Contentspubdocs.worldbank.org/en/944481496304564701/The-National-Strategy... · Contents...

Contents

Abbreviations 2

Executive summary 4

I. Situation Analysis 6

1.1NationalContext 6

1.2EducationandTrainingContext 7

1.3LifelongLearningintheEuropeanUnion 12

1.4LifelongLearninginRomania 12

1.5DisconnectsinLifelongLearninginRomania 15

II. Vision and Goals 22

III. Building a System of Lifelong Learning in Romania 24

IV. Setting Priorities 32

4.1EstimatedCosts 32

4.2TargetGroups 33

Anexa 1–MapofStakeholders 34

Anexa 2–ActionPlan2015-2020fortheImplementationoftheNationalStrategyforLifelongLearning 35

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AbbreviationsNAQ NationalAuthorityforQualificationsNAWE NationalAgencyforWorkforceEmploymentNACPFEVT NationalAgencyforCommunityProgrammes intheFieldofEducation

andVocationalTrainingNAPSI NationalAgencyforPaymentsandSocialInspectionCPLC CommunityPermanentLearningCentersECs EvaluationCentersEC EuropeanCommissionTC TrainingCentersCCCI CountyChamberofCommerceandIndustryCCREA CountyCenterforResourcesandEducationalAssistanceNQF NationalQualificationsFrameworkNCQ NationalCouncilforQualificationsNCDTVET NationalCenterforDevelopmentofTechnicalandVocationalEducation

andTrainingNTCA NationalTrainingCenterforCoachNCP NationalCommissionofPrognosisNTCS NationalTrainingCenterinStatisticsRCO RomanianClassificationofOccupationsRTCA RegionalTrainingCentersforAdultsSC SectoralCommitteesESIF EuropeanStructuralandInvestmentFundsESF EuropeanSocialFundGoR GovernmentofRomaniaHEI HigherEducationInstitutionsCSI CountySchoolInspectoratesSME SmallandMediumEnterprisesNRIS NationalResearchInstituteofSportNSRILSP NationalScientificResearchInstituteforLaborandSocialProtectionNIS NationalInstituteofStatisticsIVET InitialVocationalEducationandTraining

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National Strategy for lifelong learning 2015-2020

VET VocationalEducationandTrainingCVET ContinuingVocationalEducationandTrainingLLL LifelongLearningRIAE RomanianInstituteforAdultEducationIES InstituteofEducationScienceMC MinistryofCultureME MonitoringandEvaluationMESR MinistryofEducationandScientificResearchMEF MinistryofEuropeanFundsMPF MinistryofPublicFinanceMH MinistryofHealthMYS MinistryofYouthandSportsMLFSPE MinistryofLabor,Family,SocialProtectionandElderlyOECD OrganisationforEconomicCo-operationandDevelopmentNGO Non-GovernmentalOrganizationNRP NationalReformProgrammePLA PreliminaryKnowledgeLevelAssessmentUNDP UnitedNationsDevelopmentProgrammeESL EarlySchoolLeavingMIS ManagementInformaticSystemNSLLL NationalStrategyforLLLSSPC SchoolswithSecondChanceProgramICT InformationandCommunicationTechnologiesEU EuropeanUnionUE10 EU10comprisesBulgaria,theCzechRepublic,Estonia,Hungary,Latvia,

Lithuania,Poland,Romania,theSlovakRepublicandSloveniaUE27 EU27comprisesAustria,Belgium,Bulgaria,Cyprus,theCzechRepublic,

Denmark,Estonia,Finland,France,Germany,Greece,Hungary,Ireland,Italy, Latvia, Lithuania, Luxemburg, Malta, the Netherlands, Poland,Portugal, Romania, the Slovak Republic, Slovenia, Spain, Sweden, andtheUnitedKingdom

UNESCO UnitedNationsEducational,ScientificandCulturalOrganization

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Executive summaryLifelong learning (LLL) is a continuous process of flexible learning opportunities, linking learning and competencies acquired in formal institutions with skills development in non-formal and informal contexts, notably the workplace. Thisreflects a notion of uninterrupted learning, always and everywhere. Although theconcepthaschangedovertime, thebasic rationale remains thesame:peopleneedto refresh their knowledge, skills, and competencies as individuals, citizens, andemployees. This is essential to sustain competitiveness in the technology-basedglobal knowledge economy, and to promote social integration and participation indemocraticsociety.

Demographic and migration trends underpin the need to expand opportunities for LLL in Romania. Agingandemigrationhaveledtoadecliningworkingagepopulationin Romania, which represents a huge challenge to sustaining long-term economicgrowth.

Promoting LLL is also essential for achieving a number of key European and national objectives. ItisimportanttoaddresstheaimsidentifiedintheEurope2020Strategy:forsmartgrowth,byimprovingeducationandtraininglevels;forinclusivegrowth,byfocusingonLLLtoreduceunemployment,poverty,andsocialexclusion;andevenforsustained growth, by emphasizing resource efficiency and competitiveness throughLLL.

Only 1.6% of adults (aged 25-64) in Romania participated in LLL, compared with the EU27 average of 8.9%, in 2011. Between2007and2013,theadultparticipationrateinLLLincreasedsomewhat,from1.3%toonly1.8%.Romania’snationalgoalforlifelonglearningistoincreaseparticipationto10%by2020.

The low participation in adult education and training in Romania can be explained by the existence of disconnects between employers, workers, and education and training providers. These disconnects result in an unresponsive, under-performinglifelong learning system, in which employers, workers, and education and trainingprovidersmakechoicesandactinisolation,anddonotsufficientlyinteractwitheachother.ExpandinglifelonglearninginRomaniarequiresaddressingtheconstraintsthatcause these disconnects, namely (i) imperfect and asymmetric information amongactors;(ii)weakincentivestoparticipateineducationandtrainingactivities;and(iii)inadequatecapacityoftheseactors.Thesecausesreflectwhatareknownasmarketfailures.

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An incomplete or poor quality education, especially for specific socioeconomic groups, impedes the development of foundational skills required for LLL. AlthoughtherateofEarlySchoolLeaving1hadbeendecliningoverthelastdecade,itincreasedinconjunctionwiththeglobalfinancialcrisisin2008-2009,andwas18,5%(3rdquarterof2014),oneofthehighestESLratesinEurope.Studentsfromruralareasandlow-incomehouseholds,aswellasRomaandotherminoritystudentsaremostat-riskofleavingschoolbeforetheyhaveacquiredthefoundationalskillsthatareessentialforlifelonglearning.

In the labor market, workers often do not have access to information about training opportunities, and employers have weak incentives to provide training. Workershave limited access to information about training opportunities, especially olderworkersandthosewithlowerlevelsofeducation.

Despite the low participation rate, the legal foundation for LLL in Romania is well-established. The Law of National Education no. 1/2011, modified and completed,providesthelegalframeworkforLLLinRomania,includingmajoraspectsofeducationand training and also roles and responsibilities of other ministries. Other relevantlawsincludethoseonapprenticeship,traineeshipforpupilsandstudents,traineeshipforhighereducationgraduates,volunteering,andadulttraining.

This document is consistent with the requirements of the General ESIF Regulation 1303/2013 (Art. 19, Annex 11 respectively) on Ex-Ante Conditionalities and the specific fulfillment criteria, and thereafter with the requirements of the Partnership Agreement and Operational Programme Human Capital. Inthiscontext,theMinistryofEducationandScientificResearchhasdevelopedtheNationalStrategyforLifelongLearning2015-2020,benefitingfromtehnicalassistanceofa teamofexpertsof theWorld Bank within a European funded project through the Sectoral OperationalProgrammeHumanResourcesDevelopment,PriorityAxis7–TechnicalAssistance.

1Earlyschoolleaving(ESL)isdefinedinRomaniaasthepercentageof18-24yearoldswhohavecompletedatmostlowersecondaryeducation(equivalenttograde8)andarenolongerineducationortraining.

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I. Situation Analysis1.1 National Context2

Romaniafinishedtheyear2013withthehighestpercentagegrowthintheEuropeanUnion,accordingtotheEurostatdata.Thisincreaseof3.5%overthepreviousyearisaresultofthefollowingfactors:(i)increasingconsumption;(ii)verygoodagriculturalproduction;and(iii)increasingnon-residents’directinvestmentsinRomania.

Although it declined dramatically, Romania’s poverty rate is still among the highestintheEU,tothelevelof40.4%in2013.Alargeshareofthepoorresidesinthetwopoorestregions:Romania’snortheastandsouthwest3.ThewesternregioniswealthierthantheeastandmoreintegratedintoWesternEurope’ssupplychains.

Onlyjustover4millionjobs,outofexisting8.4millionjobsinRomania,aresalaried.Additionally,thehighlevelofself-employment(around25%ofalljobs)relatesmorewithsubsistenceagricultureandthelackofalternatives,thanwithentrepreneurship.Other1.4millionjobsareoftheunremuneratedfamily labor,acategorythatbarelyexists in the more developed economies of the EU4. Less competitive industrialsectorsaccountforsome1.2millionjobs,whichiscloseto70%ofalljobsinindustry.This diverse sector comprises extractive and primary processing sub-sectors, aswell as utilities and manufacturing, but is weighted towards less advanced formsofmanufacturing.Retail servicesaccount foralmosthalfof the totalbusinessunitsand just over a fifth of all jobs, which is close to the EU27 average. Within this,tourismdirectly supports about 193,000 jobs (2.3%of total employment),while itscontributionmaintainingemploymentinrelatedsectorsisestimatedtobemorethantwiceashigh5.

ThereisaclearterritorialcharactertoeconomicactivityinRomania.Growthoverthepastdecadehasbeenheavilyskewed in favorofBucharest-Ilfov,whichhasbecomeamainstreamfunctioningmarketeconomy,withamixofmanufacturingandserviceemployment, and a GDP per capita that exceeds the EU average. However, in theother seven regions of development, growth and diversity of economic activity is

2 Information in this section draws substantially from theWorld Bank Country EconomicMemorandum,ROMANIA:RevivingRomania’sGrowthandConvergence:ChallengesandOpportunities,June21,2013.3RomanianPartnershipAgreementforthe2014-2020ProgrammingPeriod(MinistryofEuropeanFundsofRomania).4Ibid.5Ibid.

