Reference year 2026
Version 2026
Drafted by Mikaela Kets Didgard, Project Manager/Expert in education and labour market, Sectoral Committee - Finance, Banks, Insurance Romania and member of Cedefop's Community of apprenticeship experts for Romania
1Scheme history
The Government Emergency Ordinance no. 81/2016 introduced dual VET as a form of organising vocational education and training at EQF levels 3, 4 and 5. It was endorsed in April 2018 by Law no. 82 regarding the modification and completion of the National Education Law (no. 1/2011).
Implementation of the dual VET scheme started in school year 2017/18, currently only at EQF level 3. The dual VET at EQF levels 4 and 5 is not implemented, yet.
The dual VET option has been introduced as a response VET to the growing and diversified labour market requirements, and in order to improve the responsiveness of the Romanian education and training system to the economic and social dynamics.
2Beneficiaries
The students involved in the dual VET pathway must be graduates of lower secondary programmes (usually, 14-15 years old) and under 26 years old.
According to data provided by the Ministry of National Education, most students enrolled in 9th year of the dual VET pathway (1st year of the track), are graduates of lower secondary programmes (i.e. over 14 years old).
Data provided by the National Centre for the Development of VET (CNDIPT) on enrolments in the dual VET pathway at national level:
- 2019/20: 12,908 learners (total enrolments, all three years)
- 2020/21: 15,900
- 2021/22 16,195
- 2022/23: 15,161
- 2023/24: 15,805
- 2024/25: 17,972
- 2025/26: 17,966
Link: https://www.alegetidrumul.ro/oferta, pnrr.edu.ro,
https://www.cedefop.europa.eu/en/tools/timeline-vet-policies-europe/sea…
https://www.cedefop.europa.eu/en/tools/timeline-vet-policies-europe/sea…
The number of students enrolled in dual vocational education for the 2023-2024 school year was 15,805. (pnrr.edu.ro)
In terms of new enrolments (i.e. only 1st year of the programme), 6,937 apprentices were enrolled in the 9th grade in 2023-2024, almost three times more than the number of students enrolled in the scheme when it was first offered (2017-2018, 2,568 enrolments) .
https://www.alegetidrumul.ro/noutati/peste-96600-locuri-disponibile-in-…
3Qualifications
Law no. 82/2018 for the approval of Government Emergency Ordinance no. 81/2016 regarding the modification and completion of the National Education Law no. 1/2011, Article 331 , paragraph (1) stipulates that:
Vocational and technical education, including dual, is organized to acquire knowledge, skills and competences predominantly for employment for professional qualifications at Levels 3, 4 and 5, according to the NQF/EQF.
The dual VET scheme is currently implemented only at EQF level 3.
Cedefop’s NQF online tool presents information on the state of play of the NQF: https://www.cedefop.europa.eu/en/tools/nqfs-online-tool
The dual VET pathway is currently implemented at upper secondary education (ISCED 3), nationally referred to as ‘professional’ programmes.
Vocational education (dual) ISCED 3 - CNC qualification level 3 - EQF 3
Technical high school (dual) ISCED 3 - CNC qualification level 3 + 4 - EQF 3-4
The same qualifications can be achieved through school-based initial VET, or through CVET programmes.
After successfully passing the final qualifications exam, graduates obtain a certificate for a professional qualification EQF level 3 and a Europass supplement to the certificate (the supplement does not stipulate that the certificate was obtained in dual VET).
Dual VET graduates also receive a certificate of practical training in dual education (regulated by OMEN 4798/2017) attesting to the activities carried out by the students during the practice and the results of the learning acquired through these activities. This certificate is part of the student's personal portfolio.
Access to higher education requires success in the Baccalaureate exam (upper-secondary school leaving exam) (Law no. 82/2018 for the approval of Government Emergency Ordinance no. 81/2016 regarding the modification and completion of the National Education Law no. 1/2011).
Dual VET graduates from the EQF3 track cannot participate directly in the Baccalaureate exam.
To do so, they first need to continue their studies in the upper secondary education, in the third year of EQF level 4 technological programmes, under the conditions established by the methodology approved by order of the Minister of National Education.
