- 2018Legislative process
- 2019Implementation
- 2020Implementation
- 2021Implementation
- 2022Legislative process
- 2023Implementation
- 2024Implementation
Background
The 2015-20 Strategy for lifelong learning adopted in 2015 provided a foundation for developing validation mechanisms, providing financial incentives and counselling. In 2016, the national strategy for education and vocational training in Romania foresaw the development of mechanisms for recognition of prior learning and quality assurance mechanisms for certification of learning outcomes. A dedicated validation facility within the National Qualifications Authority (ANC), the National Centre for Accreditation, has been established.
Objectives
To improve the quality of validation of non-formal and informal learning (VNFIL).
To improve the evidence-based approach to the validation of non-formal and informal learning by developing tools for collecting and analysing relevant data from the target groups.
Description
In 2018, the regulatory framework for validation and recognition was revised with a view to introducing QA measures for validation and recognition. Specific criteria for certification of evaluator and external evaluator competences and additional requirements for assessment and certification, organised by the assessment centres, were introduced in legislation. By 2019, there were 37 fully functioning local assessment centres that could validate prior learning of candidates, mainly in services, construction and agriculture fields of learning.
The VNFIL mechanism has been further developed, especially in relation to quality assurance, to make the validation more effective, reliable and credible to stakeholders. For example, the administrative capacity of the existing assessment centres continues to be improved and their coordination with stakeholders in adult education is being consistently strengthened to increase the rate of low-qualified adults certified through VNFIL. Measures have been taken to ensure the dissemination of the awareness-raising activities to inform potential beneficiaries about the benefits of the validation process, especially for those with a lesser qualification level, for whom the certification of professional competences could become a real opportunity to improve entry into the labour market.
A large database and a facility to analyse and report different statistics of the target groups has been...
In 2018, the regulatory framework for validation and recognition was revised with a view to introducing QA measures for validation and recognition. Specific criteria for certification of evaluator and external evaluator competences and additional requirements for assessment and certification, organised by the assessment centres, were introduced in legislation. By 2019, there were 37 fully functioning local assessment centres that could validate prior learning of candidates, mainly in services, construction and agriculture fields of learning.
The VNFIL mechanism has been further developed, especially in relation to quality assurance, to make the validation more effective, reliable and credible to stakeholders. For example, the administrative capacity of the existing assessment centres continues to be improved and their coordination with stakeholders in adult education is being consistently strengthened to increase the rate of low-qualified adults certified through VNFIL. Measures have been taken to ensure the dissemination of the awareness-raising activities to inform potential beneficiaries about the benefits of the validation process, especially for those with a lesser qualification level, for whom the certification of professional competences could become a real opportunity to improve entry into the labour market.
A large database and a facility to analyse and report different statistics of the target groups has been developed to make the VNFIL development and implementation more evidence-based.
In March 2019, the methodology for creating, updating and management of the National register for professional qualifications was approved (Order No 3177/660/2019), bringing into one place the descriptions of all qualifications obtained by all training forms: formal initial education, tertiary education and continuing training. The national register is the basis for validation, using the qualification descriptions as its starting point.
A credit system was not yet in place for VET. In 2019, the generalisation of the ECTS system in higher education was approved (Order No 4698/2019). There were plans to define and set up a credit system for VET, applying also to VNFIL, but developments were at an early stage.
In 2019, ANC decided to modify the instructions for the authorisation of the centres for the evaluation and certification of the professional competences obtained other than by formal means; to launch the project to establish procedures for audio-video surveillance of the evaluation processes carried out by the centres of evaluation and certification of the professional competences obtained other than by formal means; to assess and certify prior learning, obtained other than by formal means.
In 2020, the ESF project on legislative systematisation in the field of qualifications development progressed towards creating a standardised mechanism for assessment of professional competences acquired in non-formal and informal contexts.
A dedicated platform for online assessment of the competences was being developed for the use by the candidates of all authorised assessment centres in Romania. Standardised assessment instruments (a database of assessment items for theoretical evaluation), standardised assessment tools for practical evaluation (in real working life contexts), and a methodological guide for assessment, integrating the learning outcomes approach into the assessment process were also being developed.
The above tools aim to be fully operational from January 2023.
