1
ROMANIA - NATIONAL REPORT
1. Primary education – general overview
1.1 Introduction
In 2001/02, approximately 47.5% of Romanian population aged 29 or under were in
education. At the beginning of the school year 2002/03, 2171147 young people (representing
93.6% of the compulsory education age group) were enrolled in compulsory education. The
official language of instruction is Romanian but, for all levels, teaching is also given in the
language of linguistic minorities (Hungarian, German, Serbian, Ukrainian, Czech, Croatian,
Turkish, Romanes).
In the 2004-2005 school year, 54% of the primary education units and 20% of the secondary
education units were in multigrade situation. At the same year level, 177560 pupils learning
in
multigrade classes were enrolled in grades I-IV and 24117 in grades V-VIII. In most of the
multigrade schools, teaching language is Romanian, but in 733 schools are using Hungarian
in the teaching-learning process, 16 schools use German and 28 other languages (Slovak,
Serbian, Romanes). The geographical distribution of these schools corresponds to the areas
where the population of Hungarian or German nationality is important (particularly in the
counties from centre and west parts of Romania).
1.2 Regulations
Primary education is a part of the compulsory education and can be organized in public and
private schools. According to the provisions of the Education Law (Law 84/1995), primary
education is organized for pupils aged 6(7)-10(11) and includes grades I to IV. A class of any
grade in primary education works with one teacher and comprises in average 20 pupils, but
no
less than 10 and no more than 25. However, the Ministry of Education and Research can
approve classes below the minimum or over the maximum number of pupils per class –
according to the specific conditions (isolated areas, classes with tuition in the languages of
the
national minorities, etc.). Textbooks for public primary education are provided free of charge.
Children who were 7 years old by the beginning of the school year 2002/2003 were enrolled
in the first grade of primary education by the local educational authorities. However, upon
the
written request of the parents or legally appointed guardians, children that were 7 years old
by
the end of the year 2003 could also be enrolled in the first grade of primary education, if their
general development was consistent with the general requirements.
Starting with the school year 2003/2004, the school entry age was lowered to 6 and
consequently the Education Law (Law 84/1995) now stipulates that children who are 6 years
old by the beginning of the school year are enrolled in the first grade of primary education by
the local educational authorities. Upon the written request of the parents or legally appointed
guardians, children that are 6 years old by the end of the year can also be enrolled in the first
grade of primary education, if their general development is consistent with the general
requirements. At the same time, parents or legally appointed guardians can request
postponement of the enrolment of their children even if they are 6 years old by the beginning
of the school year.
Public primary schools are established by the County School Inspectorates with the
agreement
of the Ministry of Education and Research and are financed from the state budget and the
local budgets (county – for special education only, town, and commune). Economic agents,
individuals and entities with legal personality can also establish primary schools with the
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agreement of the County School Inspectorates and according to the provisions of the law.
Public primary education is organized in independent units (primary schools) or within
schools covering all grades from I to VIII, which was the compulsory education sequence
until the school year 2003/2004. In rural areas, independent public primary schools are
organized mostly in the villages where the number of pupils is too low to organize gimnaziu
(grades V to VIII). In these cases, schooling of the pupils after primary education is ensured
in the commune that has the village in its jurisdiction. Transition from primary to gimnaziu is
only conditioned by the completion of the first four grades. The number of places offered in
the fifth grade is overall at least at the level of the fourth grade graduates in each locality or
in
neighboring localities in the rural areas.
Children in primary education benefit of free medical and psychological assistance in
schools’
or other public medical and psychological units. During the pre-primary and primary
education, children can be re-oriented to or from the special education. The teachers and the
school psychologist working with the children make the proposition and the commissions of
experts make the decision, subject to the agreement of the parents or legally appointed
guardian.
The Ministry of Education and Research can approve organization of courses for individuals
older than 14 that did not complete primary education (“second chance" education). As a
general rule, compulsory education (including primary education) is organized in day-classes.
However, for individuals exceeding with more than 2 years the normal age of the grade,
education within the compulsory sequence can be provided in other forms – evening classes,
part-time education, distance learning – according to the rules established by the Ministry of
Education and Research.
1.3 Geographical Accessibility
In general, the territorial distribution of schools providing primary education meets the
population needs. In urban areas most residential districts have at least one public school
providing primary education, many of them within walking distance from the pupils’ homes.
If parents wish to enroll their child to a different school that the one existing in the
neighborhood, it is their responsibility to ensure transportation of the child.
