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Social Dimension ofSocial Dimension of
Language LearningLanguage Learning inin
RomaniaRomania
Prof. Daniela BoboceaProf. Daniela Bobocea
CTAT “Dumitru Motoc”, GalatiCTAT “Dumitru Motoc”, Galati
Innovative programmes forInnovative programmes for
European PlurilingualismEuropean Plurilingualism
 PlurilingualismPlurilingualism does not mean thedoes not mean the
disappearance of borders, whether they aredisappearance of borders, whether they are
physical, political, religious, intellectual, artisticphysical, political, religious, intellectual, artistic
or any others. Such as a door, the border can beor any others. Such as a door, the border can be
opened or closed; it is a marker of identity and ofopened or closed; it is a marker of identity and of
differentiation, but at the same time, it is adifferentiation, but at the same time, it is a
condition for a real and authentic exchange.condition for a real and authentic exchange.
Whatever the border, plurilingualism transformsWhatever the border, plurilingualism transforms
them as areas of exchanges, enrichment andthem as areas of exchanges, enrichment and
creativity, a creativity nurtured by an assumedcreativity, a creativity nurtured by an assumed
and recognized otherness.and recognized otherness.
 The resolution of November 23rd, 2008 of the Council forThe resolution of November 23rd, 2008 of the Council for
Education, Culture and Youth reminded the aim that theEducation, Culture and Youth reminded the aim that the
Europeans of tomorrow should master at least twoEuropeans of tomorrow should master at least two
foreign languages in addition of their mother tongue, andforeign languages in addition of their mother tongue, and
set the principle of diversification of the linguistic offerset the principle of diversification of the linguistic offer
from a very young age.from a very young age.
 In order to provide stable and successful services to itsIn order to provide stable and successful services to its
citizens, plurilingualism is promoted in the EU by meanscitizens, plurilingualism is promoted in the EU by means
of certain programs, developed in Romania, too, forof certain programs, developed in Romania, too, for
many years. The Lifelong Learning Programme offers amany years. The Lifelong Learning Programme offers a
wide range of language opportunities for those who wishwide range of language opportunities for those who wish
to gain experience in teaching and learning in anotherto gain experience in teaching and learning in another
European country.European country.
 In the last 5 years, many European projects have been developpedIn the last 5 years, many European projects have been developped
in our school only:in our school only:
 "Preparation and co-mentorship for European hospitality training""Preparation and co-mentorship for European hospitality training"
(Leonardo da Vinci Partnership, 2008), "E-learning & flexible(Leonardo da Vinci Partnership, 2008), "E-learning & flexible
learning in invatamantul vocational si tehnic (VET)" (Leonardo dalearning in invatamantul vocational si tehnic (VET)" (Leonardo da
Vinci VETPRO, 2008), "European Parent's School for LifelongVinci VETPRO, 2008), "European Parent's School for Lifelong
Learning" (Grundtvig, 2008), "Retracing Myths - Between Magic andLearning" (Grundtvig, 2008), "Retracing Myths - Between Magic and
Reality Through Europe's Traditions and Culture" (ComeniusReality Through Europe's Traditions and Culture" (Comenius
Multilateral, 2010-2012), „Kitchen and restaurant guide for starters"Multilateral, 2010-2012), „Kitchen and restaurant guide for starters"
(Leonardo da Vinci, 2010-2012), „Quels outils éducatifs pour la(Leonardo da Vinci, 2010-2012), „Quels outils éducatifs pour la
socialisation des jeunes adultes avec les parents?” (Grundtvigsocialisation des jeunes adultes avec les parents?” (Grundtvig
Learning Partnership, 2012 –ongoing).Learning Partnership, 2012 –ongoing).
 I, personally, benefited two in-service training courses:I, personally, benefited two in-service training courses: InnovationsInnovations
in Special Educational Needs Support in Regular Educationin Special Educational Needs Support in Regular Education, Dublin,, Dublin,
Irland, 2004,Irland, 2004, The English Teacher Experience - Methodolgy AndThe English Teacher Experience - Methodolgy And
Language Enhancement for the 21st CenturyLanguage Enhancement for the 21st Century, London, UK, 2009., London, UK, 2009.
 In our school English and French are taught as foreignIn our school English and French are taught as foreign
languages both as first and as second languages.languages both as first and as second languages.
Students are very interested in learning other languages,Students are very interested in learning other languages,
that's why they get involved in school projects or go tothat's why they get involved in school projects or go to
student exchanges in other countries to learn new andstudent exchanges in other countries to learn new and
interesting languages which are not included in theinteresting languages which are not included in the
curriculum. The school has many IT resources: three ITcurriculum. The school has many IT resources: three IT
modern labs, a network system with non –stop access tomodern labs, a network system with non –stop access to
the internet, multimedia instruments, applicationthe internet, multimedia instruments, application
software, which are used during classes according to thesoftware, which are used during classes according to the
syllabus. All our teachers are qualified and the majoritysyllabus. All our teachers are qualified and the majority
have teaching degrees and Master’s Degree diplomas.have teaching degrees and Master’s Degree diplomas.
In our school there are also 2 training-firms registered inIn our school there are also 2 training-firms registered in
the national network of the training-firms as travelthe national network of the training-firms as travel
agencies and other 8 not-registered training-firms.agencies and other 8 not-registered training-firms.
 European Label is another program of supportEuropean Label is another program of support
and promotion of language learning in the EU;and promotion of language learning in the EU;
the European linguistic label is given tothe European linguistic label is given to
initiatives that have successfully managed toinitiatives that have successfully managed to
promote creative and innovative languagepromote creative and innovative language
learning activities.learning activities.
 Scholarships offered by various member-statesScholarships offered by various member-states
within the union help promote the language andwithin the union help promote the language and
culture of the state, and the Europeans, whoculture of the state, and the Europeans, who
have received by means of bilateral agreements,have received by means of bilateral agreements,
scholarships in the Romanian language andscholarships in the Romanian language and
civilization courses, have studied our languagecivilization courses, have studied our language
and became acquainted with the culture andand became acquainted with the culture and
civilization of the Romanian people.civilization of the Romanian people.
 Plurilingualism increases the interest andPlurilingualism increases the interest and
tolerance in the other’s image, and the interest intolerance in the other’s image, and the interest in
the study of one or more foreign languages inthe study of one or more foreign languages in
Europe. The knowledge of foreign languages isEurope. The knowledge of foreign languages is
an asset in the business environment. Thanks toan asset in the business environment. Thanks to
the knowledge of several foreign languages,the knowledge of several foreign languages,
businesses and employees may become morebusinesses and employees may become more
competitive, and EU citizens may have greatercompetitive, and EU citizens may have greater
mobility. The European Union strategy onmobility. The European Union strategy on
foreign languages and economicforeign languages and economic
competitiveness opens up new opportunities.competitiveness opens up new opportunities.
 And a Europe in which people from different MemberAnd a Europe in which people from different Member
States speak several foreign languages is a moreStates speak several foreign languages is a more
welcoming society for people traveling within it. Youngwelcoming society for people traveling within it. Young
people who speak several foreign languages can movepeople who speak several foreign languages can move
more easily throughout Europe to study or work.more easily throughout Europe to study or work.
 Foreign languages really contribute to EuropeanForeign languages really contribute to European
competitiveness. Companies that have employeescompetitiveness. Companies that have employees
mastering language skills are better prepared to takemastering language skills are better prepared to take
advantages of the opportunities offered by the Europeanadvantages of the opportunities offered by the European
market – the largest in the world. Also, language skillsmarket – the largest in the world. Also, language skills
help businesses reach customers and markets all aroundhelp businesses reach customers and markets all around
the world. (Leonid Orban)the world. (Leonid Orban)
 Programmes such as the European Union’s, which are concerned withProgrammes such as the European Union’s, which are concerned with
transnational mobility, lifelong education, fresh approaches to languagetransnational mobility, lifelong education, fresh approaches to language
teaching, access to new multimedia environments and, through the Netdaysteaching, access to new multimedia environments and, through the Netdays
projects, raising awareness of the information and communication society,projects, raising awareness of the information and communication society,
are part of this process of enriching life together for Europeans.are part of this process of enriching life together for Europeans.
 Teachers' training on plurilingualism is crucially important, considering thatTeachers' training on plurilingualism is crucially important, considering that
outdated pedagogical settings, which hold plurilingualism responsible ofoutdated pedagogical settings, which hold plurilingualism responsible of
poor learning in L2, are still common among them.poor learning in L2, are still common among them.
 The valorization of first language and the relationship between the first andThe valorization of first language and the relationship between the first and
second language can be achieved by:second language can be achieved by:
 ••Training courses for teachers;Training courses for teachers;
 ••Language and citizenship courses for children and adults;Language and citizenship courses for children and adults;
 ••Didactic materials for language teaching and intercultural education;Didactic materials for language teaching and intercultural education;
 ••Project websites;Project websites;
 ••International conferences and other dissemination activitiesInternational conferences and other dissemination activities
 Romania expresses its approval towards the linguistic diversificationRomania expresses its approval towards the linguistic diversification
policy by signing the European Treaties, this action havingpolicy by signing the European Treaties, this action having
noticeable decisional consequences in favour of linguisticnoticeable decisional consequences in favour of linguistic
distension, such as:distension, such as:
 # an early learning of foreign languages (the school curriculum# an early learning of foreign languages (the school curriculum
comprises subjects like English, French, Italian, Spanish, Germancomprises subjects like English, French, Italian, Spanish, German
and Russian, thus expanding the school offer);and Russian, thus expanding the school offer);
 # the focusing of the curriculum on skills, allowing a transfer of# the focusing of the curriculum on skills, allowing a transfer of
knowledge and skills in new and dinamic situations (formingknowledge and skills in new and dinamic situations (forming
common skills in foreign languages, as well as introducing newcommon skills in foreign languages, as well as introducing new
interaction skills at highschool level which favour interdisciplinarityinteraction skills at highschool level which favour interdisciplinarity
and enhance the valorization of intercultural skills);and enhance the valorization of intercultural skills);
 # introducing the third foreign language (as optional) in the high# introducing the third foreign language (as optional) in the high
school curriculum (1999);school curriculum (1999);
 # initiating a two models concept of the Linguistic Portfolios (both for# initiating a two models concept of the Linguistic Portfolios (both for
adults and children between 8 and 11 years old).adults and children between 8 and 11 years old).
