io1 - v-upgrates · io1 erasmus+ ka2 project validating and upgrading vet trainers' and...
TRANSCRIPT
IO1 ERASMUS+ KA2 Project
Validating and Upgrading VET
Trainers' and Teachers' Digital Skills
www.vupgrates.eu
NATIONAL REPORT ROMANIA
Intellectual Output 1:
SURVEY ON THE NEEDS OF LABOUR MARKET IN
THE DIGITAL FIELD, THE PROVISION &
VALIDATION OF CPD FOR VET TRAINERS IN ICT,
EFFORTS TO PROMOTE THE OPENING OF
EDUCATION AND COLLECTION OF e-TOOLS
Copyright:
Creative Commons – Attribution NonCommercial 4.0 International (CC BY-NC 4.0)
Leibniz University Hanover
Institute for Didactics of Democracy
Germany
Cyprus Computer Society
Cyprus
Fundatia CDIMM Maramures
Romania
Educational Institute «Emphasys»
Cyprus
Ingenious Knowledge
Germany
st1 EPAL Peiraia
VET School
Greece
Fundacion Pascual Tomas
Spain
Imprint Partners
2 3The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the
views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Project Number: 2015-1-DE02-KA202-002412
The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the
views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Project Number: 2015-1-DE02-KA202-002412
Project Leadership:
Prof. Dr. Dirk Lange
Institut für Didaktik der Demokratie
Leibniz Universität Hannover
Institut für Politische Wissenschaft
Authors:
Radu Big
Project Coordination:
Meike Jens
Graphic Design:
Mareike Heldt
Copyright:
Creative Commons – Attribution NonCommercial 4.0 International (CC BY-NC 4.0)
Leibniz University Hanover
Institute for Didactics of Democracy
Germany
Cyprus Computer Society
Cyprus
Fundatia CDIMM Maramures
Romania
Educational Institute «Emphasys»
Cyprus
Ingenious Knowledge
Germany
st1 EPAL Peiraia
VET School
Greece
Fundacion Pascual Tomas
Spain
Imprint Partners
2 3The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the
views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Project Number: 2015-1-DE02-KA202-002412
The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the
views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Project Number: 2015-1-DE02-KA202-002412
Project Leadership:
Prof. Dr. Dirk Lange
Institut für Didaktik der Demokratie
Leibniz Universität Hannover
Institut für Politische Wissenschaft
Authors:
Radu Big
Project Coordination:
Meike Jens
Graphic Design:
Mareike Heldt
Contens Introduction
1 Introduction .....................................................................................................................
2 Current ICT scene in Romania (document analysis)...........................................................
2.1 Provision of training (professional development opportunities) .......................................
2.2 Use of Open Educational Resources ....................................................................................
2.2.1 Provision and use of OER in education ..................................................................
2.2.2 Which e-tools are available .....................................................................................
2.3 Needs of the labour market in the digital field for a better skills match .............................
3 Survey based analysis: Teachers' needs – labour market needs (empircal research) .....
4 Conclusion .......................................................................................................................
05
06
06
08
09
10
10
12
17
The V-UPGRATES project is aimed to strengthen the digital competences of VET trainers and teachers,
increase their capacity and professional development thus achieving a systemic impact on the quality
of teaching and students' learning outcomes. Moreover it intends to remove the greatest barriers of
engaging in continuous professional development that refer to conflicts with trainers' and teachers'
work schedule, lack of incentives and the costs involved (OECD, 2013) and comply with the current
budgetary conditions in utilising all opportunities provided by the opening up of education.
The present document represents the national report on the research carried-out in Romania, by
Partner no 3, CDIMM Maramures Foundation. The research is part of the IO no 1 – Benchmark survey on
the needs of labour market in the digital field, the provision & validation of CPD for vet trainers in ICT,
efforts to promote the opening of education and collection of e-tools - set up of advisory group
(experts/stakeholders).
The report is based on a desk research on national strategies in Romania regarding the VET teachers'
education and continuous training in ICT and Informatics. CDIMM Maramures made an empirical
research, as well, based on questionnaires filled-on by teachers. We investigated 43 persons that
answer direct or via e-mail. A total of 70 questionnaires were sent to the identified subjects.
The teachers' continuous training is the subject of the Romanian Ministry of Education and Research
responsibility. It organise every year through centralised structures or through local structures
trainings at all requested level. A part of the trainings are compulsory for teachers (based on their
working contracts and responsibilities) a part of trainings are optional.
CDIMM Maramures has 22 years of experience in business advisory for SMEs and in other business
support services. The Foundation has experience in entrepreneurial education for youth, been involved
in several projects aimed to support the young entrepreneurs (e.g. Youth to Innovation, Management
and innovation, Technology diffusion from University to SMEs sector, BisNET – SMEs development at
regional level etc.).
CDIMM Maramures set-up an integrated system aimed to support the SMEs and the entrepreneurs. The
elements of the system are: business advisory unit, technological support unit, IP rights support unit,
project implementation unit.
CDIMM Maramures published over 20 books for entrepreneurs and for project managers, through its
own publishing house. We have our own newspaper (Jurnal CDIMM) aimed to promote news to the
SMEs sector.
The V-UPGRATES project is important for our organisation considering the involvement in IT services
delivering to organisations, IT instruments using for training, classroom (mentoring) on
entrepreneurship, Europe, entrepreneurial space, Financing, Marketing, Communication,
entrepreneurial education for youth.
CDIMM Maramures will have the opportunity to evaluate the trainers that are working on our
organisation (trainers and teachers).
1
4 5The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the
views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Project Number: 2015-1-DE02-KA202-002412
The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the
views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Project Number: 2015-1-DE02-KA202-002412
Contens Introduction
1 Introduction .....................................................................................................................
2 Current ICT scene in Romania (document analysis)...........................................................
2.1 Provision of training (professional development opportunities) .......................................
2.2 Use of Open Educational Resources ....................................................................................
2.2.1 Provision and use of OER in education ..................................................................
2.2.2 Which e-tools are available .....................................................................................
2.3 Needs of the labour market in the digital field for a better skills match .............................
3 Survey based analysis: Teachers' needs – labour market needs (empircal research) .....
4 Conclusion .......................................................................................................................