Multigrade education is a reality based on economic and geographic necessity and is specific
to rural areas. Multigrade schools activity is very often associated with education activities
organized in shifts.
In the rural area the primary schools network is well developed, in all villages existing at
least
one school providing primary education. In some cases, due to the geographical conditions
(villages in the mountains and in the Danube Delta) distance between pupils’ houses and the
schools can be rather long. The Ministry of Education and Research provides transportation
means (minivans) mostly for pupils that are attending gimnaziu education in zone-centre
schools – local public administration authorities (commune) covering for the transportation
costs. Through the Phare project “Access to education for disadvantaged groups" certain
County School Inspectorates in cooperation with the local public administration authorities
have acquired minivans to ensure school transportation, including for pupils in primary
education within the defined target-group. In addition to the central-level measures, it has
been reported that local public administration authorities, in some cases with the support of
individuals, NGOs, charity foundations, etc., are currently ensuring in some areas
transportation of the pupils attending primary education. However, in order to improve
school
attendance and enrolment ratios in primary education in the rural areas, further efforts are
required towards supporting school transportation, mostly from the part of local public
administration authorities, as reinforced by the Education Law (Law 84/1995).
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1.4 Age Levels and Grouping of Pupils
According to the provisions of the Education Law (Law 84/1995), primary education is
organized for pupils aged 6(7)-10(11) and includes grades I to IV. A class of any grade in
primary education works with one teacher (“schoolteacher") and comprises in average 20
pupils, but no less than 10 and no more than 25. However, the Ministry of Education and
Research can approve classes below the minimum or over the maximum number of pupils
per
class – according to the specific conditions (isolated areas, classes with tuition in the
languages of the national minorities, etc.).
In general, classes are homogenous regarding the age of the pupils. However, beginning with
the school year 2003/2004 and following the decision to establish to 6 the entrance age to
primary education, and the fact that parents or legally appointed guardians can request
postponement of the enrolment of their children in primary education even if they are 6 years
old by the beginning of the school year, a certain degree of age-mixing is expected until the
stabilization of the system. Age-mixing also occurs in some cases in the rural areas where,
due to the low number of children, one teacher may work simultaneously with two different
grades (usually combinations of grades I-III and II-IV).
As far as the legislation on this issue is concerned, the following two official documents are
available:
HG 283/21.06.1993 regarding some measures referred to educational activities
Art. 6: Multigrade schools (I-IV grades) can be organized in isolated localities or having a
small no of pupils, if exists at least 4 pupils having the age for the respective grade and all
the pupils of I-IV grades age from the locality have been enrolled. The education process will
be assured by:
– 1 teacher /4-20 pupils
– 2 teachers / 21-40 pupils (I-III grades and II-IV grades)
– 3 teachers / 41-60 pupils
– 4 teachers / > 60 pupils
Functioning and Organization Regulations of Public Education Units / 1999
Art. 12e) Multigrade schools (I-IV grades) can be organized in isolated localities or having
a small no of pupils, if exists at least4 pupils having the age for the respective grade and all
the pupils of I-IV grades and V-VIII grade age from the locality have been enrolled and if the
enrollment of pupils can’t be done in another locality under the regulations stipulated by
Education Law , art. 17.
The Ministry of Education and Research can approve organization of courses for individuals
older than 14 that did not complete primary education (“second chance" education). As a
general rule, compulsory education (including primary education) is organized in day-classes.
However, for individuals exceeding with more than 2 years the normal age of the grade,
education within the compulsory sequence can be provided in other forms – evening classes,
part-time education, distance learning – according to the rules established by the Ministry of
Education and Research.
1.5 Teaching Methods and Materials
Although the multigrade situations exist, no corresponding multigrade teaching methodology
exits. The teaching methods used in single-grade teaching are more or less applied in
multigrade situation. However, an effective multigrade teaching methodology would be
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necessarily entirely different, more complex and more effective than the single grade
teaching
methodology since the later ignores student variations.
The teaching methods applied in primary education are chosen so as to meet the finalities of
the educational level, the frame and reference objectives of every subject. The teacher is fully
responsible for choosing the methods, taking the structure of the class into consideration, the
teaching aids available in the school and following the methodological guidelines provided
by
the National Curriculum and the teachers’ guides for each subject.
