VET in Europe database | Vocational education and training in Europe | Romania

Cite as

Cite as: Cedefop, & National Centre for TVET Development. (2023). Vocational education and training in Europe – Romania: system description. In Cedefop, & ReferNet. (2024). Vocational education and training in Europe: VET in Europe database – detailed VET system descriptions [Database]. https://www.cedefop.europa.eu/en/tools/vet-in-europe/systems/romania-u3

General themes

Summary of main elements

Initial vocational education and training (VET) is provided at upper secondary and post-secondary levels.

Based on the recently adopted Law of pre-university education (198/2023), compulsory education covers all upper secondary education cycle, including initial VET in Romania. Enrolment in grade 9 of VET requires passing the national exams in mathematics and the Romanian language, acquiring a lower secondary diploma, and a final mark transcript for all subjects. Some initial VET schools also have entry exams.

Initial VET is under the responsibility of the Ministry of Education. National Centre for TVET Development coordinates the development of training standards for qualifications, validated by sectoral committees (coordinated by the National Qualifications Authority, NQA). Social partners participate in the committees and support VET implementation. Continuing VET is under the responsibility of the Ministry of Labour and Social Solidarity.

Initial VET

At upper secondary level there are:

3-year school-based VET programmes (ISCED-P 352), providing graduates with a professional qualification at EQF level 3 (such as cook). Programmes are offered by ‘professional schools’, cooperating with employers who provide compulsory in-company training for learners as part of work-based learning (WBL). WBL is also offered in schools, at an average of 50% per programme. Since 2017/18, a dual form of VET is available. The programmes open access to the labour market. In 2022/23 graduates could also enrol in the third year of EQF level 4 technological programmes;
4-year technological programmes (ISCED-P 354) offering graduates an upper secondary school leaving diploma and the EQF level 4 ‘technician’ qualification in services, natural resources, environmental protection and technical study fields (such as technician in gastronomy). The programmes are provided by technological high schools and sometimes by colleges. The WBL share is 25%. After completing compulsory education, learners may opt out and enrol in a short VET programme (ISCED-P 352) offering a professional qualification only. In 2022/23. 7 out of 10 IVET learners were in 4-year programmes. This is 39% of the total VET population.
short VET programmes (ISCED-P 352), providing learners who completed two years of a technological programme (completed grade 10) with a professional qualification at EQF level 3 (such as cook) via 720 hours of work-based learning. The programmes are coordinated by VET schools and are provided mainly by employers.
4-year vocational programmes (ISCED-P 354, EQF level 4), providing graduates with a professional qualification in the military, theology, sports, arts and pedagogy as well as with an upper secondary school leaving diploma. These programmes are provided by colleges and the share of WBL is up to 15%.

Post-secondary VET provides 1- to 3-year higher VET programmes (ISCED-P 453), leading to a professional qualification at EQF level 5 (such as optician); these are organised by technological schools or colleges/universities. They provide secondary school graduates with an opportunity to advance in their qualifications.

Continuing VET

Adult vocational training is offered by authorised private and public providers. 1- to 3-year continuing ‘apprenticeship at workplace’ programmes are managed by the public employment service. They offer adults (16+) without prior VET experience the chance to acquire a professional qualification at EQF levels 1 to 4, leading to a nationally recognised qualification certificate of the same value as in initial VET. Theory and practical training (WBL at least 70%) are provided mainly by companies, in cooperation with authorised professional training providers.

Distinctive features

Distinctive features of initial VET are its inclusiveness and flexible pathways. Reflecting the double role of VET in promoting economic as well as social development, initial VET’s main goals are to ensure:

learners’ personal and professional development;
equal access opportunities to VET;
high-quality provision, organisation and development.

Initial VET qualifications are based on training standards, including units of learning outcomes and, for each unit, an assessment standard. The standards were revised in 2016, to help increase VET labour market relevance by ensuring a better match between qualifications and the reality of working life after graduation.

Creating sector committees, which represent the various sectors of the economy, made the involvement of social partners in designing and assessing vocational qualifications more systemic. To ease education planning, social partners also participate in partnerships at regional level (regional consortia) and local level (local committees for social partnership development in VET).

Romania has developed a system for validating non-formally or informally acquired skills and competences. In line with guidelines adopted by the National Qualifications Authority, procedures were put in place to create a network of providers acting as validation/ assessment centres. These centres are active in more than half of the counties.

Investments to support the institutional development of education and training are still few, leading to unequal access to education and training and the high rate of early leaving from it; this particularly affects children in rural areas, from poor communities.

Another challenge is to reduce youth unemployment by supporting skills acquisition and securing smooth and sustainable transitions from education and training to the labour market. The National Centre for TVET Development has introduced the dual form as part of initial VET, leading to level 3 EQF qualifications with a prospect to extend it to levels 4 and 5 EQF. Based on the 2023 legislation, a dual VET can also be offered at higher education levels (EQF 6-8) pending the development of the implementation methodology.

The national ReConect project (supported by ESF) helps develop mechanisms to anticipate labour market skills needs, monitor VET and higher education graduate insertion, and evaluate/monitor public policies on active measures and VET. The data from several databases are stored online.

Continuing VET faces challenges such as unemployment and low participation in lifelong learning in the EU. The labour ministry has addressed these challenges by developing an elementary occupations list, giving unskilled adults access to participate in 6-month apprenticeship programmes leading to EQF level 1 qualifications, as well as by creating a framework for variable duration training programmes linked to labour market needs; these can be from 180 hours for level 1 to 1 080 for level 4 EQF qualification.

The share of IVET learners decreased from 57% in 2021/22 to 55% in 2022/23 from all learners at upper secondary level.

Demographics

Population in 2022: 19 042 455. It decreased since 2017 by 3.1% due to negative natural growth and emigration 1 .

As in many other EU countries, the population is ageing.

The old-age-dependency ratio is expected to increase from 30.9 in 2023 to 50.9 in 2070 2 .

Population forecast by age group and old-age-dependency ratio

Source: Source: Eurostat, tps00001 and proj_23ndbi [extracted 12.6.2023].

Demographic changes have an impact on VET.

Participation in secondary education has been decreasing, leading to optimisation of the school network: merging, and sometimes closing, schools.

The number of VET upper secondary schools has decreased significantly in the past decade 3 . School network optimisation required offering additional transportation for learners; this issue is addressed by local authorities.

The country is multicultural. According to the most recent census, 89.3% of the population declared themselves as Romanians, 6.05% as ethnic Hungarians and 3.43% as Roma (Recensământul Populaţiei şi al Locuinţelor, Census of population and housing). Initial VET may be offered in the minority language, e.g. Hungarian.

Economics

Most companies are micro and small-sized.

In 2023, wholesale and retail trade, transport, accommodation and food service activities contributed to 22.4% of gross value added to the national economy. Other big economic sectors are industry (21.3%), manufacturing (15%), information and communication (7.8%), real estate (8%), agriculture (4.3%), and administrative (22%, professional, scientific and technical activities; administrative and support service activities and public administration) 4 .

The main export sectors are:

machinery and transport equipment (44.8% of total export in 2023);
manufactured goods classified mainly by raw materials (15.9%);
miscellaneous manufactured articles (13.9%).

Labour market

Employers value formal qualifications that are often a prerequisite for hiring qualified staff.

Total unemployment (age 25-64) in 2022: 4.5% (5.4% in EU-27); it decreased by 0.3 percentage point since 2018 5 .

Unemployment rate (aged 15-24 and 25-64) by education attainment level in 2012-22

NB: Data based on ISCED 2011; breaks in time series; low reliability for ISCED 5-8, age 15-24.
ISCED 0-2 = less than primary, primary and lower secondary education
ISCED 3-4 = upper secondary and post-secondary non-tertiary education
ISCED 5-8 = tertiary education
Source: lfsa_urgaed [extracted 12.6.2023].

The unemployment is distributed unevenly between those with low- and high-level qualifications, but the gaps are small. The differences are bigger for the age group 15-24. There, people with higher qualifications (ISCED levels 5-8) were more exposed to unemployment than those with lower qualifications (ISCED levels 0-2) during the economic crisis years.

