Browsing by Author "Gheba, Andreea"

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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."
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.
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.
Monitorizarea alegerilor prezidențiale și parlamentare 2024/2025 din România
(Impressum Friedrich-Ebert-Stiftung Romania, 2025) Dragolea, Alina; Constantin, Mariuca Oana; Derviș, Oana-Alexandra; Gheba, Andreea; Shehu , Xhenis; Alexandru, Adela; Bercuș, Eduard; Gheorghe, Carmen; Levente Viski, Vlad
Alegerile prezidențiale și parlamentare din 2024 și 2025 din România au avut loc într-un context marcat de regres democratic, polarizare socială și creșterea populismului, iliberalismului și extremismului. Într-un gest fără precedent în istoria post-comunistă a României, alegerile prezidențiale din 2024 au fost anulate de Curtea Constituțională din cauza unor încălcări grave ale Constituției, care au implicat interferențe externe prin rețele digitale și manipulare algoritmică. Acest lucru a condus la reorganizarea alegerilor în mai 2025, cu măsuri sporite pentru transparență digitală și prevenirea dezinformării. Acest studiu reprezintă cea mai amplă cercetare privind polarizarea și discursul electoral din România, având scopul de a oferi o imagine cuprinzătoare asupra provocărilor întâmpinate în materie de incluziune și reprezentare egală în politica românească. Metodologia studiului a presupus monitorizarea discursului electoral al principalilor actori politici, atât pe rețelele sociale, cât și în mass-media tradițională, utilizând o matrice tematică pentru analiza recurenței termenilor și temelor-cheie. Studiul se concentrează pe analiza intersecțională a discursului electoral, examinând modul în care teme precum egalitatea de gen, diversitatea și drepturile minorităților au fost reflectate în campaniile candidaților. Studiul identifică trei teme majore: genul în discursul electoral, marginalizarea minorităților sexuale și drepturile omului și drepturile minorităților în contextul extinderii „suveranismului”. Analiza datelor rezultate în urma procesului de monitorizare arată faptul că discursul anti-gen a fost un element central în retorica electorală polarizantă. Acest discurs prezintă politicile de egalitate de gen ca fiind străine și contrare tradițiilor naționale. De asemenea, studiul arată că retorica împotriva minorităților sexuale a fost utilizată pentru mobilizarea grupurilor conservatoare și religioase prin dezumanizarea membrilor comunității LGBTQIA+. În discursul electoral, minoritățile etnice sunt menționate fie superficial și fragmentat, fie printr-un registru discursiv cu devieri rasiste și xenofobe.
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.
Teaching Careers from the Perspective of Graduates of Training Programmes for Teachers (Pilot Study: ASE)
(2024-07-03) Stăiculescu, Camelia; Dincă, Violeta Mihaela; Gheba, Andreea
The article aims to identify how graduates of the psycho-pedagogical training program of the Department for the Preparation of Teaching Personnel (DPPD) and of the Master’s in Teaching (MD) at the Bucharest University of Economic Studies (ASE) relate to the idea of a teaching career, their level of interest and motivation to continue in this professional direction, as well as their satisfaction with these programs and the skills acquired, using as a case study the graduates of the two programs at the ASE. Teachers’ motivation is considered an important factor both for job satisfaction and for the level of teaching performance, or the degree of retention in the field, less addressed in the human resources policy at the level of teaching staff in state institutions. Thus, the discussion can also be considered relevant in the context of the precarious salaries in Romanian education, a problem that can generate difficulties in attracting qualified people with a high level of skills in the field in which they teach. The main results of the pilot study showed that a large part of the respondents consider that their teaching career path is one that suits them, with an increasing interest in training and documentation, as well as in interacting with learners. The study concludes with the idea that intrinsic and altruistic factors are most important to graduates, in choosing a career in this field.
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).