Timeline
  • 2015Implementation
  • 2016Implementation
  • 2017Implementation
  • 2018Implementation
  • 2019Implementation
  • 2020Implementation
  • 2021Implementation
  • 2022Implementation
  • 2023Implementation
  • 2024Implementation
ID number
28517

Background

A brief overview of the context and rationale of the policy development, explaining why it is implemented or why it is important.

In 2001-02, the Centre of the training firm in Romania (ROCT) was established offering training firms as an interactive method of learning in support of entrepreneurship competence. The learning process was learner-centred, and activities took place in pilot schools. Due to their success, entrepreneurship elements became part of some subjects in lower secondary education. From 2006/07, entrepreneurship competence was included in the national curricula for upper secondary education for all initial VET schools in service study fields, extending the teaching method and concept of the training firm (Order of the Ministry of Education No 3172/2006).

Since 2008/09, ROCT became an affiliate member of EUROPEN: European practice enterprises network (an organisation that represents the European network of over 7500 exercise companies in 42 countries) and the ROCT Department was established within the National Centre for TVET Development.

In 2008/09, the Business plan competition was introduced as a tool to develop entrepreneurship competence by facilitating the correlation between theoretical entrepreneurship-related concepts and practical training. This measure helped develop entrepreneurial spirit, creativity, self-confidence and perseverance; it allowed seizing business opportunities and provides knowledge regarding competitive environments; it facilitated adaptation to the real environment, encouraging competition between firms.

Objectives

Goals and objectives of the policy development.

To develop entrepreneurial spirit and competences of learners and teachers.

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

The National Centre for TVET Development registers new training firms and corresponding activities annually.

The Business plan competition is managed through it and is organised annually. Students together with teachers create a virtual company, just like a real one, perform virtual transactions (buy-sell, including international), make payments and make balance sheets.

The competition takes place based on the approval of the education ministry at local, regional and national levels.

The number of training firms participating in the competition Business plan increased from 242 to 304 at local level, decreased from 65 to 38 at regional level and remained unchanged (eight) at national level between 2008/09 and 2018/19.

Every year the National Centre for TVET Development publishes the calendar and methodology for the organisation and implementation of this competition, as well as the latest information regarding international competitions, so that the schools and training firms can register and participate.

2015
Implementation

In 2015/16, 1 193 operating companies - 236 new training firms and 957 training firms (TF) - previously registered, continued their activity.

At the end of 2014/15, total accounts on ROCT reached 5 467, of which 3 883 were active and 1 027 inactive.

2016
Implementation

In 2016/17, there were 1 180 training firms registered, out of which 1 023 were previously registered and continued their activity and 157 were new training firms.

2017
Implementation

In 2017/18, implementation of the activity continued.

2018
Implementation

In 2018/19, there was an increase of 22.30% of active companies compared to the 2017/18 school year.

1 459 operating companies and simulated enterprises were activated. Growth was in all areas, the highest being in production: 62.89%. 507 new companies and 952 companies registered in a previous school year continued their activity in 2018/19.

2019
Implementation

In 2019/20, the training plan was approved but some competition activities cancelled due to the outbreak of the COVID-19 pandemic. This was only a temporary measure.

2020
Implementation

In 2020/21, the training firm actions performed by high school students on the virtual platform continued as part of regular curricular activity. The platform was intensively used by students acting in a total of 1 555 virtual training firms, out of which 462 were new.

The pandemic situation did not allow organising contests/competitions with physical participation of pupils as planned. Consequently, the Business plan competition took place only at local level and included 323 training firms and 912 students. The other stages of the competitions, which were planned at county, regional and national levels during March-April 2020, were suspended.

The organisation of training firm fairs was possible for 12 important events that took place at local, county, regional and national levels and included the participation of 1 800 students who were active in the virtual entrepreneurship activities on the electronic platform (ROCT).

2021
Implementation

In 2021/22, the training firm activities performed by high school students on the virtual platform continued as part of regular curricular activity. The platform was intensively used by students acting in a total of 1 060 virtual training firms, out of which 373 were new training firms.

The pandemic imposed many restrictions and did not allow the organisation of public events/contests/competitions with physical participation of high number of participants. Consequently, the Business plan competition could not be organised at all (not local level/regional/national as it used to be every school year).

The ministerial order from 2020, to prevent the spread of COVID-19 by the suspension of school competitions with physical attendance, was also applied in 2021. The organisation of the competitions with physical participation of students could not be organised, so the competitions, which involve gradual stages of assessment and selection/award (at school, local, county/regional and national levels), such as training firms fairs and the Business plan competition, were greatly affected. The Quality mark competition could be organised, as this was an evaluation of the schools which were more active/involved in the virtual training firm activities.

