National Strategy - World Bankpubdocs.worldbank.org/.../National...Romania-mare.pdf · • Romania is committed to the coordination and cooperation for opportunitiesafforded by the

Instrumente Structurale2007-2013

UNIUNEA EUROPEANĂ Fondul Social EuropeanPOSDRU 2007-2013

OIPOSDRU

2015 – 2020

National Strategyfor Tertiary Education in Romania

Contents

Abbreviations and Acronyms 2

I. Introduction 3

II. Context 4

III. Vision 7

IV. NationalStrategyforIncreasingTertiaryEducationAttainment, Quality,andEfficiency 9

V. KeyStrategicActions:EstablishingEnablingConditions andSupportingPillars 11

A. EnablingConditions 11EnablingCondition1:AssuringAdequateandEfficientFunding 14EnablingCondition2:PromotingEffectiveGovernance 16EnablingCondition3:UtilizingDataMonitoringandEvaluationfor Evidence-BasedPolicymaking 19

B. PillarsofReformsinRomanianTertiaryEducation 21Pillar1:CommittingtheSectortoImprovedAttainmentinallAreas 24ActivitiesunderPillar1 29Pillar2:PromotingtheEstablishmentofHighQuality,AdaptiveAcademicPrograms 31ActivitiesunderPillar2: 34Pillar3:PromotingStrategicEngagementwithEconomy 35ActivitiesunderPillar3 38

Annex-CostestimatesoftheNationalStrategyforTertiaryEducation2015-2020 41

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Abbreviations and AcronymsARACIS RomanianAgencyforQualityAssuranceinHigherEducationCNATDCU NationalCouncilforAttestingTitles,DiplomasandCertificatesCSR CountrySpecificRecommendationsEC EuropeanCommissionEQAR EuropeanQualityAssuranceRegisterforHigherEducationESIF EuropeanStructural&InvestmentFundsEU EuropeanUnionGDP GrossDomesticProductGoR GovernmentofRomania HE HigherEducationHEIs HigherEducationInstitutionsICT InformationandCommunicationTechnologyLLL LifelongLearningMESR MinistryofEducationandScientificResearchNIS NationalInstituteforStatisticsNQA NationalQualificationsAuthorityNRP NationalReformProgrammeOECD OrganizationforEconomicCooperationandDevelopmentOPHRD OperationalProgramforHumanResourcesDevelopmentSFITEAQE Strategic Framework for Increasing Tertiary Education Attainment,

Quality,andEfficiencyTE TertiaryEducationTEIs TertiaryEducationInstitutionsTO ThematicObjectiveVET VocationalandtechnicaleducationWB WorldBank

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National Strategy for Tertiary Education in Romania 2015-2020

I. Introduction The National Strategy for Tertiary Educationproposestheimplementationof a set of measures and thedevelopment of new legislative andsectoralinitiativesthattarget increasing the tertiary education attainment, quality, and efficiency in Romania.

The interventions proposed in this strategy are promoting tertiary sector as a driving element in the knowledge-base, high skill economic growth. Although low labor costs in Romania have been thekey to attracting new jobs within Europe, Romania’s present development stagerequires the country’s industries to develop more efficient production processesand to increase product quality. Achieving this goalwill depend at least in part onhavingadomesticworkforcewithenoughtertiary-educatedworkerswhopossessthenecessaryskills,competencies,andabilities.

Creation of a domestic knowledge economy, which can form the nucleus of amore prosperous future, depends upon sustained improvements to the country’sknowledgebaseandtoitsstockofhumancapital.

Education and training are at the core of the European Strategy for 20201. Thetertiaryeducation,astheEUAgendafortheModernizationofHEforEuropestates,“…playsa crucial role in individual and societal advancement,and inproviding thehighly skilledhuman capital and the articulate citizens that Europeneeds to createjobs,economicgrowthandprosperity.”2

1 Europe 2020, A strategy for smart, sustainable and inclusive growth. Communication from theCommissionCOM(2010)2020final:p11,32

2EuropeanCommission(2011)‘Supportinggrowthandjobs–AnagendaforthemodernizationofEurope’shighereducationsystems.’CommunicationfromtheCommissiontotheEuropeanParliament,theCouncil,theEuropeanEconomicandSocialCommitteeandtheCommitteeoftheRegions.COM(2011)567final,SEC(2011)1063.

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In the Country Specific Recommendations: Romania 20153(CSR), the EuropeanCommission considers that the skills and competencies developed during tertiaryeducationarenotcorrelatedwiththosedemandedbythelabormarket.Thisstrategyisbasedontheobservationsandconcernsabove-mentionedandsetsthegroundsfortheimprovementoftertiaryeducationinRomania,beingparamountinachievingthestrategiceducationalobjectivessetoutinthePartnershipAgreement2014-2020.

II. ContextEducation Sector Context

The Government’s strategy to achieve Europe 2020 targets includes lines of action and measures targeting the educational system, and focuses on education andtraining objectives, due to their influence on economic growth. This influence isreflected in higher employment, productivity, participation, skills training etc. Table1showsfoureducation-relatedtargetsfortheEurope2020.StrategyandRomania’stargets.

Table 1. Europe 2020 Strategy Targets – State of Play

Europa 2020 Targets Romania Targets (%)

Romania in 2013/2014 (%)

75% of the population aged 20–64 should be employed

70 65.4(fourthquarter

of2014)The share of early school leavers should be under 10%

11.3 18.5(thirdquarterof

2014)At least 40% of 30–34 year-olds should have completed tertiary education

26.7 23.8(thirdquarterof

2014)At least 15% of 25-64 year-olds should participate in lifelong learning

10 1.8(2013)

Source: European Commission

32015.RecommendationonRomania’sNationalReformProgrammefor2015that includesanopinionoftheCouncilforRomania’sconvergenceprogramfor2015.

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If current projections hold, the number of students will decline by 40 percent by 20254, prompting the need for education reforms that address quality, efficiency,equityandrelevance.Thedecliningworkingandstudentpopulationshaveimmediateandlong-termimplicationsforRomania’shumancapitalandmacroeconomicagendatopromoteemploymentandeconomicgrowth.HumancapitaliscriticaltoRomania’sserviceandagriculturesectors,whichaccount for the largestshareof thecountry’semployment.

The rural population has the lowest participation rate when it comes to education and training at various levels. Roughly 45 percent of all Romanian youth live inruralareas,butaccording tocurrentdata fromthe INS,only24percentofenrolledstudents come from rural areas. Early school leaving is overwhelmingly a ruralprobleminRomania:thedropoutratewasabout1.5timeshigherinruralsecondaryschoolsthaninurbanones.Asstudents’progressthroughtheeducationsystem,thesignificantunderrepresentationofruralyouthworsensthroughhighereducation.

The Lifelong Learning Programs (LLL) in place areoftendifficult to access, becauseofthereducednumberoftrainingcentersinruralanddisadvantagedareas,andalsothereductionintheofferofVETtrainingcenters,asof2009.Lackoffundsalongwiththe poor information on existing LLL programs and labormarket opportunities areimportantcausesforthissituation.

Early school leaving and non-participation contribute to the relatively low levelsrecorded by Romania in regard to compulsory education. For those impacted, lifechanges,accesstoemploymentandsocialinclusionshowhighrisks.

National tertiary education5 policy context

This Strategy must be understood within the context of Romania’s current national policy framework. The national framework includes important legislative initiatives and programs, with high impact on tertiary education, elements that led tosignificantimprovementstothetertiaryeducationsectorsuchasimprovedautonomyforinstitutions,fundingmodelrevisions,andcoordinationwiththeBolognaProcess.

4Comparedwith2005levels

5Forthepurposesofthisstrategyandrespectingthe2011EducationLaw,assubsequentlyamendedandsupplemented,‘tertiaryeducation’isdefinedasthateducationalsectorencompassinguniversityandnon-universitytertiaryeducation(posthighschools).

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The Ministry of Education and Scientific Research and its affiliated organizations have invested in the development of the tertiary education sector. Public universities in Romania currently receive almost RON 1.8 billion lei per year as core funding.

Between 2012 and 2015, the funding levels have seen a progressive trend, in allchapters. In 2014, theeducation receivedalmostRON2billionmore than in 2013.Eveniftheleveloffundingwasdirectedtowardsapolicyofcontinuousgrowth,itisstillatalevelthatraisesgreatexpectationsbothfortheeducationalinstitutionsandfortheministerialandgovernmentaldecision-makers.

