FCRP - Education

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Browsing FCRP - Education by Subject "Education"

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    European Higher Education Area: The Impact of Past and Future Policies
    (Springer Nature, 2018) Curaj, Adrian; Deca, Ligia; Pricopie, Remus
    This volume presents the major outcomes of the third edition of the Future of Higher Education – Bologna Process Researchers Conference (FOHE-BPRC 3) which was held on 27-29 November 2017. It acknowledges the importance of a continued dialogue between researchers and decision-makers and benefits from the experience already acquired, this way enabling the higher education community to bring its input into the 2018-2020 European Higher Education Area (EHEA) priorities. The Future of Higher Education – Bologna Process Researchers Conference (FOHE-BPRC) has already established itself as a landmark in the European higher education environment. The two previous editions (17-19 October 2011, 24-26 November 2014), with approximately 200 European and international participants each, covering more than 50 countries each, were organized prior to the Ministerial Conferences, thus encouraging a consistent dialogue between researchers and policy makers. The main conclusions of the FOHE Conferences were presented at the EHEA Ministerial Conferences (2012 and 2015), in order to make the voice of researchers better heard by European policy and decision makers. This volume is dedicated to continuing the collection of evidence and research-based policymaking and further narrowing the gap between policy and research within the EHEA and broader global contexts. It aims to identify the research areas that require more attention prior to the anniversary 2020 EHEA Ministerial Conference, with an emphasis on the new issues on rise in the academic and educational community. This book gives a platform for discussion on key issues between researchers, various direct higher education actors, decision-makers, and the wider public. This book is published under an open access CC BY license.
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    Exploring sources of teacher's perceived stress in Romanian pre-tertiary education
    (Editura Universitatii din Bucuresti, 2015) Frunzaru, Valeriu; Cicei, Cătălina
    "Stress has become a widespread phenomenon in the educational system, a large number of empirical studies documenting its prevalence. This paper presents the findings of a quantitative study (N=2165) regarding the self-perceived stress of Romanian educators and teachers from pre-tertiary educational level. Based on the ten-item Perceived Stress Scale (PSS) (Cohen & Williamson, 1988), our study examines the relationship between the stress experienced by teachers and various demographic, organizational and job-related variables. The findings underline the fact that no significant differences in experiencing stress are due to different background variables (such as school location, fulfilling management and union leader roles, or being a commuter), age being positively correlated with perceived stress. Associations have been reported with various workplace hazards, as well as with the satisfaction regarding different aspects of the job and professional activity, insatisfaction regarding the relationship with the students and paperwork being the strongest predictors. Starting from these results, the paper also outlines some practical measures that can be implemented in view of reducing the stress of Romanian teachers from pre-tertiary education"
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    Self-perceived Occupational Prestige among Romanian Teaching Staff: Organisational Explicative Factors
    (National School of Political Science and Public Administration. Faculty of Management, 2015) Frunzaru, Valeriu; Dumitriu, Diana Luiza
    Most studies discuss occupational prestige by stressing out the macro-social aspects related to specific social stratification models. This paper aims to address the impact of organizational aspects on how teachers perceive the prestige of their occupational group, moving the focus on the micro-social context of their daily activity. The way teaching staff evaluate the social prestige of their profession fulfils normative and motivational functions and is, hence, reflected in how they actually perform their professional roles, serving both explicative and prospective purposes. In trying to identify the main factors that can explain the self-perceived level of occupational prestige among educators and teachers, we conducted a national level study among Romanian teachers (N=2165) from preschool to high school educational stages. Within the explicative model (R²=0.38), we were able to group the factors in three main categories: material conditions, bureaucratic and relational aspects. The findings reveal that teachers’ involvement in bureaucratic activities such as elaborating different reports, as well as a lower level of satisfaction regarding the relation they have with students, parents and representatives of the school's management end up decreasing the self-perceived occupational prestige. Our study lays emphasis on the fact that organizational factors influence teachers' selfperceived prestige and, thus, can affect the overall quality of the educational act. Therefore, to improve this, a greater involvement of national and local authorities in providing better material conditions in schools, in supporting the debureaucratization of the educational system and re-evaluating the role of teacher-student-parent communication triad is needed.
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    The Multiple Impact of Education Gaps in Romania
    (Springer, 2019) Cismaru, Diana Maria; Corbu, Nicoleta
    This contribution discusses the potential consequences of education gaps in Romania in the frame of change in the last 25 years, a frame that includes European integration and the strategic goals set for Europe 2020. The theoretical background is mainly functional, conceiving that the education system is one of the core systems that provide the basis for a nation’s development. Using quantitative data from institutional sources, such as Eurostat and the UNESCO data bank, the present research identifies education gaps at several levels: between urban and rural areas, regions of development, social categories. The consequences of these gaps in the future will be dramatic because education outcomes have an impact on multiple sectors, such as employability, work force quality, quality of life in the long term, and the welfare of the entire society. This chapter has been prepared with financial support granted in the project “State of the Nation. Designing an innovative instrument for evidence-based policy-making” (SIPOCA 11, MySMIS 118305), which is co-financed by the European Social Fund through the Operational Programme Administrative Capacity 2014–2020.