For most of the subjects, a given class works with the same teacher all the way through
primary education; foreign languages, religion and, in some cases, music and physical
education are taught by other teachers. During a given lesson, the class management is
entirely the responsibility of the teacher. In consequence, teachers can decide per se to
organize the activities with all the pupils (frontal activities), in smaller groups or individually
(differentiated activities) – depending on the specific objectives of the lesson and the level of
the pupils. Separated group teaching-learning activities, with groups comprising at least 10
pupils, can only be organized either within the school-based curriculum or within
extracurricular
activities. Individualized teaching-learning activities can be organized only during
after-school activities and parents usually support the necessary costs.
Regarding the teaching methods, the following general remarks can be taken into
consideration:
• The oral communication methods utilized can be classified as expository methods
(story telling, description, explanation, etc.) and conversational methods
(conversation, heuristic conversation, questioning on a special subject, etc.). Teachers
also use exploratory learning methods: direct exploration of objects and phenomena
(systematic and independent observation, small experiments, etc.) and indirect
exploration (problem solving, demonstration through pictures, films, etc.);
• For teaching most subjects, teachers use extensively methods based on the pupils’
direct voluntary action (exercises, practical work, etc.) and simulated action (didactic
games, learning through dramatization, etc.);
• At least in the first two grades of primary education, continuing the methods used in
pre-primary education, the game is still used as an important modality to stimulate the
mental and physical capacity of the pupils and to facilitate adaptation of the pupils to
the requirements of formal education.
At the end of each lesson teachers usually assign the homework for the next class –
foreseeing
both further understanding of the knowledge acquired and exercise of the competences
developed. The homework consists of exercises, activities, etc. chosen either from the
textbooks or from other printed teaching aids (pupils’ textbooks, texts anthologies, problems
and exercises collections, etc.). In some cases pupils are also requested to perform as their
homework specific practical activities – like measurements, observations, small practical
projects, etc. At the beginning of each lesson teachers usually check with the pupils the
homework and, as the case may be, help them in accomplishing it, giving supplementary
explanations. As a general rule, the Ministry of Education and Research recommends that
time dedicated for homework should take into consideration the need of the children to play,
socialize and perform sports and other leisure activities.
According to the provisions of the Education Law (Law 84/1995), textbooks are provided
free of charge for high, school preparatory group in pre-primary education and for all
compulsory education (that includes primary education). At the same time, the Education
Law (Law84/1995) stipulates that teachers are allowed to use only textbooks and printed
teaching aids that are approved by the Ministry of Education and Research. For most subjects
there are three alternative textbooks approved by the Ministry of Education and Research for
each grade. According to the level of pupils, each teacher decides at the beginning of the
schoolyear the textbooks to be used for each subject.
The teaching aids used in primary education consist of natural materials (plants, insects,
rocks, etc.), technical objects (measurement instruments, home appliances, etc.), intuitive
materials (cast and clay models), figurative aids (pictures, photographs, atlas books, maps,
albums, audio-video images, etc.) and printed teaching aids (pupils’ textbooks, texts
anthologies, problems and exercises collections, etc.). Printed teaching aids can be acquired
by the schools’ libraries or recommended by the teacher and acquired by the pupils. Teaching
through ICT is rather at a low level due to lack of both hardware and trained human
resources.
Pre-primary education teachers (educatori) and primary education teachers (învăţători) are
trained in pedagogical high school (upper secondary education). Institutori, primary
education teachers specialised in a subject like foreign languages, music and sports are
trained in university colleges (short-term education), providing courses which last two years
(for graduates of pedagogical high schools) or three years (for graduates of other high
schools).
Lower and upper secondary school teachers (profesori) are trained in long-term higher
education, four to five years, depending on the subject they will teach. Higher education
teachers must hold a graduation diploma of long-term higher education as well as a diploma
of doctoral studies.
1.6 Initial and In-service Training for Teachers and School Managers
The reform of initial and in-service teacher training enables teachers:
• to adopt adequate teaching-learning strategies, related to new objectives and contents
specified in the curriculum framework plan;
• to use new evaluation methods of the education process and of its outcomes.
Two national bodies have been set up and empowered to monitor changes in initial and
inservice training for teachers and school managers: the National Centre for Training
Preuniversity
Teachers and the National Centre for Training Pre-university Managers. They have
the following tasks:
• to develop initial and in-service training standards;
• to set up criteria and methods for accreditation of training programmes;
• to accredit various in-service training programmes based on national standards;
• to elaborate the project for in-service training financing from various sources;
• to supervise the development of in-service training activities;
• to conceive training programmes for awarding on the job confirmation and didactical
degrees;
• to elaborate the new methodology for in-service training;
• to elaborate support programmes for junior teachers;
• to establish development routes for teaching profession;
• to conceive strategies for pre-university initial and in-service training;
• to assure a balance between the supply and demand on the training market;
• to analyze the outcomes of training activities;
• to support in-service training activities performed in Teacher Resource Centres.