Duration of the Dual VET track is regulated (among other features) by specific methodologies proposed by the National Centre for the Development of Vocational and Technical Education approved by Order of the Minister of National Education, after consulting the representatives of the economic operators and other representative structures of the economic environment concerned (Law no. 82/2018, Article 25, paragraph (6).
The programme that is currently implemented lasts three years (EQF3).
Through OMEN 4798/2017, the individual contract of practical training of the student is regulated. It is usually signed separately for each training year, at the beginning of the school year (maximum within two weeks from the beginning of the courses).
It can also be concluded for the entire three-year duration of the level-3 programme (maximum within two weeks from the beginning of the courses of the first school year), provided that is updated according to any changes that may occur.
The organization of dual education as a form of vocational and technical education, including for multiple qualifications (levels 3, 4, etc.), is regulated by Order No. 5732/2022, based on the National Education Law.
4Governance
The National Centre for Technical and Vocational Education and Training Development (CNDIPT – Centrul National pentru Dezvoltarea Invatamantului Profesional si Tehnic) is an institution accountable to the Ministry of Education. Its main responsibilities regarding initial VET, including the dual VET scheme, are as follows:
- evaluate and suggest changes to policies and strategies, and coordinate their implementation,
- coordinate the design, implementation and review of national curricula, the assessment and certification in initial VET,
- supervise the development of professional training standards for qualifications that are validated by sectoral committees (coordinated by the National Authority for Qualifications) and approved by the Ministry of education,
- ensure the development and operation of stakeholder partnerships at national, regional, and local levels,
- develop methodologies for the quality assurance and monitoring of programmes,
- implement continuing professional development programmes for teachers/trainers.
Initial VET qualifications, including those accessible by the Dual VET pathway, are based on training standards.
Training standards are developed by employer representatives from the respective sectors and by representatives of VET providers, with the methodological support of the National Centre for Technical and Vocational Education and Training Development (CNDIPT), endorsed by the National Authority for Qualifications (NAQ).
The training standards are then validated by employers and other social partners through sectoral committees, that operate under the aegis of the NAQ .
The revision of standards is carried out at least every five years or at the request of economic operators.
At local level, companies participating in the Dual VET scheme have a role in design of local curricula.
Chambers do not have a specific role in the design of content for dual VET.
In 2024, 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. 29 Regional Consortia for Dual Education were approved following a 2023 Ministry of Education call. They include representatives from administrative - territorial units, universities, IVET school, and employers. Joint working groups for the update of IVET curricula were established and consultation/ advisory meetings started with public authorities on IVET and higher education.
https://www.cedefop.europa.eu/en/tools/timeline-vet-policies-europe/sea…
In Dual VET, partner companies are responsible for implementing the training process together with schools.
Companies participate with representatives in the Boards of partner VET schools.
Chambers do not have a specific role in the implementation of dual VET.
The Ministry of Education has the pivotal role for the Dual VET scheme at the highest level. The Ministry approves the methodologies (proposed by the NCDIPT, consultation with labour market representatives) on the organisation and operation of the Dual VET scheme, access to the scheme, duration and content of vocational training programmes, the way of organising and conducting the qualification certification exam.
The National Centre for Technical and Vocational Education and Training Development (NCDIPT) has a central role in designing and implementing IVET, including the Dual VET scheme.
The National Authority for Qualifications (NAQ) and the National Centre for the Development of Vocational Education and Training (NCDIPT), that both operate under the authority of the Ministry of Education, have responsibilities regarding development of qualifications and curricula (see previous questions).
The National Agency for Employment, although without formal role, in practice cooperates with the CNDIPT and the NAQ in the process of facilitating labour market integration of Dual VET graduates.
There is no particular role for the Chambers of Commerce to play into the process. Social partners (trade unions and employers) are represented in the sector committees operating under the aegis of the NAQ.
The institutions offering apprenticeship or dual programmes are:
- vocational schools and technical high schools offering vocational education, technical high school education, and dual programmes
- companies together with authorized adult vocational training providers
In dual education/programmes within vocational schools and technical high schools, specialized teachers (for technical and technological subjects) and master instructors/practical instructors (for laboratories and practical training) teach.
Within companies, students are guided by tutors and instructors appointed by the economic operator.
