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Quality in education represents a predictor of education for sustainability development. This article aims to measure: (a) the level of satisfaction perceived by students regarding the development of the didactic communication process (OS1) (b) the assessment of the importance given by the student to the organizational and didactic practices necessary to increase the quality of university education (OS2). The research is quantitative, and its specific tools were designed considering the following variables: (a) dependent variables: satisfaction, and knowledge, and (b) independent variables: indicators of effective communication quality, teacher competencies, effective learning practices, quality of training, importance and performance in training professional and transversal skills, indicators of conflict of interest and ethical dilemmas. The data processing aimed at determining the average scores for each dimension investigated and their ranking was based on the values obtained for each provided subsample. The resulting values have an average score of 1.45 and 1.34, respectively, revealing a relatively small distance between those two dimensions. This leads us to appreciate that students know the role, place and importance of the learning environment in increasing academic performance. Providing support services for students is also perceived as important since the average score obtained is 1.23 - not far from the average of those related to the learning environment. Didactic communication contributes to the efficiency of the didactic process; it is appreciated that empathy, personal integrity and expressiveness are the attributes that any teacher must possess; compliance with the rules can be considered a pillar of academic quality and academic success. At the ranking level, those dimensions rank first in importance, followed by “learning autonomy” (second place), ensuring an adequate learning environment (third place) and providing support services for students (fourth place).

The theme of equity in the classroom is particularly relevant and necessary in the current context of education. The choice of this theme is motivated by several important factors that underline the need for a systematic and rigorous approach in the study of educational equity.

Teamwork skills are considered essential for personal, academic and professional achievement, so universities are increasingly integrating them into their syllabuses. Within this context, teamwork skills have been gaining close attention, as they are considered essential competencies in an increasingly more globalised, dynamic and complex world. New employees are asked if they have teamwork skills, can resolve specific work issues or have the required skills to handle the new challenges posed by today’s society. In this study, we aimed to investigate the differences between students regarding their demographic characteristics (age category, education level) according to the level of development of their teamwork skills. The results revealed statistically significant differences between the different categories of students and the level of development of teamwork skills. It is important that teamwork skills are developed from the years of undergraduate studies. Both in our sample, but also in other studies from the literature, these students obtain low scores for this competence.These results can be used to create training programs for teachers and students in the development of teamwork skills.

The successful professional integration of higher education graduates is closely linked to the quality of students’ training during their university studies and their motivation to engage in the process of training and developing professional and transversal competences. Academic success can be defined either in terms of the high academic achievement of a well-established academic pathway or by reference to the extent of academic results achieved during training, during university studies and in line with training requirements. Definitions of academic success differ, due to different perspectives of analysis. Approaching academic success from an analytical perspective integrates categories of factors that explain academic success as a process. The present article aims to present a register of factors influencing academic success and to explain their influence on student personality and successful academic career shaping. Categories of factors related to the internal and external learning environment were considered, such as personal/individual, social, economic, cultural, educational and psychological. Academic success among students is moreover explained by reference to the management of learning activities implemented by students and aspects related to the flexibility dimension of learning in the academic space, with positive implications on it. Academic success is also explained by considering academic standards and the achievement of these standards as a measure of assessment. The philosophy of defining academic success identifies the concept as being a relative one. In this sense, student satisfaction with one’s own academic performance can integrate academic success. From an academic perspective, high academic achievement, objectively measured, characterises academic success.

This study aims to highlight the difficulties that students encounter in online education depending on their gender and age group. 143 students participated in the study, 68 male and 75 female, aged between 18 and 50, with M = 37.4 and SD = 4.5 from the urban environment, humanistic profile. The study aims to test three research hypotheses, which aim to identify differences between attendance at classes and gender and age category, between difficulties, participant gender and age category.