The unemployment has been steady but ISCED level 5-8 graduates were affected the most by the financial crisis. From 2020, the unemployment rate of people with medium-level qualifications, including most VET graduates (ISCED levels 3 and 4) decreased from 4.2% in 2020 to 4.0% in 2022 6 . However, the employment rate of 20 to 34-year-old VET graduates decreased from 79.5% in 2018 to 75.0% in 2022 7 .

Employment rate of VET graduates (20 to 34 years old, ISCED levels 3 and 4)

NB: Data based on ISCED 2011; breaks in time series.
ISCED 3-4 = upper secondary and post-secondary non-tertiary education.
Source: Eurostat, edat_lfse_24 [extracted 12.6.2023].

There was a decrease of 5.2 pp in employment of 20 to 34-year-old of all graduates in 2018-22. In the same period, the employment rate of 20 to 34-year-old VET graduates at ISCED levels 3 and 4 in 2018-22 decreased by 4.5 pp.

VET learners by level

Share of learners in VET by level in 2021

lower secondary	upper secondary	post-secondary
not applicable	56.9% (+0.7 pp since 2017)	100%

Source: Eurostat, educ_uoe_enrs01, educ_uoe_enrs04 and educ_uoe_enrs07 [extracted 12.6.2023].

Share of initial VET learners from total learners at upper secondary level (ISCED level 3), 2021

NB: Data based on ISCED 2011.
Source: Eurostat, educ_uoe_enrs04 [extracted 13.6.2023].

Early leavers from education and training

The share of early leavers from education and training has decreased from 17.3% in 2013 to 15.6% in 2022. It is below the national target of not more than 11.3% and the EU average of 9.6%.

Early leavers from education and training in 2013-22

NB: NB: Share of the population aged 18 to 24 with at most lower secondary education and not in further education or training.
Source: Eurostat, edat_lfse_14 [extracted 12.6.2023] and European Commission https://ec.europa.eu/info/2018-european-semester-national-reform-progra… [accessed 14.11.2018].

For more information visit Cedefop project page on tackling early leaving and our interactive toolkits: Cedefop VET toolkit for tackling early leaving and Cedefop VET toolkit for empowering NEETs.

Participation in lifelong learning

Lifelong learning offers training opportunities for adults, including early leavers from education and training.

Participation in lifelong learning in 2011-22

NB: Share of adult population aged 25 to 64 participating in education and training. Break in series in 2021.
Source: Eurostat, trng_lfse_01 [extracted 12.6.2023].

Participation in lifelong learning in Romania has decreased from 1.6% in 2011 to 1% in 2020 and then spiked to 5.4% in 2022. It is however still below the EU average of 11.9%.

While official certificates/diplomas are highly valued by learners and employers, non-formal training not offering such certificates is not always seen by learners as lifelong learning and may be underreported to the statistical authorities.

VET learners by age

Since 2017, participation in VET has increased in 3-year, 4-year vocational and post-secondary VET programmes. It has decreased in 4-year technological programmes.

Participation in initial VET

	Learners in public schools
	2017/18	2022/23
3-year programmes (ISCED-P 352, învățământ profesional) (age 14/15-16/17)	87 841	96 204
4-year technological programmes (ISCED-P 354, liceu tehnologic)	266 031	229 331
4-year vocational programmes (age 14/15-18/19) (ISCED-P 354, EQF level 4)	50 915	56 877
Upper secondary education (total including general, vocational, technological and professional programmes) (age 17-18/19)	715 151	590 441
Post-secondary VET programmes (ISCED-P 453) (age 18/19+)	51 973	86 748

_{NB: Figures refer to the beginning of a school year.}

_{Source: National Institute of Statistics}

The education and training system comprises:

early education (ISCED level 0):
- early pre-school level (age up to three);
- pre-school education (age three to six);
primary education (ISCED level 1):
- preparatory grade (age six to seven);
- grades 1 to 4;
secondary education (ISCED levels 2 and 3):
- lower secondary education (ISCED 2, grades 5 to 8), also called gymnasium (gimnaziu);
- upper secondary education (ISCED 3), also called ‘secondary superior education’, which comprises VET programmes;
post-secondary VET programmes (ISCED level 4) (postliceu)
higher education (ISCED levels 5, 6, 7, and 8).

Early education is compulsory as of age 5. It is divided into early pre-school level (age up to three), and pre-school education (age three to six).

Primary education is divided into a preparatory grade (age six to seven), and in grades 1 to 4 (ages 7 to 11). Secondary education is divided into lower secondary education (ISCED level 2, grades 5 to 8, ages 11 to 15) (Gimnaziu), and upper secondary education (ISCED level 3, grades 9-12, ages15-18/19).

After completing lower secondary education, learners continue their studies in upper secondary education. Compulsory education ends after completing it.

Higher education has no formal VET programmes. However, some bachelor and master programmes are more practice-oriented / technical than others.

Ethnic minorities have the right to study in their mother tongue in all types, forms and levels of education (including tertiary). Special needs education is provided based on type and degree of needs identified, either in regular or specialised schools. School boards may decide to provide activities after classes. Private education and training is organised by education institutions, at all levels and forms.

Initial and continuing VET are regulated by the government.

Initial VET

Initial VET is provided at upper secondary and post-secondary levels. Unlike many European countries where all vocational programmes are under the same frame of initial VET, in Romania IVET (învățământ professional și tehnic) includes only the 4-year technological programmes, the 3-year school-based programmes, including dual (învățământ profesional// învățământ profesional dual), and the post-secondary programmes (învățământ postliceal).

Qualifications can be acquired in upper secondary IVET through vocational, technological and school-based programmes.

At upper secondary level, there are four types of programmes leading to qualifications:

4-year technological programmes (liceu tehnologic, ISCED level 354). They offer graduates an upper secondary school-leaving diploma and the EQF level 4 ‘technician’ qualification 9 . It includes approx.25% WBL.
4-year vocational programmes (liceu vocational, ISCED level 354). They provide graduates with a professional qualification in military, theology, sports, arts and pedagogy as well as with an upper secondary school-leaving diploma at EQF level 4 and includes an average of 15% WBL;

3-year school-based VET programmes the dual form included (învățământ profesional / învățământ profesional dual, ISCED level 352) 10 . They may also be offered as initial dual VET, and they provide graduates with a professional qualification 11 of ‘skilled worker’ at EQF level 3 and includes an average of 50%WBL;
short VET programmes (stagii de practică, ISCED level 352). They provide learners, who have completed two years of a technological programme (grade 10) with a professional qualification at EQF level 3, after 720 hours of practical training.

Post-secondary VET provides 1- to 3-year higher VET programmes (ISCED level 453), leading to a professional qualification at EQF level 5.

Initial VET learners may choose between the following study forms:

daytime learning (most popular);
evening classes (except 3-year programmes);
work-based learning;
dual form.

Continuing VET

Continuing VET (also known as adult vocational training) 12 is available for learners as of age 16. Training programmes help develop competences acquired in the existing qualification, the acquisition of new competences in the same occupational area, the acquisition of fundamental/key competences or new technical competences, specific to a new occupation.

It is provided by authorised private and public training organisations 13 considering the needs of employers and basic skills needs of adults in the form of:

apprenticeship at workplace;
traineeship for higher education graduates;
adult training courses.

Apprenticeship at workplace

The public employment service has been managing continuing ‘apprenticeship at workplace’ programmes since 2005. They are only available in continuing VET and are legally distinct from the dual form offered in initial VET. Apprenticeships offer adults (16+, minimum legal age for employment) a professional qualification at EQF levels 1 to 4.

Traineeship for higher education graduates

Traineeship for higher education graduates is regulated by the Law on Traineeships and the Labour Code. After graduation from a higher education institution, learners may take 6-month traineeship programmes to practice their profession in a real work environment. This does not apply in some professions, such as doctors, lawyers, and notaries, for whom special legislation provides different opportunities. This process is subsidised by the government. Employers may apply for the public employment service subsidy of approximately EUR 483 per month (RON 2 250) for each trainee for the duration of the programme.

Adult training courses

Adult training courses are offered by authorised training providers or by employers to adults willing to obtain a qualification, specialisation or key competences:

authorised courses for the unemployed, employees, people who resume work after maternity leave or long sickness leave, Roma, groups at risk and other groups;
courses organised by employers for their staff without issuing nationally recognised certificates;
internship and specialisation, including periods of learning abroad;
all other forms of training.