In apprenticeship programmes that take place entirely at the workplace, the theoretical part is provided by a trainer employed by the authorized training provider, and the practical part or workplace training is supervised/coordinated by a master/mentor/instructor from the company where the apprenticeship program is taking place.
For specialist teachers and master instructors in technical high schools and vocational schools, the criteria are set by the Ministry of Education.
For trainers within authorized vocational training providers, it is necessary to hold a certificate attesting to their status as a trainer, as well as experience in the field in which they teach. The tutor/practical instructor is designated/appointed by the company from among individuals with extensive professional experience.
For more detailed information, you can also see Cedefop’s activities on VET teachers and trainers: https://www.cedefop.europa.eu/en/themes/vet-youth-teachers-trainers
Quality assurance for apprenticeship programmes is carried out as follows:
• ANOFM and ITM monitor the manner in which apprenticeship contracts are concluded and implemented.
• ANC and the Ministry of Labor indirectly monitor the quality of training.
• Apprenticeship programmes conclude with an exam to certify theoretical and practical knowledge, based on Ministry guidelines on the way of organising and conducting the qualification certification exam.
Statistics from the Ministry of Education related to the school system also include data relevant for apprenticeships. Data on dual education can be found in the “Report on the State of Pre-University Education in Romania 2023–2024,” where dual education is discussed alongside technical high school education.
A recent initiative (RE-CONNECT) offered the platform of collaboration of various key stakeholders to introduce an Integrated Mechanism for Anticipating, Monitoring, and Evaluating the Labor Market and Education and allow for the fast tracking of graduates, including graduates of the dual VET scheme. However, the platform is not currently operational.
5Training at the workplace
In dual VET, theoretical training is carried out in school, and practical training in the company (based on a partnership contract between the two actors, together with the local authority / municipality).
The practical training in the company is carried out according to the educational plans and the schedule established by agreement between the educational unit and the economic partner (employer).
It is recommended that the practical workplace training is carried out alternatively with the theoretical training in the school throughout the school year. However, this type of alternation is not mandatory, and the workplace training can be accumulated, for example, at the end of each school year.
In the current implementation practice, practical training at the workplace has a total duration of 24 weeks: 5 weeks in the first year, 9 weeks in the second year and 10 weeks in the third year.
Article 9 of Law 279 / 2005 (and its amendments) stipulates that the apprenticeship at workplace should include both a theoretical and practical training at workplace.
Apprenticeship contracts, which are the basis for apprenticeships at workplace, can only be established by employers.
The employer concludes a service contract for the apprenticeship programme with an accredited (authorised) vocational training provider (art. 4 lit. e) of the apprenticeship law).
Both theory and practical training are provided mainly by companies, in cooperation with the authorised vocational training providers (the latter also organise the qualification exams).
The training provider decides together with the employers the entire apprenticeship programme including the locations where theory is to be taught.
Vocational training periods alternate with the work time allocated to performing the tasks specified in the job description.
The methodology of organisation and functioning of dual VET approved by Order of the Ministry of Education no. 3554/29.03.2017 stipulate that:
- In dual VET, hourly schedules are flexible in terms of allocating the number of hours per discipline / module, practical training hours may be distributed during the school year or combined over several weeks, with respect to the total number of hours / week and the total number hours / year for each discipline / module (article 58).
- The schedule for the practical training of the students organised at the economic operator will be determined by the educational unit, together with the partner entity, according to its work schedule, respecting the age specifics of students and the legal regulations related to health and safety of work (article 59).
It is recommended that the practical workplace training is carried out alternatively with the theoretical training in the school throughout the school year. However, this type of alternation is not mandatory, and the workplace training can be accumulated, for example, at the end of each school year.
In the current implementation practice, practical training at the workplace has a total duration of 24 weeks: 5 weeks in the first year, 9 weeks in the second year and 10 weeks in the third year.
The dual VET scheme is currently implemented at EQF-3 programmes, through three-year-long initial VET programmes. It is based on training standards that are common to the corresponding school-based programmes.
Training standards describe learning units consisting of learning outcomes and are based on occupational standards.
Training standards play a key role in designing VET curricula, assessing learning outcomes and awarding qualification certificates.
