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Conceptual and operational aspects regarding the impact of European funding on the educational system in Romania
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Publisher: Editura Universitară
Author: Monica Claudia Grigoroiu
Edition: I
Pages: 260
Publisher year: 2024
ISBN: 978-606-28-1860-9
DOI: 10.5682/9786062818609
Product Code:
9786062818609
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The European Union (EU) considers the right to education of priority importance, places education at the top of its concerns and bases its decisions on research of high scientific relevance that shows that the level of skills acquired through education is directly correlated with the general level of well-being of individuals and with sustainable economic growth. Realizing that the right to free education is not enough to motivate the population to take advantage of these educational opportunities, the EU has funded a complex system of programs and projects to improve access to education and to stimulate awareness and motivation to improve the level of education . The EU began to pay more attention to impact evaluations, understanding the importance of quantifying the results of the impact of financial interventions, and imposed rules and regulations to monitor progress and evaluate their effect.
This paper provides a comprehensive perspective on the impact of education financing from EU funds on the education system in Romania, contributing to the advancement of knowledge in the researched field. The paper also explores ways to improve future programs to support the achievement of the 2030 targets.
The wide and varied range of works published in this field demonstrates the importance of understanding both conceptual and operational aspects regarding the impact of European funding on the educational system. However, looking at the research that addresses the results in Romania, we find a concentration on the problems related to implementation, the achievement of the objectives and the alignment of the activities with the general objectives of the programs and a lack of research that addresses the qualitative side of the results and the impact on different components.
In this context, the full understanding of the impact of European funding on the educational system has become a challenge for this work. Generating results regarding the impact of financial intervention on educational systems and society as a whole is essential for the development of effective educational policies as the allocation of financial resources directly influences the quality, accessibility and efficiency of educational systems.
The paper is structured in four chapters and explores educational policy and education financing in the European Union, with an emphasis on the situation in Romania.
Chapter 1 focuses on the conceptual and operational aspects of education policy and education funding in the European Union, exploring a wide range of secondary sources to identify the main issues addressed by EU legislation and educational marketing researchers. Also, a brief analysis of the education system in Romania is carried out in the context of EU accession.
In chapter 2, an analysis of EU-funded educational programs is carried out and a project implemented in underprivileged schools in Brașov County is studied. Using marketing research methods, the impact of these complementary programs on the school results of students and other aspects such as health, social skills, civic skills, initiative, entrepreneurship and culture level is examined.
Chapter 3 analyzes the impact of EU funding on primary, secondary and high school education in Romania through the survey method. The analysis presents the perspective of the evolution of key aspects in education, focusing on the comparison between the opinions of teachers from schools where EU-funded projects were implemented versus those of teachers from schools without funding.
In chapter 4, starting from the results of the research carried out, a system of directions of indicators that can be used to evaluate the effectiveness of educational projects financed by the EU was created. Activities are also proposed to maximize the impact of educational projects to be implemented in the future.
The paper ends by presenting the general conclusions, limitations, personal contributions, future research directions. Also in this section, the ways of disseminating the results are presented.
This paper provides a comprehensive perspective on the impact of education financing from EU funds on the education system in Romania, contributing to the advancement of knowledge in the researched field. The paper also explores ways to improve future programs to support the achievement of the 2030 targets.
The wide and varied range of works published in this field demonstrates the importance of understanding both conceptual and operational aspects regarding the impact of European funding on the educational system. However, looking at the research that addresses the results in Romania, we find a concentration on the problems related to implementation, the achievement of the objectives and the alignment of the activities with the general objectives of the programs and a lack of research that addresses the qualitative side of the results and the impact on different components.
In this context, the full understanding of the impact of European funding on the educational system has become a challenge for this work. Generating results regarding the impact of financial intervention on educational systems and society as a whole is essential for the development of effective educational policies as the allocation of financial resources directly influences the quality, accessibility and efficiency of educational systems.
The paper is structured in four chapters and explores educational policy and education financing in the European Union, with an emphasis on the situation in Romania.
Chapter 1 focuses on the conceptual and operational aspects of education policy and education funding in the European Union, exploring a wide range of secondary sources to identify the main issues addressed by EU legislation and educational marketing researchers. Also, a brief analysis of the education system in Romania is carried out in the context of EU accession.
