Raport România 2009

ns should be activelly involved in monitoring current situation and progress. 39 IV. INFORMATION ON THE NATIONAL RESPONSIBILITY FOR THE PREPARATION, IMPLEMENTATION AND EVALUATION OF THE NATIONAL STRATEGIES Please indicate which authority or other actor is responsible for the preparation, implementation and evaluation of the national strategy and describe the way in which the various stakeholders are involved. Did your country designate (a)contact point(s) for the national strategy? If so, please add the coordinates of the national contact point(s). The National Development Plan for 2007-2013 (NDP) is the fundamental tool used by Romania to diminish social and economic disparities inside the Romanian society and in comparison to other EU Member States. The NDP is a specific concept of the European Cohesion Policy that sets public investment priorities to boost the country's social and economic development. Tacking into account the EU cohesion policy reform for 2007-2013 and the subsequent modification of regulations on structural and cohesion fund management, the content of the NDP has been integrated into the National Strategic Reference Framework for 2007-2013 (NSRF), which represents in fact the Romanian social and economic strategy ageed upon with the EU for the use of structural funds for achieveing the Lisbon and Gothenburg objectives. Romania has set six national development priorities (six Operational Programmes defined within the NSRF), four of them reaching out directly or subsequently to the higher education (HE) and its further development objectives: - incresing economic competitiveness and developing a knowledge based economy; - developing human resources, promoting employment and social inclusion, and strengthening administrative capacity; -developing rural economy and increasing productivity in the farming sector; - diminishing development disparities between country regions. The HE is directly targeted in the human resource's development priority. Responsible for the preparation, implementation and evaluation of the NSRF is the Government of Romania. For each Operational Programme aiming at implementing a national priority there has been set up a managing authority which works in close cooperation with intermediary bodies (ministries and specialized agencies). The partnership in drafting and implementing the NSRF is established for two levels: 40 - at national level an inter-institutional committee made up of 80 members: decision makers from ministries and other public institutions, regional development agencies, research and higher education institutions, representatives of economic and social partners; - at regional level regional committees were set up including besides the representatives of the regional development agensies, representatives of the prefect's office, of the county councils, deconcentrated public services, local higher education and research institutions, local economic and social partners. A monitoring committee has been set up for each Operational Programme and an Annual Implementation Report is drafted and presented to the Public Policy Unit of the Romanian Government and submitted to the European Commission. The contact point for the NSRF is the Ministry of Public Finance which was also empowered with the design of the monitoring methodology. Information is available at: http://www.fonduri-ue.ro and the E-mail adress is: [email protected] The contact point for the development of human resources (including the higher education component for the use of structural funds) is the Ministry of Labour, Family and Equal Opportunities. Information available at http://www.fseromania.ro and the E-mail adress is: [email protected] 41 ANNEX A Actions mentioned by the Bologna countries in the 2007 national reports Financial • scholarships - means tested • scholarships - merit based • research grants • grants for studying abroad • grants or loans for (nearly) every student • unspecified social support system • free education (at least 1st cycle) • reimbursement of tuition fees for certain groups • financial assistance for certain groups/areas • improved funding systems Structural • new /expanded routes of access • broader teaching or learning strategies • information and preparation at secondary schools • increase student places • indirect aid schemes (tax relief, family allowance) • subsidised residences/meals/transport/books • provision of student welfare services (health care, day care centres) • counselling/guidance services Certain groups • measures for ethnic minorities (not financial) • measures for disabled (not financial) • measures for disadvantaged groups (not financial) • allocation of study places to certain groups • promote access from all national areas Policy and practice • explicit widening access policy (devoted funds/units/laws) • carry out surveys (study & work, disabled students,...) • evaluations/research of policies and practices • monitoring access (and retention) by students 42 ANNEX B Possible actions and tools identified by the 2007 Bologna Working Group on the Social Dimension and Mobility Measures to promote equal opportunities for access, participation and completion • Anti-discrimination legislation covering higher education • Admission rules that are simple, fair and transparent Measures to widen access to and participation in higher education • Outreach programs for underrepresented groups as defined nationally • Flexible delivery of higher education • Flexible learning paths into and within higher education • Transparency of qualifications and recognition of prior learning • Incentives for higher education institutions to take action to widen access and participation Study environment that enhances the quality of the student experience A, Provision of academic services • Guidance (academic and careers) and tutoring • Retention measures (modification of curricula, flexibility of delivery, tracking academic success etc.) • Working tools and environment (well functioning libraries, lecture halls and seminar