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muchlowerandtheprospectsforbusinessgrowtharemuchmorechallenging.Smallandmediumenterpriseshavelimitedgrowthorientationandarelocallyfocused6.

Agriculture, forestry, fisheries and aquaculture account for almost 30% ofemployment, vastly in excess of the average for the EU. The contribution to GDPis relatively small, at justunder7%.There is apressingneed fordiversificationandgrowth at the local level to absorb the presently underemployed labor resourcein agriculture.Land and agriculture still represents an important safety valve inRomanian economy and society. Subsistence agriculture may be inefficient, but itsupportsalargepopulationthatotherwisewouldbedestitute7.

Romania’s shifting demographics will require a balance between policy reformsaimed at education and the economy. Asmentioned previously, the population ofRomaniahasdeclinedsignificantly in the last twodecadesand, similar toEuropeanpeers, Romania has an aging population. Between 1990 and 2011, Romania’spopulationdeclined from23.2million toaround21.3million.Complicatingmatters,over twomillion people of working age (25% of the labor force) are estimated tohaveemigrated in searchofbetter jobopportunities inEuropeandelsewhere. ThemajorityofRomania’semigrantssettle inGermany,Hungary, Israel, Italy,Spain,andtheUnitedStates.

While Romania has seen sound economic growth, it performs less well thanmostother EUmember states onmany Europe 2020 targets, like productivity. Romaniahasseenstrongproductivitygrowthsince1990,butproductivitylevelsrelativetotheUnitedStatesremainlowcomparedwithotherMemberStates.Thechallengeisthusnot only how to increase labor force participation but also how tomake the laborforcemoreproductive.

1.2 Education and Training Context

Education and TrainingTheeducationsectorinRomaniais integraltotheGovernment’sstrategytoachieveEurope2020 targets.MostEU targets focuson improving theeducationsectorduetoitsinfluenceoneconomicgrowththroughproductiveemployment,skills,training,and student retention. Table 1 shows four education-related targets for the EU in2020,Romania’stargets,andthecountry’sprogressupto2013/2014.

6Ibid.7Ibid.

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Table 1. Europe 2020 Strategic Targets

Europe 2020 Targets România România în 2013/2014

75%ofthepopulationaged20-64shouldbeemployed 70% 65.4%(4thquarter2014)

Theshareofearlyschoolleaversshouldbeunder10% 11,3% 18.5%(3rdquarter2014)

At least 40%of 30–34 year-olds shouldhave completedtertiaryeducation 26,7% 23.8%

(3rdquarter2014)At least 15% of 25-64 year-olds should participate inlifelonglearning 10% 1,8%

(2013)Source:EuropeanCommission.

If current projections hold, the number of students will decline by 40% in 20258,prompting the need for education reforms that address quality, efficiency, equityandrelevance.Humancapital iscriticaltoRomania’sserviceandagriculturesectors,whichaccountforthelargestshareofthecountry’semployment.

The rural population has a much lower participation rate than their peers whenit comes to education and training at various levels. Roughly 45% of all Romanianyouth live in rural areas, but according to current data from the National Instituteof Statistics of Romania, only 24% of students come from rural areas. Early schoolleaving is essentially a rural problem in Romania. At the secondary school level,thedropoutratewasabout1.5timeshigher inruralschoolsthaninurbanones.Asstudentsprogressintheeducationsystem,thereissignificantunderrepresentationofruralyouthinhighereducation.

The results of the latest round of the Programme for International StudentAssessment from 2012 show that, despite significant and sustained improvementssince2006,Romania’s15year-oldscontinuetoperformwellbelowtheOrganisationforEconomicCo-operationandDevelopment(OECD)averageinmathematics,readingand science. In 2012, the gap between the OECD average mathematics score andRomania’sscorewasequivalenttoabout1.5yearsofschooling.DatafromPISAalsoshowahighpercentageofRomanianstudentsaged15whoarefunctionallyilliterate/innumerate(37.3%and40.8%,respectively,in2012).Romaniaalsocontinuedtofaceawide performance gap between students from themost and least disadvantagedsocioeconomicstatus.Nonetheless,Romania’sperformancehadimprovedinallthreesubjects,withsignificantgainsintopperformersinmathematicsandreading,pairedwithmarkeddeclineinshareoffunctionallyilliterate/innumerate.

8Comparedwith2005levels.

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Inequalities of opportunities are sizeable, which means that socio-economicconditions of children matter for their academic achievement. For example,disparities between Roma and non-Roma are considerable. At least half of theperformance gap in reading of minority language-speaking students could beeliminated, especially by reducing social segregation in schools. Spatial disparitiesarealso significantas students living inbig citiesandurbancentersaremore likelytobenefitfromamorefavorableschoolenvironmentthanthoselivinginruralareas.Expanding access to pre-primary education and improving the quality of teachingpracticesinruralschoolscouldpartiallyreducethegap9.

Initial Vocational Education and Training (IVET) is unattractive because it does notmeet the needs of the labor market. Since 2009, Romania has seen a progressiveclosing of schools of arts and trades, which has directly affected disadvantagedstudents living in isolated rural areas. Since 2014, vocational scools of 3 yearshave been re-established for the 8 grade graduates. Restructuring IVET is highlyrecommendedtosustaininglongtermeconomicgrowthinRomania.

Tertiary education faces challenges in delivering needed job-specific skills. Whileunemployment of tertiary education graduates is still significantly lower than forgraduates of lower education levels, employers increasingly raise concerns aboutthe lack of appropriate job-specific skills, but also cognitive and socio-emotionalskills (e.g. the ability to organizework and learning processes, communication andorganizationalskills)10.

Employmentratesforgraduatesaged20-34wholefteducationdroppedfrom77.6%to 69.4%, from 2009 to 201211. It is true that tertiary education often cannot andshouldnotbeverytightlylinkedtoemployment–universitieswillbemoreconcernedwithequippinggraduateswithbroadhigh-levelcompetencies–butthereisamajorneedtoreviewingand improvingtherelevanceof theprograms.Trainingshouldbecloselylinkedtothelabormarket,anditsperceivedlackofrelevanceisanimmediatechallenge.Onlyaboutonethirdofhighschoolandvocationaltraininggraduateshadfoundajoboneyearaftergraduation12.TrainingcoursesarerequiredtobeorganizedaccordingtotheoccupationsthatexistintheRomanianClassificationofOccupations,butthisisnotyetfullyalignedwithlabormarketneeds.

9ThefiguresofthisparagraphandadditionalinformationcanbefoundinthereportEurope2020Romania:Evidence-basedPoliciesforProductivity,Employment,andSkillsEnhancement(WorldBank,2013).10Ibid.11EducationandTrainingMonitorforRomania(EC,2013).12 NeedsAnalysisonEducationandVocationalTraininginRomania(MoNE,2013).

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Skills Workforce skills remain a major challenge for promoting employment andproductivity inRomania.Skillsgapsexist inall regionsandseveralsectors, includingthosethathaveexperiencedrecentgrowthinemployment.Analysisbyoccupationalgroup reveals the highest vacancy rates for skilled workers and related workers(3%), plant and machine operators and assemblers of machinery and equipment(2.5%) and skilledworkers in agriculture andfishing (1.8%). Recruitment difficultieswere highlighted particularly in occupations requiring Technical and Vocational andEducationTrainingqualifications13.

ThesupplyofskillsispartlyconditionedbythetraditionalrequirementsofRomanianindustry, with its focus on labor intensive and low value adding activities. Inmanufacturing,theshareofhighlyqualifiedlaborisabouthalfoftheEU27average.Nevertheless,since2006, thegradual increase in theshareofhighly-skilled in laborforceshowsashifttoamoreknowledge-basedeconomyandanincreaseinmediumandhighly-qualifiedjobsattheexpenseoflow-skilled14.

Theavailabilityofskillshasbeenadverselyaffectedbythe largescaleemigrationofskilled workforce in the past decade, a phenomenon that has also been reflectedin the ageing of the workforce.More than twomillion workers emigrated to lookfor better jobs. Additionally, the Romanian working age population is expected todecreaseby30%by2050.The proportion of enterprises providing vocational training to their employees alsoaffectstheavailabilityofskills.Thisproportionisonly40%inRomania,comparedtotheEUaverageof58%.RomanianmicrofirmsareevenlessinclinedthantheirpeersinotherEUcountriestoensurethattheiremployeesparticipateinLLLactivities15.

Romanialacksinformationonskillsneedsandmechanismstomakethisinformationavailable to the adult population. Romania does not participate in the OECD’sProgramme for the InternationalAssessmentofAdultCompetencies (PIAAC).Theseareimportantelementstoinformpolicyandprovideinputstoanenhanceddialoguebetweenrelevantstakeholders.Success in the labormarket isdrivenbydifferentdimensionsofaperson’s skill set,combiningcognitive,socio-emotionalandjob-specificskills(seefigurebelow).Theseskills are acquired along the life cycle,with evidence suggesting that cognitive and

13Ibid.14Ibid.15Ibid.

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socio-emotional skills start being accumulated most intensively early in a person’slife.Strongcognitiveandsocio-emotionalskillsprovideafoundationforsubsequentaggregation of job-specific skills in vocational education and training, in highereducationandinlifelonglearning.

