Raport România 2009 - 2012

gic development plans to increase their visibility in terms of study opportunities for foreign students, developping study programs in foreign languages, establishing joint programs or partnerships with economic agents in order to increase the financial support for student mobility etc. C.7. Can national students who study in a higher education institution in another country receive a grant/scholarship under the same conditions as students studying in the country? Yes, for degree mobility Yes, for credit mobility Yes, for both No C.7.a If yes, do the following restrictions apply? Degree mobility Credit mobility Grants/scholarships are restricted EU students EU students to specific countries (if so, please specify which countries, e.g. EU member states, EHEA countries, other countries/world regions) Grants/scholarships are restricted no no to specific programmes (if so, please specify) Other restrictions apply (please specify) No restrictions apply 6 C.8. Has your country implemented any of the following financial support measures to foster student mobility? Measure Credit mobility Degree mobility loans for incoming students grants/scholarships for yes yes incoming students Loans for outgoing students commercial banks are offering commercial banks are offering loans for studies abroad loans for studies abroad Grants/scholarships for yes yes outgoing students Other: (please specify) C.9. Has your country implemented other support measures or programmes to foster student mobility? (Measures may include, but are not restricted to, accommodation/transport subsidies for international students, improvements in recognition practice, exchange programmes, targeted guidance services etc.) All Romanian universities have a special service for international students. Receiving institutions can offer accomodation to foreign students under the same conditions as for Romanian students or have special accomodation facilities for foreign students paying tuition fees. 7 D Identifying and removing obstacles to mobility D.1. Has your higher education policy been informed by any surveys or research that have considered obstacles to student mobility? Yes No D.1.a If yes, please provide references to those surveys and/or research that have influenced your policy on mobility? ESN study D.2. In this context, please rank the three most important obstacles to incoming and outgoing student mobility addressed in national programmes and measures? (Most important = 1, second most important = 2, and third most important = 3) Obstacles to student mobility Incoming mobility Outgoing mobility Funding 1 Recognition 2 Language 2 Curriculum/Study organisation Legal issues 3 Motivating and informing students 1 3 Other, please specify: immigration restrictions (included in legal issues) D.3. Are at least some of the obstacles that you ranked above particularly important in specific study cycles? Yes No D.3.a If yes, please specify. D.4. Are at least some of the obstacles that you ranked above particularly important in specific fields of studies? 8  Yes No D.4.a If yes, please specify. Recognition seems to be an obstacle more in technical/engineering fields D.5. Are the obstacles that you ranked above particularly relevant for credit mobility? Yes No D.5.a If yes, please specify. D.6. Are the obstacles that you ranked above particularly important for degree mobility? Yes No D.6.a If yes, please specify. D.7. What measures/programmes has your country implemented to tackle and remove the obstacles to student mobility that you mentioned? D.8. Has your country monitored the effects of these measures/programmes? Yes No D.8.a If yes, please provide information on how this monitoring is undertaken. Who is responsible, how regularly is monitoring conducted, and what have been the most recent results? D.9. Has your higher education policy been informed by any surveys or research that have considered obstacles to staff mobility? Yes No D.9.a If yes, please provide references to those surveys or research that have influenced your policy on staff mobility? 9 D.10. In this context, please rank the three most important obstacles to incoming and outgoing staff mobility? (Most important = 1, second most important = 2, and third most important = 3) Obstacles to staff mobility Incoming mobility Outgoing mobility Immigration restrictions Recognition issues Language issues 1 1 Incompatibility of pension and/or social security systems Legal issues 2 (employment arrangements, double taxing issue etc) Other, please specify: lack of information lack or motivation of the academic staff 2 D.11. What measures/programmes has your country implemented to tackle and remove the obstacles to staff mobility that you mentioned? D.12. Has your country monitored the effects of these measures/programmes? Yes No D.12.a If yes, please provide information on how this monitoring is undertaken. Who is responsible, how regularly is monitoring conducted, and what have been the most recent results? 10 E Balanced student mobility flows When looking at global and intra-European mobility flows, significant imbalances between continents, countries, regions and institutions become visible. In the Leuven/Louvain-la-Neuve Communiqué, the European Ministers therefore asked the BFUG to consider how balanced mobility could be achieved within the EHEA. With the 2009 Bologna Policy Forum Statement, Ministers from across the world declared that they “advocate a balanced exchange of teachers, researchers and students between [their] countries and promote fair and fruitful ‘brain circulation’”. The following questions aim at collecting information on the understanding of the term “balanced mobility and on national strategies and measures to achieve more balanced mobility. E.1. Which of the following situations for student mobility applies to your country? Total mobility Credit mobility Degree mobility more incoming than outgoing students more outgoing than yes yes yes incoming students approximately the same number of incoming and outgoing students No information available E.1.a What is the statistical source for this information? Please supply statistical data. National Institute of Statistics (for incoming), OECD data basis (for outgoing), Eurostat E.2. Is the situation described above regarded as balanced mobility? Yes No E.2.a Please explain and include a definition of “balanced mobility” as it is used in your country. universities should receive the same number of students in mobility as the number of students studying abroad under a whole range of programs. The schemes for studying 11  abroad are much more diverse and have very different sources of funding then those for stimulating incoming students. E.3. Does your country have significant imbalances of student mobility flows with particular countries or regions? Yes No E.3.a If yes, with which countries or regions are mobility flows most imbalanced? USA, Canada, Western Europe (more outgoing students than incoming) Eastern European countries and neighbouring countries (more incoming than outgoing) E.4. Does your mobility strategy/action plan for higher education address the issues of balance of student mobility flows? Yes No E.4.a If yes, what are the main concerns addressed? E.4.b If yes, which measures have been undertaken to address these concerns regarding the balance of student mobility flows? Space for Comments: 12 ERRATA ANNEX to the National Report of Romania At Part 2.1. BFUG Data Collection on policies to widen participation and increase flexibility 16. PART-TIME STUDY oQuestion 16.1.1 - the correct answer is: “Low frequency, distance learning.” oQuestion 16.1.2 – the correct answer is: “Forms of organizing education programs are (Law 1/2011, art. 139, a, b, c): low frequency studies, characterized by activities mainly dedicated to the synthesis courses and preparation of applied courses, scheduled on compact and regularly basis, assuming direct meeting in the university, students with professors, supplemented by other means of specific distance learning training; distance learning studies, characterized by the use of electronic, computer based, and specific communication resources completed by self-learning and self-assessment activities and other specific activities.” oQuestion 16.1.3 - the correct answer is: “Low frequency studies and distance learning studies intend to promote flexible learning and alternative access routes. Low frequency studies and distance learning studies are taken usually by those who have a job and work and intend to complete their university studies at university entry level (bachelor) or master degree level.” oQuestion16.1.4 – the correct answer is: “The total length of study period is usually longer for distance learning studies.” oQuestion 16.1.5 – the correct answer is: “Low frequency studies (see definition above)”.