Curricula for dual VET have two main components:
• core curriculum designed at national level by education working groups;
• local (school) curriculum designed by schools and local businesses to facilitate the adaptation of professional training of a student to the requirements of the local and regional labour market.
According to Romanian regulations, the set of learning outcomes to be achieved during an apprenticeship is clearly defined, but not generic: it is specific to each qualification and is established through official qualification documents.
Learning outcomes in Romanian apprenticeship/dual VET are defined and regulated through:
- Occupational Standards (for apprenticeship at the workplace)→ coordinated by the National Authority for Qualifications
- Standards of Professional Training (SPP) and national curricula (for dual VET in schools)→ approved by the Ministry of Education
The weighting of skills is set out in the Occupational Standard and is the same for all qualification levels
• Key/educational skills: 5%, of which digital skills must account for at least 2%
• Transversal/social/environmental/green skills: 5%
• Basic personal skills/aptitudes: 5%
• Common workplace skills: 5%
• General technical skills: 5%
• Fundamental professional skills: 20%
• Field-specific skills: 25%
• Specialized skills: 15%
• Specialization skills: 15%
Apprenticeship programmes conclude with an exam to certify theoretical and practical knowledge, based on Ministry guidelines on the way of organising and conducting the qualification certification exam.
CNDIPT started the systemic action of revision/ update and or development of new qualifications and IVET training standards (SPP) considering green, digital, entrepreneurial and sustainable competences.
https://www.cedefop.europa.eu/en/tools/timeline-vet-policies-europe/sea…
In Dual VET, the practical training in partner companies is based on local curriculum agreed by the school and the company
According to the Order of the Ministry of Education no. 3554/29.03.2017, economic operators (companies) that are involved in dual VET must provide conditions for:
a) organising and carrying out the practical training sessions foreseen in the framework educational plan for the respective level of qualification, as well as the practical training component of the specialised modules, agreed to be carried out at their premises;
b) ensuring the material conditions - machinery, equipment, raw materials, consumables, energy and other utilities necessary for the practice of the pupils organised under their responsibility, according to the professional training standards and the curricula in force, including the locally developed curriculum for practical training designed in collaboration with the educational establishment;
c) providing human resources (tutors) necessary for the practical training of students, organised at their premises;
d) providing working and protective equipment for pupils during the training periods carried out at their premises;
e) ensuring the safety and health at work of the students during the training periods carried out at their premises;
f) covering the costs necessary to ensure safety and health at work, labour medicine examinations and compulsory medical examinations for pupils;
g) covering the costs of civil liability insurance in case of accidents, damages or bodily injuries generated during practical training at the economic operator for pupils (depending on the field of activity);
h) providing students with a scholarship, at least at the level of the one awarded from public funds;
i) providing other forms of financial support and financial incentives agreed in the partnership contract;
j) ensuring the necessary conditions (endowments, raw materials, consumables, utilities, etc.) for the admission examinations and the certification examinations for the professional qualification of the pupils, according to the agreed location for their organisation;
k) ensuring the necessary conditions for the continuous assessment of students in the practical training at their premises;
l) covering other expenses necessary for the quality of the pupils;
m) contributing to the conditions of the education and training process in the educational establishment;
n) exercising the duties of a member on the board of directors or, as the case may be, in the council representing economic operators;
o) participating in information and promotion activities;
p) participating in the design of the curriculum in local development;
q) organising additional practical training sessions for students ‘with an unscheduled school situation due to absences or who have not obtained background for practical training or practical training within modules of the curriculum for that qualification’.
Mentorship or tutorship through specially designated personnel has to be ensured for the specific practical training provided within the enterprise.
In dual VET, a partnership contract is concluded between school, partner company and municipality (local authority).
This contract establishes the terms of collaboration, the rights and obligations of the parties.
Failure to fulfil or improper performance of the obligations assumed under the partnership contract entails the liability of the defaulting party, except for the exonerating cases provided for by law.
Failure to comply with the obligations assumed under this contract by one of the parties, by fault, gives the right of the injured party to consider the contract terminated by law / to request the termination of the contract and, eventually, claim damages.
