- 2020Implementation
- 2021Implementation
- 2022Completed
Background
Due to the outbreak of COVID-19, the National Committee for Special Emergency Situations was established and decided on school closure starting from 11 March 2020, to protect students from any contamination risks during physical presence in schools. This crisis affected various sectors of the economy by imposing temporary closure, quarantine and other protective measures.
School closure boosted online teaching and learning as of March 2020, with a short face-to-face learning period in June 2020 for vocational education and training (VET) learners passing exams. As a general principle, online training replaced physical classes.
Objectives
To adapt teaching and learning to online activities, provide support for teachers and learners, and stop the spread of the virus.
Description
Rapid changes in teaching took place: using online methods and new applications to create and develop resources. The pandemic also created the opportunity to develop new types of learning communities by learning from peers or sharing good-practice experiences. New online platforms and support channels (phone lines) were created to support teachers, learners and parents.
Digital infrastructure
In 2020, the education ministry ran a short survey in schools to check the status of digital infrastructure supporting online learning, especially in rural areas. About 250 000 learners (9% of the total population of learners in State pre-university education) did not have devices and internet connection for online learning.
Mobile and internet providers, other private companies and NGOs engaged in a call to upgrade the infrastructure. School inspectorates and schools, in cooperation with local authorities, also supported providing access to online learning for learners in need.
By 2020/21, a EUR 30 million national programme, School at home, supported the purchase of digital devices with internet connection, for schools to aid distance learning for disadvantaged students for around 250 000 learners (the programme was approved by Government Decision No 370/2020).
The National Law on Education was updated by Emergency Ordinance of the Government No 141/2020. This provided secondary legal provisions introducing the possibility to perform teaching activities through technological tools and internet as a form of organisation of the teaching process; it replaced face-to-face activities that involved physical presence of students in classrooms with individual learning and online activities.
Online teaching management
In 2020, new teaching guidelines for creating / strengthening online learning capacity were introduced: monitoring of participation in online teaching and learning; use of online resources, information for educators and managers (in the education database SIIIR); obligation for teachers to provide feedback to learners; online class conduct and, selection of online platforms.
Online resources
In 2020, the education ministry introduced a digital platform digital.educred.ro offering relevant, appropriate, validated and recommended e-learning platforms and online learning resources in one place. Learning and business communities organised free of charge webinars for teachers (including VET teachers and trainers) on the use of online work tools.
The education ministry, together with the National TV channel, also organised the Teleschool programme teaching lessons in several subjects (maths, Romanian language and literature, history), which attracted a lot of attention.
Evaluation/examinations
In 2020, all examinations took place as initially planned; small adjustments were made in terms of online registration for the examination/online oral eliminatory tests.
Methodological guidelines for teachers
In 2020, the education ministry initiated and supported the elaboration of Methodological guidelines for teachers to support strengthening the acquisition of learning outcomes which were not fully covered during the school closure. In summer 2020, several booklets were published, covering all levels of pre-university education programmes, including VET.
The National Centre for TVET Development coordinated the activity for the development of the Methodological benchmarks for strengthening teaching and learning in initial VET. It was made available online in September 2020 as a support guide for VET teachers in 2020/21.
The education and health ministries issued a joint order (5487/1494/2020), addressing the sanitary and protection measures that should be taken in schools during the COVID-19 pandemic.
Many teachers were facing challenges to adapt their teaching methods and tools. To support them, ad hoc teacher training activities for online activities were provided: in March-April by the National Centre for Policy and Evaluation in Education - for 100 teachers, and in August, the Teleschool programme organised by the education ministry and national television.
In 2020, physical participation in school competitions was suspended.
The second semester of 2020/21 took place mostly face-to-face in the interest of learners, including the possibility to take national exams. In September 2021, the education ministry encouraged face-to-face contact, while monitoring the COVID-19 rate, which increased at the end of October 2021. Given this situation, the school calendar was changed and a two-week holiday in VET (and all pre-university education) was introduced as of 25 October.
Schools were recommended to restart face-to-face courses, if at least 60% of teaching staff were vaccinated. The vaccination rate among teachers and learners was made public. Since mid-November 2021, schools took decisions on whether to run programmes online or face-to-face. The education ministry made a telephone line available for the public to have access to updated information on school issues and specific support during the pandemic.
In summer 2021, new methodological guidelines were published for 2021/22 to support teachers and learners to recover and strengthen their teaching and learning process throughout the pandemic.
