Documente Academic
Documente Profesional
Documente Cultură
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Page 3
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Proiect cofnanat din Fondul Social European prin Programul Operaional Sectorial Dezvoltarea Resurselor Umane
2007 - 2013
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A new approach to practical education and training
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oProgram mult-regional integrat de stagii de practc pentru studeni n vederea creterii
gradului acestora de angajabilitate
A new approach to practcal educaton
and training
CONINUT: Robert Santa
VERIFICARE I COMPLETARE CONINUT: Vasile Burtea, Roxana Cioclov, Cristan Panir,
Alexandra Petcu, Vlad Petcu,
ECHIPA DE IMPLEMENTARE A PROIECTULUI:
Vasile Burtea
Roxana Cioclov
Andreea Dobre
Mariana Glan
Cristna Luca
Daniela Muha
Cristan Panir
Elena Prvan
Alexandra Petcu
Vlad Petcu
Viorel Proteasa
Robert Santa
Mariana Stoica
Tiprit la Tipografa Artpress
TIMIOARA, Noiembrie 2013
Aceast publicaie este elaborat n cadrul Programul mult-regional integrat de stagii
de practc pentru studeni n vederea creterii gradului acestora de angajabilitate,
cofnanat din FSE, prin POSDRU 2007-2013
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Page 7
SUMMARY
The following publicaton is a testmony to the achievements and the eforts of the
implementaton team of the Multregional Integrated Internship Programme Fo-
cused on Ensuring Sustainable Growth in Terms of Students Employability over
the course of their work in both 2011 and 2012. Its purpose is to ofer guidance and
input to anyone interested in organizing relevant and integrated student internships
both in Romania and other countries with a similar socioeconomic context.
The publicaton describes the approach used by Adecco Romania in getng young
students to internships in various companies across Romania, as well as the numer-
ous enhancements it has brought to traditonal approaches existng on practcal ed-
ucaton. For Adecco itself, the project has been a signifcant breakthrough into the
white collar sector, while at the same tme breaking new ground by giving a private
sector spin to internship stages in the Romanian regions it actvated in.
The frst part of the publicaton will try to give an accurate descripton of the context
in which the project is operatng, from a demographic, insttutonal and socio-eco-
nomic point of view. This context is to a large degree determined by the transiton
to a fully capitalist economy in Romania, the massifcaton of higher educaton and
the transiton to a service-based economy.
The publicaton will also describe the main tools that have been developed for use
in the Multregional Integrated Internship Programme Focused on Ensuring Sus-
tainable Growth in Terms of Students Employability project. These include career
counselling sessions, trainings and the internships themselves. We will also describe
how the concept of contnuous feedback has been embedded in project actvites,
and how we have atempted to give each benefciary a clear and comprehensive
image of his or her personal performance in an economic actvity and connected
social interacton.
Feedback goes both-ways, so at the end of this publicaton we shall present a brief
review of the feedback we have been receiving from partners and from students,
and the changes we have adopted on the eve of another implementaton cycle.
The changes, while not altering the overall concept, have meant that we take the
concept of benefciary ownership seriously the people who gain from the project
should be able to gain even more afer infuencing the general structure of the ac-
tvites.We hope that we will provide you with a good read and that we will manage
to give you an insight into how one of the more ambitous employability enhance-
ment actvites in Romania is progressing.
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Page 8
CHAPTER 1. The current
situation in the European Union
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Page 9
Probably one of the largest debates in the EU at this moment is that on graduate
and youth employability. It has transcended into every conceivable feld of public
discourse, from fnancing, to crisis-related austerity measures, the viability of the
Eurozone, as well as the mission of public educaton. Other than the discussion on
immediate employment prospects for graduates, there is also an increasing debate
on the nature of employability. There are clear indicatons that the days of life-long
employment at a single insttuton or company are now long gone. Innovaton and
rapid changes in the jobs market have meant that the economy changes signifcant-
ly over the productve life of an individual, and fexibility is now a key to ensuring
access to employment opportunites.
