Td corrigé A foray into the erroneous aspect of didactic evaluation - EduWorld pdf

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4^th International Conference "Education Facing Contemporary World Issues"

Piteşti, Romania, 2010, 2010, October

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88^th^th – 9 – 9^th^th Procedia – Edu -World 2010

SCIENTIFIC COMMITTEE Co-Presidents:

Professor Dr. Dan POTOLEA, University of Bucharest, Romania Professor Dr. Peter JARVIS, University of Surrey, United Kingdom Honorific Scientific committee:

Professor Dr. Henning Salling OLESEN, President of ESREA, Roskilde University, Denmark

Professor Dr. Romiţă IUCU, President of ENTEP, University of Bucharest, Romania Professor Dr. Nicolae MITROFAN, Dean, Faculty of Psychology and Educational Studies, University of Bucharest, Romania

Professor Dr. Özcan DEMIREL, President of BASOPED, Hacettepe University, Ankara, Turkey

Professor Dr. Nikos P. TERZIS, Honorific President of BASOPED

Dr. Stylianos MAVROMOUSTAKOS, Vice President EFVET, Training and Development Intercollege, Nicosia, Cyprus

Members of the Scientific Committee:

Professor Dr. Steliana TOMA, Technical University for Constructions of Bucharest, Romania

Professor Dr. Riitta METSANEN, HAMK University of Applied Sciences, Vocational Teacher Education Unit, Hameenlinna, Finland

Professor Dr. Mihai ANIŢEI, University of Bucharest, Romania Professor Dr. Ioan NEACŞU, University of Bucharest, Romania Professor Dr. Marin MANOLESCU, University of Bucharest, Romania Professor Dr. Viorel NICOLESCU, University of Bucharest, Romania Professor Dr. Gheorghe TOMŞA, University of Bucharest, Romania Professor Dr. Elena BONCHIŞ, University of Oradea, Romania

Professor Dr. Florea VOICULESCU, 1 Decembrie 1918 University of Alba Iulia, Romania Professor Dr. Rodica NICULESCU, Transilvania University of Brosov, Romania

Professor Dr. Constantin CUCOŞ, Alexandru Ioan Cuza University of Iasi, Romania Professor Dr. Musata BOCOŞ, Babes-Bolyai University, Cluj Napoca, Romania Professor Dr. Geanina CUCU-CIUHAN, University of Pitesti, Romania Professor Dr. Ovidiu PÂNIŞOARA, University of Bucharest, Romania Professor Dr. Dumitru OTOVESCU, University of Craiova, Romania Professor Dr. Gheorghe BÃNICÃ, University of Pitesti, Romania

Professor Dr. Gabriel ALBU, Petroleum and Gas University of Ploiesti, Romania Professor Dr. Liliana MIHÃILESCU, University of Pitesti, Romania

Professor Dr. Simona SAVA, University of Timisoara, Romania

Associate Prof. Dr. Nevel VASSEL, Birmingham City University, United Kingdom Associate Professor Dr. Ali Murat SÜNBÜL, Selçuk University, Konya, Turkey Associate Professor Dr. Bernard MASSIERA, Sophia Antilopis University, Nice, France Associate Professor Dr. Georgeta CHIRLEŞAN, University of Pitesti, Romania

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Associate Professor Dr. Manuela CIUCUREL, University of Pitesti, Romania

Associate Professor Dr. Mihaela PĂIŞI - LĂZĂRESCU, University of Pitesti, Romania Associate Professor Dr. Lucian CIOLAN, University of Bucharest, Romania

Associate Professor Dr. Magdalena DUMITRANA, University of Pitesti, Romania

Associate Professor Dr. Venera COJOCARIU, Vasile Alecsandri University of Bacau, Romania

Associate Professor Dr. Roxana ENACHE, Petroleum Gas University of Ploiesti, Romania Associate Professor Dr. Gabriela PETRUŢA, University of Pitesti, Romania

Lecturer Dr. Georgios ZARIFIS, Aristotle University of Thessaloniki, Greece Lecturer Dr. Maria PESCARU, University of Pitesti, Romania

Lecturer Dr. Claudiu LANGA, University of Pitesti, Romania Secretary of the Scientific Committee:

Professor Dr. Liliana EZECHIL - University of Pitesti, Romania ORGANIZING COMMITTEE

Honorific President

Associate Professor Dr. Dumitru CHIRLEŞAN President

Associate Professor Dr. Mihai BRĂSLAŞU Vice-Presidents

Lecturer Dr. Claudiu LANGA Prof. Dr. Gabriel BRATU Secretary

Lecturer Dr. Emanuel SOARE Prof. Iuliana IONIŢĂ

EDITORIAL BOARD

Associate Professor Dr. Mihai BRĂSLAŞU Lecturer Dr. Emanuel SOARE

Lecturer Dr. Claudiu LANGA Lecturer Dr. Maria PESCARU Drd. Radu OPRIŞA

University of Pitesti, DPPD Tel / Fax: +40 248 215 061 EDITORIAL BOARD & ADMINISTRATION

Republicii Bd. No. 71, floor 3, 110062, Pitesti, Arges County, Romania

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Phone / fax +40 248 215 061

E-mail: dppd.upit@gmail.com, emauel.soare@upit.ro University of Pitesti Publishing House

Targu din Vale Street no 1, 110040, Pitesti, Arges County, Romania Phone / fax +40 248 216 448

The full responsibility for the stiencific content of the papers and for the accuracy of graphical representation is assumed by authors