In chapter 2, an analysis of EU-funded educational programs is carried out and a project implemented in underprivileged schools in Brașov County is studied. Using marketing research methods, the impact of these complementary programs on the school results of students and other aspects such as health, social skills, civic skills, initiative, entrepreneurship and culture level is examined.
Chapter 3 analyzes the impact of EU funding on primary, secondary and high school education in Romania through the survey method. The analysis presents the perspective of the evolution of key aspects in education, focusing on the comparison between the opinions of teachers from schools where EU-funded projects were implemented versus those of teachers from schools without funding.
In chapter 4, starting from the results of the research carried out, a system of directions of indicators that can be used to evaluate the effectiveness of educational projects financed by the EU was created. Activities are also proposed to maximize the impact of educational projects to be implemented in the future.
The paper ends by presenting the general conclusions, limitations, personal contributions, future research directions. Also in this section, the ways of disseminating the results are presented.
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Conceptual and operational aspects regarding the impact of European funding on the educational system in Romania
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MONICA CLAUDIA GRIGOROIU
LIST OF NOTATIONS / 8
LIST OF ABBREVIATIONS / 9
LIST OF FIGURES / 11
LIST OF TABLES / 13
SUMMARY / 15
ABSTRACT / 18
INTRODUCTION / 21
Chapter 1. EDUCATIONAL POLICY OF THE EUROPEAN UNION. EDUCATION FINANCING IN THE EUROPEAN UNION / 27
1.1. Funding prerequisites – the context of the European educational policy / 27
1.2. Consolidation of education through European policies / 31
1.2.1. Educational policies and strategies of the European Union / 31
1.2.2. Present and perspectives of education in the European Union / 41
1.3. Education financing mechanisms in the European Union. Education financing through European projects / 49
1.3.1. Education financing mechanisms in the European Union / 49
1.3.2. Education financing programs in Romania / 57
1.4. Education and the impact of Romania's integration into the European Union / 64
1.5. Conclusions and final assessments / 73
Chapter 2. PROGRAMS AND PROJECTS FUNDED BY THE EUROPEAN UNION IN ROMANIA. A QUALITATIVE APPROACH / 75
2.1. Analysis of qualitative data related to financing programs in the field of education, for preschool/preschool education and compulsory education, implemented in Romania, in the period 2014 2021, from European Union funds / 76
2.2. Case study on the impact of an educational program financed by the European Union in Romania / 81
2.2.1. Presentation of the project "I learn, I play, I am happy at school!" / 82
2.2.2. Research methodology / 87
2.2.3. Research results and discussions / 91
2.2.4. Conclusions and final assessments / 102
Chapter 3. QUANTITATIVE MARKETING RESEARCH ON THE OPINIONS OF TEACHERS REGARDING THE IMPACT OF PROJECTS FUNDED BY THE EUROPEAN UNION IN ROMANIA IN THE FIELD OF EDUCATION / 105
3.1. The purpose and objectives of the research / 106
3.2. Research hypotheses / 108
3.3. Considerations regarding research methodology / 111
3.4. Research results and discussions / 116
3.5. Conclusions / 132
Chapter 4. INDICATORS AND ACTIVITIES TO INCREASE THE IMPACT OF EDUCATIONAL PROJECTS FUNDED BY THE EUROPEAN UNION / 137
GENERAL CONCLUSIONS / 172
PERSONAL CONTRIBUTIONS AND DISSEMINATION OF RESULTS / 179
FUTURE RESEARCH DIRECTIONS / 184
BIBLIOGRAPHY / 186
Annex 1. The main features of the financing programs implemented in Romania in the field of education, for preschool/preschool education and compulsory education in the period 2014 2021. / 220
Annex 2. Comparative analysis of the main funding programs / 229
Appendix 3. Model individual evaluation sheet / 231
Appendix 4. Questionnaire financing of education through European Union funds / 235
Appendix 5. The relationship between objectives, hypotheses and research variables / 245
Appendix 6. Tables obtained after data processing with IBM SPSS / 246
LIST OF ABBREVIATIONS / 9
LIST OF FIGURES / 11
LIST OF TABLES / 13
SUMMARY / 15
ABSTRACT / 18
INTRODUCTION / 21
Chapter 1. EDUCATIONAL POLICY OF THE EUROPEAN UNION. EDUCATION FINANCING IN THE EUROPEAN UNION / 27
1.1. Funding prerequisites – the context of the European educational policy / 27
1.2. Consolidation of education through European policies / 31
1.2.1. Educational policies and strategies of the European Union / 31
1.2.2. Present and perspectives of education in the European Union / 41
