Social Dimension of Social Dimension of Language LearningLanguage Learning in in

RomaniaRomania

Prof. Daniela BoboceaProf. Daniela Bobocea

CTAT “Dumitru Motoc”, GalatiCTAT “Dumitru Motoc”, Galati

Innovative programmes for Innovative programmes for European PlurilingualismEuropean Plurilingualism

PlurilingualismPlurilingualism does not mean the does not mean the disappearance of borders, whether they are disappearance of borders, whether they are physical, political, religious, intellectual, physical, political, religious, intellectual, artistic or any others. Such as a door, the artistic or any others. Such as a door, the border can be opened or closed; it is a border can be opened or closed; it is a marker of identity and of differentiation, but marker of identity and of differentiation, but at the same time, it is a condition for a real at the same time, it is a condition for a real and authentic exchange. Whatever the and authentic exchange. Whatever the border, plurilingualism transforms them as border, plurilingualism transforms them as areas of exchanges, enrichment and areas of exchanges, enrichment and creativity, a creativity nurtured by an creativity, a creativity nurtured by an assumed and recognized otherness.assumed and recognized otherness.

The resolution of November 23rd, 2008 of the Council The resolution of November 23rd, 2008 of the Council

for Education, Culture and Youth reminded the aim for Education, Culture and Youth reminded the aim that the Europeans of tomorrow should master at that the Europeans of tomorrow should master at least two foreign languages in addition of their mother least two foreign languages in addition of their mother tongue, and set the principle of diversification of the tongue, and set the principle of diversification of the linguistic offer from a very young age. linguistic offer from a very young age.

In order to provide stable and successful services to In order to provide stable and successful services to its citizens, plurilingualism is promoted in the EU by its citizens, plurilingualism is promoted in the EU by means of certain programs, developed in Romania, means of certain programs, developed in Romania, too, for many years. The Lifelong Learning Programme too, for many years. The Lifelong Learning Programme offers a wide range of language opportunities for offers a wide range of language opportunities for those who wish to gain experience in teaching and those who wish to gain experience in teaching and learning in another European country. learning in another European country.

In the last 5 years, many European projects have been In the last 5 years, many European projects have been

developped in our school only:developped in our school only: "Preparation and co-mentorship for European hospitality "Preparation and co-mentorship for European hospitality

training" (Leonardo da Vinci Partnership, 2008), "E-learning training" (Leonardo da Vinci Partnership, 2008), "E-learning & flexible learning in invatamantul vocational si tehnic & flexible learning in invatamantul vocational si tehnic (VET)" (Leonardo da Vinci VETPRO, 2008), "European (VET)" (Leonardo da Vinci VETPRO, 2008), "European Parent's School for Lifelong Learning" (Grundtvig, 2008), Parent's School for Lifelong Learning" (Grundtvig, 2008), "Retracing Myths - Between Magic and Reality Through "Retracing Myths - Between Magic and Reality Through Europe's Traditions and Culture" (Comenius Multilateral, Europe's Traditions and Culture" (Comenius Multilateral, 2010-2012), „Kitchen and restaurant guide for starters" 2010-2012), „Kitchen and restaurant guide for starters" (Leonardo da Vinci, 2010-2012), „Quels outils éducatifs (Leonardo da Vinci, 2010-2012), „Quels outils éducatifs pour la socialisation des jeunes adultes avec les parents?” pour la socialisation des jeunes adultes avec les parents?” (Grundtvig Learning Partnership, 2012 –ongoing).(Grundtvig Learning Partnership, 2012 –ongoing).

I, personally, benefited two in-service training courses: I, personally, benefited two in-service training courses: Innovations in Special Educational Needs Support in Innovations in Special Educational Needs Support in Regular EducationRegular Education, Dublin, Irland, 2004, , Dublin, Irland, 2004, The English The English Teacher Experience - Methodolgy And Language Teacher Experience - Methodolgy And Language Enhancement for the 21st CenturyEnhancement for the 21st Century, London, UK, 2009., London, UK, 2009.

In our school English and French are taught as foreign In our school English and French are taught as foreign

languages both as first and as second languages. languages both as first and as second languages. Students are very interested in learning other Students are very interested in learning other languages, that's why they get involved in school languages, that's why they get involved in school projects or go to student exchanges in other countries projects or go to student exchanges in other countries to learn new and interesting languages which are not to learn new and interesting languages which are not included in the curriculum. The school has many IT included in the curriculum. The school has many IT resources: three IT modern labs, a network system resources: three IT modern labs, a network system with non –stop access to the internet, multimedia with non –stop access to the internet, multimedia instruments, application software, which are used instruments, application software, which are used during classes according to the syllabus. All our during classes according to the syllabus. All our teachers are qualified and the majority have teaching teachers are qualified and the majority have teaching degrees and Master’s Degree diplomas. In our school degrees and Master’s Degree diplomas. In our school there are also 2 training-firms registered in the there are also 2 training-firms registered in the national network of the training-firms as travel national network of the training-firms as travel agencies and other 8 not-registered training-firms.agencies and other 8 not-registered training-firms.