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Section 1 – EDUCATIONAL POLICIES...9

“New Education” Policy - An Integrative and Collective Approach to Early School Leavers in Romania...10

Mariana Iancu (*),...10

A CHAT approach to understanding music students’ conceptions of learning as reflected in their narratives of studying an instrument...25

Mihaela Mitescu Lupu...25

Appropriacy and usefulness of the Romani teaching scheme in the Romanian public education system...37

Ion Iorga-Simăn*, Constantin Manea **, Gheorghe Săvoiu ***...37

Autonomy and Social Responsibility of Universities in the Competence-Based Education...46

Barbu Gheorghe^a, Ciucurel Manuela^b(*)...46

Can philosophy play any role in Romanian education?...55

Octavian Gruioniu,...55

Considerations on educational management for ethnic minority groups...66

Mădălina Albu *...66

Curriculum between paradigm and educational project...71

Gabriela Cristea...71

DEAF PORT Developing European Language Portfolio for the Deaf...76

Brăslaşu Mihai^a, Maria Pescaru^a...76

Development strategy for educational infrastructure in Prahova county...85

Mădălina Albu *...85

European Language Portfolio for the Deaf or Hard of Hearing (DEAF-PORT) Assessment of the Language Skills and Social Inclusion of Persons Belonging to the Deaf Community...90

Brăslaşu Mihai^a, Maria Pescaru^a...90

European policy principles for teacher training...103

Niţă Simona Nicoleta*...103

Fields of European key competencies in terms of education courses in Romania ...108

Mariana Iancu (*),...108

Globalization – an unsecured world or a global security...117

Tanase Marinela, Burtoiu Natalia...117

Levels of Understanding in Didactic Communication...123

Merima Carmen Petrovici , *...123

References Of Non-Verbal Communication During The Educational Process....127

Claudiu Eduard Ionescu *...127

Republic of Moldova: Aspects related to Educational policies and European Integration...133

CARA Angela...133

Social Education and the New Society of Knowledge...137

Eşi Marius-Costel *...137

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The Problem of Decentralization of the Romanian Education and Education as a

Public Good...148

Octavian Gruioniu, Sabina Busuioc...148

The UNESCO Convention Regarding the Fight Against Discrimination in Education...156

Cristina Maria Frăsie Otovescu^a, Maria Pescaru^b...156

Section 2 – MANAGEMENT OF SCHOOLS...160

Classroom management: good practices and consequences of inappropriate approaches...161

Petrescu Ana-Maria, Stăncescu Ioana*...161

Competences of teachers for school of tomorrow...170

Roxana Enache, Alina Brezoi *...170

Equal Prospects ‘Myth or Reality’ in Education ‘What does this mean for Educators?’...178

Nevel A. Vassel,^a *...178

Implementation and development of Managerial Control Systems in schools education...186

Robert BEREZOVSKI^a,b, Cristina BEREZOVSKI^b, Florica Orţan^c...186

Managerial psychology and leadership sine qua non conditions in increasing the efficiency of the didactic process...196

Gabriela Şerban...196

Managers Professional Diseases...199

Gabriela DESPAN^b *...199

Strategic objectives of the educational managerial plan (the curriculum and school inspection department)...207

Marin Ionică...207

Teaching strategies – between traditional and modern. Educational perspective 213 Tudor Sofia Loredanaa *...213

The educational management between theory and practice...219

Mihaela Olteanu, Elena Păduroiu...219

The Perception of Teachers on the Efficiency of Modern Teaching Strategies of Teaching/Learning/Evaluation in Class...225

Tudor Sofia Loredana^a *...225

Transformational Leadership In School Organization - Between Necessity And Possibility...233

Anca Petroi^a; Bran Camelia^a...233

Section 3 - HIGHER EDUCATION...240

A foray into the erroneous aspect of didactic evaluation...241

Mihai Şleahtiţchi*...241

Academic Stress in Higher Education...246

Aurel Ion Clinciu...246

Arguments for Developing Reflective Practice in Higher Education...254

Ezechil Liliana *...254

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Continuous Training Program for Higher Education Teachers By Means Of

‘Blended Learning’ - Necessity and Opportunity...262

Anca Borzea, Cosmina Mironov *...262

Delphi Research on the Development of Higher Education Teachers’ Psycho- pedagogical Competencies...270

Cosmina Mironov *...270

Development of communication skills in an experiential manner at psychology students...282

Răban-Motounu Nicoleta, Vitalia Ileana Loredana...282

Educational globalization...289

Constantin Valentina Elisabeta...289

Experimental Researches regarding the Metacognitive Competence Development in First Year Students Through Sciences of Education...293

Mihai Stanciu^a, Constanţa Dumitriu^b, Otilia Clipa^c, Aurora Adina Ignat^c , Liliana Mata^b ...293

From the paideia fairytale to the therapeutic fairytale...311

Mariana Andrei *...311

Identifying Students’ Potential for Entrepreneurship: The Role of Social Competencies...317

Claudiu Albulescuâ, Monica Izvercianuâ, Sorin Suciuâ *...317

Improving quality of education. Case Study at Engineering Faculty of the Lucian Blaga University Sibiu...326

Zerbes Mihai Victorâ, Kifor Claudiu Vasileâ, Popescu Liliana Georgetaâ, Lobont Lucianâ*...326

Interactive Methods – Applications within the Seminar Activities...335

Gabriela-Paula Petruţa^a*...335

Management of the optional learning time...343

Claudiu Langa*...343

Mass-media – a Component in University Communication. UPIT MEDIA Case Study...350