1.3. Education financing mechanisms in the European Union. Education financing through European projects / 49
1.3.1. Education financing mechanisms in the European Union / 49
1.3.2. Education financing programs in Romania / 57
1.4. Education and the impact of Romania's integration into the European Union / 64
1.5. Conclusions and final assessments / 73
Chapter 2. PROGRAMS AND PROJECTS FUNDED BY THE EUROPEAN UNION IN ROMANIA. A QUALITATIVE APPROACH / 75
2.1. Analysis of qualitative data related to financing programs in the field of education, for preschool/preschool education and compulsory education, implemented in Romania, in the period 2014 2021, from European Union funds / 76
2.2. Case study on the impact of an educational program financed by the European Union in Romania / 81
2.2.1. Presentation of the project "I learn, I play, I am happy at school!" / 82
2.2.2. Research methodology / 87
2.2.3. Research results and discussions / 91
2.2.4. Conclusions and final assessments / 102
Chapter 3. QUANTITATIVE MARKETING RESEARCH ON THE OPINIONS OF TEACHERS REGARDING THE IMPACT OF PROJECTS FUNDED BY THE EUROPEAN UNION IN ROMANIA IN THE FIELD OF EDUCATION / 105
3.1. The purpose and objectives of the research / 106
3.2. Research hypotheses / 108
3.3. Considerations regarding research methodology / 111
3.4. Research results and discussions / 116
3.5. Conclusions / 132
Chapter 4. INDICATORS AND ACTIVITIES TO INCREASE THE IMPACT OF EDUCATIONAL PROJECTS FUNDED BY THE EUROPEAN UNION / 137
GENERAL CONCLUSIONS / 172
PERSONAL CONTRIBUTIONS AND DISSEMINATION OF RESULTS / 179
FUTURE RESEARCH DIRECTIONS / 184
BIBLIOGRAPHY / 186
Annex 1. The main features of the financing programs implemented in Romania in the field of education, for preschool/preschool education and compulsory education in the period 2014 2021. / 220
Annex 2. Comparative analysis of the main funding programs / 229
Appendix 3. Model individual evaluation sheet / 231
Appendix 4. Questionnaire financing of education through European Union funds / 235
Appendix 5. The relationship between objectives, hypotheses and research variables / 245
Appendix 6. Tables obtained after data processing with IBM SPSS / 246
It is considered that the satisfaction of the right to education is a particularly important precondition for the satisfaction of the other rights (Nowak, 2017). Adopting the principles of social inclusion tends to become a key political commitment throughout the European Union (Norwich, 2014). The main directions in which education has developed have been highlighted since the Treaty of the European Union (Tescașiu B., 2014).
The official reports of the European Union (European Commission. Directorate-General for Education, Youth, Sport and Culture (DG EAC), 2021b) present satisfactory data on participation in education, signaling the fact that "young people in Europe are better educated than ever before" and both children's participation in education and early childcare have improved considerably. However, the COVID 19 pandemic has substantially disrupted the education and training systems in Europe, and the trend recorded in the last decade of the decrease in the share of those who leave early education and training risks increasing. Before the COVID 19 pandemic, in the European Union, more than one child in four was at risk of poverty, and the pandemic worsened the level of child poverty across Europe (Eurochild, 2020).
In all European Union countries, access to state education is free, the legal protection of the right to education being considered a priority. The governments of the member countries provide the financial resources necessary for the educational system based on a standard cost per student, determined annually. However, it has been proven that the right to free educational services is not enough to motivate all children to benefit from them. A complex system of programs and projects is needed to find ways to improve access to education and to raise awareness and motivate young people to improve their education. All these efforts lead to an increase in the cost of education, which puts pressure on national budgets. It is necessary to supplement budgetary resources with revenues from other sources. Companies or individuals are called upon to obtain sponsorships, but most complementary programs designed to support and increase the attractiveness of educational programs come from projects financed by the European Union. Increasing financial investment in education through programs and projects with a strong social component linked and with appropriate strategic measures is one of the ways to reduce the problems in the European Union's educational systems.