The share of work-based learning (WBL) in 3-year school-based programmes, including dual VET is slightly above 50%. In 2022/23, there were 96 204 learners enrolled, representing 24% of IVET upper secondary population (the dual form included).

Since 2017/18, a dual form of ‘professional’ IVET has also been available 14 . To offer it, the municipality (local authority) engages in the partnership agreement alongside the standard contract concluded in regular school-based VET programmes between school, employer and learner (or legal representative). Companies are also obliged to pay dual IVET learners a monthly allowance that is not less than that provided by the government. Other features are equal to work-based learning in school-based programmes with an average of 50% WBL. The share of learners in dual IVET was 1.5% of the total IVET population enrolled at upper secondary level in the school year 2017/18, reached 4.4% in 2019/20 and 4.72% in 2022/23.

Learn more about apprenticeships in the national context from the European database on apprenticeship schemes by Cedefop: http://www.cedefop.europa.eu/en/publications-and-resources/data-visualisations/apprenticeship-schemes/scheme-fiches

Governance in initial VET

Ministry of Education

The education ministry designs and supports the implementation of legislation in cooperation with stakeholders (academia, trade unions, teachers’ associations, students, parents, public administration, businesses and NGOs).

It approves financing and enrolment plans, it awards VET certificates (both in initial and continuing (for continuing VET, certificates are awarded by both labour and education ministries) VET), and it coordinates national exams.

It approves methodology for teacher enrolment, career advancement and transfers, and approves curricula through subordinate bodies, including school inspectorates.

National Centre for Technical and Vocational Education and Training Development

The centre is accountable to the education ministry. It:

evaluates and suggests changes to policies and strategies, and coordinates their implementation;
coordinates the design, implementation and review of national curricula, assessment and certification for the initial VET component;
supervises the development of professional training standards for qualifications validated by sectoral committees (coordinated by the National Authority for Qualifications) and approved by the education ministry;
develops methodologies for the quality assurance and monitoring of programmes.

Romanian Agency for Quality Assurance in Pre-university Education

The agency oversees authorisation (licence), accreditation and external quality evaluation of schools at pre-university education level, including initial VET schools.

National Centre for Policies and Evaluation in Education (former Institute of Educational Sciences)

It is a national institution for research, development, innovation and training in education and youth. It:

establishes and coordinates working groups for the development and review of the national curriculum component;
develops various learning and curriculum resources.

Regional consortia 15

They are advisory partnership bodies of the National Centre for Technical and Vocational Education and Training Development. They update, implement and monitor regional education action plans.

County school inspectorates

They propose to the education ministry the VET enrolment plan for the next school year. This is based on proposals from schools and taking into consideration labour market needs, defined through direct requests from employers. The inspectorates also organise the national recruitment of teachers, including VET.

Local committees for development of social partnerships

They are advisory managerial structures that aim at improving VET relevance and quality.

Teaching staff resource houses (Casa Corpului Didactic)

They organise continuing teacher training. There is one in each county and in the municipality of Bucharest. The teaching staff resource houses are subordinated to the education ministry.

County centres for resources and education assistance

The centres support learners with special needs, including those in VET. There is one in each county and in Bucharest. The centres are under the control of the education ministry.

Local authorities

They support the implementation of national strategies on education; ensure the joint financing of projects sponsored by the EU and other funds; and maintain school infrastructure.

IVET school administration boards

They approve institutional development plans, local/school-based curricula and teacher training plans proposed by their schools.

Commissions for quality assurance and evaluation

In each IVET school, a Quality Assurance and Evaluation Commission is appointed to supervise all quality assurance processes and activities, in line with the quality assurance law 16 .

Governance in continuing VET

Ministry of Labour and Social Solidarity

The labour ministry develops and promotes policies in continuing VET, including training for the unemployed, apprenticeship at the workplace, actions for NEETs (not in employment, education and training) and traineeship for graduates of higher education.

It coordinates the authorisation of continuing VET providers, and it manages and updates the nomenclature of qualifications.

It also monitors, analyses, controls, and evaluates vocational training for the unemployed.

National and county agencies for employment

The National Agency for Employment coordinates vocational training of jobseekers at national level, carried out by the county employment agencies.

National Qualifications Authority

It is responsible for:

the national qualifications framework;
the national registers of:
- qualifications in higher education;
- professional qualifications.
centres for the evaluation and certification of professional competences obtained outside formal education;
evaluators of competences, external evaluators and evaluators of evaluators.

The authority ensures the link between the standards used for defining qualifications and labour market needs, assists the development of occupational standards, and registers the standards in the national register of professional qualifications in education.

The authority also approves the occupational standards for continuing VET, and endorses the professional training standards used in initial VET programmes.

County authorisation commissions

They oversee authorisation and monitoring of training providers, and they decide on the examination commissions at county level. County authorisation commissions are set up by the labour ministry.

Continuing VET providers

Adult vocational training providers carry out vocational training, after authorisation by the county commission 17 .

In 2023, total public expenditure on education and training was 4.2% of GDP compared to 3.6% in 2019. The National Law on Education of 2011 set the target of 6%.

In 2023, per capita financing was as follows 18 .

3-year ‘professional’/school-based programmes (all qualifications): approximately EUR 1 512. Programmes offered in minority language(s): EUR 1 663;
4-year technological programmes (all qualifications) and vocational programmes (for military, pedadogy and theology) approximately EUR 1 428. Programmes offered in minority language(s): EUR 1 599;
4-year vocational programmes for arts, sports (except music): EUR 1 822. Programmes offered in minority language(s): EUR 2 042;
4-year vocational programmes for music: EUR 3 866. Programmes offered in minority language(s): EUR 4 330.

The budget for education and training, including VET, is approved annually. The financing mechanism 19 comprises per capita expenditure supplemented by coefficients (such as for rural/urban areas, number of students and climate area (this refers to geographic areas with difficult weather conditions, especially during winter), EQF level, type of programme, total number of learners in the school, teaching language).

Financing is provided to schools by the education ministry from the State budget (main source: value added tax) based on actual enrolment. It covers:

wages, allowances;
staff continuous training;
learner assessment expenditure;
materials, services and maintenance.

The basic financing of a school unit is obtained by multiplying the standard cost per pupil by the specific coefficients mentioned above. This is approved annually by Government decision.

VET in public schools is free of charge. The State also provides financing for accredited private and religious education institutions to the same level as for public VET schools. In private education, institution learners pay fees.

Continuing VET is financed by 20 :

employers/enterprises;
unemployment insurance budget;
EU structural and cohesion instruments;
personal contributions;
other sources.

Jobseekers benefit from free continuing training financed by the unemployment insurance budget. The budget also provides subsidies to employers who provide continuing VET (apprenticeship, traineeship and vocational training programmes).

VET teacher types

Initial VET

There are two teaching positions in initial VET:

teacher;
practical training instructor (Maistru instructor).

Requirements for VET teachers are the same as for teachers in general education.

At upper secondary and post-secondary VET, teachers require both:

a master degree in a field related to the VET qualification(s) they teach;
two psycho-pedagogical modules, totalling 60 ECTS 21 , that can be obtained either during higher education studies (by enrolling for one module of 30 ECTs during the bachelor programme and for the second module of 30 ECTS during the master programme), or after graduation, by enrolling for both modules within a university department for Teacher Training.

Practical training instructors must have:

a post-secondary education diploma in a field related to the VET qualification(s) they teach;
psycho-pedagogical training of 30 ECTS provided by a higher education institution 22 .

To become a certified teacher, new employees have two class inspections and produce a professional portfolio; this is an elimination stage, followed by the so-called teacher-confirmation exam (Definitivat) in the subject they will teach and its methodology, 12 months after their initial employment. During this period, they are supported by an experienced mentor and enjoy the same rights as other teachers with a labour contract. If they fail to pass the exam after 12 months, they may have another two attempts within a 5-year period. The share of qualified VET teachers and instructors (vocational theoretical subjects or practical training) is 94% of the total teaching staff in initial VET 23 .

