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Educație pentru democrație în școlile din România
Abstract
Pornind de la datele unui sondaj realizat pe un eșantion reprezentativ pentru profesorii claselor 5-12 din România1, precum și de la o serie de
interviuri de grup, studiul își propune să ofere răspunsuri următoarelor categorii de întrebări:
1. Care sunt atitudinile, valorile și orientările profesorilor în ceea ce privește sistemul politic din România?
2. Care sunt nivelele de implicare civică, de toleranță socială și de încredere interpersonală?
În ce măsură se raportează profesorii față de minoritățile etnice, religioase sau culturale? Sunt profesorii pregătiți să contribuie
la diminuarea excluziunii sociale, atât de pronunțate în societate românească, sau dimpotrivă, sunt unul dintre factorii care
contribuie la menținerea și amplificarea ei, inclusiv prin susținerea segregării școlare a romilor?
3. Care este pespectiva profesorilor asupra unor personalități și mișcări politice din trecutul țării, ce au promovat perspective autoritare și discriminare etnică?
4. Cum evaluează profesorii școlile în care predau? Cum văd sistemul educațional din România, într-o perspectivă comparată în timp și față de alte țări?
5. Care sunt valorile personale ale profesorilor, convingerile lor privind predarea și identitatea lor profesională, precum și relațiile dintre acestea?
... This section of our research is particularly of interest, as teachers rarely are held accountable for their behavior. For example, a study from 2018 with a national sample of Romanian teachers revealed that only 2.5% of them acknowledged "teachers' aggressive attitudes towards students" as a problem they dealt with (Bădescu et al., 2018). ...
With the switch to online teaching starting March 2020 due to the Cov-id-19 pandemic, students have spent more time than ever online. The study (N=191) was conducted online and answered the following research questions: 1) Does the time spent online influence students experience with cyberbullying? 2) Are students from vulnerable groups more prone to cyberbullying? 3) What are the ways students believe cyberbullying should be addressed? 4) Are there gender differences in the way cyberbullying is perceived? Among others, the study revealed that women are more likely to acknowledge cyberbullying and that their professors are identified by a large part of the sample as perpetrators of cyberbullying.
... This section of our research is particularly of interest, as teachers rarely are held accountable for their behavior. For example, a study from 2018 with a national sample of Romanian teachers revealed that only 2.5% of them acknowledged "teachers' aggressive attitudes towards students" as a problem they dealt with (Bădescu et al., 2018). ...
With the switch to online teaching starting March 2020 due to the Cov-id-19 pandemic, students have spent more time than ever online. The study (N=191) was conducted online and answered the following research questions: 1) Does the time spent online influence students experience with cyberbullying? 2) Are students from vulnerable groups more prone to cyberbullying? 3) What are the ways students believe cyberbullying should be addressed? 4) Are there gender differences in the way cyberbullying is perceived? Among others, the study revealed that women are more likely to acknowledge cyberbullying and that their professors are identified by a large part of the sample as perpetrators of cyberbullying.
... A Friedrich Stiftung Foundation study, conducted by four researchers from Babeş-Bolyai University, on the mentalities of educators teaching 5 th -12 th grades in Romania shows that 42.5% of teachers would not want to be neighbours of Roma people and that 13.1% believe that Roma students should study in separate classes to non-Roma students [21] During the pandemic, access to education worsened. In a TV programme 'From the Life of the Roma' (23 May 2020) Cătălin Manea, First Vice President of the Pro-Europe Roma Party, talked about 900,000 Roma children (30% of three million Romanian students) who came from disadvantaged backgrounds and had their education restricted: 'We can't restrict the right to education for so many children; education is their only chance in life'. ...
The legislative principles that govern Romanian education, such as ensuring equal opportunities and social inclusion and focusing education on its beneficiaries, are tested by the real-life situation of Roma children and young people. The pandemic has put pressure on the educational system. The closure of schools from March 2020 and the forced transfer of teaching activities to an online format are increasing the problems faced by Roma children and young people, in many cases blocking their access to education due to technological constraints. Family support is essential for primary school students and particularly in the case of digital learning. Many Roma families are not interested in spending money on education, especially if, in addition, they are losing income that older children bring home. For educators, Dewey’s (1944) prediction has come true: ‘If we teach today’s students as we taught yesterday’s, we rob them of tomorrow’ (p.167). For Roma students, digital education means no education as teachers are unable to connect with them. In Romanian schools today, the curriculum contains a vast amount of information but is not correlated with students’ ability to understand the sheer volume of knowledge taught and the purpose it serves. According to the OECD Programme for International Student Assessment’s (PISA’s) 2018 results, 41% of Romanian students are functionally illiterate (Organisation for Economic Co-operation and Development [OECD], 2018). According to the results of a study based on an online questionnaire, which presupposes a degree of digital literacy, in 2020 32% of young people enrolled in pre-university education did not have exclusive individual access to a functional device (desktop, laptop, tablet); despite that online application supposed, also, that some of the family members have digital abilities. (Romanian Institute for Evaluation and Strategy [RIES], 2020) Through our study, we aim to reveal the series of current problems faced by the Roma ethnic group when attempting to access the educational system, presenting the perspectives of both educators and learners.