Florin Stoica*...350

Metaphors That The Teacher Candidates Developed Regarding The Concept of Science...358

A.Canan Çetinkanat^a, Meltem AKIN KÖSTERELİOĞLU^b,...358

Method for Employed in the Optimization of Students’ Learning...368

Gabriela Kelemen^a*...368

“Nation is a non-existent notion – nowadays – attached to the minds of some conservative people”. Greek students determine the term “nation”...377

Stella Kassidou^a, Paraskevi Golia^a, Konstantinos Sechidisa^,b...377

Peer tutoring in higher education: a contribution to a better success...385

Christine Berzin^a, *...385

Pre-Service Teachers Views towards Globalization and Its’ Effects on Education ...393

E. Özlem Yiğit^a, İlker Kösterelioğlu^b, Meltem A. Kösterelioğlu^c...393

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Professional insertion and critical perspectives of the professional development of

university teachers...402

Nicoleta DUŢĂ^a, Vicenç Benedito ANTOLÍ^b (*)...402

Rediscovering the Roles of Mentoring Activities in the Process of Higher Education Professionalisation...414

Ezechil Liliana *...414

Reflective practice of the teacher – a necessary demarche for students metacognition development...422

Stăncescu Ioana^a*...422

Reform Models of Contemporary Universities...430

Camelia-Nadia Bran^a, Anca Manuela Petroi (Egerau)^a...430

Relationships between General Intelligence and Professional Performance in Higher Education Teachers...440

Maria Claudia Ionescu*...440

Risk management study in University – research notes...451

Daniela Roxana Andron*...451

Student’s Perception upon Teaching within Higher Education System – A Case Study...457

Georgescu Corina-Amelia, Apostol Silvia Adriana*...457

Study on the perception of qualifications as a contributing factor to the optimization of the training programs in the field of Physical Education and Sports- Bachelor level...469

Vasilica Grigore¹, Iuliana Traşcă², (*)...469

Suggestions for the Improvement of the University Curriculum: French-English – A Case Study...477

Georgescu Corina-Amelia*...477

Teacher Personality in Higher Education – Creating a Professional Profile...485

Maria Claudia Ionescu*...485

Teaching Romanian for foreigners according to learner’s needs and styles in technical higher education...493

Mihaela Pricope *...493

Teleology of the Competence-Oriented Approach in the System of Higher Education: Traditions and Innovations...501

Vladimir Guţu *...501

The Development of Entrepreneurial Culture in Higher Education...511

Săndulescu Liliana-Camelia...511

The Establishment of Information Literacy in Higher Education in Romania...524

Agnes Erich^a, Elena Tîrziman^b*...524

The impact of self-assessment upon metacognitive strategies...532

Otilia CLIPAâ, Adina IGNATâ, Mihai STANCIU^b, Petruţa RUSUâ(*)...532

The Importance of Entrepreneurship Education at University Level in Romania541 Claudiu Albulescuâ, Anca Drăghiciâ, Sorin Suciuâ *...541

The Prediction Power of The Results of University Entry Exams and Corresponding GPA’s of Students at The Technical Education Faculty of Tarsus...556

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Y. Gürcan Ültanır^a*, Irem Ersöz Kaya^a...556

The Topicality of Petre Andrei’s Concept Regarding the Socio-Educational Mission of Universities...561

Ciucă Simona^a (*)...561

The University of Economics’ Role and Position on the Economic Tertiary Educational Trainers Market in Romania...568

Irina Maria Drăgan^a, Claudiu Herţeliu^a,*...568

The validation of an academic environment stress measurement instrument...573

Mihai Anitei^a, Mihaela Chraif^b, Andreea Bârca^a,b*...573

Theoretical and Methodological Aspects of Developing an Entrepreneurial Culture in Higher Education...582

Săndulescu Liliana-Camelia...582

Toward Social Pedagogy: the Cultural Crisis and the Role of Universities from Petre Andrei’s Perspective...600

Ciucă Simona^a (*)...600

Towards the Entrepreneurial University?...606

Pană Cristina-Mariana*...606

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Section 1 – EDUCATIONAL POLICIES

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“New Education” Policy - An Integrative and Collective Approach to Early School Leavers in Romania

Mariana Iancu (¹),

14, Caporal Uşurelu Ion Street, Bucharest, District 5, Romania Abstract

The ''New Education'' Policy meant to resolve the problem of early school leaving in Romania by preventing and reducing it is based on different ''actors'' which will act as a group, co-working with human resources, with a large public-NGOs-private partnership.

This solution is centred on the needs of the children and their families, by assisting them with material and human resources, with the help of the local community and by respecting the law, this being liable to punishment with considerable fines due to the action of advocacy. The advantages of “New Education” policy are of social, medical, economical, financial etc. nature.

Keywords: early school leavers; preventing early school leavers; reducing early school leavers; ''New Education'' Policy; school mediator; NGO-School; social ''actors'';

impact; implementation; budget.

1. Identifying the problem of early school leaving and its size

One of the four educational standards established by the Lisbon strategy, that has to be achieved in the European Union, is to reduce the school abandon - early school leaving rate to a maximum of 10% by the end of 2010. "E.U. benchmark for 2020, the share of early leavers from education and training should be less than 10%"¹.

In 2008, while some U.E. countries reached or even overpassed this benchmark, like, for example, Croatia 3.7%, Poland 5 %, Slovenia 5.1 % , Czech Republic 5.6% and Slovakia 6 %, at the other end of the list are countries like Malta 39%, Portugal 35.4% and Romania 15.9% which displays a slight increase compared to 2007 when the percent was 14.9%.

