Browsing: I21

2013

A SWOT Analysis for Organizing a Summer School: Case Study for “Advanced Summer School in Analyzing Market Data 2013“

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Introduction. The economics scholars agree that investment in education is a competitive advantage. After participating and graduating the “Advanced Summer School in Analyzing Market Data 2013”, the students will gain some formal competences is applied knowledge in Statistics with the IBM SPSS Statistics software. Studies show that the employers seek also practical competences in the undergraduate students, along with the theoretical knowledge.

Aim of the study. The article focuses on a SWOT analysis for organizing a Summer School in order to compose lists of strengths, weaknesses, opportunities and threats. The purpose of the “Advanced Summer School in Analyzing Market Data 2013“ is to train undergraduate students from social-human sciences to gain competences which are valued in the market and a certificate for attendance, to develop an appropriate training program which combines applied knowledge, statistics and IBM SPSS software and to create a „Summer School quality brand” with high-quality training programs for the Faculty of Administration and Business.
Keywords: SWOT, Summer School, Competences, Education, Knowledge.
JEL Classification: I21, M53, M10

2014

Trends In Funding Higher Education In Romania And EU

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Introduction. Education is one of the determinants of the economic growth in any state, education funding representing thus a very important aspect in public policies.

Aim of the study. In this article we present the general principles of funding higher education in Romania and how it evolved over the last decade, stressing that the public higher education has been consistently underfunded. We also present an overview of the evolution of the main statistical indicators that characterize higher education in Romania, the number of universities and faculties, the number of students, number of teachers, revealing discrepancies between their evolution and the evolution of funding. We compared the funding of higher education in Romania and EU countries highlighting the fact that Romania should pay a special attention to higher education to achieve the performance of other EU member countries.
Keywords: higher education, education statistics, education funding
JEL Classification: I21, I22, I23

2015

Improving education due to the need to adapt it to the requirements of the economic development and of the labor market – issues of past history and contemporary features

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Introduction. Improving education has been and continues to be a necessary condition in any society. Education contributes to increase the level of civilization, to develop the individual personality, but also to increase the level of the economic development. Organization and subsequent reorganization of the Romanian education system has been pursuing desiring to adapt better it better to the labor market needs and to adapt it to the international education system.

Aim of the study. The management strategies which are applied in this area should be considered adapting it to the domestic and international labor market conditions to the new education methods and techniques, used at the international level. The new trends desiring to transform the economy into a green economy require increased investments in education, in order to train the specialists in new green areas.
Keywords: education, management of education, economic development, labor market, green economy.
JEL Classification: A20, B25, F69, G23, I21, I22, I23, I25, J21, J24, O34, O43.

2016

Barriers to Adult Learning with Some Evidence from Romania

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Introduction. The purpose of lifelong learning is to develop the required competencies in order to be permanently adapted and fitted in a continuous changing world. If learners acquire new competencies, they will be able to live more productively and have a better understanding of their own needs and how to better adapt to changes. After attending the training and some barriers are overcome, some learners encounter some changes which refer to a shift in mind and attitude changes, which increase their quality of work and social relationships. Some practical evidence is presented from the report “Implementarea Programului Învățare pe Tot Parcursul Vieții în Anul 2012” from Romania with respect to how some barriers were identified and overcome. Descriptive statistics is presented in a table of data for Romania that refers to persons aged 25 to 64 for the years 2010-2015 who stated that they received education or training in the four weeks preceding the survey.

Aim of the study. The aim of this article is to explore some of the barriers which adult learners ecounter and how to overcome them in the approach of lifelong learning. The literature usually recognizes two types of barriers to adult learning: external or situational and internal or dispositional. When facing internal and external barriers, students are not able to continue their learning. This article explores some reasons which they encounter in reaching their target of learning.
Keywords: lifelong learning, adult learning, barriers to education, education, motivation.
JEL Classification: D83, I21, P36

2016

Improving education with self-directed learning

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Introduction. In the specialized literature the concept of self-directed learning is linked with personality traits, learning environment or learning process. In the literature we find that there is a correlation between self-directed learning and some personal traits from the “Big Five” model of personality, including extraversion, agreeableness, openness and conscientiousness. Self-directed learning is also influenced by the learning environment, which consists of teaching environment, learning environment, technology and administrative support. In a “traditional” learning environment, the teacher defines the learning goals, delivers the knowledge and evaluates the student’s ability to memorize the specific delivered knowledge. The student’s learning needs are rather seen homogeneous than heterogeneous. In a self-directed learning environment, the student takes the initiative, defines his own strategies of learning specific goals and evaluates his evolution in pursuing a certain learning goal. Seen as a process, the self-directed learning can be structured in certain steps like: defining the steps of learning from easy to difficult; establishing an own calendar of learning; evaluating his own learning progress etc.

Aim of the study. The aim of this article is to understand the concept of self-directed learning and to explore how to use self-directed learning in an educational environment, in order to find the appropriate qualitative and/or quantitative methodology to study the self-directed learning concept.
Keywords: self-directed learning, personality traits, communication skills, economic education, motivation.
JEL Classification: D83, I21, P36