This study provides a comprehensive and detailed overview of how education for democracy is implemented in Romanian schools and offers several policy recommendations and interventions. The focus is on the teaching of social education, based on the premise that this discipline has the potential to integrate and enhance the pro-democratic skills and knowledge fostered by other school subjects. The study pursues two categories of objectives: 1. To identify the aspects of social education that matter for the quality of democracy, the determinants of these aspects, and the means through which this education can be achieved. 2. To describe the profile of teachers who teach social education in Romania. The study employs a complex methodology, including interviews with teachers and experts, classroom observations, official statistical data, and survey data representative of teachers who teach social education. The survey sample includes 940 teachers from over 700 schools across all counties of the country. The questionnaire includes, in addition to the usual attitudinal and behavioral questions used in quantitative studies, an interactive module estimating subjects' collaboration skills. The study argues that the decline of civic culture among Romanian youth should be counteracted by both improving the quality of existing courses and expanding the range of mandatory social education courses in the last years of high school and at the university level. The likelihood that teachers can successfully develop students' competencies for democratic culture increases significantly if they themselves receive consistent training in this area. Therefore, revising teacher training programs to develop civic skills and attitudes, as well as teaching practices centered on students and their unique developmental characteristics, is essential. We recommend including a training module in both initial and in-service teacher preparation programs, focusing on education in environments characterized by ethnic and socioeconomic diversity. Additionally, teacher training-especially for school principals-should include aspects related to developing collaboration skills and teaching methods that foster collaborative abilities among students. Changes should encompass not only the curriculum itself but also the way the subject matter is taught and the nature of the climate in schools and universities.
Studiul oferă o imagine cuprinzătoare și detaliată asupra modului în care este realizată educația pentru democrație în școlile din România și propune mai multe recomandări de politici și intervenții. Accentul este pus asupra predării educației sociale, pornind de la premisa că această disciplină are potențialul de a integra și spori deprinderile și cunoștințele pro-democratice formate de restul disciplinelor școlare.
Studiul urmărește două categorii de obiective:
1. Să identifice aspectele educației sociale care contează pentru calitatea democrației, determinanții acestor aspecte, precum și mijloacele prin care această educație poate fi realizată.
2. Să descrie profilul profesorilor care predau educație socială în România.
This study addresses the field of civic education, focusing on Service-Learning (S-L) practices in Germany, Greece, Romania, Portugal, and Austria. The research aims to explain the integration of S-L into formal education systems and highlight models and frameworks that promote the development of democratic competences. The research addresses the integration of S-L methods into educational policies and curricula, focusing on the optimal contexts and topics for effective implementation. Educators face several challenges when integrating S-L into formal education, and these obstacles are reviewed in the study. The intersection of civic education and S-L is analyzed, highlighting its role in promoting civic responsibility and community engagement. Furthermore, the study considers the transformative potential of S-L beyond Civic Education and recognizes its broader impact. The analysis makes the case for a framework that is adaptable, tailored to individual educational contexts, and examines different Service-Learning approaches. The research explores the identification of effective settings within formal education, considering school structures and the optimal topics for S-L initiatives. The research addresses challenges for educators and emphasizes empowerment, resilience, and adaptability in curriculum integration. The research involves desktop research conducted by all partners to collect and analyze literature and official publications related to the development of democratic competencies and SL in lower secondary school systems as country-specific studies. Cross-curricular integration and cross-country curriculum connections are highlighted to show the versatility of S-L and promote civic engagement and a deep understanding of democratic principles across Europe. This approach emphasizes the importance of service learning and contributes to the wider discourse on civic education and the promotion of a deeper understanding of democratic values in the context of S-L.
