Conference

2008 Safe Internet Use

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Highlights of previous SSBA conferences :-

2007 Developing a Parent Council and Encouraging Parental Involvement

2006 The Way Forward for Parental Involvement

2005 Parents in Partnership

2003 Partnerships and responsibilities

2002 SSBA is fit for the future

2001 Roadshow

2000 International
and published book
available here online

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Workshops
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A Westerner in Romania looks at the Education System
and the Parental Role Therein

Introduction

Romania lies between the Ukraine and the Balkans, with Hungary to the West, and Moldova and the Black sea to the East. The Carpathian mountains divide the southern fertile plains from the varied topography of Transalvania. With a population of 23,000,000 and minorities of Hungarian, Saxon, Slovak Turk and Gipsy origin it is a country which displays clearly the effects of existence at a crossroads between West and East. The Latin nature of the culture and language of Romania is a relatively modem discovery, dating back only a few hundred years to the time when Romanian students began to travel to study in Western universities (Rusu 2000).

In the early 20th century the Modernised Romanian system established by pioneers such as Spiro Haret, the Minister for Education, was highly regarded in Europe, and compared favourably with the systems in other countries. To be educated historically has long been highly prized in Romania, and is still associated with an elevated status and position in society. The 1947 Educational reform which was based largely on Russian systems and methods drastically changed the scope of education, turning the schools and colleges into institutions for ideological propaganda and misinformation. Rusu (2000) observes that the consequences included 'an inversion of values, promotion of mediocrity and obedience and a reduction of individual responsibility, initiative and free choice.'

In the decade since the fall of Communism the attempts to radically reform the Education system have seemed slow as the reformers battle with the backlog of educational, cultural and social evolution which was allowed to develop. Parents are a significant influence on the rate at which the Education system can change. Parents and teachers who were brought up in the Communist years and who have a strong influence on their children are a major source of inertia and a radical change of attitude is required to allow truly radical reform to take place.

From observations of classrooms and teaching there is much in the Romanian education system which appears to be good, and it is probable that other systems could benefit from a consideration of it. There are however aspects of the system which hark back to that long period in which education prepared the individual for conformity, simply doing as directed. The emerging democratised society in Romania demands that individuals make their own decisions, and take responsibility for those decisions, and an education which is over-directive does not prepare young people well for life in such a society.

The Education System

The Romanian Education system has four main stages of education, based in three schools. These are the preschool Gradinita or Kindergarten, the General School, incorporating the generalist Primary and specialist Gymnasium or Lower Secondary stages, and the post-compulsory Liceu or High School in its varied forms. Children of certain ethnic minority families may study in schools in their mother language with instruction in Hungarian, Gemian, or other languages. The compulsory phase of education begins with the final year of the Gradinita, at which stage the children are around 6 years of age. The system is centrally controlled by the National Ministry of Education in Bucharest (MEN) via a local schools inspectorate in each county. Inspectors have wide ranging duties and powers to inspect schools and teachers and carry out regular assessments.

Following the compulsory year at the Gradinita, the pupil enters the General School, and spends 4 years in the Primary school. At around age 11 pupils will enter the second stage of the General School, usually referred to as the Gymnasium or Lower Secondary. Here the pupils will have different teachers for each subject, for the remaining 4 years of compulsory school.

Post compulsory school is divided into the Liceu, or Theoretical High school, Technical High School, Professional school, and Complementary School. The latter 3 types of school are usually grouped together on one campus known as a Grup Scolar. In upper secondary education there is the greatest variation in provision. Generally entry to post-compulsory levels of schooling depends on passing an examination of capacity usually in Romanian Language, Romanian History, Romanian Geography, and Mathematics. Candidates who are successful will be granted a place in the institution, those who are not will have to attempt to gain entry to another institution.

Following the revolution of 1989 the education system was subjected to a reform, but without a clear policy or perspective (MEN 1998). Subsequent stages of reform tackled sections of the system in isolation from the whole until the present. The 1998 MEN proposals attempt to take reform forward on the basis of a series of general principles, and a fundamental 'Framework Plan' for education as a whole. The outcome of the combination of the earlier piecemeal adjustments and this later strategic revision will not be evident for some time to come.