05
06
06
08
09
10
10
12
17
The V-UPGRATES project is aimed to strengthen the digital competences of VET trainers and teachers,
increase their capacity and professional development thus achieving a systemic impact on the quality
of teaching and students' learning outcomes. Moreover it intends to remove the greatest barriers of
engaging in continuous professional development that refer to conflicts with trainers' and teachers'
work schedule, lack of incentives and the costs involved (OECD, 2013) and comply with the current
budgetary conditions in utilising all opportunities provided by the opening up of education.
The present document represents the national report on the research carried-out in Romania, by
Partner no 3, CDIMM Maramures Foundation. The research is part of the IO no 1 – Benchmark survey on
the needs of labour market in the digital field, the provision & validation of CPD for vet trainers in ICT,
efforts to promote the opening of education and collection of e-tools - set up of advisory group
(experts/stakeholders).
The report is based on a desk research on national strategies in Romania regarding the VET teachers'
education and continuous training in ICT and Informatics. CDIMM Maramures made an empirical
research, as well, based on questionnaires filled-on by teachers. We investigated 43 persons that
answer direct or via e-mail. A total of 70 questionnaires were sent to the identified subjects.
The teachers' continuous training is the subject of the Romanian Ministry of Education and Research
responsibility. It organise every year through centralised structures or through local structures
trainings at all requested level. A part of the trainings are compulsory for teachers (based on their
working contracts and responsibilities) a part of trainings are optional.
CDIMM Maramures has 22 years of experience in business advisory for SMEs and in other business
support services. The Foundation has experience in entrepreneurial education for youth, been involved
in several projects aimed to support the young entrepreneurs (e.g. Youth to Innovation, Management
and innovation, Technology diffusion from University to SMEs sector, BisNET – SMEs development at
regional level etc.).
CDIMM Maramures set-up an integrated system aimed to support the SMEs and the entrepreneurs. The
elements of the system are: business advisory unit, technological support unit, IP rights support unit,
project implementation unit.
CDIMM Maramures published over 20 books for entrepreneurs and for project managers, through its
own publishing house. We have our own newspaper (Jurnal CDIMM) aimed to promote news to the
SMEs sector.
The V-UPGRATES project is important for our organisation considering the involvement in IT services
delivering to organisations, IT instruments using for training, classroom (mentoring) on
entrepreneurship, Europe, entrepreneurial space, Financing, Marketing, Communication,
entrepreneurial education for youth.
CDIMM Maramures will have the opportunity to evaluate the trainers that are working on our
organisation (trainers and teachers).
1
4 5The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the
views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Project Number: 2015-1-DE02-KA202-002412
The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the
views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Project Number: 2015-1-DE02-KA202-002412
6 7The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the
views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Project Number: 2015-1-DE02-KA202-002412
The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the
views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Project Number: 2015-1-DE02-KA202-002412
«…half of Romanians are regular internet users (52% vs 76 % in the EU). Moreover, there are still one third
(32%) of Romanians who had never used the internet (vs 16 % in the EU) and thus they cannot partake
on the possibilities offered by the Internet, nor can they contribute to the digital economy. The digital
skills in the population are the lowest in the EU with only 26% of Romanians possessing basic levels of
digital skills. In Romania less than half (46%) of the workforce possesses basic or above digital skills (vs
72% in the EU). This might become an important barrier to the country's economic development.
Enhancing digital literacy and digital skills can generate digital jobs and support the development of a 1digital economy.»
2.1 Provision of training (PROFESSIONAL DEVELOPMENT OPPORTUNITIES)
In general: How is it provided? 2The Romanian Education Law states that all teachers/trainers that are working in theoretical or
vocational schools/high schools have the right to participate to continuous education. This activity
consists in:
Ÿ Refresher courses = Continuous Professional Development
Ÿ Professional conversion – adding new qualification to the initial one
The Romanian Ministry of Education is in charge to establish and to coordinate the continuous
education. These programs are delivered by means of:
Structures under the Ministry of Education coordination, as
Ÿ Universities (long term courses)
Ÿ Universities (short term courses)
Ÿ High schools
Ÿ Teachers Houses
Ÿ Training centres organised in schools
Ÿ Other authorised structures
Private organisations, as3
Ÿ Authorised companies or NGOs in continuous adult education
The number of the hour designed for continuous adult education is depending from the level of the
training/course. There exist:
Ÿ spot courses: 6 – 12 hours
Ÿ initial training: 45 – 90 hours
Ÿ improving skills training: 18 – 60 hours
Ÿ post-graduation courses: 1, 2 or more semesters
Ÿ doctoral graduation: 2 - 4 years
Ÿ post-doctoral education: 2 – 4 semesters
”The refresher courses are stated by The Status of Teachers and Trainers in Romania, adopted by the 4
Ministry of Education” . This document declares that all teachers/trainers have to be involved in 5minimum one training activity every 5 years – this is an obligation. The same person has also the
possibility to join optional training/courses.
The short term courses are organised, usual during the weekends. For longer periods the
teachers/trainers have to join courses after the day-to-day programme.
A part of the courses are organised as ”long distance courses” or as «e-learning courses» to avoid to
extract the teacher from the normal activity.
- What courses are offered related to digital skills? (acquisition of which concrete e-skills)
The Romanian Education Law stated that the digital skills are subject of the course/training named
Information Science and Information Technology (Information and ICT). This is a bit different from the 6
other EU countries. The syllabus at this discipline includes the following topics:
Ÿ Algorithms and logical frames
Ÿ Programming language Pascal or C/C++
Ÿ Programming methods
Ÿ Dynamic memory allocation
Ÿ Theory of combinations and graphs
Ÿ Data bases
Ÿ General architecture of computing systems
Ÿ Operating systems
Ÿ Elements of office automation: Text Processing, Spreadsheets, Data bases, Presentations
Ÿ Internet and Networks
Current ICT scene in romania
(document analysis)
Current ICT scene in romania
(document analysis)2
1 Romania country profile. Digital Economy and Society Index 2016, pag. 3 http://ec.europa.eu/digital-agenda/en/digital-agenda-scoreboard last access 25.04.20162 Ministry of Education and Research RO. Legea invatamantului. Bucharest. 2011, Art. 159 (1). http://www.edu.ro/index.php/articles/c21 last access: 07.03.20163 Ministry of Education and Research RO. Legea invatamantului. Bucharest. 2011, Art. 160. http://www.edu.ro/index.php/articles/c21 last access: 07.03.2016
4 Ministry of Education and Research RO. Legea invatamantului. Bucharest. 2011, Art. 159 (2). http://www.edu.ro/index.php/articles/c21 last access: 07.03.20165 Maramures School Inspectorate RO. Statut personal didactic. Baia Mare. Oct. 2015, art. 33 (1). http://www.isjmm.ro/ last access: 08.03.20166 Maramures School Inspectorate RO. Informatica si tehnologia informatiei programa titularizare P. Baia Mare: http://www.isjmm.ro/ last access: 08.03.2016
6 7The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the
views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Project Number: 2015-1-DE02-KA202-002412
The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the
views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Project Number: 2015-1-DE02-KA202-002412
«…half of Romanians are regular internet users (52% vs 76 % in the EU). Moreover, there are still one third
(32%) of Romanians who had never used the internet (vs 16 % in the EU) and thus they cannot partake
on the possibilities offered by the Internet, nor can they contribute to the digital economy. The digital
skills in the population are the lowest in the EU with only 26% of Romanians possessing basic levels of
digital skills. In Romania less than half (46%) of the workforce possesses basic or above digital skills (vs
72% in the EU). This might become an important barrier to the country's economic development.
