- 2022Implementation
- 2023Implementation
- 2024Implementation
Background
Starting first as a project, Educated Romania tackled a series of public debates on priority topics in the education system. Then, based on complex consultation processes involving experts, practitioners, higher education representatives, public and private authorities, it aimed to set a new vision and general framework for education and training by outlining weaknesses to be addressed and strengths to be consolidated. The debates were focused on the identification of sensitive problems within the education system. They took place in all main regions of the country. Seven working groups were created focusing on the main themes identified: the teaching career; equity in the education system; the professionalisation of education management; VET; autonomy, quality and internationalisation in higher education; accessible early childhood education; and student assessment.
Subsequent national policy actions in education aim to consolidate the reform of education system, all levels of education being targeted, teaching staff included, and schools/ higher education representatives and economic and social stakeholders being encouraged to strengthen cooperation and create stronger and more efficient partnerships.
Objectives
To provide access to quality IVET, increase employment of recent VET graduates, better adapt qualifications to the labour market needs, create new VET paths, with more bridges to higher education, and improve school infrastructure.
Description
Educated Romania underlines the commitment to adjusting the education system to current and emerging challenges. Education and skills-related measures and actions are to be implemented with the support of State budget and EU funds. The strategy foresees adopting a legislative package ensuring implementation of the vision and goals.
The National Centre for TVET Development, responsible for the organisation and implementation of IVET, contributes to the implementation of the goals set at national level through the development of strategic planning.
The centre focuses its actions on promoting IVET as a first-choice option at upper secondary level, including the dual form of VET, through provision of training offers relevant for the labour market, improving participation and facilitating access to IVET programmes, improving IVET quality, fostering innovation and cooperation in IVET.
In 2022, methodologies were developed and approved allowing to expand the dual IVET pathway from qualifications at EQF level 3 to 4 and 5, thus increasing opportunities for dual based-IVET graduates to continue their studies in higher education.
Almost 40% (366 775) of upper secondary learners enrolled in IVET (based on internal data within the Integrated Information System of Education/ SIIR), most of whom (229 331) were in four-year technological programmes. 79 201 learners were enrolled in three-year IVET programmes, including 15 118 in three-year initial dual VET.
In 2022, each IVET school had a contractual relationship (partnership agreement) with employers offering work-based leaning.
New teacher training took place with the support of EBA Academy - InnoEnergy on an up-to-date topic of alternative, renewable energy sources and use of electric batteries, using interactive platforms, combining self-study and online training. The training and assessment took place in English.
In 2023, a new package of education laws for pre-university education (Law no. 198/2023) and for higher education (Law no. 199/2023) was adopted. The Regional Consortia for Dual Education were also established to support implementation of dual VET.
The law package promoted the development of a complete dual VET pathway at EQF levels 3-5 and dual higher education at levels 6-8.
In 2023, the Ministry of Education launched a call for the development of regional consortia for dual education, selecting 10 regional consortia, and equipping 10 integrated vocational campuses. The call aimed to strengthen cooperation between different stakeholders and share responsibilities in the effort to support dual VET. Each consortium received around EUR 21 million. They were established based on methodology by the ministry, and included representatives from administrative - territorial units, universities, IVET school, and employers.
Due to the high interest of applicants and the necessity to support all stakeholders in the implementation of the complete dual VET pathway at national level, and considering also the need to address the objectives of regional development policies for the eight development regions established in accordance with the provisions of art. 5 of Law no. 315/2004 on regional development in Romania, a total of 29 Regional Consortia for Dual Education were actually approved and operational, subsequent funds being supplemented.
In 2023/24, 44.54% (273 281) of learners were enrolled in IVET, most of whom (179 498) were in four-year technological programmes. 93 783 learners were enrolled in three-year IVET programmes, including 15 805 learners in dual IVET programme that is a form of the three-year IVET track.
Dual IVET programmes (three-year length) are offered based on immediate and direct request of employers based on their urgent labour force, whereas the regular four-year and the three-year length IVET programmes are organised based on the strategic planning process for IVET offer.