European Label is another program of European Label is another program of

support and promotion of language learning support and promotion of language learning in the EU; the European linguistic label is in the EU; the European linguistic label is given to initiatives that have successfully given to initiatives that have successfully managed to promote creative and innovative managed to promote creative and innovative language learning activities. language learning activities.

Scholarships offered by various member-Scholarships offered by various member-states within the union help promote the states within the union help promote the language and culture of the state, and the language and culture of the state, and the Europeans, who have received by means of Europeans, who have received by means of bilateral agreements, scholarships in the bilateral agreements, scholarships in the Romanian language and civilization courses, Romanian language and civilization courses, have studied our language and became have studied our language and became acquainted with the culture and civilization acquainted with the culture and civilization of the Romanian people. of the Romanian people.

Plurilingualism increases the interest and Plurilingualism increases the interest and

tolerance in the other’s image, and the tolerance in the other’s image, and the interest in the study of one or more foreign interest in the study of one or more foreign languages in Europe. The knowledge of languages in Europe. The knowledge of foreign languages is an asset in the business foreign languages is an asset in the business environment. Thanks to the knowledge of environment. Thanks to the knowledge of several foreign languages, businesses and several foreign languages, businesses and employees may become more competitive, employees may become more competitive, and EU citizens may have greater mobility. and EU citizens may have greater mobility. The European Union strategy on foreign The European Union strategy on foreign languages and economic competitiveness languages and economic competitiveness opens up new opportunities. opens up new opportunities.

And a Europe in which people from different And a Europe in which people from different

Member States speak several foreign languages is Member States speak several foreign languages is a more welcoming society for people traveling a more welcoming society for people traveling within it. Young people who speak several foreign within it. Young people who speak several foreign languages can move more easily throughout languages can move more easily throughout Europe to study or work. Europe to study or work.

Foreign languages really contribute to European Foreign languages really contribute to European competitiveness. Companies that have employees competitiveness. Companies that have employees mastering language skills are better prepared to mastering language skills are better prepared to take advantages of the opportunities offered by the take advantages of the opportunities offered by the European market – the largest in the world. Also, European market – the largest in the world. Also, language skills help businesses reach customers language skills help businesses reach customers and markets all around the world. (Leonid Orban) and markets all around the world. (Leonid Orban)

Programmes such as the European Union’s, which are concerned Programmes such as the European Union’s, which are concerned

with transnational mobility, lifelong education, fresh approaches to with transnational mobility, lifelong education, fresh approaches to language teaching, access to new multimedia environments and, language teaching, access to new multimedia environments and, through the Netdays projects, raising awareness of the through the Netdays projects, raising awareness of the information and communication society, are part of this process of information and communication society, are part of this process of enriching life together for Europeans.enriching life together for Europeans.

Teachers' training on plurilingualism is crucially important, Teachers' training on plurilingualism is crucially important, considering that outdated pedagogical settings, which hold considering that outdated pedagogical settings, which hold plurilingualism responsible of poor learning in L2, are still common plurilingualism responsible of poor learning in L2, are still common among them.among them.

The valorization of first language and the relationship between the The valorization of first language and the relationship between the first and second language can be achieved by:first and second language can be achieved by:

••Training courses for teachers; Training courses for teachers; ••Language and citizenship courses for children and adults;Language and citizenship courses for children and adults; ••Didactic materials for language teaching and intercultural Didactic materials for language teaching and intercultural

education;education; ••Project websites;Project websites; ••International conferences and other dissemination activitiesInternational conferences and other dissemination activities

Romania expresses its approval towards the linguistic Romania expresses its approval towards the linguistic

diversification policy by signing the European Treaties, this diversification policy by signing the European Treaties, this action having noticeable decisional consequences in favour action having noticeable decisional consequences in favour of linguistic distension, such as: of linguistic distension, such as:

# an early learning of foreign languages (the school # an early learning of foreign languages (the school curriculum comprises subjects like English, French, Italian, curriculum comprises subjects like English, French, Italian, Spanish, German and Russian, thus expanding the school Spanish, German and Russian, thus expanding the school offer); offer);

# the focusing of the curriculum on skills, allowing a transfer # the focusing of the curriculum on skills, allowing a transfer of knowledge and skills in new and dinamic situations of knowledge and skills in new and dinamic situations (forming common skills in foreign languages, as well as (forming common skills in foreign languages, as well as introducing new interaction skills at highschool level which introducing new interaction skills at highschool level which favour interdisciplinarity and enhance the valorization of favour interdisciplinarity and enhance the valorization of intercultural skills); intercultural skills);

# introducing the third foreign language (as optional) in the # introducing the third foreign language (as optional) in the high school curriculum (1999); high school curriculum (1999);

# initiating a two models concept of the Linguistic Portfolios # initiating a two models concept of the Linguistic Portfolios (both for adults and children between 8 and 11 years old). (both for adults and children between 8 and 11 years old).