Enhancing digital literacy and digital skills can generate digital jobs and support the development of a 1digital economy.»
2.1 Provision of training (PROFESSIONAL DEVELOPMENT OPPORTUNITIES)
In general: How is it provided? 2The Romanian Education Law states that all teachers/trainers that are working in theoretical or
vocational schools/high schools have the right to participate to continuous education. This activity
consists in:
Ÿ Refresher courses = Continuous Professional Development
Ÿ Professional conversion – adding new qualification to the initial one
The Romanian Ministry of Education is in charge to establish and to coordinate the continuous
education. These programs are delivered by means of:
Structures under the Ministry of Education coordination, as
Ÿ Universities (long term courses)
Ÿ Universities (short term courses)
Ÿ High schools
Ÿ Teachers Houses
Ÿ Training centres organised in schools
Ÿ Other authorised structures
Private organisations, as3
Ÿ Authorised companies or NGOs in continuous adult education
The number of the hour designed for continuous adult education is depending from the level of the
training/course. There exist:
Ÿ spot courses: 6 – 12 hours
Ÿ initial training: 45 – 90 hours
Ÿ improving skills training: 18 – 60 hours
Ÿ post-graduation courses: 1, 2 or more semesters
Ÿ doctoral graduation: 2 - 4 years
Ÿ post-doctoral education: 2 – 4 semesters
”The refresher courses are stated by The Status of Teachers and Trainers in Romania, adopted by the 4
Ministry of Education” . This document declares that all teachers/trainers have to be involved in 5minimum one training activity every 5 years – this is an obligation. The same person has also the
possibility to join optional training/courses.
The short term courses are organised, usual during the weekends. For longer periods the
teachers/trainers have to join courses after the day-to-day programme.
A part of the courses are organised as ”long distance courses” or as «e-learning courses» to avoid to
extract the teacher from the normal activity.
- What courses are offered related to digital skills? (acquisition of which concrete e-skills)
The Romanian Education Law stated that the digital skills are subject of the course/training named
Information Science and Information Technology (Information and ICT). This is a bit different from the 6
other EU countries. The syllabus at this discipline includes the following topics:
Ÿ Algorithms and logical frames
Ÿ Programming language Pascal or C/C++
Ÿ Programming methods
Ÿ Dynamic memory allocation
Ÿ Theory of combinations and graphs
Ÿ Data bases
Ÿ General architecture of computing systems
Ÿ Operating systems
Ÿ Elements of office automation: Text Processing, Spreadsheets, Data bases, Presentations
Ÿ Internet and Networks
Current ICT scene in romania
(document analysis)
Current ICT scene in romania
(document analysis)2
1 Romania country profile. Digital Economy and Society Index 2016, pag. 3 http://ec.europa.eu/digital-agenda/en/digital-agenda-scoreboard last access 25.04.20162 Ministry of Education and Research RO. Legea invatamantului. Bucharest. 2011, Art. 159 (1). http://www.edu.ro/index.php/articles/c21 last access: 07.03.20163 Ministry of Education and Research RO. Legea invatamantului. Bucharest. 2011, Art. 160. http://www.edu.ro/index.php/articles/c21 last access: 07.03.2016
4 Ministry of Education and Research RO. Legea invatamantului. Bucharest. 2011, Art. 159 (2). http://www.edu.ro/index.php/articles/c21 last access: 07.03.20165 Maramures School Inspectorate RO. Statut personal didactic. Baia Mare. Oct. 2015, art. 33 (1). http://www.isjmm.ro/ last access: 08.03.20166 Maramures School Inspectorate RO. Informatica si tehnologia informatiei programa titularizare P. Baia Mare: http://www.isjmm.ro/ last access: 08.03.2016
8 9The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the
views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Project Number: 2015-1-DE02-KA202-002412
The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the
views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Project Number: 2015-1-DE02-KA202-002412
- In what way are the training outcomes being validated? (certificate; credits? useful for …?)
The training validation is based on examines organised by the structures empowered by The Ministry of
Education. The trainings can be validated by certification or by credits. All these trainings (compulsory
or optional) are useful for professional career. It is based on ranks, 3 levels of ranks that can be achieved
by:
Ÿ University graduation (license, master, doctoral)
Ÿ Experience on school
Ÿ Continuous training graduation
Ÿ Other educational activities (school competitions, extra-curricular activities, specializations etc.)
2.2 USE OF OPEN EDUCATION RESOURCES (OER)
The Government's goal was to fulfil the open government principles – promoting the governmental
transparency, using new technologies to increase efficiency and to fight corruption, and increasing the
civil participation in the public life. Thus, the main measures of the National Action Plan 2012-2014 has
been included the following areas:
Ÿ Increasing the public access to open data;
Ÿ Improving the delivery of public services in electronic format (eGovernment);
Ÿ Increasing the citizen participation in the decision-making process.
The OGP National Action Plan reflects the priorities of the Romanian Government with regard to
promoting good governance. The short and medium-term measures planned to be effected express
Romania's determination to implement the OGP commitments, with a special note being given to the
following challenges:
Ÿ improving public services
Ÿ increasing public integrity7
Ÿ more effectively managing public resources
Openness and transparency are the key words on how the Government can be transformed. A
significant and most marking benefit politically speaking is that of significant improvement of
transparency and Strategic Lines of Development supervision of administrative act. The Open Data
impact on the perception of citizen related to the corruption of the system of public administration is
major due to the free, direct and complete access concerning public activity and the offer of
instruments of direct supervision of the performance of the activity of public administration. Freeing up
public data and putting it in people's hands can help them have more of a say in the reform of public 8
services.
