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INTERNATIONAL CONFERENCE OF LEARN&VISION ASSOCIATION:

”CRITICAL MASS FOR QUALITY EDUCATION.

ADVOCACY THROUGH EDUCATIONAL NETWORK”

4TH EDITION, CLUJ-NAPOCA, 22-23 APRIL 2016

LOCATION: Biblioteca Judeţeană “Octavian Goga” Cluj-Napoca, str. Calea Dorobanţilor,

nr. 104

Organised with the support of the Fund for Bilateral Relations

ABSTRACTS – papers presented in plenary

Friday, 22nd APRIL 2016

9,45 – 12,00

Chair: Mariana Dragomir

Authors and papers:

Lecture - Sturla Bjerkaker, secretar general, Norwegian Association for Adult Learning

Advocacy, campaigns and legislation for development of adult Learning and education in Norway

My presentation will focus on how – and why – adult education (and especially the non-formal part) has

riced and developed in Norway the last 150 years. Starting with a short historic view, I will continue to

describe the role of different partners and movements in the continuous rice during the last 50 years.

Which kind of advocacy work led up to the first Act of Adult Education in 1976 and to the second Act in

2009? How was the political situation in Norway in these periods and years? Who was in favour and who

was against public funding for adult education, and how did we organize our policy work and campaigns

to “save” the field? What happened between 2000 and 2010, and how and why can we describe the

situation and development as stable the last 10 years? How do we see the near future for non-formal

learning and education in Norway? Moreover, how is the Norwegian situation compared with other

Nordic and European countries?

Lecture – William Evans, senior advisor, Norwegian Association for Adult Learning,

Quality of adult learning? Seen from the learners side. How and why should providers be aware?

Quality in Adult education/learning?

What is that? Is not quality in education the same, whoever wants to educate or learn something? Or

might it be that adults are more demanding, not so easy to please as 7 year old kids. I will try in my

intervention to point out some factors that providers should think about. Not only the learning itself but

also surrounding factors. Obvious one is of course why is there adult learners in the first place, and then,

how do we make sure that our (the provider) delivery meets their expectations.

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ABSTRACTS – papers presented in sections

Friday, 22nd April 2016

13,00 – 14,30

Section: Nonformal education in society

Room 1

Chairs: Camelia Tabără, Veronica Bogorin

Authors and papers:

Albu Anca, Condurache Simona - Book vs. Film – a non-formal activity addressed to adolescents

In the present society a non-formal activity is not synonymous with uneducational, but it refers to an

educational reality less formal, which always involves a formative and educational effect. The objectives

of non-formal education are closely linked to the achievement of the following finalities: to broaden the

cultural horizon, to enrich knowledge in certain areas, to create conditions for perfecting or initiating a

new activity. Such a non-formal activity took place in the library of the Technical College "Traian Vuia",

Oradea, in the academic year 2014-2015. It was in fact a workshop, involving 10th grade students from

the mathematics-informatics profile. The title of the activity was “Book vs. Film – The Book Thief", and

the purpose of the activity was to familiarize students with the tendencies and trends of the contemporary

fiction, namely the novel " The Book Thief," by Markus Zusak, to cultivate the critical spirit and the

personal values, but also to inform about events that would give students the chance to get answers to

various questions. The challenge for students was to choose either the book or the huge screen of the

cinema, the emotion which you experience with every page or the suspense of the film, your imagination

or the director's vision? The students were offered a scenario in which fear, helplessness and injustice are

overwhelming, but hope and culture remain safeguarding. The impact of the activity was positive, leading

students to a series of conclusions: when you read a book you create in your mind a picture of the events,

characters, everything comes to life and a new world is sketched.

Matiu Ioana Gabriela - Your chance - a project in colaboration with Asociatia Arbeit und Bildung

Marburg

My presentation is an overview of a project I developed with a partner institution in Marburg. It is a

projrct focused on vocational schools and it is based on the reduction of the drop-out rate in Romania and

Germany and the promotion of dual education system in Romania.

Turcu Corina - The role of formal education on AS = Healthy Food

Non-formal education is a new approach to learning through enjoyable activities and motivating. Since it

is an organized outside the school system, it is a bridge between the knowledge taught by professor and