In 2023, a new legislation for pre-university education and university education was approved. The aim is to strengthen initial teacher training programmes, including through the master degree programmes in initial training which will be compulsory for all teachers from 2027and will include 80% of practical training.

Continuing VET

Continuing VET programmes are provided by trainers with a profile or specialisation relevant to the training programme. They should have:

the national qualifications framework level of education equal to or higher than the level of the training programme they undertake;
a qualification in the training programme's field of activity;
any form of certificate for the following occupations: instructor/trainer/trainer of trainer or the certificates for the teaching profession (60 ECTs 24 ).

For more information visit Cedefop project page on Teachers’ and Trainers’ professional development and our interactive toolkits for VET practitioners: Cedefop VET toolkit for tackling early leaving and Cedefop VET toolkit for empowering NEETs. You may also read Cedefop/ReferNet country reports on Teachers and Trainers in a Changing World and Cedefop comparative analysis.

Continuing professional development of teachers/trainers

Continuing professional development of teachers and trainers is a right. It supports career advancement and professional development of teachers. Advancement in a teaching career is ensured by acquiring the relevant degrees:

the second teaching degree is awarded after at least four years of service (after passing the teacher-confirmation exam, definitivat), undergoing at least two school inspections and passing an exam in methodology and main subject; the Ministry of Education provides rules for promotion and methodologies for the exams;
the first teaching degree is awarded after at least four years after awarding the second degree, undergoing at least two school inspections and defending orally a written thesis (Regulation No 1/2011, Article 242).

Professional development is compulsory by participation in accredited training courses (teachers must gather minimum 90 ECTS every five years). The training is provided by public and private education institutions and by NGOs, and can be partially or fully covered by the State budget.

Updated legal provisions (e.g. 4224/2022, section VI, introducing the accumulation and recognition of transferable credits in CPD for specific types of programmes) describe CPD programmes’ correlation with 90 credits, that every teacher should acquire during their teaching career.

More than 150 accredited CPD programmes are available, covering topics on teaching strategies, management, counselling, ICT competences but also human rights, sustainable development, democratic citizenship and environmental education. More than a third f all teachers underwent these programmes, including those teaching in minority languages.

Mentorship mechanism in pre-university CPD teacher training system exists since 2022 (6173/2022 and 6177/2022). Its implementation is supported by the National Teaching Career Mentoring Centre and other training centres.

Anticipating skill needs

To supply the labour market with VET qualifications that are relevant, the National Centre for Technical and Vocational Education and Training Development, supported by stakeholders and experts, has developed a strategic planning model for IVET supply, approved by the education ministry.

Its main objective is to increase the contribution of IVET in an efficient transition to an inclusive, participatory, competitive and knowledge-based economy that relies on innovation.

The term ‘strategic planning’ refers to a medium-term (five to seven years) forecast. The model analyses the relevance of supply to the (forecast) labour market demand from quantitative and qualitative perspectives and using the following sources:

regional education action plans;
local (county) education action plans;
school action plans.

Regional education action plans (set out by the regional consortia) and local education action plans (by the local committees for development of social partnerships) include:

analysis of the regional/county context from the point of view of demographic, labour market and economic changes and forecast;
analysis of the capacity of IVET to serve the identified needs of the labour market in the regional/county contexts;
priorities, targets and actions for IVET development at regional/county level;
the contribution of higher education to regional development.

Desk research is carried out by regional consortia and members of local committees for development of social partnerships who analyse:

the national development plan;
the national strategy for human resources development;
regional development plans;
IVET strategies and action plans;
the national strategy for employment;
labour market and training demand and supply forecasts;
company surveys on short-term (6 months) labour demand.

The model is based on decentralised decision-making at regional, county and local levels. Strategic planning is characterised by the collective action of multiple social partners, representing the interests of employers, professional associations, employees/trade unions, public administration, relevant government and civil society organisations.

The model combines top-down and bottom-up decision-making processes as demonstrated in the figure below, involving regional consortia at regional level, local committees for development of social partnerships at county level, and school boards at local area level.

Anticipating skills: planning levels

Source: National Centre for Technical and Vocational Education and Training Development.

See also Cedefop’s skills forecast and European Skills Index.

Designing qualifications

Initial VET qualifications

Initial VET qualifications (excluding vocational programmes) are based on training standards. The national qualifications register currently comprises 134 qualifications at EQF level 3, 69 at EQF level 4 and 203 at EQF level 5.

Training standards (standard de pregatire profesionala) describe learning units consisting of learning outcomes and are based on occupational standards. Training standards are developed by representatives of companies from the corresponding sectors and of VET providers, with the methodological support of the National Centre for Technical and Vocational Education and Training Development, endorsed by National Authority for Qualifications. They are validated by employers and other social partners through sectoral committees. The revision of standards is carried out at least every five years or at the request of economic operators.

From training needs to curricula

Source: National Centre for Technical and Vocational Education and Training Development.

Training standards

Training standards play a key role in designing VET curricula, assessing learning outcomes and awarding qualification certificates.

To design the training standards and to establish units of learning outcomes in its structure, one or more occupational standards concerned with the qualification need to be analysed as a starting point.

Each training standard comprises:

introduction: description of qualification, occupation(s) the standard leads to;
list of competences as in occupational standard(s) or considering recommendations of the sectoral committees, company representatives or other interested parties;
learning outcomes units (a learning unit consists of a coherent set of learning outcomes) for the qualification:

general (e.g. maths, language, sciences) and occupational learning outcomes;
minimum equipment requirements for each learning outcome unit;
assessment standard for each learning outcome unit.

Core and local curriculum

Curricula for each qualification have two main components:

core curriculum designed at national level by education working groups;
local (school) curriculum designed by schools and local businesses to adapt training to the requirements of the local and regional labour market.

The share of national and local curricula varies by qualification level. At EQF level 3, 20% of learning time is reserved for the local curriculum and 80% for national; at EQF level 4, the share is 30% for the local curriculum and 70% for national. At EQF level 5, all curricula are national.

Continuing VET qualifications

Continuing VET qualifications are based on occupational standards, validated by the sectoral committees and approved by the National Authority for Qualifications.

An occupational standard is a national instrument describing professional activities and requested abilities, skills and competences necessary to practise a specific occupation, defined in terms of autonomy and responsibility, and capacity to apply specific knowledge and understanding at the workplace.

Occupational standards stipulate two types of requirement:

requirements linked to labour market needs in terms of skills:
- occupation;
- identification number from the classification of occupations;
- qualification level;
- specific activities to be carried out at the workplace;
- skills and competences required to practice the occupation.
requirements for provision of professional training:
- established learning content;
- duration of training and specific requirements for the assessment;
- access/entry requirements;
- necessary resources to organise the training.

More information on national qualifications frameworks and the qualifications types can be found in the NQF online tool.

Initial VET

At national level, the law on quality assurance of education 25 sets a series of basic principles applicable for all levels of pre-university education, including initial VET: focusing on learning outcomes, promoting quality improvement, protecting education beneficiaries (learners as priority), centring on the internal evaluation process (self-assessment) of providers.

Quality assurance in initial VET comprises:

IVET school self-assessment;
programme and provider authorisation and accreditation;
programme and provider external evaluation;
programme external monitoring;
monitoring of the quality of vocational certification exams.

The Romanian Agency for Quality Assurance in Pre-university Education is responsible for authorisation, accreditation and external evaluation of pre-university education, including initial VET. Authorisation and accreditation are compulsory for each initial VET programme:

authorisation (licence) grants the right to carry out the education process and to organise admission to new education and training programmes. It gives the right to operate for up to three years 26 after first graduation from the programme (until the programme is accredited, examinations and issuing diploma/certificates take place in another (accredited) school);
accreditation follows authorisation and grants the right to issue diplomas/certificates recognised by the education ministry and to organise graduation/certification exams. Accreditation is compulsory after three years from the date of the first graduation from the programme.

Accreditation assures that providers and programmes meet standards approved by the government and defines requirements for:

institutional capacity: administrative/management structures, logistics, and human resources;
education effectiveness: learning facilities, equipment, human resources, the quality of the locally developed curricula, the quality of the teaching-learning-evaluation processes, financial activity;
quality management (strategies and procedures for quality assurance, procedures concerning the design, monitoring and review of the school action plan.

