According to the Education Code, educational alternatives refer to educational institutions or study and vocational training programmes that differ from traditional ones but comply with state educational standards. The state guarantees the right to differentiated education based on educational pluralism by allowing educational alternatives within the national education system.

Public and private educational alternatives are established with the approval of the Ministry of Education and Research, in accordance with the legislation in force. The organisation, operation, evaluation, and accreditation of educational alternatives are determined by the Ministry of Education and Research.

Educational alternatives benefit from organisational autonomy and operate in compliance with state educational standards and the specific characteristics of the alternative. School districts are not established for educational alternatives.

Educational institutions that can provide alternative forms of education:

• Vocational secondary education institutions in arts, sports, etc., which function as gymnasiums or lyceums with specialisations in arts, sports, theology, military studies, etc. A secondary education institution falls into this category if subjects related to arts, sports, theology, military studies, etc., are taught in all classes at this level of study.

• Complementary artistic education institutions, such as schools of arts (music, theatre, visual arts, dance, etc.). These institutions offer instruction exclusively in artistic disciplines (music, theatre, visual arts, dance, etc.).

• Extracurricular education institutions, such as sports schools, creativity centers, sports clubs, national team training centers, and recreational camps.

• Special education institution – special institution, auxiliary school.

Variations in education

Artistic education

Artistic education has the mission of ensuring the multifaceted development of personality in artistic, social, and recreational aspects, contributing to the enrichment of the cultural and spiritual space of society by promoting and preserving national and universal heritage.

The educational standards for all types of artistic education are developed by the Ministry of Education and Research, with the participation of university and pre-university teaching staff and specialised methodological centres in the field of artistic education.

The Ministry of Education and Research ensures the development and implementation of educational policies in artistic education, taking into account its specific nature and implementing educational strategies adapted to each category of artistic education. Artistic education is voluntary.

Admission to artistic education is based on an evaluation of specific skills related to the chosen field, conducted through a competitive process.

Formal artistic education consists of two types, each with distinct objectives and educational requirements:

a) Specialised Artistic Education (SAE)

SAE focuses on cultivating excellence in the field by developing artistic skills and competencies at all educational levels.

SAE is organised in secondary vocational art schools, secondary education institutions (cycle II), colleges, and centres of excellence in arts, as well as in higher education institutions. It includes both theoretical and practical lessons specific to the chosen field, conducted in groups and/or individually.

The education provided within SAE is formal and continuous, harmoniously integrating both artistic and general education components to ensure a well-balanced, comprehensive, and lifelong learning process.

If a pupil fails the specialised subjects in a secondary vocational art school, they are expelled but may continue their studies in a general education institution.

If a pupil fails specialised subjects in a secondary education institution (cycle II), they may be transferred to a general profile class within the same institution, subject to available spots.

b) Complementary Artistic Education (CAE)

CAE is voluntary and is organised in CAE institutions (such as music schools, theatre schools, fine arts schools, dance schools, etc.), offering theoretical and practical lessons specific to the chosen field, conducted in groups and/or individually.

Public CAE institutions are established, reorganised, and dissolved by the founding entity. The organisation and functioning of CAE institutions are regulated by a framework regulation approved by the Ministry of Education and Research.

Depending on the specific activities of each CAE institution, they develop their own operational regulations based on the framework regulation approved by the Ministry of Education and Research, in coordination with the founding entity.

Certification of artistic education

Pupils / students who complete artistic education receive the following diplomas and certificates:

• In complementary artistic education institutions – a certificate of artistic competence.

• In secondary education institutions (cycle II) with arts-focused classes and secondary vocational art schools – educational diplomas according to the completed level (Certificate of Gymnasium Education or Baccalaureate Diploma) and a certificate of artistic competence.

• In post-secondary and post-secondary non-tertiary technical vocational art education institutions – a diploma of artistic studies.

• In higher education institutions specialising in the arts or with arts-related programmes – diplomas corresponding to the completed level of education (Bachelor’s Diploma or Master's Degree, or Doctoral Diploma).

Pupils/students from the above-mentioned institutions who do not pass the final exams of their artistic education level receive a certificate.