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putting them in practice. So, within the hour tutorial with students we conducted a brainstorming the

problems that they have. Performed then negociated a ranking of issues and was found on top of the

hierarchy of problems related to physical appearance, fatigue, lack of concentration, exclusion from social

life. The next approach, using the checklist method, they have identified the root cause of the problems

identified, an unhealthy diet, disorderly poor. The problem that they have identified it is confirmed by

studies and alarming statistics presented by the media on nutrition diseases due to unhealthy diets. If this

behavior persists we idenficat, with students using tree probems medium and long-term risks at the

individual level: • health problems (diabetes, heart disease, anorexia, bulimia, obesity, etc.) • lower self-

esteem through social marginalization and exclusion • poor school performance and increased

absenteeism At the community level will increase costs in the public health system, quality of the

workforce will be shrinking. More alives today, parents tomorrow will perpetuate unhealthy eating

patterns. So the formation of young people who know how to choose, analyze critically, to be responsible

for their own health will spread the responsible consumption and not least will lead to a healthy society

physically and morally. Young people today a healthy eating style will be tomorrow's adults responsible

for educating future generations. Within the hour tutorial with students we conducted a brainstorming the

problems that they have. Performed then negotiated a ranking of issues and was found on top of the

hierarchy of problems related to physical appearance, fatigue, lack of concentration, exclusion from social

life. The next approach, using the checklist method, they have identified the root cause of the problems

identified, an unhealthy diet, disorderly poor.

Tabără Camelia, Dan Aurelia Maria- Non-formal education, still education!

Bistrita Nasaud County School Inspectorate has chosen, starting this school year to pay particular

attention to non-formal education field, by supporting educational projects with significant impact on

students. The main action in supporting non-formal education is the elaboration of our county Educational

Activities Program which includes a series of actions / educational projects implemented in schools in the

county. The proposed projects for 2016 aim at the 8 key competences development set by the National

Education Law, through various activities and innovative approaches: thematic workshops, demonstration

activities for teachers and students, volunteering, inter- and transdisciplinary teaching approaches,

interdisciplinary contests, theater performances, cultural and artistic exhibitions, etc. We offer you as

example the project "Volunteering - an attitude", developed in partnership with Social Tasuleasa

Association. The volunteers of the Association were "teachers for a day" in more than 35 rural schools,

teaching their peers "volunteering lesson." In April 2, World Day of Volunteering, each school will

implement / will develop its own project of voluntareeing for their community under the slogan "The

Good Day".

Buboly Monica - Nonformal education services inside traditional workshops

This paper presents the approach of the concept of nonformal education by using integrated services

inside traditional art workshops: rush braiding, weaving, leather processing, beads sawing. The target

group is represented by young people at risk, aged 16 to 29, who, by learning a trade, benefit from

competence and abilities evaluation services, from counselling and guidance as well as from mediating on

the labour market. This service is delivered by an experts team made up of a psychologist, a social

assistant, a folk craftsman and a vocational guide. The participants are selected from the two

communities, according to pre-established criteria.

This approach is the result of implementing the PET 056 project ,,A chance for the future” – Integrated

services for young people at risk in a Multifunctional Social Centre”, co-financed through the RO 10

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CORAI programme „Children and young people at risk and local and regional initiatives to diminish

national inequalities and to promote social inclusion” - CORAI.

Bogorin Veronica - Learning about yourself through life stories from the big screen

The paper presents the project ”At cinema, I become somebody!” implemented by CJRAE Cluj in

partnership with Art-Cord Cultural Association, ”Victotria film” Association and Cluj County

Inspectorate, second edition, that has as its main objective improving self-knowledge and personal

development of adolescents through watching and analysis of carefully selected movies. The project

combines non-formal learning by watching the movies by the participants at the cinema followed by Q &

R sessions with activities meant to deepen the themes identified that are conducted in schools by school

counselours and main teachers.

Section:Reflexive practice and research teacher (I)

Room 2

Chairs: Diana Şaitiş, Matiu Ovidiu

Authors and papers:

Boncea Niculina Maria, Bartalici Ana - Developing critical thinking through strategies actively

participative in education

In the era of speed and information, arises the need to find the most effective strategies that help

educators to adapt, now and in the future, to changes and to prepare the children to select what is helpful

and necessary. Therefore critical thinking is a capacity that we must develop. Critical thinking is a

complex process that begins with the assimilation of knowledge, with the acquisition of information and

continues with the process of fomation of faiths and beliefs and ends by displaying appropriate and

effective adaptive behaviors. The need to identify the most effective ways through witch an educative

message, reaches the children is an very important aspect. By using strategies actively participtive

teaching we aime the transformation of ,,to educate " in ‘to lead" , the creation of a personality in relation

to the objectives established beforehand. Critical thinking through interactive teaching aims at placing

education on a pragmatic basis and to prepare the integration of children in a democratic competition of

ideas and pluralism of views. Critical thinking teaches us ,, to read ", to understand and develop

arguments, either for practical purposes of everyday life or for better expression in public debate, or for

organizing and structuring scientific communication in certain subjects / disciplines.

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Șaitiș Diana - Subtle networks-depths of mind

The paper presents results of research highlighting the considerable impact of our mind on some aspects

of daily life. The results of experiments are consistent with recent discoveries of quantum physics, which

gives some explanations to many questions that puts, over time, any person concerned about the spiritual

aspect of life. Keywords: synchronicity, meditation, mindfulness, morphic field, experiment, collective

unconscious, verbal message.