Besides the updating courses of professional knowledge, the initial and in-service teacher
training include training sessions for the use of computers as a teaching tool and for the
development of new skills in using modern technologies.
Primary education (forms 1-4) is organized exclusively as a morning programme. The main
goal of the curriculum at this stage is to provide the basis of the knowledge to be further
acquired.
Lower-secondary education (forms 5-8 or 5-9 starting with 2003-2004) operates, usually, as
a morning programme; in exceptional cases, it may be organized on an evening or extramural
basis, for persons more than two years older than the regular average. The curricula include
seven areas:
1. language and communication
2. mathematics and sciences
3. man and society
4. arts
5. physical training and sports
6. technology
7. guidance and counseling
This level ends with an examination and obtaining of a capacity certificate, which allows
enlisting to the contest for admission to the upper-secondary education.
2. ICT in education
2.1 Introduction
The evolution towards an information society marks a new step in the history of civilization
and it always brings profound and fast changes in all the fields of social and economic life.
These changes accelerate globalization but at the same time they cause an increasing divide.
The information society (IS) represents an economy and a society in which the collection,
storage, processing, transmission and the use of knowledge and information, using electronic
means – including interactive communication techniques – play a very important role.
The information society represents a new life-style and work-style, a new way of working in
the economy and the development of a new society, a new era in the human civilization.
Information society has begun to shape itself once the information and communication
technologies (ICTs) started to increase exponentially and so did the use of these technologies.
Education has to be therefore continuously preoccupied to create information handling skills
and abilities amongst the pupils, students and teachers, so that they have a better quality of
life and a better civilisation standard in the Romanian society through equal access to the
national and global information resources. The actions undertaken in education have to be
looked at as part of a new and complex policy of developing and valuing human resources,
from the point of view of the information society and the knowledge based economy.
Taking into consideration the ideas mentioned above, the educational reform in Romania has
looked at the introduction of Information and Communications Technologies in more than
one direction, ensuring that there is a legal environment that would allow changes in the
national curriculum for university and pre-university education, the initial and in-service
training of teachers, open education and distance learning, post-graduate courses in
informatics, attracting private sector and civil society in the process of equipping schools and
training teachers, informatizing the informational system of the national education and the
extension of the communications network: RoEduNet.
The Ministry of National Education has adopted and approved the Programme for the
Implementing of Information and Communications Technologies in pre-university education
(www.edu.ro/prtinf.htm) which is part of the National Informatisation Strategy and the
Implementing in an Accelerated Rhythm of the Information Society approved by the
Romanian Government under Decree no 58 of 02.02.1998. The general objectives of the
project are: to support the reform in the pre-university education through ensuring a good
technical and informational environment, the creation of the necessary infrastructure for
communication and documentation at the educational level, the training of the teachers and
auxiliary staff in schools so that they have the skills to use modern information systems, the
development of educational materials (software) according to the new curriculum. The
financial support for this project has not been yet identified, but some of the objectives have
been achieved or are currently under work.
2.2 Information and Communication Technology in national curriculum
Informatics represents a tradition in Romanian education. Before the introduction of the new
curriculum plan, informatics was studied in high schools or in special classes.
The new curriculum plan of pre-university education brings along the development of
Informatics through the introduction of the following subjects: Informatics – for the
mathematics-informatics special classes (compulsory), Information Technology – in
lowersecondary optional) and in theoretical and vocational high schools (compulsory),
Informatics
– Computer Assisted Technologies – for technological high schools (compulsory) and the
Technology of Information Processing and Applied Informatics – for vocational high schools
(compulsory) (Minister's Order no: 3207/03.02.1999, 3420/12.03.1999, 3540/02.04.1999,
3788/10.05.1999, 3879/26.05.1999, 5086/15.12.1999)
The general objectives set in the study of the subjects mentioned above were related with
those of other European countries: developing capabilities to use a computer system and a
range of well-known software, making some applications using certain algorithms,
developing communication skills in an active individual or team environment, using
information sources and processing means in order to access, process, present and understand
information, technological development and its implications on environment and society.
From the content point of view the subjects mentioned are related to other subjects from a
series of European countries: the role and functions of computer systems, the main functions
of an operating system, word processing, design packages, spreadsheets, Internet and
additional services, algorithms, basic elements of programming languages, practical
applications, informatics and its impact on society.