Table 2. Funds allocated to public higher education in 2012-2015

No. Funding category 2012 2013 2014 2015*

1 Core funding 1,678,705,000 1,774,905,000 1,940,821,034 1,797,115,000

2 Scholarships 216,181,954 232,863,973 210,945,823 183,588,872

3 Students` transportation

22,032,000 26,580,000 29,050,000 26,590,000

4 Dormitories, cafeteria

124,695,000 131,096,000 149,349,851 132,717,067

5 Capital (investment objectives and other expenses)

188,017,651 76,691,500 132,063,640 133,574,000

*ForJanuary-October2015

In view of promoting the quality of the educational system and the initial and ongoing training, including higher education and research, 337 projects amounting to RON 1,158,665,701.02 were implemented between 2007 and 2015.

Theoutcomesoftheirimplementationwere:1,090developed/updatedqualifications,out of which 795 validated; 1,402 bachelor/master programs developed/adaptedaccordingtotheNationalCouncilforScientificResearchinHigherEducation(CNCIS);455 bachelor/master programs implemented according to CNCIS; 96 universitiesaccredited in line with the quality standards; 6,690 PhD candidates who receivedsupport; 5,366 financially assisted post-doctoral researchers; 17,629 presentedscientificpapers-doctoralprograms;9,160presentedscientificpapers-postdoctoralresearch.

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In this respect, the European Social Fund played an important role in co-fundinginterventionsaimedat supportingqualityassurance inhighereducation, rollingoutdoctoralandpost-doctoralprogramsinresearch,facilitatingstudents`transitionfromtheuniversitytothelabormarket.

Theinitiativesdesignedtosupportthetransitionfromtertiaryeducationtoworkinglife have resulted in 274 projects for students. The amount contracted for theimplementationoftheseprojectsisof€253.75mil.

III. VisionThe vision for tertiary education in Romania 2015-2020 is based on information gathered during two stages of face to face and online consultations, conducted betweenJuly2013andMay2014.This vision takes into account the priorities for tertiary education set out in the Romanian 2012 National Reform Programme (NRP)6, which focuses on five (5)aspects:

• ThedevelopmentoftheNationalQualificationsFramework;• Thedevelopmentofasystemfortherecognitionofskillsandcompetencies

acquiredinnon-formalorinformalcontextforentryintoTE;• Theanalysisofinsertionofgraduatesinlabormarket;• IncreasingparticipationinTEviafinancialstimuli;and• DevelopmentofaLLLsystem.

At the core of this new vision for tertiary education in Romania is the ambition for Romania to join the ranks of the advanced economies of Europe by 2030. In accomplishing this goal, in 2020 Romania will have a high-performing tertiaryeducation sector that can energize economic growth, contribute to increaseproductivity, and promote social cohesion, thus serving as the foundation of aknowledge-basedeconomy.

TheHigherEducationsectorwillprepare specialistswhocandevelopacompetitivesociety in theglobaleconomy.Highereducation institutionswillbeable tocatalyzecreativity and innovation throughoutRomanian society and, inparticular,will assistindustryindevelopingproductsandservices.

6GovernmentofRomania(2012)NationalReformProgramme,Bucharest.

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A thorough examination of the current realities of the Romanian tertiary education sector exposed the following issues as the main barriers to achieving these ambitions:

• After a surge in enrollments in the early 1990s, gross enrollment figureshavebeendecliningsince2007-2008, forcingthesector tore-evaluate itsstudentbaseandrelevance.

• The funding models are not agile enough to provide incentives formodernization,efficiencies,innovation,orequity.

• Thequalityoftertiaryeducationacrossthesectorisuneven,particularlyintheprivateandnon-universitytertiaryeducationsectors.

• Labor market alignment—particularly with regard to transversal, ‘soft’skills—mustbestrengthened.

• Rural, poor, and under-represented minority attainment in highereducationaredisproportionatelylowerthanurban,higherincomestudentattainment.

• Internationalmobility and exchanges for students and academic staff arewell-belowEUaverages.

The aspects mentioned before form foundations for action in this National Strategy for Improving Tertiary Education Attainment, Quality, and Efficiency.

Thestrategyreliesonthreemainassumptions:

• Romania is committed to the coordination and cooperation foropportunitiesaffordedbytheEuropeanUnionanditsmemberstatesandhas utilized EU core documents and policy directives in developing thisstrategy;

• Romania is committed to global best practices in building the mostrelevant, effective, and efficient tertiary education sector possible,with perspectives on the short-, medium-, and long-term strengths andweaknessestherein;and

• Romania is committed to ensuring that its tertiary education sectoris a powerful tool in its overall socioeconomic development strategy,supporting all other state development plans and initiatives, and, inparticular, the National Reform Programme, the National Strategy forCompetitiveness 2014-2020 and the Strategy for Research DevelopmentandInnovation.

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IV. National Strategy for Increasing Tertiary Education Attainment, Quality, and Efficiency The vision for tertiary education in Romania 2015-2020 is elaborated as an entwined structure of enabling conditions and pillars, which will be supported by several near-, medium-, and long-term initiatives.Thisvision is illustrated inFigure1,whichdepictshowtheenablingconditionssupportkeydrivers forsuccessacrossthe tertiary sector, targeted at improved attainment, quality, and relevance for thetertiarysector.

To make this vision a reality, the strategy focuses on four main action areas:

i. strengtheninggovernance,financing,monitoringandevaluationoftertiaryeducation(the‘enablingconditions’);

ii. promoting and encouraging broad tertiary education attainment,particularlyforunderrepresentedgroups;

iii. improvingqualityandrelevanceoftertiaryeducation;andiv. Fosteringengagementwiththeeconomy,especiallyasrelatedtothelabor

marketandinnovation/entrepreneurship(figure1).

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Figure 1. The Strategic Vision

Implementing the strategy in its entirety is expected to cost approximately €2.1billion, between 2015 and 2020 and use €465.51 million from ESIF funds underThematicObjective10.

In order to achieve these objectives, the budgets include the most importantactivities intended to reach the largest number of direct beneficiaries, such asensuringscholarshipsanddevelopinganeffectiveandefficientstudentloanscheme.

It is estimated that the strategy will have an impact on at over 625,500 people, including the 58,000 individuals who are needed to increase the cohort of 30–34 year-olds with completed tertiary education to 26.7 percent by 2020.

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V. Key Strategic Actions: Establishing Enabling Conditions and Supporting PillarsA. Enabling Conditions

MESR will address three main areas: Finance, Governance and Accountability, and Institutionalization of Evidence-Based Policy-Making.Allnationaltertiaryeducationsystemsarerecalibratedalongtheseareaseitherinresponsetocurrentconcernsorinanticipationofnewpolicyobjectives—definedinthisstrategyasthe‘pillars.’

Improvements in these “enabling conditions” are foundational for progress on any potential strategy.

Thefocusofthisstrategy,therefore, isfirstontheseenablingconditions,sincetheymustberesilientenoughtoreflectand/orsupporttheworkrequiredbythepillars.

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FUNDING MODEL:

• Increase the amount of funding allocated to tertiary educationprogressivelyoverthenextseveralyears;

• Allocatesupplementalfundingviaperformancefundingtosteerthesystemtowardspolicyobjectivesanddesiredoutcomes;

• Priorityallocationoffundstowardsareaswithgrowthpotential.

SYSTEM GOVERNANCE & ACCOUNTABILITY:

• Increase the role and representation of key stakeholders, especiallyexternalstakeholders,ingovernance;

• Recalibrate level of institutional autonomy with accountability forperformanceagainstwell-definedexpectations;

• Conduct a data-driven classification exercise that respects the diversemissionsofinstitutions.

EVIDENCE-BASED POLICY MAKING:

• Create national data framework which will integrate data collection andpublicationatnationallevelwithrelevantaspectspubliclyavailableontheweb;

• Train MESR and institutional officials in institutional research and datasystems.

Figure 2. Enabling Conditions

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In the context of Romania’s tertiary education sector, the key characteristics of these enabling conditions reflect the following fundamental conditions for a successful tertiary education sector:

I. Establishing an agile and impactful funding model can promote innovation and behaviors necessary to achieve the national goals and interests for the sector. A high performing tertiary education sector issupported by a funding model that ensures efficient use of resources;allocatesfundinginthecontextofinstitutionalperformancetowardpolicyobjectives and desired outcomes; and provides flexibility to promoteinnovationandimprovementsinteachingqualityandresearch.