 At the level of political statements (intended policy),At the level of political statements (intended policy),
Romania adopted the European documents on linguisticRomania adopted the European documents on linguistic
educational policy (The Common European Framework,educational policy (The Common European Framework,
The European Linguistic Portfolio, the memorandum forThe European Linguistic Portfolio, the memorandum for
lifelife--long learning, Europass), proving its interest andlong learning, Europass), proving its interest and
concern for the policies dealing with multilinguism andconcern for the policies dealing with multilinguism and
multiculturality, linguistic diversity and Europeanmulticulturality, linguistic diversity and European
citizenship.citizenship.
 All these took place without having a legislativeAll these took place without having a legislative
framework for the promotion of foreign language studyframework for the promotion of foreign language study
and without setting up comittees or comissions whichand without setting up comittees or comissions which
would coordinate the implementation of key objectiveswould coordinate the implementation of key objectives
established by the European Union in this particular field.established by the European Union in this particular field.
 At the level of decisional consequences (actual policy),At the level of decisional consequences (actual policy),
Romania’s interest to follow the European linguisticRomania’s interest to follow the European linguistic
policy is reflected particularly in the gradual revision ofpolicy is reflected particularly in the gradual revision of
school curricula for modern languages, before and afterschool curricula for modern languages, before and after
The European Year of Languages (2001).The European Year of Languages (2001).
 Although the new curricula highlight the europeanAlthough the new curricula highlight the european
dimension, taking into account The Common Europeandimension, taking into account The Common European
Framework of Reference for languages (CEFR), as wellFramework of Reference for languages (CEFR), as well
as the Education and Training programme 2010 – theas the Education and Training programme 2010 – the
sources of defining skills and target performance levels –sources of defining skills and target performance levels –
it is not specified the way in which these levels wereit is not specified the way in which these levels were
established, what do they mean or how can the teachersestablished, what do they mean or how can the teachers
and students assess their own proficiency in a specificand students assess their own proficiency in a specific
foreign languages.foreign languages.
Europass in RomaniaEuropass in Romania
 The implementation of was achieved by following some very important decisionalThe implementation of was achieved by following some very important decisional
steps, such as:steps, such as:
 ––Following the recommendations from Krakow, in 2002 it is founded The RomanianFollowing the recommendations from Krakow, in 2002 it is founded The Romanian
National Committee for the Approval of the European Portfolios of Languages:National Committee for the Approval of the European Portfolios of Languages:
 ––In 2003, the Committee analyses and approves the Romanian version of theIn 2003, the Committee analyses and approves the Romanian version of the
Portfolio for adults designed by Centrul Prosper ASE;Portfolio for adults designed by Centrul Prosper ASE;
 ––A group of experts from the Institute of EducationA group of experts from the Institute of Education ofof Sciences finalizes theSciences finalizes the
documentation and design stage of the European Linguistic Portfolio, Junior versiondocumentation and design stage of the European Linguistic Portfolio, Junior version
(8-11 years old);(8-11 years old);
 ––Romania adopts in January 2005 the Single Community framework for transparencyRomania adopts in January 2005 the Single Community framework for transparency
of qualifications and skills established by the European Parliament and the Europeanof qualifications and skills established by the European Parliament and the European
Council in December 2004, in order to sustain European mobility and lifelongCouncil in December 2004, in order to sustain European mobility and lifelong
learning. Aiming at unifying the Europass papers (Europass CV, Europass Mobility,learning. Aiming at unifying the Europass papers (Europass CV, Europass Mobility,
the Appendix to the Europass Certificate, the Europass Linguistic Portfolio, thethe Appendix to the Europass Certificate, the Europass Linguistic Portfolio, the
Appendix to the Europass Professional Certificate), the National Agency forAppendix to the Europass Professional Certificate), the National Agency for
Communitary Programmes in Education and Professional Training (ANPCDEFP) wasCommunitary Programmes in Education and Professional Training (ANPCDEFP) was
invested as the Europass National Center (CNE) in February 2005 (MO no.invested as the Europass National Center (CNE) in February 2005 (MO no.
3254/2005).3254/2005).
Actual difficultiesActual difficulties ::
 The teachers have not been trained to use The CommonThe teachers have not been trained to use The Common
European Framework, , and although the schoolEuropean Framework, , and although the school
curricula have been reorganised according to thiscurricula have been reorganised according to this
European instrument, they don’t offer specific details.European instrument, they don’t offer specific details.
 The teaching process has been modified for theThe teaching process has been modified for the
transition to a skills based curriculum. Although intransition to a skills based curriculum. Although in
teaching and learning foreign languages the teacherteaching and learning foreign languages the teacher
emphasizes the development of general communicationemphasizes the development of general communication
skills (reception, production, interaction, mediation),skills (reception, production, interaction, mediation),
assessment is still focused on testing only the linguisticassessment is still focused on testing only the linguistic
skills, taking into consideration and sanctioning grammarskills, taking into consideration and sanctioning grammar
accuracy.accuracy.
Challenges in the foreignChallenges in the foreign
language classroom usinglanguage classroom using
ICT and CLILICT and CLIL
 Romanian education has changed dramatically within the last half century,Romanian education has changed dramatically within the last half century,
transitioning from the influences of the Soviet Union, the Romanian Communist party,transitioning from the influences of the Soviet Union, the Romanian Communist party,
anti-communist reformers, and Western Europe.anti-communist reformers, and Western Europe.
 Romania has done much in its educational transition since the fall of communism inRomania has done much in its educational transition since the fall of communism in
1989. New subjects, western thought, and internationalized curricula have1989. New subjects, western thought, and internationalized curricula have
contributed to a well-rounded education for Romanian students. A variety of foreigncontributed to a well-rounded education for Romanian students. A variety of foreign
languages are taught, students must demonstrate technological competency tolanguages are taught, students must demonstrate technological competency to
graduate high school, religion and philosophy are now standard,graduate high school, religion and philosophy are now standard,
 Its European Union ascension in 2007 has marked it as a strong and modern nation,Its European Union ascension in 2007 has marked it as a strong and modern nation,
yet still sometimes parenthetically referred to as a newer Eastern Europe an member.yet still sometimes parenthetically referred to as a newer Eastern Europe an member.
The transition has not been easy, and there is certainly much room for improvement,The transition has not been easy, and there is certainly much room for improvement,
but Romania’s reform has shown its capacity for change and asserted itself as havingbut Romania’s reform has shown its capacity for change and asserted itself as having
an important role on the stage of international education.an important role on the stage of international education.
 Once a class is formed, it functions as a cohesive unit and remains together eitherOnce a class is formed, it functions as a cohesive unit and remains together either
through lower secondary (grades 5-8), or high school (grades 9-12). Both upper andthrough lower secondary (grades 5-8), or high school (grades 9-12). Both upper and
lower secondary students study a broad curriculum usually including Romanianlower secondary students study a broad curriculum usually including Romanian
Language and Literature, History, Geography, Mathematics, Chemistry, Biology,Language and Literature, History, Geography, Mathematics, Chemistry, Biology,
Physics, Religion, Physical Education, Art or Music, and two foreign languages (mostPhysics, Religion, Physical Education, Art or Music, and two foreign languages (most
often English and French, though German, Russian, Italian and Romanian as aoften English and French, though German, Russian, Italian and Romanian as a
second language are also taught depending on the region).second language are also taught depending on the region).
 Each year the class collectively decides on one or two electives, usually anEach year the class collectively decides on one or two electives, usually an
additional hour from one of the core subject areas, which is intended eitheradditional hour from one of the core subject areas, which is intended either
to better prepare them for further study, or to gain favor from the subjectto better prepare them for further study, or to gain favor from the subject
teacher.teacher.
 Foreign language education has taken a prominent role in the RomanianForeign language education has taken a prominent role in the Romanian
education system. Most Romanian students study two foreign languages,education system. Most Romanian students study two foreign languages,
usually English and French. In 2009, for example, 98.1% of upperusually English and French. In 2009, for example, 98.1% of upper
secondary students were studying English (Eurostat, 2011c), and 85.3%secondary students were studying English (Eurostat, 2011c), and 85.3%
were studying French (Eurostat, 2011d).were studying French (Eurostat, 2011d).
 Though in the few years following the 1989 revolution, students located inThough in the few years following the 1989 revolution, students located in
urban areas were more likely to study English than those living in ruralurban areas were more likely to study English than those living in rural
areas, students from every sector of the modern Romanian populationareas, students from every sector of the modern Romanian population
generally have access to English.generally have access to English.
 The Romanian Ministry of Education agreed and has required students toThe Romanian Ministry of Education agreed and has required students to
demonstrate competency in one international language based ondemonstrate competency in one international language based on
international standards in order to pass the Baccalaureate exam and beinternational standards in order to pass the Baccalaureate exam and be
admitted to higher education. Romania has adopted the Common Europeanadmitted to higher education. Romania has adopted the Common European
Framework of Reference for Languages (CEFR) as means of evaluatingFramework of Reference for Languages (CEFR) as means of evaluating
Baccalaureate exams for exiting high school students. CEFR is meant to beBaccalaureate exams for exiting high school students. CEFR is meant to be
able to be applied to the evaluation of any European language and is scoredable to be applied to the evaluation of any European language and is scored
along six gradations from A1 to C2.along six gradations from A1 to C2.
 With increasing emphasis on foreign language, especially English,With increasing emphasis on foreign language, especially English,
many students are taking internationally recognized exams such asmany students are taking internationally recognized exams such as
Cambridge First Certificate in English or Certificate of AdvancedCambridge First Certificate in English or Certificate of Advanced
English, which they use to bolster their CVs to get into university,English, which they use to bolster their CVs to get into university,
increase their employment options, or pursue internationalincrease their employment options, or pursue international
education.education.
 The evolution of society, namely the Romanian society imposedThe evolution of society, namely the Romanian society imposed
specific changes in the school curricula, and also the short and longspecific changes in the school curricula, and also the short and long
term strategies.term strategies.
 The focus is moving from traditional learning to the creative,The focus is moving from traditional learning to the creative,
innovative and active learning. The curriculum requires a flexibleinnovative and active learning. The curriculum requires a flexible
inter, multi and trans-disciplinary approach. The traditional teachinginter, multi and trans-disciplinary approach. The traditional teaching
paradigm is changing to keep pace with the increase in non-paradigm is changing to keep pace with the increase in non-
traditional students and the changing workforce. As a result, schooltraditional students and the changing workforce. As a result, school
in Romania, education at superior levels, high-schools, colleges andin Romania, education at superior levels, high-schools, colleges and
universities continue to add more distance education courses,universities continue to add more distance education courses,
education focusing more and more on e-learning.education focusing more and more on e-learning.
