with the principles of Bologna process was enacted. The decision provides 15 general fields of study and the correspondent specializations and is applicable in all public and private higher education institutions. By reducing the number of study fields we allow a better coordination between the study programmes supply of Romanian higher education institutions and that specific to higher education systems within the future EHEA. The Minister Order no. 3235/2005 concerning the organization of the first cycle (bachelor) of university studies ensure that the reform of the education curricula of the first cycle programmes within the same field of study includes the clear definition of the knowledge and skills acquired by the graduate, different from those acquired through the masters’ and doctorate cycles. The Governmental Decision no. 404/2006 concerning the organization of the Master degree and the Government Decision no. 567/2005 defining the main objective of the doctoral programmes constitute the legislative framework defining the structure of the second and third cycle. 2 Since Bergen a special attention was paid to the development of the post-doctorate programmes in Romanian higher education. Introduced through Minister Order No. 3861/2005, these are two-year advanced research programmes and their aim is to train outstanding researchers through the involvement of young PhDs in sciences. The provisions increase the attractiveness of research opportunities in Romania and their relevance to young doctors in sciences in terms of career development, attracting Romanian young doctors in science working abroad back in country. The activities specific to these programmes are basic and advanced research activities, mobility, development of the research and management programme infrastructure. The Minister Order No. 3617/16.03.2005 generalises the application of ECTS in the Romanian universities. ECTS was in place since 1998 but it was used mostly for the mobility schemes with the foreign partners. This new order stipulates a general use of ECTS which stimulates students in their mobility inside the same HEI and/or between programmes offered by various Romanian universities, similar to the mobility freedom promoted by ECTS across the borders of the country. The universities will establish their own rules concerning the passage from one year to another in terms of number of ECTS which has to be accumulated by a student in order to enrol in the next year of study. The Minister Order No. 4868/2006 concerning the implementation of the Diploma Supplement for certifying the graduation of one study cycle stipulates that all HEIs will issue, free of charge, the Diploma Supplement, starting from the 2005-2006 academic year. One of the main achievements for the Romanian higher education with a view of becoming an active and attractive part of the future European Higher Education System was the adoption of the Law 87/2006 which approved the Emergency Government Ordinance no. 75/2005 on quality assurance in education. This law has a trans-sectoral approach of quality assurance by covering all the providers of educational services in Romania. The Law on quality assurance in education includes: - The methodology for quality assurance in education; - Quality assurance at institutional level; - External assessment of quality education; - Institutional arrangements involved in quality assurance. The Law also provides the establishment of the Romanian Agency for Quality Assurance in Higher Education is an independent public institution with competencies in accreditation, academic evaluation and quality assurance. We are aware that Bologna objectives mean not only adopting the necessary legislative changes, but also enhancing the institutional autonomy and accountability and ensuring adequate funding for higher education and a reliable quality culture in each higher education institution. 3 National organisation 2. Describe any changes since Bergen in the structure of public authorities responsible for higher education, the main agencies/bodies in higher education and their roles. • whether higher education institutions (HEIs) report to /are overseen by different ministries Higher education in Romania is offered in both public and private higher education institutions. All higher education institutions are coordinated/report to the Ministry of Education and Research. Under the authority of the ministry there are agencies that play a very important role in fields such as financing and scientific research or partnerships with social and economic environment. • The National Council for Higher Education Financing • The National Council for Scientific Research in Higher Education • National Agency for Qualifications in Higher Education and Partnership between Universities and Socio-Economic Environment (ACPART) • how funds are allocated to HEIs The state budget ensures most of the financial resources for higher education and research, respectively 5% of GDP in 2007, with a view to increase it to 6% by 2008. Basic financing of universities is provided according to the number of equivalent students and to other quality indices set by the MEdC; they lie on the proposals made by the National Financing Council for Higher Education. The quality indices quota in the financing formula increased from 5 to 20% in 2006, the other 80% being represented by the number of equivalent students. It is expected for the next year that this quota change in favour of the quality indices to 40%. In 2006, 400 millions euro, in addition to the yearly budget, were allocated to universities for infrastructure modernisation (student halls rebuilding, laboratories, technological platforms etc). For establishment of laboratories and technological platforms, the sums were allocated on a competitive basis, for university projects. Aside from the budgetary resources, universities may mobilize additional sources of revenue within legal terms. The funds coming from the state budget represent 65-80% of the whole budget. The rest are funds coming from fees, research contracts, services and other types of activities. A distinct research fund is allocated to higher education from the aggregate research budget. According to the law, funding for research by university is allocated on competitive criteria, and depends on national priorities, and past or expected performance. Private universities use self-funding. After their accreditation they are entitled to receive funds from the state budget. • areas for which HEIs are autonomous and self governing. University autonomy is fully guaranteed by the provisions of Romania’s Constitution, art.32 (6) and those of the Education Law no.84/1995 (Section 7), reedited, with all the later changes and additions. It relies on the right of the university community to its own leadership/selfgoverning and 4 on its right to benefit from academic freedom without any political or religious intrusion. It also relies on its right to assume a set of competencies and obligations in accordance with the national strategic directions set for the development of higher education, stipulated by the law. 3. Describe any changes since Bergen to the institutional structure. In Romania, at the present there are: • 56 state accredited higher education institutions (49 civilian state higher education institutions and 7 military universities), • 29 private accredited higher education institutions, • 28 private accredited higher education institutions authorized to function provisory, • 6 postuniversity academic schools. Types of higher