Procedure for awarding the teacher confirmation certificate (Definitivat)

Policy development
Practical measure/Initiative
Romania
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Timeline
  • 2016Approved/Agreed
  • 2017Implementation
  • 2018Implementation
  • 2019Implementation
  • 2020Implementation
  • 2021Implementation
  • 2022Implementation
  • 2023Implementation
  • 2024Implementation
  • 2025Implementation
ID number
28520

Background

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

All teacher candidates should pass a teacher confirmation examination. Since 2012, this has become a national examination based on the provisions of a framework methodology. This also applies to teachers and trainers in vocational education and training (VET).

The education ministry (its national examination commission) coordinates the methodology development for the examination. The examinations are organised by the school inspectorates that appoint the county examination commission, and by the general school inspector.

Objectives

Goals and objectives of the policy development.

To guarantee that teachers and trainers have the necessary competences for the teaching profession and can progress in their careers.

Description

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

In 2016, the Ministry of National Education changed the procedure for awarding the teacher confirmation certificate (Definitivat certificate). After completing a 1-year period of teaching, prospective teachers take a simplified teacher confirmation examination.

The written test consists of two parts instead of three: one part is focused on the subject in which the candidate specialises (60% of the total grade); the other is focused on the teaching methodology (30% of the total grade), while 10% is granted automatically. The minimum pass mark remains the same (eight). From 2017, the final mark has been calculated based on a formula that includes marks from inspections, marks obtained in the written test and the mark for a personal professional portfolio. This new procedure has been implemented since 2017.

2016
Approved/Agreed
2017
Implementation
2018
Implementation

The activity was carried out under the same conditions as in previous years.

2019
Implementation

The activity was carried out under the same conditions as in previous years.

2020
Implementation

In 2020, the methodology framework was adjusted, with a more flexible approach concerning two mandatory class inspections. The examinations calendar was also updated. The methodological framework for the 2021 examination session was published on the website of the education ministry.

Of the 6 776 teachers eligible to participate in the written test, 4 374 obtained the teacher certificate.

2021
Implementation

The methodology was slightly updated in 2021: there should be a minimum of 30 days between the two inspections. The registration of the candidate file to undergo the examination can be made electronically. 6 032 candidates successfully passed and obtained the certificate, granting the permanent right to teach in the pre-university education system.

2022
Implementation

Revised methodology for organisation of the national examination leading to the award of the award of teacher confirmation certificate (Definitivat certificate) was approved in 2022, by ministerial order No. 5722/2022. The revision of the framework methodology included the introduction of teacher digital competences to be assessed during the inspection activity.

From 8 615 teachers eligible to participate in the written test, 5 355 (including 293 from initial upper secondary VET) obtained the teacher certificate.

2023
Implementation

In 2023, provisions by the education ministry on the subjects of pre-university education were updated in the fields and specialisations of graduates enrolled in the national Definitivat exam to become a certified teacher (ministry order no 3656 from February 2023). 6089 candidates passed the exam in 2023.

In September 2023, the legal frame for the national exam was updated for the 2024 teacher candidates: keeping the same methodology, but updating the subjects of pre-university education, the fields and specialisations of graduates enrolled in the national exam to become a certified teacher and the specific calendar (ministry order no 6330).

2024
Implementation

The organisation of the national exam leading to the award of the teacher confirmation certificate (Definitivat) followed the methodology from 2022. Updated provisions were issued by the education ministry about pre-university education subjects in the fields and specialisations of graduates enrolled in the national Definitivat exam to become a certified teacher and on the calendar (ministry orders no 6663/ November 2023 and 4016 from March 2024). 5 991 candidates succeeded in the exam.

2025
Implementation

In 2025, 6 126 new teachers (61% of all candidates) were confirmed as permanent teachers (definitivat degree) following the exam, which was organised following an updated schedule.

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)

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.

Education professionals

  • Teachers
  • Trainers
  • Adult educators

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.

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.

Systematic approaches to and opportunities for initial and continuous professional development of school leaders, teachers and trainers

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.

Attractiveness of the teaching and training profession/career

This thematic sub-category refers to measures aimed at engaging more professionals into teaching and training careers, including career schemes or incentives. It includes measures enabling teaching and training of staff, managing VET provider and trainer teams in companies to act as multipliers and mediators, and supporting their peers and/or local communities.

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.

Subsystem

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

Country

Romania

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. (2026). Procedure for awarding the teacher confirmation certificate (Definitivat): Romania. In Cedefop, & ReferNet. (2026). Timeline of VET policies in Europe (2025 update) [Online tool].

https://www.cedefop.europa.eu/en/tools/timeline-vet-policies-europe/search/28520