Accreditation is granted by education ministry order, based on the recommendation of the quality assurance agency.

Every five years following accreditation, initial VET providers have to be externally evaluated by the quality assurance agency. External evaluation of VET providers and programmes is a multi-criteria assessment of the extent to which a VET provider and its programmes meet the quality standards. These standards describe the requirements that define an optimal level, compared to the accreditation standards that describe the minimum level for the existence and functioning of a VET programme/ provider.

School inspectorates offer guidance and support to VET providers about the quality assurance process in initial VET. It is called external monitoring and comprises:

validating VET provider self-assessment reports;
verifying that quality requirements are met;
proposing and approving improvement measures to address the identified quality assurance issues.

Self-assessment of VET providers and programmes is based on a set of quality descriptors (input, process and output), grouped in seven areas, several of which have a direct effect on the content of training and the qualifications acquired:

quality management;
resource management (physical and human);
design, development and revision of training programmes;
teaching, training and learning;
assessment and certification of learning;
evaluation and improvement of quality.

The Romanian Agency for Quality Assurance in Pre-university Education publishes on their website decisions containing evaluation reports and decisions approved by the education ministry.

Quality assurance in continuing VET

Quality assurance in continuing VET comprises:

programme and training provider authorisation;
programme and training provider external evaluation;
training provider self-assessment;
programme external monitoring.

Authorisation of vocational training providers is coordinated by the labour ministry. It is made through county authorisation commissions and gives VET providers the right to issue qualification or graduation certificates with national recognition. To become authorised, training providers must meet certain eligibility conditions. Authorisation is based on the following criteria:

professional training programme;
the resources needed to carry out the training programme;
experience of the training provider and results of previous work.

The training provider completes a self-assessment form that contains the name of the training programme, the occupation/qualification code, the level of qualification, the access conditions, the objectives expressed in the competences, the duration, the training plan, the evaluation modalities, the curriculum, the necessary material, and financial and human resources.

The external evaluation for authorisation is conducted by two independent specialists appointed by the county authorisation commissions. The specialists are selected from the list drawn up each year of those whose training and experience are directly related to the occupation for which authorisation is requested.

Authorisation of a training programme is based on occupational standards and professional training standards, recognised at national level and with a validity of four years.

Periodic monitoring of authorised training providers is carried out by two external specialists appointed by the county authorisation commission in the list of specialists drawn up annually. Legislation requires at least three monitoring visits during the four years that authorisation lasts.

The methodology for certification of adult vocational training includes procedures authorised vocational training providers to organise and conduct the adult vocational training programmes graduation examination; it also covers the procedures for issuing, managing and archiving certificates of qualification and graduation with national recognition. The examination committee includes two independent experts selected by the county authorisation commissions from the lists of specialists approved annually.

Validation of prior learning is done through assessment centres. The centres are local private or public bodies authorised to conduct validation procedures, for one or more occupations, developed at national level.

Since 2000, legislation on the national system for validation of non-formal and informal learning has been gradually developed and put in place 27 . The National Authority for Qualifications, through the newly established National Centre for Accreditation, 28 coordinates and monitors the validation process. The centre is a specialised structure within the authority responsible for:

authorisation of the assessment centres and staff involved in validating non-formal and informal learning of adults;
coordination of assessment centre activities;
quality assurance;
managing the national register of the authorised centres and national register of evaluators (evaluators of competences, evaluators of evaluators of competences, external evaluators).

The validation procedures consist of well-defined national standards, criteria and guidelines. The assessment centres develop their own assessment instruments, based on national occupational standards and/or training standards, to evaluate the candidates. They are responsible for providing validation services following specific requests by beneficiaries/candidates who can acquire full or partial qualifications at EQF levels 1, 2 and 3. Certificates of competences are nationally and internationally recognised. As part of the validation process, the centres offer information and counselling to the candidates. Currently, there are 37 fully functioning local assessment centres that can validate prior learning of candidates, mainly in services, construction and agriculture.

For more information about arrangements for the validation of non-formal and informal learning please visit Cedefop’s European database.

Professional scholarship for 3-year professional programmes

The professional scholarship is a national social protection programme 29 that offers approximately EUR 40 (RON 200) per month for all 3-year professional programme learners. This scholarship can be combined with grants provided by training companies.

Dual VET allowance

In addition to a professional scholarship, dual VET learners receive at least approximately EUR 43 (RON 200) per month in allowances from the company where they undergo training. Companies also pay for work equipment for learners.

High school scholarship

High school scholarship is a national social protection programme that offers approximately EUR 54 (RON 250 since 2018/19) 30 monthly financial support for upper secondary education learners in grades 9 to 12, including those in VET (technological and vocational programmes). The scholarship is linked to family income and is not available for all learners.

Euro 200 scholarship

The Euro 200 scholarship is a national programme that supports VET and other learners who otherwise cannot afford to buy a personal computer and develop their digital skills. The programme has been in place since 2004 under Law No 269/2004, granting financial aid based on social criteria.

Local public transport

All formal education learners, including VET, benefit from free local public transport services 31 based on the student card issued by the education unit and stamped for that current school year. A monthly intercity transport financial support is offered to pupils who travel to school from another town 32 .

See more about the development of the incentive policies in Cedefop’s timeline of VET policies in Europe.

Apprenticeship and traineeship cost reimbursement

Employers who sign an apprenticeship 33 or traineeship 34 contract may apply for subsidies to the public employment service (ANOFM). They can receive approximately EUR 483 (RON 2 250) per month for each apprentice/trainee for the entire duration of the programme (6 months to three years in the case of apprenticeship programmes and 6 months in the case of traineeship). The subsidies are financed from the unemployment insurance budget or ESF.

Employers who employ graduates from initial education are eligible for a public employment service monthly grant of approximately EUR 483 (RON 2 250) for each graduate for a period of 12 or 18 months (18 months for handicapped people), provided the employment is not terminated during 18 months from its start.

Tax exemption

Authorised VET providers are exempt from paying value added tax 35 for training operations. Companies may also deduct the training costs from their taxable income 36 .

Two main strands of guidance and counselling are available, embedded in the:

education system (university and pre-university levels);
labour market services (e.g. public employment service).

Guidance and counselling include:

information necessary to plan, obtain and keep a job;
education on careers;
counselling that helps understand individual goals, aspirations and the skills needed to find a job.

The national education law stipulates that:

in primary education, counselling is provided by the teacher in cooperation with parents and the school psychologist;
in lower and upper secondary education, guidance and counselling is provided mainly by the pedagogical assistance offices in schools with more than 800 pupils;
in higher education, guidance and counselling is provided by career guidance and counselling centres in universities to aid the transition of graduates from education to work.

Most guidance and counselling staff in the education system are psychologists, teachers, sociologists and social workers. They are trained by the psychology, educational sciences, sociology and social work faculties. Many also follow post-graduate training modules in counselling and guidance, psychotherapy, management and school administration.

The National Centre for Policies and Evaluation in Education (former Institute of Educational Sciences) supports counsellors through research, working tools and information/training sessions. It is also a member of the Euroguidance network.

Within the initial VET system, the National Centre for Vocational Education and Training Development supports career guidance and counselling activities, aiming to raise young students and their parents’ awareness about the importance of such coordinated support to the development of a professional career for young students. The Job orientation - training in businesses and schools project offered training to learners enrolled in the last years of lower secondary education and the first years of technological and professional VET programmes to help make well-informed decisions when choosing the VET or general pathway. The target groups also included teachers and companies involved in VET who needed to meet the challenges of continuously changing labour markets.

The novelty in the approach to teaching is in using student-centred methods such as task-based learning, which places students in the centre of their own learning process by setting them clear tasks: identify, explore, ask questions, find answers, give solutions and seize and understand the interrelationships between life and work roles, work opportunities and career building processes.

Initially the project was piloted in two schools of one county (judet). In 2017, it expanded to 180 schools from 19 counties, involving more than 800 teachers and 9 000 pupils. The duration of the project has been extended until 2019.

Labour market services

County (județ) agencies for employment are responsible for guidance/counselling for the unemployed, older workers, young graduates, former convicts and ethnic minorities. They provide information about training and job opportunities to their target groups.