The article aims to analyze, from a theoretical point of view, the aspects related to the presence of lifelong learning in the knowledge society, as a contribution to the perfection of human personality, but also as a mean to achieve balance and performance individually, professionally and socially. The features of the society we claim from the perspective of modern times will be highlighted, characterized, as a whole, by a dynamism and an unprecedented information-technological evolution, with a difficult future to predict. In this context, man must constantly improve, be adaptable and perform, and the key to success is to invest in quality education (we refer here to any kind of educational influence), education that must - or should - overlap with throughout life. The study aims to define lifelong learning, focusing on possible conceptual confusions, to establish the features of this education, as well as possible ways to achieve, but also warnings, which could generate possible errors, with effect on proper development and personal and social satisfaction. [ABSTRACT FROM AUTHOR]

Social competence is defined as "the characteristic of people capable of producing a desirable social influence on others" (Marcus S., 1999), a type of behaviour leading to social performance (Chelcea, 2013)", an empathic aptitude and the ability to develop social relationships. The following explanatory paradigm has been considered: the formation and development of social competences are conditioned by a series of intentional factors specific to each person (personality, capacity, social skills) and external factors specific to the external environment (group sentiment, group social processes). [ABSTRACT FROM AUTHOR]

This paper is intended as an attempt to equally surprise both the notions of the conceptual apparatus and the historicity of early education from the Romanian perspective. This conceptual approach, respects and relates itself, to the European and worldwide pedagogical concepts, the way they are understood and promoted in the light of educational policies. The historical perspective aimed at the pedagogical and educational approach, from the Romanian point of view, is synchronous and diachronic, continuing the implicit testings' of „the new education”, an attempt to radiography this field/domain. Apparently, the authenticity and the innovation are synonyms, and conceptual, they are consonant. But the Romanian reality in the field of early education, may be and it is, authentic and innovating: authentic, based on the specific of educational policies, innovating, by the development and emergence of this segment of educational responsibility in Romania. Therefore, Romania offers and constitutes an example of good practice. [ABSTRACT FROM AUTHOR]

A healthy diet is the easiest way to protect the individual's health, having a series of benefits which starts from ensuring the whole needed palette of nutrients for the body and ends with relieving the symptoms of diseases, such as diabetes or hypertension. In this respect, it is important to train the children to eat healthy foods, the schools playing a very important role in the education and promotion of healthy eating among young students. One of the projects - coordinated by Valahia University Targoviste - that proposed training activities for teachers and learning activities for students, having as central target developing healthy and sustainable habits which must be acquired by young students related to healthy eating, is the Erasmus+ project entitled: "EduForHealth - Let's make it better! Raising the awareness of the triad nutrition - health - food safety in school education". In the frame of the abovementioned project, an accredited continuous professional development program was organized, being oriented on topics (learning units) concerning Food Science, divided so that - one the one hand - to provide to learners, regardless of their level of education, an extensive coverage of the area, and - on the other hand -, to fulfill the teachers' expectation and needs, as it was concluded during the first project activity focused on analyzing the curricula related to Nutrition, Health and Food Safety. The activities were designed from theoretical and practical point of view, having in mind that the experiential learning is meaningful, and, at the same time, there can be developed long time skills for the actors involved in the educational process. The paper underlines the results of a case study designed to identify the conditions that influenced the implementation of the learning units in the classroom, taking into account both educational levels: primary and secondary. [ABSTRACT FROM AUTHOR]

School desegregation can be identified as an educational objective for all. The problems of school segregation relate to aspects regarding student discrimination based on various criteria: the low socioeconomic status of the family of origin, belonging to a certain ethnic group, the criterion of disability or special educational needs. The present research aims to identify good practices carried out in schools in order to combat segregation. In this regard we formulated the following objectives: the analysis of the degree of impact of anti-segregationist educational practices with regard to students (Specific objective 1); measuring the degree of effectiveness of the anti-segregationist activities implemented in the school (Specific objective 2). The units of analysis are a sample of students from schools in urban and rural areas, and a sample of their teachers. The study has made use of an intentional, structured sample, with two variables (residence of the family of origin, ethnic membership), made up of 325 students, and their teachers. The following working hypothesis has been considered: if teachers are interested in anti-segregationist education in these schools, then no discriminatory behaviors will be identified. In conclusion, the problem of segregation in the European space remains a problem, especially as we are witnessing, within such a space, cross-border migration processes involving people of different ethnicities and cultures. This aspect, in particular, attracts the attention of schools which should produce models of education carried out in a context of desegregation, and keeping the principle of equal opportunities for all in the form of social desegregation. [ABSTRACT FROM AUTHOR]