Matiu Ovidiu -Theoretical and Practical Aspects of Reflective Learning in Higher Education

Theoretical and Practical Aspects of Reflective Learning in Higher Education This paper is a brief

analysis of contemporary tendencies in reflective learning in higher education in Europe and beyond.

Starting from the assumption that the existence of theoretical models, irrespective of their applicability

and effectiveness, though mandatory, is not enough for the development of a competitive university

course or program, this study aims to emphasize the role of contextual elements -- such as, organizational

policy, students' reflection on their performance in their area of study, the disciplines in the curriculum,

the role of the instructor, etc. -- in a student-centered educational process.

Turcu Vasile - Who are those who today are learning the knowledge of good and affective

environment?

Are they children from the earliest age to preschool, then schooling, make every effort to acquire

environmental knowledge. Knowing the preschool environment is of particular importance to complete

development and a core task of the educational process conducted in kindergarten/school. Information

about the environment we find in science but also in the entire program from kindergarten/primary

school. The environment is for the child's development, but the main source of knowledge of reality.

Through systematic participation in environmental awareness activities, children have the opportunity to

perceive the processes and phenomena of surrounding reality. Activities that involve direct involvement

of children in their learning activity, will achieve knowledge through direct experience, discovering

through their own effort, knowledge of the surrounding reality, with beneficial effects on mental

development and on learning. The knowledge that they and espouse gradually contribute to broadening

the horizon of their help to orient in the environment, to better understand what is happening around

them, to know how to behave, how to react to objects and phenomena among whom I live. The

knowledge taught and activities taking place in kindergartens/schools, although they are simple, basic, yet

have scientific reflects certain qualities of objects and phenomena surrounding world. Thus, developed

and enhanced susceptibility analyzers, enriched content sensations and perceptions that lead to the

formation of representations live. Gaining knowledge about sensory contribute to the development of

complex mental processes as: thinking, language, memory, imagination. In knowledge work is also

developing voluntary spirit of observation and attention. The foray into the world of science begins by

assimilating knowledge by knowing some elements of the surrounding world. If at first the knowledge

level is low, comprising elementary gradually at the second level will enrich and diversify knowledge and

skills will be transformed into principles, age-appropriate values. The study natural sciences with

applications in daily, allowing environment understanding of the world and gives children practical and

theoretical knowledge needed to act on it according to their needs and desires, but in harmony with

nature.

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Section: Reflexive practice and research teacher (II)

Room 3

Chairs: Kaitar Roxana, Ileana Iepure

Authors and papers:

Kaitar Roxana – Understanding lyrical creation by non-native speakers

Educational process involves teaching, learning and assessment, as is known. They require not only a

good correlation and organization, but also the principles of social, ethnic, psychological. If Romanian

can have a higher degree of assimilation among Romanian speakers as non-maternal language, literature

is the true touchstone, and in particular lyric. The literary text requires connotation, metaphors,

suggestion, ambiguity. Poetic confession is an act of creative self and receiving this privacy act requires

active reader who not only understand the message but internalizes every syllable or word. This approach

aims to distinguish the boundaries reception creation lyrical, if the speaker's non-native on the one hand

and, on the other hand, to present ways in which these limits may be acceptable, and the difficulties of

receiving the lyric may be in -a certain extent, overcome. The experience of teaching Romanian as a

foreign language proved to me that any foreign or non-native speaker can learn Romanian language at a

very high level, even unnoticeable compared to a native. But all experience in teaching Romanian

literature to non-native speakers proved that what can not learn easily is lyrical thrill. Because programs

for national examinations are identical for both native speakers and non-native, this presentation aims to

be a landmark in lyrical understanding by non-native speakers.

Trif Monica - Techniques to overcome communication blockage during English

The main aim of this study is to identify the causes of communication blockage in students during the

English classes, in formal and informal situations and provide the right techniques for overcoming them.

The qualitative research was used.

There were 20 students (intermediate to upper-intermediate) and 3 teachers from Colegiul Tehnic “Victor

Ungureanu” from Campia Turzii involved in this study.

The interview and the semi-structured questionnaire were the instruments for collecting the data

for the study. The procedure was the following: choosing the method of research, finding the volunteers

for the study, explaining the reasons for the study, the development of the research.

The following factors that cause anxiety in students were discovered: the fear of making mistakes and of

being evaluated by their peers and by the teacher, language difficulties (vocabulary, grammar,

pronunciation). The involvement of the students in European projects proved to be the most efficient in

overcoming the communication blockage during the English classes

As all studies, this study has its limitations. The number of students involved in European projects in a

school; some activities suggested in this study take a lot of time; some students do not get involved in

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some tasks, they prefer not speaking in class to being mocked, and most of the activities are difficult to

evaluate.

