Raport România 2009 - 2012

National Report regarding the Bologna Process implementation 2009-2012 Romania Part 1.0 BFUG Data Collection: administrative information For which country do you fill in the questionnaire? ROMANIA Name(s) of the responsible BFUG member(s) Lazar VLASCEANU Adrian CURAJ Carmen IFTIME Email address of the responsible BFUG member(s) [email protected] [email protected] [email protected] Contributors to the report Government representatives = Ministry of Education, Research, Youth and Sports (MERYS) plus institutions under MERYS' coordination Contributors to the report Employer representatives = NGOs Contributors to the report Student representatives = National Student Associations Contributors to the report Academic and other staff representatives = Various Universities Structures (e.g. Departments of Education, Departments of Social Sciences) Contributors to the report Other (please specify) = - 1 Part 1.1 BFUG Data Collection on Context and Structures 1. Do your steering documents for higher education policy explicitly take account of demographic projections for your country? 2. How do these projections affect higher education policy planning? - Through the number of seats allocated from the state budget to the HE institutions in different parts of the country. 3. Which of the following statements correspond to your higher education system? Higher education institutions can be either academically or professionally oriented Higher education institutions are only academically oriented Higher education institutions are either public or private All higher education institutions are public 4. What is the number of institutions in the categories identified? 56 accredited public HE institutions, 35 accredited private HE institutions, 21 provisionally approved private HE institutions. 5. GENERAL DATA ON HIGHER EDUCATION SYSTEMS 5.1. Please provide the (approximate) percentages of first cycle study programmes across the following categories: 180 ECTS = 59 240 ECTS = 39 Other number of ECTS = 2 5.2. Please provide the (approximate) percentage of the total number of first cycle students enrolled in programmes of the following length: 180 ECTS = 60 240 ECTS = 33 Other number of ECTS = 7 5.3. Do degree programmes exist outside the typical Bologna 180-240 ECTS first cycle model (and/or calculated in years rather than credits)? These may include integrated/long programmes leading either to a first or a second cycle degree. 5.4. In which study fields do these study programmes exist? Medicine, Architecture, Veterinary Medicine, Dentistry 5.5. What is the typical length of these degree programmes outside the Bologna 180-240 ECTS model? Medicine, Architecture, Veterinary Medicine - 360 ECTS in 6 years; Dentistry - 300 ECTS in 5 years. 1 5.6. What (approximate) percentage of all students studying for a first degree (including students enrolled in the Bologna cycle structures) is enrolled in these programmes? 7% 5.7. Please provide the (approximate) percentage of second cycle (master) programmes of the following length: 60-75 ECTS = 3 90 ECTS = 8 120 ECTS = 89 Other = 0 5.8. Please provide the percentages of the total number of second cycle students enrolled in programmes of the following length. 60-75 ECTS = 0 90 ECTS = 10 120 ECTS = 85 Other = 5 5.9. Do second cycle degree programmes exist in your country outside the typical Bologna model (i.e. other than 60-120 ECTS and/or calculated in years rather than credits)? 5.10. What is the typical length of these second cycle programmes outside the typical Bologna model? 5.11. What percentage of all second cycle students is enrolled in these programmes? 0 5.12. In which study fields to these programmes exist? 5.13. Please provide any additional relevant comments for consideration regarding general data on your country's higher education system. 6. PROGRESSION BETWEEN CYCLES 6.1. What percentage of first cycle programmes give access to at least one second cycle programme? 6.1.1. Please provide a source for this information. Law 288/2004, Law 1/2011, Govermental Decision 404/2006 2 6.2. What percentage of first cycle students continue to study in a second cycle programme after graduation from the first cycle (within two years)? The estimated average for overall percentage of students from first cycle that continue with second cycle is approximately 73,31%. At the fields of studies level, the values vary from 10,23% (Health field – first cycle studies) to 19,08% (Sciences – physics, chemistry and biology field) 6.2.1. Please provide the source for this information. The source of the information is the annual state universities reports for the core funding process. 6.3. What are the requirements for holders of a first cycle degree to access a second cycle programme? All students (Scale 1) Yes No Some No answer All students (Scale 2) Yes No Some No answer Holders of a first degree from a different study field (Scale 1) Yes No Some No answer Holders of a first degree from a different study field (Scale 2) Yes No Some No answer Holders of a first degree from a different higher education institution (Scale Yes No Some No 1) answer Holders of a first degree from a different higher education institution (Scale Yes No Some No 2) answer 6.3.1. When you selected 'some' in any of the answers above, please explain. e.g. MBA 6.4. What percentage of all second cycle programmes give access without further studies to third cycle studies? 