education institutions in Romania: Academies are higher education institutions that prepare their graduates in a certain specific domain (economy, music etc.). Polytechnic Universities train students for technical domains of study. the number/percentage of students admitted in academic session 2006-2007 to each type of institution Private higher education is an alternative to public education. It is subject to an accreditation process. Accredited private institutions may obtain state support. All legal acts apply in the same extend to public and private higher education institutions. Partnership 4. Describe the structure which oversees the implementation of the Bologna Process in your country. There is a Bologna promoters national team, organised on 3 fields of expertise: ECTS, Quality Assurance and the three cycle system. The members of the team have participated in European seminars and conferences, regional workshops with the participation of representatives of all Romanian HEIs), have produced information materials concerning the developments of the Bologna process (in particular on quality assurance, recognition, curricular reform), and have organised study visits in order to support with counselling the universities least advances in implementing the objectives of Bologna process. In order to ensure the broad consensus on the higher education system structural, in designing and implementing the legislative framework, the Ministry of Education involved various think-tanks, the National Rectors’ Council, the National Council for Educational Reform, representatives of the students’ bodies and of the trade unions active in the sectors of education. The main forum for discussing the structural changes in the Romanian higher education and the new legislative proposals is the National University Rectors Conference, with 5 the participation of all HEIs’ rectors and policy makers. In case of specific issues on Bologna process, thematic working groups can be established at the initiative of the Ministry of Education and Research. Students unions are very committed to the objectives of Bologna process and the success of the reform in Romania. They are partners of the Ministry of Education and Research, participating in a monthly meeting with the representatives of the Ministry and discussing the main issues regarding the student support system in Romania and the restructuring of the degree system in order to increase the students’ employability. Social partners are also involved in consultations on new legislative proposals. The Commission for Social Dialogue meets regularly and involves all kind of social partners (trade unions, education syndicates, research syndicates etc.). Civil society initiates often debates on the structural changes in education and participates actively to the consultations. 5. Describe the arrangements for involving students and staff trade union/representative bodies in the governance of HEIs. The participation of students in the governing bodies of the higher education institution (councils, Senate) in order to make decisions that affect the entire academic community is established at 25% from the total number of members of the respective bodies. The university senate includes representatives of departments, researchers and students. The quota of participation of the university community members is established by the functioning charter of the forum, taking care to ensure the members are representatives on fields of studies. The teaching and research staff have an absolute majority and the number of students representing 25% of the members. 6. Describe the measures in place to ensure the co-operation of business and social partners within the Bologna Process. The Law 376/2004 concerning the award of private sholarships provides a legislative framework for students to find extra funding for their studies. Potential employers can offer students a scholarship and, by the amnedment from november 2005 to the law, it is possible for students to work during the period of the award of the scholarship. It is a very good opportunity for students to benefit from extra funding and in the same time to establish a first contact with the labour market, with its requirements and standards. The National Agency for Qualifications in Higher Education and Partnership between Universities and Socio-Economic Environment (ACPART) is the specific body whose mission is to promote the partnerships between higher education institutions and the social and economic environment. 6 B. Main stocktaking questions, including scorecard elements Degree system (Scorecard and Eurydice) Stage of implementation of the first and second cycle 7. Describe the progress made towards introducing the first and second cycle. All university programs have been restructured according to the Bologna process. The first cycle is now implemented sine 2005-2006 academic year. The former first cycle programs (long term university studies and short term university studies) are still in place but they are being replaced gradually by bachelor programs. In 2008 all programs will be Bachelor programs. The Governmental Decision no. 404/2006 concerning the organization of the Master degree reorganized the second cycle programs. All master diplomas give access to doctorate degree programs. ( Eurydice ) Stage of implementation of the third cycle 8. Describe the progress made towards implementing doctoral studies as the third Bologna cycle. The doctoral programmes were restructured and are now regulated by a new legislative framework. The Government Decision no. 567/2005 defines the main objective of the doctoral programmes as the development of the knowledge through original scientific research. In Romania, there are two types of doctoral programmes: scientific doctorate and professional doctorate. The first one is based on creation and advanced scientific research and the second one on research-scientific analysis of its own professional performance (art and sport). The law provides a length of 3 years for a doctoral programme, which can be, in special situations, extended with 1 or 2 years, corresponding to a number of 180 ECTS credits. All doctoral programmes have two main components: • a programme based on advanced university studies • a programme of scientific research. Doctoral qualifications will be part of the National Qualifications Framework for Higher Education. The doctoral programmes are already defined in terms of knowledge, competences and abilities, which makes easier their inclusion in the NQFHE. Doctoral programmes can be organised by HEIs agreed by the Ministry of Education and Research, on the basis of the periodic assessment of their institutional capacity to provide an integrated environment for advanced education and research, at national and international level. 7  The assessments of the doctoral programmes takes place every 5years at institutional level, for each field, on the basis of criteria and methodologies approved by Minister of Education and Research Order, and are conducted by a commission of experts. On the basis of this evaluation, the National Council for Titles, Diplomas and University Certificates proposes to the Minister of Education and Research to award to that higher education institution the right to organise doctoral programmes. Doctoral programmes are evaluated according to the internal and external quality assurance procedures. The National Council for Titles, Diplomas and University Certificates elaborates an external assessment report, which will be presented to the Mi