In conclusion, the most effective technique of the study proved to be the European projects which

provided for students informal opportunities that are no longer anxiety provoking.

Developing critical thinking through strategies actively participative in education

In the era of speed and information, arises the need to find the most effective strategies that help

educators to adapt, now and in the future, to changes and to prepare the children to select what is helpful

and necessary. Therefore critical thinking is a capacity that we must develop. Critical thinking is a

complex process that begins with the assimilation of knowledge, with the acquisition of information and

continues with the process of fomation of faiths and beliefs and ends by displaying appropriate and

effective adaptive behaviors. The need to identify the most effective ways through witch an educative

message, reaches the children is an very important aspect. By using strategies actively participtive

teaching we aime the transformation of ,,to educate " in ‘to lead" , the creation of a personality in relation

to the objectives established beforehand. Critical thinking through interactive teaching aims at placing

education on a pragmatic basis and to prepare the integration of children in a democratic competition of

ideas and pluralism of views. Critical thinking teaches us ,, to read ", to understand and develop

arguments, either for practical purposes of everyday life or for better expression in public debate, or for

organizing and structuring scientific communication in certain subjects / disciplines.

Ionescu Thea, Ilie Adriana - Language learning in preschool children – an embodied learning

account

In Romanian preschool settings there is a tendency to use abstract strategies in language learning

activities. The present study set out to test if teaching strategies based on an embodied cognition account

facilitates learning more than traditional strategies that go steadily from concrete to abstract. 25 children

aged between 4 and 5 years of age listened to a modified version of the Town Musicians of Bremen story.

They were split in two groups, one that interacted with the content while listening to the story and one

that listened to the story and watched pictures depicting the narrative sequence. Results show that

children in the first group had better performance in new words and idioms recognition and in retelling

the narrative sequence in order. Implications are discussed both with regard to learning accounts in

general and to teaching strategies for language development in preschool settings in particular.

Cobușteanu Delia - The life path of the playwright Ion Luca: a picture of diversity

The deacon and professor Ion Luca offers us through his life, work and pedagogical experience, the

example of an intellectual with an acute sense of values, who understands to defend Education with

durable arguments of substance, which are of maximum actuality even today.

Liutiev Simona - Nonformal Activities in Romanian Literature Courses

The project “Looking for the Right Style“ was conceived after a long experience in teaching and

coordinating literary sets which convinced me that fiction is written and appreciated without using certain

techniques and specialty literature. The nongovernmental organizations, School Inspectorate for Argeş

county and teachers of Romanian Language and Literature acknowledged the lack of an educational

practice in creative writing. Editors and magazines complain about an influx of poor written works, and

the self-publishing market keeps growing, so that the sorting and distribution of valuable works is more

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and more difficult. Pupils don’t have the opportunity of learning how to polish their writing style, how to

become aware of the creative process quality, leaving their products exclusively to the imagination. The

school curricula for Romanian Language and Literature doesn’t provide techniques for stimulating

creativity, although during the exams it requests, through certain items, the proof of divergent thinking.

The national creative writing contests are just a few and less attended and this is not because the pupils

are not interested or talented, but because there is not even one course specialized in creative writing,

except for some literary sets. As a PhD in philology and writer, winner of the national prize for debut in

prose and attendee at some of the best known writing workshops in the country, I came up with the idea

of a project made of eight workshops meant to extend the pupils’ skills in understanding and analyzing

texts, eliminating the clichés and blockings, making their imagination more flexible, increasing their self-

esteem and making them more free to express themselves through writing. I’m sure it will help them at

the final exams, too.

The aim of the project is to stimulate and use the pupils’ creative ability and divergent thinking, to ensure

equal chances in making them familiar with the social problems, a somatic-literary diagnosis.

Friday, 22nd April 2016

15,00 – 16,30

Section:Adult education

Room 1

Chairs: Dorina Kudor, Ana Simona Negomireanu

Authors and papers:

Csintalan Csaba - Adult education and its role in economic growth and development

Education has become a topic always discussed in one or another form , it has become a major concern

both nationally and globally. But first of all education plays an important and beneficial role for both the

individual-regarding the development of its personality and for the country-in the terms of economic

growth and development of a country. Therefore I believe that adults, especially those who for various

reasons have dropped out of school should have the opportunity to continue their studies even at primary

or secondary level. Adult education must reflect public interests of each individual through some form of

education. The “Second chance” project which must support those who really want to study. This

opportunity can be considered beneficial to the economic growth and development of a country. Any

individual can be formed in a specific area of activity within the educational system, using existing

methodology. Personality development of an individual leads to the provision of some more responsible

activities, which certainly lead to economic growth and development.Educația adulților privind rolul ei în

creșterea și dezvoltarea economică

Kudor Dorina –The identity paradox

Key-words: identity, philosophical paradox, Theseus`s ship, ikigai, consciousness, authority.