II. Institutional autonomy and accountability are fundamental to enabling adaptive and high-impact tertiary education opportunities at all levels. Withoutimprovedgovernanceandaccountability,thegovernment’sabilityto steer change will be significantly compromised. A high performingtertiaryeducationsectormatchesthe levelofoperationalautonomywithaccountability forperformanceagainstwell-definedexpectations;enablesregular and open communication with stakeholders; and fosters thedevelopmentofhighquality,results-orientedleadershipandmanagement.

III. Collecting and utilizing data in support of evidence-based decision making must underpin every element of the tertiary education system. Without an expanded capacity for evidence-based analysis, the ability tomonitor the development and outcomes of strategic initiatives and theability to make policy adjustments as events develop will be effectivelyimpossible. A high performing tertiary education sector collects anduses reliable and consistent data on the outcomes of tertiary education;provides mechanisms for ongoing evaluation of performance at theprogram, institution, and system levels; and feeds educational outcomesandperformancemetricsthroughcontinued improvementprocesses. It isnecessarytotakeownershipanddevelopaqualityculturethatwouldmakeacademicmembersstrivetocontinuously improvetheiractivity,basedonthecollecteddata.

A number of significant changes must be made in each of these areas to establish the necessary foundations for the implementation of a national strategy.

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In order to implement the actions under this Strategy, MESR shall benefit from the support of advisory bodies with responsibilities in higher education and from that of the social dialogue partners (student associations, tradeunion federations,representativesoflocalauthorities,employersandcivilsociety).

Enabling Condition 1: Assuring Adequate and Efficient Funding

Expenditures on post-secondary education in Romania are just over 1.1% of GDP, with roughly 0.8% of GDP spending on post-secondary education coming from thepublic sector. While this is consistent with the OECD-wide average and similar toother countries in the region, Romania’s GDP is well below the European average.Having a similar level of public expenditure, therefore, in reality means a muchsmalleramountofmoney.

Moreover, while the expenditure in HE as a proportion of the GDP is not far from the European average of 1.3%, the EU considers this investment too low compared to the US and Japan where investment in HE is 2.7 % and 1.5 % respectively7.TheEUrecommendationforinvestmentintertiaryeducationforitsMemberStatesis2%oftheGDP,asstatedinanECCommunicationfrom20058andreiteratedbyoneofthesevenFlagshipInitiativesoftheEurope2020Strategy.

New models of public funding to students, combining grants and/or loans to cover both living expenses and, where they exist, tuition fees are necessary. The EC Accompanying Document recognizes the rise in private expenditures onhigher education—by students and their families—and encourages MemberStates to consider innovations in public funding, including expanding student loanopportunitiesandreassessmentsof thecriteriabywhichpublicgrantsareprovidedtostudents.

7EuropeanCommission(2011),‘Supportinggrowthandjobs–AnagendaforthemodernisationofEurope’shighereducationsystems.’,ibid

8 The minimum investment required for knowledge-intensive economies (public and private fundingcombined), is 2%of theGDP according to Flagship Initiative “Youth on theMove” that refers to the ECCommunication 17 COM (2005) 15. See: “Youth on theMove. An initiative to unleash the potential ofyoungpeopletoachievesmart,sustainableandinclusivegrowthintheEuropeanUnion.”Communicationfrom the commission to the European parliament, the Council, the European economic and socialcommitteeandthecommitteeoftheregions:p.8.COM(2010)477finalversion.

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MESR will avoid supplementing in excess the funds for the base budgets.With areasonablyreformedfundingmodel,institutionswillhavehealthierbasebudgetsandshouldnotneedadditionalpublicmoney tomeet theirbasicneeds.Anyadditionalmoney which can be obtained through government sources should therefore beheld centrally andusedeither for strategic initiatives (capacitybuilding, innovation,equity,etc.)orforincentivizinginstitutionsbasedonoutputsoroutcomes.Withsuchplanning, the governmentmay have greater ability to steer the sector by creatingalternativefinancingschemesratherthanjustgrowingbasebudgets.Thegoalwillbeto commit at least 10%of theoverall higher educationbudget (net of any supportfromstructuralfunds)forthepurposeofreachingcentralstrategicobjectives.

One way of achieving both diversification and good quality of outputs simultaneously is to establish a multiplicity of financial rewards for institutions and then allow them to compete for each one.9Forinstance,acertainamountofmoneywillbemadeavailableforinstitutionswhoperformedwell inresearchoutputbasedonapre-determinedandagreed indicator (numberof articlesplaced in ISI-indexed journals,forinstance).Anothercompetitiveawardwillfocusonachievingexcellencein curriculum re-design or in creating partnerships with local industry. Still othersgrants will reward post-graduation employment rates, or increased enrollmentof rural students from under-represented backgrounds, or innovative teachingstrategies,orexcellence indistance learning,asdeemedmostappropriate.Fundingfortheseincentivesmaybetakenfromadditionalfundingorfromownfunds.

Such a strategy is one of “incentivization and competition.” The specific outputsrewardedbysuchastrategywillbemanyandvaried,toallowinstitutionsachancetospecializeandfindtheirownniches.Thesesetsofresults,outofwhichtheministrycanchoosetostimulateHEIsmust:

a. bespecificenough;b. fosterrealcompetition.

If additional financing fully covers one or two issues (e.g. number of studentsenrolled,researchresults),thentheincentivewillbeforallofustomoveinthesamedirection. Some of these outputs may be easy to quantify (e.g. number of Romastudents,numberofscientificpublications);othersmayrequiremorelabor-intensive,subjectivetechniques(e.g.forinnovativeteaching).

9 Another way is the development of rankings such as the U-Multirank launched by the EU in 2012, http://www.u-portal.org/u-multirank/.

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Strategic Directions Objective Measure / Action

Providesufficientfundingtosupporthighquality,relevant,efficientuniversities

Increasetheamountoffundingallocatedtotertiaryeducationprogressivelyoverthenextseveralyears

Allocatefundinginthecontextofinstitutionalperformancetowardspolicyobjectivesanddesiredoutcomes

Allocatesupplementalfunding(pilotprogram)viaperformancefundingtosteerthesystemtowardspolicyobjectivesanddesiredoutcomes

Enabling Condition 2: Promoting Effective Governance

MESR currently validates the legality and analyzes the thesis of all doctoral candidates ultimately to make a proposal on the awarding of the doctoral title. Similarly, the right to award doctoral degrees is managed by government not theacademic community. As of the 2009-2010 academic year, for example, a total of58 institutions had been granted the right to develop doctoral study programs. Toachieveapproval,public andprivateuniversitiesapplied to theNationalCouncil forthe Attestation of University Degrees and underwent an evaluation by ARACIS oftheir institutional capacity tooffer thedegree. Theministry’s further verificationofdoctoralcandidate’squalificationsisinefficientandduplicatestheassessmentcarriedoutbothbyuniversitiesandbyARACISaspartofthequalityassuranceprocess.

In Romania, the power of decision in the universities rests with the Senate and Board of Directors, the decision-making bodies that don`t necessarily have an external representation. According to the law, the Senate,which is theuniversity’shighest decision-making body has amembership composed of 75% academic staff,25% students. The external representation in university structures is possible butnot mandatory. According to the 2011 Education Law, as subsequenthy amendedandsupplemented,universities“may”developadvisorystructureswithmembershipfromexternal structures, but there is no requirement to do so. The only time thatexternal stakeholders are legally required tobe included inuniversitybusiness is if,during the process of selecting a rector, a majority of the academic staff votes toselectarectorby“publiccontest”ratherthan“universalsuffrage,”then50%ofthemembership of the selection commissionmust be external, though these externalmembersarestill limitedtopersonsdeemed“scientificandacademicpersonalities.”By promoting a greater involvement in the decision-making, from stakeholdersoutside the universities, public trust in the university activity can be strengthened,the foundations forbetter relationsbetweenuniversities, thebusinessenvironment

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and the civil society can be laid, and even the internationalization of Romanianuniversitiescouldbedeveloped.

The 2011 EU Agenda for the Modernization of Europe focused on the issue of autonomy and the importance of flexible governance and funding systems, which balance greater autonomy for education institutions with accountability to all stakeholders. Autonomy helps in fostering diversification within higher educationsystems. The EC also promoted autonomy as a fundamental requirement forinnovation.10BalancingautonomyandaccountabilityatRomanianHEinstitutionshasbeen challenging, and should be supported by a leadership development programgearedtowardspreparingcurrentandfutureleadersfortheincreasingadministrativecomplexityoftertiaryeducationinRomania.