"With the continued growth of early school leaving rate in primary and lower secondary school, it is still difficult to achieve the target set by the EU for 2010 - reducing the rate of early school leaving to 10%” says the report M.Ed.CT for 2007.

1 Tel. 0744110704, E-mail address: ciobanu_iancu_mariana@yahoo.com

¹ Commission of the European Communities (23.11.2009), SEC (2009). Commission Staff Working Document Progress towards the Lisbon objectives in education and training.Indicators and benchmarks 2009 Bruselles, pg. 8

², ³ http://www.fseromania.ro Romanian Government, Ministry of Labour, Family and Egalitǎţii Opportunities Program Human Resource

Development Sectoral Operational 2007 - 2013, adopted by the Commission Decision C (2007) 5811/22.11.2007, pages 86, 89

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Referring to the acknowledgement of a child's right to education, Article 28 of the Convention on the Rights of the Child (ratified in Romania by law nr.18/1990) mentions several objectives to be achieved in order to exercise this right "based on equality." These objectives include taking measures to encourage regular school attendance and reduce early school leaving rate.

''Early school leaving negatively impacts students’ learning opportunities, position and future evolution on the labour market. Chances of getting a job by early school leavers are reduced as they do not possess basic skills and necessary knowledge and this affects their future integration on the labour market. Preventing and reducing the phenomenon will create the necessary conditions for reducing unemployment, developing the levels of qualification, skills and increasing the competitiveness of the human capital in Romania.''² mainly accounts for the problem of early school leavers in Romania according to the Human Resources Development County Operational Programme 2007-2013.

In social terms, school abandoning is often associated with juvenile criminality, drug consumption, and disorganised family life. The main causes of early school leaving are economic, socio-cultural, psychological and pedagogical, religious, thus calling for a government policy based on an integrated solution to the problem of early school leaving in its complexity. Both prevention and control should be in the attention of public policies makers. ''The magnitude of the phenomenon requires a national approach to solve this problem adequately.''³ states the Human Resources Development County Operational Programme 2007 - 2013.

2. Objectives of the "New Education'' policy

O1 – Preventing early school leaving: reducing the number of notices and decisions of expulsion due to high absenteeism by 147,000 by the end of 2012;

O2 – Reducing early school leaving from 14.9% to 10%, respectively by 141,550 cases by the end of 2012.

3. Identification of possible solutions 3.1. Solution 1 “Non-Governmental School”

The solution “Non-Governmental School” of prevention and recovery of early school leaving is based on the public-NGOs partnership, by means of which specialized NGOs are assigned to solve the problem of early school leaving – as identified by M.Ed.C.T. – with a view to preventing and reducing early school leaving up to maximum 10% by the end of 2012. These NGOs will receive financial support. This possible solution originates from the experience and positive practice gained through various projects developed by international and national NGOs and their good results, as, for example, the Medical – Christian Philanthropically Association, the branch in Cluj. They have managed to recover 56% of the participating students.

The programme has two main components in its structure – one aiming at preventing early school leaving and the other targeting the recovery of early school leavers.

The two components will be implemented in each county throughout the country and each district in Bucharest within the National Union of all organizations of this kind. The solution has a technical-economic impact concerning the infrastructure and school network

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as there are no educational non-governmental entities in every county. Relevant are also the financial aspects and material resources as significantly large funds are necessary for supporting the setup and function of 3,950 Non-Governmental Schools and the functioning of the existing 1050. The implementation of this solution at national level requires an approximate total sum of ~615,293,000 € ; costs / student - ~ 2,132 €.

The social impact refers to: the impact on students who have already left school prematurely or are at risk of early school leaving, the impact on the employees, the families of those students, community and the impact at EU level. The impact on the students who have already left school prematurely or are at risk of early school leaving implies: the educational recovery of 26 early school leavers and the prevention of early school leaving for 27 students in each of the two years meant for project development by setting up an after-school programme for those who have been given notices/decisions of expulsion. At national level, approximately 147,000 students at risk of early school leaving will benefit from preventive actions against early school leaving and 141,550 early school leavers need recovering. Such cases of early school leaving or at risk of are solved using the same

“recipe” for everybody, without any differentiation, depending on the needs and means of students and their families and by spending additional resources (financial, material, energetic-human, temporal). Other aspects are the development of desirable social behaviour up to the social integration of early school leavers or at risk of, recovery of educational knowledge and skills up to the minimally acceptable educational standards set by the compulsory education, i.e. graduation of the ten compulsory study years, the development of moral principles and conduct up to alleviating anti-devious social tendencies. Students may use such preventive measures during their critical school periods, thus being able to remain enrolled in the full-time educational governmental system and preserve their chances of easily accessing higher education with lower human and psychological costs added to the previously mentioned financial or material expenditures.

3.2. Solution 2 “The School Mediator”

According to Ministry Decree no 1539 on 19 July 2007 of MECT, several secondary schools are to be identified which require that school mediation services be provided by the school mediator pursuant to enforcing educational, socio-economic and cultural criteria as described in the decree methodology. The criteria target the disadvantaged ethnic groups only, especially Roma people. The profession of school mediator was introduced experimentally in Romania in 1990 by means of NGO projects with the purpose of facilitating the access to education for children coming from disadvantaged groups, especially Roma. The role of the school mediator is to establish the connection between school and community, to instil a positive attitude towards school in young Romani and to prevent the engendering of discriminatory attitudes and behaviours in educational institutions.