In 2023/24, there number of employers participating in practical training of learners in three- and four-year IVET programmes decrease, except for dual VET.
Regional Consortia for Dual Education started their work by creating a cooperation environment for all stakeholders investing in a joint effort to support dual VET, based on the local/regional labour market needs. Joint working groups for the update of IVET curricula were established and consultation/ advisory meetings started with public authorities on IVET and higher education.
In 2024/25, 44.78% (283 333) of learners were enrolled in IVET, most of whom (178 732) were in four-year technological programmes. 97 054 learners were enrolled in three-year IVET programmes, including 17 972 learners in dual IVET.
Bodies responsible
- Ministry of Education
- National Centre for TVET Development (CNDIPT)
Target groups
Learners
- Learners in upper secondary, including apprentices
Education professionals
- Teachers
- Trainers
Entities providing VET
- Companies
- VET providers (all kinds)
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.
VET standards and curricula define the content and outcomes of learning, most often at national or sectoral levels. VET programmes are based on standards and curricula and refer to specific vocations/occupations. They all need to be regularly reviewed, updated and aligned with the needs of the labour market and society. They need to include a balanced mix of vocational and technical skills corresponding to economic cycles, evolving jobs and working methods, and key competences, providing for resilience, lifelong learning, employability, social inclusion, active citizenship, sustainable awareness and personal development (Council of the European Union, 2020). The thematic sub-category also refers to establishing new VET programmes, reducing their number or discontinuing some. It also includes design of CVET programmes and training courses to adapt to labour market, sectoral or individual up- and re-skilling needs.
This thematic sub-category refers to expanding VET to higher levels and developing VET programmes leading to qualifications at EQF levels 5-8.
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.
Green transition and environmental sustainability have a significant place in the EU agenda (Green Deal), including the agenda for VET. This thematic sub-category refers to identifying in cooperation with industry, incorporating into VET curricula and programmes and teaching the skills related and needed for the green transition, including sector- and occupation-specific skills and those across sectors. It covers measures aimed at ‘greening’ VET programmes, including awareness and knowledge about climate change, green technologies and innovation, energy efficiency, circular economy and environmental sustainability. It also includes the use of appropriate learning methods that develop such awareness.
This thematic sub-category refers to updating VET curricula and programmes to incorporate skills related and needed for the digital transition, including sector- and occupation-specific ones identified in cooperation with stakeholders.
This thematic sub-category covers all developments related to work-based learning (WBL) elements in VET programmes and apprenticeships which continue to be important in the policy agenda. It includes measures to stabilise the offer of apprenticeships, the implementation of the European framework for quality and effective apprenticeships, and using the EU on-demand support services and policy learning initiatives among the Member States. It also covers further expansion of apprenticeships and WBL to continuing VET (CVET), for transition to work and inclusion of vulnerable groups, and for improving citizens’ qualification levels.
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 refers to all kinds of initial and continuing professional development (CPD) for VET educators who work in vocational schools and in companies providing VET. VET educators include teachers and school leaders, trainers and company managers involved in VET, as well as adult educators and guidance practitioners – those who work in school- and work-based settings. The thematic sub-category includes national strategies, training programmes or individual courses to address the learning needs of VET educators and to develop their vocational (technical) skills, and pedagogical (teaching) skills and competences. Such programmes concern state-of-the-art vocational pedagogy, innovative teaching methods, and competences needed to address evolving teaching environments, e.g. teaching in multicultural settings, working with learners at risk of early leaving, etc.
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 ensuring smooth transitions (permeability) of learners within the entire education and training system, horizontally and vertically. It includes measures and policies allowing learners easily or by meeting certain conditions to move from general education programmes to VET and vice versa; to increase qualification levels in their vocation through the possibility of attending vocational programmes at higher levels, including professional degrees in higher education. It also covers opening up learning progression by introducing flexible pathways that are based on the validation and recognition of the outcomes of non-formal and informal learning.
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.
European priorities in VET
VET Recommendation
- VET agile in adapting to labour market challenges
Subsystem
Further reading
Country
Type of development
Cedefop, & ReferNet. (2025). IVET provision in line with the labour market needs: 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/44140