Eurydice

Definition of the target group(s)

According to the provisions of law, special education is organised for children and pupils with deficiencies of the following nature: mental, physical, sensorial, language, socio-affective and behavioral, or associated deficiencies. Special education is provided according to the handicap/deficiency degree of the child.

Definition of the target group(s)

The term used in the Romanian legislation and practice with reference to children needing special care is handicap.

On the second place, as frequency and area of use, is the term deficiency.

Both terms are defined within the legal framework and circulate in all relevant areas: child protection, education and health.

The National Education Law states that the state ensures to Romanian citizens equal access to all levels and forms of pre-university and higher education and lifelong learning without any form of discrimination. The same rights are ensured to nationals of other Member States of the European Union Member EES and the Swiss Confederation.

The Romanian higher education system is part of the European Higher Education Area (EHEA) and the Bologna Process. ARACIS is member of European Association for Quality in Higher Education (ENQA) and registered in the the European Quality Assurance Register for Higher Education (EQAR).

Thus, the standards and procedures for internal and external evaluation are aligned with the Standards and guidelines for quality assurance in the European Higher Education Area (ESG).

Quality assurance involves, at the level of the educational institution, in accordance with the legal provisions, three major processes: internal evaluation of quality, external evaluation of quality and qualityimprovement.

The foci for internal evaluation, external evaluation and quality improvement, as requested by standards and reference standards, are:

• Institutional capacity (administrative and managerial structures, logistics, human resources).

In Romania, learning and teaching are based on standards and national and international best practices, quality being one of the fundamental principles that governs the education system. 

Quality evaluation and quality assurance are realised through actions aiming at institutional capacity development to assure trust among beneficiaries that the institution fulfils quality standards.

At private level: the different types of staff vary according to the internal rules of the various adult education providers.

Generally, other non - teaching staff working in adult education and training are:

• administrative staff

  • secretary or, 

  • assistant for the relation with the trainees,

• accountant 

• technique staff for equipments maintenance 

• cleaning staff for the training rooms.  

The characteristics of management staff in adult education in the private sector vary according to the mission and organisation of the respective private education/training institution. 

Generally, management staff working in adult education and training is represented, in function of the size of the organization by:

• Manager

• Deputy Manager

• Training Coordinator. 

Other categories of teaching staff

According to the National Education Law no. 1/2011, in the higher education there may be associated teaching staff for teaching positions of university assistant, university lecturer / chief of works, university associate professor, and university professor.