 In secondary education, many teachers believe that the use ofIn secondary education, many teachers believe that the use of
computers motivates students only as an initial novelty, and as theycomputers motivates students only as an initial novelty, and as they
become used to them, motivation diminishes. They claim that ICTbecome used to them, motivation diminishes. They claim that ICT
helps them control the problems of discipline in the classroom, duehelps them control the problems of discipline in the classroom, due
to the fact that students feel more motivated to work with a newto the fact that students feel more motivated to work with a new
instrument, and are therefore more settled; but at the same time it isinstrument, and are therefore more settled; but at the same time it is
more difficult to get them to concentrate on the language tasks,more difficult to get them to concentrate on the language tasks,
since they tend to open applications dedicated to games and leisuresince they tend to open applications dedicated to games and leisure
such as playing computer games, checking their emails or chatting.such as playing computer games, checking their emails or chatting.
The overall feeling is that the use of ICT has not improved theThe overall feeling is that the use of ICT has not improved the
performance of the students in learning English.performance of the students in learning English.
 Normalization has been achieved at an administrative level, but theNormalization has been achieved at an administrative level, but the
main problem is that the use of ICT has not been normalized in themain problem is that the use of ICT has not been normalized in the
teaching of foreign languages, above all becauseteaching of foreign languages, above all because somesome teachers doteachers do
not have the training necessary to be able to integrate it into theirnot have the training necessary to be able to integrate it into their
classes.classes.
 In foreign language learning there are many specific features to whichIn foreign language learning there are many specific features to which
experts that develop educational content and e-learning modalities mustexperts that develop educational content and e-learning modalities must
adhere. E-learning is facilitated by the use of digital tools and content.adhere. E-learning is facilitated by the use of digital tools and content.
 Typically, it involves some form of interactivity, which may include onlineTypically, it involves some form of interactivity, which may include online
interaction between the learners and their teacher or peers. The selection ofinteraction between the learners and their teacher or peers. The selection of
proper multimedia technologies in foreign language learning is veryproper multimedia technologies in foreign language learning is very
important issue. It should be possible to achieve the necessary quality ofimportant issue. It should be possible to achieve the necessary quality of
teaching materials for mastering reading skills, listening comprehension,teaching materials for mastering reading skills, listening comprehension,
writing and communication skills. Nowadays the Internet and the ITCwriting and communication skills. Nowadays the Internet and the ITC
technologies havetechnologies have ecome every-day tools for everyone who has a computerecome every-day tools for everyone who has a computer
at home and a subscription with an Internet provider. Things that wouldat home and a subscription with an Internet provider. Things that would
have been impossible some twenty years ago are commonalities today.have been impossible some twenty years ago are commonalities today.
While the average user exploits the advantages of the new trends inWhile the average user exploits the advantages of the new trends in
education, however they see fit, in a formal environment, that is school, theeducation, however they see fit, in a formal environment, that is school, the
teacher will teach the students to benefit as much as possible from theteacher will teach the students to benefit as much as possible from the
using of the Internet, improve education by offering the students theusing of the Internet, improve education by offering the students the
opportunity of e-learning. The teacher becomes a guide that will show theopportunity of e-learning. The teacher becomes a guide that will show the
children the correct way of extracting, selecting and using the informationchildren the correct way of extracting, selecting and using the information
available on the Internet.available on the Internet.
 Education in Romania is free and compulsory for children betweenEducation in Romania is free and compulsory for children between
the ages of 6/7 and 14/15.  Most children choose to continue theirthe ages of 6/7 and 14/15.  Most children choose to continue their
education beyond the compulsory school age which offers them aeducation beyond the compulsory school age which offers them a
general type of education. There are two ways of continuinggeneral type of education. There are two ways of continuing
Secondary level education.  The Lower Level (ages 14/15 to 16/17)Secondary level education.  The Lower Level (ages 14/15 to 16/17)
comprises professional schools and is compulsory for thosecomprises professional schools and is compulsory for those
students who have not obtained the required grade for entry into thestudents who have not obtained the required grade for entry into the
Higher Level. The latter type of school (ages 16/17 to 18/19), andHigher Level. The latter type of school (ages 16/17 to 18/19), and
the Baccalaureate, are the entry points to the institutes of higherthe Baccalaureate, are the entry points to the institutes of higher
education. education. 
 In Romania there are two types of curriculum: a national one,In Romania there are two types of curriculum: a national one,
compulsory for all students, and a regional one, which is drawn upcompulsory for all students, and a regional one, which is drawn up
by the schools themselves according to their specific needs andby the schools themselves according to their specific needs and
their profile. The curriculum consists of a description of content andtheir profile. The curriculum consists of a description of content and
examples of activities.  At the end of high school students areexamples of activities.  At the end of high school students are
expected to have mastered certain competences which areexpected to have mastered certain competences which are
assessed by national examinations.assessed by national examinations.
 Romanian students are obliged to study two foreign languages, starting withRomanian students are obliged to study two foreign languages, starting with
one foreign language in first grade, at the age of 7.  They then take up aone foreign language in first grade, at the age of 7.  They then take up a
second one in fifth grade, at the age of 11.second one in fifth grade, at the age of 11.
 It is possible for a school to establish bilingual classes as a way of teachingIt is possible for a school to establish bilingual classes as a way of teaching
a foreign language.  In this case students have five class hours per week ina foreign language.  In this case students have five class hours per week in
which one of the foreign languages is taught alongside History, Geographywhich one of the foreign languages is taught alongside History, Geography
and Civilisation courses which are taught in that language.  Alternatively, theand Civilisation courses which are taught in that language.  Alternatively, the
students can choose to follow an intensive language course of four classstudents can choose to follow an intensive language course of four class
hours per week in a chosen foreign language plus Civilisation courses inhours per week in a chosen foreign language plus Civilisation courses in
that language.  Thus, students following the bilingual programme receivethat language.  Thus, students following the bilingual programme receive
more hours in the foreign language as well as using the foreign language asmore hours in the foreign language as well as using the foreign language as
a medium of instruction. According to the regional curriculum, the schoola medium of instruction. According to the regional curriculum, the school
may increase the number of these hours and of courses by 1 or 2 hours permay increase the number of these hours and of courses by 1 or 2 hours per
week.  The study of other subjects through the foreign language is allowedweek.  The study of other subjects through the foreign language is allowed
on condition that qualified teachers are available.  These classes are alsoon condition that qualified teachers are available.  These classes are also
divided into smaller groups of students.divided into smaller groups of students.
 For bilingual education scenarios, ICT is an ideal platform for developingFor bilingual education scenarios, ICT is an ideal platform for developing
interactive strategies and methodologies that help to promote independentinteractive strategies and methodologies that help to promote independent
learning, peer interaction and language use for real communicativelearning, peer interaction and language use for real communicative
purposes.purposes.
Strategies for inclusion andStrategies for inclusion and
student entrepreneurshipstudent entrepreneurship
 Did you know that…Did you know that…
 ““There are 20 national minorities officially recognized (or with officialThere are 20 national minorities officially recognized (or with official
political representation) in Romania, representing more than 11% ofpolitical representation) in Romania, representing more than 11% of
the population. The largest ones are the Hungarians (6.6% of thethe population. The largest ones are the Hungarians (6.6% of the
population) and the Roma (2.5% of the population), according to thepopulation) and the Roma (2.5% of the population), according to the
2002 census. The Hungarians are mainly located in the central and2002 census. The Hungarians are mainly located in the central and
western part of the country and have important political and masswestern part of the country and have important political and mass
media representation. Hungarian language is widely used inmedia representation. Hungarian language is widely used in
education, local administration and the justice system whereeducation, local administration and the justice system where
Hungarians represent over 20% of the local population. The RomaHungarians represent over 20% of the local population. The Roma
minority is still underrepresented in power positions. Romaniminority is still underrepresented in power positions. Romani
language is also underrepresented in mass media and education.language is also underrepresented in mass media and education.
Approximately 11% of the pre-university educational institutions inApproximately 11% of the pre-university educational institutions in
Romania have a minority language as a medium of instruction in atRomania have a minority language as a medium of instruction in at
least one section, 90% of these being in Hungarian language.).”least one section, 90% of these being in Hungarian language.).”
 The Strategy of the Government of Romania for the Inclusion of theThe Strategy of the Government of Romania for the Inclusion of the
Romanian Citizens Belonging to Roma Minority for the Period 2012-Romanian Citizens Belonging to Roma Minority for the Period 2012-
20202020 is the newest document related to the inclusion of Romais the newest document related to the inclusion of Roma
minority. The document is quoting the European Commissionminority. The document is quoting the European Commission
statement that «Roma inclusion is a dual process which involves astatement that «Roma inclusion is a dual process which involves a
change in the mentality of the majority and also in the mentality ofchange in the mentality of the majority and also in the mentality of
the members of Roma community, a challange that requires firmthe members of Roma community, a challange that requires firm
actions, developed in an active dialogue with Roma minority, both atactions, developed in an active dialogue with Roma minority, both at
national and EU level».national and EU level».
 Affirmative actions for Roma students in secondary and higherAffirmative actions for Roma students in secondary and higher
education institutions were implemented with the initiative of highereducation institutions were implemented with the initiative of higher
education institutions or by orders of the Minister of Education.education institutions or by orders of the Minister of Education.
Thus, in 1992 the Faculty of Sociology and Social Work of theThus, in 1992 the Faculty of Sociology and Social Work of the
University of Bucharest allocated the first reserved places to RomaUniversity of Bucharest allocated the first reserved places to Roma
candidates in the specialization for Social Workers. In 1998 thecandidates in the specialization for Social Workers. In 1998 the
Minister of Education adopted the first official regulations to reserveMinister of Education adopted the first official regulations to reserve
special places for Roma candidates in 7 Romanian universities andspecial places for Roma candidates in 7 Romanian universities and
in pedagogical high-scools. In 2000 the Ministry of Educationin pedagogical high-scools. In 2000 the Ministry of Education
extended the affirmative action to the entire secondary educationextended the affirmative action to the entire secondary education
systemsystem..
 The existing legal framework including the provisions related toThe existing legal framework including the provisions related to
Roma education has been applied during the last years and hasRoma education has been applied during the last years and has
produced some good results.produced some good results.