6.4.1. Please provide a source for this information. Law 1/2011 Law of National Education 6.5. What percentage of second cycle graduates eventually enter into a third cycle programme? The estimated average for overall percentage of students from second cycle that continue with third cycle is approximately 7,65%. At the fields of studies level, the values vary from 2,14% (Economic field) to 55,9% (Health field). 6.6. Is it possible for first cycle graduates to enter a third cycle programme without a second cycle degree? 6.6.1. Under which criteria is this possible? For programs that provide merged cycles of study I and II (have a total of 300 ECTS) 6.7. What percentage of third cycle students enter into that cycle without a second cycle qualification? 3 6.8. Please provide any additional relevant comments for consideration regarding the progression between cycles. 7. LINKING BOLOGNA AND NON-BOLOGNA PROGRAMMES 7.1. Is access to degree programmes outside the typical Bologna model organised in a different manner than for Bologna first cycle programmes? 7.1.1. Please explain the differences. 7.2. Is access to the second cycle specifically regulated for students holding a degree from a programme outside the typical Bologna model? 7.2.1. Please specify how it is regulated. In the Law no. 1 / 2011, the long-term university studies (existing before the implementation of the Bologna cycles) are equivalent to master studies (second cycle Bologna). Short university graduates can continue their studies in Bologna model. 7.3. Is it possible for graduates of a first cycle degree outside the typical Bologna model to enter a third cycle programme without a second cycle degree? 7.3.1. Please specify for which graduates. Only university graduates of longer duration (existing before the implementation of the Bologna cycles), equalized by Law no. 1 / 2011 to study Masters (second cycle Bologna). 8. DEVELOPMENT OF THIRD CYCLE PROGRAMMES 8.1. What types of doctoral programmes exist in your higher education system? (These may include, but are not restricted to, traditional supervision-based doctoral education, structured doctoral programmes, professional doctoral programmes etc). Scientific doctoral programs and professional doctoral programs (HG 567/2005) 8.2. Do doctoral and/or graduate schools exist in your higher education system? 8.2.1. What are the main features of these schools and how many doctoral schools are there? Upcoming methodology and steering documents are in working process 8.3. Is the length of full-time third cycle (PhD) study programmes defined in your steering documents? 8.3.1. Please specify the number of years. On average 3 years according to Governmental Decision 567/2005 8.3.2. What is the average length (in years) of full-time third cycle (PhD) study programmes? 4 3 8.4. Are doctoral studies included in your country’s qualifications framework? Upcoming methodology and steering documents are in working process 8.5. Are ECTS credits used in doctoral programmes? 60 ECTS are compulsory for each doctoral program 8.6. Please provide any additional relevant comments for consideration regarding development of third cycle programmes. 9. TREATMENT OF SHORT CYCLE HIGHER EDUCATION PROGRAMMES 9.1. In your system, do short cycle programmes linked to the first cycle of higher education exist? 9.2. How are short cycle higher education programmes linked to the Bologna structures? Please tick the most appropriate case(s) for your country. Holders of short cycle qualifications when continuing their studies in the same field towards a bachelor degree.... gain full credit for their previous studies gain full credit, but only if there is agreement between the institution providing the short cycle programme and the institution where the bachelor programme is taught gain full credit for their previous studies but in professional bachelor programmes only gain substantial (>50%) credit for their previous studies gain some (<50%) credit for their previous studies gain little (<5%) or no credit for their previous studies 9.3. Are short cycle programmes legally considered to be an integral part of your higher education system? 9.4. Please provide any additional relevant comments for consideration regarding the treatment of short cycle higher education programmes. 10. INTERNATIONAL JOINT DEGREES AND PROGRAMMES 10.1. Does national higher education legislation mention joint degrees? 