At the level of political statements (intended policy), At the level of political statements (intended policy),

Romania adopted the European documents on Romania adopted the European documents on linguistic educational policy (The Common European linguistic educational policy (The Common European Framework, The European Linguistic Portfolio, the Framework, The European Linguistic Portfolio, the memorandum for lifememorandum for life--long learning, Europass), long learning, Europass), proving its interest and concern for the policies proving its interest and concern for the policies dealing with multilinguism and multiculturality, dealing with multilinguism and multiculturality, linguistic diversity and European citizenship. linguistic diversity and European citizenship.

All these took place without having a legislative All these took place without having a legislative framework for the promotion of foreign language framework for the promotion of foreign language study and without setting up comittees or comissions study and without setting up comittees or comissions which would coordinate the implementation of key which would coordinate the implementation of key objectives established by the European Union in this objectives established by the European Union in this particular field. particular field.

At the level of decisional consequences (actual At the level of decisional consequences (actual policy), Romania’s interest to follow the European policy), Romania’s interest to follow the European linguistic policy is reflected particularly in the linguistic policy is reflected particularly in the gradual revision of school curricula for modern gradual revision of school curricula for modern languages, before and after The European Year of languages, before and after The European Year of Languages (2001). Languages (2001).

Although the new curricula highlight the european Although the new curricula highlight the european dimension, taking into account The Common dimension, taking into account The Common European Framework of Reference for languages European Framework of Reference for languages (CEFR), as well as the Education and Training (CEFR), as well as the Education and Training programme 2010 – the sources of defining skills programme 2010 – the sources of defining skills and target performance levels –it is not specified and target performance levels –it is not specified the way in which these levels were established, the way in which these levels were established, what do they mean or how can the teachers and what do they mean or how can the teachers and students assess their own proficiency in a specific students assess their own proficiency in a specific foreign languages. foreign languages.

Europass in Romania Europass in Romania

The implementation of was achieved by following some very important The implementation of was achieved by following some very important decisional steps, such as: decisional steps, such as:

––Following the recommendations from Krakow, in 2002 it is founded The Following the recommendations from Krakow, in 2002 it is founded The Romanian National Committee for the Approval of the European Portfolios Romanian National Committee for the Approval of the European Portfolios of Languages: of Languages:

––In 2003, the Committee analyses and approves the Romanian version of In 2003, the Committee analyses and approves the Romanian version of the Portfolio for adults designed by Centrul Prosper ASE; the Portfolio for adults designed by Centrul Prosper ASE;

––A group of experts from the Institute of Education A group of experts from the Institute of Education ofof Sciences finalizes the Sciences finalizes the documentation and design stage of the European Linguistic Portfolio, Junior documentation and design stage of the European Linguistic Portfolio, Junior version (8-11 years old); version (8-11 years old);

––Romania adopts in January 2005 the Single Community framework for Romania adopts in January 2005 the Single Community framework for transparency of qualifications and skills established by the European transparency of qualifications and skills established by the European Parliament and the European Council in December 2004, in order to Parliament and the European Council in December 2004, in order to sustain European mobility and lifelong learning. Aiming at unifying the sustain European mobility and lifelong learning. Aiming at unifying the Europass papers (Europass CV, Europass Mobility, the Appendix to the Europass papers (Europass CV, Europass Mobility, the Appendix to the Europass Certificate, the Europass Linguistic Portfolio, the Appendix to the Europass Certificate, the Europass Linguistic Portfolio, the Appendix to the Europass Professional Certificate), the National Agency for Communitary Europass Professional Certificate), the National Agency for Communitary Programmes in Education and Professional Training (ANPCDEFP) was Programmes in Education and Professional Training (ANPCDEFP) was invested as the Europass National Center (CNE) in February 2005 (MO no. invested as the Europass National Center (CNE) in February 2005 (MO no. 3254/2005). 3254/2005).

Actual difficultiesActual difficulties: :

The teachers have not been trained to use The The teachers have not been trained to use The Common European Framework, , and although the Common European Framework, , and although the school curricula have been reorganised according to school curricula have been reorganised according to this European instrument, they don’t offer specific this European instrument, they don’t offer specific details. details.

The teaching process has been modified for the The teaching process has been modified for the transition to a skills based curriculum. Although in transition to a skills based curriculum. Although in teaching and learning foreign languages the teacher teaching and learning foreign languages the teacher emphasizes the development of general emphasizes the development of general communication skills (reception, production, communication skills (reception, production, interaction, mediation), assessment is still focused interaction, mediation), assessment is still focused on testing only the linguistic skills, taking into on testing only the linguistic skills, taking into consideration and sanctioning grammar accuracy. consideration and sanctioning grammar accuracy.

Challenges in the foreign Challenges in the foreign language classroom using language classroom using

ICT and CLILICT and CLIL Romanian education has changed dramatically within the last half century, Romanian education has changed dramatically within the last half century,

transitioning from the influences of the Soviet Union, the Romanian Communist transitioning from the influences of the Soviet Union, the Romanian Communist party, anti-communist reformers, and Western Europe. party, anti-communist reformers, and Western Europe.