Another method for assessing comparative quality is to utilize rankings based on reasonably objective indicators.Onemethod for such comparisons is to use proxymeasuressuchasthenumberofinstitutionsachievingaplaceinthetop400or500ofoneoftherecognizedinternationalrankings.Outsideoftheworld’smajorcentersofacademicproduction (e.g.US,UK, Japan),however, suchrankingscanonly reallyprovideinformationabouttherelativeperformanceofacountry’soneortwoflagshipinstitutions,notthesystemasawhole.Forthat,onecanturntotheU21rankingsofsystemsofeducation,whichhasbeenproducedsince2012.TheserankingsmeasurenationalsystemsofeducationintermsofResources,Environment,ConnectivityandOutput.Inthemostrecentversionoftheserankings,Romaniawasranked39thoutof50countries,aheadofArgentina,BrazilandChina.

The classification system should be based on indicators such as those thatevaluate the results of teaching / learning and research processes or therelevance of qualifications for the socio – economic environment, the social and development-drivingroleofthe institutionandthedegreeof internationalizationoftheactivities.

10 “Delivering in the Modernisation Agenda for Universities: Education, Research and Innovation.”CommunicationfromtheCommissiontotheCouncilandtheEuropeanParliament.10.5.2006.COM(2006)208final. Retrieved 1Apr 2014 fromhttp://bit.ly/1f0a6Me; Cited in CommissionWorkingDocument onrecentdevelopment;ibid:p.48.

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The most useful, though still subjective, sources for comparative data on education for competitiveness, therefore, may be those which are produced by survey-based measures from projects like the World Economic Forum’s Global Competitiveness Report (GCR). Among many other things, the GCR asks business executives in148 countries a range of questions about the quality of tertiary education, thequality of graduates and the quality of tertiary education business interaction.Though responses could not be classified as “scientific”, they still provide usefulinsights into the perceptions of precisely the peoplewho control investment in aneconomy. For tertiary education to unlock future investment and provide the bestquality education available, those respondents are the ones whose perceptions ofsatisfactionRomania shouldbetterunderstand.Thoughperceptionsarenotdirectlyuseful in understanding quality, they are important indicators of the reputation ofthe sector to local and international employers. These andother such assessmentsof the competitiveness of the sector are challenging but provide vital comparativedata,sothatRomaniacanbetterassessitspositionintheEuropeanandinternationaleconomicsystemandintheeducationsystem.


Engagestakeholdersintheprocessofidentifyingandpursuingstrategicobjectivesforthesector

Increasetheroleandrepresentationofkeystakeholders,especiallyexternalstakeholders,ingovernance

Matchlevelofoperationalautonomywithaccountabilityforperformanceagainstwell-definedexpectations

Recalibratelevelofinstitutionalautonomy(e.g.,doctoraldegrees,academicappointments,etc.)withaccountabilityforperformanceagainstwell-definedexpectations

Ensuretransparencyoftheuniversityclassificationprocess

Conductadata-drivenclassificationexercisethatrespectsthediversemissionsofinstitutions

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Enabling Condition 3: Utilizing Data Monitoring and Evaluation for Evidence-Based Policymaking

Increasing the efficiency of higher education system in Romania is linked to having a complex and comprehensive set of data. In this context, substantiated decisions can be made and institutions can become more accountable.Withoutdatarelatedtooutputs,highereducationinstitutionswillnotbeabletoshowtheirprogressandMESR will not be able to measure system-level progress.Moreover, the data heldby theMinistry and theNational Instituteof Statistics currently differs significantly.Unless the databases and the reporting procedures become compatible, MESRand the institutions under its subordination and coordination won`t have relevantmeasurementsystems,othersthentheinput-basedonescurrentlyused.

For greatest efficiency, data generation and sharing needs to be regularized and standardized, both at the national and institutional level.Anationalframeworkforhighereducationdatawillbeadoptedasatoppriority.Itwillfocusespeciallyontheareascoveredinthisstrategyandbebasedpartlyoninstitutionaldataandpartlyonnational data gathered through surveys. Some required data elements include thefollowing:

Subject Description Data SourceAdmissions Datafrominstitutionsonnumberofnew

studentsbyprogramandprogramtype,placeoforigin(intl./domestic),prioreducation,etc.(annually)

Institutions

SocialInclusion Dataonsocio-economic,ethnic,disabilitybackgrounds,etc.ofnewstudents(oddyears)

Governmentsurvey

Professoriate Dataonrank,pay&qualificationsofstaff(annually)

Institutions

Governmentfinances

Dataonpaymentsmadetoeachinstitutionbytype(annually)

Governmentadministrativedata

Institutionalfinances

Dataonincomefromvarioussources(government,students,other),plusexpendituresbytype(academicsalaries,non-academicsalaries,IT,etc.)(annually)

Institutions

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Studentengagement/financialsurvey

Surveydatafromstudentwhichdescribethequalityandextentoftheirengagementandexperiences,aswellasquestionsaboutincomeandexpenditure(evenyears)

Mandatoryinstitutionalsurveys,withgovernmentsupport

Attritiondata Dataonstudentsenrolledinpreviousyearwhodidnotreturn&studentsnewlyenrolledwhowerepreviouslyatanotherinstitution(annually)

Institutionaldata

Graduationdata Numberofgraduatesbyprogram/fieldofstudy

Institutional

GraduateSurvey Followingupongraduates24monthsaftergraduationtoexaminequestionsofemployment,income,furthereducationplans,satisfaction,etc.


Employerssurvey Surveyofemployerstoaskaboutsatisfactionwithrecentgraduates,whetherskillsareimprovingorworsening,areasforimprovement


The development and deployment of a standard graduates survey (tracer study) will be conducted by each institution, to ensure regular, comparable data is available for all institutions and for the foreseeable future. As part of the national dataframework,astandardsurveyofgraduates(tracerstudy)shouldbeadministeredona regularbasisby institutions. Someof thedatawill beused to create institutionalandnationalquantitative statistics regardinggraduate satisfactionand labormarketoutcomes;otherdatamightbemorequalitativeandfocusonprogramimprovementatthefaculty/departmentlevel.Totheextentreasonable,institutionswillbeallowedto customize someof the data tomaximize their ownbenefit of the surveyswhilemaintainingasolidcoreofquestionsstandardizedatthenationallevelsoastopermitconstructionofreliablenationalindicators.

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According to the 2011 Education Law, as subsequently amended and supplemented, the academic transcripts and corresponding IT systems of all universities were to be integrated under a program referred to as the Single Registry of Romanian Universities or “RMUR.” An established tracer study initiative will connect thiscore academic performance information with post-graduate data, providing usefulinformation toprospective students, employers, and institutions. Thepost-graduatedatawillneedtobecollectedperiodicallyor,asanalternative, theRMURdatabasecould be connected with another of Romania’s administrative databases (e.g.,pension/socialsecurity).


Engagestakeholdersintheprocessofidentifyingandpursuingstrategicobjectivesforthesector

Increasetheroleandrepresentationofkeystakeholders,especiallyexternalstakeholders,ingovernance

Matchlevelofoperationalautonomywithaccountabilityforperformanceagainstwell-definedexpectations

Recalibratelevelofinstitutionalautonomy(e.g.,doctoraldegrees,academicappointments,etc.)withaccountabilityforperformanceagainstwell-definedexpectations

Makerelevantstudentandemployerdatapublictoinformselection

Conductadata-drivenclassificationexercisethatrespectsthediversemissionsofinstitutions

Providetransparencytokeystakeholdersonprogrammaticquality

Developatracerstudytomonitorgraduateperformance

B. Pillars of Reforms in Romanian Tertiary Education

Through the aforementioned enabling conditions, the sector will have the tools to help to support advancements in areas vital to tertiary education attainment, quality, and engagement. These areas of particular relevance for the sectorsare understood as the ‘pillars’ that can support advancement across the tertiaryeducationsector.

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Tertiary Education Attainment

•Establishclearroutesfromvocationalandothersecondaryeducationintotertiaryeducation;

•Complement merit-basedfeewaiverwithaprogramofneedbasedgrantsprogram;

• Implementastudentloanprogram;

• Encourageoutreachtostudentsfromunderrepresentedgroupsandtonontraditionallearners,includingadults;

• Increasethetransparencyofinformationandprovideguidanceoneducationalopportunitiesandoutcomestoinformstudychoicesandreducedrop-out.

Adaptive, Relevant and High-Quality

Programs

•Reviseprogramaccreditationregulation;

• Expandcapacityforcurriculumredesign;

•Developanongoingcurricularassessmentfortransversalskillsandentrepreneurship;

•Developatracerstudytomonitorgraduateperformance;

• EnhancetheICT offeringstocomplement existingofferings;

•Analyzethepossibilityofextendingdualtrainingattheleveloftechnicaltertiaryeducation.