2.2.1 Provision and use of OER in education
The opportunities which were identified at the ICT level in education will be partly used to propose a
series of measures which will deal with the weaknesses recorded in this area, such as:
Ÿ Continuous support of the ICT infrastructure development within pre-academic environment
Ÿ Improvement of the level of digital competencies recorded in Romania by means of organising
training sessions in the scholastic environment and not only
Ÿ Additional and direct support of the development of digital competencies in areas in which there is
an increased degree of social excludability (ex. Rural environment, areas which are below the
poverty threshold)
Ÿ Preparation and promotion of the OER and Web 2.0 instruments' usage for continuous training
among adult persons – LLL – Life Long Learning
The current technological opportunities provide access to resources such as OER - Open Educational
Resources. This type of resources can be used without license and include content such as: lessons,
educational content, educational evaluation and research. OER is both an open source of digital
content, as well as an opportunity to develop digital interaction with the pupil / university students by
creating, storing and sharing original content generated by them within OER.
For a more flexible learning process, a key objective of the European Union is the implementation of ICT
technologies type Web 2.0 across all member countries. This activity requires a flexible education
system within which ICT skills act as core competences.
Web 2.0 platforms are currently used for professional development as well as for enhancing training
within the classroom. By using Web 2.0 tools pupils and students can prepare both complex inter/trans-
disciplinary curriculum projects and extracurricular projects to develop social and entrepreneurial
skills.
Social media sites can be used for documentation on innovative concepts such as "classrooms in the 9mirror" or distribution of the latest Web 2.0 applications for schools.
7 Ministry of Communnication and Information Society RO. Digital Agenda Strategy for Romania. Bucharest. Sept. 2014, pag.63
http://www.comunicatii.gov.ro/agenda-digitala-pentru-romania-2020/ last access: 07.03.2016
8 Ministry of Communnication and Information Society RO. Digital Agenda Strategy for Romania. Bucharest. Sept. 2014, pag.63
http://www.comunicatii.gov.ro/agenda-digitala-pentru-romania-2020/ last access: 07.03.20169 Ministry of Communnication and Information Society RO. Digital Agenda Strategy for Romania. Bucharest. Sept. 2014, pag.70-72
http://www.comunicatii.gov.ro/agenda-digitala-pentru-romania-2020/ last access: 07.03.2016
Current ICT scene in romania
(document analysis)
Current ICT scene in romania
(document analysis)
8 9The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the
views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Project Number: 2015-1-DE02-KA202-002412
The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the
views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Project Number: 2015-1-DE02-KA202-002412
- In what way are the training outcomes being validated? (certificate; credits? useful for …?)
The training validation is based on examines organised by the structures empowered by The Ministry of
Education. The trainings can be validated by certification or by credits. All these trainings (compulsory
or optional) are useful for professional career. It is based on ranks, 3 levels of ranks that can be achieved
by:
Ÿ University graduation (license, master, doctoral)
Ÿ Experience on school
Ÿ Continuous training graduation
Ÿ Other educational activities (school competitions, extra-curricular activities, specializations etc.)
2.2 USE OF OPEN EDUCATION RESOURCES (OER)
The Government's goal was to fulfil the open government principles – promoting the governmental
transparency, using new technologies to increase efficiency and to fight corruption, and increasing the
civil participation in the public life. Thus, the main measures of the National Action Plan 2012-2014 has
been included the following areas:
Ÿ Increasing the public access to open data;
Ÿ Improving the delivery of public services in electronic format (eGovernment);
Ÿ Increasing the citizen participation in the decision-making process.
The OGP National Action Plan reflects the priorities of the Romanian Government with regard to
promoting good governance. The short and medium-term measures planned to be effected express
Romania's determination to implement the OGP commitments, with a special note being given to the
following challenges:
Ÿ improving public services
Ÿ increasing public integrity7
Ÿ more effectively managing public resources
Openness and transparency are the key words on how the Government can be transformed. A
significant and most marking benefit politically speaking is that of significant improvement of
transparency and Strategic Lines of Development supervision of administrative act. The Open Data
impact on the perception of citizen related to the corruption of the system of public administration is
major due to the free, direct and complete access concerning public activity and the offer of
instruments of direct supervision of the performance of the activity of public administration. Freeing up
public data and putting it in people's hands can help them have more of a say in the reform of public 8
services.
2.2.1 Provision and use of OER in education
The opportunities which were identified at the ICT level in education will be partly used to propose a
series of measures which will deal with the weaknesses recorded in this area, such as:
Ÿ Continuous support of the ICT infrastructure development within pre-academic environment
Ÿ Improvement of the level of digital competencies recorded in Romania by means of organising
training sessions in the scholastic environment and not only
Ÿ Additional and direct support of the development of digital competencies in areas in which there is
an increased degree of social excludability (ex. Rural environment, areas which are below the
poverty threshold)
Ÿ Preparation and promotion of the OER and Web 2.0 instruments' usage for continuous training
among adult persons – LLL – Life Long Learning
The current technological opportunities provide access to resources such as OER - Open Educational
Resources. This type of resources can be used without license and include content such as: lessons,
educational content, educational evaluation and research. OER is both an open source of digital
content, as well as an opportunity to develop digital interaction with the pupil / university students by
creating, storing and sharing original content generated by them within OER.
For a more flexible learning process, a key objective of the European Union is the implementation of ICT
technologies type Web 2.0 across all member countries. This activity requires a flexible education
system within which ICT skills act as core competences.
Web 2.0 platforms are currently used for professional development as well as for enhancing training
within the classroom. By using Web 2.0 tools pupils and students can prepare both complex inter/trans-
disciplinary curriculum projects and extracurricular projects to develop social and entrepreneurial
skills.
Social media sites can be used for documentation on innovative concepts such as "classrooms in the 9mirror" or distribution of the latest Web 2.0 applications for schools.