Romania has done much in its educational transition since the fall of Romania has done much in its educational transition since the fall of communism in 1989. New subjects, western thought, and internationalized communism in 1989. New subjects, western thought, and internationalized curricula have contributed to a well-rounded education for Romanian students. A curricula have contributed to a well-rounded education for Romanian students. A variety of foreign languages are taught, students must demonstrate variety of foreign languages are taught, students must demonstrate technological competency to graduate high school, religion and philosophy are technological competency to graduate high school, religion and philosophy are now standard, now standard,

Its European Union ascension in 2007 has marked it as a strong and modern Its European Union ascension in 2007 has marked it as a strong and modern nation, yet still sometimes parenthetically referred to as a newer Eastern Europe nation, yet still sometimes parenthetically referred to as a newer Eastern Europe an member. The transition has not been easy, and there is certainly much room an member. The transition has not been easy, and there is certainly much room for improvement, but Romania’s reform has shown its capacity for change and for improvement, but Romania’s reform has shown its capacity for change and asserted itself as having an important role on the stage of international asserted itself as having an important role on the stage of international education.education.

Once a class is formed, it functions as a cohesive unit and remains together Once a class is formed, it functions as a cohesive unit and remains together either through lower secondary (grades 5-8), or high school (grades 9-12). Both either through lower secondary (grades 5-8), or high school (grades 9-12). Both upper and lower secondary students study a broad curriculum usually including upper and lower secondary students study a broad curriculum usually including Romanian Language and Literature, History, Geography, Mathematics, Romanian Language and Literature, History, Geography, Mathematics, Chemistry, Biology, Physics, Religion, Physical Education, Art or Music, and two Chemistry, Biology, Physics, Religion, Physical Education, Art or Music, and two foreign languages (most often English and French, though German, Russian, foreign languages (most often English and French, though German, Russian, Italian and Romanian as a second language are also taught depending on the Italian and Romanian as a second language are also taught depending on the region). region).

Each year the class collectively decides on one or two electives, Each year the class collectively decides on one or two electives,

usually an additional hour from one of the core subject areas, usually an additional hour from one of the core subject areas, which is intended either to better prepare them for further study, or which is intended either to better prepare them for further study, or to gain favor from the subject teacher.to gain favor from the subject teacher.

Foreign language education has taken a prominent role in the Foreign language education has taken a prominent role in the Romanian education system. Most Romanian students study two Romanian education system. Most Romanian students study two foreign languages, usually English and French. In 2009, for foreign languages, usually English and French. In 2009, for example, 98.1% of upper secondary students were studying English example, 98.1% of upper secondary students were studying English (Eurostat, 2011c), and 85.3% were studying French (Eurostat, (Eurostat, 2011c), and 85.3% were studying French (Eurostat, 2011d). 2011d).

Though in the few years following the 1989 revolution, students Though in the few years following the 1989 revolution, students located in urban areas were more likely to study English than those located in urban areas were more likely to study English than those living in rural areas, students from every sector of the modern living in rural areas, students from every sector of the modern Romanian population generally have access to English.Romanian population generally have access to English.

The Romanian Ministry of Education agreed and has required The Romanian Ministry of Education agreed and has required students to demonstrate competency in one international language students to demonstrate competency in one international language based on international standards in order to pass the based on international standards in order to pass the Baccalaureate exam and be admitted to higher education. Romania Baccalaureate exam and be admitted to higher education. Romania has adopted the Common European Framework of Reference for has adopted the Common European Framework of Reference for Languages (CEFR) as means of evaluating Baccalaureate exams for Languages (CEFR) as means of evaluating Baccalaureate exams for exiting high school students. CEFR is meant to be able to be exiting high school students. CEFR is meant to be able to be applied to the evaluation of any European language and is scored applied to the evaluation of any European language and is scored along six gradations from A1 to C2.along six gradations from A1 to C2.

With increasing emphasis on foreign language, especially With increasing emphasis on foreign language, especially English, many students are taking internationally English, many students are taking internationally recognized exams such as Cambridge First Certificate in recognized exams such as Cambridge First Certificate in English or Certificate of Advanced English, which they use English or Certificate of Advanced English, which they use to bolster their CVs to get into university, increase their to bolster their CVs to get into university, increase their employment options, or pursue international education. employment options, or pursue international education.

The evolution of society, namely the Romanian society The evolution of society, namely the Romanian society imposed specific changes in the school curricula, and also imposed specific changes in the school curricula, and also the short and long term strategies. the short and long term strategies.

The focus is moving from traditional learning to the The focus is moving from traditional learning to the creative, innovative and active learning. The curriculum creative, innovative and active learning. The curriculum requires a flexible inter, multi and trans-disciplinary requires a flexible inter, multi and trans-disciplinary approach. The traditional teaching paradigm is changing to approach. The traditional teaching paradigm is changing to keep pace with the increase in non-traditional students and keep pace with the increase in non-traditional students and the changing workforce. As a result, school in Romania, the changing workforce. As a result, school in Romania, education at superior levels, high-schools, colleges and education at superior levels, high-schools, colleges and universities continue to add more distance education universities continue to add more distance education courses, education focusing more and more on e-learning. courses, education focusing more and more on e-learning.