As such, there is a new emphasis on promotng a smart employability in which
the focus is on allowing learners to gain the skills and competences that will ensure
them the capacity for successful self-directed up-skilling and learning. This further
or lifelong learning is one of the necessary prerequisites in ensuring that graduates
will be able to adapt to changes in the labour market years and decades afer their
graduaton, and (from an HEI point of view) to justfy the current extent of the ter-
tary public educaton system in a group of countries with aging populaton.
The discussions around the issue of youth employability as well as that around grad-
uate employability have intensifed, as employment prospects ofen infuence the
behaviour of young people with regards to HE partcipaton. In tmes of crisis for
example, the number of students taking part in various HE programmes can actu-
ally increase, as people try to become more compettve via beter educaton or
simply avoid seeking employment untl the jobs market improves.
One important dimension is the issue of student employability during studies. While
students used to normally have an adequate level of support during their studies,
the share of those also working is very high and represents a very distnct group as
compared to graduates. In the partcular case of Romania, this situaton is all but
impossible to measure, as many students are employed without a proper contract.
Also, these temporary jobs that students take on during their studies sometmes
extend to the period immediately following graduaton, untl a long-term job in the
feld of study can be found.
This type of work is ofen part-tme and not always linked in a meaningful way with
the feld of studies for the students. To add more complexity to the debate, we need
to point out that in those countries that have a lower percentage of young students
working during their studies, tertary educaton can act as a mask that helps hide
youth unemployment: the fewer young people seeking a job, the lower the level of
the youth unemployment rate.
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Page 10
Overview and present situaton
Despite signifcant levels of concern on the capacity of higher educaton graduates
to fnd a workplace, the overall employment level for HE graduates is signifcantly
higher than for other levels of educaton. In fact, there is no country inside the EU
where the employment rate for graduates is lower than the overall rate or the rates
for any other category of people based on their level of educaton. (Eurostat, 2011)
Pre-primary, primary
and lower sedondary -
ISCED levels 0-2
Upper secondary
& post sedondary,
non-tertary ISCED
levels 3-4
Tertary -
levels 5-6
EU - 27 53.5 73.2 83.7
Euro area 54.1 74.2 83.4
Belgium 47.7 74.0 84.2
Bulgaria 38.6 70.3 82.7
Czech Republic 42.2 75.3 83.1
Denmark 62.6 79.0 85.8
Germany 56.6 77.6 87.9
Estonia 48.4 74.0 80.0
Ireland 45.7 65.1 80.8
Greece 54.0 62.0 75.1
Spain 52.2 67.5 78.9
France 55.6 73.6 83.8
Italy 50.8 71.0 79.0
Cyprus 65.0 76.4 83.5
Latvia 50.5 68.0 85.0
Lithuania 34.3 66.6 88.5
Louxembourg 62.0 70.4 85.0
Hungary 37.7 66.3 79.3
Malta 49.8 81.2 87.9
Netherlands 62.1 80.0 87.4
Austria 56.2 77.9 86.5
Poland 39.8 65.9 87.7
Portugal 65.9 79.4 83.4
Romania
51.4 68.3 85.3
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Page 11
The EU in partcular has tended to view increased rates of partcipaton in Higher
Educaton as crucial to ensuring that more citzens enter the workforce with a suf-
cient level of skills to foster sustainable development and innovaton. The perceived
link between Higher Educaton and new age economics makes HEIs a very likely
target for employability related policies or targets.
In June 2010, as part of the Europe 2020 growth strategy, EU leaders agreed as
a target that 40% of 30-34 year olds in the European Union should have a higher
educaton degree or equivalent level of qualifcaton by 2020. This age group was
selected rather than the working age populaton as a whole to make it easier to
monitor progress.