The partnership contract complements the practical training contract between a learner and the company.
It has to be noted that the latter is not an employment contract, therefore bodies such as the Labour Inspectorate do not have a monitoring role.
6Contract and compensation
The practitioner keeps the status of student of the educational unit during both the theoretical and practical training at the workplace.
(Article 2, paragraph (1) of Annex 1 of Order of the Ministry of Education no. 4798/31.08.2017).
For each Dual VET student, an individual practical training contract is concluded between the student (or his/her legal representative), the economic partner (participating company) and the VET school.
(Order of the Ministry of Education no. 4798/31.08.2017).
This document includes all the practical training activities for which the economic operator is responsible through the partnership contract (see Q28), i.e. practical training listed in the curriculum framework, as well as the weekly practical training component (practical training and technological laboratory) which have been agreed upon by the partnership contract to take place at that economic operator.
The practical training contract may be supplemented by other specific clauses, according to the legal regulations.
The practical training contract is not an employment contract.
It is complemented by an overarching partnership contract which sets out the conditions of collaboration, the rights and the obligations of the parties, as well as the costs incurred by the partners (including e.g. the requirement for the employer to offer an allowance to the learner).
This is concluded between one or more companies (or between an association / consortium of economic operators), the school and the administrative territorial unit within which the school unit is located (municipality) – i.e. not the student.
In dual VET, the contractual arrangement is regulated through orders of Ministry of education.
On one hand, a partnership contract is regulated between school, partner company and municipality (local authority) (regulated by OMEN 3554/2017). This contract establishes the terms of collaboration, the rights and obligations of the parties.
At the same time, for each student an individual practical training contract is concluded, between the economic partner of dual learning practice, together with school and the student (or legal representative) (regulated by OMEN 4798/2017).
The individual practical training contract is recognised by the legislation in education, not in labour code.
For dual VET, the rules are as follows:
-the partnership contract between the VET school, the partner company and the municipality (local authority) is registered by each signatory;
-the individual practical training contract, signed by the economic partner, together with school and the student (or legal representative) is registered at school and the corresponding company.
In dual VET, students receive two types of allowance, none of which is taxable:
- Professional scholarship: it is a national social protection programme that offers EUR~43 (200 Romanian Leu) per month to all learners in three-year-long VET programmes (including dual VET students).
- Dual VET allowance: In addition to the professional scholarship, dual VET students receive at least EUR ~43 (200 Romanian Lei) per month in allowances from the company they undergo training in.
Students do not receive wages but professional scholarship (by national social protection programme) and allowance (from the company). They are not taxed.
7Financing and incentives
Employers are required to pay an allowance to the students they train, as part of their participation in the Dual VET scheme. The allowance is set at minimum EUR ~43 (200 Romanian Lei) per month.
A State scholarship is offered to all VET learners in three-year-long VET programmes, on top of the allowance that Dual VET learners receive from the company.
The practical stages in dual VET are organised entirely in partner companies and all the costs are supported by them.
Dual VET students receive at least EUR ~43 (200 Romanian Lei) per month in allowances from the company they undergo training in. Companies also pay for work equipment of learners, their insurance and medical examination, if obliged to do so by the occupation requirements.
Employers participating in the scheme may have tax deductions according to the Fiscal Code (Government Emergency Ordinance 84/2016) (see below).
Through the amendments introduced to the Romanian Fiscal Code by Government Emergency Ordinance 84/2016 and according to the legal regulations in the field of national education, economic operators and students benefit from the fiscal facilities:
- expenses incurred on the basis of the contracts concluded with the schools for organising and carrying out VET (including the dual VET scheme) can be deducted from the taxable income of employers participating in their scheme;
- the economic agents recover the expenditures related to fixed assets and investments made on the basis of the contracts concluded with the schools, for organising and carrying out VET (including the dual VET scheme)).
Non-financial incentives relate more to improving the image of training companies, and the benefit of hiring highly trained and qualified graduates in the future.
High schools with dual-track programmes organize fairs to showcase their offerings, visit middle schools where they want to recruit future high school students, and promote themselves online.
The way a high school finds a company to partner with relies more on personal relationships and shared interests, using mostly informal or ad-hoc approaches.