In secondary education, many teachers believe that the use In secondary education, many teachers believe that the use

of computers motivates students only as an initial novelty, of computers motivates students only as an initial novelty, and as they become used to them, motivation diminishes. and as they become used to them, motivation diminishes. They claim that ICT helps them control the problems of They claim that ICT helps them control the problems of discipline in the classroom, due to the fact that students discipline in the classroom, due to the fact that students feel more motivated to work with a new instrument, and feel more motivated to work with a new instrument, and are therefore more settled; but at the same time it is more are therefore more settled; but at the same time it is more difficult to get them to concentrate on the language tasks, difficult to get them to concentrate on the language tasks, since they tend to open applications dedicated to games since they tend to open applications dedicated to games and leisure such as playing computer games, checking their and leisure such as playing computer games, checking their emails or chatting. The overall feeling is that the use of ICT emails or chatting. The overall feeling is that the use of ICT has not improved the performance of the students in has not improved the performance of the students in learning English. learning English.

Normalization has been achieved at an administrative level, Normalization has been achieved at an administrative level, but the main problem is that the use of ICT has not been but the main problem is that the use of ICT has not been normalized in the teaching of foreign languages, above all normalized in the teaching of foreign languages, above all because because somesome teachers do not have the training necessary teachers do not have the training necessary to be able to integrate it into their classes. to be able to integrate it into their classes.

In foreign language learning there are many specific features to In foreign language learning there are many specific features to

which experts that develop educational content and e-learning which experts that develop educational content and e-learning modalities must adhere. E-learning is facilitated by the use of modalities must adhere. E-learning is facilitated by the use of digital tools and content. digital tools and content.

Typically, it involves some form of interactivity, which may include Typically, it involves some form of interactivity, which may include online interaction between the learners and their teacher or peers. online interaction between the learners and their teacher or peers. The selection of proper multimedia technologies in foreign The selection of proper multimedia technologies in foreign language learning is very important issue. It should be possible to language learning is very important issue. It should be possible to achieve the necessary quality of teaching materials for mastering achieve the necessary quality of teaching materials for mastering reading skills, listening comprehension, writing and reading skills, listening comprehension, writing and communication skills. Nowadays the Internet and the ITC communication skills. Nowadays the Internet and the ITC technologies havetechnologies have ecome every-day tools for everyone who has a ecome every-day tools for everyone who has a computer at home and a subscription with an Internet provider. computer at home and a subscription with an Internet provider. Things that would have been impossible some twenty years ago Things that would have been impossible some twenty years ago are commonalities today. While the average user exploits the are commonalities today. While the average user exploits the advantages of the new trends in education, however they see fit, advantages of the new trends in education, however they see fit, in a formal environment, that is school, the teacher will teach the in a formal environment, that is school, the teacher will teach the students to benefit as much as possible from the using of the students to benefit as much as possible from the using of the Internet, improve education by offering the students the Internet, improve education by offering the students the opportunity of e-learning. The teacher becomes a guide that will opportunity of e-learning. The teacher becomes a guide that will show the children the correct way of extracting, selecting and show the children the correct way of extracting, selecting and using the information available on the Internet. using the information available on the Internet.

Education in Romania is free and compulsory for children Education in Romania is free and compulsory for children

between the ages of 6/7 and 14/15.  Most children choose to between the ages of 6/7 and 14/15.  Most children choose to continue their education beyond the compulsory school age continue their education beyond the compulsory school age which offers them a general type of education. There are two which offers them a general type of education. There are two ways of continuing Secondary level education.  The Lower ways of continuing Secondary level education.  The Lower Level (ages 14/15 to 16/17) comprises professional schools Level (ages 14/15 to 16/17) comprises professional schools and is compulsory for those students who have not obtained and is compulsory for those students who have not obtained the required grade for entry into the Higher Level. The latter the required grade for entry into the Higher Level. The latter type of school (ages 16/17 to 18/19), and the Baccalaureate, type of school (ages 16/17 to 18/19), and the Baccalaureate, are the entry points to the institutes of higher education. are the entry points to the institutes of higher education. 

In Romania there are two types of curriculum: a national In Romania there are two types of curriculum: a national one, compulsory for all students, and a regional one, which is one, compulsory for all students, and a regional one, which is drawn up by the schools themselves according to their drawn up by the schools themselves according to their specific needs and their profile. The curriculum consists of a specific needs and their profile. The curriculum consists of a description of content and examples of activities.  At the end description of content and examples of activities.  At the end of high school students are expected to have mastered of high school students are expected to have mastered certain competences which are assessed by national certain competences which are assessed by national examinations.examinations.

Romanian students are obliged to study two foreign languages, Romanian students are obliged to study two foreign languages, starting with one foreign language in first grade, at the age of 7.  starting with one foreign language in first grade, at the age of 7.  They then take up a second one in fifth grade, at the age of 11.They then take up a second one in fifth grade, at the age of 11.