7 Ministry of Communnication and Information Society RO. Digital Agenda Strategy for Romania. Bucharest. Sept. 2014, pag.63
http://www.comunicatii.gov.ro/agenda-digitala-pentru-romania-2020/ last access: 07.03.2016
8 Ministry of Communnication and Information Society RO. Digital Agenda Strategy for Romania. Bucharest. Sept. 2014, pag.63
http://www.comunicatii.gov.ro/agenda-digitala-pentru-romania-2020/ last access: 07.03.20169 Ministry of Communnication and Information Society RO. Digital Agenda Strategy for Romania. Bucharest. Sept. 2014, pag.70-72
http://www.comunicatii.gov.ro/agenda-digitala-pentru-romania-2020/ last access: 07.03.2016
Current ICT scene in romania
(document analysis)
Current ICT scene in romania
(document analysis)
10 11The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the
views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Project Number: 2015-1-DE02-KA202-002412
The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the
views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Project Number: 2015-1-DE02-KA202-002412
2.2.2 Which e-tools are available
The general field of e-tools using, based on the Romanian Digital Strategy are:
Ÿ Electronic student record
Ÿ E-learning
Ÿ Cloud storage for teachers
Ÿ Tools for interaction between parents, teachers and students
We found no data about specific software using in school included into the analysed documents (e.g.
EDMONTO, Schoology, Dojo, Google LMS – Classroom, Dropbox, Evernote).
2.3 NEEDS OF THE LABOUR MARKET IN THE DIGITAL FIELD FOR A BETTER SKILLS MATCH
Findings in national surveys with regard to:
The type of digital skills required by teachers?
Due to the fast pace of updating the IT systems, in order to ensure appropriate education to students,
teachers themselves should be trained on a regular basis on updates of the ICT-assisted educational
sector.
Through the thorough preparation of teachers, pupils and students will gain a competitive advantage
that will be useful when engaging, facilitating their entry into the work environment.
Regarding lifelong learning, online learning platforms and the existing materials in digital format will 10encourage the distance learning, allowing adults of any age to gain knowledge in a particular field.
The needs for pupils/graduates in the digital field?
Due to the novelty represented by the technological factor, students will be stimulated to become more
involved in the learning process, which, over time, will have a positive impact on their school
performance, with potential to reduce the dropout rate.
Interactive visual materials and additional sources of information provided by the Internet will increase
student engagement. Using ICT will also allow the adaptation of learning subjects according to 11students' skills, supporting personalized and individualized learning.
«Romanian Digital Strategy» (extract from ICT chapter)
In recent years, ICT skills have become essential in the learning process, once with the development of
technology and thus of e-learning products. Romania is part of the group of countries where ICT
subjects are transversal, specific skills being developed and included into the teaching process of other 12subjects, thus the assessment not being conducted directly.
Based on the priorities set forth by the European Commission and undertaken by Romania, the
instructions to be followed related to ICT in education may be organized in 3 categories, in conformity to
the specificity of learning process:
13Ÿ Education by curricular activity based on ICT : This kind of education relies mainly on OER
resources and Web 2.0 on learning and evaluation based on projects and e-Portfolio of results of the
pupil or student, on creation of original digital content and interaction. On national level, a similar
exercise was performed for the development on the level of ICT in education of disfavoured
communities from Romania, identified and supervised within the project Knowledge Economy
Romania.
14Ÿ Education by extracurricular activity based on ICT : The resources used within this project are the
TIC technologies for the support of extracurricular networking activities (creation camps,
experience exchange, visits of international study and e-Holiday project).
15Ÿ Continuous professional training - Life Long Learning with the help of ICT : The objective of
continuous professional training consists in providing knowledge and skills necessary to adult
individuals so they may have the perspective of a work place and to develop an individual
professional career. A special attention must be paid to forming a politics in the field, based on
national consensus obtained pursuant to social dialogue.
The analysis of the PISA (Program for International Student Assessment) results in the national context
highlights the need of improvement of the teaching methods, as well as the curriculum, particularly in
terms of development of specific skills such as interpretation, application and reflection on information
in different contexts. According to PISA 2009 in Romania, students coming from schools located in
urban areas (with population between 100,000 and 1 million inhabitants) manage to achieve
performance, on average, by almost one level of competency higher than students in rural.
10 Ministry of Communnication and Information Society RO. Digital Agenda Strategy for Romania. Bucharest. Sept. 2014, pag.70
http://www.comunicatii.gov.ro/agenda-digitala-pentru-romania-2020/ last access: 07.03.2016 11 Ministry of Communnication and Information Society RO. Digital Agenda Strategy for Romania. Bucharest. Sept. 2014, pag. 72
http://www.comunicatii.gov.ro/agenda-digitala-pentru-romania-2020/ last access: 07.03.2016
12 Ministry of Communnication and Information Society RO. Digital Agenda Strategy for Romania. Bucharest. Sept. 2014, pag. 68
http://www.comunicatii.gov.ro/agenda-digitala-pentru-romania-2020/ last access: 07.03.2016 13 Ministry of Communnication and Information Society RO. Digital Agenda Strategy for Romania. Bucharest. Sept. 2014, pag. 69
http://www.comunicatii.gov.ro/agenda-digitala-pentru-romania-2020/ last access: 07.03.2016114 Ministry of Communnication and Information Society RO. Digital Agenda Strategy for Romania. Bucharest. Sept. 2014, pag. 69
http://www.comunicatii.gov.ro/agenda-digitala-pentru-romania-2020/ last access: 07.03.2016 15 Ministry of Communnication and Information Society RO. Digital Agenda Strategy for Romania. Bucharest. Sept. 2014, pag. 69
http://www.comunicatii.gov.ro/agenda-digitala-pentru-romania-2020/ last access: 07.03.2016
Current ICT scene in romania
(document analysis)
Current ICT scene in romania
(document analysis)
10 11The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the
views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Project Number: 2015-1-DE02-KA202-002412
The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the
views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Project Number: 2015-1-DE02-KA202-002412
2.2.2 Which e-tools are available
The general field of e-tools using, based on the Romanian Digital Strategy are:
Ÿ Electronic student record
Ÿ E-learning
Ÿ Cloud storage for teachers
Ÿ Tools for interaction between parents, teachers and students
We found no data about specific software using in school included into the analysed documents (e.g.
EDMONTO, Schoology, Dojo, Google LMS – Classroom, Dropbox, Evernote).
2.3 NEEDS OF THE LABOUR MARKET IN THE DIGITAL FIELD FOR A BETTER SKILLS MATCH
Findings in national surveys with regard to:
The type of digital skills required by teachers?
Due to the fast pace of updating the IT systems, in order to ensure appropriate education to students,
teachers themselves should be trained on a regular basis on updates of the ICT-assisted educational
sector.
Through the thorough preparation of teachers, pupils and students will gain a competitive advantage
that will be useful when engaging, facilitating their entry into the work environment.
Regarding lifelong learning, online learning platforms and the existing materials in digital format will 10encourage the distance learning, allowing adults of any age to gain knowledge in a particular field.