Strategic Engagement with

the Economy

•Developanationalprogrammethatpromotesdynamicandcontinueddialoguebetweentheeducationandbusinesssectors;

• EstablishanIndustryLiaisonfunctionateachinstitution;

• Involveemployersinthedesignanddeliveryofprogrammes,supportingstaffexchangesandincludingpracticalexperienceincourses.

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As with the enabling conditions there are a few key characteristics that define the pillars upon which the success of the Romanian tertiary education sector will depend:

i. In the midst of a major demographic shift and the target set in accordance with the European Union of having 26.7% of the population between 30-34 years old with completed tertiary education by 2020, Romania will need to improve its tertiary education attainment rate, both among traditional and non-traditional aged learners. A high-performing tertiary education sector creates and enhanceshuman capital by expanding participation and facilitates the transferand progression of students through all levels of the education system,especiallyfromsecondarytotertiaryandonthroughlife-longlearning.

ii. For institutions to respond to and anticipate the demands of the labor market as well as standards for academic quality, they will need to be constantly developing new curricula which can provide students with ever-changing mixes of disciplinary competencies and transversal skills. This in turn will raise the value of higher education, thus stimulatingdemand.Ahigh-performingtertiaryeducationsector:

• equips graduates with both essential transversal skills and acomprehensiveunderstandingoftheirselecteddisciplines;

• Assuresallprogrammaticofferingsmaintainalevelofqualityconsistentwiththeexpectationsofkeystakeholders.

iii. The relationship between enterprise and education will be strengthened and deepened at all levels. Universities can play a key role in helpingbusinessesbecomemorecompetitivebyincreasingtheirreceptorcapacityfor knowledge and skills, but they also need to listen more attentivelyto what businesses are saying about graduates, competencies amongpotential new hires, and skills. A high-performing tertiary educationsectorcapturesemployerfeedbacktoinformprogramdesign,institutionalpriorities, and national policies; connects with industry and society tostimulateeconomicandsocialdevelopment.

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Pillar 1: Committing the Sector to Improved Attainment in all Areas

As is the case globally, there is a strong correlation between socio-economic status and those who enroll in and graduate from tertiary education.Morethan50percentof the richestquintileofRomania’syouth (25-29yearolds in2009)holdsa tertiarydegree,whereasinthepoorestquintiletherateoftertiarycompletionis3.8%.Whiletherehasbeennotedimprovementbetween2002and2009,studentsfrompoorandruralhouseholdscontinueto lagsubstantiallybehindtheirmoreaffluentandurbanpeers. The challenges for under-represented groups span from admission throughpersistence to completionof tertiaryeducation, soattentionandengagementmustoccurateverypointinthetertiaryeducationtimeline.

Under-representation of lower income students in the population of tertiary education graduates exposes the pervasive challenge that exists from lower admission rates to higher drop-out rates among poorer students. In November2013, theWorldBank commissioned research into the causesof discontinuation inRomanianhighereducation.Theproject involvedaseriesof interviewswith formerstudentswhohaddroppedoutofschoolwithoutcompletingadegreeinBucharest,ClujandSuceava.Amongthemostcommoncausesforearlydeparturefromtertiarystudies were financial concerns, poor relations with faculty and improper balancebetween requiredandoptional courses. Possible solutions to theseproblems couldbe achieved by strengthening curricular reforms, education funding and improvingsocialconditionsforthepopulationfromdisadvantagedareas/groups.

The significant gap between urban and rural participation in tertiary education in Romania can be explained by various factors. Thewide gulf in social and culturalcapitalbetweenruralandurbanyouthisreflectedintheparticipationgap—notjustintertiaryeducationbut inuppersecondaryaswell—reducingthepoolofstudentsthatare ‘eligible’tocontinuethroughtertiaryeducation. Indeed,only37percentof19-21 year olds coming from rural households have completed a secondary schooldegree,comparedto68percentoftheirpeersinurbanhouseholds.11Moreover,ruralstudentswishing to go on to upper secondary education are often forced tomovefromhometoattendanurbanschoolandfaceprohibitivelyhighlivingcosts.12

11ibid

12WorldBankeducationnote(2007).

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The gaps in tertiary education attainment between rural and urban communities reflected in the World Bank, Household Budget Survey 2014 show that only 7.1percentof25-29yearsoldsinruralcommunitieshadcompletedtertiaryeducationin2009,whiletherateforthesameagegroupinurbanenvironmentswas33.4percent.This is likelyduetomigrationpatternsthataretwo-fold:universitiestendtoclusterinurbanareas,bringing futureyoungworkers tourbancenters; and industry tendstoclusterwherethehumanandinfrastructurecapitalaremostdense,whichisintheurban centers. Together, these forces remove themost educatedpeople from ruralenvironments and make it increasingly difficult for rural areas to attract the mosteducatedbacktotheircommunities.

Among Roma, achievement of tertiary education among those aged 30-34 is about 1%, compared to over 20% in the general population.13 Though exact estimatesvary, it is thought that less thanonepercentofRomachildrenprogress through tocompletion of tertiary education in Romania.14 As is the case with the exclusionamongstudentsfromruralandlowersocio-economicstatusyouthnotedabove,theunderlyingissueliesinaccessandsuccessratesinprimaryandsecondaryeducation.Indeed, fewer than 1 in 10 Roma children complete secondary school. Currently,policies aimed at expanding access to Roma students at the tertiary level includesettingasidereservedplacesateachuniversity.15Whilethesearewelcomeandcouldindeedbeexpandedupon,themostsubstantialbarriersforRomayouthclearlyexistattheprimaryandsecondarylevels,whereurgentactionisrequired.Arecentstudyshows that from 1998 to 2012, the share of Romawomenwith tertiary educationmore thandoubled, from0.7% to 1.6%, and in caseof Romamen it has remainedstableataround1%.16

13DiagnosticandpolicyadviceforsupportingRomainclusioninRomania,WorldBank2014.INS,2014

14World Bank (2011). Functional Review: Higher Education Sector (Romania) , retrieved on November,19th,http://bit.ly/1lEr7NE

15See:http://www.anr.gov.ro/html/Politici_Publice.html.

16DuminicăandIvasiuc2013

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„The National Roma Integration Strategy 2015-2020” explicitly notes two objectives related to the education of disadvantaged and, more specifically, Roma students.

• Ensuring equal, free and universal access of Romanian citizens belongingtoRomaminoritytoqualityeducationatall levels inthepubliceducationsystem, to support economic growth and the development of theknowledge-basedsociety;and

• Promoting inclusive education in the education system, includingby preventing and eliminating segregation and by fighting againstdiscrimination on grounds of ethnicity, social status, disabilities or anyothercriteriawhichaffectsthechildrenandtheyoungpeoplebelongingtodisadvantagedgroups,includingtheRomapeople.17

Particularly among populations which have traditionally not attended tertiary education, improving primary secondary education and improving post-secondary options may not be enough.Internationalexperienceshowsthatanumberofotherpolicy initiatives are required, including those which target financial assistance, socio-culturalbarriers,disability,andgenderconsiderations.TheECpositionpaperonthedevelopmentofaPartnershipAgreementinRomaniapointsouttheimportanceof taking into account a number of social sectors at risk, including the high shareof the population in poverty, the increasing number of elderly people, the Romaminority,andpeoplelivingintheruralareas.18

The declining birth rate and the revised baccalaureate exam have also affected enrollments.Throughmostofthe2000s,roughly80%ofsecondarygraduateswereable to successfully pass their baccalaureate examinations, which entitled them toattendtertiaryeducation.Followingarevisiontotheexamin2011andtheadoptionofmorestringentanti-cheatingprocedures,thebaccalaureatepassratefellto62.6%in 2014. In combination with a declining entry cohort, these stricter enrollmentcriteriahavethepotentialtoexacerbatediminishingenrollmentlevels,atleastfromthetraditionaltertiaryeducationcohort(Table3).Ensuringcapablestudents—acrossallpost-secondaryagecohorts—havereasonableaccesstotertiaryeducationmustbeanationalpriority,toensurereasonableenrollmentlevels.

17Strategyof theGovernmentofRomania for the Inclusionof theRomanianCitizensbelonging toRomaMinorityfortheperiod2012-2050.Retrieved1Apr2014fromtp://bit.ly/Pshsfe

18ECPosition…,ibid:pp.5,6,22.