It is possible for a school to establish bilingual classes as a way of It is possible for a school to establish bilingual classes as a way of teaching a foreign language.  In this case students have five class teaching a foreign language.  In this case students have five class hours per week in which one of the foreign languages is taught hours per week in which one of the foreign languages is taught alongside History, Geography and Civilisation courses which are alongside History, Geography and Civilisation courses which are taught in that language.  Alternatively, the students can choose to taught in that language.  Alternatively, the students can choose to follow an intensive language course of four class hours per week follow an intensive language course of four class hours per week in a chosen foreign language plus Civilisation courses in that in a chosen foreign language plus Civilisation courses in that language.  Thus, students following the bilingual programme language.  Thus, students following the bilingual programme receive more hours in the foreign language as well as using the receive more hours in the foreign language as well as using the foreign language as a medium of instruction. According to the foreign language as a medium of instruction. According to the regional curriculum, the school may increase the number of these regional curriculum, the school may increase the number of these hours and of courses by 1 or 2 hours per week.  The study of other hours and of courses by 1 or 2 hours per week.  The study of other subjects through the foreign language is allowed on condition that subjects through the foreign language is allowed on condition that qualified teachers are available.  These classes are also divided qualified teachers are available.  These classes are also divided into smaller groups of students.into smaller groups of students.

For bilingual education scenarios, ICT is an ideal platform for For bilingual education scenarios, ICT is an ideal platform for developing interactive strategies and methodologies that help to developing interactive strategies and methodologies that help to promote independent learning, peer interaction and language use promote independent learning, peer interaction and language use for real communicative purposes.for real communicative purposes.

Strategies for inclusion and Strategies for inclusion and student entrepreneurshipstudent entrepreneurship

Did you know that…Did you know that… ““There are 20 national minorities officially recognized (or There are 20 national minorities officially recognized (or

with official political representation) in Romania, with official political representation) in Romania, representing more than 11% of the population. The largest representing more than 11% of the population. The largest ones are the Hungarians (6.6% of the population) and the ones are the Hungarians (6.6% of the population) and the Roma (2.5% of the population), according to the 2002 Roma (2.5% of the population), according to the 2002 census. The Hungarians are mainly located in the central census. The Hungarians are mainly located in the central and western part of the country and have important and western part of the country and have important political and mass media representation. Hungarian political and mass media representation. Hungarian language is widely used in education, local administration language is widely used in education, local administration and the justice system where Hungarians represent over and the justice system where Hungarians represent over 20% of the local population. The Roma minority is still 20% of the local population. The Roma minority is still underrepresented in power positions. Romani language is underrepresented in power positions. Romani language is also underrepresented in mass media and education. also underrepresented in mass media and education. Approximately 11% of the pre-university educational Approximately 11% of the pre-university educational institutions in Romania have a minority language as a institutions in Romania have a minority language as a medium of instruction in at least one section, 90% of these medium of instruction in at least one section, 90% of these being in Hungarian language.).” being in Hungarian language.).”

The Strategy of the Government of Romania for the The Strategy of the Government of Romania for the Inclusion of the Romanian Citizens Belonging to Roma Inclusion of the Romanian Citizens Belonging to Roma Minority for the Period 2012-2020 Minority for the Period 2012-2020 is the newest document is the newest document related to the inclusion of Roma minority. The document is related to the inclusion of Roma minority. The document is quoting the European Commission statement that «Roma quoting the European Commission statement that «Roma inclusion is a dual process which involves a change in the inclusion is a dual process which involves a change in the mentality of the majority and also in the mentality of the mentality of the majority and also in the mentality of the members of Roma community, a challange that requires members of Roma community, a challange that requires firm actions, developed in an active dialogue with Roma firm actions, developed in an active dialogue with Roma minority, both at national and EU level».minority, both at national and EU level».

Affirmative actions for Roma students in secondary and Affirmative actions for Roma students in secondary and higher education institutions were implemented with the higher education institutions were implemented with the initiative of higher education institutions or by orders of the initiative of higher education institutions or by orders of the Minister of Education. Thus, in 1992 the Faculty of Minister of Education. Thus, in 1992 the Faculty of Sociology and Social Work of the University of Bucharest Sociology and Social Work of the University of Bucharest allocated the first reserved places to Roma candidates in allocated the first reserved places to Roma candidates in the specialization for Social Workers. In 1998 the Minister of the specialization for Social Workers. In 1998 the Minister of Education adopted the first official regulations to reserve Education adopted the first official regulations to reserve special places for Roma candidates in 7 Romanian special places for Roma candidates in 7 Romanian universities and in pedagogical high-scools. In 2000 the universities and in pedagogical high-scools. In 2000 the Ministry of Education extended the affirmative action to the Ministry of Education extended the affirmative action to the entire secondary education systementire secondary education system..

The existing legal framework including the provisions The existing legal framework including the provisions

related to Roma education has been applied during the last related to Roma education has been applied during the last years and has produced some good results. years and has produced some good results.

