General conclusions

The early childhood education and care (ECEC) system in Romania proves to be a well-working yet a rather complex mechanism. This is mainly due to the fact that edu- cation is a national priority on the legislative and policy-making levels. The system is based on a set of laws and rules that outline both the underlying principles as well as the detailed methodology. The laws also empower various institutions, the most rele- vant of which is the Ministry of Education, which acts as a central policy-maker.

A recent development in the Romanian early childhood education was achieved through the enactment of Law 1 of 2011 on National Education. This law repealed an earlier legal instrument and adduced a number of changes into the educational mechanism.

The policy developments introduced by the 2011 Law, as well as the previous frame- work on other aspects of early childhood education (e.g., on the educational staff or curriculum), form an integral part of the Romanian ECEC framework. As concerns the

priority areas identified by the EU, the Romanian framework puts forward a consider- able development in the areas of child-centred curriculum, promoting higher access to facilities as well the preparation of an adequate and competent staff.

Nevertheless, a number of challenges remain to be addressed. First, the discrepancies and inequalities in education between the rural and urban areas represent a major challenge. Second, the introduction of the preparatory class in the education of chil- dren is a novel initiative which requires, however, further impetus from the govern- ment. Its novelty rests on good initiatives, but the enforcement of the programme proves to be problematic on infrastructural and methodological levels. Furthermore, its effects and (positive or negative) influences on the child’s education are yet un- known since the compulsory introduction was made only in September 2012.

Despite these minor issues, the idea behind the preparatory class is laudable. That is because the true focus of this project is on the easing of the child’s transition from a considerably free environment of kindergartens into the more rigid framework of school. Because of these factors, the newly introduced ‘preparatory class’ programme will form part of the case study, accompanying the present report.

In conclusion, the Romanian early childhood education and care is a dynamically de- veloping area, which continues to enjoy priority among the law-makers in the spirit of providing children with an adequate first step for their career as well as stimulating them into a lifelong learning that is based on firm foundations.

4.1.19. Literature used

 Committee of Education, Education and Research for the Knowledge Society Strategy 2009-2015, available at:

http://www.presidency.ro/static/ordine/COMISIA_EDUCATIE/EDUCATION_AND_

RESEARCH_FOR_A_KNOWLEDGE_SOCIETY.pdf (last accessed 18 March 2013).

 European Encyclopaedia on National Education Systems, Romania: Early Child- hood Education and Care, available at:

https://webgate.ec.europa.eu/fpfis/mwikis/eurydice/index.php/Romania:Early_

Childhood_Education_and_Care (last accessed 28 March 2013).

 Government Ordinance 1955 of 18 October 1995 on the Approval of Hygiene Norms for Facilities Engaging in the Care, Education, and Teaching of Children and Youth (Published Official Gazette I, nr. 86bis), available at:

http://www.legex.ro/Ordin-1955-1995-8285.aspx (last accessed 29 March

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 Government Decree 72 of 27 February 2013 on the determination of the stan- dard cost per student/pre-school attendees and determination of the financing of the public pre-university educational units (Published in Official Gazette I, nr. 133 of 13 March 2013), available at:

http://lege5.ro/en/Gratuit/gm2doojugq/hotararea-72-2013-hotarare-privind- aprobarea-normelor-metodologice-pentru-determinarea-costului-standard-per- elev-prescolar-si-stabilirea-finantarii-de-baza-a-unitatilor-de-invatamant-

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 Government Decree 1252/2012 on the approval of the methodology of the or- ganisation and functioning of crèches and other ante-preschool early childhood education units (published in Official Gazette I, nr. 8 of 7 January 2013), avail- able at:

http://www.dreptonline.ro/legislatie/hg_1252_2013_metodologie_functionare_c

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http://www.dreptonline.ro/legislatie/legea_educatiei_nationale_lege_1_2011.ph p (last accessed 28 March 2013).

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http://www.cdep.ro/pls/legis/legis_pck.htp_act_text?idt=82187 (last accessed

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4.1.20. Respondents interviewed

Name Organisation Country

Pető Csilla

 National MP;

 Former county inspector for ante-preschool and preschool education;

 Participant in drafting of the 2011 Law on National Education  University lecturer.

Romania

Koncsek-Vadnai Zita General Director of the Oradea So-_{cial Community Administration} Romania Dénes Ida

Chief educator (Public Kindergar- ten of the village of Borș, Bihor county).

Romania Földes Adalbert Council Member for the municipal-_{ity of Oradea;} Romania Biró Erzsébet Preparatory Class educator – Pub-