Current state and vision in structural higher education reform in Romania Cezar Mihai HAJ...
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![Page 1: Current state and vision in structural higher education reform in Romania Cezar Mihai HAJ International Conference on Higher Education: Towards Joint Regional.](https://reader035.fdocuments.in/reader035/viewer/2022072012/56649e435503460f94b364c2/html5/thumbnails/1.jpg)
Current state and vision in structural higher education reform in Romania
Cezar Mihai HAJ
International Conference on Higher Education: Towards Joint Regional Roadmap
in Higher Education Structural Reforms23-26 May 2012, Petrovac, Montenegro
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History matters: changing landscape of HE in Romania
• 1990-1995 : Post-communist reparatory changes
• 1995-1999: Emerging a new HE system Changing the legislation: a new law on education and on accreditation Institutional diversification on public/private axis and on study programme
axis Passing from elite to mass HE
• 1999-2010: Implementing Bologna principles and objectives
• 2010 - Re-configuring the system and institutions: 2010: Evaluating the state of HE and identifying new options for HE
development 2010: Concluding a “National Pact on Education and Research” of all
parties represented in Parliament and of various stakeholders 2011: Adopting a new law on education
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Types of HEIs
• An apparently unitary system: all HEIs are universities carrying out teaching and research
• Diversification areas: (1) public/private axis; (2) disciplinary axis: comprehensive; technical and engineering; medical; agricultural; social sciences; arts; military; (3) degree awarding powers: BA/MA/PhD.
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Developments and trends (1) • A high number of institutions for a rather small number
of students and for the demographic size of the country (19 million inhabitants);
• A high number of universities focusing on social sciences and humanities and a small number of universities focusing on technical and professional areas
• A high labour market demand for technical and professional qualifications and a high supply of HE qualifications in areas with low market demand
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Developments and trends (2)
• A decreasing demand for higher education degrees associated with a sharp demographic decline
• A small number of teaching and research staff and a high student/staff ratio
• A continuous shrinking of public funds made available for public HE and research
• A rather low research output internationally relevant and competitive
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Developments and trends (3)
• A high institutional isomorphism in terms of assumed missions and with reference to structures, governance and organization of curricula; thus a reduced institutional differentiation in the system and a growing gap between the stated mission and its realization
• Encountering difficulties in concentrating resources and demonstrating local, regional or national relevance of HEIs
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Changes brought by the new Education Law (1)
• HEIs governing structures: HEIs to opt out for either a more collegiate or a more managerial type of governing structures
• New funding formula: public funding dependent on teaching and research outputs and on real costs
• Diversifying financial sources: allowing universities to set up commercial companies and foundations
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Changes brought by the new Education Law (2)
• New approach to quality assurance: more emphasis on learning and research outcomes
• Re-organization and re-accreditation of doctoral and master education
• Develop qualifications tracer studies: this is to increase HEIs outputs relevance for market demands and student personal development
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Changes brought by the new Education Law(3)
• Intermediary collegiate bodies e.g. UEFISCDI: set up and/or strengthening buffer
collegiate bodies, under the umbrella of an executive agency – UEFISCDI - meant to provide national and international information on HE and increase inter-institutional communication
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Current state:University differentiation
• Means of differentiation: (1) classification (not ranking) of universities in 3 classes: research intensive (BA/MA/PhD), research and teaching (BA/MA)and teaching focused universities (BA); (2) programme ranking at national and institutional levels
• Relating classification with : (1) degrees awarding powers; (2) financial incentives
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Finalizing the 1st stage of university classification
• Benefiting from the assistance of EUA in establishing university classes
• Reporting on the provisional results:I. 48 teaching focused universitiesII.22 teaching and research universitiesIII. 8 teaching and artistic creation universitiesIV. 12 research focused universities (out of which: 3
comprehensive; 4 technical; 3 medical; 1 agricultural; 1 social sciences)
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Study programme ranking
• At the national level 1100 study programmes from over 90 universities were evaluated according to an A to E grading scale
• Every study programme received a grade between A-E according to the quality of the study programme
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Study programme ranking
• Results:
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Financing• New funding methodology– Incentives for the creation of consortiums– (in theory) Funding only for:• Bachelor degree at the teaching focused universities• Bachelor and Masters degree at teaching and research
universities• Bachelor, Masters and PHD at research focused
universities
– Universities have the possibility to partition the grants received form the government in order to cover a larger number of students.
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Next steps
• Updating the financing methodology• Periodic university classification and study
programme ranking;• Finalizing the secondary legislation in order to
finalize the implementation of the new law on education