The needs for pupils/graduates in the digital field?
Due to the novelty represented by the technological factor, students will be stimulated to become more
involved in the learning process, which, over time, will have a positive impact on their school
performance, with potential to reduce the dropout rate.
Interactive visual materials and additional sources of information provided by the Internet will increase
student engagement. Using ICT will also allow the adaptation of learning subjects according to 11students' skills, supporting personalized and individualized learning.
«Romanian Digital Strategy» (extract from ICT chapter)
In recent years, ICT skills have become essential in the learning process, once with the development of
technology and thus of e-learning products. Romania is part of the group of countries where ICT
subjects are transversal, specific skills being developed and included into the teaching process of other 12subjects, thus the assessment not being conducted directly.
Based on the priorities set forth by the European Commission and undertaken by Romania, the
instructions to be followed related to ICT in education may be organized in 3 categories, in conformity to
the specificity of learning process:
13Ÿ Education by curricular activity based on ICT : This kind of education relies mainly on OER
resources and Web 2.0 on learning and evaluation based on projects and e-Portfolio of results of the
pupil or student, on creation of original digital content and interaction. On national level, a similar
exercise was performed for the development on the level of ICT in education of disfavoured
communities from Romania, identified and supervised within the project Knowledge Economy
Romania.
14Ÿ Education by extracurricular activity based on ICT : The resources used within this project are the
TIC technologies for the support of extracurricular networking activities (creation camps,
experience exchange, visits of international study and e-Holiday project).
15Ÿ Continuous professional training - Life Long Learning with the help of ICT : The objective of
continuous professional training consists in providing knowledge and skills necessary to adult
individuals so they may have the perspective of a work place and to develop an individual
professional career. A special attention must be paid to forming a politics in the field, based on
national consensus obtained pursuant to social dialogue.
The analysis of the PISA (Program for International Student Assessment) results in the national context
highlights the need of improvement of the teaching methods, as well as the curriculum, particularly in
terms of development of specific skills such as interpretation, application and reflection on information
in different contexts. According to PISA 2009 in Romania, students coming from schools located in
urban areas (with population between 100,000 and 1 million inhabitants) manage to achieve
performance, on average, by almost one level of competency higher than students in rural.
10 Ministry of Communnication and Information Society RO. Digital Agenda Strategy for Romania. Bucharest. Sept. 2014, pag.70
http://www.comunicatii.gov.ro/agenda-digitala-pentru-romania-2020/ last access: 07.03.2016 11 Ministry of Communnication and Information Society RO. Digital Agenda Strategy for Romania. Bucharest. Sept. 2014, pag. 72
http://www.comunicatii.gov.ro/agenda-digitala-pentru-romania-2020/ last access: 07.03.2016
12 Ministry of Communnication and Information Society RO. Digital Agenda Strategy for Romania. Bucharest. Sept. 2014, pag. 68
http://www.comunicatii.gov.ro/agenda-digitala-pentru-romania-2020/ last access: 07.03.2016 13 Ministry of Communnication and Information Society RO. Digital Agenda Strategy for Romania. Bucharest. Sept. 2014, pag. 69
http://www.comunicatii.gov.ro/agenda-digitala-pentru-romania-2020/ last access: 07.03.2016114 Ministry of Communnication and Information Society RO. Digital Agenda Strategy for Romania. Bucharest. Sept. 2014, pag. 69
http://www.comunicatii.gov.ro/agenda-digitala-pentru-romania-2020/ last access: 07.03.2016 15 Ministry of Communnication and Information Society RO. Digital Agenda Strategy for Romania. Bucharest. Sept. 2014, pag. 69
http://www.comunicatii.gov.ro/agenda-digitala-pentru-romania-2020/ last access: 07.03.2016
Current ICT scene in romania
(document analysis)
Current ICT scene in romania
(document analysis)
12 13The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the
views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Project Number: 2015-1-DE02-KA202-002412
The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the
views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Project Number: 2015-1-DE02-KA202-002412
Survey based analysis: Teachers' needs – labour market needs (Empirical research)
Survey based analysis: Teachers' needs – labour market needs (Empirical research)3
CDIMM Maramures (Romania) sent over 70 e-mails with questionnaire to be filled in by teachers from
schools located in Maramures County. Also, we had direct contact with teachers. As a result of these
actions we received 43 questionnaires. The respondents were teachers from Upper Secondary School
and one school inspector. Other personal characteristics of the respondents:
Ÿ 72% - female and 28% - male
Ÿ 42% are under 41 years old and 44% are between 41 and 50 years old
Ÿ 63% declared science as academic background (35% from them studied math / informatics); 28% -
language; 14% - art.
Teachers' views
Ÿ Needs of teachers (trainers) related to the acquisition of the digital skills to support and improve
their teaching methods – approaches? The most known and used application (as regular or
confident user) by teachers is the „e-mail” (over 93% - 40 respondents) and on the second place in
„using the internet” (over 88%). The next applications are also known by teachers: Text processing –
86% (37 respondents); File management – 79%; Computer hardware and environment – 72%;
Spreadsheets – 65%; Presentation – 65%; Graphics – 53%. The applications used occasional or not
used by teachers are: Sound editing – 72% (29 respondents); Animation – 67%; Webpage design –
60%.
Ÿ Needs of teachers (trainers) related to the use of technology tools to support and improve their
teaching methods – approaches?
As a general conclusion of the survey regarding digital skills of the teachers shows that the „old”
equipment like: TV, video projector, computer, printer or scanner is generally known and used by
most of the respondents. When we are speaking about smart watch, interactive white board, tablet
or smart phone, these tools are not used or they are used only occasionally. More than half of the
respondents said that they know and use „social media” as regular or confident user and almost half
of them use “instructional videos” and “communication platforms”. But, unfortunately, other
applications for learning platforms, organization and management of the classroom or online
websites and forums designed only for teachers are not used or only occasionally.
12 13The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the
views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Project Number: 2015-1-DE02-KA202-002412
The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the
views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Project Number: 2015-1-DE02-KA202-002412
Survey based analysis: Teachers' needs – labour market needs (Empirical research)
Survey based analysis: Teachers' needs – labour market needs (Empirical research)3
CDIMM Maramures (Romania) sent over 70 e-mails with questionnaire to be filled in by teachers from
schools located in Maramures County. Also, we had direct contact with teachers. As a result of these
actions we received 43 questionnaires. The respondents were teachers from Upper Secondary School
and one school inspector. Other personal characteristics of the respondents:
Ÿ 72% - female and 28% - male
Ÿ 42% are under 41 years old and 44% are between 41 and 50 years old
Ÿ 63% declared science as academic background (35% from them studied math / informatics); 28% -
language; 14% - art.
