Fields of European key competencies in terms of education courses in Romania
2. Integration of the European national educational policies
In this international context of educational policies focusing on competencies training to students, Romania could only take the necessary steps in the integration of national education policy of international, particularly, the European Union that joined, so as to contribute to increased student performance PISA international tests, "Programme for International Student Assessment" and TIMSS-,,Third International Mathematics and Science Study'', which shows the students the necessary training skills for their future lives as adults.
2.1. Curricular reform centered on areas of key European powers in terms of educational disciplines
2.1.1. Inclusion of educational courses educational framework plans
In the educational reform in Romania, curriculum has been updated by centering it on the eight key areas of EU competence, for example, basic skills in science and technology, skills in mathematics are part of the biology curriculum.
Department of Education (lat.disciplina = education, science, the object of study) is the content of the education module contains a system of knowledge, skills, abilities, values and attitudes consistent with the curriculum for a given area of science, technology etc.The inclusion of educational disciplines which have in common certain competences of forming in curricular areas, correlate with the domains of European key competences, the personnel’s plans being eloquent in this respect; for example, biology is a discipline of education included in the curriculum area, "Mathematics and Natural Sciences.'' The plans reflect the educational framework and implementation of integrated disciplines, as appropriate,''Science in the cycle of school education in some profiles and specializations, interaction skills and content that the three disciplines of education, Biology, Chemistry, Physics, in a system of theoretical and practical skills and content unit, based on interdisciplinarity, as well as that of multidisciplinary, with coordination, inter-and, fusion.'' In the IX and X grades, the share of education courses which provide basic education is predominant compared to subjects / modules which start out in specialization. Higher cycle of secondary school, post-compulsory school education, covering both selective deepening of previously acquired key skills and specialized training students in particular. The higher cycle of secondary school, are the primary subjects / modules which provide diversified training, depending on professional qualifications followed.
2.1.2. Curricula reform
On basic skills training to students, needed their future life as adults, and changes were based curricula in each discipline of education. The necessity of deepening pragmatic edge training and education in middle school and high school curriculum was focused on skills, directing learning to develop skills involving the application of knowledge, skills and
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habits formed in new contexts, to solve problems in real life days, to the formation of values and attitudes in students. 'The power structure is founded in this way: knowledge (which allows "to know"), skills ("do") and attitudes ("to be"). Competence is a resultant of three elements: knowledge (Knowleage), capacities (skills), attitude (attitude) (Figure 1.).
But there is another kind of approach to power. It targets more factors on which jurisdiction, namely, knowledge and personality factors (values, skills and attitudes that value options) (Figure 2.).'' (Bulzan Carmen, Iancu Mariana Ciobanu, Roxana Ilie Luminita (2009). Guide teaching practice.Bucharest: EDP.)
The new curricula of different subjects for secondary school education, entered service in 2009-2010 school year were developed from the perspective of the transition from model design-centered curriculum objectives developed and implemented in Romanian education system in the mid 90’s-in model centered skills.
A comparative analytical approach and key areas of EU competence and skills of national curricula in various disciplines of education, the national curricula of new and old, national curricula of secondary and high school highlights similarities and differences, but there are correspondences between skills curricula at different educational disciplines and key European powers.
2.1.3. Reform school textbooks and curriculum aids
It is required in this context of curricula focused on key European powers in each discipline to create educational textbooks in full compliance with them.
Group of researchers from the Institute of Education Sciences in Romania have developed research and scholarly work such as guides for the application of new curricula based on key European powers, which are elements of the old reformer methodological guidelines published in 2001.
2.2. Hierarchy competencies and specialty didactic reform 2.2.1.Hierarchy competencies
From the perspective of the educational disciplines, there is a hierarchy of Romanian education competencies, the degree of generality at the highest levels of materiality to the most pronounced, as follows: key competencies, general competencies, specific competencies, competencies of the Unit, the main competence of the lesson, Secondary competencies of its side, according to the following scheme (Figure 3).
Figure 2. Competence factors
Personalit y factors Skills
Compet ence
Knowle Figure 1. A competence structure dge
Attitude
Knowle dge
Compet ence
Skills
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Figure 3. Hierarchy Romanian education competencies
Key competencies, "drew strength'' of science, ''becoming'' science, ''genesis'' science, but also a '’functional scientific literacy'’ of students with the foundation, a general professional culture.
The concept of '’functional scientific literacy'' which means the acquisition of basic skills, is used to synthesize functional and comprehensive vision of knowledge and skills essential in everyday life in contemporary society, knowledge and skills needed in life adult. Emphasis is placed on mastering process, understanding concepts and the ability to work in various situations within each domain.
The general competencies are structured sets of knowledge, skills (skills) and attitudes that defined the object of study. Formed over several years of education, during the secondary school cycle. The general competencies to be formed until the end of the mandatory school or upper secondary cycle, is necessary for each individual fulfillment and personal development, active citizenship, social inclusion and employment in the labor market.
Specific competencies are structured sets of knowledge, skills and attitudes, defined on a subject, which is formed during the school year. They are breakdowns of general competencies.