What can have in common the Greek legend about Theseus, Plutarch` philosophical paradox about the

ship of Theseus , and Japanese ikigai? The answer is identity, a concept investigated throughout the

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/history of mankind. The persistence of identity is a subject discussed in philosophy, religion, psychology,

arts and politics, neuroscience, spiritual schools etc. An investigation through deep ocean of identity leads

inevitably to some essential questions, such as Who am I?, Which is the meaning of life? A possible

answer can indicate a way towards consciousness, ikigai, and the authenticity of authority. The authority

of an identity can be the difference that can make the difference only when it is unified in the field of a

personal consciousness that can educate primarily itself and only then the others.

Bucăloiu Ionela - Rolul şcolii, al familiei şi comunităţii în stoparea fenomenului violenţei în şcoli;

School is the place where students are allowed to print the pleasure of learning, the desire to succeed and

to cope with changes taking place in the labour market permanently. At the same time, the school is

where the cognitive skills, understanding of the meaning of life, relationships with others and with

ourselves start. However, we often hear about forms of violence that occur in the Romanian school,

violence that takes shapes of the worst (beatings, thefts) going up to the least shocking forms (verbal

violence). When talking about violence in school it is considered that the sources for this phenomenon

are: unstable and tense family environment, social environment, but also the personality of the student.

Among the projects initiated in the school to reduce this phenomenon in collaboration with the

Association of parents, with local Police Targoviste include the "Antidote to violence" whose purpose

was to prevent and combat violence and unhealthy behaviours in the school environment, through raising

awareness of the problem of violence in schools by students, parents and teachers and by creating a

formal setting to debate this issue at the level of the school. The specific competences of activity: • raising

awareness among all the actors of the school regarding the sources, causes and effects of the phenomena

of violence in school throughout the period of the project. • Training skills and moral attitudes in spirit to

prevent and eliminate group violence by promoting the best practices in group behaviour for at least 50%

of the students targeted by spring break. • Providing educational alternatives for leisure, through

participation in extracurricular activities, non-formal ones for all participants throughout the course of the

project. • Making a real and effective collaboration between school, authorities and family in order to

identify, monitor and prevent all types of violence and crimes involving all educational factors throughout

the course of the project.

Mureşan-Ioana-Angela - Skills and values in adult education research

Objective: teachers’ education in transdisciplinary programmes

Purpose: identification of efficient models in adult formation

Methodology:

Questionaries were used to:

• Diagnose the formation strategies

• Investigation of the participants’ opinion on the programme

Conclusions

The formative courses are of high interests for teachers who want to stay in touch with innnovative ways

of education. If you want to be up to date with current trands you need to be part of a learning course

dealing with new ways of teaching.

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Negomireanu Ana Simona - Validation of competencies as part of career counseling

Research purposes

This paper aims to approach the operation frequency of use in the process of validating career guidance

counselors held within three vocational career counseling centers.

Research tools

They were used as research methods interview and observation on three types of subjects operating at the

following institutions: Agricultural High School, Timisoara, Centre for Counselling, Training and

personal development - "Professional Training" Timisoara and AJOFM Timis, with features

psychologists / vocational counselors.

Conclusions

• career counseling process is completely separate from the adult skills assessment

• vocational counselors have knowledge skills assessment process and its implications;

• vocational counselor evaluates only beneficiaries of psychologically without in any way exploit or

highlight previous experience of beneficiaries;

• only vocational counselor directs the recipient to a training course or to fill a job directing it

toward an ever porces skills assessment;

Suggestions andrecommendations

As possible recommendations for blurring the gap between the career counseling process and the

professional competence assessment as:

• Extension competences profile of vocational counselor.

• The development of a training program for vocational counselors;

• Extension / modification competencies registered occupational standard vocational counseling

• Development of a standard quality counseling and vocational guidance.

Balazsani-Batto Iosefina - Adult Education - Legislative Limits

The paper presents comparative legislative changes regarding adult education in accordance with the new

regulations in 2015 and sets the possible impact on training providers. The purpose of such a presentation

is to mark the possible relationship between formal education and the actual demand of the labor market.

The identification of those elements that create a negative impact on adult training outcomes the possible

impact on trainees, on companies providing training and on the labor market.

Section: Participatory democracy through advocacy

Room 2

Chair: Ileana Iepure

Authors and papers:

Iepure Ileana- Participatory democracy through deliberation and advocacy

This paper aims to present formation of social and civic competences, first at the younger generation.

I followed this approach:

First of all, explaining the concepts of participatory democracy, deliberative democracy, deliberation and

advocacy seen in the context of debates in the field of contemporary philosophy and political science;

Secondly, emphasize the role of education / civic culture in the formation of these key competences;

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In the third line, presenting two projects as examples of good practice in participation, deliberation and

advocacy skills.