The new curriculum plan for the pre-university education allows some extra-curricular
classes where Information and Communications Technologies can be used.
In universities, the system has mainly kept the Informatics as it was, but there are a few new
subjects in connection to ICT in different faculties and their departments. In the next few
years, universities will have to be prepared for the new profound changes that seem to be
approaching on global level (multimedia techniques and the virtual university).
This way, we will insure extensive training in the use of computers, of the Internet and in
general informatics of the young generation from the university and pre-university education.
2.3 Teacher training in Information and Comunication Technology
In the field of teachers training, the Minister's Order no 3437/18.03.1998 has approved "The
In-Service Teacher Training Programme in pre-university education" which contains a series
of training sessions in using computers for the teachers teaching in pre-university education.
Through the Minister's Order no 3345/25.02.1999 concerning initial teacher training, of
training a specialist for the teaching career, there are a few recommendations that encourage
the adaptation of the curriculum used in universities and colleges that train future teachers to
the new orientations of primary and secondary education: training future teachers to use
modern technologies.
The training in the field of the use of Information and Communications Technologies has to
be extended to all the categories of citizens and all age groups. This objective is closely
linked
to the professional re-training and lifelong education. Through MO 3354/25.02.1999, the
Ministry of National Education has approved the setting up of "Open and Distance Learning"
which can be organized by any universities trough general courses, professional re-training
courses, or revising professional knowledge, courses and seminars that have a curriculum that
leads to obtaining a Degree, or post-graduate courses.
The universities that offer post-graduate and re-training courses have introduced in their
curriculum informatics or information and communications technologies courses.
At the same time, the Ministry of National Education has launched the programme called
"The Schools as a system of services for the community" through MO 11650/26.07.1999 and
which offers a good environment for organizing different Information and Communications
Technologies activities for the community.
2.4 The provision of computer equipment in schools
Taking into consideration the mission of education, which is to prepare citizens of our
country
for the information society and to support the rise of the intellectual level of people through
IT, the Ministry of National Education has launched a project entitled "Computers in schools
and high schools" which intends to provide every school ( a minimum of 8 and at least one
connected to the Internet) and every high school (at least 12 computers and at least one
connected to the Internet) with computers.
In order that this provision of equipment is efficient and because some schools have not been
equipped with computers the Ministry of National Education has issued an order through
which it encourages schools and Local Education Authorities to share resources wherever
possible.
2.5 Partnerships
The activities that focused on the provision of computers in schools and connecting them to
the Internet, both at university and pre-university level, activities that focused on the training
of teachers and of network managers, have attracted good private industry and civil society
participation (NGO's, charities, foundations) and also other ministries or governmental
agencies. The Ministry of Education has signed co-operation protocols with Procter &
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Gamble (25.08.1999), ORACLE (03.11.1999), Microsoft (16.11.1999) CISCO SYSTEM
International B.V. (22.07.1998), Sun Microsystems, Inc (07.11.1997), Educating for an Open
Society Foundation (25.09.1999), National Agency for Science, Technology and Innovation
(07.02.2000), Ministry for Youth and Sports (26.04.1999) Ministry for Agriculture and Food
(12.11.1999), Defense Ministry (17.04.1998), Culture Ministry (19.04.1999). In the "P&G
2000" programme have participated the following companies: IBM, Xnet, Save the Children
Foundation, and PROTV.
A big number of teachers and senior school staff have participated in study visits or pilot
projects that focused on ICTs trough the European Programmes (Socrates, Leonardo da
Vinci,
Tempus, etc)
2.6 The informatisation of the informational system of the national education
Within the Reform Programme of the Pre-university education, Management and Finance
Component, and again through its sub-component of Informational System of Pre-university
Management, some clear objectives can be pointed out: the modernization and extension of
the informational educational management system and its informatization, improving
quantity
and quality of the use of information regarding education form its decision making level for
medium and long term planning. This programme has been funded through the World Bank
and aimed at creating a good information infrastructure by providing equipment and software
to the 42 School Inspectorates and to the Ministry of National Education.
The university education has access to international funding through the PHARE programme
HER9601 for improving university management. The main objective of the programme is to
improve the information infrastructure by providing equipment to 55 universities, 4 libraries
and national institutes.
2.7 The RoEduNet communications network
RoEduNet is a communications infrastructure that comprises data of national interest, defined
and developed within the national education system.
The data communications infrastructure RoEduNet is opened to all non-profit organizations,
with legal Romanian status, that develop educational, research and/or cultural activities.
ICD ReduNet is in charge with the National Ministry of Education strategy in the
communications field and provides information to all institutions in the national education
system.