The Teleschool programme, organised by the education ministry and national television, continued offering support on school subjects (maths, Romanian language, history, etc.) that were crucial for preparing for the national examinations.
In 2022, the education ministry in cooperation with the health ministry allowed to open schools for physical attendance, including IVET.
The data on COVID-19 cases (hospitalisations) was updated weekly and integrated in a national platform. Based on increased hospitalisations in the area (country), school authorities could decide on closure and reopening of schools.
The Teleschool programme continued to be implemented.
Examinations took place with physical attendance complying with the general public health protection measures in place.
Bodies responsible
- Ministry of Education
- Ministry of National Education (until 2021)
- National Centre for TVET Development (CNDIPT)
- National Centre for Policy and Evaluation in Education (Unit for Research in Education)
- Ministry of Public Health
Target groups
Learners
- Learners in upper secondary, including apprentices
Education professionals
- Teachers
- School leaders
Entities providing VET
- VET providers (all kinds)
Other stakeholders
- Social partners (employer organisations and trade unions)
- National, regional and local authorities
Thematic categories
Modernising VET infrastructure
This thematic category looks at how VET schools and companies providing VET are supported to update and upgrade their physical infrastructure for teaching and learning, including digital and green technologies, so that learners in all VET programmes and specialities have access to state-of-the-art equipment and are able to acquire relevant and up-to-date vocational and technical skills and competences. Modernising infrastructure in remote and rural areas increases the inclusiveness of VET and LLL.
This thematic sub-category focuses on establishing and upgrading to state-of-the-art digital infrastructure, equipment and technology, such as computers, hardware, connectivity and good broadband speed that should ensure quality and inclusive VET provision, especially in blended and virtual modes. It also includes specific measures to remove the digital divide, e.g. supporting geographically remote or rural areas to ensure social inclusion through access to such infrastructure for learning and teaching. It also includes support measures for learners from socially disadvantaged backgrounds to acquire the necessary equipment.
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.
This thematic sub-category is about the way learners learn, how the learning is delivered to them, and by what means. Programmes become more accessible through a combination of adaptable and flexible formats (e.g. face-to-face, digital and/or blended learning), through digital learning platforms that allow better outreach, especially for vulnerable groups and for learners in geographically remote or rural areas.
This thematic sub-category focuses on developing and updating all kinds of learning resources and materials, both for learners and for teachers and trainers (e.g. teachers handbooks or manuals), to embrace current and evolving content and modes of learning. These activities target all kinds of formats: hard copy and digital publications, learning websites and platforms, tools for learner self-assessment of progress, ICT-based simulators, virtual and augmented reality, etc.
Teachers, trainers and school leaders competences
Competent and motivated VET teachers in schools and trainers in companies are crucial to VET becoming innovative and relevant, agile, resilient, flexible, inclusive and lifelong.
This thematic category comprises policies and practices of initial training and continuing professional development approaches in a systemic and systematic manner. It also looks at measures aiming to update (entry) requirements and make teaching and training careers attractive and bring more young and talented individuals and business professionals into teaching and training. Supporting VET educators by equipping them with adequate competences, skills and tools for the green transition and digital teaching and learning are addressed in separate thematic sub-categories.
The measures in this category target teachers and school leaders, company trainers and mentors, adult educators and guidance practitioners.
This thematic sub-category is in line with the EU policy focus on the digital transition, and refers to professional development and other measures to prepare and support teachers and trainers in teaching their learners digital skills and competences. It also covers measures and support for them to increase their own digital skills and competences, including for teaching in virtual environments, working with digital tools and applying digital pedagogies. Emergency measures taken during the COVID-19 pandemic also fall into this sub-category.
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 making VET pathways and programmes inclusive and accessible for all. It concerns measures and targeted actions to increase access and participation in VET and lifelong learning for learners from all vulnerable groups, and to support their school/training-to-work transitions. It includes measures to prevent early leaving from education and training. The thematic sub-category covers measures promoting gender balance in traditionally ‘male’ and ‘female’ professions and addressing gender-related and other stereotypes. The vulnerable groups are, but not limited to: persons with disabilities; the low-qualified/-skilled; minorities; persons of migrant background, including refugees; people with fewer opportunities due to their geographical location and/or their socioeconomically disadvantaged circumstances.
Subsystem
Further reading
Country
Type of development
Cedefop, & ReferNet. (2025). VET responses to the COVID-19 crisis: 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/40079