rooms, internet access, access to scientific data bases etc.) B, Provision of social services • Counselling • Targeted support for students with special needs and students with children • Appropriate housing conditions for all students • Provision of healthcare • Provision of transportation, student canteens etc. Student participation in the governance and organisation of higher education • Legislation or other measures to ensure student participation in higher education governance • Provisions for the existence of and exercise of influence by student organisations • Student evaluations of courses, programmes and institutions, including action plans and follow-up of actions taken Finances in order to start and complete studies • Financial and legal advice for students • Appropriate and coordinated national financial support systems that are transparent • Targeted support for disadvantaged groups as defined nationally • Support measures for students with children 43 ANNEX C Suggested approach of the work on national strategies on the social dimension In time for the next ministerial meeting in 2009 the Working Group suggests that the countries should report to the BFUG on their national strategies for the social dimension, including action plans and measures to show their impact. All stakeholders concerned should actively participate in and support this work at the national level. The development of a strategy should be followed by a national action plan that includes monitoring mechanisms. Ideally, the strategy and action plan will be based on a national debate on the social dimension and the future priorities of that country depending on the current situation. In order to facilitate a national debate on the social dimension the Working Group proposes the following structure and topics for such a debate: • Measures to promote equal opportunities What obstacles are there to equal opportunities within higher education? What protection is there if a student is discriminated when applying for, being admitted to or carrying out studies? Is there a framework for appeal? What action would be the most effective to achieve equal opportunities in higher education? • Measures to widen access to and participation in higher education for underrepresented groups (gender, ethnic origin, immigration, socio-economic status and background, disability, geography etc.) What groups are under represented in your national higher education system today? Is there data to show access to higher education by gender, socio-economic background, disabilities, prior immigration, region etc? What obstacles to widened access and participation are there within your higher education system? At other education levels? What actions would be appropriate for the different groups to achieve widened access? Are targeted outreach activities needed? • Study environment that enhances the quality of the student experience A, Provision of academic services B, Provision of social services What kind of academic or career guidance is provided for the students in your country? What is the student – staff ratio? Are there retention measures adapted to different groups or individuals with different needs? Is the academic success of student tracked? What would be/has proven to be the most efficient retention measures? What kind of study environment is there at the higher education institutions? Do student have access to information, electronically or by other means? What is the condition of libraries, lecture halls and seminar rooms? How do students in your country live? Is housing available, of acceptable standard and affordable? Is targeted support provided or needed for specific student groups? Is counselling available if students run in to personal difficulties? • Measures to increase formal and actual student influence on and participation in higher education governance and other higher education issues Are there formal provisions for student influence and participation at all governance levels, in consultative as well as decision-making bodies? Are there formal provisions for student evaluation of the education? Are the formal regulations followed-up with actual practices? Are there informal ways of student influence and participation as well? Do students have an influence on all issues related to higher education? Are students aware of their rights? Do students have organisations that 44 can organise elections to fill elective posts? Is it possible to find enough candidates to fill the posts available? If not – how could this be improved? • Finances in order to start and complete studies What kind of information and guidance is provided for students regarding financial issues? How does the average student make his or her living during studies? What kind of state support is provided? Is it appropriate for all groups and individuals? Do certain groups run the risk of being excluded from, or not ableto finish their studies, due to financial reasons? Which are these groups or individuals? What could be done to help them? Are students informed about possible employment possibilities after finishing their studies? How is the labour-market relevance of the studies secured? Are former graduates tracked to follow-up their employment rates? • Monitoring: The participating countries should establish national measures to monitor and evaluate the impact of the national strategy and action plan. What monitoring mechanisms would be the most appropriate? How could success in strengthening the social dimension be measured short-term and long-term? What quantitative and qualitative data are needed? How is the responsibility for monitoring and evaluation allocated and divided? Are there student surveys carried out to measure the impact of a social dimension strategy? How can student surveys be used in this work? • Stakeholder involvement Which stakeholders should be involved in the development of a strategy and an action plan? What should be the responsibility of the different stakeholders when carrying out the agreed strategy and plan? 45