The Minister of Education, Daniel David, sent a public message on the occasion of putting into a public debate the framework plans for high school.
The Minister of Education made details about the recently announced public debate photo archive
“Dear students, teachers, parents and other actors interested and involved in education. As I promised to take over the minister’s mandate, today, January 31, 2025, they put in public consultation and national debate the framework plans for high school”said the Minister of Education, Daniel David, in a message published on the ministry’s website.
According to him, officials from the Ministry of Education are waiting for constructive proposals and observations at the e-mail address [email protected] (until March 6, 2025).
“The national debate will involve four meetings with physical presence, organized in historical academic centers, where I am waiting for all interested in these centers or in the region. In this context, we offer all the frame to dialogue on framework projects and seek the one Better solution to our children and our education system in general ”is shown in the public message.
Thus, the meetings will take place in Bucharest (February 11), Cluj-Napoca (February 14), Iași (February 25) and Timișoara (March 4). To ensure the national dimension, the series of debates with physical presence will be followed by an online debate, on March 6, 2025. The details and conditions of participation will be announced in time.
Changes pursued by the Ministry of Education
“The elaboration and approval of the framework plans for high school is the beginning of a complex process that should equip our children with the skills needed to become good specialists and good citizens, happier, prepared and capable of making decisions regarding integration to the labor market or the continuation of the educational course at another level the field of science, technology, engineering and mathematics; and cultural expression ”is mentioned in the message.
According to the quoted source, in this process, they will follow:
1. The programs will be developed to avoid any ideological, political or extremism interference of any type, will be calibrated on the time budget allocated to disciplines/modules, to avoid overloading, will be oriented on contextualized approaches, in relation to reality and with the applicability, as well as on the use of intra-, multi-, inter- and transdisciplinary bonds;
2. Initiation of the elaboration of textbooks according to modern models, validated internationally (with an emphasis, where possible, on variants and/or digitized extensions);
3. The curricular ability of the teachers, with an emphasis on modern teaching-learning methods (we already have resources for this aspect through the Recred Project). For example, the method of education, still too widespread, by which the transfer of skills according to the formula “Stay down and write after dictation” Contents that are available in various sources, will be explicitly presented as an example of a practice to be avoided (under the conditions in which the purpose is not to train the writing).
Constraints and landmarks
The proposed framework plans reflect the constraints of national legislation (including through some disciplines and themes established by law) and the good European/international practices, but adapted to the national context.
According to the minister, from the perspective of the Law on pre -university education no. 198/2023, with the subsequent modifications and completions, all the provisions that regarding the national curriculum and the resulting projects reflect these elements specified by law were identified.
In this regard, there were multiple challenges in carrying out the projects of the framework plans, mentioning as major changes that were taken into account in rethinking the meaning given to the common trunk segment, with a direct impact on the framework plans, as well as a new vision on the technological education, through Absorption of vocational education within the technological high school, with the possibility of completing the educational course, either after 3 years of study, corresponding to the level of qualification 3 CNC, or after 4 years of study, level of qualification 4 CNC.
The projects of the framework plans for the technological high school education were carried out with the involvement of the representatives of the economic environment and it was considered including the generalization of dual education at the entire high school, as a form of organization of the educational process, in a partnership between the technological high school and economic operators. From the point of view of general framework plans, technological education does not involve differentiation between the two forms of organization, classic and dual.
“It remains for the National Center for Development of Vocational and Technical Education (CNDIPT) to develop the educational plans for the fields and professional qualifications, in the stage immediately following the public consultation”the minister announced.
Principles in the elaboration of framework plans
(1) positive impact on students Through an educational framework that ensures general culture, specialized culture and culture of personal interest, in the context of the eight key skills, to form graduates as specialists and good citizens, happier people, prepared to integrate into the labor market. and/or to continue their studies. In this approach you need to pay attention to the necessary teachers (and associated staff) and openness to parents, local authorities and society.
– The common trunk (50%), provided in the legislation, provides the basic competences (general culture) and contributes to the formation of key competences (including functional literacy). The share decreases from classes IX/x (65%) to grades XI/XII (35%). It represents fixed support for the general culture. Most disciplines/themes are related to the national baccalaureate exam (mandatory/of your choice). The common trunk includes 15 disciplines to each of the IX/X classes (to which, as the case may be, the maternal language and literature), distributed in all 7 curricular areas, respectively 9 disciplines in each of the 11th/XII classes (to which Add, as the case may be, the maternal language and literature), distributed in 5 curricular areas (see Annex 1 included in this message).
– The specialized curriculum (35%), as an innovative development, ensures the specialized, general and specific skills, specific to a profile and professional specializations/qualifications, replacing the segment represented by the differentiated curriculum, present in the current framework plans in force, bringing also to the formation of skills. -key. Its weight increases from classes IX/x (25%) to grades XI/XII (45%). It is a semiflexible support for the specialized culture and includes two components: (1) the fixed component (between 77-100%, representing 8-13 hours) and (2) the flexible component (between 0-23%, representing 0-3 hours, which they can personalize the specialization); The percentages of 0% and 100% refer to the vocational and technological chains, where the specialized curriculum is fixed, once the chain/specialization is chosen. Some disciplines/themes are related to the national baccalaureate exam (mandatory/of your choice).
– Curriculum at the student’s decision From the school offer (15%) it is provided in the legislation and replaces the curriculum segment at the school decision, existing in the framework plans in force. It contributes to the competences and attributes of the graduate, through flexible support for personal learning needs and interests. Its weight increases from classes IX/x (10%, representing 1-3 hours) to grades XI/XII (20%, representing 5-8 hours). For the theoretical chain, the decision is made flexible within the specializations (up to the level of school unit). For the theoretical chain, the decision is made flexible within the chain, and for the vocational and technological chains, the decision is made by choosing the specialization/professional qualification (with a semiflexible component).
(2) balance between standardization and flexibility:
– Standardization of school year structure:
The same number of weeks, regardless of the chain (36), with a number of less weeks for the 12th grade (34);
The organization of the school year is maintained on 5 intervals of courses;
The national programs are maintained: the green week (1 week) and the school otherwise (1 week), included in the 36/34 weeks.
Unitary approach to weekly number of hours:
Maximum number of weekly hours recommended/proposed – 30 (on average, except for some specific educational routes).
Curricular and hour flexibility (including through modular organizations).
(3) opportunity for efficiency and development of the entire system:
Through this proposal for reorganization (1) the number of school days is 180 in grades IX/XI, respectively 170 in the 12th grade, and (2) the number of hours per year reaches 1080 in grades IX/XI, respectively 1020 in the 12th grade. If we decrease the two weeks dedicated to national programs, generally the teaching-learning activity is one that is part of the European limits, which is important considering that some disciplines and themes have been imposed by law, not by curricular options derived from the analyzes of Specialty, which inevitably loads the framework plan. Finally, in order to psycho -pedagogically reduce the information load, up to 25% of the hours dedicated to a discipline will be designed by programs to aim for consolidation and applicability of knowledge, including remedial activities.
Implementation of new curriculum for high school education
“Based on the elaboration and approval of all the elements of the national curriculum -educational framework, school programs, national evaluation standards -, the first generated by students, graduates of the secondary school, will start the study on the new high school starting with the students of the IX- A from the school year 2026-2027.the minister announced.
Students who will be in the 10th-XII/XIII grades, in the school year 2026-2027, will continue the study on the current high school curriculum until the completion of the high school.