The allocation of special places for Roma candidates for The allocation of special places for Roma candidates for admission to high schools, vocational education or admission to high schools, vocational education or university was also a positive measure which seek to university was also a positive measure which seek to stimulate Roma young adults’ interest to continue their stimulate Roma young adults’ interest to continue their studies. Statistic data gathered from school inspectorates studies. Statistic data gathered from school inspectorates and univerities state that 4,486 Roma students were and univerities state that 4,486 Roma students were enrolled on reserved places in high-schools and 1,420 enrolled on reserved places in high-schools and 1,420 Roma students were enrolled in univerity studies during Roma students were enrolled in univerity studies during 2000- 2007. However, only two third of the reserved places 2000- 2007. However, only two third of the reserved places in secondary and higher education have been occupied by in secondary and higher education have been occupied by students. According to the 2012-2020 Governmental students. According to the 2012-2020 Governmental Strategy on Roma Inclusion, the annual state budget Strategy on Roma Inclusion, the annual state budget allocates about 3000 special places for admission of Roma allocates about 3000 special places for admission of Roma to high schools and 500 places for their admission to to high schools and 500 places for their admission to university.university.

The National Agency for Roma conducts structural projects, The National Agency for Roma conducts structural projects, such as «The School-a chance for everybody», developed such as «The School-a chance for everybody», developed from 2007 to 2013. The target group includes non-Roma from 2007 to 2013. The target group includes non-Roma teachers who are prepared to work with Roma and facilitate teachers who are prepared to work with Roma and facilitate their social inclusion. A recent study which analyses the their social inclusion. A recent study which analyses the results obtained by the implementation of The National results obtained by the implementation of The National Strategy to Improve the condition of Roma People in a critical Strategy to Improve the condition of Roma People in a critical manner, concludes that there has been created an elite of manner, concludes that there has been created an elite of Roma, employed on important positions at central, county or Roma, employed on important positions at central, county or local levels.local levels.

Additionally, we have to take into consideration that Additionally, we have to take into consideration that education works only if other forms of emancipation are education works only if other forms of emancipation are provided for the Roma by society al large. Connections provided for the Roma by society al large. Connections between living conditions, values, expectations and school between living conditions, values, expectations and school activity are more complex. The significance of school, its activity are more complex. The significance of school, its achievements and failures are influenced by mentalities and achievements and failures are influenced by mentalities and by the realities of everyday life.by the realities of everyday life.

Some important gaps related to Roma minority education are Some important gaps related to Roma minority education are still persisting, being determined by internal and external still persisting, being determined by internal and external factors. Some of the Roma tradition and family related factors. Some of the Roma tradition and family related customs are slowing down the process of school inclusion and customs are slowing down the process of school inclusion and prohibiting the access to education for Roma children.prohibiting the access to education for Roma children.

After 1989 Romania has been a kind of laboratory for introducing and experimenting After 1989 Romania has been a kind of laboratory for introducing and experimenting

various systems and strategies to deal with children in schools and other learning various systems and strategies to deal with children in schools and other learning environments. Many organisations – including UNESCO and UNICEF – have environments. Many organisations – including UNESCO and UNICEF – have contributed to these pilot and experimental activities. contributed to these pilot and experimental activities.

Since 1995 until present there was a complex process of shifting from the integration Since 1995 until present there was a complex process of shifting from the integration perspective to the inclusion one in special needs education. Gradually other perspective to the inclusion one in special needs education. Gradually other marginalised groups in education have started to embark on the inclusive education marginalised groups in education have started to embark on the inclusive education principles. principles.

The Education Law from 1995 has an implicit inclusive approach: The Education Law from 1995 has an implicit inclusive approach: -All Romanian citizens have an equal right to education, at all levels and in all forms, -All Romanian citizens have an equal right to education, at all levels and in all forms,

regardless of gender, race, nationality, religious, or political affiliation and social or regardless of gender, race, nationality, religious, or political affiliation and social or economical status; economical status;

-The State is ensuring the principles of democratically education, and guarantees the -The State is ensuring the principles of democratically education, and guarantees the right to differentiated education, on the basis of educational pluralism. right to differentiated education, on the basis of educational pluralism.

Legislative and administrative measures fostering inclusion in educationLegislative and administrative measures fostering inclusion in education

* Free services, studies, assistance, use of logistical base: * Free services, studies, assistance, use of logistical base: -free state education; -free state education; -free school books for primary an lower secondary education -free school books for primary an lower secondary education -free medical and psychological aid for children in kindergartens, schools pupils and -free medical and psychological aid for children in kindergartens, schools pupils and

students; students; -free snack during school time for preschool and school age children -free snack during school time for preschool and school age children * Educational support for children in disadvantaged areas: * Educational support for children in disadvantaged areas: -school units with reduced number of pupils in isolated zones, areas with low -school units with reduced number of pupils in isolated zones, areas with low

population levels and those with difficult access; population levels and those with difficult access; -school buses for the above mentioned; -school buses for the above mentioned; -salary benefits for teaching staff working in isolated areas; -salary benefits for teaching staff working in isolated areas; -free school materials (notebooks, pencils etc) for poor children. -free school materials (notebooks, pencils etc) for poor children.