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Table 3. Number of students enrolled in the first year of university studies - evolution for 2007 – 2014

Academic year

Total Bachelor (public + private)

Public (Bachelor,

year 1)

Public (Bachelor, year 1)

out of which

Private(Bachelor,

year 1)

Total Master (public, year 1)

Total PhD

(public, year 1)budget tuition

2013/2014 128,992 106,741 62,264 44,477 22,251 50,923 4,619

2012/2013 131,861 103,816 60,865 42,951 28,045 52,931 3,828

2011/2012 142,348 110,577 61,903 48,674 31,771 53,094 4,148

2010/2011 175,016 125,987 62,277 63,710 49,029 61,936 5,962

2009/2010 210,605 149,155 61,887 87,268 61,450 73,419 6,843

2008/2009 278,655 151,163 61,493 89,670 127,492 66,725 6,798

2007/2008 285,684 141,415 56,455 84,960 144,269 54,308 5,998

Source: National Institute for Statistics, for data related to private tertiary education (reporting for the beginning of the academic year); CNFIS, for data related to public tertiary education (based on reports prepared by the universities, with reference date 1st of January of each academic year, updated in January 2014 and 2015).

Programs in the social sciences have led the sector’s rapid growth, while enrollments in engineering and science-related fields have declined in relative (though not absolute) terms.19Since2000,63%of thenewuniversityplacesaddedinRomaniahavebeeninsocialsciences,business,andlaw.Thisshifthasbeenledbytheboomingprivatehighereducationsector,whichhasspecializedinthesefieldsandthehumanities.

As a result of this growth in “soft” disciplines, Romania currently has the highest proportion of graduates in the social sciences of anywhere in the EU. In 2008,72%graduatedwithdegrees in “soft”disciplines,with 58%ofRomania’s graduatesreceivingdegrees in the social sciences.Bycontrast,only24%receiveddiplomas inthe“hard”sciences(engineering,medicine,physics,chemistry,andthelike)20.Giventhat thebest-performingsectorsof theRomanianeconomyare largelyengineering-

19WorldBank.2011).FunctionalReview:HigherEducationSector(Romania).Retrieved19Nov2013fromhttp://bit.ly/1eeDrfW.

20ibid

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related, it does raise questions of how well-aligned the academic curricula of thetertiarysectorarewithcurrentandemerginglabormarketneeds.

An examination of student enrollment patterns in academic programs expose gender equity challenges.Whenconsideringtheshareoftertiarygraduatesbyareasofstudy,womenmadeupmorethan85percentof ‘education’graduatesandmorethan 60 percent of “health”, “humanities and arts”, and “social sciences, business,and law” in 2010. Females also comprised more than 50 percent of “science”graduates, however. Males accounted for over half the number of graduates in“services, “agriculture”, and “engineering,manufacturing, and construction”.21 Fromaparticipationperspective,thegrosstertiaryenrollmentinRomania,expressedasapercentageof the relevantagegroup, for females is68percentand50percent formales.For theregionofEuropeandCentralAsia, thesamepercentagesare66and54,respectively.22

The investments in higher education infrastructure will enhance universities’abilities toanticipateandrespondtomarketrequirementsrelatedtostandardsandacademicquality,todevelopnewprograms,benefitingfrommoderntechnologyandequipment,inordertoallowstudentstoacquirecross-disciplinaryskills.

Moreover, special attention should be paid to the students’ learning conditions, by ensuring an appropriate quality level, aimed at improving the access and participation of disadvantaged people in the higher education system and their results at this level of education,particularlyfornon-traditionalstudents,thosewhocomefromruralareas,butalsoforRomapeopleandotherdisadvantagedgroups,aswellasmeasurestoalignhighereducationtolabormarketneeds.

212010DatafromGenderStats(downloadedSeptember10,2013),UNECE,Inter-ParliamentaryUnion(asofSeptember1,2013),andthecentralstatisticsofficeofRomania.

22ibid

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Facilitatethetransferandprogressionofstudentsthroughalllevelsoftheeducationsystem,especiallyfromsecondarytotertiaryandonthrough life-longlearning

Establishclearroutesfromvocationalandothersecondaryeducationintotertiaryeducation

Addresstheobstaclesthatpreventorhinderprospectiveandcurrentstudentsfromcompletingtheireducationalgoals

Complementmerit-basedfeewaiverswithaprogramofneed-basedgrantsandastudentloanprogram

Createandenhancehumancapitalbyexpandingparticipation

Encourageoutreachtostudentsfromunderrepresentedgroupsandtonontraditionallearners,includingadults

Enablestudentstomakeinformeddecisionsabouttheirtertiaryeducationpursuits

Increasethetransparencyofinformationandprovideguidanceoneducationalopportunitiesandoutcomestoinformstudychoicesandreducedrop-out

Increasingaccessandparticipationinhighereducation,includingforpersonsfromdisadvantagedgroupsand non-traditionalstudents

DevelopmentandmodernizationoftheinfrastructureandrelevantresourcesofHEIs,includinglearningspaces,consideringtheeconomicdevelopmenttrendsinrespecttomarketrequirements

Activities under Pillar 1

• Development of clear progression routes from vocational and other secondary education types into tertiary education

Creating multiple pathways from secondary education to career and technicaleducation and on through to higher education can play a key role in increasingattainment,especiallyfortraditionallyunder-servedstudentsfromvulnerablegroups.Astudentwhodoesnotpursuesecondaryeducationwith the intentofenrolling inhighereducationshouldnotbeexcluded fromthepossibility later toadvance theirstudies. Romania’s education system will evolve to ensure that it does not ‘track’studentsintolimitedopportunities.Multipleentryandexitpointstotheeducationalpipelineofferstudentsmoreoptionsandgreaterflexibility.

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• Strengthen the education pipelineAccording to studies, many students are not adequately prepared for tertiaryeducation,particularly students fromvulnerablegroups.Toaddress theseconcerns,alleducationsectorsmustsharetheirstrategicgoalsandoperationalprogramswitheach other to understandways in which they can align expectations andmutuallysupportoneanother(e.g.,revisionstotheteacherpreparationcurriculum).

• Improving the scholarship system, by increasing the number of needs-based social grants

Improving allocation of scholarships by increasing the number of the needs-basedsocialgrantswillsupportthesysteminbecomingmoreefficientandmoreeffective,especiallyforstudentsfromdisadvantaged/vulnerablegroups.Thischangeshouldbedonebyanationalagency,beingacoreelementofageneral reviewof thetertiaryeducation.

• Launching a student loan program As noted in theWorld Bank feasibility study on the potential for student loans inRomania23,thereisnoneedtowaitforthecreationofneed-basedgrantstoproceedwithsettingupastudent loanprogram.Therearealreadystudentswhopaytuitionfees and are in need of assistance. The key element here is working out how riskcan best bemitigated andwhether or not private funds can bemobilized for loanoriginationthroughagovernmentguarantee.Indesigningtheloanprogram,threeimportantfactorswillbeconsidered:

₋ Tolinktheintroductionofstudentloanstoalargerreformofaidinwhichmoregrant-basedassistanceflows tostudents inneed.The idea thatnotjust loansbutgrantsareon theway to support the trulyneedywillbeanecessarypartofthecommunicationsstrategy.

₋ Introductionofaloanschemecalled“grantforstudies”. ₋ Raisingawarenessofthefactthatstudentloanschemewillnotbeableto

fullysolvethedropoutproblemorimproveaccess.

23WorldBank.(2009).IntroducingaStudentLoanSchemeinRomania.Retrieved1Apr2014fromhttp://bit.ly/1lsafqM

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• Encourage outreach to students from under-represented groups and to nontraditional learners, including adults by:

₋ Development of institutional outreach strategies for under-representedgroups;

₋ National government to incentivize recruitment strategy and retentionofunder-representedgroupsbyprovidingfinancialincentivesfordoingso;

₋ Similarly, institutions can be encouraged to perform outreach and shiftenrollmentbalancesatafield-of-studylevelthroughfinancialincentivesformeetingorexceedingcertainenrollmentthresholds.

Pillar 2: Promoting the Establishment of High Quality, Adaptive Academic Programs

Quality assurance (QA) mechanisms in Romania are aligned with European standards and consists in a two-step process: internal and external quality assurance. Quality assurance in higher education and university research is theresponsibility of the higher education institution and a fundamental task of theMinistryofEducationandScientificResearch.Toperformthistask,MESRcollaborateswithARACIS,an independentbody,andwithother institutions subordinated to theMinistry.