Teachers' views
Ÿ Needs of teachers (trainers) related to the acquisition of the digital skills to support and improve
their teaching methods – approaches? The most known and used application (as regular or
confident user) by teachers is the „e-mail” (over 93% - 40 respondents) and on the second place in
„using the internet” (over 88%). The next applications are also known by teachers: Text processing –
86% (37 respondents); File management – 79%; Computer hardware and environment – 72%;
Spreadsheets – 65%; Presentation – 65%; Graphics – 53%. The applications used occasional or not
used by teachers are: Sound editing – 72% (29 respondents); Animation – 67%; Webpage design –
60%.
Ÿ Needs of teachers (trainers) related to the use of technology tools to support and improve their
teaching methods – approaches?
As a general conclusion of the survey regarding digital skills of the teachers shows that the „old”
equipment like: TV, video projector, computer, printer or scanner is generally known and used by
most of the respondents. When we are speaking about smart watch, interactive white board, tablet
or smart phone, these tools are not used or they are used only occasionally. More than half of the
respondents said that they know and use „social media” as regular or confident user and almost half
of them use “instructional videos” and “communication platforms”. But, unfortunately, other
applications for learning platforms, organization and management of the classroom or online
websites and forums designed only for teachers are not used or only occasionally.
14 15The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the
views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Project Number: 2015-1-DE02-KA202-002412
The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the
views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Project Number: 2015-1-DE02-KA202-002412
Ÿ What digital skills do they consider important for students to acquire to meet the needs of the labour
market? Teachers prefer to have on-line or school based training as individual study or at their own
school.
Ÿ What moves/measures/policies/initiatives have been taken in their school/ educational system to
promote the integration of the digital strategy, use of OER etc.? The majority of the respondents
(95%) said that public educational institutions organized periodical trainings/ seminars for teachers
related with continuous professional development. Most of them are optional, but, on the other hand,
there is a law where is stated that is compulsory for teachers to have a min of credits. The topics of
the trainings are different: school management, classroom organization, ITC, specific subjects, etc.
Over 30% said that CPD is offered on school-basis according to the specific needs of the teachers/
school and 58% is in-service training for a large number of teachers. Over 86% said that they
participated in trainings/ seminars organized by public educational institutions.
Findings in local direct survey with regard to:
Ÿ Digital skills required by Financial administration: CDIMM Maramures made an interview with an
inspector from the Financial Administration of Bistrița Nasaud County (neighbour with Maramures
County) aimed to identify the requested skills of entrepreneurs for Financial National Platform
accessing. The platform is part of the Digital Romania Strategy. The summary data are presented
below.
Ÿ Digital skills required by employers: CDIMM Maramures made an interview with the General Manager
of the Maramures County Labour Office aimed to identify the requested skills of employees needed
by employers. The summary data are presented below. Note: We identified the specific skills
requested by employers existing in the current job offers sent to the Maramures County Labour Office,
not all digital skills included on all jobs in Romania.
Regarding the topics of training, the teachers consider they need to study about all areas mentioned
in the questionnaire.
Survey based analysis: Teachers' needs – labour market needs (Empirical research)
1
2
3
4
5
6
7
8
Searching on Internet
Searching on a specific platform
Download digital documents
Preparing digital documents
Using digital signature
Upload digital documents
Messages on e-domain
Data security
Using the internet
Using the internet
Using the internet
File management, Text Processing, Spreadsheets
File management
Using the internet
Internet Security
No. Action Skill
Survey based analysis: Teachers' needs – labour market needs (Empirical research)
14 15The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the
views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Project Number: 2015-1-DE02-KA202-002412
The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the
views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Project Number: 2015-1-DE02-KA202-002412
Ÿ What digital skills do they consider important for students to acquire to meet the needs of the labour
market? Teachers prefer to have on-line or school based training as individual study or at their own
school.
Ÿ What moves/measures/policies/initiatives have been taken in their school/ educational system to
promote the integration of the digital strategy, use of OER etc.? The majority of the respondents
(95%) said that public educational institutions organized periodical trainings/ seminars for teachers
related with continuous professional development. Most of them are optional, but, on the other hand,
there is a law where is stated that is compulsory for teachers to have a min of credits. The topics of
the trainings are different: school management, classroom organization, ITC, specific subjects, etc.
Over 30% said that CPD is offered on school-basis according to the specific needs of the teachers/
school and 58% is in-service training for a large number of teachers. Over 86% said that they
participated in trainings/ seminars organized by public educational institutions.
Findings in local direct survey with regard to:
Ÿ Digital skills required by Financial administration: CDIMM Maramures made an interview with an
inspector from the Financial Administration of Bistrița Nasaud County (neighbour with Maramures
County) aimed to identify the requested skills of entrepreneurs for Financial National Platform
accessing. The platform is part of the Digital Romania Strategy. The summary data are presented
below.
Ÿ Digital skills required by employers: CDIMM Maramures made an interview with the General Manager
of the Maramures County Labour Office aimed to identify the requested skills of employees needed
by employers. The summary data are presented below. Note: We identified the specific skills
requested by employers existing in the current job offers sent to the Maramures County Labour Office,
not all digital skills included on all jobs in Romania.
Regarding the topics of training, the teachers consider they need to study about all areas mentioned
in the questionnaire.
Survey based analysis: Teachers' needs – labour market needs (Empirical research)
1
2
3
4
5
6
7
8
Searching on Internet
Searching on a specific platform
Download digital documents
Preparing digital documents
Using digital signature
Upload digital documents
Messages on e-domain
Data security
Using the internet
Using the internet
Using the internet
File management, Text Processing, Spreadsheets
File management
Using the internet
Internet Security
No. Action Skill
Survey based analysis: Teachers' needs – labour market needs (Empirical research)
16 17The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the
views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Project Number: 2015-1-DE02-KA202-002412
The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the
views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Project Number: 2015-1-DE02-KA202-002412
Survey based analysis: Teachers' needs – labour market needs (Empirical research)
Conclusion4
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
Data processing
Computers and networks
NCC machine-tools
Detection systems
Production programming
Searching on Internet
Searching on a specific platform
Download digital documents
Preparing digital documents
Using digital signature
Upload digital documents
Messages on e-domain
Data security
Web design
Robots operating
CAD design
Sound operating
Image/TV operating
File management, Text Processing, Spreadsheets
Computer hardware and environment
NCC programming / using / program checking
Set-up and using detection systems
Using software for programming production
Using the internet
Using the internet
Using the internet
File management, Text Processing, Spreadsheets
File management
Using the internet
Internet Security
Webpage Design, Graphics
Programming, verifying, using robots
Using design software, Graphics
Sound editing
Image editing, Animations, Presentation
No. Action Skill All teachers/trainers that are working in theoretical or vocational schools/high schools have the right to
participate to continuous education. This activity consists in:
Ÿ Continuous Professional Development
Ÿ Professional conversion
The number of the hour designed for continuous adult education is depending from the level of the
training/course.