Employment agencies also draw up an individual job-matching plan for every jobseeker. Professional information and counselling is carried out in specialised centres, organised within the employment agencies, as well as by other centres and accredited public or private service suppliers, who conclude contracts with the employment agencies. With the consent of the employer, employees may benefit from guidance services for up to 3 months from accepting a new job.

Please also see:

Vocational education and training system chart

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Programme Types

EQF 3

School-based VET

Programmes,

WBL 50%,

3 years

ISCED 352

EQF 4

Technological programmes,

WBL 25%,

4 years

ISCED 354

EQF 3

Short VET

programmes,

WBL 100%,

720 hours

ISCED 352

EQF 4

Vocational programmes,

WBL up to 15%,

4 years

ISCED 354

EQF 5

Post-secondary

VET programmes,

WBL varies,

1-3 years

ISCED 453

EQF 1 to 4

Training

for the employed

EQF 1 to 4

Training

for the unemployed

and other vulnerable groups

EQF 1 to 4

Apprenticeship

at workplace

for adults (16+),

WBL >70%

3-year school-based VET programmes, including the initial dual VET, leading to EQF level 3, ISCED 352 (învățământ profesional)
EQF level	3	ISCED-P 2011 level	352
Usual entry grade	9	Usual completion grade	11
Usual entry age	15	Usual completion age	18
Length of a programme (years)	3
Is it part of compulsory education and training?	Yes (compulsory schooling until end of upper-secondary education)	Is it part of formal education and training system?	Yes
Is it initial VET?	Y	Is it continuing VET?	N
Is it offered free of charge?	Yes Only in public schools, up to the age of 26	Is it available for adults?	Y

ECVET or other credits	Not applicable
Learning forms (e.g. dual, part-time, distance)	daytime learning (most popular) work-based learning dual form
Main providers	school-based IVET schools (also known as ’professional schools’) or technological schools/colleges
Share of work-based learning provided by schools and companies	>=50% on average (20% in the first, 58% in the second and 72% in the third study year)
Work-based learning type (workshops at schools, in-company training / apprenticeships)	school workshops/laboratories in-company training
Main target groups	Programmes are available for young people and also for adults.
Entry requirements for learners (qualification/education level, age)	Lower secondary education certificate Minimum mark obtained in the national evaluation exam (at the end of grade 8).
Assessment of learning outcomes	Assessment is made based on the performance criteria in the training standard. Besides the formative assessment of work-based learning (portfolio of evidence and practical demonstration) and of classroom learning (combination of written and oral examination) learners need to pass a summative assessment at the end of the training programme. For impartiality and validity of this final examination, teachers are not allowed to assess their own students. The summative assessment for the certification of a qualification (EQF level 3) is performed by a team of external evaluators that form an independent examination committee including: director/deputy director of the IVET school, vice-president who usually is a representative of social partners, evaluation members (representative from an employer in a related-field and an IVET teacher from a school other than the one students come from). The certification exam consists of a practical test and the oral presentation of the final product. All the requirements and regulations (the general frame) for the assessment and certification of qualification in initial VET are set by the Ministry of National Education. Assessment is learning-outcomes-oriented, stands as the reference point in the certification and is also included in the training standards approved by the Ministry of Education.
Diplomas/certificates provided	Graduates receive a professional qualification certificate as ‘skilled worker’ if they pass the qualification certification exam. Specifically, they receive a qualifications certificate and, after passing a qualifications exam, a Europass supplement to the certificate. Graduates also receive a certificate attesting completion of compulsory education that allows access to the third year of EQF level 4 technological programmes.
Examples of qualifications	Cook, welder, baker, carpenter
Progression opportunities for learners after graduation	Graduates can: access the labour market; continue in the third year of EQF level 4 technological programmes.
Destination of graduates	Information not available
Awards through validation of prior learning	Information not available
General education subjects	Yes
Key competences	The Law of National education adopted all eight key competences within the curriculum for all learning programmes (general, vocational, technological and school-based VET programmes). Initial VET programmes are delivered based on the general curriculum (common core for all learning programmes) and the training standards. The training standards rely on the occupation standards. The training standards are documents describing the competence units of a qualification that is an aggregated result of competences specific to one or more occupations, as defined by occupational standards. In order to ensure the acquisition of the eight key competences, each training standard includes them to provide support for the general aim to ensure the personal and professional competence development of each learner. Consequently, each training standard comprises: introduction: description of qualification, occupation(s) the standard leads to; list of competences as in occupational standard(s) or considering recommendations of the sectoral committees, company representatives or other interested parties; learning outcomes units (a learning unit consists of a coherent set of learning outcomes) for the qualification: general (e.g. maths, language, sciences). They are common for all qualifications in the main three domains of initial VET (technical, services, agriculture and environment protection) occupational / specialised learning outcomes. they are specific for each qualification supporting labour market immediate responsiveness. they integrate the eight key competences communication in mother tongue (Romanian); communication in foreign language; mathematic competences and basic competences in science and technology; digital competence; learning to learn; social and civic competence; sense of initiative and entrepreneurship. Based on the type of qualification, some of these competences are strongly emphasised, others are transversal throughout the learning/teaching process and based on the teaching methods (work in pairs, project-based tasks, scenarios for marketing, role play); minimum equipment requirements for each learning outcome unit; assessment standard for each learning outcome unit.
Application of learning outcomes approach	Initial VET programme is learning-outcomes-oriented and is based on the training standards that include this approach.
Share of learners in this programme type compared with the total number of VET learners	25.72% from total IVET in 2022/23, including 4.6% in dual IVET (data calculated by the National Centre for TVET Development)

4-year technological programmes leading to EQF level 4, ISCED 354 (liceu tehnologic).
EQF level	4	ISCED-P 2011 level	354
Usual entry grade	9	Usual completion grade	12
Usual entry age	15	Usual completion age	19
Length of a programme (years)	4 (the programmes comprise lower and higher cycles, two years for each)
Is it part of compulsory education and training?	Yes (compulsory schooling until end of upper-secondary education)	Is it part of formal education and training system?	Yes
Is it initial VET?	Y	Is it continuing VET?	N
Is it offered free of charge?	Yes Only in public schools, up to the age of 26	Is it available for adults?	N

ECVET or other credits	Not applicable
Learning forms (e.g. dual, part-time, distance)	daytime learning (most popular); evening classes; work-based learning.
Main providers	technological high schools colleges
Share of work-based learning provided by schools and companies	>=25%
Work-based learning type (workshops at schools, in-company training / apprenticeships)	practical training at school in-company practice
Main target groups	Programmes are available for young people.
Entry requirements for learners (qualification/education level, age)	Lower secondary education certificate Minimum mark obtained in the national evaluation exam (at the end of grade 8).
Assessment of learning outcomes	Assessment is made based on the performance criteria in the training standard. Besides the formative assessment of work-based learning (portfolio of evidence and practical demonstration) and of classroom learning (combination of written and oral examination) learners need to pass a summative assessment at the end of the training programme. For impartiality and validity of this final examination, teachers are not allowed to assess their own students. The summative assessment for the certification of a qualification is performed by a team of external evaluators that form an independent examination committee including: director/deputy director of the VET school, vice-president who usually is a representative of social partners, evaluation members (representative from an employer in a related-field and a VET teacher from a school other than the one students come from). The certification exam for qualification (EQF level 4) consists of elaboration and presentation of a project (which may include also the practical elaboration of a product). All the requirements and regulations (the general frame) for the assessment and certification of qualification in initial VET are set by the Ministry of National Education. Assessment is learning-outcomes-oriented, stands as the reference point in the certification, and is also included in the training standards that are approved by the education ministry.
Diplomas/certificates provided	Graduates receive an upper secondary school-leaving diploma (baccalaureate diploma, if they undertake and pass the examination) and the EQF level 4 ‘technician’ qualification certificate (if they pass the qualification certification exam) in services, natural resources and environmental protection, and technical study fields. Specifically, they receive a qualifications certificate and, after passing a qualifications examination, a Europass supplement to the certificate.
Examples of qualifications	Technician in gastronomy, industrial design technician, computing technical supervisor, furniture designer.
Progression opportunities for learners after graduation	Graduates can: access the labour market; enrol in higher education after passing the baccalaureate examination.
Destination of graduates	Information not available
Awards through validation of prior learning	Information not available
General education subjects	Yes
Key competences	The Law of National education adopted all eight key competences within the curriculum for all learning programmes (general, vocational, technological and school-based VET programmes). Initial VET programmes are delivered based on the general curriculum (common core for all learning programmes) and the training standards. The training standards are documents describing the competence units of a qualification that is an aggregated result of competences specific to one or more occupations, as defined by occupational standards. In order to ensure the acquisition of the eight key competences, each training standard includes them as support; the general aim is to ensure the personal and professional competence development of each learner. Consequently, each training standard comprises: introduction: description of qualification, occupation(s) the standard leads to; list of competences as in occupational standard(s) or considering recommendations of the sectoral committees, company representatives or other interested parties; learning outcomes units (a learning unit consists of a coherent set of learning outcomes) for the qualification: general (e.g. maths, language, sciences). They are common for all qualifications in the main three domains of initial VET (technical, services, natural resources and environment protection); occupational / specialised learning outcomes. They are specific for each qualification supporting labour market immediate responsiveness; they integrate the eight key competences communication in Romanian; communication in foreign language; mathematic competences and basic competences in science and technology; digital competence; learning to learn; social and civic competence; sense of initiative and entrepreneurship. Based on the type of qualification, some of these competences are strongly emphasised, others are transversal throughout the learning/teaching process and based on the teaching methods (work in pairs, project-based tasks, scenarios for marketing, role play). minimum equipment requirements for each learning outcome unit; assessment standard for each learning outcome unit.
Application of learning outcomes approach	All learning programmes in the pre-university system, including initial VET, are learning-outcomes-oriented and rely on the general curriculum documents; the initial VET training standards that is structured accordingly.
Share of learners in this programme type compared with the total number of VET learners	71% of the total number of IVET learners at upper-secondary level in 2022/23 or 39% of all upper secondary learners.