The conclusions of the debates organized in high schools by Student Council in Youth Voice Project:

Colegiul Național G. Baritiu, Liceul Teoretic Gheorghe Șincai, Liceul Tehnologic Alexandru Borza,

Liceul Teoretic Mihai Eminescu, Liceul Teoretic Eugen Pora, Liceul de Coregrafie și Artă Dramatică O.

Stroia, Colegiul Tehnic Edmond Nicolau, Liceul Teoretic Lucian Blaga, Liceul de Informatică Tiberiu

Popoviciu, Colegiul Economic Dr. I.Pop

ABSTRACTS – papers presented in plenary

Saturday, 23rd April 2016

10,00 – 11,30

Room 1

Chair: Mariana Dragomir

Authors and papers:

Lecture: David Mallow, Director of Research, Institute of Education, Londra,

Why build a network? EPALE-building a European community of educators

In this talk I will reflect on my own experiences of networking at a local, national and international level

to try to identify some of the factors that lead to effective and sustained networks. I will also address the

question of why we should bother. What purpose do networks serve? I will argue that supporting

engagement between individuals and between organizations that share common interests and goals can

have a significant impact, not only on the professional and personal development of individuals and the

organizations in which they work, but also on the policy and practice within that field. Networks amplify

the voices of individuals increasing the effectiveness and coherence of advocacy work. Strong networks

are also powerful tools for policymakers, providing useful feedback mechanisms and allowing for rapid

sharing of information. I will present the European Commission’s newly formed online community

EPALE – the electronic platform for adult learning as an attempt to create such a network in the disperse

and poorly resourced world of adult education. I will also focus on the actions of the European Basic

Skills Network within EPALE as a model for proactive engagement.

Lecture: Gabriel Bădescu, Professor,"Babes-Bolyai" University of Cluj-Napoca

Meritocracy, social inequality and educational policies in Romania

High quality education is valuable because it is a pathway to well-regarded position in society, to

flourishing and long life. Because so much is at stake we must ensure that educational opportunities are

distributed fairly.

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The presentation will discuss two competing views about how to distribute educational opportunities: the

first demands equality in the distribution of educational opportunities, whereas the second holds that

education’s only or primary goal is to ensure an adequate education.

I will discuss the implications of these two perspectives within the context of several debates regarding

the educational policies in Romania, with a focus on the ones about state's support to private education.

Lecture: Șerban Iosifescu, President ARACIP,

Can we create a critical mass to claim a better education? Cultural barriers challenging

educational reforms and how can we overtake them.

The nowadays debates of different topics on education demonstrate, once again, the importance of the

cultural aspects in societal change, in general, and especially for reforming the education. The

institutional educational system, solid and monolithic (still centralized and with extremely strong links

among its components), inert and conservative (being unable to see forward, it looks, mainly, to the past)

is, in many ways, a faithful mirror of the ways the Romanian institutions are built and function. Thus, the

school dominant organizational culture reflects dominant features of the national culture. Social research

(educational, but also the psychological, sociological and anthropological) identified already several such

specific cultural characteristics, that need to be taken into account when elaborating and implementing

public policies (in our case, educational policies). This paper has a twofold purpose: we try to identify, on

one hand, the features of the organizational cultures with the largest influence on the reform processes in

education and, on the other hand, to propose a set of measures, embedded in these policies, in order to

overcome the cultural barriers.

12,00-13,30

Workshop: Adult education and advocacy

Room 1

Chairs : William Evans, senior advisor, Sturla Bjerkaker, secretar General Norwegian Association

for Adult Learning.

ABSTRACTS – papers presented in sections

Section: Intergenerational learning

Room 2

Chairs: Timiş Vasile, Ana-Maria Moldovan

Authors and papers:

Popa Ofelia Cornelia –Intergenerational learning- traditional life cycle

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The work is an example of good practice on intergenerational learning as a way for people of all ages to

be able to learn from each other, being an important part of lifelong learning. With the theme traditional

life cycle (birth, marriage, death), different generations formed by school children parents ,grandparents,

worked together to obtain different skills, values and knowledge. In order to reach our goal, the main

methods which were used in information-gathering stage and not only were : interview and direct

observation on the subject of people aged between 28 and 86 years. As a general conclusion, we can state

that favored activities undertaken to support the exchange of ideas and experiences of intergenerational

learning, where seniors have contributed with their life experiences and those students and youth are

only- not contributed to the enrichment knowledge of the aged, with new opportunities offered by

information and communication technology (scanning family photos, recording, editing etc)- habits life

cycle." The work is an example of good practice on intergenerational learning as a way in which people

of all ages can learn together from each other, being an important part of lifelong learning. With the

theme habits of the life cycle (birth, marriage, death), different generations formed by school children

parents' grandparents, worked together to obtain different skills, values and knowledge. To reach our

goal, the main methods used in information-gathering stage and not only were interview and direct

observation on the subject of people aged between 28 and 86 years. As a general conclusion, we can state

that favored activities undertaken to support the exchange of ideas and experiences of intergenerational

learning, where seniors have contributed their life experiences and those students and youth are only- not

contributed to the enrichment knowledge of the aged, with new opportunities offered by information and

communication technology (scanning family photos, recording, editing etc)