 The allocation of special places for Roma candidates for admissionThe allocation of special places for Roma candidates for admission
to high schools, vocational education or university was also ato high schools, vocational education or university was also a
positive measure which seek to stimulate Roma young adults’positive measure which seek to stimulate Roma young adults’
interest to continue their studies. Statistic data gathered from schoolinterest to continue their studies. Statistic data gathered from school
inspectorates and univerities state that 4,486 Roma students wereinspectorates and univerities state that 4,486 Roma students were
enrolled on reserved places in high-schools and 1,420 Romaenrolled on reserved places in high-schools and 1,420 Roma
students were enrolled in univerity studies during 2000- 2007.students were enrolled in univerity studies during 2000- 2007.
However, only two third of the reserved places in secondary andHowever, only two third of the reserved places in secondary and
higher education have been occupied by students. According to thehigher education have been occupied by students. According to the
2012-2020 Governmental Strategy on Roma Inclusion, the annual2012-2020 Governmental Strategy on Roma Inclusion, the annual
state budget allocates about 3000 special places for admission ofstate budget allocates about 3000 special places for admission of
Roma to high schools and 500 places for their admission toRoma to high schools and 500 places for their admission to
university.university.
 The National Agency for Roma conducts structural projects, such asThe National Agency for Roma conducts structural projects, such as
«The School-a chance for everybody», developed from 2007 to«The School-a chance for everybody», developed from 2007 to
2013. The target group includes non-Roma teachers who are2013. The target group includes non-Roma teachers who are
prepared to work with Roma and facilitate their social inclusion. Aprepared to work with Roma and facilitate their social inclusion. A
recent study which analyses the results obtained by therecent study which analyses the results obtained by the
implementation of The National Strategy to Improve the condition ofimplementation of The National Strategy to Improve the condition of
Roma People in a critical manner, concludes that there has beenRoma People in a critical manner, concludes that there has been
created an elite of Roma, employed on important positions atcreated an elite of Roma, employed on important positions at
central, county or local levels.central, county or local levels.
 Additionally, we have to take into consideration that education worksAdditionally, we have to take into consideration that education works
only if other forms of emancipation are provided for the Roma byonly if other forms of emancipation are provided for the Roma by
society al large. Connections between living conditions, values,society al large. Connections between living conditions, values,
expectations and school activity are more complex. The significanceexpectations and school activity are more complex. The significance
of school, its achievements and failures are influenced byof school, its achievements and failures are influenced by
mentalities and by the realities of everyday life.mentalities and by the realities of everyday life.
 Some important gaps related to Roma minority education are stillSome important gaps related to Roma minority education are still
persisting, being determined by internal and external factors. Somepersisting, being determined by internal and external factors. Some
of the Roma tradition and family related customs are slowing downof the Roma tradition and family related customs are slowing down
the process of school inclusion and prohibiting the access tothe process of school inclusion and prohibiting the access to
education for Roma children.education for Roma children.
 After 1989 Romania has been a kind of laboratory for introducing and experimenting variousAfter 1989 Romania has been a kind of laboratory for introducing and experimenting various
systems and strategies to deal with children in schools and other learning environments. Manysystems and strategies to deal with children in schools and other learning environments. Many
organisations – including UNESCO and UNICEF – have contributed to these pilot andorganisations – including UNESCO and UNICEF – have contributed to these pilot and
experimental activities.experimental activities.
 Since 1995 until present there was a complex process of shifting from the integration perspectiveSince 1995 until present there was a complex process of shifting from the integration perspective
to the inclusion one in special needs education. Gradually other marginalised groups in educationto the inclusion one in special needs education. Gradually other marginalised groups in education
have started to embark on the inclusive education principles.have started to embark on the inclusive education principles.
 The Education Law from 1995 has an implicit inclusive approach:The Education Law from 1995 has an implicit inclusive approach:
 -All Romanian citizens have an equal right to education, at all levels and in all forms, regardless-All Romanian citizens have an equal right to education, at all levels and in all forms, regardless
of gender, race, nationality, religious, or political affiliation and social or economical status;of gender, race, nationality, religious, or political affiliation and social or economical status;
 -The State is ensuring the principles of democratically education, and guarantees the right to-The State is ensuring the principles of democratically education, and guarantees the right to
differentiated education, on the basis of educational pluralism.differentiated education, on the basis of educational pluralism.
Legislative and administrative measures fostering inclusion in educationLegislative and administrative measures fostering inclusion in education
 * Free services, studies, assistance, use of logistical base:* Free services, studies, assistance, use of logistical base:
 -free state education;-free state education;
 -free school books for primary an lower secondary education-free school books for primary an lower secondary education
 -free medical and psychological aid for children in kindergartens, schools pupils and students;-free medical and psychological aid for children in kindergartens, schools pupils and students;
 -free snack during school time for preschool and school age children-free snack during school time for preschool and school age children
 * Educational support for children in disadvantaged areas:* Educational support for children in disadvantaged areas:
 -school units with reduced number of pupils in isolated zones, areas with low population levels-school units with reduced number of pupils in isolated zones, areas with low population levels
and those with difficult access;and those with difficult access;
 -school buses for the above mentioned;-school buses for the above mentioned;
 -salary benefits for teaching staff working in isolated areas;-salary benefits for teaching staff working in isolated areas;
 -free school materials (notebooks, pencils etc) for poor children.-free school materials (notebooks, pencils etc) for poor children.
 Support for minority pupils and students (OECD, 2006)Support for minority pupils and students (OECD, 2006)
 The education law envisages that the state will ensure teaching inThe education law envisages that the state will ensure teaching in
their mother tongue whenever possible. For larger minorities, suchtheir mother tongue whenever possible. For larger minorities, such
as the Hungarian one an important network of schools is organizedas the Hungarian one an important network of schools is organized
at all levels of education, with full instruction in their mother tongue.at all levels of education, with full instruction in their mother tongue.
For smaller minorities, where full instruction in their mother tongue isFor smaller minorities, where full instruction in their mother tongue is
not possible, due to insufficient human resources, some subjectsnot possible, due to insufficient human resources, some subjects
are taught in the maternal language and some in Romanian. Forare taught in the maternal language and some in Romanian. For
very small minorities the study of the mother tongue is at leastvery small minorities the study of the mother tongue is at least
ensured (for example Romany language). Important efforts haveensured (for example Romany language). Important efforts have
been made by the Education Ministry in the last years on promotingbeen made by the Education Ministry in the last years on promoting
Romany Language and Roma culture in the schools were they earn.Romany Language and Roma culture in the schools were they earn.
 The Common Memorandum on Inclusion signed by the RomanianThe Common Memorandum on Inclusion signed by the Romanian
Government with the European Commission in 2004 is an importantGovernment with the European Commission in 2004 is an important
normative document, focused on social inclusion, but also coveringnormative document, focused on social inclusion, but also covering
educational inclusion.educational inclusion.
 An important source of the weak social inclusion is the traditional school segregation of personsAn important source of the weak social inclusion is the traditional school segregation of persons
with disabilities. The isolation in special schools has been slightly stopped in 2001, when 18.000with disabilities. The isolation in special schools has been slightly stopped in 2001, when 18.000
children with disabilities from special schools were transferred to ordinary schools. The conditionschildren with disabilities from special schools were transferred to ordinary schools. The conditions
needed here were not realized: adapted curriculum, training of teachers and the development ofneeded here were not realized: adapted curriculum, training of teachers and the development of
a supportive attitude.a supportive attitude.
Key challenges - some positive measures needed:Key challenges - some positive measures needed:
 -the rapid development of the social inclusion function in education; education for the integration-the rapid development of the social inclusion function in education; education for the integration
in a cohesive society;in a cohesive society;
 - the increase of school participation and of the quality of education.- the increase of school participation and of the quality of education.
 A Government Decree, 1251 from 2005 has introduced a new concept – integrated specialA Government Decree, 1251 from 2005 has introduced a new concept – integrated special
education – not clearly defined.education – not clearly defined.
 Children with disabilities are now part of the national policies for all children. This is quite obviousChildren with disabilities are now part of the national policies for all children. This is quite obvious
in the current law for the protection and the promotion of the children rights in Romania (2004) –in the current law for the protection and the promotion of the children rights in Romania (2004) –
which is for all children. The children with disabilities are also part of the law on persons withwhich is for all children. The children with disabilities are also part of the law on persons with
disabilities (No.448 from December 2006).disabilities (No.448 from December 2006).
 The Romanian special educational policies began to evolve towards integration and inclusion.The Romanian special educational policies began to evolve towards integration and inclusion.
Today, Romanian special education functions according to democratic principles and RomanianToday, Romanian special education functions according to democratic principles and Romanian
specialists are currently working for solutions to inclusion by adapting regular school services tospecialists are currently working for solutions to inclusion by adapting regular school services to
the needs of the students and the specifics of the current educational system. Today there is stillthe needs of the students and the specifics of the current educational system. Today there is still
a series of obstacles to the development of special education to the standards of developeda series of obstacles to the development of special education to the standards of developed
countries with a tradition in educating learners with unique abilities.countries with a tradition in educating learners with unique abilities.
 The following barriers were identified in the process of inclusion: an insufficient budget allocation,The following barriers were identified in the process of inclusion: an insufficient budget allocation,
difficulties of cooperation between educational support services in schools and amongdifficulties of cooperation between educational support services in schools and among
Department of Child Protection DCP and inclusive schools, inappropriate attitudes from teachers,Department of Child Protection DCP and inclusive schools, inappropriate attitudes from teachers,
difficulties of collaboration between teachers or other professionals with parents.difficulties of collaboration between teachers or other professionals with parents.
 Lifelong learning is the key element to ensure goodLifelong learning is the key element to ensure good
transition between jobs and occupations and in avoidingtransition between jobs and occupations and in avoiding
long-term unemployment leading to loss of humanlong-term unemployment leading to loss of human
capital.capital.
 At the same time, lifelong learning is regarded as theAt the same time, lifelong learning is regarded as the
fundamental principle which is designed to coverfundamental principle which is designed to cover
learning in all contexts, formal, non-formal or informal,learning in all contexts, formal, non-formal or informal,
and at all levels, from early childhood education andand at all levels, from early childhood education and
schools through to higher education, vocationalschools through to higher education, vocational
education and training and adult learning. The aim ofeducation and training and adult learning. The aim of
lifelong learning is to provide educational guidance andlifelong learning is to provide educational guidance and
opportunities to Europeans of all ages and backgrounds.opportunities to Europeans of all ages and backgrounds.
