Suchergebnisse

The present study investigates the major problems and challenges faced by the Romanian educational system during the last years of Nicolae Ceauşescu's regime. My main focus is on the so-called "polytechnic" education as a mean to reform and improve the system, and the debates it generated starting with the late 1970s. Consequently, the paper also examines the evolution of the debate and the top-down and bottom-up projects and initiatives to reform the educational system during the first decade following the collapse of the communist regime in Romania in December 1989. The aim is to present the clashing visions of different actors over the idea of reform and the urge to implement it, nonetheless to reveal the long term deadlock generated by this situation within the Romanian educational system.

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.

It is certain that contemporary higher education institutions have entered the era of great transformation. The environment they operate in has changed fundamentally: professional knowledge and skills have become the main generator of economic development. At the same time, the university is no longer the only provider of high-quality knowledge. Competition on the market of knowledge and academic education services is getting tougher. The efforts made by national education in modernizing and reforming the national higher educational system, in the context of European rigors and exigencies, would not be that obvious if they were not supported by our international partners through various community programs. The successful promotion of reforms in the educational system becomes possible only in terms of identifying, taking over good European practices in the field and implementing/ institutionalizing beneficial and valuable elements for the national higher education system. Good enforcement of reforming provisions is not possible unless there is a cooperative framework between the three main actors. The government shall implement new modern policies in higher education system; the civil society, on its turn shall take the responsibility and availability to be engaged in the reforming processes, and the higher education institutions shall accept the new context and implement the reforms on the institutional level, cooperating in the same way with the other two actors, meanwhile paying attention to the labour market.

In the article the author tackles a contemporary issue that is important for institutional strengthening of the Republic of Moldova. Developing a mechanism for efficient interaction of institutions of state power with political parties, ruling ones and in opposition, with the groups of interests, especially those institutional and associative, represents a strategic objective for the Republic of Moldova. Assessing institutions with "rules of the game", the contemporary political science updates the significance of the Constitution for organisation and good unfolding of the political process, for ensuring stability and at the same time dynamism of the socio-political system. The conclusions of the investigation of complex issues like dynamic political processes, functionality of political institutions in conditions of instability / political crisis, contain an educational, instructive message, important for the political actors of the Moldovan society.

The process of European integration is a topic of major importance thanks to multiple approaches from experts, politicians, civil society representatives, on the grounds that its implementation in practice has an impact on all spheres of society, from educational to social, economic and political, but and on all the actors directly involved in this process, such as the European Union. At the present stage, for the successful European accession and integration of the Republic of Moldova, it becomes essential to study this process in terms of the given dimensions, because the expected result depends on their effective implementation. It should be noted that the accession process has registered both successes and failures on the path of Europeanization of the Republic of Moldova, there are impediments at the institutional level, although in terms of legislative connection to European standards Moldova has only succes

In 2017 the Cahul District, the largest in the Republic of Moldova as an area (1545,28 km2) and the population (116,7 thousand) became part of the Siret-Prut-Nistru Euroregion. The natural, economic and human potential of the Cahul District is an important resource for cross-border cooperation. In this study is made an analysis of the human capital of the Cahul District from the perspective of its valorization in order to deepen the cross-border cooperation of the Cahul District within the Siret-Prut-Nistru Euroregion. The experience gained by the Cahul District in the field of cross-border cooperation shows that the cultural and spiritual actions must be followed by actions on the creation of common spaces in the informational, economic and commercial spheres. In this respect, it is important to complement the cultural actions with practical ones, thus constituting a systematic effort with clearly defined objectives. Human capital can be a catalyst factor for cross-border cooperation also due to the fact that in the Cahul district there are several educational institutions that can help train qualified staff for different areas of work relevant to cross-border cooperation.

Created by the Hungarian Minister of Instruction and Religion in an attempt to depopulate the Universities of Hungary from the big number of auditors, the Romanian Era of the Law Academy of Oradea began with two academic years, 1919-1920 and 1920-1921, of transition from the Hungarian authorities to the Romanian ones. Due to the efficiency of the Dirigent Council of managing the issues of the Transylvanian education, during 1919 and the first half of 1920, the Academy's activity was not interrupted. The students could continue the studies in similar conditions as those existing before 1918, fact that helped many of them sustain both, the main exams, the final state ones and those of Justice. At the end of the three transitions years, the education institution of Oradea was able to begin the academic year 1921-1922 in normal conditions.

"W książce podjęta jest stale aktualna i ważna problematyka wyznaczania granic społecznych i zróżnicowania świata społecznego, migracji i idącego za tym poczucia odrębności, wyobcowania, ale też budowania wspólnoty pomimo […] doświadczanych w toku codziennego życia różnic". Zawarte w niej teksty posłużą lepszemu rozpoznaniu "fenomenu pogranicza w różnych jego aspektach (językowym, kulturowym, społecznym, politycznym) przez osoby należące do świata nauki oraz przez praktyków społecznych (polityków, działaczy i aktywistów). Poszczególne artykuły mogą być również pomocne w procesie dydaktycznym na różnych szczeblach i kierunkach kształcenia w różnych krajach Europy Środkowej" (z recenzji prof. dr. hab. Lecha Suchomłynowa). ; "The book tackles the continuously topical and important subject matter of the setting of social boundaries and the diversity of the social world, of migration and the associated sense of separateness and alienation but also community building despite [.] the everyday experience of difference". The texts comprising this volume will allow for a better understanding of "the phenomenon of the borderland in its various aspects (linguistic, cultural, societal, political) on the part of members of the scientific community and of social practitioners (politicians and activists). Particular texts might also prove useful in the educational process at different levels and in different fields - and in different Central European countries" (from review by Professor Lech Suchomłynow). ; Redakcja naukowa książki została sfinansowana w ramach programu Ministra Nauki i Szkolnictwa Wyższego pod nazwą "Narodowy Program Rozwoju Humanistyki" w latach 2015–2018, nr projektu 1bH 15 0354 83

This article aims to follow up the institutionalization process of the primary education in the rural areas of Bessarabia (today Republic of Moldova), during the inter-war period (1918-1940), from the perspective of the application of the corporal punishment in the public schools. The application of the corporal punishment also interacted with certain matters related to the everyday process of the primary education in the villages, such as the teachers' relationships with the local community, the school attendance, or the internal group dynamics within the pedagogical collectives in the rural schools. The corporal punishment was codified and became increasingly scarce in the inter-war years, correspondingly with the change of the attitudes both of the teachers and the pupils' parents towards the primary school.