2.2.2. Specialty didactic reform
Specific competencies General competencies KEY COMPETENCIES
Unit of competencies
“Genesis” science Functional
scientific literacy
General scientific culture
Secondary competencies of the lesson
Main competence of the lesson
“Becoming” science
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2.2.2.1.Design's teaching
The entire hierarchy of competencies shows theoretical concepts of teaching design, but also practical examples, applied in designing teaching, representing a different treatment plan educational reforms in line with key areas of EU competence. In this regard, plans are indicative calendar for Unit projects, class projects, lesson plans that are created at each school discipline based on this hierarchy of skills.
The teaching-teaching design shall be based on general and specific skills curricula. For each learning unit is derived from the specific skills make, and they are part of the evaluation matrix and to determine which assessment tools.
For example, to drive learning,''Human Genetics’’, in Biology, ninth grade, the competencies derived from the specific competencies covered are:
CD1 – collecting data from various sources of information / documentation on research in human genetics (C.S.V. 1.1.);
CD2 – processing of exploration results and the conclusions of human genetic (C.S.V. 2.2.);
CD3 - application of identification algorithms and problem solving (CSV 3.2.);
CD4 – presenting information using various communication methods (CSV4.2.);
CD5 – theoretical arguments and practical importance of the concepts of human genetics (CSV 5.3.).
In each lesson, the teacher should aim at training students of a primary power and secondary powers, powers derived from the Unit. Skills lessons are similar operational goals and objectives pursued by the old curriculum lessons on objectives, secondary skills being formulated with action verbs, but with emphasis on science,''Genesis and science, becoming''the purpose, ,,''closer to taking action only targets.
An example of primary jurisdiction lesson in Science, humanities profile, philology etc. specialization., cognitive in nature, is, by students applying the concepts of pollution and greenhouse identify the causes of these negative phenomena and Earth's life solutions to mitigate / remove their effects'' for lesson ,,Pollution. Greenhouse effect'' in the XI grade.
Further, the teacher thinks and anticipates more in-depth behavioral changes that will occur on the students.To be established, the main power subordinate powers, namely secondary skills lesson, with emphasis on 'science''and childbirth, science becoming''the powers deriving from the main power lesson.
These are examples of secondary skills lesson ,,Pollution. Greenhouse effect'' in the XI grade, and at the end of this lesson, students will have the following powers:
C1 – conceptualization of pollution and greenhouse effect;
C2 – explain the causes of pollution and greenhouse effect;
C3 – examples of types of pollution and pollutants;
C4 – describe the consequences of pollution;
C5 – identify solutions to combat the effects of pollution and greenhouse effect.
Decentralization is necessary and the teachers in designing educational purposes, underlining the need to design each lesson substantiated, it is possible to materialize, depending on teacher experience in project lesson, especially for beginning teachers, or plan. The lesson for teachers with teaching experience. And reflect the need for deepening the educational side of the educational process to approach teaching the concept of educational process, to design teaching units centered on education.
2.2.2.2. Methods, strategies and teaching models
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The design of future teaching, training focused on skills students consider various methodologies, modern, attractive, based on heuristic strategies and interactive teaching-learning-evaluation, results of combining proper-active participatory methods, such as the specific traditional biology, and laboratory experiments, practical work and observation of teaching, but also modern ones, new type of method, the ''cube'' method, ''mosaic'', ''fishbowl'' technique, the opponent lecture, work with records, using computer simulation experiments, projector and interactive board offices specialized in multi-media, etc. For curriculum actually recommend using a training model euristico-psycho-sociocentric, the rediscovery of new scientific concepts to students in line with their intellectual potential, cognitive structures formed, with skills and interests, taking into account also the formation of social life. In alternation or in combination with it, a model can be applied psihocentric logo, the presentation of science as a final product, subject to individual peculiarities of students, based on attractive procedures, multi-media systems, this, according to the content and instructional skills, education, human resources and material nature. Mixed-model training Mixed-models, psychological euristico sociocentric psihocentric logo and Mixed-model on the basis of procedures attractive multimedia systems involves a resizing of the role of the teacher's transition from traditional stage, key player in the lesson the background of the scene of teaching and increased activity of the organization, direction, control and correction of learning achieved by students at the school discipline they teach.
2.2.2.3. Evaluation and examination reform in education
From the perspective of the educational disciplines, we have both methodological suggestions for teaching and learning and for evaluation the competencies of students, which is another approach educational reform plan. Thus, we emphasize the changes in the national exams, as recently developed methodologies for admission to college based on national assessment by items such as international tests, for example PISA and TIMSS.
Evaluative skills in the PISA study of 15 students from OECD countries, but also from non focuses on science and technology, reading, mathematics and problem solving, one of which is a primary domain and the other two secondary . PISA assessment instruments apply basic skills, but also assessment tools / socio-educational variables identification. Assessing what students know and can do effectively, practically, but also their ability to actively reflect on their process knowledge and on their learning experiences. PISA aims, in particular those elements that students will need in the future and seeks to assess what can they do in practice what they learned. Design evaluation process takes into account, but is constrained by the common denominator of national curriculum. Assess students' knowledge, their ability to reflect on the knowledge gained and implement this knowledge and experience of students in solving real world problems.
