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Romania - Functional review : higher education sector (English)

This review provides a discussion of challenges faced by Romania as a results of reforms, policy changes, growth in enrollment, among others, and provides policy options on how to tackle them. The review focuses on the higher education sector as a whole and how it is managed as a system by the Ministry of Education, Research, Youth and Sport (MERYS). The team assessed how the system is structured, led and managed by MERYS and not how each and every university is structured, led and managed internally. Some internal issues that confront higher education institutions were, however, reviewed since they are common to so many institutions that, by reason of commonality, they deserve to be addressed so that the Ministry can develop appropriate responses. The report includes a large number of findings, conclusions and recommendations. Some of the findings and conclusions require no recommendations. They indicate that the review team is happy with what it found in specific areas and they are included in the report since the team was required to cover these areas and since the team wants to give credit where credit is due. There are other findings and conclusions, indicating areas where improvement is necessary and possible and the team is providing recommendations, but on their own, are not likely to bring about major improvement; then, there are findings and conclusions in areas where the team believes that the potential for the greatest impact lies.


  • Author

    Naceva,Bojana, Sondergaard,Lars M., Moarcas,Mariana Doina, Orbach,Eliezer, Kheyfets,Igor, Mihai,Korka

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  • Document Type

    Education Sector Review

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  • Country


  • Region

    Europe and Central Asia,

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  • Doc Name

    Romania - Functional review : higher education sector

  • Keywords

    Higher Education;private higher education;private higher education institution;education and training system;access to higher education;higher education sector;fields of study;private university;quality of education;student loan program;economies of scale;human resource planning;lack of accountability;student loan scheme;student loan agency;high school student;early school leavers;growth in enrollment;mobility of student;higher education enrollment;public finance law;distance learning program;division of labor;public sector environment;performance of private;financial management problem;future skills need;allocating public resources;rates of return;flow of fund;application for admission;impact of policy;cohort of student;higher education system;areas of work;panel of expert;types of assessments;Technical Assistance Fund;change in supply;sources of fund;level of performance;institutional development fund;accountability for performance;labor productivity growth;law on education;higher education finance;quality assurance agency;tracer study;performance data;financial priority;external expert;work load;budget discussion;education law;performance contract;standardized assessment;employment outcome;private institution;assessment tool;strategic framework;international student;research output;unethical behavior;financial constraint;foreign student;civil society;university autonomy;autonomous university;competitive basis;research grant;measurable performance;financial planning;academic community;financial resource;tuition fee;management position;income quintile;management board;quality education;student voting;technological development;tertiary enrollment;ministerial order;program budget;evaluation result;research university;electronic platform;foreign language;general management;graduation rate;accreditation agency;management consulting;regular staff;international expert;funding requirements;quality indicators;organization development;political patronage;competitive grant;secondary legislation;student data;heavy reliance;external expertise;significant evidence;performance dimension;need assessment;research literature;entry rate;voluntary basis;strategic management;education service;improving competitiveness;unemployment rate;public fund;government control;legal entities;state education;skilled workforce;financial viability;Education Services;operational work;international consultant;enrollment rate;technical expertise;test result;Public Spending;job satisfaction;building skills;basic skill;faculty research;Labor Market;sector specialist;skill need;younger generation;early grade;effective leadership;administrative support;inequitable access;legal entity;gradual change;dedicated research;financial accountability;business administration;performing art;world economy;university rector;policy option;international examples;active participation;university entrant;foreign providers;student service;performance information;regional cluster;academic partnership;tertiary level;personnel establishment;strategic issue;important change;marketing campaign;administrative autonomy;academic learning;student mobility;efficiency criterion;competitive environment;assessment result;working adult;performance management;resources management;academic autonomy;global norms;university level;school dropout;Public Employment;international assessment;equity dimension;quality improvement;discretionary decision;budget allocation;policy orientation;knowledge gap;financial autonomy;pay taxes;Brain Drain;comprehensive strategy;large-scale operations;operational management;tertiary graduate;management development;management experience;



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Naceva,Bojana Sondergaard,Lars M. Moarcas,Mariana Doina Orbach,Eliezer Kheyfets,Igor Mihai,Korka

Romania - Functional review : higher education sector (English). Washington, D.C. : World Bank Group.