EU governments have since set their own natonal targets for 2020, taking account
of their natonal circumstances. In 2010, 33.6% of 30-34 year olds in the EU had
a higher educaton qualifcaton, this being one of the highest percentages in the
world, and it is quite feasable that a 40% target is reachable by 2020. (Eurostat,
2011)
Employability and educatonal reform in the European Union
European Union countries are reforming their higher educaton systems based on a
range of proposals issued from Brussels or via the initatve of natonal leaders. Stll,
the most comprehensive reform process in the Union is the Bologna Process, which
also spans outside the EUs borders over almost all countries on the contnent.
Employability was one of the core objectves of the Sorbonne Declaraton in
Slovenia
46.7 70.6 86.4
Slovakia
30.4 70.3 81.6
Finland
55.5 74.7 84.3
Sweden
66.4 84.8 88.6
United Kingdom
56.6 77.7 83.7
Iceland
74.4 83.4 88.8
Norway
65.0 81.0 90.2
Switzerland
68.7 82.7 88.8
Croata
40.7 61.7 77.5
FYR of Macedonia
34.3 58.3 72.4
Turkey
47.6 61.7 76.1
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Page 12
1998 (one of the basis of setng up what was to become the Bologna Process), with
the creaton of a European Higher Educaton Area being seen as a way of promotng
the mobility and employability of citzens. In the Sorbonne Declaraton, employa-
bility was also identfed as one of the positve outcomes of having set comparable
degrees across a European Area of Higher Educaton (Sorbonne, 1998).
Afer this inital step, there was very litle focus on employability when looking into
educaton issues. This is understandable, as the emerging Bologna Process was a
largely academic afair, and economic conditons meant that there was ofen litle
urgency in discussing the topic.
In 2007, there was agreement on the need for data collecton on employability, in
order to have it included in the stocktaking reports that monitored Bologna imple-
mentaton. The now functoning Bologna working group on employability identfed
a series of outstanding issues related to the employability of graduates, such as the
over-supply in a few sectors, following strong massifcaton trends in the 1980s
and 1990s. It also identfed issues of access and the subject of cycle employability
as important points to be raised in any comprehensive debate on educaton and
employability.
At this stage, the discussion on employability within the Bologna Process was to a
certain degree overshadowed by the re-launch of the Lisbon Strategy, under the
heading Agenda for Growth and Jobs, which emphasized the economic facet of
educaton. Indeed, increasing employment rates were deemed to be among the
most important success criteria within the Strategy (European Commission, 2007).
This increasing focus on employability by governments and politcal stakeholders
has ofen met with strong negatve reacton from other educatonal stakeholders.
This has been quite characteristc of the student movement, for example, with most
ESIB/ESU debates on the topic emphasizing the importance of keeping academic
values at the core of educaton as opposed to transforming HEIs into agents for
economic development as such.
Employability is a strong goal for most governments (especially since this is per-
ceived as return on investment considering the high defcits that most European
governments run), and there has been an increased tendency for governments to
look at Higher Educaton from an economic angle. This has been very much evi-
dent when cuts have been made during the recent fnancial crisis, as humanites
and other felds viewed as less economically relevant have been disproportonally
afected.
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Page 13
While discussing employability and the Bologna Process, one of the most interest-
ing aspects to look at is that of links and potental links with various Bologna acton
lines and developments. Employability in itself is infuenced and infuences the way
in which Bologna-inspired educatonal reforms are carried out, but the relatonship
goes two-ways.
For example, mobility in Higher Educaton is ofen a facilitator towards greater jobs
mobility in Europe, while the use of qualifcaton frameworks and recogniton of
prior learning brings about the possibility of integratng workplace and insttuton-
alized learning into a more coherent process. This would, in fact, refect the true
learning experience of the average individual in insttutonal language. At the end
of the day, HEIs do not have a monopoly on learning, as individuals learn from the
environment in diverse and complex ways.
