Raport România 2009

Education, Research and Youth. The final goal of the project is to create a network of recognition offices in accredited universities operating in close cooperation with the Center and under its permanent methodological monitoring. This will ease even more the recognition of awarded qualifications or of study periods abroad. 15. Stage of implementation of ECTS12 Describe the implementation of ECTS in your country. a) Please include the percentage of the total number of higher education programmes13 in which all programme components are linked with ECTS credits 100% 75-99% 50-75% <50% Implementation of ECTS started in 1997 in state universities as an instrument facilitating crossborder mobility of students. The use of ECTS became compulsory for all Romanian HEIs in 2005 as an instrument that provides consistent information on workload of students, content of studies and quality qualifications. It also allows for evidence of accumulated credit points during the study period spent by a student in another HEI. It serves also as a transparent reference for better employability of graduates. b) Are ECTS credits linked with learning outcomes14 in your country? Please tick one: No In some programmes In the majority of programmes In all programmes c) If you use credit system other than ECTS, please give details of your national credit system: No. i) is it compatible with ECTS? Yes No ii) what is the ratio between national and ECTS credits? -------- d) Are you taking any action to improve understanding of learning outcomes? Yes No 12 Please refer to definitions in the ECTS User’s guide, http://ec.europa.eu/education/programmes/socrates/ects/guide_en.html 13 Except doctoral studies 14 Clarification: Learning outcomes in the form of knowledge, skills and competences are formulated for all programme components and credits are awarded only when the stipulated learning outcomes are actually acquired 25  If Yes, please explain: By participating in Bologna seminars on learning outcomes and in introducing a link between academic qualifications an learning outcomes in the NQFHE' Methodology which has been largely debated in regional workshops and country-wide conferences with representatives of virtually all the Romanian HEIs. e) Are you taking any actions to improve measurement and checking of student workload? Yes No If Yes, please explain: On the occasion of external evaluation of QA at programme level, a dialogue on student workload measurement is taking place between the representatives of the providing Faculty and the external evaluators. f) Are you taking any actions to assist HE staff or other stakeholders in applying ECTS. Yes No If Yes, please explain: The external evaluation of newlly provided programmes in order to get temporary autorisation is also the best moment to assist HEIs' staff to improve knowledge and use of ECTS. LIFELONG LEARNING 16. Recognition of prior learning Describe the measures in place to recognise prior learning (RPL), including non- formal and informal learning (for example learning gained in the workplace or in the community). a) Do you have nationally established procedures in place to assess RPL as a basis for access to HE programmes? Yes No If Yes, please specify: The evaluation and certification of prior learning competences acquired in other contexts than formal education is based on Procedural Guidelines adopted in 2004 in form of a Common Order of the Ministers of Education and of Labour. The assessment is independent from that specific for the vocational education and training and is based on occupational and professional standards. RPL is guided by the following principles: validity, credibility, impartiality, flexibility, confidentiality of the result and easiness in understanding and application. b) Do you have nationally established RPL procedures in place to allocate credits towards a qualification? Yes No If Yes, please specify: The National Council for Adult Vocational Training (Consiliul National de Formare Profesionala a Adultilor - CNFPA) is responsible for the authorisation and monitoring of the evaluation centers and of the 26  assessment competences of the evaluators based on the Procedural Guidelines mentioned above and of subsequent sectorial methodologies. c) Do you have nationally established RPL procedures in place to allocate credits for exemption from some programme requirements? Yes No If Yes, please specify: -------- d) To what extent are any such procedures applied in practice? Comprehensively Some A little None Please describe the current situation: There are 52 evaluation centers operating throughout the country, which are assessing competences acquired through prior learning in more than 120 qualifications by allocation of credits. 17. Flexible learning paths Describe legislative and other measures taken by your country to create opportunities for flexible learning paths in higher education, to encourage participation by under-represented groups. The Education Law No. 84/1995 and its ammendments contain provisions refering to alternative forms of learning which encourage the participation of various underrepresented groups in higher education: in the first and second cycle some of the study programmes are delivered not only as full time programmes but also as part time, evening courses or distance learning programmes. In recent years, some of the HEIs started to offer also on-line education in selected fields of studies. On the other hand, universities are autonomous institutions which decide on the flexibility of the learning path and the recognition ECTS accumulated in other HEIs or during internships or summer courses. Most universities have implemented in their curricula alternative modules of disciplines and/or lists of elective topics which encourage students for a more interdisciplinary approach of their education. a) Are there specific measures in place to promote flexible learning paths within the national qualifications framework? Yes No Please add appropriate comments to describe the current situation The NQFHE is currently in its first stage of development, as HEIs are now making use of the up to now piloted methodology for the comprehensive description of qualifications. Each learning path is expected to be registered according to the acqired knowledge, skills and abilities which define the respective qualification. b) Are there any measures to support HE staff in establishing flexible learning paths? Yes No Please add appropriate comments to describe the current situation Each university enjoys the freedom and public responsibility for the content and quality 27  of the study programmes. Please see introductory comments to question 17 related to modules of courses existing in the curricula of most Romanian universities and the right of students to choose elective topics from a list recommended by the university senate. c) Is there flexibility in entry requirements aimed at widening participation? Yes No Please add comments to describe the current situation and, where appropriate, differences between the three Bologna cycles At the moment the intake offer of HEIs is exeding the total number of high school graduates with diploma. There is a competition between HEIs for the best performing students. Entry exams reqirements are similar for each and evry candidate according to the information largely disseminated in due time for all interested persons. In most study fields there is quite a tough selection in order to be admitted in the best