FSP - Public Policies

Permanent URI for this collectionhttp://localhost:4000/handle/123456789/59

Browse

Browsing FSP - Public Policies by Author "Gheba, Andreea"

Filter results by typing the first few letters
Now showing 1 - 5 of 5
  • Thumbnail Image
    Item
    Admiterea la liceu în România : o analiza din perspectiva mecanismelor de repartizare
    (Facultatea de Stiinte Politice, SNSPA, 2018) Gheba, Andreea
    In this article, I present (using non- formalized language) examples of theoretical solutions proposed by researchers focused on the study of mechanism design theory, with the purpose of solving specific educational policy issues based on the school choice principle. Focusing on the mechanisms that aim a controlled school choice by parents, I describe mechanisms whose objective is to implement affirmative policies (e.g., quotas for specific categories of students). At the same time, in this paper, I analyze the characteristics of the system through which the students are assigned to high-school in Romania, using “mechanism design theory“ literature."
  • Thumbnail Image
    Item
    Analysis of the factors influencing the favorable participation of students with special needs in public tertiary education in Romania
    (MDPI, 2022) Stăiculescu, Camelia ; Dincă, Mihaela Violeta; Gheba, Andreea
    Even though research focused on inclusive education in Romania for institutions within the primary and secondary education system has been carried out, there are not many studies that approach the factors determining a favorable inclusion of students in higher education institutions. The central goal of the article consisted in investigating what impacts the willingness and openness for inclusive education for Romanian universities and the potential impact of five constructs of variables applied on fifteen universities from Romania. The outcomes of the quantitative (econometrical) analysis (a survey based on a questionnaire) showed the major impact of the variables of “policies and structures of the university”, “curriculum and pedagogy/teaching strategies”, “community and social integration”, and “accessibility and resources for students” (all focused on students with special needs) on the “willingness and openness for inclusive education” for Romanian universities. The variable of “communication and transparency” (focused on students with special needs) was associated with a medium influence on the “willingness and openness for inclusive education” for Romanian universities. This paper underlines the importance of incorporating the necessary training, support, flexibility, and resources to respond to a variety of student needs in order to improve inclusive education within higher education institutions in Romania.
  • Thumbnail Image
    Item
    Family background, gender and reading achievement in Romania
    (Fundatia 'Orient Expres', 2015) Țoc, Sebastian; Gheba, Andreea
    In the last years, Romania formally tried to overcome the problems related to inequality of opportunity in education. This paper examines the role of home resources and gender in determining academic performance. Based on secondary data drawn from Progress in International Reading Literacy Study we suggest that both gender and home resources have a significant impact on the reading achievement of students. The existing work operationalizes the differences in reading achievement as an indicator for life chances, being proportional with economic success later in life. Our findings contradict ideas about equality of opportunity promoted by the official curriculum regarding the individual merit as the main factor that places students in privileged social positions.
  • Thumbnail Image
    Item
    Performance - based funding : the Romanian experience of the last five years : (2016–2020)
    (Springer, 2022) Păunescu, Mihai; Gheba, Andreea; Jitaru, Gabriela
    Performance-based funding has a long experience of debates and implementation in Romania, distinguishing three main stages of refinement in its implementation, starting with 2002. The actual form is similar starting with 2016, an important share of Romanian higher education funding for teaching activities in public universities (26.5%) being distributed according to quality indicators (applied by field of study). Given that the main objective of this mechanism is to reward performance, as well as to assure a more transparent and predictable resource allocation, the aim of this paper is to identify how this allocation mechanism actually worked over the past five years. The performance-based criteria employed in the supplementary funding component cover four main categories: teaching/learning, scientific research/artistic creation, international orientation, regional orientation & social equity. According to the national funding allocation mechanism, each quality indicator is assigned a share of the total funding, with the final distribution being determined by each institutions performance score relative to the others in the same scientific field. The paper unfolds the evolution of this systems implementation in the five years since its adoption (2016–2020) and presents the main results of a preliminary analysis. We also explore the extent to which certain characteristics of universities, such as their size or their dominant field of study, impact the resulting distribution of funds. This paper results may enrich and contribute to the larger national and international debate on performance-based funding and quality assurance in higher education.
  • Thumbnail Image
    Item
    Tranziția inechitabilă către sistemul liceal : studiu de caz: admiterea la liceu în București, România.
    (Expert Projects Publishing House, 2021) Gheba, Andreea
    The main objective of this article is to analyze the interaction between the principle of proximity in the enrollment process to primary school and the high school admission mechanism from an educational equity perspective. Specifi cally, I conduct a case study in which I analyze how the type of school graduated by a student in Bucharest infl uences the type of high school at which she will be admitted, given the present system of allocation. As such, I am interested in identifying the extent to which the school where the student is enrolled (when parents, theoretically cannot choose, as it is dependent on the street where they reside) can represent an explanatory factor for the probability to be admitted at a particular high school (a stage when parents and students can manifest their preferences for a school/specialization).