Employability and the wider impact on society
The employability factor is crucial in the fostering of a social dimension to higher
educaton, impactng development and promotng regional and natonal growth
across the EU. First of all, employability is more important for students from dis-
advantaged backgrounds than for any other group. It is these students that lack
a good enough social safety net if their investment in higher educaton is not fol-
lowed up by gainful employment.
It is also these students that have the potental to be at the forefront of general
economic growth by moving from a life of low-consumpton and poverty, to one of
greater economic wellbeing, consumpton and actve citzenship. The benefts of
higher educaton partcipaton can go all the way to helping gentrify setlements,
reducing healthcare costs (as educated people tend to lead healthier lives) as well
as to promotng new age economic branches.
There is an important need to motvate people from disadvantaged backgrounds to
apply for higher educaton, and a perceived boost to employment opportunites is
ofen a major motvaton for a person that has problems in afording tuiton related
costs in the frst place. Also, there is a clear need for those people who have accu-
mulated debt during their studies (either because of the direct costs or by forfeitng
gainful employment in order to focus on studies) to be employable upon gradua-
ton.
This does not mean, of course, that people from disadvantaged backgrounds should
seek employment just for the sake of job skills, but it is important to note that
diminished employability perspectves are an impediment to access. Thus
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Page 14
far, access to higher educaton has been one of the best tools in terms of breaking
cycles of poverty, and part of the reason for this is the fact that it ofers stll greater
employment opportunites than lower levels of educaton. (Lavin, 2007)
One important facility that should be available to people from lower income brack-
ets is the possibility for students to work and fnd employment during their studies.
While this does not always link with the studies themselves, it is important for inst-
tutons to facilitate combining work and study. This can be done by fexible learning
paths, fexible hours, the opportunity to study part-tme, combining e-learning and
regular courses, evening courses, etc.
These measures are very important for atractng students from non-typical back-
grounds, including mature students and students with families. In an age in which
social stratfcaton (and reduced social mobility) across the EU seems to be signif-
icantly linked to educaton (OECD, 2010), there is a need for the Higher Educaton
system to tap into societys underprivileged areas for further growth and societal
integraton.
Linking educaton and the economy - the Bologna Process and the EU
There are numerous tools and politcal initatves staving from the Bologna Process
that have been to a great degree oriented towards improving the communicaton
with the real economy. For example, the Diploma supplement is aimed to a certain
degree at beter describing the exact learning achievements of students that under-
go a certain program. Stll, there is litle evidence that the tool has been taken up
by employers as a simpler method to gauge the learning experience of a student.
One major development that has the capacity to improve the employability of grad-
uates is the development of qualifcaton frameworks. By creatng a set of compa-
rable frameworks across Europe, a unique opportunity to shed the opaque image
of Higher Educaton in the eyes of many employers is now arising.
It is, of course, vital that public administratons and HEIs themselves try to inform
the wider public on the importance of the frameworks, and on their potental use.
In the long run, the use of newly developed Bologna transparency tools has the
capacity to ensure that all the learning outcomes that students atain during their
studies can be recognized for employment purposes. This will help stop situatons
in which for example the confusing name of a programme can hinder the em-
ployment prospects of a graduate.
However, one of the most important Bologna tools in fostering greater em-
ployability, and especially transnatonal employability, is the recogniton of
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Page 15
qualifcatons and short-duraton cross-border studies. This recogniton extends the
employment opportunites available to students and graduates by ofering them
access to a pan-European labour market. The combinaton of proper recogniton
procedures and EU legislaton on citzenship and employment rights creates the
possibility of bringing about a true pan-European labour market which can more
easily reduce the impact of regional employment crisis.
A complementary element that has the ability to enhance the employability of
graduates across borders is the recogniton of prior learning. This creates the prem-
ise of recognizing the experience from prior employment or extracurricular actvity
within educatonal setngs. This is, in a way, the reverse of the normal role of em-
ployers recognizing and assessing higher educaton qualifcatons for employment
purposes. It is also a signifcant tool to help people from various underrepresented
demographics penetrate into Higher Educaton.