In 2021, the ESF project on legislative systematisation in the field of qualifications development progressed towards better correlation of qualifications of level 1-5 NQF and higher education qualifications with the Classification of Occupations in Romania. Better matching of these qualifications and occupations should support an increase in participation in lifelong learning. Several project results were achieved in 2021:
- An analysis of labour market evolution of skills and qualifications within economic sectors, for the 2025-30 horizon. The analysis provided a forecast of labour demand developments by branches and economic sectors, labour supply developments by education and specialisations levels (higher and secondary education), forecast horizon 2021-30 (medium-term forecast), and the demand for replacement of higher education graduates by specialisations (2021-30) and their labour market insertion rate by branches and economic sectors. The analysis aimed at supporting a systematic legislative approach to qualifications and update of the National register of qualifications;
- Methodology to match 1-5 NQF level qualifications to corresponding occupations within the Classification of occupations in Romania (approved by common order of the ministers for education and labour, no. 3001/2022);
- Correlation of occupations in the Classification of occupations in Romania (COR) with the domains of CANE (Classification of activities in the national economy);
- Mapping occupations in the Classification of occupations Romania (COR) with ESCO (Multilingual classification of European skills, competences, qualifications and occupations). As a result, 4 340 COR occupations were correlated with 1 156 ESCO occupations;
- Analysis of what legislative measures were needed in order to ensure an efficient correlation of CVET programmes, certification of qualifications and access to occupations;
- A proposal of the Qualification Standard was developed to describe activities and necessary professional competences of occupations in a group of qualifications within the Classification of occupations in Romania, in line with labour market demands and built-in terms of learning outcomes.
The above actions support recognition of prior learning.
In 2022, according to ANC, there were 25 active VNFIL assessment centres mainly in sectors of services, construction and social protection.
In 2022, ANC continued the development of a dedicated platform for online assessment of competences acquired outside of formal learning to collect and analyse relevant data from the assessment processes, standardised assessment tools (for 18 of 30 occupations so far) and the development of a methodological guide for assessment, integrating the learning outcomes approach.
In 2022, a public consultation was launched on three methodologies: the process of evaluation and certification, the identification, evaluation and recognition of learning outcomes, and authorisation and accreditation of centres for the evaluation.
In 2023, ANC drafted two legal acts to replace the 2004 VNFIL system legislation: on the VNFIL process and on the authorisation/accreditation of the assessment centres. The updates also aim to embed the use of learning outcomes and micro-certification in VNFIL.
Due to the new education laws (pre-university education law no. 198/2023, respectively higher education law no. 199/2023), the ministerial order no. 3888/2021 for the approval of the Methodology regarding the criteria and procedures for the assessment and certification of professional competence assessors, assessor assessors and external assessors was updated.
Bodies responsible
- Ministry of Education
- Ministry of National Education (until 2021)
- National Qualifications Authority (ANC)
- Ministry of Labour and Social Solidarity
- Ministry of Labour and Social Protection (until 2021)
Target groups
Learners
- Young people (15-29 years old)
- Young people not in employment, education or training (NEETs)
- Learners with migrant background, including refugees
- Learners at risk of early leaving or/and early leavers
- Adult learners
- Older workers and employees (55 - 64 years old)
- Unemployed and jobseekers
- Persons in employment, including those at risk of unemployment
- Low-skilled/qualified persons
- Learners from other groups at risk of exclusion (minorities, people with fewer opportunities due to geographical location or social-economic disadvantaged position)
Education professionals
- Trainers
- Guidance practitioners
Entities providing VET
- Companies
- VET providers (all kinds)
Other stakeholders
- Social partners (employer organisations and trade unions)
Thematic categories
Modernising VET offer and delivery
This thematic category looks at what and how individuals learn, how learning content and learning outcomes in initial and continuing VET are defined, adapted and updated. First and foremost, it examines how VET standards, curricula, programmes and training courses are updated and modernised or new ones created. Updated and renewed VET content ensures that learners acquire a balanced mix of competences that address modern demands, and are more closely aligned with the realities of the labour market, including key competences, digital competences and skills for green transition and sustainability, both sector-specific and across sectors. Using learning outcomes as a basis is important to facilitate this modernisation, including modularisation of VET programmes. Updating and developing teaching and learning materials to support the above is also part of the category.
The thematic category continues to focus on strengthening high-quality and inclusive apprenticeships and work-based learning in real-life work environments and in line with the European framework for quality and effective apprenticeships. It looks at expanding apprenticeship to continuing vocational training and at developing VET programmes at EQF levels 5-8 for better permeability and lifelong learning and to support the need for higher vocational skills.