Timiş Vasile - Religious and doctoral rethoric in the present European context. Ecclesial,cultural and

cognitive-behavioral landmarks

The perception and approach of Europe as space of values and fundamental human rights require a

responsible analysis on the decisive contribution that Christian religious experience had in the formation

of European culture and civilization. The very ideas and conceptualizations about the European Union

can not be tackled and separated from the imperative of Christian unity with its soteriological, cultural

and identity challenges. Some theorists of postmodernism expressed their conviction that the postmodern

period will be one of religious relativism, multiculturalism as well as a period when people will step away

from religious values. The present political, cultural and religious realities seem to be complex and far

more complicated than the postmodernism theorists implied. It is the generally accredited opinion that in

Europe we are witnessing a process of secularization, desacralisation, religious indifference and cultural

minimalism. A deeper analysis of the nowadays realities and challenges seen in Europe force us to notice

certain identity and cultural reshaping as well as certain revitalizing forms of religious experience and

education.The European integration, conceived and managed political and administrative remain an

ongoing procces with nuances and cultural, religious, and cognitive-behavioral identity challenges. Our

presentation will attempt to provide an overview of current trends and benchmarks of religious and

cultural nature.

Jalobeanu Mihai-Stanislav - Do we need a XXI century school, or not?

Few critical considerations regarding the last months school curricula debate. With a short analysis of our

educational system multiple reforms, the authors tried to suggest a change at least for math and sciences

teaching, based on adoption and adjustment of the existent huge offer of free and libre software for

teaching and learning.

Iuga Marcela Cristina - Myth and Reality: Oedipus

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Walt Disney was a remarkable figure that helped save the image of the child and childhood

throughout the 21st century. The creator of Mickey Mouse is a legendary figure not only the animation

for children and the creation of the famous entertainment parks, but also for the motivation of the

American people ravished by war.

The Lion King was inspired by a children’s novel A Tale of Two Brothers by Alex Simmons. The

story has a mythical strata, a heroic tale of a king that abandons his son and then is killed by him a

foreseen confrontation. The son marries his mother, giving rise to the Freudian theory. The figure is of

Oedip. The relationship between father and son is a distorted bridge between generation, an

intergenerational learning.

15,30-17,00

Room 1

Chairs: Mariana Dragomir, Șerban Iosifescu, David Mallows, Gabriel Badescu

The round table: Results and perspectives following the implementation of the project ”A

critical mass for a quality education through public policies founded on research.”

Room 2

Section: School management and quality assurance

Chairs: Marcel Cremene, Simona Konradi

Authors and papers:

Konradi Simona - We learn together

This paper introduces a good practice example - the inclusion of children with autism and special

educational needs, the support services offered to them and their parents as well as to the teachers directly

interacting with these children. These support services are delivered inside a project financed by the

RO10 – CORAI Programme (Children and youth at risk and regional and local initiatives to reduce

national inequalities and to promote social inclusion), project funded by EEA Grants 2009-2014 and

administered by the Romanian Social Development Fund.

Pop Cristina Florentina - The simultaneous education or the utopia of equal opportunities

The principle of equal opportunitiesis becoming almost utopian if we take into consideration the pupils

who study in simultaneous classes. This principle is used many times just as a pretext placed into an area

ofuncertainty. We are all aware that a pupil who has studied for 3 years Math and the Romanian language

and literature in a simultaneouslevel will not be able to develop the same skillsas a pupil who has studied

all this time in a regular class. We know that in our country the simultaneous classes can be found

predominantly in the rural areas. This situation only deepens further the gap between the pupils from the

two school environments. Education should be regarded as an investment whose results are seen only in

time, but which are essential in the progress of every civilization. In this context we must pay close

attention to rural areas, which nowadays are familiar with a smaller participation in the educational

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process. In ”The national strategy for lifelong learning 2015 -2020” we find out that 45% of all the

Romanian youth live in rural areas, but according to INS only 24% of the pupils come from rural areas.

Marcel Cremene - A complex-systems oriented approach for addressing educational system problems

Undeniable facts indicate that Romanian educational system is in deep crisis. PISA test results presents a

very low student motivation, national evaluations results are poor (especially when camera are installed in

the test rooms), and numerous plagiarism cases related to high placed persons suggest that a significant

level of imposture exists in the system. The main cause of this crisis is that an inadequate instrument – the

actual educational system – is applied on the student education issue in a highly dynamic and hyper-

technologic context that is radically different from the context existing 20-30 years ago. Social

complexity of the education system motivated us to consider complex system theories as approach tool.

