FSP - Public Policies

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Assessing labour migration policies from the incorporation perspective : the case of Romania
(2024) Florian, Bogdan; Ion, Oana Andreea; Mocanu, Mircea
Migrants play an important role in shaping today’s EU, both in terms of the labour market, and society as a whole. The analyses of the migration policies, including the labour sector, are generally focused on the control and, respectively, on the security dimension, while a third branch includes the researches on the broader term of incorporation of migrants into the fabric of the host societies. This paper starts from the questions “why does the EU labour market need migrants?” and “what role can migrants play in community development?”, and it argues that using an incorporation approach in public policies concerning migrants could provide a theoretical and actional solution to overcome challenges posed by various other policy and political positions aimed against migrants. An assessment of labour-connected incorporation policies and practices is presented as a study case, using evidence-based policies and practices from Romania. The main findings of the paper indicate that there is a huge gap between stated aims of written strategies, actions being implemented and the perception of intended target groups. The article argues that this deviation is due, at least in the case of Romania, to a weak administrative capacity to manage migrant flows and the challenges they bring to traditional and rigid legal and administrative systems. The gap is also due to poor operationalisation of the concept of incorporation in policy practice, with contradictory simultaneously policy narratives of adaptation, assimilation, inclusion, or integration, and without a clear goal that should shape a national labour migration policy.
Calitatea învăţământului superior din România : o analiză instituţională a tendinţelor actuale
(Polirom, 2011) Păunescu, Mihai; Vlăsceanu, Lazăr; Miroiu, Adrian; Florian, Bogdan; Voicu, Bogdan; Tufiș, Claudiu
The volume synthesizes the main results and trends in Romanian higher education, based on information collected over three years of sociological surveys, analysis of social documents, observations of various quality assurance processes. The obtained data are analyzed from an institutionalist perspective, detecting the expected consequences, but also the unexpected ones, often adverse effects, of policies, norms or practices of assessment, funding and accreditation in higher education. The validity of the analysis is ensured by triangulating data obtained from multiple sources, both objective and subjective perceptions and representations. The results constitute the foundation for the formulation of public policies based on comprehensive knowledge of Romanian higher education.
Entrepreneurship and education : the missing link in international development theory and practice
(Inderscience Enterprises Ltd, 2008) Aligică, Paul Dragoș; Florian, Bogdan
Education and entrepreneurship are commonly considered major factors of economic development. If that is the case, one would expect that the international development organisations give a special attention to initiatives promoting education on entrepreneurship (teaching entrepreneurial skills, attitudes and ideas) and entrepreneurship in education (promoting the entrepreneurial initiative in providing, maintaining and developing education services). The study finds that these organisations' agenda has not started yet to incorporate the basic insights regarding the link between the two factors and concludes that this situation creates opportunities for a rich analytical and policy agenda in the area of education and entrepreneurship.
Pisa 2018 : Ce ne spun noile rezultate Pisa despre inegalitățile educaționale din România?
(2020) Vasile, Mihai; Muscă, Mădălina; Angi, Daniela; Bădescu, Gabriel; Florian, Bogdan; Țoc, Sebastian
PISA 2018: WHAT DO THE NEW PISA RESULTS TELL US ABOUT EDUCATIONAL INEQUALITIES IN ROMANIA? Introduction - Every three years, the PISA results trigger a broad discussion in the public space about the quality of education systems around the world. In Romania, the discussion most often focuses on the percentage of students who do not master basic notions in mathematics and Romanian language and on Romania's place in the world rankings.In December 2019, the Institute for Social Solidarity organized two events on the results of the PISA 2018 assessment, released earlier this month. During the two events, seven researchers spoke on the inequalities in the Romanian education system and what the PISA results tell us about these inequalities. The Institute for Social Solidarity proposed an alternative discussion, summarized and continued in this paper.What are the differences in scores between rural and urban students? What about those between girls and boys? How relevant is the socio-economic status of the family in determining student performance in this type of examination? What are the benefits and risks of using PISA-type tests to inform public policy? These were some of the questions that underpinned the discussions in December and guided the writing of this policy brief.This policy brief therefore broadly follows the structure of the two December 2019 events. Thus, the paper is divided into two chapters, ﬁ each with two sections, plus an additional section for conclusions. The first chapter describes the general situation of educational inequality from a residential (urban/rural) and ethnic perspective. The second chapter focuses on PISA, more specifically what the recent results tell us and how we can use them in the construction of public policies. In brief, the sections included are the following:- In the first section, Mihai Vasile sets the general framework, presenting a series of indicators that reveal one of the most signiﬁcant inequalities in the Romanian education system: that caused by the residence environment, urban or rural. - The second section starts from Mădălinei Muscă's anthropological experience in a school serving a community with a semniﬁcative number of Roma pupils and presents the degree to which Roma pupils are disadvantaged in the Romanian education system. - The third section, written by Daniela Angi and Gabriel Bădescu, sets the general framework for PISA tests and how they can inﬂuence or underpin public policies.-The fourth section, by Bogdan Florian and Sebastian Țoc, analyzes the results of PISA 2018 from the perspective of inequalities according to gender, socio-economic status of the candidates' families and the size of the locality where the assessment center is located.- The fifth and final section includes conclusions and a series of recommendations from the authors and the authors' side.