Evaluation of the teaching context is identified as an integral part of the training process that uses specific teaching strategies necessary to measure the students' competences. In education, the evaluation process is dynamic and is carried out in compliance with the principles and conditions governing professional ethics. In this framework, the research aims to analyze the role of modern evaluation strategies used by teachers in order to increase motivation for learning. The specific objectives of the research are: the identification of the level of students' perception of the importance of subjective factors and objective assessment in their learning motivation (SO1); identification of the level of seriousness perceived by students of the impact assessment in stimulating learning motivation (SO2). We have considered the following hypothesis: the working teacher evaluator importance in assessing using the objective factors alone increases students ' motivation towards learning (H1); subjective factors are influencing negative assessment students' motivation towards learning (H2); if the teacher assessor uses modern strategies for assessing, so students ' learning motivation is increased (H3). Research is quantitative. Research results have led to the following conclusion: contemporary strategies for assessing increases individual success for each student. This is justified in the context of the use of modern methods, assessment, enabling the transition from assessment of learning products to the assessment of student's cognitive processes during learning. [ABSTRACT FROM AUTHOR]

COMPETENCE, AS THE CURRICULUM ORGANIZER, IS DESIGNED AND DEVELOPED AS AN ANSWER TO THE NEW CHALLENGES OF THE OF EDUCATION AND SOCIETY (TECHNOLOGICAL PROGRESS, SCIENTIFIC DISCOVERY, SOCIAL RESTRUCTURING, SOCIAL INTERACTION, GLOBAL SOCIAL PHENOMENA, SOCIAL PROBLEMS). COMPETENCE IS ANALYZED IN A STRUCTURAL CONTEXT - KNOWLEDGE, ABILITIES, ATTITUDES OR STRUCTURED SETS OF: KNOWLEDGE, HABITS AND VALUES; ON THE LEVEL OF THE SCHOOL CURRICULUM (GENERAL COMPETENCES AND SPECIFIC COMPETENCES, KEY COMPETENCES, TRANSVERSAL COMPETENCES, GENERIC COMPETENCES, GENERAL COMPETENCES TARGETED BY THE DISCIPLINE BEING TAUGHT, COMPETENCES SPECIFIC OF THE MODULE, PROFESSIONAL COMPETENCES). IN THE DEFINITION OF COMPETENCE ARE TAKEN INTO ACCOUNT THE EDUCATIONAL RESULTS, IN OPPOSITION TO THE EDUCATIONAL OBJECTIVES. COMPETENCE IS CORRELATED TO THE STUDENT'S CAPACITY TO SOLVE A CERTAIN SITUATION, BASED ON PREVIOUSLY ACQUIRED HABITS AND KNOWLEDGE. THE SPECIFIC ELEMENTS OF THE DEFINITION OF COMPETENCE CONSIDER THE FOLLOWING DIRECTIONS: THEY ARE RESULTS OF LEARNING; THEY ARE STRUCTURED SETS OF KNOWLEDGE, HABITS AND VALUES; THEY REPRESENT THE STUDENT'S CAPACITY TO SOLVE A CERTAIN SITUATION, BASED ON HABITS AND KNOWLEDGE ACQUIRED PREVIOUSLY; THEY CAN BE TRANSFORMED INTO LEARNING SITUATIONS OR LEARNING ACTIVITIES. [ABSTRACT FROM AUTHOR]

Special educative needs are described in the context of the need of “education for all in the school for all” and in the context of the realization of an instructive educative process governed by respecting the following principles: non‑discrimination and equality of chances for all the educables, and uniqueness and dignity of every person. The social reality demonstrates the fact that one can identify discrimination in opinions with regards to the integration in mass education of children with special educative needs, who, more often than not, are considered “uncomfortable” and with no clear perspectives of socio‑professional integration. The stigmatization and rejection of such children is somewhat justified in the context of the value‑related insistence in the education of the masses on man, on the sense of his becoming. The discourse on an inclusive school preoccupies the educational actants on a national and international level. They are trying to identify “good practices” on the level of the national and international social policies able to support the persons in difficulty towards autonomy, social integration and social inclusion. The integration of children with disabilities in mass education represents the major desideratum of the inclusive educational policies in the context of their cognition of an equality of chances for all. The present paper aims to describe the structure of the interventional partnerships in the education of children with special educative needs and their place and role on the level of the inclusive school in Romania. [ABSTRACT FROM AUTHOR]

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]