The digital skills are subject of the course/training named Information Science and Information
Technology (Information and ICT). The training validation is based on examens, by certification or by
credits.
The current technological opportunities provide access to resources such as OER - Open Educational
Resources. Web 2.0 platforms are currently used for professional development as well as for enhancing
training within the classroom.
The general field of e-tools using, based on the Romanian Digital Strategy are: Electronic student record,
E-learning, Cloud storage for teachers, Tools for interaction between parents, teachers and students.
CDIMM Maramures (Romania) sent over 70 e-mails with questionnaire to be filled in by teachers from
schools located in Maramures County. Also, we had direct contact with teachers. As a result of these
actions we received 43 questionnaires. The respondents were teachers from Upper Secondary School
and one school inspector.
The most known and used application (as regular or confident user) by teachers is the „e-mail” (over 93%
- 40 respondents) and on the second place in „using the internet” (over 88%).
As a general conclusion of the survey regarding digital skills of the teachers shows that the „old”
equipment like: TV, video projector, computer, printer or scanner is generally known and used by most of
the respondents.
More than half of the respondents said that they know and use „social media” as regular or confident
user.
Teachers prefer to have on-line or school based training as individual study or at their own school.
Regarding the topics of training, the teachers consider they need to study about all areas mentioned in
the questionnaire.
The majority of the respondents (95%) said that public educational institutions organized periodical
trainings/ seminars for teachers related with continuous professional development. Most of them are
optional, but, on the other hand, there is a law where is stated that is compulsory for teachers to have a
min of credits.
16 17The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the
views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Project Number: 2015-1-DE02-KA202-002412
The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the
views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Project Number: 2015-1-DE02-KA202-002412
Survey based analysis: Teachers' needs – labour market needs (Empirical research)
Conclusion4
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
Data processing
Computers and networks
NCC machine-tools
Detection systems
Production programming
Searching on Internet
Searching on a specific platform
Download digital documents
Preparing digital documents
Using digital signature
Upload digital documents
Messages on e-domain
Data security
Web design
Robots operating
CAD design
Sound operating
Image/TV operating
File management, Text Processing, Spreadsheets
Computer hardware and environment
NCC programming / using / program checking
Set-up and using detection systems
Using software for programming production
Using the internet
Using the internet
Using the internet
File management, Text Processing, Spreadsheets
File management
Using the internet
Internet Security
Webpage Design, Graphics
Programming, verifying, using robots
Using design software, Graphics
Sound editing
Image editing, Animations, Presentation
No. Action Skill All teachers/trainers that are working in theoretical or vocational schools/high schools have the right to
participate to continuous education. This activity consists in:
Ÿ Continuous Professional Development
Ÿ Professional conversion
The number of the hour designed for continuous adult education is depending from the level of the
training/course.
The digital skills are subject of the course/training named Information Science and Information
Technology (Information and ICT). The training validation is based on examens, by certification or by
credits.
The current technological opportunities provide access to resources such as OER - Open Educational
Resources. Web 2.0 platforms are currently used for professional development as well as for enhancing
training within the classroom.
The general field of e-tools using, based on the Romanian Digital Strategy are: Electronic student record,
E-learning, Cloud storage for teachers, Tools for interaction between parents, teachers and students.
CDIMM Maramures (Romania) sent over 70 e-mails with questionnaire to be filled in by teachers from
schools located in Maramures County. Also, we had direct contact with teachers. As a result of these
actions we received 43 questionnaires. The respondents were teachers from Upper Secondary School
and one school inspector.
The most known and used application (as regular or confident user) by teachers is the „e-mail” (over 93%
- 40 respondents) and on the second place in „using the internet” (over 88%).
As a general conclusion of the survey regarding digital skills of the teachers shows that the „old”
equipment like: TV, video projector, computer, printer or scanner is generally known and used by most of
the respondents.
More than half of the respondents said that they know and use „social media” as regular or confident
user.
Teachers prefer to have on-line or school based training as individual study or at their own school.
Regarding the topics of training, the teachers consider they need to study about all areas mentioned in
the questionnaire.
The majority of the respondents (95%) said that public educational institutions organized periodical
trainings/ seminars for teachers related with continuous professional development. Most of them are
optional, but, on the other hand, there is a law where is stated that is compulsory for teachers to have a
min of credits.
18The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the
views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Project Number: 2015-1-DE02-KA202-002412
Ÿ Ministry of Communication and Information Society RO. Digital Agenda Strategy for Romania.
Bucharest. Sept. 2014 http://www.comunicatii.gov.ro/agenda-digitala-pentru-romania-2020/.
Access: 07.03.2016
Ÿ Maramures School Inspectorate RO. Evaluare TIC Anexa 7. Baia Mare. Oct. 2015.
http://www.isjmm.ro/ Access: 08.03.2016
Ÿ Maramures School Inspectorate RO. Informatica si tehnologia informatiei programa titularizare
P. Baia Mare. Oct. 2015. http://www.isjmm.ro/ Access: 08.03.2016
Ÿ Ministry of Education and Research RO. Legea invatamantului. Bucharest. 2011.
http://www.edu.ro/index.php/articles/c21 Access: 07.03.2016
Ÿ Maramures School Inspectorate RO. Baia Mare. METODOLOGIE FORMARE CONTINUA
PERSONAL. Baia Mare. Oct. 2015. http://www.isjmm.ro/. Access: 08.03.2016
Ÿ Maramures School Inspectorate RO. Statut personal didactic. Baia Mare. Oct. 2015.
http://www.isjmm.ro/. Access: 08.03.2016
Ÿ Romania country profile. Digital Economy and Society Index 2016
Bibliography