Support for minority pupils and students (OECD, 2006) Support for minority pupils and students (OECD, 2006) The education law envisages that the state will ensure The education law envisages that the state will ensure

teaching in their mother tongue whenever possible. For teaching in their mother tongue whenever possible. For larger minorities, such as the Hungarian one an important larger minorities, such as the Hungarian one an important network of schools is organized at all levels of education, network of schools is organized at all levels of education, with full instruction in their mother tongue. For smaller with full instruction in their mother tongue. For smaller minorities, where full instruction in their mother tongue is minorities, where full instruction in their mother tongue is not possible, due to insufficient human resources, some not possible, due to insufficient human resources, some subjects are taught in the maternal language and some in subjects are taught in the maternal language and some in Romanian. For very small minorities the study of the Romanian. For very small minorities the study of the mother tongue is at least ensured (for example Romany mother tongue is at least ensured (for example Romany language). Important efforts have been made by the language). Important efforts have been made by the Education Ministry in the last years on promoting Romany Education Ministry in the last years on promoting Romany Language and Roma culture in the schools were they earn. Language and Roma culture in the schools were they earn.

The Common Memorandum on Inclusion signed by the The Common Memorandum on Inclusion signed by the Romanian Government with the European Commission in Romanian Government with the European Commission in 2004 is an important normative document, focused on 2004 is an important normative document, focused on social inclusion, but also covering educational inclusion.social inclusion, but also covering educational inclusion.

An important source of the weak social inclusion is the traditional school segregation An important source of the weak social inclusion is the traditional school segregation of persons with disabilities. The isolation in special schools has been slightly stopped of persons with disabilities. The isolation in special schools has been slightly stopped in 2001, when 18.000 children with disabilities from special schools were transferred in 2001, when 18.000 children with disabilities from special schools were transferred to ordinary schools. The conditions needed here were not realized: adapted to ordinary schools. The conditions needed here were not realized: adapted curriculum, training of teachers and the development of a supportive attitude. curriculum, training of teachers and the development of a supportive attitude.

Key challenges - some positive measures needed: Key challenges - some positive measures needed: -the rapid development of the social inclusion function in education; education for the -the rapid development of the social inclusion function in education; education for the

integration in a cohesive society; integration in a cohesive society; - the increase of school participation and of the quality of education. - the increase of school participation and of the quality of education. A Government Decree, 1251 from 2005 has introduced a new concept – integrated A Government Decree, 1251 from 2005 has introduced a new concept – integrated

special education – not clearly defined. special education – not clearly defined. Children with disabilities are now part of the national policies for all children. This is Children with disabilities are now part of the national policies for all children. This is

quite obvious in the current law for the protection and the promotion of the children quite obvious in the current law for the protection and the promotion of the children rights in Romania (2004) – which is for all children. The children with disabilities are rights in Romania (2004) – which is for all children. The children with disabilities are also part of the law on persons with disabilities (No.448 from December 2006). also part of the law on persons with disabilities (No.448 from December 2006).

The Romanian special educational policies began to evolve towards integration and The Romanian special educational policies began to evolve towards integration and inclusion. Today, Romanian special education functions according to democratic inclusion. Today, Romanian special education functions according to democratic principles and Romanian specialists are currently working for solutions to inclusion by principles and Romanian specialists are currently working for solutions to inclusion by adapting regular school services to the needs of the students and the specifics of the adapting regular school services to the needs of the students and the specifics of the current educational system. Today there is still a series of obstacles to the current educational system. Today there is still a series of obstacles to the development of special education to the standards of developed countries with a development of special education to the standards of developed countries with a tradition in educating learners with unique abilities.tradition in educating learners with unique abilities.

The following barriers were identified in the process of inclusion: an insufficient The following barriers were identified in the process of inclusion: an insufficient budget allocation, difficulties of cooperation between educational support services in budget allocation, difficulties of cooperation between educational support services in schools and among Department of Child Protection DCP and inclusive schools, schools and among Department of Child Protection DCP and inclusive schools, inappropriate attitudes from teachers, difficulties of collaboration between teachers inappropriate attitudes from teachers, difficulties of collaboration between teachers or other professionals with parents.or other professionals with parents.

Lifelong learning is the key element to ensure good Lifelong learning is the key element to ensure good transition between jobs and occupations and in transition between jobs and occupations and in avoiding long-term unemployment leading to loss of avoiding long-term unemployment leading to loss of human capital. human capital.

At the same time, lifelong learning is regarded as At the same time, lifelong learning is regarded as the fundamental principle which is designed to the fundamental principle which is designed to cover learning in all contexts, formal, non-formal or cover learning in all contexts, formal, non-formal or informal, and at all levels, from early childhood informal, and at all levels, from early childhood education and schools through to higher education, education and schools through to higher education, vocational education and training and adult vocational education and training and adult learning. The aim of lifelong learning is to provide learning. The aim of lifelong learning is to provide educational guidance and opportunities to educational guidance and opportunities to Europeans of all ages and backgrounds. It seeks to Europeans of all ages and backgrounds. It seeks to create equal and open access to high quality create equal and open access to high quality learning and encourage more flexible learning learning and encourage more flexible learning outside of the traditional formal structure of outside of the traditional formal structure of education.education.