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The article explores the rationale of the Romanian political community as defined by its successive constitutional layouts, since the first fundamental law of 1866, including the Communist constitutional settings, and concluding with the post-communist constitutional design. This consistency of the political community is tested by means of an analytical distinction between the Nation-State and the National State. The former is understood as the institutional underpinning of a community bearing a political project. The latter is seen as the institutional outcome of an ethnic group and the warrant of its political integrity. Such an examination of the Romanian constitutional production sheds light on the historical and unambiguous predominance of the National State, while the Nation State emerged briefly and warily in the Romanian setting in the form of the socialist nation state. By the same token, this approach questions the adequacy between democracy and this rationale of the Romanian political community. While the socialist Nation State, as it was constitutionally designed, failed to guarantee the effectiveness of popular democracy, the Romanian National State, as it was shaped by the successive constitutional texts, pre-communist and post-communist, was always unable to accommodate completely with democracy.

The article focuses on projects, which are managed by the EU in the field of education and training, recent changes to the EU policy in educational programmes. Erasmus+ unites programmes and actions in the field of education and training, fostering the EU added value in education and European dimension. It gives an insight into the concept of projects management in education, European legal regulations, specific European programmes in education and training.

This article aims to present the situation of the foreign students in general – and of Romanian students in particular – studying at German institutions of higher education during the
Third Reich. Beyond its quantitative considerations, which prove how intense was the migration of Romanian students to Nazi Germany the article highlights the political role assigned to the Romanian students by the Nazi authorities, as well as the political and ideological impact that the study in the Nazi universities had on the Romanian youth.

The article provides an overview of the main theoretical approaches to research on educational choices and anticipated labour-market opportunities from a gender perspective. It then presents the results of three quantitative analyses of secondary data. The objective is to help facilitate a complex understanding of the mechanisms of the reproduction of gendered social
structures. The genderedness of the social institutions in the education system and the labour market in relation to the socialising trends in the family is described in three parts: 1) gender segregation in employment in the context of segregation in education – the author shows that the horizontal dimension of these social institutions plays a more signifi cant role than the vertical dimension; 2) the factors that condition girls' and boys' educational aspirations and choice of schools – the author demonstrates how secondary school choices are gendered (though the analysis did not reveal the differences between the factors that infl uence girls' and boys' aspirations); 3) the factors that condition parents' educational and class aspirations for their sons and daughters – the author uncovers several aspects of the socialising effect of the reproduction of the two traditional career trajectories based on gender. In conclusion, the article answers the question of how structurally gendered expectations cohere with individual career trajectories, and based on the three analyses formulates questions for further research and offers a revised theoretical conceptualisation of gender as an analytical category.