Fig. 1 – Multi-Faceted Skill Sets COGNITIVE SOCIO-EMOŢIONAL JOB SPECIFIC

Involvingtheuseoflogical,intuitiveandcreative

thinking

Softskills,socialskills,lifeskills,personalitytraits

Involvingmanualdexterityandtheuseofmethods,

materials,toolsandinstru-ments

Rawproblemsolvingabil-ityvs.knowledgetosolve

problems

Opennesstoexperience,conscientiousness,extra-versions,agreeableness,

emotionalstability

Tehnicalskillsdevelopedthroughvocationalschool-ingoraquiredonthejob

Verbalability,numeracy,problemsolving,memory(workingandlong-term)

andmentalspeed

Grit,self-regulation,perse-verance,decisionmaking,

interpersonalskills

Skillsrelatedtoaspecificoccupation(e.g.engineer,economist,ITspecialist,

etc)

Gender and Equity IssuesRomania remains a relatively unequal society,with extensive gender segregation inpower structures and the labormarket, not only in urban, but also in rural areas,as well as large disparities in terms of education, health and opportunities. Elderpeopleandpeoplewithdisabilitiesarerecognizedasdisadvantaged,butthepracticalresponsesareinadequatetotheirneeds16.

Over thepopulationasawhole,menhavehigher levelsofeducation thanwomen.But this is changing, as in the 2011/2012 academic year, over one third ofwomenaged19-20wereineducation,comparedwithonlyaquarterofmen.Youngwomenalso perform better in PISA than young men. Additionally, tertiary educationgraduation rates of women were significantly higher. However, female economicactivityratesarestillrelativelylowinRomania.Ontheotherhand,olderwomenhavefewerqualificationsandtheireconomicactivityratesareparticularlylow17.

16RomanianPartnershipAgreementforthe2014-2020ProgrammingPeriod(MinistryofEuropeanFundsofRomania).17NeedsAnalysisonEducationandVocationalTraininginRomania(MoNE,2013).

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1.3 Lifelong Learning in the European Union

In 2009, the EC drew up the Strategic Framework for European Cooperation inEducation and Training. This strategic document highlights the decisive role ofeducation and training policies for high productivity and sustained growth. The ET2020 recognizeshigh-qualitypre-primary,primary, secondary,higherandvocationaleducationandtrainingasfundamentaltoEurope’ssuccess.

The long-term strategic objectives of EU education and training policies are: (i)to make lifelong learning and mobility a reality; (ii) to improve the quality andefficiencyofeducationandtraining;(iii)topromoteequity,socialcohesionandactivecitizenship;and(iv)toenhancecreativityandinnovation,includingentrepreneurship,atalllevelsofeducationandtraining.Clearly,thefirstobjectiverefersdirectlytoLLL.However,thethreeothersarealsorelevanttoLLL,soalltheseobjectivesshouldbeseenasoverlapping.

The required strategic frameworks overlap and should be coordinated with eachother. Tackling the early school leaver problem means laying a more securefoundationforLLL,sincethosewhodonotsucceedintheirinitialeducationarelesslikely to take part subsequently in any form of adult learning. On the other hand,tertiaryeducationhasakeyroletoplayinanyLLLstrategy,intheextenttowhichitoffersadultsopportunitiestocarryonlearningonaflexiblebasis.Iftertiaryeducationfocusesmostly on young people coming straight on from school, this represents ahugelostopportunityforimplementingLLL.

1.4 Lifelong Learning in Romania

Legal FrameworkThe Law of National Education no. 1/2011, modified and completed, has laid thefoundation for LLL in Romania, which includes the major aspects of educationand training in an integrated and coherent manner and also identifies roles andresponsibilities.Thislawincludesrequirementsfortherecognitionandcertificationofskillsacquiredthroughformal,non-formalandinformaleducation.

The Law no. 279/2005 on Apprenticeship, modified,hascreatedaframeworktopromoteemploymentamongyoungpeopleandthequalityofprofessionalqualifications.

The Law no. 258/2007 on Traineeship for Pupils and Students, modified and completed,givesyoungpeopleachancetogainworkexperiencebeforegraduation.The preliminary stage of practice aims to help pupils/students choose theirspecialization.

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The Youth Guarantee Scheme is an initiative financed by EU funds, which intendstostimulateand facilitateyouth transition fromschool to the labormarket throughmobility bonuses, job subsidies, professional guidance and entrepreneurshipcounseling, business stimulation, apprenticeships, traineeships, and partnershipsbetweenschools,universitiesandotherorganizations.

The Law no. 335/2013 on Traineeship for Higher Education Graduates, modified and completed,ensuresthetransitionofuniversitygraduatesfromtheeducationsystemtothelabormarket.

The Law no. 78/2014, on Volunteering Activities: (i) regulates the relationshipbetween the volunteer and thehost organization through a framework agreement,(ii)recognizesvolunteeringasprofessionalexperience,and(iii)providesacertificateof competences acquired through volunteering (the certificate contains eight keycompetences according to the National and European Qualifications Framework,similartotheYouthpassCertificate).

The Law no. 76/2002 on the Unemployment Insurance System and Employment Stimulation regulates the training of persons seeking employment and personsworking in rural areas with no income or income lower than the reference socialindicatorinforce,andwhoareregisteredattheagenciesforworkforceemployment.

The Government Ordinance no. 129/2000 on Adult Training, approved by the Law no. 167/2013 (modifying and completing the Government Ordinance no. 129/2000 on Adult Training) ensures the legal framework on adult training. Adult trainingendingwithaqualificationcertificate,acompletioncertificateand/oracertificateofprofessionalcompetenceisanactivityofgeneral interestandispartofthenationaleducationandtrainingsystem.

Institutional ActorsThe Ministry of Education and Scientific Research and the Ministry of Labor, Family, Social Protection and the Elderly are two of the main institutional actors of LLL in Romania. The following are someof the key responsibilities of these two actors intermsofLLL:• MESR:hastheoverallresponsibilityforvocationaleducationandtrainingwithin

the formal education system; it regulates, togetherwithMLFSPE, the Europassand Youthpass that facilitate access to education/training or employment; itregulates, together with MoLFSPE, the general, institutional and conceptualframeworkfortheLLLcounsellingandcareerguidance.

• MLFSPE: develops, promotes and updates the national strategy in the areas of

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employmentandtrainingoftheworkforce,basedonthenationalandEuropeanrequirements, togetherwithother institutionsandbodies involved in thearea;examines proposes changes and approves yearly the National Training Plan,initiatedby theNAWE;monitors,controlsandevaluates the implementationofworkforceemploymentandtrainingpoliciesbytheNAWE.

The National Agency for Workforce Employment is organized and operates underthe principle of tripartism. The NAWE is a public institution of national interest,with legalpersonality, subordinated to theMLFSPE.Oneof itsmainobjectives is tostimulateemploymentandtoincreasetheworkforceemployment.TheNAWEappliespolicies and strategies for workforce employment and training of persons seekingemployment,developedbytheMLFSPE.

The National Authority for Qualifications is responsible for developing theNationalQualificationsFrameworkbasedontheEuropeanQualificationsFramework.TheNAQreportstoMESRandhasotherresponsibilitiesintheLLLarena,like:• managing the National Qualifications Register, the National Register of Adult

TrainingProvidersandothertraining-relatedregisters;• accreditingevaluationcentersandevaluationbodies;• regulatingthetrainingmarket; and• coordinatingthequalityassuranceofCVETandtheactivitiesofSectoralCommittees.

The Sectoral Committees aresocialdialoguestructures,arecoordinatedbytheNAQand have representatives in the National Council of Qualifications, a consultativebody at the level of the NAQ. Since 2013, sixteen Sectoral Committees have beenestablished and are fully operational, comprising representatives of employers,trade unions, professional associations, training providers,ministries andNGO. Themainrolesofthesecommitteesaretovalidatethequalificationsandtheassociatedoperational standards, and to develop the framework for training, evaluationand certification. However, these committees do not participate in skill needsassessments,whichisacommonroleofsimilarbodiesofotherEuropeancountries.

The National Agency for Community Programmes in the Field of Education and Vocational Training is responsible for managing the Erasmus +, a new EUprogramme for education, training, youth and sport for 2014-2020,which replacesseveral EU programmes, covering all sectors of education: (i) the LLL ProgrammesErasmus (higher education), Leonardo da Vinci (vocational education), Comenius(school education), Grundtvig (adult education), and Youth in Action; (ii) andfive international programmes (Erasmus Mundus, Tempus, Alfa, Edulink and theprogramme for cooperation with industrialized countries). The number of adult

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exchanges for theperiod2007-2012was9,145and fundswereprovidedby theEUprogramsComenius,GrundtvigandLeonardodaVinci.TheEuropassNationalCentrewas founded in 2007, as part of the activities carried out by this agency. The totalbudgetfor2014was€50million.

Service ProvisionAny public or private institution with a training role in their legal status can offercontinuous training programson themarket, but only authorizedorganizations canissue nationally recognized certificates. Employers may also organize training fortheiremployees,buttheyarenotallowedtoissuenationallyrecognizedcertificates,unlesstheyarelegallyauthorizedforeachspecificprogram.InRomania,thereare42County Authorization Commissions operating within County Offices of the NationalAgency for Payments and Social Protection, which report to theMinistry of Labor,Family,SocialProtectionandElderly.Thesecommissionsauthorizetrainingprovidersfor specific trainingprograms. The trainingproviders are authorized for aperiodoffouryears,basedonevaluationcriteriaforeachqualification,occupationandgroupofskillsforwhichtheyorganizetrainingprograms.

LLL service providers operating in Romania include public and private traininginstitutions, employer associations, chambers of commerce and industry, unions,non-governmental organization, and popular universities. At present, more than2,000 training providers are offering training programs across the country. Around60%ofthemareprivateproviders,20%areNGOand20%areorganizationsfinancedby public funds.More than 1.3million certificates have been issued by authorizedproviderssince2004.Nowadays,the participation of higher education institutions in the market of LLL service provision is limited,despiteplungingenrolmentsinthepastyearsandtheopportunitiesoftheLLLmarket.

Otherweaknessesobservedintheexistingqualificationssystemincludeobstaclesforprogression from Initial Vocational Education and Training to Continuing VocationalEducationandTrainingandtertiaryeducation.Thereisaneedtocreateaclearpathfortherecognitionoflearningandimprovetheparticipationofrepresentativesofthelabormarketinthedevelopmentofqualifications.