This thematic category also focuses on VET delivery through a mix of open, digital and participative learning environments, including workplaces conducive to learning, which are flexible, more adaptable to the ways individuals learn, and provide more access and outreach to various groups of learners, diversifying modes of learning and exploiting the potential of digital learning solutions and blended learning to complement face-to-face learning.
Centres of vocational excellence that connect VET to innovation and skill ecosystems and facilitate stronger cooperation with business and research also fall into this category.
The learning-outcomes-based approaches focus on what a learner is expected to know, to be able to do and understand at the end of a learning process (Cedefop, 2016). Learning outcomes can be defined at the system level as in national qualification frameworks (NQFs), most of which are currently based on learning outcomes. Learning outcomes can be defined in qualification standards, curricula, learning programmes and assessment, although the last one is still uncommon. This thematic sub-category refers to the use of learning outcomes in these contexts and to development and use of modules or units of learning outcomes in VET curricula and programmes.
Transparency and portability of VET skills and qualifications
European principles and tools, such as EQF, ESCO, ECTS, Europass and ECVET, provide a strong basis for transparency and portability of national and sectoral qualifications across Europe, including the issuing of digital diplomas and certificates.
This thematic category looks at how individuals are supported in transferring, accumulating, and validating skills and competences acquired in formal, non-formal and informal settings – including learning on the job – and in having their learning recognised towards a qualification at any point of their lives. This is only possible if qualifications are transparent and comparable and are part of comprehensive national qualifications frameworks. Availability of qualifications smaller than full and acquirable in shorter periods of time is necessary; some countries have recently worked on developing partial qualifications, microcredentials, etc.
This thematic sub-category refers to the application of EU transparency tools that allow recognition of qualifications among EU Member States (EQF, Europass, ESCO, ECTS). Among others, it includes linking national VET platforms and databases to Europass in accordance with the Europass Decision and EQF Recommendation and the use of the ECVET principles and tools, such as memoranda of understanding or learning agreements applied in mobility actions. The sub-category also covers measures on recognition of foreign/third-country qualifications for specific target groups, e.g. migrants or highly skilled professionals.
This thematic sub-category refers to validation mechanisms allowing individuals to accumulate, transfer, and recognise learning outcomes acquired non-formally and informally, including on-the-job learning, or in another formal system. In case they are not automatically recognised, a learner can have these learning outcomes validated and recognised through a particular process with a view to obtaining a partial or full qualification. This thematic sub-category covers such provisions and mechanisms.
Supporting lifelong learning culture and increasing participation
Lifelong learning refers to all learning (formal, non-formal or informal) taking place at all stages in life and resulting in an improvement or update in knowledge, skills, competences and attitudes or in participation in society from a personal, civic, cultural, social or employment-related perspective (Erasmus+, Glossary of terms, https://erasmus-plus.ec.europa.eu/programme-guide/part-d/glossary-common-terms). A systemic approach to CVET is crucial to ensure adaptability to evolving demands.
This broad thematic category looks at ways of creating opportunities and ensuring access to re-skilling and upskilling pathways, allowing individuals to progress smoothly in their learning throughout their lives with better permeability between general and vocational education and training, and better integration and compatibility between initial and continuing VET and with higher education. Individuals should be supported in acquiring and updating their skills and competences and navigating easily through education and training systems. Strategies and campaigns that promote VET and LLL as an attractive and high-quality pathway, providing quality lifelong guidance and tailored support to design learning and career paths, and various incentives (financial and non-financial) to attract and support participation in VET and LLL fall into this thematic category as well.
This thematic category also includes many initiatives on making VET inclusive and ensuring equal education and training opportunities for various groups of learners, regardless of their personal and economic background and place of residence – especially those at risk of disadvantage or exclusion, such as persons with disabilities, the low-skilled and low-qualified, minorities, migrants, refugees and others.
This thematic sub-category refers to providing the possibility for individuals who are already in the labour market/in employment to reskill and/or acquire higher levels of skills, and to ensuring targeted information resources on the benefits of CVET and lifelong learning. It also covers the availability of CVET programmes adaptable to labour market, sectoral or individual up- and reskilling needs. The sub-category includes working with respective stakeholders to develop digital learning solutions supporting access to CVET opportunities and awarding CVET credentials and certificates.
Subsystem
Further reading
Country
Type of development
Cedefop, & ReferNet. (2025). Developing mechanisms for recognition of prior learning: Romania. In Cedefop, & ReferNet. (2025). Timeline of VET policies in Europe (2024 update) [Online tool].
https://www.cedefop.europa.eu/en/tools/timeline-vet-policies-europe/search/28514