This positive experience has been brought about through PHARE RO 0104.02 programmes “Access to education for disadvantaged groups” with special focus on Roma people and PHARE 2003/005-551.01.02 programmes “Access to education for disadvantaged groups”. The profession of the school mediator has been officially acknowledged in Job Classifications in Romania.

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As the mediators’ activity has lead to an improved school-community relationship, most schools having enjoyed the mediator’s work have made efforts to ensure the continuity of his/her activity even after the programme ended. Still, considering the three- fold increases of early school leaving rate in primary and lower secondary education in 2006 compared to 2000, according to previously cited statistical data, also shown in the Report on The Status of Education published in October 2007 by the Ministry of Education, Research and Youth, the use of this solution, namely the school mediator, will not contribute to a significant decrease in early school leaving up to 10%, according to Lisbon strategy, without it being a nodal point in a social network with multiple social “actors”

specialized in intervening in certain components of the problem and without an integrated global student-centred solution to the problem, be it a case of early school leaving or at risk of. This is also the concern M.Ed.C.T expresses in the above mentioned annual Report for 2007.

This solution as well has a technical-economic impact, respectively consequences regarding the infrastructure and school network, consequences regarding financing possibilities and material resources – the annual increase in staff expenditure on mediators’

employment, mobility and equipment, elaboration and mass publication of some materials - school guides and auxiliary materials, informative materials for parents and students, school counselling and orientation. The implementation of this solution at national level requires an approximate total sum of ~ 40,000,000 €; costs / student - ~ 262 €. With a view to this solution to reducing early school leaving, I suggest the following regulations meant to improve the legal framework: validation of all typologies of early school leavers and students with a lot of absences, respectively those who have received notices/decisions of expulsion; employment of mediators, priority being given to disadvantaged groups (ethnic, rural, etc); possible employment of mediators by the Centre of Psychological-Pedagogical Assistance as well.

This solution has also a social impact, namely the impact on students who have left school too early or are at risk of early school leaving and their parents, on the employees, community and at EU level.

The social impact on early school leavers or students at risk of early school leaving:

One clear modality of reducing end-of-year failure or early school leaving is to take action at an early and very early age: all social typologies of students who have already left school early or are at risk of are targeted and not only the Roma people; the rate of enrolling in preschool education for Roma people is 4 times as small as the national rate, which means that the inclusion of Roma children in preschool education, or at least in the final year of kindergarten, must be encouraged; the larger number of Roma children who have left school completely or partially or are at risk of early school leaving because of notices/decisions of expulsion. In addition, there are other disadvantaged social categories requiring attention and action: there are more and more students coming from rural areas who do not complete the compulsory ten years of study, children coming from underprivileged families or children with disabilities requiring special education who represent disadvantaged social categories in great need for help. There are significant differences between children and families belonging to various social categories when it

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comes to insufficient hygiene and food, insufficient access to medical care, especially in disadvantaged areas (rural environment, poor locations, etc). Up to 83,961 children who have left school early or at risk of early school leaving will be able to be recovered by the end of 2012; 204,589 children who have left school early or are at risk of early school leaving will not be able to benefit from this workable public policy of reducing early school leaving up to 10% by the end of 2012.

3.3. Solution 3 “The New Education”

3.3.1. Substantiating the solution

This last possible solution to early school leaving in the purpose of its prevention and diminishing is based on an integrated and collective answer to this problem which brings a large number of “actors” together in some intervention teams. They collaborate within human networks in a large public – non-governmental – private partnership. This solution to early school leaving is centred on the needs of the children and their families, specialized human and material resources and on the mechanisms available in the local community by complying with all applicable laws. However, these can be amended through advocacy. The intervention teams are mainly made up of form teachers, school managers, school inspectors, mediators, school councillors, psychologists, medical care providers, city hall clerks, representatives of city halls and local councils, the mayor, NGO managers and executives, police, managers and teachers working at the Children’s Palace/ Students’ Club.

3.3.2. Involvement of social “actors”

How should the social actors of the educational intervention mainly get involved?

The form teacher should file reports for the targeted students and their families on the grounds of observations and information collected during their stay in school, have psychological-pedagogical sessions with their parents, organize extra school activities, devise attractive activities for those students to attend classes and integrate in the class.

The school manager functions as the representative when it comes to communication between institutions (for example, statistics of early school leaving cases, notices and decisions of expulsion) and within the institution between form teachers and parents, other teachers, medical care providers in schools, school councillors, etc.

School inspectors guide and supervise the targeted schools, namely those facing early school leaving, high number of absences illustrated in notices/decisions of expulsion, collect relevant statistical data in order to monitor the access to education and keeping children within compulsory education, account for initial and permanent training of teachers and mediators, perform advocacy for amendments to laws, promote the European dimension of education by strengthening tolerance and mutual respect, the importance of class attendance and the role of the school in the community.

