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EACEA National Policies Platform: Youthwiki
Romania

Romania

6. Education and Training

6.4 Validation of non-formal and informal learning

On this page
  1. Arrangements for the validation of non-formal and informal learning
  2. Information and guidance
  3. Quality assurance

Arrangements for the validation of non-formal and informal learning

Procedures for the validation of skills and competences

The Education Law aims to facilitate the completion of the European educational goals through content explicitly devoted to aspects of the importance of lifelong learning, defined as: ‘all the learning activities undertaken by each person in the formal, non-formal and informal contexts, in order to acquire or develop competences from a multiple perspective: personal, civic, social or occupational’ (Article 328 (2)) at all levels of education and training (early education, upper-secondary education, higher education, adult education and training). 

But the lawpromotes a very general approach to validationand there are no sector specific measures and procedures for the validation of skills and competencies acquired through informal and nonformal learning paths and contexts. The only exception related to the existence of methodology and procedures of validation is identified when it comes to the validation of the learning outcomes acquired by teachers in nonformal and informal contexts, the outcomes being then transformed into credits for the professional development of the teaching staff.

Other important legal for the validation of learning are:

  • Government Ordinance no. 129/2002 on Adult Vocational Training, approved with amendments and completions by Law No 375/2002stating that the employers should ensure the access of the employees to the professional development opportunities as well as that the professional competencies can be acquired in formal educational contexts – such as professional training activities; nonformal ones – mainly through on the job activities or self-directed learning activities and informal learning contexts – the unstructured learning opportunities. Moreover, when designing and implementing the training activities, the training providers should structure very well the programmes, in terms of learning objectives, the duration of the activities, certification, etc. At the national level, The National Authority for Qualificationscoordinates the authorization of the training providers and monitors the quality of the training processes. 
  • Methodology on the recognition of competencies acquired in the formal, non-formal or informal learning by teachers who occupy positions of educators / educators, institutes / institutes, teachers / instructors, master instructor, coaches, in order to fill the position didactic teacher of pre-school education, teachers for education or teachers of practice training, respectively teacher-coach in clubs school sports, palaces and children's clubs. Defining the types of training activities for teachers, the Methodology sets as well the number of credits corresponding to each of the training activities (60 credits, 90 credits, etc.) as well as the procedures that the teachers have to follow to obtain these credits (documents to file, the timeline, etc.). 
  • Methodology for using the Europass and Youthpass toolsapproved by the Ministry of Education and the Ministry of Family and Social Protection. But the Methodology is simply a document that describes the instruments and offers the users the information regarding the sections of the instruments and instructions on how to fill the different sections of the above mentioned instruments. 

 

Policy/programme/project/initiative for the development of the professional competences of staff involved in the validation process across all relevant sectors

No policy/programme/project/initiative for the development of the professional competences of staff involved with the validation process across the relevant sectors is available.

 

Target group(s) within the youth population

No information on target group(s) within the youth population is available.

 

Information and guidance

Outlets and services for disseminating information

No information on outlets and services for disseminating information is available. 

 

Large-scale initiatives for promoting the value of non-formal and informal learning and informing about validation of their outcomes

No information on large- scale initiatives for promoting the value of non-formal and informal learning and informing about validation of their outcomes is available.

 

Quality assurance

No information on quality assurance is available.