Policy note : educația în timpul pandemiei : răspunsuri la criza nesfârșită a sistemului educațional românesc
(SNSPA, 2020) Florian, Bogdan; Țoc, Sebastian
The public policy analysis and the recommendations that we propose for public debate are based on the expression of a personal concern regarding the situation of the education system in Romania, in the current context of measures to prevent the spread of SARS - CoV - 2. The absence of a serious debate in the public space on the short-term (until the end of the school year), medium-term (school year 2020 - 2021) and long-term (2021 - 2027) plans, more than a month after the closure of schools, is a serious cause for concern. The recent events are exceptional and have affected all countries equally, so Romania's situation is not unique. From the perspective of public policy analysis, we have access to various sources of information: statistical data, comparative analysis and even the presentation of examples of good practice. Our approach has two stages: an analysis of the state of play, of the conditions under which future public policies in the field of education are to be implemented, followed by a list of proposals and recommendations based on the findings of the analysis. It is obvious that in this school year, but certainly also in the one to come, the education system is and will be affected by the evolution of the SARS - CoV - 2 epidemic. The reopening of schools and the resumption of normal activities are, according to the scenarios and data available at the moment at national and international level2 , an unrealistic expectation. In the absence of an effective vaccine, it is obvious that no social crowding and social interaction will be possible without the official assumption of a risk of increased infection. The reopening of schools, subject to the imposition of public health measures as well as social distancing measures, is a more realistic premise in the medium term. The analysis we have made and the proposals we are formulating cover at least three different but, we argue, strongly interconnected areas. The first is the field of public health, here we are looking at the hygienic and sanitary conditions existing in educational establishments throughout Romania. The second area considered is that of education, more specifically the interactions between teachers and pupils with the aim of transferring knowledge but also to assess the skills acquired by pupils. The third domain is the social domain, more specifically the social services that the school, as an organization, as well as other organizational actors provide to the community in which it operates.
Universitatea românească azi
(Tritonic, 2015) Miroiu, Adrian; Florian, Bogdan
The volume provides a comprehensive overview of essential features of higher education in Romania, such as : the quality of university programs, the quality of scientific research, university funding or equitable access to higher education. At the same time, it includes applied analysis of public education policies implemented in Romania in the last two decades. Combining an academic approach with the presentation of the authors' personal experiences in the process of formulating and implementing these public policies, the volume is addressed not only to specialists, but to all those interested in the way Romanian universities have evolved over the last decades, as well as in the role of politics and politicians in this process.
What happens to policies when assuming institutions? : a short story about Romania’s never-ending educational reform
(The Council of Europe, 2017) Florian, Bogdan; Țoc, Sebastian
Over the past decades, educational reform has been one of the centerpieces of transition in Central and Eastern Europe. A huge degree of variability among countries exists, from sudden liberalization to securing the status quo previous to revolutionary political change. Reforms have ranged from institutional to instrumental changes. We argue that policies may lead to undesirable outcomes, when they assume a certain institutional framework. We then describe the evolution of Romania’s educational system, focusing on a case study of an implemented large-scale policy program: the Rural Education Project for Romania. We thus argue that by assuming institutional change such attempts are bound to fail because the existing status quo adapts actions to existing practices, thus leading to unexpected outcomes.

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