The Education system is highly competitive and each of the stages of progression, as well as some intermediate stages, are marked by examinations to test the 'capability' of the student. The examinations focus primarily on the student's capability in Mathematics and Grammar.

The Classroom Practice

Observation of the education system reveals High school pupils in Mathematics and Science grappling with quite complex equations and mathematical notions in a way which is quite impressive. In the main there is only passing reference to the physical phenomena modelled by such equations, and little or no opportunity for practical experiment to confirm understanding of context or application. The teaching is generally conducted in a directive and highly controlled manner, and the pupils are passive leamers, who appear to spend most of their lesson time simply writing.

The methodology in the main in practical as well as theoretical classes is teacher led using a centrally controlled curriculum, with central control and specification of text books. Teaching and learning appears heavily focused on acquisition of facts rather than on cognitive development or understanding, and problem solving activity is mainly limited to the rehearsal of standard solutions as in Mathematics or science. and the production of set drawings in the studio, and set pieces of work in the workshops. The level of knowledge and sidlls presented by the Romanian High School leaver are considerable, and would seem to fit them well for further study. But there are indications that the advantages which they have are short lived and they may soon be overtaken by the more innovative and creative Western students (Mihalcea R- 1998). Many Romanian educators are further concerned that the intensive directive system does not develop skills in decision maldng or innovation, and does not prepare the pupils for a life in the developing open and individually centred society.

The intensive classroom workload itself may also be contributing to medical problems as identified by Zanifir (1995) whose work suggests that eyesight disorders, which make up more than 25% of all diseases amongst Romanian pupils, and which show a steady increase from 4th to 12th grade, may be due to "eyesight strain" during the education process. A high percentage of spinal cord malformations, and attendant motor problems are also identified amongst school pupils. The heavy reading load allied to poor illumination and furnishing of classrooms and areas where homework is undertaken may be responsible.

Pupils Discipline and Order

Pupils generally are very orderly, and appear to be well behaved in the classroom. Even in the High Schools or Liceu, the pupils stand when a visitor enters the room. The classes observed were generally neatly dressed, and in many schools there has been a re-introduction of the school uniform, usually consisting of a topcoat.

The impression gained was that within the classroom, and school pupils were generally compliant, and submissive to authority to an extent which would be unusual in the West. This is something which is desirable in providing an ordered learning environment, although alternatively it could be undesirable if it leads to a lack of drive and initiative.

However Zamfir (1995) refers to a disturbing increase in behavioural disorder amongst school-age children, which she attributes to exhaustion during the educational process and toughening competition, in addition to unfavourable family and social conditions.

The Parental Role

The role of the parent in Romanian education system has traditionally been a significant one, and the legislative and structural measures resulting form the educational reforms are designed to support this. In particular the Education act of 1995 ensures certain rights as well as obligations for parents and schools.

Under the 1995 act the choice of types of school and religion from grade 9 are 'made by the pupil in consultation with, among others, the parents or guardian', and the act specifies that the parents 'have the right to decide'.

Parental Obligations include a requirement for the parent of a child entering a Liceu to sign an agreement to respect the school regulations. Parents are obliged also to ensure their child attends school up to and including grade 8. Non-attendance may result in a heavy fine (Up to the equivalent of 1/3 of a months salary).

The act requires the school to undertake obligations to parents also, including communicating in writing each semester with the parents any shortfall in work or failure in examinations, as well as any sanctions to be taken and information concerning resit examinations. This is undertaken by the class tutor who also is required to organise individual meetings with parents to discuss progress, and to write to parents of children who have performed exceptionally well or badly. Teachers are required by the act to work with the parents to secure the 'whole' education of the pupils.

Representation is ensured on the Administrative council which typically will have around 11 members, of which 2 will be parents and one a pupil, for a school of 1000 pupils. The council is charged by the 1995 act to 'create systems for maintaining a permanent link between school and family through the parents of each class and the school 'Parent Committee", and in addition to managing the school, is also required to present a report of school activities to the parents each semester.