Education for children and pupils with special educational needs – inclusive education

Education for children and pupils with special educational needs is an integral part of the education system and aims at educating, rehabilitating, and/or reintegrating these individuals into educational, social, and professional settings. It supports those with learning, communication, and interaction difficulties, as well as sensory, physical, emotional, behavioural, and social impairments.

Education for children and pupils with special educational needs is free of charge and is organised in general education institutions, including special education institutions, or through home-based education.

The state ensures the integration of children and pupils with special educational needs into the education system by:

• Enrolling the child or pupil in the appropriate group or class within a special education institution;

• Enrolling the child or pupil in a group or class within general education institutions.

The state ensures the inclusion of children and pupils with special educational needs through an individualised approach, determining the form of inclusion, and conducting comprehensive assessments or reassessments based on a methodology approved by the Ministry of Education and Research. These evaluations are carried out by authorised structures at central and local levels, following government regulations.

The determination of the inclusion form, as well as the periodic evaluation and/or reevaluation of the developmental progress of children and pupils with special educational needs, is conducted in the presence of parents or other legal representatives upon their request.

In general education institutions, specialised services such as Inclusive Education Units or other support services for the schooling of children with severe disabilities may be established, in accordance with regulations developed by the Ministry of Education and Research and approved by the Government.

General education institutions that enrol children or pupils with special educational needs, as well as special education institutions, collaborate with social protection institutions, public or private organisations, individuals, or legal entities from both within the country and abroad. They benefit from support, as stipulated by law, for organising the learning process.

Special education institutions, general education institutions, and responsible public authorities provide appropriate environmental conditions and offer educational services tailored to the individual needs of children and pupils with special educational needs. This includes facilitating the learning of Braille, sign language, alternative forms of writing and communication, as well as orientation and mobility skills.

In general education institutions, qualified support teachers are available to ensure the inclusion of children and pupils with special educational needs.

Special education

Special education is provided in special education institutions with or without residential services, as well as in alternative educational institutions that offer remedial assistance to children and pupils with sensory impairments and other disabilities. This includes support for those integrated into general education, as well as methodological consultations for teachers working in groups or classes with these children/pupils, as stipulated by the Ministry of Education and Research.

Depending on the categories of special educational needs, special education is organised in the following types of institutions:

• Special institutions – for children and pupils with sensory impairments (hearing or visual).

• Auxiliary schools – for children and pupils with severe learning difficulties (multiple, associated difficulties).

Special education for children and pupils with special educational needs follows the National Curriculum, framework education plans, approved by the Ministry of Education and Research, and individualised educational plans.

In grades V-XII of special institutions for pupils with sensory impairments, school subjects are taught by general education teachers who have completed specialised courses in special psycho-pedagogy.

Teachers working in special education for children and pupils with special educational needs are qualified in special psycho-pedagogy and social assistance.

Home education

Home education is organised for a determined period for children and pupils who, due to health problems or disabilities, are temporarily unable to attend school in person.

Home education is carried out in accordance with the regulations set by the Ministry of Education and Research, in coordination with the Ministry of Health.

Extracurricular education

Extracurricular education takes place outside of the regular school schedule and activities through complementary educational activities. Its purpose is to develop the cognitive, affective, and action potential of children and young people, responding to their interests and preferences for leisure time.

Extracurricular education provides additional opportunities for information, research, communication, development, social inclusion, and self-realisation.

Organisation of extracurricular education 

Extracurricular education is voluntary and is organised based on the interests and choices of children and young people in general education institutions, as well as in public and private extracurricular education institutions (centres, palaces and houses of creativity, sports schools, summer camps, national team training centres, etc.). Activities are conducted in groups and/or individually under the guidance of specially trained teachers, in collaboration with families, socio-cultural units, media, and children's and youth organisations.

The functioning of extracurricular education institutions is regulated by a standard regulation approved by the Ministry of Education and Research. 

Each extracurricular education institution develops its own operational regulations in coordination with the local education authority, specifying the catalogue of free educational services provided to beneficiaries.

Access to activities offered by public extracurricular education institutions, is free and open to all applicants aged 5 to 21, respecting the principle of non-discrimination.

Public extracurricular education institutions may offer paid educational services only in addition to those specified in the education plan and curriculum, in accordance with the applicable legislation.