Short VET programmes leading to EQF level 3, ISCED 352 (stagii de practica)
EQF level	3	ISCED-P 2011 level	352
Usual entry grade	It takes place after grade 10. But it is not considered as part of grade 11.	Usual completion grade	After grade 10 (for 6 months)
Usual entry age	17	Usual completion age	17
Length of a programme (years)	6 months
Is it part of compulsory education and training?	No	Is it part of formal education and training system?	Yes
Is it initial VET?	Y	Is it continuing VET?	N
Is it offered free of charge?	Yes Only in public schools, up to the age of 26	Is it available for adults?	Y

ECVET or other credits	Not applicable
Learning forms (e.g. dual, part-time, distance)	work-based learning
Main providers	employers with the support of VET schools as programme coordinators) school-based VET schools (also known as ’professional schools’)
Share of work-based learning provided by schools and companies	100% (720 hours of work-based learning)
Work-based learning type (workshops at schools, in-company training / apprenticeships)	practical training at school in-company practice
Main target groups	Programmes are available for young people and for young and early leavers from education and training.
Entry requirements for learners (qualification/education level, age)	Students must have completed two years of a technological programme (completed grade 10). Young and adult early leavers from education and training can also access these programmes after completing a second chance programme.
Assessment of learning outcomes	Certification of qualifications at EQF level 3 includes elaboration and presentation of a practical test (which may include also the practical elaboration of a product).
Diplomas/certificates provided	Graduates receive a professional qualification certificate at EQF level 3 (if they pass the qualification certification exam).
Examples of qualifications	Cook
Progression opportunities for learners after graduation	Graduates can access the labour market.
Destination of graduates	Information not available
Awards through validation of prior learning	Information not available
General education subjects	No
Key competences	Yes Some key competences are more emphasised, highly dependent on the qualification to be achieved.
Application of learning outcomes approach	Yes All initial VET programmes are learning-outcomes-oriented and practical training greatly relies on the acquisition of learning outcomes.
Share of learners in this programme type compared with the total number of VET learners	Information not available

4-year vocational programmes leading to EQF level 4, ISCED 354 (liceu vocațional) (pedagogy, arts, music, sports, theology, military)
EQF level	4	ISCED-P 2011 level	354
Usual entry grade	9	Usual completion grade	12
Usual entry age	15	Usual completion age	19
Length of a programme (years)	4
Is it part of compulsory education and training?	Yes (compulsory schooling until the end of upper-secondary education)	Is it part of formal education and training system?	Yes
Is it initial VET?	Y	Is it continuing VET?	N
Is it offered free of charge?	Yes Only in public schools, up to the age of 26	Is it available for adults?	N

ECVET or other credits	Not applicable
Learning forms (e.g. dual, part-time, distance)	daytime learning (most popular) practical learning in similar learning context / work-based learning
Main providers	high school colleges
Share of work-based learning provided by schools and companies	=15%
Work-based learning type (workshops at schools, in-company training / apprenticeships)	practical training at school practice in institutions related to vocational domains: for those studying theology, for example, they go in a church and perform specific activities; for those enrolled in military schools they go to military departments/units and perform specific, practical tasks.
Main target groups	Programmes are available for young people.
Entry requirements for learners (qualification/education level, age)	Lower secondary education certificate Minimum mark obtained at the national evaluation exam (at the end of grade 8).
Assessment of learning outcomes	Project-based assessment
Diplomas/certificates provided	Graduates receive a professional qualification certificate in military, theology, sports, arts and pedagogy (if they pass the qualification certification exam) as well as an upper secondary school-leaving diploma, the baccalaureate diploma, if they enrol and pass the exam (the baccalaureate exam is not compulsory, but only after passing this exam learners may enrol in higher education/university programmes).
Examples of qualifications	Pedagogue, librarian, sports instructor, etc.
Progression opportunities for learners after graduation	Graduates can: access the labour market; enrol in higher education after passing the baccalaureate examination.
Destination of graduates	Information not available
Awards through validation of prior learning	Information not available
General education subjects	Yes
Key competences	Yes Some key competences are more emphasised, highly dependent on the qualification to be achieved.
Application of learning outcomes approach	Yes All initial VET programmes are learning-outcomes-oriented and practical training greatly relies on the acquisition of learning outcomes.
Share of learners in this programme type compared with the total number of VET learners	9.63% from total upper secondary population in 2022/23 (data calculated by the National Centre for TVET Development)

1- to 3-year higher VET programmes leading to a professional qualification at EQF level 5, ISCED 453
EQF level	5	ISCED-P 2011 level	453
Usual entry grade	12+	Usual completion grade	12+
Usual entry age	19+	Usual completion age	19+
Length of a programme (years)	1-3
Is it part of compulsory education and training?	No	Is it part of formal education and training system?	Yes
Is it initial VET?	Y	Is it continuing VET?	N
Is it offered free of charge?	State budget financed/free of charge some are based on fees	Is it available for adults?	Y

ECVET or other credits	Not applicable
Learning forms (e.g. dual, part-time, distance)	daytime learning evening classes work-based learning
Main providers	technological schools; colleges/universities (they provide programmes at the request of companies or learners under independent departments, called post-secondary high schools)
Share of work-based learning provided by schools and companies	Varies
Work-based learning type (workshops at schools, in-company training / apprenticeships)	practical training at school in-company practice
Main target groups	Upper secondary school graduates
Entry requirements for learners (qualification/education level, age)	Upper secondary school graduation; the baccalaureate certificate is not required.
Assessment of learning outcomes	To complete a post-secondary VET programme, learners need to pass: a written examination; a practical examination; project-based assessment. All these steps form the examination for the professional qualification (EQF level 5). All forms of examinations are learning-outcomes-oriented.
Diplomas/certificates provided	Professional qualification certificate EQF level 5 (specialised technician) (if they pass the examination) and the descriptive supplement of the certificate based on Europass. (https://www.edu.ro/invatamant-postliceal
Examples of qualifications	Nursing and pharmacy, optician, analyst programmer, meteorologist.
Progression opportunities for learners after graduation	Graduates can access the labour market.
Destination of graduates	Information not available
Awards through validation of prior learning	Information not available
General education subjects	No However, some general subjects may be part of these programmes and are usually strongly related to the domain. For example, for the qualification as general medical assistant the training standard includes theoretical subjects such as: anatomy or elements of bio-chemistry that are taught in a more in-depth/specialised manner. Yet, anatomy, biology, chemistry are also taught in high school, as part of general education subjects; general psychology and also medical psychology, because they are necessary in their future work to know how to address patients; elements of sociology, because they are necessary in their future work to know how to address patients; communication in foreign language; statistics/informatics/digital competences. Other features are: postsecondary education relies also on the training standards; the training standards are learning-outcomes-oriented; the eight key competences are integrated in the training standards throughout the learning outcomes units/modules.
Key competences	Yes Some key competences are more emphasised, highly dependent on the qualification to be achieved; some of them are transversal.
Application of learning outcomes approach	Yes All initial VET programmes are based on training standards and are learning-outcomes-oriented; practical training greatly relies on the acquisition of learning outcomes.
Share of learners in this programme type compared with the total number of VET learners	23.60% of the total IVET population (including 3-year school and work-based programme, 4-year technological programme, post-secondary education programme) in 2022/23