1.5 Disconnects in Lifelong Learning in Romania

Low participation rate in LLL. TheLLLgoalforRomaniaistoincreasetheparticipationrateofadults(ages25-64)to10%by2020.Between2007and2013,Romaniadidnotmakesignificantprogressregardingthisrate,whichincreasedfrom1.3%toonly1.8%.Thelatterrepresentstheaverageratecalculatedfromhouseholdlaborforcesurveys

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carried out by the National Institute of Statistics (NIS) of Romania, whichmeasuretheparticipationofadults ineducationor trainingactivities in the fourweekspriortotheinvestigations(whichisconsistentwiththedefinitionofEurostat).Theratein2011wassignificantlybelowtheEU27averageof8.9%18.Thegapbetweenthisrateand theone setbyRomania for2020 remainshighand it isevenhigher comparedwiththeEUtargetsetat15%,accordingtoET2020.Thefigurenr.2showsRomania’sperformanceintermsoftheadultparticipationinLLLcomparedtotheparticipationin otherMember States. Romania has one of the lowest average increases in thatparticipationrateandisperforming below the minimum progress required by the EC.

Fig. 2 – Participation of Adults in LLL in EU Member States (2009-2012)

Source:EducationandTrainingMonitor(EC,2013).

The participation rate in LLL in Romania is unequally distributed along severaldimensions. The participation rate in formal education decreases with age, from8.5%,forindividualsaged25to34,to0.1%,forthoseaged55to64.Theparticipationrateinnon-formaleducationfollowsthesametrendoftherateinformaleducation,i.e. with higher rate for adult aged 25-34 (6.7%), compared to those aged 55-64(2.4%)19. There are discrepancies related to residence and gender with trainingparticipation rates lower in rural than in urban areas and amongmales comparedwithfemales20.

18RomanianPartnershipAgreementforthe2014-2020ProgrammingPeriod(MinistryofEuropeanFundsofRomania).19AdultEducationSurvey(NationalInstituteofStatistics,2008).20RomanianPartnershipAgreementforthe2014-2020ProgrammingPeriod(MinistryofEuropeanFundsofRomania).

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In termsofemploymentstatus,adiscrepancy isalsonoted in theparticipationratein formal education: it is lower for the unemployed (0.9%) than for the employed(4.2%).Concerningthepopulationthatlivesinruralandurbanareas,thereisanotherdifference: the participation rate in non-formal education is higher in the latter(6.4%),thanintheformer(2.5%)21.

Among the disconnects which impact the participation and access to trainingprograms are: low capacity on promoting training programs, assessing learningacquired in non-formal and informal contexts, counselling for career guidance,disseminatingexamplesofgoodpractices,etc.

AdultsparticipationinCVETislimitedbytheinsufficientadaptationanddevelopmentof types of support for adult participation, especially persons struggling withtransition to the labor market, workers at risk of unemployment, unemployed,disadvantaged groups and persons over 50 years old (customized active measurespackages,flexibletrainingarrangements,specificmeasurestosupportdisadvantagedpersons).

Regarding professional guidance and career counselling, weaknesses are relatedto the lack of an integrated national information system, professional counsellingand guidance at national/ regional/ local level, covering both initial training andcontinuing training, the poor cooperation between various actors at national,regional and local level, who act in the area of professional guidance and careercounselling.Otherobstaclesare: lackofcoordination,poornetworkof information,lackofcounsellingcentersinruralareas,thereducednumberofonlineprofessionalguidancetoolsdevelopedandimplemented,etc.

Regarding disadvantaged groups, a recent survey22 shows that the participation ofnon-Romawomeninadulttrainingandapprenticeshipisfivetimesgreaterthantheirfemale Roma neighbors. For non-Romamen, the participation in these activities isalmostthreetimesgreaterthanthoseoftheRomapopulation.

ThelimitedparticipationinadulteducationandtraininginRomaniacanbeexplainedby the existence of disconnects between employers, workers and education andtraining providers (see figure nr. 3). These disconnects result in an unresponsive,under-performing lifelong learning system, in which employers, workers and

21AdultEducationSurvey(NationalInstituteofStatistics,2008).22RegionalRomaSurvey(UNDP,WorldBank,EC,2011).

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education and training providers make choices and act in isolation, and do notsufficiently interact with each other. Education and training providers may offerprograms and produce graduates with skills that do not fully reflect the needs ofemployers.Workers and firmsmay not demand the types of programs or teachingmethodsandcontentthatareneededinRomania’schangingeconomy.

Fig. 3 – Causes of Disconnects in Lifelong Learning

Poor

Informa� on

Weak

Incen�ves

Low

Capacity

Causes of Disconnects Disconnects in Lifelong Learning

Workers

Educa�on

and Training

Providers

Employers

Source:AdaptedfromWorldBank(2012),PuttingHigherEducationtoWork:SkillsandResearchforGrowthinEastAsia,WorldBankEastAsiaandPacificRegionalReport.

Thesedisconnectscanbecausedbythreetypesofconstraintsthatarecommonplacein Romania: (i) imperfect and asymmetric information among actors; (ii) weakincentives toparticipate ineducationandtrainingactivities;and(iii) the inadequatecapacity of these actors. These causes reflect what are known as market failures.Asexplained later in thisdocument,expandingLLL inRomaniarequiresovercomingthese disconnects. The government in particular has a role in helping to overcomemarket failures, specifically by (i) improving the availability and quality of relevantinformation; (ii) creating conducive incentives formore investment in training; and(iii)helpingtoremovecapacitybarriers.Thiswillenablefirms,workersandeducationand training providers to make better decisions and invest in more and improvedlifelonglearning.

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Information GapsGood and symmetric information for all actors in lifelong learning is a criticalprecondition for its effectiveness. Firms and workers may underinvest in trainingbecauseof informationgaps,reflectingthe informationmarketfailure.Forexample,they may lack information about the availability and quality of training providers.Additionally,without recognition or certification of skills acquired through informaltraining, workers may not be able to demonstrate their increased productivityandhencemaychoosenot to invest in training. In fact, theparticipation in lifelonglearningandlevelsofeducationandskillsarelinkedinamutuallyreinforcingway.Survey data from Romania show that limited information is associated with lowparticipation in training, especially for initially less educated and older workers:only 3.4% of Romanians with primary and lower secondary education have accessto information about learning possibilities, compared to 31.9% of those withsome tertiary education. Also, only 6.1% of Romanians aged 55-69 have access toinformationaboutlearningpossibilities,comparedto21.6%ofthoseaged25-3423.InRomania, the lowest percentages of participation in training are of individualswithlowlevelsofprofessionalqualifications,aswellasthoseworkinginsmallcompanies(withlessthan10employees),andamongindividualsover40yearsold24.

InformationgapsalsohavethepotentialtoreducetheinterestofLLLbeneficiariesintrainingopportunities.Data froma recent surveyon theparticipationof Romanianworkersatriskincontinuoustrainingshowthatmorethan40%ofworkerswithlowlevel of education and skills do not look for information on training activities. Thisis trueforworkersaged18-24,giventhat43%ofthemdonot lookforthattypeofinformation, and for those over age 40 (45%of them also do not look for traininginformation), compared toonly20%of individuals aged18-35whograduated fromtheoretichighschoolsoruniversities25.

In linewith this, the results of a recent survey of training providers established inRomaniashowthat48%ofthembelievethatmanagersoforganizationsoperatinginthecountryconsidertheirworkforcetrainingtobeirrelevantorunnecessary26.Thenationalqualificationsframeworkservesasatransparencytool,allowingworkerstoprovetheircompetenciestoemployersandtoaddressaninformationconstraint,

23AdultEducationSurveyof2007(Eurostat).24RomanianPartnershipAgreementforthe2014-2020ProgrammingPeriod(MinistryofEuropeanFundsofRomania).25ParticipationofWorkersatRiskinContinuousTrainingScheme(Achimescu,Balicaetal.,2010).26SurveyofTrainingProvidersofRomania(WorldBank,2014).

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oneofthemostcommonfailuresintrainingmarkets.InRomania,thereisaneedtoimproveexistinginitiativesforvalidationandcertificationofpriorlearning.LLLserviceprovidersestablished inBucharestandBrasovreporteddifficulties inenlargingtheirrangeofcertificationservicesduetothelackofinstitutionalcapacityoftheNAQ.

Weak IncentivesEven ifLLLactorsbenefit frombetterquality information,firmsand individualsmaystill underinvest in training because they face inadequate incentives. For example,theymayunderinvestbecausetheyarenotabletocaptureallthebenefitsresultingfromtheirinvestmentintraining(externalitymarketfailure).Also,firmsmaychoosenottotrainworkerswhoareexpectedtobemobile;thehighertheriskthataworkerwillleaveacompanysoonaftertraining(i.e.the“poaching”oftrainedworkers),themorefirmswillbereluctanttoinvestintraining.InRomania,halfoftrainingprovidersbelieve that companiesdonot invest in training for theirworkforcebecausebettertrainedworkersaremorelikelytochangejobs27.

According to the Adult Education Survey of 2011 (Eurostat), the lack of employersupport for individuals aged 25-64 to participate in education and training is abiggerobstacle inRomaniathaninanyoftheother30Europeancountries involvedin this survey. This is anobstacle for30%of respondents fromRomania, comparedtoonly 1.3% fromPortugal, and to theEUaverageof 8%.Romanianfirmsare alsolesslikelytoadoptflexibleworkschedulesthathavethepotentialtopromotemoreparticipationintraining,asshownbytheresultsofthesamesurvey,inwhich34.7%of respondents pointed out the conflict with work schedule as one of the mainobstaclestotrainingparticipation,comparedtoonly4.9%inSlovakiaandtotheEUaverageof18%.