The school mediator is the nodal point of the network of human resources involved due to the following attributions: mediates the dialogue school-family- community, contributes to maintaining and developing the mutual respect and trust between

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school and community, provides the children who have left school early or are at risk of with a positive attitude towards school, prevents the engendering of discriminatory attitudes and behaviours in educational institutions, monitors the children who should be enrolled in the final year of kindergarten, but aren’t, in the community and supports the child’s family/legal tutors to take the necessary steps for having their child enrolled at least in the final year of kindergarten, monitors children who should be in school, but have never been enrolled, in their assigned territory, supports the development of assistance programmes meant to improve school performance (recovery programmes, programmes of personalized intervention, after school programmes, etc), collect relevant statistical data in order to monitor the access to education and keeping children within compulsory education, informs families on the school role and regulations on children’s participation in education, updates the database of children at risk of early school leaving, monitors their school and extra school activities thereby encouraging their participation in education, provides the school, the Centre of Psychological-Pedagogical Assistance (psychologists, psychological councillors) with all data collected in the community in order to identify the best solutions possible for ensuring children’s access to education and receives information from these social “actors” of the social intervention, helps families to open up to their community and promotes ethno-cultural characteristics in the school environment by getting involved in activities with parents/other community members and cultural activities etc.

School councillors in Human Resources Centres advise lower secondary school students on their pursuing compulsory secondary education in a theoretical secondary school/vocational school/apprentice school.

The psychologist/councillor: conducts psychological tests, councils students with problems, suggests the best solutions possible to families and the school management so as to recover the children who have never attended school or those who have left school early and the children with a lot of absences. Through counselling, they encourage children’s access to alternative educational programmes (enrolling in full-time mass education system, part-time courses), to one or several programmes which are logistic components, depending on their needs, support the development of assistance programmes for improving school performance (recovery programmes, programmes of personalized intervention, after school programmes) and council parents.

Medical care providers conduct specialized activities of consulting the students who must undergo such medical checkups and who will follow prescribed treatments or will be admitted to hospital if necessary

City hall social workers conduct social investigations, suggest adequate social assistance – social help for families, admissions to a public boarding school/school campus/family home/special school supervised by the General Department of Social Assistance and Child Protection/ non-governmental school, raises parents’ awareness through punishing pecuniary measures (withdrawal of the child’s state allowance/fine/community work for those lacking money) if necessary (they keep their children at home to do house chores or because of parochial mentalities such as “school is no good”, etc), advocacy for amendments to the law.

Local Council and the Mayor are involved, pursuant to Law No 215 of Public Local Administration, in helping families with social problems, raising awareness in the

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case of irresponsible parents, providing student transportation “from/to home” by school buses in rural areas, advocacy for amendments to the law.

NGO managers, executives and employees provide accommodation, meals, recreational facilities, help with homework for early school leavers who are guided towards their organizations if their parents lack financial means even with the financial help from the city hall, and the community does not have a school campus/boarding school/family home/special school.

The police offer expertise and eliminate some causes of early school leaving/a lot of absences, such as association with the wrong company of people,juvenile delinquency or drug consumption through investigations,filing reports on abusing parents, etc.

The manager and teachers working at the Children’s Palace/Students’ Club:

provide extra school activities, even an alternative education with individualized recovery activities, depending on students’ needs, which are the counterpart of certain subjects studied in lower secondary schools or vocational schools within formal education.

The coordinator in charge of solving early school leaving by preventing and reducing it through the public policy “New Education” and responsible for implementing strategies and solutions at county level meant to ensure the access to education for disadvantaged groups is the representative of M.Ed.C.T. in counties and in Bucharest, respectively of the County School Inspectorate/School Inspectorate in Bucharest through their delegated inspector.

The private partner supports the families of early school leavers or students at risk of early school leaving by offering social assistance, facilitating the inclusion of some students in the free educational system or by supporting them in private educational institutions.

The attributions assigned to social “actors” can be detailed and completed in the job descriptions.

3.3.3. The impact of the solution 3.3.3.1. Technical-economical impact

a) consequences on the infrastructure and school network:

● improved institutional framework: equipped rooms on the premises of inspectorates/schools/adjacent educational centres which are necessary for intervention teams gatherings and conduct of activities, renovation of some rooms for that purpose, renovation and design of some rooms for conducting and developing counselling programmes such as “School after school” or “Second chance”, setting up (where it does not exist) a digital network for fast, easy and sustainable communication;

● improved legal framework: with a view to this solution to reducing early school leaving, I suggest the following regulations meant to improve the legal framework:

validation of all typologies of early school leavers and students with a lot of absences and also the students who have received notices/decisions of expulsion; employment of mediators, priority being given to disadvantaged groups (ethnic, rural, etc); possible employment of mediators by the Centre of Psychological-Pedagogical Assistance as well.

b) consequences on financing and material resources:

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● annual increase in staff expenditure on school mediators’ employment in order to bring early school leavers or students with a lot of absences back to school and have them included in the educational system;

● the annual increase in expenditure on school mediators’ mobility and equipment, elaboration and mass publication of some materials - school guides and auxiliary materials, informative materials for parents and students, school counselling and orientation.

3.3.3.2. Social impact

The social impact is the impact on students who have left school too early or are at risk of early school leaving and their parents, on the employees, community and at EU level.

The social impact on early school leavers or students at risk of early school leaving:

● 288,550 students will benefit from implementing this public policy, 147,000 of whom are at risk of early school leaving and 141,550 are early school leavers; they will receive personalized help individually so as to further attend classes or to catch up with school;

● the larger number of Roma children or children coming from rural areas who have left school early completely or partially or are at risk of early school leaving because of notices/decisions of expulsion;

● the rate of enrolling in preschool education for Roma people is 4 times as small as the national rate;

● the percentage of end-of-year failures in primary education and the rate of early school leaving in the last years have high values compared to those in other EU states;

● one clear modality of reducing end-of-year failure or early school leaving is to take action at an early and very early age;

● children receive adequate treatment according to their psychological and physical potential, skills, likes and needs;

● improved relationship between children and socializing skills;

● there are significant differences between children and families belonging to various social categories when it comes to insufficient hygiene and food, insufficient access to medical care, especially in disadvantaged areas.