It seeks to create equal and open access to high qualityIt seeks to create equal and open access to high quality
learning and encourage more flexible learning outside oflearning and encourage more flexible learning outside of
the traditional formal structure of education.the traditional formal structure of education.

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Romania-Galati_by Daniela Bobocea_ Study Visit 2013-189-ES (Barcelona)

  • 1. Social Dimension ofSocial Dimension of Language LearningLanguage Learning inin RomaniaRomania Prof. Daniela BoboceaProf. Daniela Bobocea CTAT “Dumitru Motoc”, GalatiCTAT “Dumitru Motoc”, Galati
  • 2. Innovative programmes forInnovative programmes for European PlurilingualismEuropean Plurilingualism  PlurilingualismPlurilingualism does not mean thedoes not mean the disappearance of borders, whether they aredisappearance of borders, whether they are physical, political, religious, intellectual, artisticphysical, political, religious, intellectual, artistic or any others. Such as a door, the border can beor any others. Such as a door, the border can be opened or closed; it is a marker of identity and ofopened or closed; it is a marker of identity and of differentiation, but at the same time, it is adifferentiation, but at the same time, it is a condition for a real and authentic exchange.condition for a real and authentic exchange. Whatever the border, plurilingualism transformsWhatever the border, plurilingualism transforms them as areas of exchanges, enrichment andthem as areas of exchanges, enrichment and creativity, a creativity nurtured by an assumedcreativity, a creativity nurtured by an assumed and recognized otherness.and recognized otherness.
  • 3.  The resolution of November 23rd, 2008 of the Council forThe resolution of November 23rd, 2008 of the Council for Education, Culture and Youth reminded the aim that theEducation, Culture and Youth reminded the aim that the Europeans of tomorrow should master at least twoEuropeans of tomorrow should master at least two foreign languages in addition of their mother tongue, andforeign languages in addition of their mother tongue, and set the principle of diversification of the linguistic offerset the principle of diversification of the linguistic offer from a very young age.from a very young age.  In order to provide stable and successful services to itsIn order to provide stable and successful services to its citizens, plurilingualism is promoted in the EU by meanscitizens, plurilingualism is promoted in the EU by means of certain programs, developed in Romania, too, forof certain programs, developed in Romania, too, for many years. The Lifelong Learning Programme offers amany years. The Lifelong Learning Programme offers a wide range of language opportunities for those who wishwide range of language opportunities for those who wish to gain experience in teaching and learning in anotherto gain experience in teaching and learning in another European country.European country.
  • 4.  In the last 5 years, many European projects have been developpedIn the last 5 years, many European projects have been developped in our school only:in our school only:  "Preparation and co-mentorship for European hospitality training""Preparation and co-mentorship for European hospitality training" (Leonardo da Vinci Partnership, 2008), "E-learning & flexible(Leonardo da Vinci Partnership, 2008), "E-learning & flexible learning in invatamantul vocational si tehnic (VET)" (Leonardo dalearning in invatamantul vocational si tehnic (VET)" (Leonardo da Vinci VETPRO, 2008), "European Parent's School for LifelongVinci VETPRO, 2008), "European Parent's School for Lifelong Learning" (Grundtvig, 2008), "Retracing Myths - Between Magic andLearning" (Grundtvig, 2008), "Retracing Myths - Between Magic and Reality Through Europe's Traditions and Culture" (ComeniusReality Through Europe's Traditions and Culture" (Comenius Multilateral, 2010-2012), „Kitchen and restaurant guide for starters"Multilateral, 2010-2012), „Kitchen and restaurant guide for starters" (Leonardo da Vinci, 2010-2012), „Quels outils éducatifs pour la(Leonardo da Vinci, 2010-2012), „Quels outils éducatifs pour la socialisation des jeunes adultes avec les parents?” (Grundtvigsocialisation des jeunes adultes avec les parents?” (Grundtvig Learning Partnership, 2012 –ongoing).Learning Partnership, 2012 –ongoing).  I, personally, benefited two in-service training courses:I, personally, benefited two in-service training courses: InnovationsInnovations in Special Educational Needs Support in Regular Educationin Special Educational Needs Support in Regular Education, Dublin,, Dublin, Irland, 2004,Irland, 2004, The English Teacher Experience - Methodolgy AndThe English Teacher Experience - Methodolgy And Language Enhancement for the 21st CenturyLanguage Enhancement for the 21st Century, London, UK, 2009., London, UK, 2009.
  • 5.  In our school English and French are taught as foreignIn our school English and French are taught as foreign languages both as first and as second languages.languages both as first and as second languages. Students are very interested in learning other languages,Students are very interested in learning other languages, that's why they get involved in school projects or go tothat's why they get involved in school projects or go to student exchanges in other countries to learn new andstudent exchanges in other countries to learn new and interesting languages which are not included in theinteresting languages which are not included in the curriculum. The school has many IT resources: three ITcurriculum. The school has many IT resources: three IT modern labs, a network system with non –stop access tomodern labs, a network system with non –stop access to the internet, multimedia instruments, applicationthe internet, multimedia instruments, application software, which are used during classes according to thesoftware, which are used during classes according to the syllabus. All our teachers are qualified and the majoritysyllabus. All our teachers are qualified and the majority have teaching degrees and Master’s Degree diplomas.have teaching degrees and Master’s Degree diplomas. In our school there are also 2 training-firms registered inIn our school there are also 2 training-firms registered in the national network of the training-firms as travelthe national network of the training-firms as travel agencies and other 8 not-registered training-firms.agencies and other 8 not-registered training-firms.
  • 6.  European Label is another program of supportEuropean Label is another program of support and promotion of language learning in the EU;and promotion of language learning in the EU; the European linguistic label is given tothe European linguistic label is given to initiatives that have successfully managed toinitiatives that have successfully managed to promote creative and innovative languagepromote creative and innovative language learning activities.learning activities.  Scholarships offered by various member-statesScholarships offered by various member-states within the union help promote the language andwithin the union help promote the language and culture of the state, and the Europeans, whoculture of the state, and the Europeans, who have received by means of bilateral agreements,have received by means of bilateral agreements, scholarships in the Romanian language andscholarships in the Romanian language and civilization courses, have studied our languagecivilization courses, have studied our language and became acquainted with the culture andand became acquainted with the culture and civilization of the Romanian people.civilization of the Romanian people.
  • 7.  Plurilingualism increases the interest andPlurilingualism increases the interest and tolerance in the other’s image, and the interest intolerance in the other’s image, and the interest in the study of one or more foreign languages inthe study of one or more foreign languages in Europe. The knowledge of foreign languages isEurope. The knowledge of foreign languages is an asset in the business environment. Thanks toan asset in the business environment. Thanks to the knowledge of several foreign languages,the knowledge of several foreign languages, businesses and employees may become morebusinesses and employees may become more competitive, and EU citizens may have greatercompetitive, and EU citizens may have greater mobility. The European Union strategy onmobility. The European Union strategy on foreign languages and economicforeign languages and economic competitiveness opens up new opportunities.competitiveness opens up new opportunities.
  • 8.  And a Europe in which people from different MemberAnd a Europe in which people from different Member States speak several foreign languages is a moreStates speak several foreign languages is a more welcoming society for people traveling within it. Youngwelcoming society for people traveling within it. Young people who speak several foreign languages can movepeople who speak several foreign languages can move more easily throughout Europe to study or work.more easily throughout Europe to study or work.  Foreign languages really contribute to EuropeanForeign languages really contribute to European competitiveness. Companies that have employeescompetitiveness. Companies that have employees mastering language skills are better prepared to takemastering language skills are better prepared to take advantages of the opportunities offered by the Europeanadvantages of the opportunities offered by the European market – the largest in the world. Also, language skillsmarket – the largest in the world. Also, language skills help businesses reach customers and markets all aroundhelp businesses reach customers and markets all around the world. (Leonid Orban)the world. (Leonid Orban)
  • 9.  Programmes such as the European Union’s, which are concerned withProgrammes such as the European Union’s, which are concerned with transnational mobility, lifelong education, fresh approaches to languagetransnational mobility, lifelong education, fresh approaches to language teaching, access to new multimedia environments and, through the Netdaysteaching, access to new multimedia environments and, through the Netdays projects, raising awareness of the information and communication society,projects, raising awareness of the information and communication society, are part of this process of enriching life together for Europeans.are part of this process of enriching life together for Europeans.  Teachers' training on plurilingualism is crucially important, considering thatTeachers' training on plurilingualism is crucially important, considering that outdated pedagogical settings, which hold plurilingualism responsible ofoutdated pedagogical settings, which hold plurilingualism responsible of poor learning in L2, are still common among them.poor learning in L2, are still common among them.  The valorization of first language and the relationship between the first andThe valorization of first language and the relationship between the first and second language can be achieved by:second language can be achieved by:  ••Training courses for teachers;Training courses for teachers;  ••Language and citizenship courses for children and adults;Language and citizenship courses for children and adults;  ••Didactic materials for language teaching and intercultural education;Didactic materials for language teaching and intercultural education;  ••Project websites;Project websites;  ••International conferences and other dissemination activitiesInternational conferences and other dissemination activities
  • 10.  Romania expresses its approval towards the linguistic diversificationRomania expresses its approval towards the linguistic diversification policy by signing the European Treaties, this action havingpolicy by signing the European Treaties, this action having noticeable decisional consequences in favour of linguisticnoticeable decisional consequences in favour of linguistic distension, such as:distension, such as:  # an early learning of foreign languages (the school curriculum# an early learning of foreign languages (the school curriculum comprises subjects like English, French, Italian, Spanish, Germancomprises subjects like English, French, Italian, Spanish, German and Russian, thus expanding the school offer);and Russian, thus expanding the school offer);  # the focusing of the curriculum on skills, allowing a transfer of# the focusing of the curriculum on skills, allowing a transfer of knowledge and skills in new and dinamic situations (formingknowledge and skills in new and dinamic situations (forming common skills in foreign languages, as well as introducing newcommon skills in foreign languages, as well as introducing new interaction skills at highschool level which favour interdisciplinarityinteraction skills at highschool level which favour interdisciplinarity and enhance the valorization of intercultural skills);and enhance the valorization of intercultural skills);  # introducing the third foreign language (as optional) in the high# introducing the third foreign language (as optional) in the high school curriculum (1999);school curriculum (1999);  # initiating a two models concept of the Linguistic Portfolios (both for# initiating a two models concept of the Linguistic Portfolios (both for adults and children between 8 and 11 years old).adults and children between 8 and 11 years old).