The connecting of schools of the education system to this large and comprising network
ensures: access to scientific/educational information available on the Internet; access to the
necessary applications needed in an education based on multimedia technologies; the
development of open and distance learning; structured and clear dissemination of the
necessary information needed for the system to function; the functioning of applications that
support the managerial and decision making process as a whole, access of information on
both
ways, from the centre to the last school and the other way around; a good integration with the
other educational institutions of the public administration system on specific information
flows; distance access of citizens (parents, pupils, students, etc) to public information offered
by the system.
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Annex 1
PRIMARY EDUCATION STATISTICS
1. School network. General education units
No of units Disposal/Fusions
1997/98 1998/99 1999/00 2000/01 1999 2000 Total
I-IV Total 6188 6099 5860 5553 239 307 546
Urban 491 485 466 431 19 35 54
Rural 5679 5614 5394 5122 220 272 492
I-VIII Total 7623 7583 7128 6996 455 132 587
Urban 1990 1996 1611 1526 385 85 470
Rural 5633 5587 5517 5470 70 47 117
Total Total 13811 13682 12988 12549 694 439 1133
Urban 2481 2481 2077 1957 404 120 524
Rural 11312 11201 10911 10592 290 319 609
0
1000
2000
3000
4000
5000
6000
Urban Rural Urban Rural
I-IV I-VIII
School network. general education units
No of units 1997/98
No of units 1998/99
No of units 1999/00
No of units 2000/01
11
2. School population in primary and secondary education (thousands)
1997/98 1998/99 1999/00 2000/01
Urban Total 1482,5 1439,2 1372,8 1291,4
Primary 785,9 683,7 611,4 539,4
Secondary 697,0 555,6 761,4 752
Rural Total 1026,6 1080,3 1088,6 1085,3
Primary 602,4 584,5 562,8 537,9
Secondary 424,3 695,7 525,8 547,4
Total Total 2509,5 2519,5 2461,4 2376,7
Primary 1388,2 1268,2 1174,2 1077,3
Secondary 1121,3 1251,3 1287,2 1299,4
School population in primary and secondary education
0
100
200
300
400
500
600
700
800
900
Primary Secondary Primary Secondary
Urban Rural
thou
1997/98
1998/99
1999/00
2000/01
12
3. Students enrolled in primary and secondary education. Structure on levels of
education (%)
1997/98 1998/99 1999/00 2000/01
Primary education 53.8 50.3 47.7 45.3
Secondary education 46.2 49.7 52.3 54.7
0
10
20
30
40
50
60
%
Primary education Secondary education
Students enrolled in primary and secondary education.
Structure on levels of education
1997/98
1998/99
1999/00
2000/01
4. Students enrolled in base education, according to the teaching language, 20002001
Primary education Secondary education
total urban rural total urban rural
Romanian 1 016 610 509 689 506 921 1 235 456 716 081 519 375
Hungarian 54 574 24 664 29 910 58 273 30 727 27 546
German 4766 4398 368 4716 4601 115
Serbian 213 76 137 143 90 53
Ukrainian 145 36 109 129 29 100
Slovakian 435 117 318 368 130 238
Czech 89 - 89 2 - 2
Croatian 30 - 30 - - Rromanes 389 389 - 362 362 0
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5. Participation in education. Rate of enrollment in base education (%)
1997/98 1998/99 1999/00 2000/01
Total 97.5 99.8 98.9 99.1
Urban 95.1 97.2
Primary
education
Rural 100.7 103.0
Total 92.3 94.3 92.4 93.2
Urban 95.7 97.5
Secondary
education
Rural 87.4 89.8
Total 95.0 97.0 95.4 95.8