3.3.3.3. Environmental impact

Compared to the previous two solutions, the solution based on “New Education” has an environmental impact as well. With the help of medical care providers, children who have left school early or are at risk of early school leaving may cure health problems/improve their health and the death rate is on the decrease. Therefore, a healthier and less contagious environment for living is created.

4. Identification of the solution to be implemented. Arguments

The solution to be implemented is solution number 3 “New Education” as it is the best one on the following grounds:

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a. the solution to early school leaving is centred on the students and their families’ needs and means, several cases being able to be solved in n adequate manner;

b. it involves teams and networks of specialists based on the principle “the right person in the right place”, each member contributing in a professional way and working in a team in order to prevent and reduce early school leaving and, thus, ensuring greater chances of success;

c. multiple ways of solving the identified problem are turned to good account as a large number of already existing social “actors” in the educational, health and social assistance system are used;

d. by assigning the cases of early school leaving or at risk of according to individual needs and means, the problem is solved faster and more adequately with smaller expenses;

e. already existing public, private and non-governmental institutions are used, without additional financial funds being necessary for setting up some of these institutions.

Also, the necessary time intervals for solving the problem are shortened;

f. using the already existing institutions in the Romanian society means saving financial funds, otherwise necessary for setting up new institutions and new organizations, such as, for example, saving financial state funds for supporting the setup of specialized NGOs in all counties according to solution 1;

g. raising awareness of families and society, thus boosting their development and evolution;

h. socializing skills are intensified, contributing thus to the development of the persons involved with a view to an integrated and collective solution to occurring problems;

i. the solution is a complex approach targeting several domains of activity (education, social protection, health, local administration, household, etc);

j. the problem of preventing and reducing early school leaving is solved globally, attention being paid to all its aspects;

k. it aims at children of all social typologies from the targeted group, not only the disadvantaged groups, especially of Roma origin, as the decree M.Ed.C.T.no 1539-19 July 2007 emphasises, namely:

o students from rural areas, of Roma origin and those having a low level of their school performance;

o persons who have left school early and their families¹ o AIDS positive students or with disabilities, etc;

l. contributions will be made to increasing the competitiveness on the labour market, decreasing the juvenile delinquency, the death rate and infantile death in the community;

m. best responses to the objective of reducing early school leaving mentioned by the Lisbon Agenda of the European Union, Romania being an engaged and signing country;

n. complies with the objectives of the Human Resources Development County Operational Programme 2007-2013 in Romania, Priority Axis 2: “Life-long learning correlation with the labour market”, the intervention area “2.2 Prevention and

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correction of early school leaving” adopted through the Decision of the European Commission C(2007) 5811/22.11.2007;

o. the solution complies with: “The POS DRU Approach to early school leaving includes both prevention actions and corrective ones in an integrated approach (for ex., delivery of counselling activities, corrective education, programmes like “second chance”, raising awareness campaigns, financial support). Early interventions will support the increased access to education and counselling services for students at risk of early school leaving and their families.”²

p. better responses to the creation of an informational society, digital based knowledge in compliance with EU demands;

q. has numerous beneficiaries: direct – M.Ed.C.T., County School Inspectorates, lower secondary schools providing compulsory education, Children’s Palace/Students’ Club, Centre of Psychological-Pedagogical Assistance, Local Council, City Hall, County Police, NGOs and employees, a total of 6,472 direct beneficiaries who are involved in this public policy; indirect (target audience) – 288,550 students, ~288,550 parents;

r. superior efficiency – quality and in a shorter time period than as in solution 2 by fully using available resources in an efficient and concentrated manner with lower financial costs.

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¹,² http://www.fseromania.ro Romanian Government, Ministry of Labour, Family and Equal Opportunities, Human Resources Development County

Operational Programme 2007 - 2013, adopted through the European Commission Decision C (2007) 5811/22.11.2007, pages 86

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5. Expected results and monitoring-assessment parameters of the

“New Education” policy

Just like any other public policy, “New Education” expects certain results, as, for example, decreased number of notices and decisions of expulsion because of absences by 65,327 (44%) in the first school year and by 81,673 (55,56 %) in the second school year – result parameter; reduction of early school leaving by 141,550 cases, 58,248 (41,15%) of which in the first year and 83.302 (58,85%) cases in the second school year – result parameter; it also provides for monitoring-performance parameters, such as: ~ 16,350 students in the 7^th and 8^th year will be counselled with regard to their future educational and professional orientation – achievement parameter, this contributing to a more adequate and better professionalization and increased competitiveness on the labour market – impact parameter; ~300 children and young persons will benefit from the programme “Second Chance” by attending part time courses within compulsory education provided by the organising school in each county/Bucharest – achievement parameter; ~288,550 families of children who have left school early or are at risk of early school leaving will benefit from the programme “Helping families and raising awareness” as they will receive psychological counselling and material assistance in order to keep their children in school or by undergoing punishing measures for various abuses - achievement parameter; etc.

6. Implementation scheme for the “New Education” Policy

The implementation scheme provides for activities (A), prevention and reduction programmes (Table 1) of early school leaving which will unfold during a period of 24 months (M) (Figure 1).

