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This paper is about the experience of labour migration among skilled Romanians, mainly Information Technology workers and highly qualified researchers. It is based on a questionnaire survey where, among other elements, the researcher investigated the push-pull aspects of qualified migration and the strategies of labour migration. This paper considers the perspective and personal experience of 'brain' protagonists, the effective reasons of their migration and their future perspectives. Some significant elements refer to the importance of electronic 'transnationalism', the relatively limited and unlikely possible return of 'brains' and a denunciation of immigration barriers and difficulties. The study is part of the author's PhD Research Project, 'International Patterns of Migration: The Recruitment Strategies of Firms and the Aspirations and Migratory Projects of Highly Skilled Workers'. [ABSTRACT FROM AUTHOR]

This paper approaches the multiple employment issues in Romanian Higher Education with a special focus on "Babes-Bolyai" University (BBU) in Cluj-Napoca. There are 119 higher education institutions in Romania and it is becoming increasingly common for the academic staff to have at least two to three paid teaching loads, while undertaking almost no relevant, internationally recognized, research. The paper analyses the environment in which BBU is acting; the dangers of decreasing the quality of teaching and research/services; possible types of desirable multiple employment and the measures taken to diminish the consequences of undesirable multiple employment. [ABSTRACT FROM AUTHOR]

This paper presents the main results of a recent survey of private higher education institutions from twelve selected European countries (Austria, Germany, Italy, Spain, Portugal, Poland, Estonia, Bulgaria, Romania, Turkey, Ukraine, Russia) [in the framework of the UNESCO-CEPES project on "Private Higher Education in Europe and Quality Assurance and Accreditation from the Perspectives of the Bologna process Objectives," designed and implemented in collaboration with "Leon Kozminski Academy of Entrepreneurship and Management (LKAEM) and the World Bank"]. After a brief review of the current incidence of private education in the selected European countries, the authors give a description of the survey. Then the main findings are structured according to the nine goals of the Bologna Process and their corresponding level of implementation in private higher education institutions, and also to provide comparisons with public higher education institutions. The paper concludes with a discussion of the results and with some general remarks about the role of private higher education institutions in building the EHEA. (Contains 14 tables, 12 footnotes and 3 figures.)

This contribution presents a concise and up-to-date report of doctoral studies in Romania, with a special emphasis on legal and social aspects. The author also argues that in order to be sustainable, the reform of doctoral studies should be substantiated by the differentiation of universities, reliable post-doctoral programmes, and a substantive rejuvenation of PhD supervisors. [ABSTRACT FROM AUTHOR]

For this article Institutional entrepreneurialism at Babes-Bolyai University (Romania) serves as a premise for more general reflections. These include discussion of the market sensitivity of entrepreneurialism; that is how a university can be very entrepreneurial in one market and less entrepreneurial in another. Consideration is also given to the idea that institutional entrepreneurialism can sometimes collide with the individual entrepreneurialism of academic staff, and universities are then forced to take defensive measures. We also touch on the academic reward system and how it could be changed in order to stimulate academics to exploit their knowledge and create market relevant products. [ABSTRACT FROM AUTHOR]

The reform of the Romanian system of initial and in‐service teacher education is facing similar pressures to those experienced by other European countries' teacher education systems. In particular, the drive towards greater professionalization of teaching careers and university training for teachers. In Romania this process has vacillated between continuity and change, following a path marked by hesitations, recurrences, even temporary renunciation, and important acquisitions. At present, the new institutions that have assumed the role of initial teacher training for primary school and preschool, seem to be evolving irreversibly, in accordance with European institutional practices and structures and with the Bologna Process. The system of in‐service training for primary school and preschool has undergone serious reconsideration in recent years. The quality of this process is ensured by a strategy that regulates the existence of a free market for educational services, by the adoption of a transferable credits system, and by the establishment of standards for in‐service training programs. [ABSTRACT FROM AUTHOR]

The author begins by detailing the rise of private higher education in Romania following the revolution of December 1989. From their inception, these institutions have used advertising in the media as a means to attract fee-paying students, often employing methods that have been (and still are) misleading and dishonest. Private schools and programmes in journalism were no exception to this general rule. And, as the author charges, the professional quality of the first free media in Romania reinforced the poor quality of training in their use. The state universities that have maintained their quality standards do not make as much use of advertising in the media to fill their enrollment quotas as do the private institutions. Even the best of the latter, those that are accredited, advertise heavily, but frequently their advertising is misleading and superficial. [ABSTRACT FROM AUTHOR]

Describes the scope of the Thirtieth International Jubilee Conference on Higher Education on September 6-8, 2002 in Bucharest, Romania. Gathering of leaders of international and national academic institutions and organizations; Promotion of cooperation in higher education in Eastern and Central Europe; Developments in higher education in specific regions of the world.

There is a growing awareness in the UK and mainland Europe of the importance of higher education to the development of a knowledge-based economy. European universities are increasingly required to produce highly mobile graduates able to respond to the ever-changing needs of the contemporary workplace. Following the Bologna Declaration (1999), higher education across Europe has expanded rapidly. This has resulted in questions being raised about the quality of the graduate labour market and the ability of graduates to meet the needs of employers. This paper analyses graduate and employer perspectives of graduate employability in four European countries (UK, Austria, Slovenia and Romania). In doing so it adds to current debates in this area. (Contains 1 footnote.)

This contribution presents a concise and up-to-date report of doctoral studies in Romania, with a special emphasis on legal and social aspects. The author also argues that in order to be sustainable, the reform of doctoral studies should be substantiated by the differentiation of universities, reliable post-doctoral programmes, and a substantive rejuvenation of PhD supervisors.

Discussion asserts that Romania recognizes the crucial importance of higher education's role in the development of the knowledge society of the twenty-first century, the importance of university education for the training of young people, and the need to develop Romanian higher education according to the norms of the Bologna Process and of European integration. (EV)

A principal founder of the UNESCO European Centre for Higher Education (UNESCO-CEPES) reflects on its origins. Inaugurated in September 1972 as part of the detente process of those days and the efforts of Romania to increase the presence of the United Nations and its specialized agencies in Bucharest, the Centre assumed the task of promoting East-West cooperation in higher education. (EV)

Romania's prime minister evokes the role of UNESCO-CEPES as a forum for discussion of the principal issues of higher education. The pre-1989 activities of the Centre are compared to the post-1989 ones and to the role of the Centre in supporting the general reform of higher education in Central and Eastern Europe. (EV)

The provisions of Romanian law regarding college faculty employment policy, rights and responsibilities, leaves of absence, governance, development opportunities, resignation and dismissal, remuneration, discipline, awards, and social security are summarizd. (MSE)

Research on the professional preparation of Romanian university students is discussed, including what constitutes specialist training and qualifications, student motivations in choice of field, values within the chosen profession as a factor in student attitudes, and the roles of knowledge acquisition, communication, work, and politics and ideology in individual development. (MSE)