10.1.1. Please provide a reference to the legislation and/or cite the relevant articles. Government Decision nr. 1424/2006 - methodology framework for approving the organization of integrated study programs offered by two or more universities, leading to joint degrees 10.2. Does higher education legislation allow: Establishing joint Yes No Legislation not clear Legislation doesn't mention joint degrees programmes 5  No answer Awarding joint degrees Yes No Legislation not clear Legislation doesn’t mention joint degrees No answer 10.3. Please estimate the percentage of institutions in your country that award joint degrees / are involved in at least one joint programme. Award joint degrees > 75-100% > 50-75% > 25-50% > 10-25% > 5-10% > 0-5% 0% No answer Participate in joint > 75-100% > 50-75% > 25-50% > 10-25% > 5-10% > 0-5% programmes 0% No answer 10.4. Please estimate the percentage of students in your country that graduated in the academic year 2009/10 with a joint degree < 10% > 7.5-10% > 5-7.5% > 2.5-5% > 0 -2.5% 0% No answer from a joint < 10% > 7.5-10% > 5-7.5% > 2.5-5% > 0 -2.5% 0% No programme answer 10.5. Do you have information about study fields in which joint programmes / joint degrees are most common? 10.5.1. Please explain briefly. The joint programs developed by the universities are mainly the ERASMUS mobility programs and Doctoral joint degree programs. The fields of study covered by those programs refer to engineering, law, social sciences, sciences (physics, chemistry and geography), psychology, philosophy etc. The information provided is obtained from the annual reports of the State universities for the distribution of the core funding and it refers to the academic year 2009-2010. 10.6. Please provide any additional relevant comments for consideration regarding your joint degrees and programmes. Regarding the answer to the Question 10.3, we make the following completion: The estimation of the percentage of institutions that awards joint degree is calculated based on the information from the annual reports of the State universities for the academic year 2009-2010, regarding the institutions that participate to joint degree Doctoral programs. T he estimation of the percentage of institutions that develop joint programs is calculated based on the information from the annual reports of the State universities universities for the academic year 2009-2010, regarding the institutions that participate or organize joint programs (including the ERASMUS programs). Regarding the answer to the Question 10.4, we make the following notes: T he estimation of the percentage of students graduating with a joint degree is calculated based on the number of students participating to a joint degree Doctoral programs (the annual reports of the State universities for the academic year 2009-2010) and the graduates of Doctoral studies program (the annual reports of the State universities for the academic year 2010-2011). T he estimation of the percentage of students graduating from a joint program is calculated based on the number of students participating to joint programs (the annual reports of the State universities for the academic year 2009-2010) and the graduates of the academic year 2009-2010 (the annual reports of the State universities for the academic year 2010-2011). 6 Part 1.2 BFUG Data Collection on student-centred learning 1. Do your steering documents mention the concept of student -centred learning? 1.1. How do steering documents in your country define student-centred learning in higher education? - Upcoming methodology and definition is in working process 1.2. How important ('1' not important, '5' very important) are the following categories in your steering documents and national policies? Independent learning 1 2 3 4 5 Learning in small groups 1 2 3 4 5 Initial or in-service training in teaching for staff 1 2 3 4 5 Assessment based on learning outcomes 1 2 3 4 5 Recognition of prior learning 1 2 3 4 5 Learning outcomes 1 2 3 4 5 Student/staff ratio 1 2 3 4 5 Student evaluation of teaching 1 2 3 4 5 1.3. Are there any other important concepts on student-centred learning in your steering documents? 1.4. Please specify. - Upcoming methodology and steering documents are in working process 2. Please provide a reference for your steering documents covering student-centred learning. National Educational Law 1/2011 - ART. 118, point/letter l): the principle of student-centred learning. 3. Please provide any additional relevant comments for consideration regarding the student-centred learning. Upcoming methodology and steering documents are in working process 4. LEARNING OUTCOMES 4.1. Are learning outcomes defined in your national steering documents? If so, please provide the definition. YES, in the Ministerial Order nr. 4430/2009 Definition is: Learning outcomes means statements of what a learner knows, understands and is able to do on completion of a learning process, which are defined in terms of knowledge, skills and competence. 4.2. Are ECTS credits linked with learning outcomes in higher education programmes in your country? (This means that learning outcomes are formulated for all programme components and credits are awarded only when the stipulated learning outcomes are actually acquired.) 1 4.3. Does national policy steer and/or encourage the use of learning outcomes in developing curricula? 4.3.1. Does your country provide specific support measures on the n