A M1 M2 M3 M4 M5 M6 M7 M8 M9 M10 M11 M12 M13 M14 M15 M16 M17 M18 M19 M20 M21 M22 M23 M24 A1

A2 A3 A4 A5 A6 A7 A8 A9 A10 A11 A12 A13

Figure 1 Gantt Chart

The thirteen activities included in the implementation scheme are:

A1 – setting up the educational intervention teams at each county/Bucharest level.

The teams are made up of the social “actors” mentioned in the brief description of the solution in a variable number depending on the needs in each county/Bucharest -responsible person: project coordinator; 2 months;

A2 – updated data collection with regard to early school leaving and its risk for the school year 2009-2010: responsible person -a school inspector with territorial assignments;

1 month;

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A3 – training / counselling of the intervention teams: responsible person – assistant project coordinator; 1 month

A4 – devising the strategy and integrated intervention plan at each county level:

assignments, resources, deadlines; responsible persons: project coordinator – responsible for activities; 2 months;

A5 – requalification courses for the profession of school mediator and training of new school mediators; responsible person – a school inspector for continuous training; 17.5 months;

A6 – monitoring the students who have left school early or at risk of early school leaving and their families; responsible person -an executive mediator; 15.5 months;

A7 – identification of the students who have left school early or at risk of early school leaving and of the triggering factors; responsible person – a school manager; 15.5 months;

A8 – individual guidance of each student has left school early or at risk of early school leaving towards integrated services of educational intervention and delivery of such services (participation in one or more of the listed programmes); responsible person -psychologist/councillor; 18.5 months;

A9 – social assistance provided to families and raising awareness; responsible person – social work manager; 15.5 months;

A10 – advocacy for class attendance, tolerance, non-discrimination, non- delinquency, social protection, etc which are vital for reducing early school leaving and its risk; responsible person – inspector specialized in Roma communities; 24 months;

A11 – coordinating the implementation of the identified solution and early school leaving prevention and reduction programmes; responsible person – project coordinator;

one responsible person for each undergone prevention and reduction early school leaving programme; 24 months;

A12 – monitoring and assessing the implementation of the identified solution and early school leaving prevention and reduction programmes; responsible person – a school inspector with territorial assignments; 24 months;

A13 – drafting regular reports on the implementation stage of the identified solution; all responsible persons for all other activities account for their own area of expertise; in turns, each of them will draft the periodical global synthetic report for all activities undertaken; R 1 – 1 month; R 2 – 1 month; R 3 – 1 month; R 4 – 1 month; R 5 – 1 month; R 6 – 1 month.

7. The “New Education” policy budget Estimated total budget: 55,626,369.04 €.

Finances: EU financing from the European Social Fund - 85% - 47,282,413.69 €;

M.Ed.C.T - 10% - 5,562,636.90 € - co financing; 4% - 2,225,054.76 € co financing of local administration - ; 1% - 556,263.69 € - contribution of private partners.

Cost-benefit analysis for solution 3 “New Education”

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~ 193 € (costs/student): at least 1000 € - minimum net salary per economy in more than ~ 10 years; hence, the allocated budget/student will be recovered from their first salary and what follows will be their earnings as employees.

Cost-efficiency analysis

Costs / student according to solution 1 “Non-governmental School”: ~ 2132 €;

Costs / student according to solution 2 “School Mediator”: ~ 262 €;

Costs / student according to solution 3 “New Education”: ~ 193 €, 28.95 € of which is Romanian contribution.

Objective No.

crt.

Programmes Approximate Allocated Sum / programme

Total O1 -

Prevention of early

school leaving

1. ● “School after School”- assisted learning and remedial learning;

€ 272,,221.95 - input €

26,993,119.02 - Input 2. ● “Healthy Mind in A Healthy Body” € 1,088,888.78 - input

3. ● “No Juvenile Delinquency” € 258,610.73 – input 4. ● “By School Bus in front of The House” € 15,491.840 - input 5. ● “Helping Families and raising Awareness” € 2.177,777.56 - input

6. ● “School Mediator” € 7,703,780 - input

O2 - Reducing

early school leaving from 14,9% to

10%

1. ● “Second Chances” € 102,240 - input €

28,633,250.02 - Input 2. ● “Healthy Mind in A Healthy Body” € 980,000 - input

3. ● “We Live on The School Campus/Boarding School/Family Home/Special School”

€ 5,172,221.95 - input 4. ● “Non-Governmental School” € 618,107.56 - input 5. ● “Socializing and Teaching Children at the

Children’s Palace/Club”

€ 5,444.39 – Input 6. ● “Helping Families and Raising Awareness” € 3,615,110.76 - input 7. ● “By School Bus in front of The House” € 11,730,381.95 - input 8. ● “School after School”- assisted learning and

remedial learning

€ 299,444.39 - input

9. ● “School Mediator” € 5,470,577.56 - input

10. ● “No Juvenile Delinquency” € 258,610.73 - input 11. ● "Coordinating Unit for Implementing The

Identified Solution.

€ 381,110.73 - input

Table 1: The “New Education” Policy Budget 8. Conclusions.

Early school leaving is a problematic socio-human phenomenon occurring in Romania as well as in other EU countries, requiring adequate strategies and policies in order to prevent early school leaving and bring early school leavers back to school. The measures aim at ensuring the access to quality education for everybody and basic skill acquisition which should sustain the integration of vulnerable groups in society and on the labour market. The most important ones are the educational programmes “Second Chance”,

“School after School” or “The Non-Governmental School”. In this purpose, it is essential that special attention be given to young persons emerging from disadvantaged social categories such as the Roma community, young persons leaving the child protection public

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