Urban 95.4 96.0
General
education
Rural 94.5 97.7
6. Pupils reenrolled within base education
1997/98 1998/99 1999/00 2000/01
Total 3025 3251 5064 2779
Urban 1209 1481 1617 607
Primary
education
Rural 1816 1750 3447 2172
Total 2037 3078 4834 2542
Urban 1180 1905 2198 785
Secondary
education
Rural 857 1175 2636 1757
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7. Teaching staff within base education
1997/98 1998/99 1999/00 2000/01
Urban Total 83 362 77 503 74 528 74 528
Primary 30 686 28 197 25 529 25 529
Secondary 52 676 49 306 48 999 48 999
Rural Total 81 393 80 675 80 361 80 361
Primary 34 024 33 474 32 188 32 188
Secondary 47 369 47 201 48 173 48 173
Total Total 164 755 158 178 154 889 154 889
Primary 64 710 61 671 57 717 57 717
Secondary 100 045 96 507 97 172 97 172
0
10000
20000
30000
40000
50000
60000
Primary Secondary Primary Secondary
Urban Rural
Teaching staff within base education
1997/98
1998/99
1999/00
2000/01
15
8. No of pupils / teacher within base education
1997/98 1998/99 1999/00 2000/01
Urban Total 17.6 18.6 18.4 17.3
Primary 24.5 24.2 23.9 21.1
Secondary 13.6 11.3 15.5 15.3
Rural Total 12.9 13.4 13.5 13.5
Primary 17.8 17.5 17.5 16.7
Secondary 9.5 14.7 10.9 11.4
Total Total 15.3 15.9 15.9 15.3
Primary 21.0 20.6 20.3 18.7
Secondary 11.7 13.0 13.2 13.4
0
5
10
15
20
25
%
Primary Secondary Primary Secondary
Urban Rural
No of pupils / teacher within base education
1997/98
1998/99
1999/00
2000/01
16
9. Qualified teaching staff (%)
1997/98 1998/99 1999/00 2000/01
Total 80.3 80.5 80.0 80.2
Urban 88.3 88.7 86.3 86.7
Rural 71.8 72.1 73.8 74.2
0
10
20
30
40
50
60
70
80
90
%
1997/98 1998/99 1999/00 2000/01
Qualified teaching staff
Urban
Rural
17
10. Covering degree of school subjects with qualified teaching staff (%)
TOTAL URBAN RURAL
Total teaching staff 150 717 68 834 81 883
School-teachers 85.8 95.7 78.5
Romanian language and
literature
76.8 91.5 65.1
Foreign languages 38.6 70.7 18.7
Mathematics 89.4 97.0 83.5
Physics 69.2 88.2 59.5
Chemistry 65.0 90.6 54.3
Biology 82.2 93.5 76.6
Geography 58.4 83.1 45.8
History 68.3 88.6 56.9
Music 18.3 57.4 3.9
Drawing 12.2 48.3 1.9
Physical education 53.8 88.4 33.8
Civic education and culture 51.4 67.5 44.6
Technological education 38.3 46.3 34.7
Practical activities 55.2 70.5 41.0
Mother language 56.1 75.8 46.0
0
20
40
60
80
100
%
URBAN RURAL
Covering degree of schools subjects
with qualified teaching staff
Romanian language and literature Foreign languages Mathematics
Physics Chemistry Biology
Geography History Music
Draw ing Physical education Civic education and culture
Technological education Practical activities Mother language
18
Annex 2
MULTIGRADE EDUCATION STATISTICS
COUNTY
I
grade
II
grade
III
grade
IV
grade
Total
I_IV
grades
I
pupils
II
pupils
III
pupils
IV
pupils
Total
I_IV
pupils
Alba 90 95 88 90 363 1025 1191 1106 1140 4462
Arad 76 76 77 75 304 1026 1149 1031 976 4182
Arges 131 131 132 135 530 1937 1807 1836 1850 7430
Bacau 137 147 135 141 560 2038 2362 1992 2076 8468
Bihor 185 185 181 178 729 2729 2678 2503 2509 10419
Bistrita
Nasaud 84 88 78 85 334 1083 1259 1051 1133 4526
Botosani 113 117 109 113 452 1625 1936 1535 1521 6617
Braila 28 34 30 32 123 381 514 391 438 1724
Brasov 43 43 39 42 167 600 665 511 536 2312
Buzau 81 95 84 85 345 1029 1366 1089 1077 4561
Caras Severin 69 74 72 71 286 903 1041 945 867 3756
Calarasi 32 34 30 33 129 488 588 442 496 2014