While the existing Romanian Labor Code stipulates that employers shall provideemployees with regular access to vocational training, and create appropriateconditions to encourageemployees toparticipate in vocational trainingprograms28,thisisnotbeingobservedinpractice.SurveydatafromRomaniashowtheabsenceoffirms-sponsoredtrainingactivitiesfor41%ofemployeesoverage40withlowlevelofeducationandskills,thoughthisrateincreasesto50%forindividualsaged18-24alsowithlowlevelofeducationandskills29.

27Ibid.28 For companies with more than 20 employees, this should happen at least once every two years.Otherwise,thisshouldtakeplaceatleastonceeverythreeyears.29ParticipationofWorkersatRiskinContinuousTrainingScheme(Achimescu,Balicaetal.,2010).

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TheLaborCodeofRomania30alsorequiresthatfirmswithmorethan20employeesshall set out annual plans on vocational training (after consultation with tradeunion or employee representatives), which will form a part of the collective laboragreementofthecompanies. Inthisregard,thereality isagaindifferent,aspointedout by 60% of training providers established in Romania who informed that theabsence of training plans is one of the main reasons why firms do not invest intraining for the workforce (World Bank’s Survey of Training Providers of Romania,2014).

On the other hand, education and training providers may not respond to betterinformationonskillneedsbyemployers.Actually,asmentionedintheNeeds Analysis on Education and Vocational Training in Romania (Ministry of National Education,2013), the low level of trust among adults in the relevance of training courses fortheirprofessionalsuccessisonethemostimportantbarriertoparticipationinLLL.

Capacity ConstraintsEveniftheLLLactorsbenefitfrombetterqualityinformationandtherightincentives,firmsandindividualsmaystillunderinvestintrainingbecauseofcapacityconstraints.Mostprominentamongthosearefinancialcapacityconstraints(creditmarketfailure)faced by individuals and firms alike. The cost of training ismentioned as a barrierto theparticipation in trainingby52.5%of the respondentsof theAdult EducationSurveyof2011(Eurostat)fromRomania(thehighestrateofall30countriesinvolvedin this survey), comparedwithonly4.7% inBelgium,and theEUaverageof13.2%.Ontheotherhand,smallfirmsoftenfinditdifficulttomobilizesufficientresourcestofinanceworkertraining. InRomania,44%ofprivatecompaniessaythattheydonotsupporttrainingactivitiesfortheiremployeesduetolackoffunds,whichisstillmorecriticalforcompanieswithlessthan10employees(thisrateincreasesto49%inthisgroup).31Additionally,79%oftrainingprovidersestablishedinRomaniabelievethisisakeyobstacletoincreasedparticipationintraining(WorldBank’sSurveyofTrainingProvidersofRomania,2014).

30 This Labor Code includes payback clauses (legal provisions that encourage companies to invest intraining, by allowing them to bind employees for a certain period of time after training, in return forproviding the training) that can be modified in sectoral or company agreements, provided that theconditions of these arrangements aremade public and are approved by the Government. The paybackclausesstatethattheperiodoftrainingorinternshipmustlastmorethan60daystobelegallypairedwithacontractualretentionperiodofthreeyears,ataminimum.31ParticipationofWorkersatRiskinContinuousTrainingScheme(Achimescu,Balicaetal.,2010).

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Firmsandtrainingprovidersmayalsosufferfrommanagerialcapacityconstraintsaswellasfromalackoftrainingpersonnel.InRomania,humanresourcesdepartmentsof firmsare considered sourcesof information for training coursesby less than7%ofemployees,whorefertoothersources,liketheInternet,asmentionedbyatleast14%ofemployeesofdifferentgroups32.

TheadministrativecapacityoftheNAQshouldbeimprovedforafurtherdevelopedLLL system. This agency is responsible for key aspects of the system, includingthe development of the National Qualifications Framework and the certificationmechanisms.TheNAQhoststheoperationofseveralregisters33,butlacksinformationsystemsabletoproducequalityinformationfromtheseregisters.

II. Vision and GoalsDemographic and migration factors provide the rationale for the proposed strategy on lifelong learning for Romania. As in other Member States, but to an evengreaterextent,agingandthedeclineof theworkingagepopulationrepresenthugechallengestosustaininglongtermeconomicgrowthinRomania.Between1990and2011,Romania’spopulationdeclinedfrom23.2milliontoaround21.3million.Atthesame time, the occupied population shrank from 10.8 million to an estimated 9.1million.By2050,itisexpectedthattheworkingagepopulationwouldhaveshrunkbyover30%,relativeto2010,threetimesfasterthantheaverageforWesternEurope,with further negative implication for long termeconomic growth potential and thesustainabilityofpublicfinances. Thenumberofpeopleagedover65will representalmost30%ofthetotalpopulationinthesameyear,comparedtothecurrentlevelof15%34.

Over twomillion people of working age (25% of the labor force) are estimated tohaveemigrated in searchofbetter jobopportunities inEuropeandelsewhere. Thecombination of demography and migration is the single most important factorunderpinningtheneedforastrategyonLLLforRomania.The vision for lifelong learning in Romania is to provide all individuals, throughout their lives, with opportunities to participate fully in economic, social and civic life,

32Ibid.33 National registers for: qualifications; qualifications in higher education; evaluators of professionalcompetencies;evaluators’assessors;certifiedexternalevaluators;authorizedtrainingproviders;andcross-bordertrainingproviders.34ThefiguresofthisparagraphandadditionalinformationcanbefoundinthereportEurope2020Romania:Evidence-basedPoliciesforProductivity,Employment,andSkillsEnhancement(WorldBank,2013).

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and to enable them to fulfill their personal potential. The vision encompasses bothsocial and economic benefits of lifelong learning. Achieving this vision requiresthe development of partnerships between all relevant stakeholders in the lifelonglearningarena.

The goals are to increase the participation in lifelong learning and improve the relevance of the education and vocational training systems for the labor market. In line with the European Union goal, Romania’s main target for 2020 is at least 10 percent of the adult population (aged 25-64) participating in lifelong learning activities.

Thisdocumentpresents threestrategicpillarsof lifelong learning (seefigurebelow)whichreflectobjectivesthattogethershouldleadtoachievementofthegoals:• AccessandIncentivesforParticipation.• QualityandRelevance.• PartnershipsforBetterInformation.

TheStrategyforLifelongLearning2015-2020proposesacomprehensiveviewfortheentire education and training system, directly addressing the participants’ needs inlifelonglearning.

At the same time, due to the complexity of the education system and multipleneeds,theMESRhasdeepenedspecificmeasurestoreducetherateofearlyschoolleavingandtodevelopthevocationaleducationandtraining intwocomplementarystrategies: Strategy for Reducing Early School Leaving in Romania and Strategy for Education and Training in Romania for 2015-2020.

Fig. 4 – LLL Pillars

Acces and

Incen�ves

Quality

and

Relevance

Partnerships

24

Pillar 1 – Access and Incentives for ParticipationThe objective of Pillar 1 is to increase access and participation in lifelong learningfor all. Under this pillar, the proposed measures focus on overcoming barriers forindividuals and firms to increase their participation in lifelong learning activities,specificallybyexpandingthedemandforandsupplyoflifelonglearningprograms.

Pillar 2 – Quality and Relevance Theobjectiveof Pillar 2 is to ensure that lifelong learning is relevant to individualsand to the labormarket. Themeasures proposed under this strategic pillar aim atincreasing the relevance and quality of Romania’s LLL programs for individuals andthelabormarket.Qualityissuesandskillsmismatcheswithlabormarketneedsaffectalargeshareofvocationalandtertiaryeducation.

Pillar 3 – Partnerships for Better Information The objective of Pillar 3 is to develop lifelong learning in close collaboration withsocial partners and all relevant stakeholders. Greater collaboration is critical fortheachievementof increasedaccess and improvedquality and relevanceof LLL. Inparticular,firmsshouldbeencouragedtobecomeactiveplayersinthemarketforLLL,both by articulating their needs, partnering with training providers and promotinglearningintheworkplace.

III. Building a System of Lifelong Learning in RomaniaThis strategy proposes a range of measures to build a system of lifelong learning inRomaniawhichunderpinthestrategicgoalsandtheobjectiveslaidoutunderthethreepillars.

Improving the National Qualifications Framework and strengthening coordination between stakeholders. The Sectoral Committees can play an important role inenhancingcoordinationbetweenallrelevantstakeholderstoovercomethedisconnectsin Romania’s LLL system. Asmentioned before, these committees are social dialoguestructures, whose main roles are to validate the qualifications and the associatedoperational standards, and to develop the framework for training, evaluation andcertification.

TheroleoftheSectoralCommitteesshouldbeenhanced inordertosupporttheNAQandbeamainpartner intheredesignof theoccupationalstandardsandassuranceofthe correspondence between the European Skills, Competences, Qualifications andOccupationsandtheRCO.Thesecommitteesshouldalsoplayanimportantroleinqualityassurance,beingpartinthedesignofanewmethodologyandimplementationprocess.

25


The existing process of assessing and certifying qualifications using transparencytoolssuchastheNationalQualificationsFrameworkisregulatedbytheGovernment Decision 918/201335andisbasedonstandardsdefinedforeachoccupationdescribedin theNational Register of Qualifications.More than 750 qualifications are alreadydeveloped for VET. The NQF of Romania is now compatible with the EuropeanQualifications Framework. Some qualifications are used by LLL service providersfor vocational educationand training,mainly in theareasof socialwork, tradeandconstruction. Successful completion and further evolution of the NQF requires fullparticipationofallrelevantstakeholdersintheLLLsystem.TheobservedweaknessesintheprogressionfrominitialvocationaleducationandtrainingtoCVETandtertiaryeducationmust be addressed. The administrative capacity of the NAQ, the agencyresponsiblefordevelopingtheNQF,mustbestrengthenedforRomaniatoachievethedualobjectivesofexpandingparticipationandraisingrelevanceofLLL.