Training for the employed, leading to a qualification at EQF level 1 to 4
EQF level	1 to 4	ISCED-P 2011 level	Information not available
Usual entry grade	Not applicable	Usual completion grade	Not applicable
Usual entry age	16+	Usual completion age	Not applicable
Length of a programme (years)	The duration depends on the EQF level: for EQF level 1: minimum 180 hours; for EQF level 2: minimum 360 hours; for EQF level 3: minimum 720 hours; for EQF level 4: minimum 1 080 hours. For participants that already have the necessary set of skills, the duration of the programme may be reduced by up to 50% following initial assessment.
Is it part of compulsory education and training?	No	Is it part of formal education and training system?	No
Is it initial VET?	N	Is it continuing VET?	Y
Is it offered free of charge?	No (usually) Some of them are free of charge; depends on the employer if he takes over the costs and then if he requires the employee to perform activities for a minimum period of time.	Is it available for adults?	Y

ECVET or other credits	Not applicable.
Learning forms (e.g. dual, part-time, distance)	adult training courses
Main providers	authorised private and public training organisations / employers individuals (trainers for adults (Formatori de adulti) acting as vocational training providers
Share of work-based learning provided by schools and companies	>=67%
Work-based learning type (workshops at schools, in-company training / apprenticeships)	In-company practice/training
Main target groups	Employees
Entry requirements for learners (qualification/education level, age)	Age 16+
Assessment of learning outcomes	practical tests or other types of assessment.
Diplomas/certificates provided	Qualification and graduation certificates. Graduation certificates are issued at the end of around 40-hour specialisation programmes that do not provide learners with new qualification(s).
Examples of qualifications	Information not available
Progression opportunities for learners after graduation	Graduates can access the labour market (it is more for upskilling/reskilling)
Destination of graduates	Information not available
Awards through validation of prior learning	Information not available
General education subjects	No (exceptions apply)
Key competences	Key competences may be integrated/transversal.
Application of learning outcomes approach	Adult learning programmes are learning-outcomes-oriented.
Share of learners in this programme type compared with the total number of VET learners	Information not available

Training for the unemployed and other vulnerable groups, leading to a qualification at EQF level 1 to 4
EQF level	1 to 4	ISCED-P 2011 level	Not applicable
Usual entry grade	Not applicable	Usual completion grade	Not applicable
Usual entry age	16+	Usual completion age	Not applicable
Length of a programme (years)	The duration depends on the EQF level: for EQF level 1: minimum 180 hours; for EQF level 2: minimum 360 hours; for EQF level 3: minimum 720 hours; for EQF level 4: minimum 1 080 hours. For participants that already have the necessary set of skills, the duration of the programme may be reduced by up to 50% following initial assessment.
Is it part of compulsory education and training?	No	Is it part of formal education and training system?	No
Is it initial VET?	N	Is it continuing VET?	Y
Is it offered free of charge?	Yes (provided through the National Agency for Employment and its territorial units, one in each of the 42 counties)	Is it available for adults?	Y

ECVET or other credits	Not applicable
Learning forms (e.g. dual, part-time, distance)	Specialised theoretical knowledge (lectures) and practical training. The duration depends on the EQF level: for EQF level 1: minimum 180 hours; for EQF level 2: minimum 360 hours; for EQF level 3: minimum 720 hours; for EQF level 4: minimum 1 080 hours.
Main providers	authorised private and public training organisations; individuals, trainers for adults (Formatori de adulti) acting as vocational training providers.
Share of work-based learning provided by schools and companies	>=67%
Work-based learning type (workshops at schools, in-company training / apprenticeships)	Information not available
Main target groups	Unemployed and other vulnerable groups
Entry requirements for learners (qualification/education level, age)	There are no minimum entry requirements for education and training, but learners must be at least 16 years old to enrol.
Assessment of learning outcomes	Written test and practical training (portfolios)
Diplomas/certificates provided	Qualification and graduation certificates. Graduation certificates are issued at the end of around 40-hour specialisation programmes that do not provide learners with new qualification(s).
Examples of qualifications	Qualified worker in various economic fields
Progression opportunities for learners after graduation	Graduates can access the labour market.
Destination of graduates	Information not available
Awards through validation of prior learning	Information not available
General education subjects	No (exceptions apply)
Key competences	Key competences may be integrated.
Application of learning outcomes approach	These programmes are learning-outcomes-oriented.
Share of learners in this programme type compared with the total number of VET learners	Information not available

Apprenticeship at workplace for adults, leading to a qualification at EQF level 1 to 4
EQF level	1 to 4	ISCED-P 2011 level	Information not available
Usual entry grade	Not applicable	Usual completion grade	Not applicable
Usual entry age	16+	Usual completion age	Not applicable
Length of a programme (years)	The duration depends on the EQF level: for EQF level 1: minimum 180 hours; for EQF level 2: minimum 360 hours; for EQF level 3: minimum 720 hours; for EQF level 4: minimum 1 080 hours. For participants that already have the necessary set of skills, the duration of the programme may be reduced by up to 50% following initial assessment.
Is it part of compulsory education and training?	No	Is it part of formal education and training system?	No
Is it initial VET?	N	Is it continuing VET?	Y
Is it offered free of charge?	Apprenticeship is free of charge for the apprentice. The apprentices conclude an apprenticeship contract with an employer and are remunerated while learning and working at the workplace. The apprenticeship scheme is based on a special type of labour contract supporting work and vocational training at the workplace. Employers may apply for the public employment service subsidy of EUR~483 per month (RON 2250) for each apprentice for up to three years (the duration of the apprenticeship programme) from the unemployment insurance budget or ESF. Training periods alternate with working time allocated for the tasks specified in the job description; the practical training of the apprentice is performed under the guidance and supervision of the training provider.	Is it available for adults?	Y

ECVET or other credits	No credit system in adult learning
Learning forms (e.g. dual, part-time, distance)	apprenticeship at workplace
Main providers	authorised private and public training organisations / employers individuals, trainers for adults (formatori de adulti) acting as vocational training providers
Share of work-based learning provided by schools and companies	>=70
Work-based learning type (workshops at schools, in-company training / apprenticeships)	in-company practice
Main target groups	Adults (16+), the unemployed and early leavers from education and training
Entry requirements for learners (qualification/education level, age)	For each qualification level there are minimum entry requirements, but learners must be at least 16 years old.
Assessment of learning outcomes	Learners need to undertake a final, written examination and practical test in order to pass the professional qualification examination.
Diplomas/certificates provided	Qualification and graduation certificates. Graduation certificates are issued at the end of around 40-hour specialisation programmes that do not provide learners with new qualification(s).
Examples of qualifications	Cook
Progression opportunities for learners after graduation	Graduates can access the labour market.
Destination of graduates	Information not available
Awards through validation of prior learning	Information not available
General education subjects	No (exceptions apply)
Key competences	Key competences may be integrated.
Application of learning outcomes approach	These programmes are learning-outcomes-oriented.
Share of learners in this programme type compared with the total number of VET learners	Information not available

Vocational education and training in Europe

EU Member States

Other

Romania

General themes

Apprenticeship at workplace

Traineeship for higher education graduates

Adult training courses

Vocational education and training system chart

Programme Types

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