  • 11.  At the level of political statements (intended policy),At the level of political statements (intended policy), Romania adopted the European documents on linguisticRomania adopted the European documents on linguistic educational policy (The Common European Framework,educational policy (The Common European Framework, The European Linguistic Portfolio, the memorandum forThe European Linguistic Portfolio, the memorandum for lifelife--long learning, Europass), proving its interest andlong learning, Europass), proving its interest and concern for the policies dealing with multilinguism andconcern for the policies dealing with multilinguism and multiculturality, linguistic diversity and Europeanmulticulturality, linguistic diversity and European citizenship.citizenship.  All these took place without having a legislativeAll these took place without having a legislative framework for the promotion of foreign language studyframework for the promotion of foreign language study and without setting up comittees or comissions whichand without setting up comittees or comissions which would coordinate the implementation of key objectiveswould coordinate the implementation of key objectives established by the European Union in this particular field.established by the European Union in this particular field.
  • 12.  At the level of decisional consequences (actual policy),At the level of decisional consequences (actual policy), Romania’s interest to follow the European linguisticRomania’s interest to follow the European linguistic policy is reflected particularly in the gradual revision ofpolicy is reflected particularly in the gradual revision of school curricula for modern languages, before and afterschool curricula for modern languages, before and after The European Year of Languages (2001).The European Year of Languages (2001).  Although the new curricula highlight the europeanAlthough the new curricula highlight the european dimension, taking into account The Common Europeandimension, taking into account The Common European Framework of Reference for languages (CEFR), as wellFramework of Reference for languages (CEFR), as well as the Education and Training programme 2010 – theas the Education and Training programme 2010 – the sources of defining skills and target performance levels –sources of defining skills and target performance levels – it is not specified the way in which these levels wereit is not specified the way in which these levels were established, what do they mean or how can the teachersestablished, what do they mean or how can the teachers and students assess their own proficiency in a specificand students assess their own proficiency in a specific foreign languages.foreign languages.
  • 13. Europass in RomaniaEuropass in Romania  The implementation of was achieved by following some very important decisionalThe implementation of was achieved by following some very important decisional steps, such as:steps, such as:  ––Following the recommendations from Krakow, in 2002 it is founded The RomanianFollowing the recommendations from Krakow, in 2002 it is founded The Romanian National Committee for the Approval of the European Portfolios of Languages:National Committee for the Approval of the European Portfolios of Languages:  ––In 2003, the Committee analyses and approves the Romanian version of theIn 2003, the Committee analyses and approves the Romanian version of the Portfolio for adults designed by Centrul Prosper ASE;Portfolio for adults designed by Centrul Prosper ASE;  ––A group of experts from the Institute of EducationA group of experts from the Institute of Education ofof Sciences finalizes theSciences finalizes the documentation and design stage of the European Linguistic Portfolio, Junior versiondocumentation and design stage of the European Linguistic Portfolio, Junior version (8-11 years old);(8-11 years old);  ––Romania adopts in January 2005 the Single Community framework for transparencyRomania adopts in January 2005 the Single Community framework for transparency of qualifications and skills established by the European Parliament and the Europeanof qualifications and skills established by the European Parliament and the European Council in December 2004, in order to sustain European mobility and lifelongCouncil in December 2004, in order to sustain European mobility and lifelong learning. Aiming at unifying the Europass papers (Europass CV, Europass Mobility,learning. Aiming at unifying the Europass papers (Europass CV, Europass Mobility, the Appendix to the Europass Certificate, the Europass Linguistic Portfolio, thethe Appendix to the Europass Certificate, the Europass Linguistic Portfolio, the Appendix to the Europass Professional Certificate), the National Agency forAppendix to the Europass Professional Certificate), the National Agency for Communitary Programmes in Education and Professional Training (ANPCDEFP) wasCommunitary Programmes in Education and Professional Training (ANPCDEFP) was invested as the Europass National Center (CNE) in February 2005 (MO no.invested as the Europass National Center (CNE) in February 2005 (MO no. 3254/2005).3254/2005).
  • 14. Actual difficultiesActual difficulties ::  The teachers have not been trained to use The CommonThe teachers have not been trained to use The Common European Framework, , and although the schoolEuropean Framework, , and although the school curricula have been reorganised according to thiscurricula have been reorganised according to this European instrument, they don’t offer specific details.European instrument, they don’t offer specific details.  The teaching process has been modified for theThe teaching process has been modified for the transition to a skills based curriculum. Although intransition to a skills based curriculum. Although in teaching and learning foreign languages the teacherteaching and learning foreign languages the teacher emphasizes the development of general communicationemphasizes the development of general communication skills (reception, production, interaction, mediation),skills (reception, production, interaction, mediation), assessment is still focused on testing only the linguisticassessment is still focused on testing only the linguistic skills, taking into consideration and sanctioning grammarskills, taking into consideration and sanctioning grammar accuracy.accuracy.
  • 15. Challenges in the foreignChallenges in the foreign language classroom usinglanguage classroom using ICT and CLILICT and CLIL  Romanian education has changed dramatically within the last half century,Romanian education has changed dramatically within the last half century, transitioning from the influences of the Soviet Union, the Romanian Communist party,transitioning from the influences of the Soviet Union, the Romanian Communist party, anti-communist reformers, and Western Europe.anti-communist reformers, and Western Europe.  Romania has done much in its educational transition since the fall of communism inRomania has done much in its educational transition since the fall of communism in 1989. New subjects, western thought, and internationalized curricula have1989. New subjects, western thought, and internationalized curricula have contributed to a well-rounded education for Romanian students. A variety of foreigncontributed to a well-rounded education for Romanian students. A variety of foreign languages are taught, students must demonstrate technological competency tolanguages are taught, students must demonstrate technological competency to graduate high school, religion and philosophy are now standard,graduate high school, religion and philosophy are now standard,  Its European Union ascension in 2007 has marked it as a strong and modern nation,Its European Union ascension in 2007 has marked it as a strong and modern nation, yet still sometimes parenthetically referred to as a newer Eastern Europe an member.yet still sometimes parenthetically referred to as a newer Eastern Europe an member. The transition has not been easy, and there is certainly much room for improvement,The transition has not been easy, and there is certainly much room for improvement, but Romania’s reform has shown its capacity for change and asserted itself as havingbut Romania’s reform has shown its capacity for change and asserted itself as having an important role on the stage of international education.an important role on the stage of international education.  Once a class is formed, it functions as a cohesive unit and remains together eitherOnce a class is formed, it functions as a cohesive unit and remains together either through lower secondary (grades 5-8), or high school (grades 9-12). Both upper andthrough lower secondary (grades 5-8), or high school (grades 9-12). Both upper and lower secondary students study a broad curriculum usually including Romanianlower secondary students study a broad curriculum usually including Romanian Language and Literature, History, Geography, Mathematics, Chemistry, Biology,Language and Literature, History, Geography, Mathematics, Chemistry, Biology, Physics, Religion, Physical Education, Art or Music, and two foreign languages (mostPhysics, Religion, Physical Education, Art or Music, and two foreign languages (most often English and French, though German, Russian, Italian and Romanian as aoften English and French, though German, Russian, Italian and Romanian as a second language are also taught depending on the region).second language are also taught depending on the region).
  • 16.  Each year the class collectively decides on one or two electives, usually anEach year the class collectively decides on one or two electives, usually an additional hour from one of the core subject areas, which is intended eitheradditional hour from one of the core subject areas, which is intended either to better prepare them for further study, or to gain favor from the subjectto better prepare them for further study, or to gain favor from the subject teacher.teacher.  Foreign language education has taken a prominent role in the RomanianForeign language education has taken a prominent role in the Romanian education system. Most Romanian students study two foreign languages,education system. Most Romanian students study two foreign languages, usually English and French. In 2009, for example, 98.1% of upperusually English and French. In 2009, for example, 98.1% of upper secondary students were studying English (Eurostat, 2011c), and 85.3%secondary students were studying English (Eurostat, 2011c), and 85.3% were studying French (Eurostat, 2011d).were studying French (Eurostat, 2011d).  Though in the few years following the 1989 revolution, students located inThough in the few years following the 1989 revolution, students located in urban areas were more likely to study English than those living in ruralurban areas were more likely to study English than those living in rural areas, students from every sector of the modern Romanian populationareas, students from every sector of the modern Romanian population generally have access to English.generally have access to English.  The Romanian Ministry of Education agreed and has required students toThe Romanian Ministry of Education agreed and has required students to demonstrate competency in one international language based ondemonstrate competency in one international language based on international standards in order to pass the Baccalaureate exam and beinternational standards in order to pass the Baccalaureate exam and be admitted to higher education. Romania has adopted the Common Europeanadmitted to higher education. Romania has adopted the Common European Framework of Reference for Languages (CEFR) as means of evaluatingFramework of Reference for Languages (CEFR) as means of evaluating Baccalaureate exams for exiting high school students. CEFR is meant to beBaccalaureate exams for exiting high school students. CEFR is meant to be able to be applied to the evaluation of any European language and is scoredable to be applied to the evaluation of any European language and is scored along six gradations from A1 to C2.along six gradations from A1 to C2.
  • 17.  With increasing emphasis on foreign language, especially English,With increasing emphasis on foreign language, especially English, many students are taking internationally recognized exams such asmany students are taking internationally recognized exams such as Cambridge First Certificate in English or Certificate of AdvancedCambridge First Certificate in English or Certificate of Advanced English, which they use to bolster their CVs to get into university,English, which they use to bolster their CVs to get into university, increase their employment options, or pursue internationalincrease their employment options, or pursue international education.education.  The evolution of society, namely the Romanian society imposedThe evolution of society, namely the Romanian society imposed specific changes in the school curricula, and also the short and longspecific changes in the school curricula, and also the short and long term strategies.term strategies.  The focus is moving from traditional learning to the creative,The focus is moving from traditional learning to the creative, innovative and active learning. The curriculum requires a flexibleinnovative and active learning. The curriculum requires a flexible inter, multi and trans-disciplinary approach. The traditional teachinginter, multi and trans-disciplinary approach. The traditional teaching paradigm is changing to keep pace with the increase in non-paradigm is changing to keep pace with the increase in non- traditional students and the changing workforce. As a result, schooltraditional students and the changing workforce. As a result, school in Romania, education at superior levels, high-schools, colleges andin Romania, education at superior levels, high-schools, colleges and universities continue to add more distance education courses,universities continue to add more distance education courses, education focusing more and more on e-learning.education focusing more and more on e-learning.
