2018年-世界发展银行全球_Romania_Teachers___SABER_Country_Report_2017_27页_1mb

Romania SABER-Teachers Summary

Core Content Overview

This document provides an analysis of Romania's teacher policies under the SABER-Teachers framework, which evaluates education systems based on eight teacher policy goals. The report highlights both the strengths and weaknesses of Romania's approach to teacher management, training, and support, and compares it to high-performing education systems. It also includes contextual information about Romania's economic and educational landscape.

Main Policy Goals and Status

1. Setting Clear Expectations for Teachers

• Status: Advanced
• Core Content: Romania has clear expectations for what students should learn and what teachers are expected to do. These are defined by the Ministry of National Education (MoNE) and included in the National Curriculum.
• Key Points:
  • Clear expectations help guide instructional practice and align resources.
  • Teachers are expected to perform nonteaching tasks, such as mentoring and curriculum design, but these are not consistently implemented due to administrative overload.
  • Teacher evaluation standards have not been updated to reflect recent curriculum changes.

2. Attracting the Best into Teaching

• Status: Established
• Core Content: Entry requirements for teaching are more stringent for secondary school teachers than primary school teachers.
• Key Points:
  • Primary school teachers can obtain a position with a pedagogical high school degree, while secondary school teachers require a Bachelor's degree and practical experience.
  • There is no formal institution to award licensure upon graduation, but teachers must complete one year of student-teaching and pass a five-year exam process.
  • The requirement for a Bachelor's degree for primary teachers was introduced in 2012 but has not been fully implemented due to financial and bureaucratic barriers.

3. Preparing Teachers with Useful Training and Experience

• Status: Emerging
• Core Content: Prospective teachers receive some practical experience during pre-service training, but it is not sufficiently effective.
• Key Points:
  • No formal mentoring or coaching is provided during pre-service training.
  • The training may not be aligned with the skills needed for effective teaching.

4. Matching Teachers' Skills with Students' Needs

• Status: Emerging
• Core Content: There are some incentives for teachers to work in hard-to-staff schools, but they are not well-defined or effective.
• Key Points:
  • Ambiguity in the definition of "hard-to-staff schools" limits the effectiveness of incentives.
  • Monetary benefits are insufficient to motivate teachers to work in disadvantaged areas.

5. Leading Teachers with Strong Principals

• Status: Established
• Core Content: Training programs support the development of principals' leadership capacity.
• Key Points:
  • Principals are expected to support and hold teachers accountable across various areas.
  • Limited monetary rewards exist for good performance by principals.

6. Monitoring Teaching and Learning

• Status: Established
• Core Content: Systems are in place to assess student learning, and results are publicly available.
• Key Points:
  • Teachers can attend training on student assessment, though it is not mandatory.
  • There is no formal structure to translate assessment results into improved education quality.

7. Supporting Teachers to Improve Instruction

• Status: Emerging
• Core Content: Teachers are expected to meet professional development requirements over five years, but these are not based on individual needs.
• Key Points:
  • Teachers often finance their professional development themselves.
  • No formal repercussions are in place for not meeting professional development requirements.

8. Motivating Teachers to Perform

• Status: Emerging
• Core Content: Promotion and merit bonuses are linked to performance, but teachers working with low-performing students are rarely recognized.
• Key Points:
  • Teacher compensation is not directly tied to performance.
  • Accountability mechanisms for teachers could be strengthened.

Key Information and Context

Economic Context

• Romania's GDP grew by 4.8% in 2016, the highest since 2008 and third highest in the EU.
• However, the country has the highest income gap in the EU, with 25.3% of the population at risk of poverty or social exclusion.
• Public education spending as a percentage of GDP is 3.1%, the lowest in the EU, significantly below the EU average of 5.5%.

Education Context

• Romania's education system includes four levels: early, primary, secondary, and tertiary non-university.
• The system has 203,032 teachers, with 73% in tenured positions and 27% as substitutes.
• Teacher salaries are among the lowest in the EU, with a minimum annual gross salary of €3,583 in 2017.
• Only 3.8% of graduates complete education programs, compared to 10.4% in Germany and 13.8% in Poland.
• The early school leaving rate is 18.5% in 2016, still among the highest in the EU.
• Disparities exist between urban and rural areas, with rural students performing worse in PISA assessments.

PISA Results

• In 2015, 38.5% of 15-year-olds were below basic proficiency in Science, 38.7% in Reading, and 39.9% in Mathematics.
• 24% of students were below basic proficiency in all three subjects.
• The performance gap between top and bottom socioeconomic quintiles is nearly three years of schooling.
• Rural students lag significantly behind urban students, with a performance gap of over one year of schooling.
• Roma children face significant challenges in accessing quality education, with 77% of those aged 18–24 being early school leavers.

Education and Training 2020 (ET 2020)

• Romania is working to meet the ET 2020 goals, including reducing early school leaving, promoting lifelong learning, and improving the quality of tertiary and vocational education.
• A new competency-based curriculum is being implemented for all grades, with plans to train all teachers to deliver it.

SABER-Teachers Methodology

• SABER-Teachers evaluates teacher policies across 10 core areas and classifies them into four categories: latent, emerging, established, and advanced.
• The report uses data from questionnaires completed by specialized consultants and compares Romania's policies with those of high-performing systems.
• The main focus is on policy design rather than implementation, and the report notes that actual policy execution may differ significantly from design.

Conclusion

Romania's teacher policies show a mixed picture. While some areas, such as setting clear expectations and principal leadership, are relatively well-established, others, like attracting the best teachers, preparing them effectively, and motivating them, remain underdeveloped. The country faces significant challenges in ensuring quality education, particularly in rural and disadvantaged areas, and must address low salaries, insufficient professional development, and limited incentives for working in underserved regions. The SABER-Teachers framework provides a valuable tool for diagnosing these issues and guiding future reforms.