In order to have all these developments improve the employability perspectves
of graduates, sufcient public informaton and sufcient consultaton of economic
stakeholders is needed. All the measures behind the Bologna Process (to which the
aforementoned comparability and recogniton measures belong) have been, at the
end of the day, rooted in the academic world. Hence, it is not a foregone conclusion
that potental employers will use arising opportunites in order to improve their
links with HEIs.
Graduates employability
Eurostat data, 2011, shows that there is no country within the European Union with
a lower rate of the graduates employment than the overall employment rate in the
country. Statstcs do not yet fully take into account diferences between perceived
quality of insttutons and programmes, as well as the feld(s) of study of each indi-
vidual learner.
The European Students Union, in their BWSE2011 (Bologna With Student Eyes) sur-
vey, pointed out that 48.1% of natonal unions of students replied that there is a
medium possibility for bachelor graduates to get employed, while 29.5% referred to
a very low employment rate afer completon of bachelor studies. This of course de-
pends on some of the same factors mentoned above, for example felds with high
demand in the labour market will have employable graduates at all levels, while
felds with less economic connectvity will have lower employability rates inside the
sector.
With the implementaton of the Bologna Process, many countries faced the
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Page 16
obstacle in the recogniton (by the labour market) of the new types of degrees with-
in the period of transiton. Some of them solved it by equatng previously issued
diplomas with the bachelor qualifcaton, enhancing the graduates employability
this way, but other countries did not have success in the fulflment of this task. Ro-
manian natonal union of students ANOSR stated that: During the transiton, some
bachelor graduates have had problems being employed, as they were/are seen as
under-qualifed.
The frst cycle has possibly lost a lot of its relevance for the labour market (and
students have become, more and more, pushed to also undertake a masters de-
gree). There is, however, an open debate on who is to blame for and who should
mend damages to graduate employability resultng from policy measures. There is
a general consensus that HEIs are not meant to give direct competences for specifc
employment in a certain, narrow feld of work. This was also revealed in the Euro-
barometer (2010) that monitored attudes among employers as well as in other
stakeholder opinion assessment exercises.
Employers perspectve
One of the key actors when looking into graduate employability is represented by
the employers themselves. The European Union, which has a strong employability
agenda, has taken occasional surveys among EU employers, and has looked into
several aspects relatng to their percepton of graduate employability. For the most
part, employers seem to be rather satsfed with the skills their graduate employees
have and with their contributon to their respectve company. There is also a clear
desire from the side of employers to have graduates that poses a range of both sub-
ject-specifc and generic competences, as well as key integratve skills.
Employers (in general, regardless of the size of the surveyed enterprise) seem to
put great emphasis on transversal and sof skills. A 2010 survey of EU employers
pointed out team working skills as the most important ones a graduate needs to
have, followed by sector-specifc skills and by communicaton and computer skills.
The least useful skills identfed by employers seemed to be being good with num-
bers and language skills. (Eurobarometer, 2010)
In terms of ratng certain skills and capabilites as being very important, graduate
recruiters in medium-sized companies were more likely to highlight the importance
of foreign language skills (34% vs. 28%), while those from large companies were
somewhat more likely to highlight the importance of communicaton skills (63% vs.
60% in medium-sized companies) and being able to adapt to new situatons
(62% vs. 59%). (Eurobarometer, 2010, page 12).
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Most employers were, to a large degree, satsfed with the skills and competences
that their graduates had and used for their new jobs. The proportons of employers
who agreed that higher educaton graduates recruited in their company in the last
three to fve years had the skills required to work in their company were the highest
in Sweden (98%), Norway (97%) and Denmark (96%). Respondents in Malta, how-
ever, were the most likely to strongly agree with this statement (69%).