Cluj 96 106 99 98 399 1120 1376 1097 1144 4737
Constanta 42 41 40 42 165 821 659 633 653 2766
Covasna 48 49 48 46 190 710 713 578 548 2549
Dambovita 76 78 75 78 306 1042 1327 1100 1106 4575
Galati 36 41 35 39 150 560 695 558 534 2347
Giurgiu 39 42 38 39 158 607 697 614 549 2467
Gorj 122 121 124 124 492 1799 1796 1938 2121 7654
Harghita 62 65 61 61 250 800 848 713 715 3076
Hunedoara 84 92 86 88 350 854 1092 933 985 3864
Ialomita 20 23 19 18 79 321 449 327 298 1395
Iasi 110 112 107 110 439 1928 1716 1606 1593 6843
Ilfov 14 14 16 13 57 242 202 225 190 859
Maramures 65 70 66 67 267 851 1155 938 971 3915
Mehedinti 71 73 73 70 287 956 1095 1028 975 4054
Mures 146 145 139 134 563 1963 2040 1782 1714 7499
Neamt 85 90 85 85 345 1259 1466 1216 1195 5136
Olt 49 54 51 52 206 672 895 755 760 3082
Prahova 69 76 67 73 284 971 1299 1053 1107 4430
Satu Mare 76 82 74 78 310 1105 1275 1005 1028 4413
Salaj 85 90 84 86 344 1003 1142 964 940 4049
Sibiu 46 47 42 42 176 686 752 560 559 2557
Suceava 96 123 102 115 435 1265 1901 1462 1520 6148
Teleorman 56 65 61 64 247 777 1072 864 914 3627
Timis 77 85 79 79 320 1097 1358 1100 1087 4642
Tulcea 30 33 30 31 124 392 516 380 375 1663
Vaslui 124 139 126 125 513 1831 2301 1810 1744 7686
Valcea 101 109 105 112 426 1411 1731 1404 1489 6035
Vrancea 90 90 90 91 360 1246 1376 1200 1188 5010
19
COUNTY
V
grade
VI
grade
VII
grade
VIII
grade
Total
V_VIII
grades
V
pupils
VI
pupils
VII
pupils
VIII
pupils
Total
V_VIII
pupils
Alba 7 8 8 9 32 59 68 59 83 269
Arad 10 9 12 12 42 145 128 144 151 568
Arges 1 2 1 2 5 11 12 6 15 44
Bacau 15 17 16 16 62 199 214 195 193 801
Bihor 59 57 52 46 213 800 705 697 534 2736
Bistrita
Nasaud 17 14 17 15 63 192 175 198 191 756
Botosani 20 19 18 16 72 255 229 225 228 937
Braila 13 15 16 18 61 205 201 204 209 819
Brasov 6 6 6 6 23 54 96 57 65 272
Buzau 7 7 8 10 32 112 90 122 163 487
Caras Severin 20 21 20 21 82 306 301 290 289 1186
Calarasi 1 1 1 1 2 9 6 11 11 37
Cluj 31 30 32 35 128 393 411 405 470 1679
Constanta 6 6 5 5 21 92 79 78 81 330
Covasna 18 16 16 17 67 199 159 165 206 729
Dambovita 7 5 5 6 21 109 68 65 83 325
Galati 3 2 3 2 10 62 37 57 46 202
Giurgiu 6 6 6 7 23 79 71 76 98 324
Gorj
Harghita 6 6 7 7 26 43 63 56 63 225
Hunedoara 11 10 11 10 41 133 139 130 156 558
Ialomita 4 3 4 4 14 79 52 54 70 255
Iasi 8 8 8 8 31 115 119 117 120 471
Ilfov
Maramures 12 13 10 13 48 166 166 140 164 636
Mehedinti 2 2 2 2 6 15 20 13 30 78
Mures 54 52 56 55 217 674 627 668 636 2605
Neamt 5 5 6 6 22 92 87 67 93 339
Olt 8 7 8 9 31 98 95 99 114 406
Prahova 2 2 2 2 7 19 21 17 25 82
Satu Mare 21 23 22 24 89 269 288 269 302 1128
Salaj 22 21 23 23 88 298 261 308 268 1135
Sibiu 2 3 3 3 11 23 40 28 33 124
Suceava 9 7 10 10 36 132 141 136 143 552
Teleorman 8 10 10 11 38 137 128 131 154 550
Timis 6 6 6 7 24 83 80 84 86 333
Tulcea 7 8 7 9 30 80 81 101 107 369
Vaslui 6 6 6 5 22 91 80 71 72 314
Valcea 16 17 17 19 68 215 188 206 240 849
Vrancea 10 12 11 13 45 137 150 143 177 607
20
Number of pupils (2004-2005)
% of pupils in multigrade education
10 632
7 500
4 500
1 500
11
% pupils in
multigrade education
17
12
9
6
3
N/A
21
I-IV grades (2004-2005)
V-VIII grades (2004-2005)
I grade
II grade
III grade
IV grade
V grade
VI grade
VII grade
VIII grade
22
Multigrade education. Teaching language other than RO
18/1
22/2/1 1
77/../1
23
11
51
95
145/../2
1
167
62/3
42
5/6 13/2/6
../1/8
HU/GE/Other
No of schools/county