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Post-modern society calls for the educational process modelling imperiously in the direction of objectivizing the results in learning skills. In this regard, education in Romania went through a series of system and process transformation that we find objective in the strategies and measures of the most diverse. We note a lack of consistency in the implementation of educational reform plans that are justified on a complex case (macrosocial and microsocial causes). The analyses carried out at the level of educational policies since the 1990s and so far reveals a lot of changes in legislation which have not led to any specific increase in the quality of education. The present paper is a research on the measures of reform in Romanian education and offers a number of explanations regarding their implications at the level of the educational process. [ABSTRACT FROM AUTHOR]