External quality assurance is, according to the law, ensured by ARACIS or by otherexternalqualityassuranceagenciesthatarelistedinEQAR.ARACISalsohastheroleofprovidingaccurateandaccessibleinformationtothepublicaboutthequalityofaninstitutionorprogram,whichcanbeofhelpforstudents inmakingdecisionsabouttheirprofessional/educationalpath.Thisrequiresinstitutionaldatatransparencyandtheexistenceofotherstructuresthatcollectandreportthisdatainanaccurateandunitarymanner. Tomeet realqualificationdemands from the labormarket,ARACISupdatestheassessmentstandards.

The National Authority for Qualifications (NAQ) analyzes and ensures a correlation between university programs and the skills and qualifications acquired in line with the diplomas issued. NAQmanages the National Register of Qualifications inHigher Education (RNCIS), as part of the National Register of Qualifications (RNC),a tool that sets the qualifications structure, ensures international compatibility andcomparability and endorses the introductionof a labormarket qualification, in linewiththeEuropeanframeworkofqualifications.NAQ`sroleistoharmonizethehighereducationqualificationswiththemarketdemands.ThemeasuresinthisStrategywillsupport universities in designing their curricula starting from the professional skills

32

requestedby the labormarket, in introducingnewqualifications inRNCIS,andnewuniversity/post-universityprogramscorrespondingtothosequalifications.

Strengthening the capacity of universities to design and provide market-relevant programs–withspecialfocusonensuringcross-cuttingskills(includingICT),butalsoon developing those skills needed in economic sectors with competitive potential,identified according to SNC (the automotive industry, ICT, food and beverageprocessing, health and pharma products, tourism and agri-tourism, clothes/leathermanufacturing, timber and furniture, creative industries, energy and environmentalmanagement, bio-economy (agriculture, forestry, fisheries and aquaculture, bio-pharmaceutics and bio-technologies) and intelligent fields, in line with SNCDI(bio-economy, ICT, space and security, energy, environment and climate change, eco-nanotechnologies,advancedmaterialsandhealth).

Among the key data points which should be available to students about each program are completion rates, employment rates, and if possible post-graduate incomes.Thisrequiresamoreregularandextensivepatternofgraduateemploymentsurveys or the data on tertiary graduates can be linked with data from otheradministrativesystemstoelectronicallymatchgraduates’employmentstatus,salary,and relevant indicators.To further informstudentchoiceand institutionalplanning,an on-going advisory group consisting of key labor market and tertiary educationrepresentatives should be convened periodically to publicizemidrange (i.e., five tosevenyears) laborforecastsanddiscussthepotential impactontertiaryeducation’sprogrammaticofferingsandcapacity.

The training market currently offers many opportunities for higher education institutions. The universities have the infrastructure and highly skilled humanresources, needed to meet the continuous education and development standardsimposed by employers. Through the National Strategy for Lifelong Learning,MESRshallpromotemeasurestoincreasetheinvolvementofhighereducationinstitutionsinlifelonglearning.

Updating/upgrading the MESR / ARACIS regulations is another area that could generate benefits for flexible learning methods, including reduced attendance education, distance education and internships. The acknowledgement of variouslearningmethods shall change themanner inwhich people see tertiary education,whichshouldadjust to thenewchallenges,especiallybyensuringsystemflexibility.Anexampleinthisrespectcouldbethepromotionofe-learningandblended-learningsystems.

33


MESR and the GoR are committed to develop e-learning solutions and willexplore how best to act as quickly as possible to alter regulation in this area topermit institutions togrow inscaleandreapthebroadbenefits tobothaccessandopportunityaffordedbymoderndeliveryoptions.

Finally, quality assurance for tertiary instruction and research depends greatly on improving the training and experiential learning of doctoral students and post-doctoral staff. One of the most important links on human resource for HEIs aredoctoral students and postdoctoral researchers. This is not only because they arefutureprofessorswhowillbe inchargeof thefutureteachingofundergraduates; itisalsobecausetheyareamongthemostproductiveandinnovativeresearchersandassuchcanplayasignificantrolebothin increasingtheeffectivenessofpublicR&Dexpendituresandinpromotinggreatertechnologytransfertotheprivatesector.

Strategic DirectionsObjective Measure / Action

Equipgraduateswithbothessentialtransversalandprofessionalskills,especiallyineconomicsectorswithcompetitivepotentialandintheintelligentfields

Revisecurriculumanddevelopassessmentfortransversalskillsandentrepreneurship

Adaptprogramsandcurriculumstoreflectadvancesinmethodologyandtechnology

EnhancetheICTofferingstocomplementexistingofferings

Promoteimprovedteacherqualityatalllevelsofthesector,especiallyineconomicsectorswithcompetitivepotentialandintheintelligentfields

ProvideteachertrainingopportunitiesforPhDstudents;supportprofessionaldevelopmentthroughoutthecareersofacademicstaff

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Provideadiversearrayofprogramstomeetlabormarketandstudentdemand

Introducestudyprogramsfornon-universitytertiaryeducation;Updatethenationalsystemforexternalqualityassurancebysubstantiatingtheprogramsonthelabormarketneedsassessment,forthetertiaryand non-tertiaryeducation;Designacademiccurriculabasedonprofessionalskillsrequiredonthelabormarket,theintroductionofnewqualificationsinRNCIS,newprogramsforundergraduate/postgraduatestudies,pertainingtosuchqualifications.

Activities under Pillar 2:

• Revision of Ministry and ARACIS Rules Governing Accreditation of ProgramsThe rules currently in place regarding program accreditation are not perceived byacademic staff and institutional leadership as fostering or contributing to curricularinnovation.Theseregulationsonqualityassuranceinhighereducation,aswellas intechnicalandvocationaleducation,will constantlybe reviewed,as toseehowtheycanbecomemoreflexible andoriented towards theoutputs / impact on the labormarket.

• Assuring compatibility between CNATDCU and ARACIS domainsAtthemoment,eachofthesetwoimportantentitiesinhighereducationisoperatingwithdifferentsetsoffieldsorwithdifferenttitlesforthesamedomain.Thiscausesundue difficulties in reporting and could generate confusion among the finalrecipientsoftheinformation.

• Expanding Capacity in Curriculum Design While greater freedom from centralized rule-making is important, champions ofreformattheinstitutionallevelareimperative,requiringgreateremphasisonstrongcurriculumdesignatthefacultyanddepartmentallevel.Severalthingscanbedonetointegratethetransversalskillsasbasicelementsofthecurricula,andHEIswillsupportthecurricularinnovations,willpromotegoodpractices,etc.

35


• ARACIS will develop a plan to assess the national state of curricular innovation in institutions with respect to transversal skills and entrepreneurship, so that progress between 2015 and 2020 can be monitored.

• Development of financial incentives (i.e. prizes) to institutions judged to have developed new programs of exceptional promise in terms of developing transversal and entrepreneurial skills.

Financial incentives will be provided to institutions to improve the integration oftransversalandentrepreneurialskillsintothecurriculum.Thiskindofcompetitionwillbe judgedbyquantitativeandqualitativemeansandnational / internationalexpertinputswillbesoughtduringthejudgingprocesstoensuretransparency.

• Financial Support to ICT Programs Another key strategic contribution on the part of the government of Romania willbe improving the IT infrastructure thatwill enable thedeliveryofdistance learningprograms. Thismeasurewill lead to the revisionof distance andpart-time learningregulations, andwillmake theeducational programsmoreattractive. Following therevisionof regulations for the2015-2016academicyear,calls foraccessing funds inviewofimprovingtheICTinfrastructureareexpected.

Pillar 3: Promoting Strategic Engagement with Economy

Tertiary education institutions cooperate with their communities, including their local employers.A significantpartof tertiaryeducation institutions’ contribution toeconomicgrowth is simplyoneofgeneral formation–ofdevelopinghumancapitalinageneralsenseandprovidingthemwithlifelong,transversalskillswhichwillhelpthem regardless of industry or occupation. The ability to provide graduates withmoretailoredandspecificcompetenciesrelevanttotheemergingopportunitiesfrombusinessesintheirowncommunitynecessarilygivesthatcommunityanditsindustrya key industrial edge. For this to happen, however, tertiary education and industrymusthavemuchdeeperknowledgeofeachother’sneedsandcapabilitiesthanexistsatpresent.

To promote greater utility from doctoral students and postdoctoral academic staff, PhD training must include a major emphasis on the skills needed by the private sector and a promotion of internships, allowing those individuals to move back and forth between companies and universities. From an innovation standpointthis is crucial: PhDsandpostdocs in scienceand technology contribute farmore toinnovationwhentheyareengagingwiththerealproblemsfacingindustrythaniftheyaresolelyengagedinacademicresearch.