  • 18.  In secondary education, many teachers believe that the use ofIn secondary education, many teachers believe that the use of computers motivates students only as an initial novelty, and as theycomputers motivates students only as an initial novelty, and as they become used to them, motivation diminishes. They claim that ICTbecome used to them, motivation diminishes. They claim that ICT helps them control the problems of discipline in the classroom, duehelps them control the problems of discipline in the classroom, due to the fact that students feel more motivated to work with a newto the fact that students feel more motivated to work with a new instrument, and are therefore more settled; but at the same time it isinstrument, and are therefore more settled; but at the same time it is more difficult to get them to concentrate on the language tasks,more difficult to get them to concentrate on the language tasks, since they tend to open applications dedicated to games and leisuresince they tend to open applications dedicated to games and leisure such as playing computer games, checking their emails or chatting.such as playing computer games, checking their emails or chatting. The overall feeling is that the use of ICT has not improved theThe overall feeling is that the use of ICT has not improved the performance of the students in learning English.performance of the students in learning English.  Normalization has been achieved at an administrative level, but theNormalization has been achieved at an administrative level, but the main problem is that the use of ICT has not been normalized in themain problem is that the use of ICT has not been normalized in the teaching of foreign languages, above all becauseteaching of foreign languages, above all because somesome teachers doteachers do not have the training necessary to be able to integrate it into theirnot have the training necessary to be able to integrate it into their classes.classes.
  • 19.  In foreign language learning there are many specific features to whichIn foreign language learning there are many specific features to which experts that develop educational content and e-learning modalities mustexperts that develop educational content and e-learning modalities must adhere. E-learning is facilitated by the use of digital tools and content.adhere. E-learning is facilitated by the use of digital tools and content.  Typically, it involves some form of interactivity, which may include onlineTypically, it involves some form of interactivity, which may include online interaction between the learners and their teacher or peers. The selection ofinteraction between the learners and their teacher or peers. The selection of proper multimedia technologies in foreign language learning is veryproper multimedia technologies in foreign language learning is very important issue. It should be possible to achieve the necessary quality ofimportant issue. It should be possible to achieve the necessary quality of teaching materials for mastering reading skills, listening comprehension,teaching materials for mastering reading skills, listening comprehension, writing and communication skills. Nowadays the Internet and the ITCwriting and communication skills. Nowadays the Internet and the ITC technologies havetechnologies have ecome every-day tools for everyone who has a computerecome every-day tools for everyone who has a computer at home and a subscription with an Internet provider. Things that wouldat home and a subscription with an Internet provider. Things that would have been impossible some twenty years ago are commonalities today.have been impossible some twenty years ago are commonalities today. While the average user exploits the advantages of the new trends inWhile the average user exploits the advantages of the new trends in education, however they see fit, in a formal environment, that is school, theeducation, however they see fit, in a formal environment, that is school, the teacher will teach the students to benefit as much as possible from theteacher will teach the students to benefit as much as possible from the using of the Internet, improve education by offering the students theusing of the Internet, improve education by offering the students the opportunity of e-learning. The teacher becomes a guide that will show theopportunity of e-learning. The teacher becomes a guide that will show the children the correct way of extracting, selecting and using the informationchildren the correct way of extracting, selecting and using the information available on the Internet.available on the Internet.
  • 20.  Education in Romania is free and compulsory for children betweenEducation in Romania is free and compulsory for children between the ages of 6/7 and 14/15.  Most children choose to continue theirthe ages of 6/7 and 14/15.  Most children choose to continue their education beyond the compulsory school age which offers them aeducation beyond the compulsory school age which offers them a general type of education. There are two ways of continuinggeneral type of education. There are two ways of continuing Secondary level education.  The Lower Level (ages 14/15 to 16/17)Secondary level education.  The Lower Level (ages 14/15 to 16/17) comprises professional schools and is compulsory for thosecomprises professional schools and is compulsory for those students who have not obtained the required grade for entry into thestudents who have not obtained the required grade for entry into the Higher Level. The latter type of school (ages 16/17 to 18/19), andHigher Level. The latter type of school (ages 16/17 to 18/19), and the Baccalaureate, are the entry points to the institutes of higherthe Baccalaureate, are the entry points to the institutes of higher education. education.   In Romania there are two types of curriculum: a national one,In Romania there are two types of curriculum: a national one, compulsory for all students, and a regional one, which is drawn upcompulsory for all students, and a regional one, which is drawn up by the schools themselves according to their specific needs andby the schools themselves according to their specific needs and their profile. The curriculum consists of a description of content andtheir profile. The curriculum consists of a description of content and examples of activities.  At the end of high school students areexamples of activities.  At the end of high school students are expected to have mastered certain competences which areexpected to have mastered certain competences which are assessed by national examinations.assessed by national examinations.
  • 21.  Romanian students are obliged to study two foreign languages, starting withRomanian students are obliged to study two foreign languages, starting with one foreign language in first grade, at the age of 7.  They then take up aone foreign language in first grade, at the age of 7.  They then take up a second one in fifth grade, at the age of 11.second one in fifth grade, at the age of 11.  It is possible for a school to establish bilingual classes as a way of teachingIt is possible for a school to establish bilingual classes as a way of teaching a foreign language.  In this case students have five class hours per week ina foreign language.  In this case students have five class hours per week in which one of the foreign languages is taught alongside History, Geographywhich one of the foreign languages is taught alongside History, Geography and Civilisation courses which are taught in that language.  Alternatively, theand Civilisation courses which are taught in that language.  Alternatively, the students can choose to follow an intensive language course of four classstudents can choose to follow an intensive language course of four class hours per week in a chosen foreign language plus Civilisation courses inhours per week in a chosen foreign language plus Civilisation courses in that language.  Thus, students following the bilingual programme receivethat language.  Thus, students following the bilingual programme receive more hours in the foreign language as well as using the foreign language asmore hours in the foreign language as well as using the foreign language as a medium of instruction. According to the regional curriculum, the schoola medium of instruction. According to the regional curriculum, the school may increase the number of these hours and of courses by 1 or 2 hours permay increase the number of these hours and of courses by 1 or 2 hours per week.  The study of other subjects through the foreign language is allowedweek.  The study of other subjects through the foreign language is allowed on condition that qualified teachers are available.  These classes are alsoon condition that qualified teachers are available.  These classes are also divided into smaller groups of students.divided into smaller groups of students.  For bilingual education scenarios, ICT is an ideal platform for developingFor bilingual education scenarios, ICT is an ideal platform for developing interactive strategies and methodologies that help to promote independentinteractive strategies and methodologies that help to promote independent learning, peer interaction and language use for real communicativelearning, peer interaction and language use for real communicative purposes.purposes.
  • 22. Strategies for inclusion andStrategies for inclusion and student entrepreneurshipstudent entrepreneurship  Did you know that…Did you know that…  ““There are 20 national minorities officially recognized (or with officialThere are 20 national minorities officially recognized (or with official political representation) in Romania, representing more than 11% ofpolitical representation) in Romania, representing more than 11% of the population. The largest ones are the Hungarians (6.6% of thethe population. The largest ones are the Hungarians (6.6% of the population) and the Roma (2.5% of the population), according to thepopulation) and the Roma (2.5% of the population), according to the 2002 census. The Hungarians are mainly located in the central and2002 census. The Hungarians are mainly located in the central and western part of the country and have important political and masswestern part of the country and have important political and mass media representation. Hungarian language is widely used inmedia representation. Hungarian language is widely used in education, local administration and the justice system whereeducation, local administration and the justice system where Hungarians represent over 20% of the local population. The RomaHungarians represent over 20% of the local population. The Roma minority is still underrepresented in power positions. Romaniminority is still underrepresented in power positions. Romani language is also underrepresented in mass media and education.language is also underrepresented in mass media and education. Approximately 11% of the pre-university educational institutions inApproximately 11% of the pre-university educational institutions in Romania have a minority language as a medium of instruction in atRomania have a minority language as a medium of instruction in at least one section, 90% of these being in Hungarian language.).”least one section, 90% of these being in Hungarian language.).”
  • 23.  The Strategy of the Government of Romania for the Inclusion of theThe Strategy of the Government of Romania for the Inclusion of the Romanian Citizens Belonging to Roma Minority for the Period 2012-Romanian Citizens Belonging to Roma Minority for the Period 2012- 20202020 is the newest document related to the inclusion of Romais the newest document related to the inclusion of Roma minority. The document is quoting the European Commissionminority. The document is quoting the European Commission statement that «Roma inclusion is a dual process which involves astatement that «Roma inclusion is a dual process which involves a change in the mentality of the majority and also in the mentality ofchange in the mentality of the majority and also in the mentality of the members of Roma community, a challange that requires firmthe members of Roma community, a challange that requires firm actions, developed in an active dialogue with Roma minority, both atactions, developed in an active dialogue with Roma minority, both at national and EU level».national and EU level».  Affirmative actions for Roma students in secondary and higherAffirmative actions for Roma students in secondary and higher education institutions were implemented with the initiative of highereducation institutions were implemented with the initiative of higher education institutions or by orders of the Minister of Education.education institutions or by orders of the Minister of Education. Thus, in 1992 the Faculty of Sociology and Social Work of theThus, in 1992 the Faculty of Sociology and Social Work of the University of Bucharest allocated the first reserved places to RomaUniversity of Bucharest allocated the first reserved places to Roma candidates in the specialization for Social Workers. In 1998 thecandidates in the specialization for Social Workers. In 1998 the Minister of Education adopted the first official regulations to reserveMinister of Education adopted the first official regulations to reserve special places for Roma candidates in 7 Romanian universities andspecial places for Roma candidates in 7 Romanian universities and in pedagogical high-scools. In 2000 the Ministry of Educationin pedagogical high-scools. In 2000 the Ministry of Education extended the affirmative action to the entire secondary educationextended the affirmative action to the entire secondary education systemsystem..