The Parent Committee along with the school Director is also responsible for deciding how to spend the 'Pupil fund' to which parents may contribute to support school activities and provide resources.

Factors Affecting Parental Involvement

Rusu (2000) has noted several aspects of school activity which support and encourage parental involvement. Traditionally attendance at schools has been seen as being of great importance and a good education is highly valued. Parents generally encourage attendance, although high rates of drop-out and absenteeism exist in some areas. Teachers suggest that some parents encourage the truancy of their children.

Ceremonies celebrating achievement are customary, and parents are accustomed to attending such ceremonies, taldng great pride if their child receives an award or prize. Even so many parents are dissatisfied with the relationship between them and the school, referring to school as unapproachable. There is widespread agreement that the curriculum is too theoretical and overloaded and many parents are concerned about the enormous demands the school makes on their children

Parents have been used to paying for additional lessons in order to keep their child at a high level of performance, and may additionally use reward or punishment to try to improve the child's performance. At the present time the cost of living in Romania is increasing rapidly and books which were formerly free must now be paid for. Many parents find this difficult and complain that it costs too much to buy the necessary books etc,

Poverty puts other stresses on the family situation which reduces the focus on the child's education, and aflects the ability to find space and time for work to be done at home. The effects of unemployment and the eroding of the link between a good education and a good job have led some parents to feel that education is no longer as important in providing a future.

The 'Dirigentie', or class tutor is an important figure, and classes, which stay together for all of their subjects, form a strong identity and reunions continue may years after leaving school. Parents of classmates also tend to form friendships through the dirigentie meetings. Teachers complain however that parents won't come into school or take responsibility for supporting the education of their children.

The relatively low teaching commitment of 18 hours per week in Romanian schools, allows for the teacher to spend time maintaining contact with the family and ensuring a good relationship with parents. The economic situation has led to teachers to use their time in other means of earning, including additional teaching, which reduces the time they have available to make such contacts

Conclusion

Out of the recent history of Romania an education system has evolved which still retains much of its former directive and controlling nature. Because rote learning of facts is still central to the learning process the Romanian pupil may have a wider knowledge and a better grasp of facts than their western counterpart, but appears to be less adept at innovative and creative activity. Progress in the Romanian education system is directly dependent on examinations of capability, and the pressure to succeed forces pupils to spend much of their time on study, which may have adverse effects on their physical as well as their socio-emotional development.

The very directive nature of the majority of teaching methods and the history of Romania might also be related to the reticence which pupils exhibit in engaging in classroom discussion. The need for slcill and confidence in decision making and problem solving for life in a developing open, democratised society points, in the light of the above, to a need for changes in teaching approaches and methods. Changes in Curriculum, school structure, and subject organisation as proposed within the Plan-Cadru (MEN 1998) have their contribution to make. Alone however they will not address the issues which affect the development of Romania's pupils, who are that most precious commodity, the country's future. The role of parents and the responsibilities of schools in maintaining and supporting that role are enshrined in the Education act (1995). These measures alone are not satisfactory in ensuring an appropriate level of participation by parents, and attitude changes will be necessary to ensure a fuller partnership of parents and teachers in the education of the Romanian child.

References

Mihaicea R, Paper presented at 'TEMPUS' Brasov, 'Universities in Their Social and Economic Environment' 5th-7th November 1998

1995 Education Act, Romania 1995

Ministerul Educatiei Nationale, 'PLAN-CADRU PENTRU INVATAMANTUL PREUNIVERSITAR (PROIEC'I), MEN, Bucuresti 1998

PMU-Phare-VET 'Vocational Education and Training Reform Programme-Policy Aspects and Strategy' MEN Bucharest, 1997

Zamfir Dr E. 'The Situation of Child and Family in Romania', The National Committee for Child Protection, and UNICEF, 1995

Rusu, M.V. A Sketch of the Parent-school relationship in Romania, in 'Representing Parents in School Decision Making Around the World', SSBA, 2000

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