Raportul, elaborat în temeiul art . 219(2) din Legea educaţiei naţionale 1/2011, a fost adoptat de Consiliul Naţional pentru Finanţarea Învățământului Superior, în 15 iunie 2015.
- Finanţarea universităţilor de stat în anul 2014
- Tendinţe şi comparaţii internaţionale
- Propuneri de optimizare pentru 2015-2020
Grupul de lucru pentru elaborarea Raportului a fost compus din:
Bogdan Murgescu (coordonator),
Tiberiu Dobrescu, Bogdan Florian, Laurențiu Georgescu, Vlad Petcu, Robert Santa, Gabriel Vîiu,
Gabriela Jitaru, Ramona Zgreabăn, Andreea Gheba
This publication is based on document SWD(2015)199. The Education and Training Monitor 2015 was prepared by the Directorate-General of Education and Culture (DG EAC), with contributions from the Directorate-General of Employment, Social Affairs and Inclusion (DG EMPL) and the Eurydice Network. DG EAC was assisted by the Education and Youth Policy Analysis Unit from the Education, Audiovisual and Culture Executive Agency (EACEA), the JRC’s Centre for Research on Education and Lifelong Learning (CRELL) and Institute of Prospective Technological Studies (IPTS), Eurostat and Cedefop. The Members of the Standing Group on Indicators and Benchmarks (SGIB) were consulted during the drafting phase.
This policy profile on education in Finland is part of the new Education Policy Outlook series, which will present comparative analysis of education policies and reforms across OECD countries. Building on the substantial comparative and sectorial policy knowledge base available within the OECD, the series will result in a biennial publication (first volume in 2014). It will develop a comparative outlook on education policy by providing:
a) analysis of individual countries’ educational context, challenges and policies (education policy profiles) and of international trends and
b) comparative insight on policies and reforms on selected topics.
Pasi Sahlberg, World Bank, Washington, DC, USA
This article argues that system-wide excellence in student learning is attainable at reasonable cost, using education policies differing from conventional market-oriented reform strategies prevalent in many other countries. In this respect, Finland is an example of a nation that has developed from a remote agrarian/industrial state in the 1950s to a model knowledge economy, using education as the key to economic and social development. Relying on data from international student assessments and earlier policy analysis, this article describes how steady improvement in student learning has been attained through Finnish education policies based on equity, flexibility, creativity, teacher professionalism and trust. Unlike many other education systems, consequential accountability accompanied by high-stakes testing and externally determined learning standards has not been part of Finnish education policies. The insight is that Finnish education policies intended to raise student achievement have been built upon ideas of sustainable leadership that place strong emphasis on teaching and learning, intelligent accountability, encouraging schools to craft optimal learning environments and implement educational content that best helps their students reach the general goals of schooling.