School segregation of Roma has become one of the most studied disciplines in the field of education in the last 20 years. Even though research mentions its persistence, no studies have shown how it persists, this study aims to fill this gap in the specialized literature. Based on the analysis of several reports, this qualitative study aims to show how the school segregation of Roma in Romania survives in the mainstream education system. Despite the fact that in 2004 the state recognized the seriousness of the problem and introduced Ordinance 1540/2007 prohibiting all forms of school segregation, many public-school units in Romania continue to practice this form of discrimination against Roma children. School segregation is a persistent problem in Romania, and studies show that between 1998 and 2016, the proportion of segregated schools increased significantly, becoming a barrier in the Roma integration process. The recommendations of the study on solutions against the school segregation of Roma children aim to involve Roma civil society in the process of monitoring segregated schools, enrolling Roma children from residentially segregated communities in mixed schools and informing parents about the consequences of segregation on Roma children.
School segregation of Roma has become one of the most studied disciplines in the field of education in the last 20 years. Even though research mentions its persistence, no studies have shown how it persists, this study aims to fill this gap in the specialized literature. Based on the analysis of several reports, this qualitative study aims to show how the school segregation of Roma in Romania survives in the mainstream education system. Despite the fact that in 2004 the state recognized the seriousness of the problem and introduced Ordinance 1540/2007 prohibiting all forms of school segregation, many public school units in Romania continue to practice this form of discrimination against Roma children. School segregation is a persistent problem in Romania, and studies show that between 1998 and 2016, the proportion of segregated schools increased significantly, becoming a barrier in the Roma integration process. The recommendations of the study on solutions against the school segregation of Roma children aim to involve Roma civil society in the process of monitoring segregated schools, enrolling Roma children from residentially segregated communities in mixed schools, and informing parents about the consequences of segregation on Roma children.
Values are passed on both through the family and the school. The degree of opportunity, necessity or utility of a thing determines its value. The family and the school teach the child, what are the most important values, according to which he must lead his life. The teacher must always be a model of honest behaviour. _______________________________________________
România se află constant pe ultimele poziții dintre țările UE în evaluările internaționale ale calității educației. Politicile educaționale din România acordă prea puțină atenție fundamentării prin rezultate științifice. Școala românească are o finanțare deficitară și ineficientă. Politicile educaționale din România pornesc adesea de la definiții și operaționalizări ale calității educației ce suprind doar o mică parte dintre aspectele ce descriu conceptul de calitate așa cum este înțeles în literatura de specialitate. Modulele pedagogice pe care le parcurg cei care se pregătesc să devină profesori în România furnizează o pregătire inferioară comparativ cu alte țări din Europa. Este contraproductiv și inechitabil faptul că, în anumite condiții, sunt acceptați profesori care nu au absolvit o universitate și nu au pregătire de specialitate. Sistemul educațional are prea puține mijloace pentru creșterea expertizei profesionale a celor care sunt deja profesori. În absența unor schimbări substanțiale neîncrederea în școala româneasca va crește și mai mult, contribuind la declinul ei.
The biological, cognitive, and social changes that occur in adolescence stimulate young people to think about themselves, reflect on the kind of people they want to become, and find their place in society. Traditionally, these changes have been explained by Erikson's theory and Marcia's identity status model, but process-oriented models of identity provide new insights. In particular, dual-cycle models, such as the three-factor identity model, focus on the dynamic process by which young people iteratively form and maintain their identity over time. This iterative process is captured by the interplay of commitment, in-depth exploration, and reconsideration of commitment, as well as by distinct identity statuses. Furthermore, the extent to which adolescents find a stable identity is intertwined strongly with their psychosocial functioning and well-being.
După aproape un deceniu de programe și proiecte pilot, România a început oficial să utilizeze standardele de cost în 2009 ca un mijloc de a face sistemul de finanțare în educație mai transparent și mai predictibil, în opoziție cu mecanismul finanțării bazate pe costuri istorice. Pentru început, standardele de cost au fost utilizate numai pentru finanțarea cheltuielilor salariale și a celorlalte sporuri aferente, însă odată cu noua lege a învățământului și reglementările conexe (HG 1274/2012 și 72/2013), noul sistem de finanțare prin mecanismul per-capita acoperă toate cheltuielile de bază ale școlilor, incluzând și costurile non-salariale.
Investigația de față a reprezentat o inițiativă comună a Reprezentanței UNICEF
România și a Institutului de Știinţe ale Educației în contextul Campaniei Naționale
Hai la Școală! ce se desfășoară în România din anul 2010. Această cercetare, realizată în perioada mai – octombrie 2013, a urmărit să analizeze din perspectiva echității tranziția la noul sistem de finanțare și să identifice în ce măsură alocarea per-capita oferă un sprijin adecvat celor mai dezavantajate categorii de elevi. Investigația a fost realizată în 77 de școli situate în zone dezavantajate socio-economic.