For example, to understand and evaluate scientific advice on food safety, an adult will not only need some basic information about the chemical composition of food, but will be able to apply this information and, specifically , when choosing a product for consumption.
TIMSS-Third International Mathematics and Science Study is another international study that assesses students' skills in math and science, Biology, Chemistry, Physics, Earth sciences, helping to measure progress towards improving the performance of students in these disciplines, but also on analogies with results on other nations, from one place in the hierarchy of nations based on these achievements and to enhance exchange of experience between teachers and students from various countries.
But this paper points to the evaluative work and reforming the educational process through educational disciplines: an evaluation in relation to skills, complementary use of traditional methods and modern development of a skills-centered evaluation matrix for each
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unit learning, integration of teaching evaluation instrument of the teacher and the learning of students, scoring on a broader activity for over several hours to be granted and calculated points transferable, nothing is lost.
So, new curricula, skills training focused on teaching students lead to changes in specification. In modern teaching, student-centered skills training, they acquire a leading role in the education act, being active participants in posture and intrinsic motivation.
2.3. Correlative approaches of key European competencies
In terms of educational disciplines between the eight key areas of European competences, but also inside them, there are multiple correlations in the sense of
“centrifugal”, to contribute to every area of correlation competencies in key skills training in other areas established at European levels. However the correlations appear also in the sense of “centripetal” in forming the key competences in a domain based on the competences obtained in the other domains (Figure 4).
As a corollary of school reforms based on European key skills training to students are numerous correlative approach, for example, correlations between the powers of science and technology, biology and other areas of key skills, is suggestive of inter-correlations, cross-and multidisciplinary but also those related to skills, "learning to learn'',
"cultural awareness and artistic expression'', "social and civic skills" etc. (Figure 4).
Figure 4. Correlative approaches of key European competencies
For the overwhelming majority of students in Romania studying biology discipline, language, learning that language is Romanian language is taught in schools within the discipline of Romanian language and literature. So, education in biology is made for all students in Romania in Romanian language, achieving competence in the subject
Key competencies: knowledge in
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Romanian Language and Literature contributing significantly to the achievement of general skills and specific curricula of biology, which are in correspondence with Science and technology in Europe. Moreover, studying Romanian language communication skills necessary to provide training in all areas of knowledge and activity. But biology contribute to general and specific skills in speaking and writing in Romanian.
So, correlations are mutually beneficial, as ,,in a symbiosis.'' 2.4. Types of education and key European competencies
Elements of formal (lat.formalis = which is the form, ie, valid, legally organized, formal) education, non-formal (lat.nonformalis = no official forms outside formally organized forms for a certain type of activity) education and informal (lat.informis, informalis = no definite forms, something happens) education and sides of the many educational, moral (lat.mos-Moris, moralis = manners, habits, moral behavior) education, intellectual (lat. intellectus-knowledge, understanding, capacity to reason, to think, to work with concepts) education, ecological (gr.oikos = house, household) education, education sanitary (gr.hygieia=health), aesthetic (greek aisthesis, aisthetikos = feeling, which refers to beautiful) education, entrepreneurship-education students from economically, the business education, etc. that the teacher has to achieve them are placed in key European powers. For teaching career, non-formal education is needed and complements formal education by educational influences that take place outside the classroom, extra-school look through optional and voluntary activities. An analytical and comparative approach to the three types of formal education, nonformal, informal education and sides, led to the conclusion that all such education is needed, but additional variability coming to meet their increasingly complex situations in which people are placed in contemporary European society and they can solve it by creating sustainable solutions.
Both disciplines in designing educational lessons and in the development of their human resources, teachers must have a high professional training, pedagogical skills, teaching specialty, and advanced knowledge that would be necessary and also sociology and management education and they can not be achieved only by training the trainees, namely the initial and continuing learning through their continuing education. Self-education leads to personal progress, which you recommend.
2.5. The role of training managers in key European competencies to students The role of managers in schools-makers in schools as' Regulation on organization and functioning of school education units''in the meaning of achieving their educational policies centering on training and key European powers to students is highlighted by specifying those skills the director, deputy director, coordinator of programs and educational projects, the Board of Directors, Head of Department / Committee methodological. Competence in management and educational policies is to increase quality, product standards and superior performance.
Even if the E.U. assist member countries in all these educational reforms, but in others, progress is uneven from one Member State to another and insufficient in some key areas.
Therefore, beyond reconception and reforming the educational process in national documents, management documents, but documents and design of teachers needs to be strengthened to implement, so as to ensure higher quality education, the required performance of a Romanian education internationally competitive. But most important is to
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ensure that students becoming competent adults, who possess skills, knowledge and attitudes relevant socio-professional integration, their family, able to orient themselves in their entire personal and professional journey. GOOD LUCK!
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http://www.edu.ro http://www.insse.ro
4th International Conference "Education Facing Contemporary World Issues"
Piteşti, Romania, 2010, 2010, October