  • 24.  The existing legal framework including the provisions related toThe existing legal framework including the provisions related to Roma education has been applied during the last years and hasRoma education has been applied during the last years and has produced some good results.produced some good results.  The allocation of special places for Roma candidates for admissionThe allocation of special places for Roma candidates for admission to high schools, vocational education or university was also ato high schools, vocational education or university was also a positive measure which seek to stimulate Roma young adults’positive measure which seek to stimulate Roma young adults’ interest to continue their studies. Statistic data gathered from schoolinterest to continue their studies. Statistic data gathered from school inspectorates and univerities state that 4,486 Roma students wereinspectorates and univerities state that 4,486 Roma students were enrolled on reserved places in high-schools and 1,420 Romaenrolled on reserved places in high-schools and 1,420 Roma students were enrolled in univerity studies during 2000- 2007.students were enrolled in univerity studies during 2000- 2007. However, only two third of the reserved places in secondary andHowever, only two third of the reserved places in secondary and higher education have been occupied by students. According to thehigher education have been occupied by students. According to the 2012-2020 Governmental Strategy on Roma Inclusion, the annual2012-2020 Governmental Strategy on Roma Inclusion, the annual state budget allocates about 3000 special places for admission ofstate budget allocates about 3000 special places for admission of Roma to high schools and 500 places for their admission toRoma to high schools and 500 places for their admission to university.university.
  • 25.  The National Agency for Roma conducts structural projects, such asThe National Agency for Roma conducts structural projects, such as «The School-a chance for everybody», developed from 2007 to«The School-a chance for everybody», developed from 2007 to 2013. The target group includes non-Roma teachers who are2013. The target group includes non-Roma teachers who are prepared to work with Roma and facilitate their social inclusion. Aprepared to work with Roma and facilitate their social inclusion. A recent study which analyses the results obtained by therecent study which analyses the results obtained by the implementation of The National Strategy to Improve the condition ofimplementation of The National Strategy to Improve the condition of Roma People in a critical manner, concludes that there has beenRoma People in a critical manner, concludes that there has been created an elite of Roma, employed on important positions atcreated an elite of Roma, employed on important positions at central, county or local levels.central, county or local levels.  Additionally, we have to take into consideration that education worksAdditionally, we have to take into consideration that education works only if other forms of emancipation are provided for the Roma byonly if other forms of emancipation are provided for the Roma by society al large. Connections between living conditions, values,society al large. Connections between living conditions, values, expectations and school activity are more complex. The significanceexpectations and school activity are more complex. The significance of school, its achievements and failures are influenced byof school, its achievements and failures are influenced by mentalities and by the realities of everyday life.mentalities and by the realities of everyday life.  Some important gaps related to Roma minority education are stillSome important gaps related to Roma minority education are still persisting, being determined by internal and external factors. Somepersisting, being determined by internal and external factors. Some of the Roma tradition and family related customs are slowing downof the Roma tradition and family related customs are slowing down the process of school inclusion and prohibiting the access tothe process of school inclusion and prohibiting the access to education for Roma children.education for Roma children.
  • 26.  After 1989 Romania has been a kind of laboratory for introducing and experimenting variousAfter 1989 Romania has been a kind of laboratory for introducing and experimenting various systems and strategies to deal with children in schools and other learning environments. Manysystems and strategies to deal with children in schools and other learning environments. Many organisations – including UNESCO and UNICEF – have contributed to these pilot andorganisations – including UNESCO and UNICEF – have contributed to these pilot and experimental activities.experimental activities.  Since 1995 until present there was a complex process of shifting from the integration perspectiveSince 1995 until present there was a complex process of shifting from the integration perspective to the inclusion one in special needs education. Gradually other marginalised groups in educationto the inclusion one in special needs education. Gradually other marginalised groups in education have started to embark on the inclusive education principles.have started to embark on the inclusive education principles.  The Education Law from 1995 has an implicit inclusive approach:The Education Law from 1995 has an implicit inclusive approach:  -All Romanian citizens have an equal right to education, at all levels and in all forms, regardless-All Romanian citizens have an equal right to education, at all levels and in all forms, regardless of gender, race, nationality, religious, or political affiliation and social or economical status;of gender, race, nationality, religious, or political affiliation and social or economical status;  -The State is ensuring the principles of democratically education, and guarantees the right to-The State is ensuring the principles of democratically education, and guarantees the right to differentiated education, on the basis of educational pluralism.differentiated education, on the basis of educational pluralism. Legislative and administrative measures fostering inclusion in educationLegislative and administrative measures fostering inclusion in education  * Free services, studies, assistance, use of logistical base:* Free services, studies, assistance, use of logistical base:  -free state education;-free state education;  -free school books for primary an lower secondary education-free school books for primary an lower secondary education  -free medical and psychological aid for children in kindergartens, schools pupils and students;-free medical and psychological aid for children in kindergartens, schools pupils and students;  -free snack during school time for preschool and school age children-free snack during school time for preschool and school age children  * Educational support for children in disadvantaged areas:* Educational support for children in disadvantaged areas:  -school units with reduced number of pupils in isolated zones, areas with low population levels-school units with reduced number of pupils in isolated zones, areas with low population levels and those with difficult access;and those with difficult access;  -school buses for the above mentioned;-school buses for the above mentioned;  -salary benefits for teaching staff working in isolated areas;-salary benefits for teaching staff working in isolated areas;  -free school materials (notebooks, pencils etc) for poor children.-free school materials (notebooks, pencils etc) for poor children.
  • 27.  Support for minority pupils and students (OECD, 2006)Support for minority pupils and students (OECD, 2006)  The education law envisages that the state will ensure teaching inThe education law envisages that the state will ensure teaching in their mother tongue whenever possible. For larger minorities, suchtheir mother tongue whenever possible. For larger minorities, such as the Hungarian one an important network of schools is organizedas the Hungarian one an important network of schools is organized at all levels of education, with full instruction in their mother tongue.at all levels of education, with full instruction in their mother tongue. For smaller minorities, where full instruction in their mother tongue isFor smaller minorities, where full instruction in their mother tongue is not possible, due to insufficient human resources, some subjectsnot possible, due to insufficient human resources, some subjects are taught in the maternal language and some in Romanian. Forare taught in the maternal language and some in Romanian. For very small minorities the study of the mother tongue is at leastvery small minorities the study of the mother tongue is at least ensured (for example Romany language). Important efforts haveensured (for example Romany language). Important efforts have been made by the Education Ministry in the last years on promotingbeen made by the Education Ministry in the last years on promoting Romany Language and Roma culture in the schools were they earn.Romany Language and Roma culture in the schools were they earn.  The Common Memorandum on Inclusion signed by the RomanianThe Common Memorandum on Inclusion signed by the Romanian Government with the European Commission in 2004 is an importantGovernment with the European Commission in 2004 is an important normative document, focused on social inclusion, but also coveringnormative document, focused on social inclusion, but also covering educational inclusion.educational inclusion.
  • 28.  An important source of the weak social inclusion is the traditional school segregation of personsAn important source of the weak social inclusion is the traditional school segregation of persons with disabilities. The isolation in special schools has been slightly stopped in 2001, when 18.000with disabilities. The isolation in special schools has been slightly stopped in 2001, when 18.000 children with disabilities from special schools were transferred to ordinary schools. The conditionschildren with disabilities from special schools were transferred to ordinary schools. The conditions needed here were not realized: adapted curriculum, training of teachers and the development ofneeded here were not realized: adapted curriculum, training of teachers and the development of a supportive attitude.a supportive attitude. Key challenges - some positive measures needed:Key challenges - some positive measures needed:  -the rapid development of the social inclusion function in education; education for the integration-the rapid development of the social inclusion function in education; education for the integration in a cohesive society;in a cohesive society;  - the increase of school participation and of the quality of education.- the increase of school participation and of the quality of education.  A Government Decree, 1251 from 2005 has introduced a new concept – integrated specialA Government Decree, 1251 from 2005 has introduced a new concept – integrated special education – not clearly defined.education – not clearly defined.  Children with disabilities are now part of the national policies for all children. This is quite obviousChildren with disabilities are now part of the national policies for all children. This is quite obvious in the current law for the protection and the promotion of the children rights in Romania (2004) –in the current law for the protection and the promotion of the children rights in Romania (2004) – which is for all children. The children with disabilities are also part of the law on persons withwhich is for all children. The children with disabilities are also part of the law on persons with disabilities (No.448 from December 2006).disabilities (No.448 from December 2006).  The Romanian special educational policies began to evolve towards integration and inclusion.The Romanian special educational policies began to evolve towards integration and inclusion. Today, Romanian special education functions according to democratic principles and RomanianToday, Romanian special education functions according to democratic principles and Romanian specialists are currently working for solutions to inclusion by adapting regular school services tospecialists are currently working for solutions to inclusion by adapting regular school services to the needs of the students and the specifics of the current educational system. Today there is stillthe needs of the students and the specifics of the current educational system. Today there is still a series of obstacles to the development of special education to the standards of developeda series of obstacles to the development of special education to the standards of developed countries with a tradition in educating learners with unique abilities.countries with a tradition in educating learners with unique abilities.  The following barriers were identified in the process of inclusion: an insufficient budget allocation,The following barriers were identified in the process of inclusion: an insufficient budget allocation, difficulties of cooperation between educational support services in schools and amongdifficulties of cooperation between educational support services in schools and among Department of Child Protection DCP and inclusive schools, inappropriate attitudes from teachers,Department of Child Protection DCP and inclusive schools, inappropriate attitudes from teachers, difficulties of collaboration between teachers or other professionals with parents.difficulties of collaboration between teachers or other professionals with parents.
  • 29.  Lifelong learning is the key element to ensure goodLifelong learning is the key element to ensure good transition between jobs and occupations and in avoidingtransition between jobs and occupations and in avoiding long-term unemployment leading to loss of humanlong-term unemployment leading to loss of human capital.capital.  At the same time, lifelong learning is regarded as theAt the same time, lifelong learning is regarded as the fundamental principle which is designed to coverfundamental principle which is designed to cover learning in all contexts, formal, non-formal or informal,learning in all contexts, formal, non-formal or informal, and at all levels, from early childhood education andand at all levels, from early childhood education and schools through to higher education, vocationalschools through to higher education, vocational education and training and adult learning. The aim ofeducation and training and adult learning. The aim of lifelong learning is to provide educational guidance andlifelong learning is to provide educational guidance and opportunities to Europeans of all ages and backgrounds.opportunities to Europeans of all ages and backgrounds. It seeks to create equal and open access to high qualityIt seeks to create equal and open access to high quality learning and encourage more flexible learning outside oflearning and encourage more flexible learning outside of the traditional formal structure of education.the traditional formal structure of education.