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It is the binding together of tertiary education and businesswhichmakes possiblefasterratesoftechnologytransferandtheleveragingprivatesectorinvestments.

There are two major challenges which higher education institutions in Romania currently face with respect to attracting and retaining doctoral and postdoctoral students in high-quality programs: money and institution-private sector engagements. Having enough money to retain talented doctoral students andpostdocsisasignificantcurrentproblemforRomania;manyofthemleaveacademiafor studies abroad or for the domestic private sector because salaries are not verycompetitive. Further, being able to develop the kinds of partnerships with privatebusinesses that will create the kinds of opportunities for these young researchersto develop both as academic specialists and as experts able to assist industry isimperativefordrivingresearchandinnovationrelevanttotheRomanianeconomy.

The notion of this “knowledge triangle” –education, research, and innovation—is central in the European Commission’s Education and Training 2020 strategy (ET2020),24 and is further promoted in the Joint Progress report towards ET202025. The European Council established that education and training are prerequisites fora well-functioning knowledge triangle and are vital for boosting growth and jobs.The conclusionsof theCouncil and theRepresentativesof theGovernmentsof theMemberStatesondevelopingtheroleofeducationinafully-functioningknowledgetriangle26 establishes seven priorities for action including: pedagogical reform,partnershipswithbusiness,anddevelopan innovationculturewithinHEIs,andnewapproachestoqualityassessment.

Systems will be established to collect and assess the extensive feedback between institutions and firms. Such communication is vital to both industry and educationinstitutions. Employers inform universities about the quantity and quality of their

24 EducationandTraining2020” (ET2020) is strategic framework for European cooperation in educationandtrainingthatbuildsonitspredecessor,the“EducationandTraining2010”(ET2010)workprogramme.ItprovidescommonstrategicobjectivesforMemberStates,includingasetofprinciplesforachievingtheseobjectives,aswellascommonworkingmethodswithpriorityareasforeachperiodicworkcycle.Retrieved12Jan2014fromhttp://europa.eu/legislation_summaries/education_training_youth/generalframework/ef0016_en.htm

25Ibid,March2007

26 Conclusions of the Council and of the Representatives of the Governments of the Member States,meetingwithintheCouncil,of26November2009ondevelopingtheroleofeducationinafully-functioningknowledgetriangle.Retrieved26Nov2013fromhttp://bit.ly/1lsaxOv

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graduates; while tertiary institutions can provide key feedback to employers, tounderscoretheopportunitiesforindustryrelatedtothedeploymentofvarioustypesofknowledgeandspecificskills.

The Joint Progress Report on the ET202027 also stresses the importance of partnerships not just with businesses but also with other stakeholders. Amongthe priorities set out in the Report for the second working cycle of the ET2020includestheimportanceofdevelopingeffectiveandinnovativeformsofnetworking,cooperationandpartnershipbetweeneducationandtrainingprovidersandabroadrangeofstakeholdersincluding,socialpartners,businesses,researchinstitutionsandcivilsociety.

Key internationalization initiatives must also be implemented to ensure the relevance and competitiveness of the tertiary sector as a driver of knowledge and innovation. MESR is committed to developing the key areas for a comprehensiveinternationalizationstrategyidentifiedbytheEuropeanCommission28:

₋ Promotingtheinternationalmobilityofstudentsandstaff; ₋ Promotinginternationalizationathomeandviadigitallearning;and ₋ Strengtheningstrategiccooperation,partnershipsandcapacitybuilding.

Moreover two additional policy objectives related to the EU’s internationalization agenda and to which Romanian tertiary education is committed to contributing include:

₋ Increasing the attractiveness of European HE by improving quality andtransparency;and

₋ Increasingworldwidecooperationforinnovationanddevelopment.29

27 2012 Joint Progress of the Council and the Commission on the implementation of the StrategicFrameworkET2020.(2012/C70/05)Retrieved1Apr2014fromhttp://bit.ly/1lErJDa,(p.17).

28CommunicationfromTheCommissiontotheEuropeanParliament,TheCouncil,TheEuropeanEconomicandSocialCommitteeandtheCommitteeoftheRegionsSupportingGrowthandJobs–AnAgendafortheModernisationofEurope’sHigherEducationSystems.Retrieved1Apr2014fromhttp://bit.ly/1sdSnnF

29ibid

38

Strategic DirectionsObjective Measure / Action

Gatherindustryfeedbacktoinforminstitutionalprioritiesandnationalpolicies

Developanationalprogrammethatpromotesdynamicandcontinueddialoguebetweentheeducationandbusinesssectors

Connectwithindustryandsocietytostimulateeconomicandsocialdevelopment

EstablishanIndustryLiaisonfunctionateachinstitution;Developandimplementtrainingprogramsinpartnership-includingthecreationandimplementationofon-the-joblearningprograms

Preparetheworkforcetodriveandsupportnationalandregionaleconomicgrowth

Involveemployersinthedesignanddeliveryofprogrammes,supportingstaffexchangesandincludingpracticalexperienceincourses.

Activities under Pillar 3

• Development of a national research for innovation and entrepreneurship programme, to encourage dialogue between the education and business sectors

The research agenda in Romania, while substantial, remains largely driven byacademic curiosity rather than innovation and technological transfer. Collectively,stakeholdersmustcollaboratemoreeffectivelytoalignwithinacoordinatedresearchanddevelopment agenda that builds upon existing strengths and address areas forimprovement, especially as related to the coordinated development of the newResearch and Innovation Strategy (e.g., including for a framework of intellectualpropertyownership,commercializationprocess,etc.).MESRwillconsultwidelywiththe university and private sectors to create a national programme on increasinguniversity-industrycollaboration.Priorityconsiderationsinclude:

I. Eliminating the barriers to collaboration with domestic and foreign enterprisesWhat are the key factors preventing Romanian enterprises frommakingfuller useof scientific knowledge in their production?What canbedonethroughpartnershipstoreducethesebarriers?

39


II. Rewarding institutional successWhat means can be used to measure institutional success in promotinguniversity-industry linkages?Whatkindof incentivescanbedevelopedtoencouragetheselinkages

III. Promoting mobility of qualified personnelAre there ways to place more qualified personnel in industry for short-term assignments to increase technical expertise in firms and expandunderstandingoffirmneedsininstitutions?

IV. The role of tax incentivesAre thereways that the tax system can be used to expand co-operationbetweeninstitutionsandfirms?

• Establishment of Industry Liaison specialists at each institution; universities and other post-secondary institutions develop plans for outreach to community businesses

Starting with 2014, the establishment and organization of Centers for careercounselingandguidance inall institutionsofhighereducationwasregulated.Thesecenters will have units for the analysis and forecasting management of the labormarket demands. To the sameend, that of facilitating the correlationbetween theeducationsystemand the labormarket, itwillbepossible tocreate, inuniversities,consultative structures that involve representatives of the economic, academic,culturalandexternalprofessionalenvironments.

Aspartofthedevelopmentofanationaldataframework,asurveyofemployersistobedevelopedandputintothefieldassoonaspossibletobettergaugeperformanceintermsofprovidingstudentswithemployabilityskillsandtechnologytransfer.Thegoalwillbetoutilizethisandrelatedinstrumentswithinafullyrealizedlabormarketobservatory,whichwillprovideconstantandup-to-dateassessmentsanddataontheemploymentenvironmentandlabormarket.

• Involvement of industry/employers in the design and delivery of programmes, supporting staff exchanges and including practical experience in courses couldemergefromthesurveysdescribedabove.

• Both students and employers argue for a revision of qualifications and curricula, adjusting the skills to the standards required by employers, establishing functional internship systems, internship programs and upgradingresources(ex.Informationsystems).

40

This Strategy substantiates the development / review of the public policies fromthisfield,byconsultationswithallexternalstakeholdersandconsideringtheabove-mentionedissues.

• Utilization of Master’s programs to promote industry-specific research and skills development.

Master’s degree programs are especially useful tools for targeting practical, skill-drivenlearningasrelevanttothelabormarket,bridgingthesoftskillsbestprovidedviaabroadfirst-degreeandtheon-the-jobtrainingspecifictoanyparticularfirm.

Universities will be supported in identifying their competitive advantage areas forimprovinguponordevelopingnewMaster’sprogramsthataremorerelevanttotheirimmediate,regionalandnationallabormarkets.

41


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24

Documents

National Strategy - World Bankpubdocs.worldbank.org/.../National...Romania-mare.pdf · • Romania is committed to the coordination and cooperation for opportunitiesafforded by the