The Minister of Education and Research, Daniel David, described in simple terms the essential elements that will change for a high school, a student respectively, but also for the teachers, if the reform proposed by him will be adopted.
Daniel David wants to reform education and research. Photo: Mediafax
The Minister of Education, Daniel David, presented a project of educational reform based on scientific evidence and a rigorous diagnosis of the system. He points out that the reform must be implemented only where necessary and lead to progress and well -being, avoiding superficial changes that can upset students.
The proposed measures include rethinking the training of teachers and the relationship between pre-university and university education, based on good European and international practices. David believes that higher education plays a crucial role in the training of teachers and specialists, and the improvement of this sector will have a positive impact on the entire educational system.
The minister also proposes an integrated health education approach, which includes the prevention of drug use and school dropout. He supports the development of a strategy for a healthy lifestyle, in which health education is a fundamental component, approaching both prevention and treatment in collaboration with psychology and medicine specialists.
“Good specialist, good citizen and man with a good quality of life”
Truth: Describe, in simple and less technical language, how will the school change for a high school according to the project presented?
Daniel David: A high school student will generally assimilate the eight key skills at the expected level at the gymnasium, being prepared to start an incipient specialization process, with the choice of the chain (theoretically vocational vs. technological) and the specializations, in the 9th grade. The eight key skills can be described as follows: (1) language/communication skills (literacy); (2) multilingual competences; (3) Stem competences (science, technology, engineering and mathematics); (4) digital skills, (5) life skills (personal/social/learning to learn); (6) civic competences; (7) entrepreneurial skills; (8) Cultural expression and sensitivity competences.
Describe, in simple and technical language as possible, how will the school change for a high school student according to the project presented?
A high school student will use his key competences in specialization areas, more definitive at the entrance through the chosen and more specific chain after the 10th grade, acquiring at the end of the high school the level of qualification 4, which will allow him to enter the labor market or to continue the studies (those on the technological chain should acquire the level 3 in the 11th grade). We aim to become a good specialist (level 3/4 qualification), good citizen and man with good quality of life.
Do the same for a student?
A student will know more clearly what to expect from the University where he is studying. If it is at a university of education, then expect a quality, intensive educational process, and a research activity associated with the educational component (eg understanding the way the knowledge taught), doubled by entrepreneurial and dual steps with the economic actors from the region, facilitating them in the market.
If it is at a university of education and research, then to expect both quality education and research-development-revival focused on solving practical problems of the region, with innovative entrepreneurial and dual approaches, to facilitate their rapid integration into the labor market in the region.
If it is at a university of advanced education and research, then expect quality education within a research-development-revival process (research education), which also targets global problems, with entrepreneurial and dual approaches with innovative-discontinuation, to facilitate their rapid integration into the labor market.
Finally, I expect the graduates of all universities to become good specialists (with the levels of qualification between 5-8), good citizens and people with good quality of life.
“The reform does not mean more work, in the bad sense”
Describe what the activity of a teacher/teacher will be as per project (with focus on changes)? Do the same for a university teacher respectively a researcher?
All teachers will have to transfer effectively skills -at the appropriate level (pre -university vs. university) -, that is, a structure made up of declarative knowledge (what I know to say), procedural knowledge (what I know to do) and values (which is good/correct). The researchers have the role of generating knowledge, to solve theoretical problems (as an antidote to pseudcines) and/or practical (with an impact on technological developments). Young researchers should enter the system in the system “tenure-tradition” (indeterminate trajectory), that is, an initial period for a fixed period, and those who pass the minimum performance standards of the period determined for an indefinite period, with periodic evaluations.
What were the reactions of the people in the pre -university education system to the debates opposite the reform of the system? For them the reform would mean more work. How can you go through the natural resistance to their change?
The reform does not mean more work, in the bad sense. It means a more prestigious social role – through salary/income and associated responsibilities – and a reorganization of work to have a better efficiency and quality, for the benefit of all.
“Meditations are a normal mechanism in a society, but they must be regulated better, so that they do not interfere with the class/school education process (eg do not have meditations during the eight daily hours dedicated to the education process) and not involve conflicts of interest,” writes in the project presented. What do you mean by “conflicts of interest”?
In addition to the things that are regulated today, as not to do meditations with those in the classroom, there should not appear other problem situations (eg inattention and disinterest in the hours of the program, affecting the time spent in school, additional stress for the teacher with an impact on school performance, etc.).
The teachers beyond the subject, must understand the psychology of the students. How do you expect that the psychological training of teachers/educators will be done?
By rethinking academic formation in universities – we are working now -, by their continuous training (where they have to look for such microcompetences) and through close collaboration with specialists in psychology.
How will students get to be “good with their life” respectively “good citizens”. Will new subjects be introduced?
We already have enough disciplines in this regard. We only need better contents that are better taught. As I said, in terms of content, it is better to teach less, but more relevant and better than more, but irrelevant and stupid!
“The political appointments of the inspectors/general directors (1) and deputies (with a small number at 1-2) must be assumed, in order to be the local/regional actors for implementing the governance program. But they must involve an analysis of the competence and a management program that will be congruent with the governance program”-the subtitle is shown in the draft, but the subtitle is called “the policy”. What do you mean by “politics”?
I am referring to the appointments that are made by the Government/Minister in the territory and which must have (1) related to the implementation of the government program and (2) limited and explicitly defined attributions, in order to be rigorously monitored and not to affect the activities and professionalization at the other levels (eg specialized “inspectors”, school directors). As I said “Politics stops at the school gate!”, That is, at the level where professionalization in education matters.
At the appointments, for the first time, apart from checking the skills through the CV, I asked for management program to be compared to the governing plan.
When presenting the project you said that there is a lot of pseudo in the area of pre -university teachers. What do you mean?
I refer to contents taught in this way, to values promoted and which push in front of the pseudo and various training courses that are tried to be promoted in the education system.