Student training activities online varied and were still a strong support for the development of their entrepreneurship competence. These activities included a total of 8 796 students from 1 060 schools that are active in the virtual entrepreneurship activities on the electronic platform (ROCT).

2022
Implementation

A total of 1 455 virtual training firms performed activities on the virtual platform, out of which 689 were new training firms.

Business plan competition, a multi-stage competition, was not organised at the beginning of the 2022 school year because of unsafe health social context which determined a delay of the calendar of national events for face-to -face activities.

Training firm fairs took place (25) at local, county, regional and national levels (online) and included the participation of more than 3 000 students who are active in the virtual entrepreneurship activities on the electronic platform ROCT. The Quality mark competition was organised, as an evaluation of the practice enterprises activities. 45 companies participated in the Quality mark certification, 11 companies obtained the basic level and 28 the advanced level.

2023
Implementation

In 2023/24, 987 virtual training firms (including 349 new firms) performed on the virtual platform ROCT based on the national curriculum.

In 2023, the education ministry approved (order of the Minster of Education no. 3469/2024) the organisation of Business Plan competition face-to face. 273 training firms participated at local level in all the country, out of which 146 were selected at county level (42 territorial administrative counties), 35 continued at regional level and 8 reached the national level.

In 2023, 27 firms received a quality mark, 18 obtained advance level and 9 basic level. The quality mark competition evaluated the practice of enterprise activities against the quality standards. The quality mark is granted in the form of the Certificate of Quality Mark of the Exercising Firm, following the evaluation of the exercise firms.

2024
Implementation

In 2024/25, the training firms at school level continued their practice as a regular activity.

Bodies responsible

This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
  • Ministry of Education
  • Ministry of National Education (until 2021)
  • National Centre for TVET Development (CNDIPT)

Target groups

Those who are positively and directly affected by the measures of the policy development; those on the list are specifically defined in the EU VET policy documents. A policy development can be addressed to one or several target groups.

Learners

  • Learners in upper secondary, including apprentices

Education professionals

  • Teachers
  • Trainers
  • School leaders
  • Guidance practitioners

Thematic categories

Thematic categories capture main aspects of the decision-making and operation of national VET and LLL systems. These broad areas represent key elements that all VET and LLL systems have to different extents and in different combinations, and which come into focus depending on the EU and national priorities. Thematic categories are further divided into thematic sub-categories. Based on their description, policy developments can be assigned to one or several 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.

Acquiring key competences

This thematic sub-category refers to acquisition of key competences and basic skills for all, from an early age and throughout their life, including those acquired as part of qualifications and curricula. Key competences include knowledge, skills and attitudes needed by all for personal fulfilment and development, employability and lifelong learning, social inclusion, active citizenship and sustainable awareness. Key competences include literacy; multilingual; science, technology, engineering and mathematical (STEM); digital; personal, social and learning to learn; active citizenship, entrepreneurship, cultural awareness and expression (Council of the European Union, 2018).

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.

Supporting teachers and trainers for and through digital

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.

European and international dimensions of VET

This thematic category covers both European and international cooperation in initial and continuing VET, aimed at promoting EU VET systems as a European education and training area and making it a reference for learners in neighbouring countries and across the globe.

Expanding opportunities and increasing participation of VET learners, young and adult, and staff in international mobility for learning and work, including apprenticeship and virtual and blended mobility, account for most initiatives in this thematic category.

Apart from established and financially supported EU cooperation, VET opens up to cooperation and promotion of European values and national practices beyond the EU, which is becoming a trend. This thematic category also encompasses internationalisation strategies, transnational cooperation projects and initiatives – including those where joint VET programmes, examinations and qualifications are developed – and  participation in international skills competitions that promote the image of VET. Using international qualifications – awarded by legally established international bodies or by a national body acting on behalf of an international body – in the national VET systems and recognising them towards national qualifications is also in focus.

EU and international skills competitions

This thematic sub-category refers to cooperation with other EU countries and beyond in preparing national teams for international competitions such as WorldSkills and EuroSkills and participation in those.

European priorities in VET

EU priorities in VET and LLL are set in the Council Recommendation for VET for sustainable competitiveness, social fairness and resilience, adopted on 24 November 2020 and in the Osnabrück Declaration on VET endorsed on 30 November 2020.

VET Recommendation

  • VET as a driver for innovation and growth preparing for digital and green transitions and occupations in high demand

Subsystem

Part of the vocational education and training and lifelong learning systems the policy development applies to.
IVET

Country

Type of development

Policy developments are divided into three types: strategy/action plan; regulation/legislation; and practical measure/initiative.
Practical measure/Initiative
Cite as

Cedefop, & ReferNet. (2025). Promoting entrepreneurship competence in VET: 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/28517