In this period when the world economy is still affected by the COVID 19 pandemic, humanity is more aware than ever of the importance of the sustainability of public finances (Luca & Tache, 2021). Efforts are also being made in Romania to harmonize with the main characteristics of education in the European space, but it has been proven that this process with cultural, social and economic implications (Epuran, Gârdan, Gârdan, & Tescașiu, 2016) is a lasting one. The Romanian National Education Law supports the promotion of an education that facilitates both the acquisition of a profession and appropriate behavior in society. However, there is research that highlights that the law applicable in Romanian education is not yet fully operational (Constantin, 2016).
The paper is structured in four chapters, and the final part presents general conclusions, personal contributions, dissemination of results and future research directions.
The first chapter is dedicated to the conceptual and operational aspects regarding educational policy and education financing in the European Union, presenting the context of establishing the EU educational policy by analyzing secondary sources (statistics and official reports of the European Union) and specialized literature in order to identify the main aspects addressed by European Union legislation and by researchers from the perspective of educational marketing. Also, the chapter deals with education in Romania through a brief analysis of its correlation with the European trajectory, in the period since Romania's accession to the EU until now.
Although research shows progress in children's school participation as a result of the implementation of projects funded by the European Union, additional assurances are needed to demonstrate that they succeed in acquiring knowledge and skills that contribute to improving social sustainability. In order to bring additional clarifications regarding the qualitative perspective of the results of educational projects, in the second chapter an analysis of the main programs financed by the EU in the field of education is carried out and the case of a project financed by the European Union and implemented at two disadvantaged schools in Brasov county. The main purpose of this research was to observe to what extent the complementary programs financed by the European Union led to the registration of a positive evolution of the educational path of the students. The studied project is called "I learn, I play, I'm happy at school" and it was implemented in underprivileged schools in Voila and Lisa communes. In order to measure the impact of the complementary programs implemented by this project on the school results of the students, but also on other aspects such as: health and personal hygiene, social skills, civic skills, initiative, entrepreneurship, culture, a marketing experiment was carried out. Also, this chapter presents innovative elements, results and conclusions regarding the best practices for reducing the achievement gap between students with socioeconomic difficulties and those from families with greater resources.
The third chapter is dedicated to the analysis of the impact of financial intervention from the European Union on Romanian primary, secondary and high school education. The method considered the most appropriate in the case of this research was the survey-based investigation carried out among the teaching staff in primary, secondary and high school education in Romania. The data analysis focused on identifying the differences between the opinions of teachers in schools where EU-funded projects were implemented versus those who teach in schools that did not benefit from financial support from the EU, regarding the evolution of some defining aspects for education.
Chapter four presents a set of indicators that can provide a framework for evaluating the effectiveness of each project, also activities correlated with the indicators were proposed to increase the impact of educational projects financed by the European Union. The proposals were based on the results of the research carried out in this paper.
Through the research carried out, the work (part of the doctoral thesis carried out within the interdisciplinary Doctoral School, within the Transilvania University of Brașov, Faculty of Economic Sciences and Business Administration) managed to achieve the proposed goal, bringing new information to cover some of the existing gaps in the specialized literature regarding the impact of EU funding on education. Also, by proposing directions for indicators and activities that could be implemented, it brings improvements to future programs so that they contribute to reaching the targets assumed by the Europe 2020 agenda regarding the education system in Romania.
This paper is not only the result of my academic work, but also a reflection of my personal and professional growth and development during my doctoral studies. I started this journey with an idea and a desire to contribute to knowledge in this field. Along the way, I encountered obstacles and challenges, but I learned and grew, I had satisfactions and joys that kept me going, I met wonderful people who helped me, encouraged me and filled my heart with gratitude. I have found that the research process is one full of surprises, discoveries and satisfactions.
The official reports of the European Union (European Commission. Directorate-General for Education, Youth, Sport and Culture (DG EAC), 2021b) present satisfactory data on participation in education, signaling the fact that "young people in Europe are better educated than ever before" and both children's participation in education and early childcare have improved considerably. However, the COVID 19 pandemic has substantially disrupted the education and training systems in Europe, and the trend recorded in the last decade of the decrease in the share of those who leave early education and training risks increasing. Before the COVID 19 pandemic, in the European Union, more than one child in four was at risk of poverty, and the pandemic worsened the level of child poverty across Europe (Eurochild, 2020).