Improving the quality and availability of information. Empoweringandencouragingemployers,especiallySME,toidentifytrainingneedsisalsocrucialforclosingexistingskillsgaps.Onceidentified,thereshouldbeparticulareffortstoimproveinformationflowingbothways:fromfirmstotrainingprovidersontheirtrainingneeds,andfromtraining providers (public and private) to firms on what is available. StrengthenedSectoral Committees can play an important role in improving the availability andquality of information on training needs and offerings. However, equally importantare similar coordination mechanisms at the regional and local levels and tailoredspecifically tomeet the needs of SME. In addition, self-employment figures largelyin the Romanian labor market, often in the subsistence agriculture sector. If theself-employed are to flourish, they need training opportunities which recognizetheirparticularsituation.Thesemaywellcomefrompeer learningasmuchasfromprofessionaltrainers.

Assessing skills needs and developing a broader skillset. Assessing skills needsand making the outcomes of these assessments available to the public are keycharacteristicsofdevelopedLLL systems.Conductinganassessmentof thedemandfor and the supply of cognitive, socio-emotional and job-specific skills should beone of the top priorities. New economic sectors such as green economy (wastemanagement,biodiversity,controlofgasemissionandotherareas)demanddifferentskillsetsandprovidegoodopportunitiesforboth jobseekersandtrainingproviders.Cognitive, socio-emotional and job-specific skills (see box below) are acquiredthroughout one’s life cycle, with evidence suggesting that cognitive and socio-

35SeetheGovernmentDecision918/2013ontheapprovaloftheNationalQualificationsFramework.

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emotionalskillsareaccumulatedmostintensivelyearlyinaperson’slife.Theseskillsprovide a foundation for subsequent aggregation of job-specific skills in vocationaleducationandtraining,inhighereducationandinlifelonglearning.Theinitiativesarerequiredtobothassessskillsneedsanddevelopabroaderskillset.

Box 1 – Addressing Cognitive, Socio-Emotional and Job-Specific Skills Gaps through LLL

Cognitive Skills.Individualswholackbasicskillsofliteracyandnumeracyarelesslikelytoparticipateineconomicactivityandtoengageinadultlearning.Improvingfunctionalliteracy is, therefore,crucial forenhancingsuccess inthe labormarketandprovidingafoundation for subsequent learning. Given Romania’s challenge on functional literacyrevealed, amongst others, by PISA, a sustained effort to improve Romania’s overalllevelsoffunctionalliteracyisrequired,includingaspartofthelifelonglearningstrategy2015-2020.There isnowa significantbodyofevidenceonhow to improve functionalliteracy skillswhichRomania canbuildupon, inparticular throughprogramsmanagedby the National Agency forWorkforce Employment to focus on disadvantaged youthstruggling with their transition from school to work. Staff competencies and capacityof adult learning institutions to develop and implement programs that deal with lowfunctionalskillscanbesupportedthroughtheEUProgramErasmus+.Inordertobreaktheviciouscircle(lowsuccessinlearningleadstolowmotivationtolearn,whichleadstolowparticipation)specificpromotionalcampaignsareneeded.Non-formallearningwilloftenbethepreferredrouteforthosewhowanttoimprovetheirfunctionalliteracy,andcivicandcommunityorganizationscanplayanimportantrole.

Socio-Emotional Skills.Theseskills refer toa setofattitudes,behaviorsandstrategiesthatunderpinsuccessineducationandatwork,suchasmotivation,perseverance,andself-control. They are increasingly considered to be as important as cognitive skills indetermining academic and employment outcomes. There are promising examples ofskills training programs,mostly focused on young people, which combine job-specificskills and socio-emotional skills curricula across the EU and beyond (e.g. the programYouthreachinIrelandortheJovenesprogramfoundinmanycountriesinLatinAmerica).They build on partnerships between training providers and firms, including throughinternship and equip studentswith the job-specific skills sought by participatingfirmsandthesocio-emotionalskillsthatwillhelpgraduatestosucceedintheworkplace.

Improving the teaching of cognitive and socio-emotional skills in lifelong learning programs requires government intervention through financing as well as greater coordination and regulation. Inparticular,itmeansthatteachers,trainers,andleadersneedtobeequippedthroughinitialandcontinuingprofessionaldevelopmenttotakeonthenewroles implicit insuchacompetencies-basedapproach.Somehighereducationinstitutionscouldplayakey role indeliveringprofessional training foradulteducatorsandtrainers.

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Peer learning is an important activity in this capacity building process, and should bedeliberatelysupported,atbothregionalandnationallevel.ActivitiestolearnfrompeersacrossEuropeanboundariesshouldbeconsidered.Onepromising,non-institutionalized,approach would be to foster networks of LLL professionals that are supportingand learning from each other. A culture of pedagogical learning can be promoted,encouraging those involved to exchange good practice and learn lessons from eachother’sexperience,supportedbyateamofexpertadvisers.

Job-Specific Skills. Strong cognitive and socio-emotional skills are fundamental forsubsequent aggregationof job-specific skills (e.g. theuseofmethods,materials, toolsand instruments) in VET, tertiary education and LLL. New or existing LLL providersshouldaddresstheneedsofRomanianworkforcetopromoteemploymentandincreaseproductivity.

Romaniafacesadualchallengeofenhancinglifelonglearning(i)amongtheemployedpopulationtoimprovetheirproductivity,and(ii)amongtheunemployed(andthoseoutsideofthelaborforce)tohelpthembackintoemployment.Retrainingprogramsfor the unemployed usually have predominantly social returns, whereas educationand training for the employed generate substantial private returns to both firmsandindividuals.Bothtargetgroupscallforvariablefinancinginstruments.Whilefullpublic funding needs to be available for the unemployed, demand-side financingincentives should be made available to firms and individuals to stimulate privatespendingontraining.

Financing is an important instrument to support the expansion of LLL services.Financing for LLL over the long-term shouldmainly be in the formof demand-sideinstruments(financialincentivestofirmsandindividualsandfinancingsupporttotheunemployed)tohelpensuretherelevanceoftrainingofferedandprovided.However,demand-side and supply-side interventions to expand and diversify provision(incentivestoeducationandtraininginstitutionstoenterthemarketforLLL,throughsettingupnewtrainingprovidersandraisingcapacityofexistingandnewproviders)areneededsimultaneously intheshortterm, inordertoestablishacriticalmassofproviders.

Financing to enhance demand. Sincefinancialandtimeconstraintsaresomeofthemost frequentlymentioned barriers to training in Romania,demand-side programs aimed at workers and employers can help incentivize more private investment inLLL and closer partnership between firms and training providers. Examples of thiskind of program include tax breaks or vouchers to firms or individuals to take partin continuing vocational education.Otheroptions includepaid education leave and

28

educational savings plans. Such financial instruments can be targeted to particulartypes of workers (e.g. older, less educatedworkers) and firms (e.g. SME) currentlyunder-representedinLLL.

Supporting unemployed and inactive persons, including financial incentives and counselling.Demand-sidetoolscanalsobeusedtoraiseparticipationofunemployedworkers. These measures can be supported as an alternative or supplement tosupply-drivenLLLinitiatives.Theuseofgrantsandvouchers,combinedwithintensivecounsellingtohelpprospectivetraineesmakesoundchoices,canhelparticulateandexpanddemandforLLLservices.

Financing to diversify provision. While the primary push for an expansion in LLLparticipation and an enhancement in quality and relevance should come fromexpressed demand fromworkers and firms, public financing can play an importantrole in expanding supply through careful investments to expand the capacity of existing and new training providers. However, opening the market for private andnon-profit providers to offer LLL services, including retraining services for theunemployedcurrentlymainlydeliveredthroughpublictraininginstitutes,willrequiresomeregulatoryrevisionstogohandinhandwithfinancialincentives.

The Law of National Education no. 1/2011, modified and completed, providesforthesetting up of Community Permanent Learning Centers, whose core responsibility isto identify andmeet the LLL needsof the local community for children, youth andadults.Theimplementationofthesecentersdependsonfurtherregulation,anditisnotdecidedwhatformtheywilltakewhentheybecomeoperational.Anintermediatestepwouldbetodesignapilotinitiative,asafirststage,establishingasmallnumberofthesecentersindifferentregions.Thesewouldhaveavarietyofprofilesdesignedto match local economic and social needs. Those pilot centers would be closelymonitored and evaluated, so that their performance continuously improves, andlessons are learned for the establishment of more centers in other parts of thecountry.

Consolidating and ensuring financing to foster the lifelong learning market, including improved counselling services. Public supply-side financing instrumentscanbeusedto incentivize new actors to enter the market for formal and non-formal LLL, to innovate in program design and service delivery, and to raise their capacity to do so.Suchcarefulfinancingshouldbe,atleastinpart,conditionalonachievingkeyagreedresultsandcanbecompetitiveinnature(forexamplethroughacompetitivegrant mechanism for training providers and firms who develop innovative trainingprograms in partnership). Potential new providers include civic organizations and

29


existing education and training providers currently not engaged in LLL, such asuniversities and vocational schools. For example, financing can be made availableto universities to enhance their managerial and delivery capacity to enter theformal LLLmarket. Public seed financing can also help existing providers, includinguniversitiesandvocational training centers, to innovateanddiversifyprovision,e.g.through settingupdistance learning programs or joint ventures with firms. Culturalorganizationsandcivilsocietycanmakeanimportantcontributiontoexpandingtheflexibilityoflearningopportunitiesinnon-formaltraining.

There is a seriousgap in the rangeof formalopportunitiesavailable for youthwhohave left school after secondary education, but do not wish to go to university(or not immediately), and for adults whowish to update their skills. At the uppersecondarylevel,therearesomeopportunitiesforvocationallearninginprofessionalandtechnicalhighschools,buttheydonotattractmanystudents.Strengtheningtheprovision of vocational learning should facilitate labor market insertion for uppersecondary school graduates. At the non-tertiary university level, vocational trainingis provided in post-high schools and foreman schools. Inmany EU countries, thereare publicly funded colleges which concentrate specifically on vocational trainingbelowuniversitylevel.Theyareusuallycloselyrelatedtolocallabormarketsandmayspecialize inparticular sectors, suchas construction, agricultureor InformationandCommunicationTechnologies.Thesecollegeshavestrongdirectlinkswithemployersat the local and national levels and are able to provide a range of qualifications,runningfrombasicskillstohigherleveldiplomas.