The training of future teachers aims at fostering skills for both their personal and professional advancement. In this context, individual aspirations and identity processes shape the manner in which students become involved in a teaching career and the type of beliefs they acquire about teaching. In Romania, little research has approached so far aspects pertaining to individual characteristics and developmental processes relevant for the selection of specific approaches to teaching. Our study focuses on students who prepare for a teaching career, and are involved in the initial pedagogical training program (N = 268). © 2010 Published by Elsevier Ltd. Selection and peer-review under responsibility of Masterprof team
Several studies demonstrate that Schwartz’s (1992) theory of human values is valid in cultures previously beyond its range. We measured the 10 value constructs in the theory with the Portrait Values Questionnaire (PVQ), a new and less abstract method. Analyses in representative samples in South Africa (n = 3,210) and Italy (n = 5,867) and in samples of 13- to 14-year-old Ugandan girls (n = 840) yielded structures of relations among values similar to the theoretical prototype. In an Israeli student sample (n = 200), the values exhibited convergent and discriminant validity when measured with the PVQ and with the standard value survey. Predicted relations of value priorities with a set of 10 background, personality, attitude, and behavioral variables in the four samples supported the construct validity of the values theory with an alternative method of measurement.
Although membership in voluntary associations has been presumed to be a central element in the building of social capital, micro-level knowledge about whether and how voluntary associations make their members more trusting and cooperative has been lacking. The link between trust and involvement in associations in Germany and Sweden was explored by means of a questionnaire concerning traits of individuals and of the associational groups to which they belong. The analysis of the resulting data set considered the extent to which various group characteristics (such as demographic diversity, in-group trust, and engagement level) are related to the generalized trust of the members. The results indicate that more diverse, more engaged voluntary associations, and those with weak ties, indeed accommodate more trusting people. In particular, time spent in groups with foreigners, or in groups with weaker ties, affects the generalized trust levels of the members.
Ongoing changes in social structures, orientation, and value systems confront us with the growing necessity to address and understand transforming patterns of tolerance as well as specific aspects, such as social tolerance. Based on hierarchical analyses of the latest World Values Survey (2005–08) and national statistics for 28 countries, we assess both individual and contextual aspects that influence an individual's perception of different social groupings. Using a social tolerance index that captures personal attitudes toward these groupings, we present an institutional theory of social tolerance. Our results show that specific institutional qualities, which reduce status anxiety, such as inclusiveness, universality, and fairness, prevail over traditional socio-economic, societal, cultural, and democratic explanations.
Proposals for power-sharing constitutions remain controversial, as highlighted by current debates in Iraq, Afghanistan, Nepal, and Sudan. This book updates and refines the theory of consociationalism, taking account of the flood of contemporary innovations in power-sharing institutions that have occurred worldwide. The book classifies and compares four types of political institutions: The electoral system, parliamentary or presidential executives, unitary or federal states, and the structure and independence of the mass media. The study tests the potential advantages and disadvantages of each of these institutions for democratic governance. Cross-national time-series data concerning trends in democracy are analyzed for all countries worldwide since the early 1970s. Chapters are enriched by comparing detailed case studies. The mixed-method research design illuminates the underlying causal mechanisms by examining historical developments and processes of institutional change within particular nations and regions. The conclusion draws together the results and the practical lessons for policymakers.
This article describes how self-regulated learning (SRL) has become a popular topic in research in educational psychology and how the research has been translated into classroom practices. Research during the past 30 years on students' learning and achievement has progressively included emphases on cognitive strategies, metacognition, motivation, task engagement, and social supports in classrooms. SRL emerged as a construct that encompassed these various aspects of academic learning and provided more holistic views of the skills, knowledge, and motivation that students acquire. The complexity of SRL has been appealing to educational researchers who seek to provide effective interventions in schools that benefit teachers and students directly. Examples of SRL in classrooms are provided for three areas of research: strategies for reading and writing, cognitive engagement in tasks, and self-assessment. The pedagogical principles and underlying research are discussed for each area. Whether SRL is viewed as a set of skills that can be taught explicitly or as developmental processes of self-regulation that emerge from experience, teachers can provide information and opportunities to students of all ages that will help them become strategic, motivated, and independent learners.
In this study, relations between learning activities of teachers and changes in their beliefs were examined. Thirty-four teachers in Dutch secondary education were asked to complete a questionnaire regarding their beliefs about teaching and learning on two occasions. They were also asked to report on learning activities that they undertook. Teachers who had changed their beliefs in a direction congruent with the aims of recent educational reforms often reported experimentation with colleagues' teaching methods. Teachers who changed their beliefs in a direction that was not congruent with the reform often reported experimentation with alternative methods due to discontent with the effectiveness of current methods.