ranked universities. d) Are there any flexible delivery methods to meet the needs of diverse groups of learners Yes No Please add comments to describe the current situation and, where appropriate, differences between different Bologna cycle Besides the traditional teaching and learning methods, more and more HEIs are providing also on-line education, internet based tutorials etc. in the first and second cycle of studies. In the third cycle, the learning is centered usually on guidance of the doctoral students in order to get in contact with the newest results of research. e) Are there modular structures of programmes to facilitate greater participation? Yes No Please add comments to describe the current situation and, where appropriate, differences between different Bologna cycle The modular structure is less frecvent in the first cycle programmes but is often prefered in the second cycle. Some doctoral schools are also experimenting modular delivery of some of the disciplines, especially when there are invited academic experts or researchers to share their knowledge and experience. f) If possible, please provide any statistics on the results of measures taken to create opportunities for flexible learning paths in higher education, to encourage participation by under-represented groups, There are no relevant data collected to this end, but empirical observations show a greater participation of students in the modular structures of a programme than in the traditional semester long delivery of the disciplines. JOINT DEGREES 28 18. Establishment and recognition of joint degrees15 a) Describe the legislative position on joint degrees in your country. Are joint degrees specifically mentioned in legislation? Yes No Does the legislation fully allow: i) establishing joint programmes? Yes No If No please explain what are the obstacles --------- ii) awarding joint degrees? Yes No If No please explain what are the obstacles --------- b) Please give an estimate of the percentage of institutions in your country which are involved in i) joint degrees 75-100% 50-75% 25-50% 1-25% 0% ii) joint programmes 75-100% 50-75% 25-50% 1-25% 0% c) What is the level of joint degree/ programme cooperation in your country In the first cycle? None Little Widespread In the second cycle? None Little Widespread In the third cycle? None Little Widespread d) In which subject areas/disciplines is joint degree/programme co-operation most widespread (please list if possible)? Joint degrees are most commonly awarded in engineering, economics, business administration, management and law studies. e) Estimate the number of joint programmes in your country There are 48 joint programmes developed mostly as second cycle programmes. f) Describe any actions being taken to encourage or allow joint programmes. Government Decision No. 1424/2006 stipulates three defferent types of joint programmes that Romanian HEIs are invited to implement with full financial support: joint programmes of two or more accredited universities; university extensions (branches) abroad or study programmes delivered abroad in cooperation with local or foreign HEIs; "franchise" programmes. g) Are there any specific support systems for students to encourage joint degree cooperation? In most of the cases, student exchange between cooperating HEIs is put in place. 15 A joint degree is a single degree certificate awarded by two or more institutions, where the single degree certificate is valid without being supplemented by any additional national degree certificate. 29 MOBILITY . 19. Removing obstacles to student and staff mobility a) What measures have been taken by your country both at governmental and institutional level to enhance student and staff mobility and overcome main obstacles? Romania is a Member State of the EU since 01.01.2007 and most of the mobility obstacles existing before accession were removed. Only the work permits are not always delivered and the financial burdens are still there for many students and also for the younger members of the academic staff. For those involved in research projects financed from public or private funds, mobility cost can be covered from the research grant. In the recently aproved funding of doctoral studies from European Social Fund, doctoral students enjoy the portability of the grant for research periods abroad for up to 8 moths out of the total of 36 months of the scholarship. b) Have arrangements for visas, residence and work permits been amended to enhance student and staff mobility? Yes No Please add appropriate comments to describe the current situation: See comments above. c) Is there financial support for national and foreign mobile students and staff? Yes No Please add appropriate comments to describe the current situation: There is financial support for national and foreign students when they are mobile as part of an institutional mobility scheme or programme (Erasmus, Erasmus Mundus, Regional Mobility Schemes (CEEPUS, BSUN) or inter-university arrangements. This support covers usually only a part of the total cost of the mobility period. Most HEIs offer financial support for mobile staff from their own resources. d) Are study periods taken abroad recognised? Yes No Please add appropriate comments to describe the current situation: Usually the study periods taken abroad are formally agreed in form of a Study contract with the home university and fully recognised. The recognition for a study period operates also when he or she has started to study in a fully accredited HEI abroad (by finnishing at least the first year of study and accumulating the required number of ECTS) and wishes to continue the similar study programme in a Romanian university. e) Is there accommodation for mobile students and staff? Yes No 30  Please add appropriate comments to describe the current situation: Host universities offer accomodation for mobile students and staff in the premises existing on campus. f) Have any measures been taken to increase outward student and staff mobility? Yes No Please add appropriate comments to describe the current situation: Universities, membres of the teaching staff and also student bodies are encouraged to identify new inter-university arrangements in order to increse and diversify the destinations for student and staff mobility. 20. Portability of loans and grants a) Are portable grants available in your country? Yes No If No, describe any measures being taken to increase the portability of grants. Study and research grants of students in the 3 cycles can be used in the home university or abroad for a study / research period which is usually not exeding one semester. b) Are portable loans available in your country? Yes No If No, describe any measures being taken to increase the portability of loans. The feasability study for a general loan scheme for students was only recently released. It is expected that it will become operational in the next academic year. THE ATTRACTIVENESS OF THE EHEA AND COOPERATION WITH OTHER PARTS OF THE WORLD 21. Implementation of strategy a) Describe any measures being taken by your country to implement the strategy "European Higher Education in a Global Setting" Romania was participating in 2007 and 2008 in the EUROMED, ALCUE and ASEM Ministerial Conferences and expressed its interest and willingness to widen access to students from countries which do not belong to the EHEA. There is a special fund for "Studies in Romania" which gives financial support for full studies in each of the 3 cycles for students o