TheexistingcounsellinginitiativesforLLLarefragmentedandshouldbeconsolidatedforbeneficiariestomoreeasilyacquirerelevantinformation.Theaccessibilitycanbeenhanced,forinstancethroughtheestablishmentof“one-stop-shop”initiativesthatgiveaccesstovalidation,guidanceandtailor-madelearningprograms.ThesecouldbeimplementedattheCommunity Permanent Learning Centers,assynergiesinresourceuseandefficiencygainscanbeachievedbybetterlinkingdifferentservicesintheLLLarea,liketraining,validationofcompetenciesandcounselling.

Supporting participation in European mobility programs. European mobilityprograms36 can help to increase the professional capacity of adult educators. TheresultsoftheNationalAgencyforCommunityProgrammesintheFieldofEducation

36Theconcept“mobility” isusedinthemeaningoftheopportunitytostudy,train,gainworkexperienceand volunteer abroad, with precise reference to the NACPFEVT programs, respectively the new EUprogram,Erasmus+.Anexactdefinitionoftheconcept–(http://ec.europa.eu/programmes/erasmus-plus/documents/erasmus-plus-programme-guide_ro.pdf)–Keytermsfile,pg.321.

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andVocationalTraining inprograms like Leonardo da Vinci, Erasmus, Comenius and Grundtvig demonstrategoodpracticesthatshouldbecontinuedinRomania.

Involving higher education institutions in LLL. Currently focused almost exclusivelyontraditionaldegree-lengthcourses foryoungpeople,highereducation institutionshave considerable potential to become important players in the LLL system. Aftera very rapid expansion in recent years, Romanian universities are now facingfalling enrolments given the major demographic change. Entering the LLL marketwill help put university capacity to new use. Romanian universities could offerservicescontribute toprofessionalupdatingandsupport innovation inproviding in-service professional training, e.g. for company managers, medical, legal and otherprofessionalsandtoplayaroleinciviceducation,makingtheirexpertiseavailabletoawiderpublic,includingtheirlocalcommunities.

Higher education and vocational education and training institutions could play an important role in organizing learner-focused training programs, flexible in termsof scheduling, content, and credit arrangements. For example, credit systems areneeded to allow adults to access learning opportunities without unnecessary pre-requirements,andwhichallowthemtobuildupcreditsovertimesothattheymayachievequalificationsaccordingly.

The Strategic Framework for Increasing Tertiary Education Attainment, Quality and Efficiency in Romania proposes the development of clear progression routes fromvocational and other secondary education types into tertiary education. Multiplepathways fromsecondaryeducationtocareerandtertiaryeducationcanplayakeyrole in increasingattainment,especiallyfortraditionallyunder-servedstudentsfromvulnerablegroupsoratyoungages.Multipleentryandexitpointstotheeducationalpipelineofferstudentsmoreoptionsandgreaterflexibility.

Recognizing prior learning, including qualifications obtained abroad. Recognizingtheresultsofallformsoflearningisapre-requisitetocreateanopensystemforLLLandtoensurethatthetransitionsbetweeneducationsub-sectorsarefacilitatedandtheirpathwaysdonotleadbeneficiariesto“deadends.”Awell-establishedsystemforthe recognition of prior learning is critical for theeffectiveuseof anNQF.Romanianeeds to improve its model for recognition of prior learning. The administrativecapacity of the existing evaluation centers must be improved for them to be ableto recognize learning acquired in non-formal and informal contexts. The limitedgeographical coverage of these centres is a key barrier for an improved learningrecognition structure. Additionally, some measures should be designed to informpotential beneficiaries about the advantages of the evaluation and certification

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process, especially for those with a poorer qualification level, for whom skillsevaluation and certification could become a real opportunity for improving theirsituation on the labour market. Public sector organizations also act as providersof training, particularly for government staff. Because the public sector is a largeemployerandprovideroftraining inRomania, it is importantthat learningacquiredin this environment is also recognized and that training provided by public sectororganizationsbevalidatedandcertified.

Romanianswho liveabroadarean important targetgroup forwhomLLLcanplayavery significant role in attracting them to return. A specific area for action is therecognition and valuing of qualifications and skills obtained in other countries.ThisisessentialforRomaniatobeabletocapitalizeontheoutflowofyoungpeopletoothercountries.Thismeasurehastwoaspects:(i)fullrecognitionofqualificationsobtainedinaccreditedinstitutionsinothercountries,especiallyatthehighereducationlevel,whichisinlinewiththeBolognaframework;and(ii)validationofexperiencegainedatworkinothercountries,evenwherethishasnotledtoformalcertificationabroad.Theprocess of valorizing qualifications andexperience gainedelsewhere shouldbepart of an integrated package which offers returning Romanians good reinsertionintothelabourmarket,includingadditionaltraining,asneeded.Itmightalsoincludespecificbusinessskillstoenablereturnerstosetuptheirownbusinesses,enhancingthe entrepreneurial capacity of the country. This initiative should be managed inRomania,butwithgood links toembassiesandculturalcentersacrossEUcountriesand beyond. Encouraging re-immigration is particularly important as young well-educatedpeoplearemost likely to takepart in LLL.As returners, theywilldriveupparticipationlevelsgenerally,andhelpdevelopastrongercultureofLLL.

Establishing a quality assurance, monitoring and evaluation system for LLL.Whilethe NQF is important for the recognition of prior learning, there is also a need toestablishqualityassurancemeasuresfortheLLLsystemasawhole,inordertobetterinform the decisions made by the consumers of LLL services. Quality assurance isimportantforassessingtheperformanceofpubliclyfundedprogramsandproviders,including government agencies which train civil servants and other public sectoremployees, but also for providing information to consumers on private providers.QA mechanisms can include a combination of external and self-evaluations. Thedevelopment of online repositories of consumer feedback (e.g. from studentsin public institutions and from consumers of private training services) should besupported. Monitoring and Evaluation (M&E) activities should be designed andimplemented,whichincludethedevelopmentandinstallationofacomprehensiveLLLmonitoringinformationsystem.

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Romania lacks adesignated institution toproducea regular assessmentofnationalprogresson LLLand inform thepublic andpolicydebateonkey issues in this area,as well as to promote the value of LLL to the widest range of stakeholders andparticipants. This role couldbe assumedby theMESR/subordinatedor coordinatedinstitutions(includingtheNAQ).Itshouldhaveastrongpolicyorientationandstronganalytical capacity; a capacity to manage promotional activity; and an ability toevaluatetheeffectsofdifferentaspectsofLLLrigorouslyandindependently.Itshouldhave the ability communicate effectively with employers, civic society, as well asrepresentativesofothersectors.

Asthepotential importanceofLLL isnotbroadlyrecognizedinRomania,awareness raising campaigns should be developed and implemented. Campaigns andinterventions should be targeted to reach underrepresented groups. Onemodel istohavedesignatedchampionsofLLL,forinstanceintheworkplace,whocouldworkalongsidethe low-skilledandencouragethemto learn.Anotheractivitythatshouldbe supportedunder thismeasure is the implementationof theNational Festival of Your Chances,which ispartofabroaderEuropean initiative37 towardsdevelopingacommonspaceforlearning,promotinginterculturaldialogue,andincreasing

IV. Setting Priorities4.1 Estimated Costs

Implementing the strategy in its entirety is expected to cost approximately €1 billion between 2014 and 2020.Ofthetotalamountneededtoachievethetargetsofthisstrategy,allocationsfromthefollowingsourcesareestimated:• EUR133.4millionfromthenationalandlocalbudgetforcentralandlocalpublic

authorities(includingthemandatorycontributionofthebudgettotheEUfunds);• EUR 599.7 million from the Operational Programme Human Capital (OPHC),

Thematic Objectives 8, 9 and Thematic Objective 10 “Investing in education,trainingandvocationaltrainingforskillsandlifelonglearning”;

• EUR300millionfromtheEuropeanmobilityprogramERASMUS+;• EUR46.4million from theOperationalProgrammeAdministrativeCapacityand

theRegionalOperationalProgramme.

37ThisfestivalisRomania’sversionofAdultLearnersWeekinitiative,whichiscurrentlyrunninginover20countriestoraiseawarenessofthesocial,personalandeconomicvalueofLLL.

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4.2 Target Groups

This strategy broadly targets two types of groups: primary beneficiaries of LLL andthe implementing organizations and agencies that are expected to play a role inscaling up opportunities for LLL. Although the strategy is intended to benefit thetotal population, primary beneficiaries generally include the following: personswith recognized competencies, Romanians currently living abroad, staff of highereducation institutions, adult learners participating in CVET, education and trainingstaff and higher education students who will benefit from the Erasmus+ program,employees with low levels of qualifications, disadvantaged or underrepresentedgroups (e.g. the unemployed, early school leavers, Roma population, olderworkers, the disabled), post-high school students, and the staff of the NAQ andsectorial committees. The implementation of a LLL strategy is expected to benefitapproximately 2 million people, between 2014 and 2020. Secondary beneficiaries– implementing organizations and agencies targeted by the strategy – include theMESR,theNAQ,universities,evaluationcenters,andcommunitypermanentlearningcenters.

As mentioned in Section I, the UNDP/World Bank/EC regional Roma survey from2011 showed that the participation of non-Roma women in adult training andapprenticeshipisfivetimesgreaterthantheirfemaleRomaneighbors.Fornon-Romamen,theparticipationintheseactivitiesisalmostthreetimesgreaterthanthoseoftheRomapopulation.This ispartially theresultof the lowparticipationofRoma informaleducation.Only1%ofRomaaged30-34have completed tertiaryeducation,andapproximately6%ofRomayouthaged18-25areenrolledineducation.GiventhelowparticipationineducationandthenationalandEuropeanobjectiveofpromotingRomainclusion,Romaconstituteanexplicittargetgroupofthisstrategy.