Multi-agent systems, Game theory, Evolutionary theory and Behavioral economics and Sociology

propose useful models for our problem. The paper proposes a series of analysis and computational

simulations based on complex models. The main conclusions of our study are: the rules should be

designed in order to obtain a desirable equilibrium (a mechanism design approach), each actor of the

system may identify sensitive zones where a critical pressure needs to be applied (i.e. anti-plagiarism

fight), and, finally, do not forget that quality and motivation of the human resource is the most important

element.

Mureşan Carmen - STOP intimidation - STOP Bullying

Choosing this theme was prompted by information received frequent lately in schools about bullying type

behaviors aggressive identified among students both face to face and in cyberspace (cyberbullying).

2. Purpose of the project

Prevention and / or reeducation's bullying, intimidating behavior among students.

3. Specific objectives

Informing students on the phenomenon of bullying

Developing skills and abilities to prevent, combat this phenomenon

Awareness and community involvement in preventing the phenomenon of bullying.

4. Target group

High school pupils (VII-X aged 12-16 years) depending on the potential risk identified

5. Beneficiaries directions

Secondary school pupils (VII-X)

6. The indirect beneficiaries

Teachers, parents, community

7. Duration

11ianuarie - June 10

8. The activities

9. Limits and Conclusion

Bors Octavia Mihaela –How can we improve Școala Altfel program?

In February 2015 on behalf of 52 organizations and 1022 individuals, New Horizons Foundation has sent

an open letter to Mr. Adrian Courage asking him to approve a set of measures aimed to improve the

Școala Altfel program. The public policy recomandations were developed by the working group Școala

Altfel. TOT Educatie! following a process of consultation and public debate with students, parents,

teachers, principals, representatives of NGOs and experts in education.

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In the workshop, we want to share these recommendations and to identify practical solutions for their

implementation in schools. The working group Școala Altfel. TOT Educatie! envisions the Scoala Altfel!

program as a laboratory of experiments where techers can test modern teaching methods for the purpose

of using the best ones in the futre, through the hole school year. We invite the workshop`s participants to

build together an answer to the question: How do we put this vision into practice?

Section:Posters Posters – will be displayed during whole conference

Responsible of section: Ileana Iepure

Authors:

Pop Anca Ioana, Bia Monica Mihaela - I think and feel

The project I think and feel is a program that aims to extend the development of emotional inteligence

through the rational-emotional education and behaviorally education that applies to pupils in primary

school. The general aim of the project it is the acquisition of knowledge and social abilities and emotional

as well and the implementation of those in a variety of basic areas in school in order to influence the

wellbeing of pupils, teaching – learning and the interpersonal relationships. The activities of the project

are well structured so they can be realized in an nonformal and formal way and they are organized in the

following categories: 1. Self-acceptance 2. Emotions 3. Beliefs and behaviors 4. Solving problems and

making decisions 5. Interpersonal relationships

Ursache Lăcrămioara –The Green Club

"Let’s learn the greenlanguage!"

The Green Club was established in the 2012-2013 school year and it is one of the types of activity carried

out mainly outside school curriculum and designed to attract hearing impaired students to discover the

phenomena of the living world, to take actions in order to highlight the role of nature in the human life, to

develop their spirit of research, to form a green thinking and behavior, to develop communication skills.

The challenges of the club consist in activities that encourage students towards a positive environmental

behavior in the sense of their involving into discovery actions and practical intervention on the natural

environment. In order to reach the targets, we intend to train a large number of students in environmental

activities and to bring partners for actual and effective implementation of these activities -public schools,

institutions, NGOs or foundations with environmental protection activities, "O. Goga".County Library

The results obtained so far are: * Observing the nature and forming healthy environmental behavior,

attachment to these values. * Enrichment of the level of knowledge, communication skills, networking

and accountability in addressing environmental issues. * Involving students, teachers and partners in

keeping the environment clean, environmentally friendly. * Making an information point in the school -

"The Green Corner" - to show green slogans, photographs, drawings, posters or other activities of the

club.

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Popa Leontina, Cobușteanu Delia - Presentation of the project "A Smile for Children "

The volunteering project is included in the calendar of "The Days of Spirituality in School" and the target

of the actions included within "The Week of Donated Fruit and Vegetables" constitutes the promotion of

the non-formal education.

• Simona Negomireanu - Open educational resources (OER) - concepts, tools and practices

• Simona Negomireanu - Tools for developing basic skills acquired at work

• Popa Diana Cristina - Non-formal learning methods

• Poster ALV – CALIEDU

• Poster ALV – The Youth Voice