In all European Union countries, access to state education is free, the legal protection of the right to education being considered a priority. The governments of the member countries provide the financial resources necessary for the educational system based on a standard cost per student, determined annually. However, it has been proven that the right to free educational services is not enough to motivate all children to benefit from them. A complex system of programs and projects is needed to find ways to improve access to education and to raise awareness and motivate young people to improve their education. All these efforts lead to an increase in the cost of education, which puts pressure on national budgets. It is necessary to supplement budgetary resources with revenues from other sources. Companies or individuals are called upon to obtain sponsorships, but most complementary programs designed to support and increase the attractiveness of educational programs come from projects financed by the European Union. Increasing financial investment in education through programs and projects with a strong social component linked and with appropriate strategic measures is one of the ways to reduce the problems in the European Union's educational systems.
In this period when the world economy is still affected by the COVID 19 pandemic, humanity is more aware than ever of the importance of the sustainability of public finances (Luca & Tache, 2021). Efforts are also being made in Romania to harmonize with the main characteristics of education in the European space, but it has been proven that this process with cultural, social and economic implications (Epuran, Gârdan, Gârdan, & Tescașiu, 2016) is a lasting one. The Romanian National Education Law supports the promotion of an education that facilitates both the acquisition of a profession and appropriate behavior in society. However, there is research that highlights that the law applicable in Romanian education is not yet fully operational (Constantin, 2016).
The paper is structured in four chapters, and the final part presents general conclusions, personal contributions, dissemination of results and future research directions.
The first chapter is dedicated to the conceptual and operational aspects regarding educational policy and education financing in the European Union, presenting the context of establishing the EU educational policy by analyzing secondary sources (statistics and official reports of the European Union) and specialized literature in order to identify the main aspects addressed by European Union legislation and by researchers from the perspective of educational marketing. Also, the chapter deals with education in Romania through a brief analysis of its correlation with the European trajectory, in the period since Romania's accession to the EU until now.
Although research shows progress in children's school participation as a result of the implementation of projects funded by the European Union, additional assurances are needed to demonstrate that they succeed in acquiring knowledge and skills that contribute to improving social sustainability. In order to bring additional clarifications regarding the qualitative perspective of the results of educational projects, in the second chapter an analysis of the main programs financed by the EU in the field of education is carried out and the case of a project financed by the European Union and implemented at two disadvantaged schools in Brasov county. The main purpose of this research was to observe to what extent the complementary programs financed by the European Union led to the registration of a positive evolution of the educational path of the students. The studied project is called "I learn, I play, I'm happy at school" and it was implemented in underprivileged schools in Voila and Lisa communes. In order to measure the impact of the complementary programs implemented by this project on the school results of the students, but also on other aspects such as: health and personal hygiene, social skills, civic skills, initiative, entrepreneurship, culture, a marketing experiment was carried out. Also, this chapter presents innovative elements, results and conclusions regarding the best practices for reducing the achievement gap between students with socioeconomic difficulties and those from families with greater resources.
The third chapter is dedicated to the analysis of the impact of financial intervention from the European Union on Romanian primary, secondary and high school education. The method considered the most appropriate in the case of this research was the survey-based investigation carried out among the teaching staff in primary, secondary and high school education in Romania. The data analysis focused on identifying the differences between the opinions of teachers in schools where EU-funded projects were implemented versus those who teach in schools that did not benefit from financial support from the EU, regarding the evolution of some defining aspects for education.
Chapter four presents a set of indicators that can provide a framework for evaluating the effectiveness of each project, also activities correlated with the indicators were proposed to increase the impact of educational projects financed by the European Union. The proposals were based on the results of the research carried out in this paper.
Through the research carried out, the work (part of the doctoral thesis carried out within the interdisciplinary Doctoral School, within the Transilvania University of Brașov, Faculty of Economic Sciences and Business Administration) managed to achieve the proposed goal, bringing new information to cover some of the existing gaps in the specialized literature regarding the impact of EU funding on education. Also, by proposing directions for indicators and activities that could be implemented, it brings improvements to future programs so that they contribute to reaching the targets assumed by the Europe 2020 agenda regarding the education system in Romania.
This paper is not only the result of my academic work, but also a reflection of my personal and professional growth and development during my doctoral studies. I started this journey with an idea and a desire to contribute to knowledge in this field. Along the way, I encountered obstacles and challenges, but I learned and grew, I had satisfactions and joys that kept me going, I met wonderful people who helped me, encouraged me and filled my heart with gratitude. I have found that the research process is one full of surprises, discoveries and satisfactions.
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