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Annex 1 – Map of Stakeholders

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35


Annex 2 – Action Plan 2015-2020 for the Implementation of the National Strategy for Lifelong Learning

MEASURE Instituțiiresponsabile Indicatori

Measure 1. Recognizing prior learning, including qualifications obtained abroad1.1Supportapproximately210evaluationcentersandprovidetechnicalassistancetoNAQtodevelopthemechanismforrecognition,validationandcertificationofpriorlearning(3stages:design,piloting,andimplementation)

MESR,NAQ,localauthorities

NumberofaccreditedevaluationcentersThemechanismforrecognition,validationandcertificationofpriorlearningisoperationalNumberofcampaigns/informationactionsNumberofparticipantsinLLLprogramswithcompetenciescertified

1.2Implementcampaigns/actionstopromoteandinformandcreateadepartmentwithinNAQ’sinformationcentertoencouragethereturnofpersonswhohaveacquiredskillsabroadandneednationalaccreditation

NAQ

1.3Supporttheparticipationof151,200personsincounselingactivities,skillsevaluationand/orvalidation

MESR,MLFSPE,evaluationcenters

1.4Providetrainingfor36,540personstodevelopentrepreneurialcompetencies

NAQ,CPLC,localauthorities,trainingproviders

Measure 2. Involving vocational education and training and higher education institutions in LLL2.1Providesupportfor7,800teachersparticipatingintrainingonadulteducation

MESR,schoolinspectoratesandhighereducationinstitutions

NumberofteachersandmanagerialuniversityandvocationaleducationandtrainingstafftrainedNumberofCVTprovidersbenefitingfromcapacitybuildingmeasurestodeliverqualityprogrammesrelevanttothelabormarket

2.2Train596schoolanduniversitymanagerialstafftoensureagoodmanagementoftrainingprograms

MESRandhighereducationinstitutions

2.3AccredittrainingprogramsinschoolsoruniversitiesinpartnershipwithprivateCVTprovidersorNGOs

MESR,NAQandhighereducationinstitutions,vocationaleducationandtraininginstitutions

2.4Provideskillstrainingandcertificationfor75,000adults

Highereducationinstitutions,vocationaleducationandtraininginstitutions

Measure 3. Supporting participation in European mobility programs3.1ProvideaccesstoERASMUS+mobilityprogrammes,financedthroughEU-LLLprogramme,for25,000adults(universityandpre-universitystaff,principals,counsellors,trainers,inspectors,youthworkersetc.)

MESR,NACPEPD NumberofparticipantsinEUmobilityprograms

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3.2Provideaccesstoothermobilityprogrammestoacquirepractical/technicalskillsfor38,000students

MESR,NACPEPD Numberofpersons(participants)inintershipsabroad

Measure 4. Financing to diversify provision4.1Create36CPLCsinapilotphase(providegrantstocoverprovisionsofpersonnelandoperatingcosts,campaignstopromoteservices,localpartners,trainingactivitiesforpersonnelandlocalcommunitybeneficiaries)

MESR,MLFSPE,localauthorities

NumberofCommunityPermanentLearningCentres(CPLCs)(nationalcoverage)

4.2Create219CPLCsinthenationalphase,followingthepilotphase

MESR,MLFSPE,NAQ,localauthorities

4.3Supportthesetupofacoordinationbody/departmentforCPLCs

MESR,MLFSPE,NAQ

4.4Train127,500persons,communitymembers,inskillsaquisition(500persons*255CPLCs)

CPLCandlocalauthorities

NumberofpeoplereceivingtrainingthroughCPLCs

Measure 5. Financing to enhance LLL demand5.1Supportparticipationof45,000adults,earlyschoolleaverswithlowlevelsofqualificationstoacquirebasicortransversalskills

MESR,NAQ,MLFSPE,CPLC,trainingcenters

NumberofpersonsreceivingsubsidizedapprenticeshipcontractsNumberoflow-skilledemployeesandotheradultsparticipatingintrainingfortraversalskillswiththesupportoffinancialincentives/subsidies

5.2Supportparticipation,inordertoconclude125,000apprenticeshipcontractsforpersonswithlowlevelsofqualifications

MLFSPE,NAQ

5.3Providefinancialincentives/subsidiesfor100,000employeeswithlowlevelsofqualificationstoacquiretransversalskills


Measure 6. Supporting unemployed and inactive persons, including financial incentives and counselling6.1Providefinancialincentives/subsidiesforintegratedcounsellingservicesfor250,000unemployedandinactivepersons(thesewillcoverscreeningservicesandcareerguidance)

MLFSPE NumberofunemployedcounselledNumberofunemployedwhohavefoundemployment(cumulativefrom2014to2020)

6.2Providefinancialincentives/subsidiestoemployerstorecruit125,000newemployees


6.3Providefinancialincentives/subsidiestoemployerstorecruitunemployedandinactivepersonsintoapprenticeships,traineeships,orotherformsofjobplacement

MLFSPE,companies

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Measure 7. Consolidating and ensuring financing to foster the lifelong learning market, including improved counselling services

7.1Createandsupport130partnershipsbetweenvocationaleducationandtraininginstitutions,highereducationinstitutions,employers,researchinstitutions,andtrainingproviderstoprovidecounsellingservicesandtrainingprograms

Highereducationinstitutions,employers,researchinstitutionsandtrainingproviders

NumberofpartnershipsdevelopedbetweenVETinstitutions,HEIs,employers,researchinstitutions,and/ortrainingprovidersNumberofpersonscounselledandtrainedNumberofpersonsfromunderrepresentedgroupscounselled

7.2Supportcounsellingactivitiesfor65,000persons,membersofmarginalizedcommunities,benefitingofintegratedservices(bothonlineandface-to-face,8hourprogrammesincludingscreeningandcounselling)

Counsellingcenters

7.3Supporttrainingactivitiesfor65,000persons,membersofmarginalizedcommunities,benefitingofintegratedservices(distance/flexiblelearning,ICT,entrepreneurship,criticalthinkingetc.)

Trainingcenters

7.4Providefinancialincentivesfor250,000personsfromunderrepresentedgroups(youngpersonsintransitionfromschooltowork,earlyschoolleavers,jobseekers)forcounsellingservices

MESR,NAQ,MLFSPE,counsellingcenters

7.5Providesmallgrantsto500organizationsand/ordepartmentstoofferhighqualitycounsellingservices

MESR,NAQ,MLFSPE Numberofcounsellingservicesprovidersinvolvedinspecificactivities

7.6Providefinancialincentives/subsidiesfor180,000studentsinvocationaleducationandtrainingtoparticipateintraining

MESR,NCDTVET NumberofstudentssupportedtoparticipanteinLLLThemechanismforanticipatingskillsneededonthelabormarketisdeveloped

7.7Developamechanismforanticipatingskillsneededonthelabormarket

MESR,NAQ,MLFSPE,NCDTVET

Measure 8. Improving the quality and availability of information8.1Designanddevelopaninformationportalforfirmsandtrainingproviderstoimprovetheavailabilityandqualityofinformation

NAQ,MLFSPE,NAPSI Numberofusersaccessingtheinformationportal,disaggregatedbytypeofuserNumberofpersonsfromsectorialcommitteesandNAQtrained

8.2Implementacampaigntodisseminateinformationontheuseoftheinformationportal

NAQ,MLFSPE,NAPSI

8.3Providetrainingfor200staffoftheSectorialCommitteesandtheNAQ,especiallyrelatedtoICTandstatistics

NAQ,MLFSPE,NAPSI

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Measure 9. Assessing skills needs and developing a broader skill set 9.1Establishandensurethefunctioningofabodytoconductregularskillsneedsassessments,tracerstudies,M&Eactivities(throughprovisionoflegalassistance,recruitment,logistics,andfundsnecessarytocoverotherstart-upcosts)

MESR,NAQ,MLFSPE Numberofstudies,publications,reportswithenhanceddatarelatedtoLLLprogrammesandpoliciesMechanismtoassessandtrackskillsinlinewithPLA(PreliminaryKnowledgeLevelAssessment)orothersuitablemechanismisimplemented

9.2Conductskillsanalysis(coveringemployers,trainingproviders,educationinstitutions,andindividuals)

MESR,NAQ,MLFSPE

Measure 10. Establishing a quality assurance, monitoring and evaluation system for LLL10.1DevelopasingleITsystematthelevelofNAQtomaintainconsistencybetweenregisters

NAQ TheQAsystemforLLLisestablishedandfunctioningTheMISisoperationalandgeneratingreportstoinformpolicyforaccountability

10.2Assesstheperformanceofpublicly-fundedLLLprojectsandprogrammes

MESR,NAQ,MLFSPE

10.3Createaqualityassurancemechanism NAQ10.4Conductregularmonitoringandevaluationactivities

MESR,NAQ,MLFSPE

10.5ConductcommunicationcampaignsonthemotivationandparticipationinLLL(forapproximately5millionadultsintotal)

MESR,NAQ,MLFSPE,NAPSI

PercentageofthepopulationawareofLLLrelatedservicesandprogramsintheirgeographicregion

Measure 11. Improving the National Qualifications Framework and strengthening coordination between stakeholders

11.1Developamechanismforcorrelatingqualificationsreceivedinthecountryandabroad

MESR,NAQ ThesystemisoperationalNumberofstandardsrevised11.2Implementmediacampaignsrelatedtonon-

formalandinformaleducationNAQ

11.3SupportnetworksandpartnershipsamongstLLLstakeholders

MESR,NAQ,MLFSPE,NCDTVET

11.4CorrelateRomanianClassificationofOccupationswithnewNationalQualificationFramework(revisionof2000-3000standards)

NAQ,sectoralcommittees

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