In Lithuania, on the other hand, just 65% of employers agreed that higher educa-
ton graduates recruited in their company in the last three to fve years had the skills
required to work in their company, while a third (32%) of them disagreed with this
statement (Eurobarometer, 2010, page 24). Of course, there is a signifcant modifer
in the positve percepton that employers have. Most companies have screening
procedures in place for the recruitment of new employees, and are likely to pick
and hire those most suitable to their internal needs.
One partcular aspect that employers look into when recruitng graduates for em-
ployment purposes seems to be the internatonal reputaton of an insttuton. 40%
consider that the reputaton of an insttuton is important, while 57% do not nec-
essarily look at the perceived reputaton of the HEI from which their employees
graduated.
The percentage goes up in larger companies (which have more automated re-
cruitment procedures), where this stands at 48%, and only 50% consider insttu-
tonal reputaton as not important. The result indicates that while a majority of
employers focus on the individuals skills, a poor insttutonal reputaton can signif-
cantly dent the employment opportunites available to its graduates.
One last signifcant aspect that insttutons and governments must not overlook is
the importance of practcal experience in fnding a job. Most employers (77%) per-
ceived practcal and work experience to be one of the key factors for employability,
while only 24% considered that having studied abroad is an important element in
their decision to hire a graduate.
This data is interestng in the sense that it shows the usefulness of internships
and sector-related part-tme employment in making a graduate more employable.
Graduate recruiters in the private sector were somewhat more likely than those in
public organisatons to strongly agree that work experience was a crucial asset for
new recruits (54% vs. 51%) (Eurobarometer, 2010). Despite this, current eforts on
youth mobility at the European levels are insufciently directed at internships and
work-placement schemes.
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Nonetheless, the basic conclusions of the Eurobarometer show fairly good degrees
of satsfacton with regard to graduates, but also with quite clear expectatons laid
out by the employers. It is obvious that not all expectatons are realistc in the con-
text of normal Higher Educaton. For example it is quite evident that HEIs should not
satsfy all the demands of the employers, as some training needs to be conducted
by the company itself. In fact, 83% of graduate employees receive further training
from the side of employers anyway, according to the same barometer.
Also, it is quite improbable that signifcant working experience can be accumulated
during studies by most graduates. Usually this implies a prolongaton of studies, as
full tme employment and full tme studies are difcult to match. One alternatve
can be the use of internships and work placements as a form of practcal educaton,
which would have far greater value if fully integrated in existng educatonal pro-
grammes.
Challenges and the near future
The costs of high rates of youth unemployment in general, and of graduate unem-
ployment or underemployment in partcular are severe, both for those afected di-
rectly, as well as for wider society. Governments, Higher Educaton insttutons and
employers themselves need to change the way in which they approach the topic as
each of them stands to lose from the existence of a generaton of young people or
graduates that have an unreliable supply of jobs.
It is rather absurd that at this moment, there is a constant move to raise the re-
trement age so as not to burden social security systems in the future, while at the
same tme millions of young people have the doors to the labour market blocked
and put a similar burden on the state or on their own families.
So far, when singled out from the rest of the young populaton, the situaton of
graduates seems to be fairly positve, with Higher Educaton graduates being one of
the more employable part of a natons populaton. This is, however, a misleading
statstc to some degree. One key queston is: are they employed in a domain that
is similar to the graduates feld of study? In Romanias case, at least, massifcaton
has ofen been matched by growing number of graduates working outside their
feld of study.
Another queston relates to the working conditons for youth and graduates, which
are ofen blighted by long probaton periods, lower wages and short-term contracts.
In some countries, these developments have been fuelled by legislaton blatantly
disadvantaging them in favour of older workers.
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Page 19
All of these factors have the potental to undermine the foundatons of society it-
self: Europe already has a very low birthrate and a rapidly ageing populaton, and
the lack of reliable jobs for its young populaton is not helping governments to mit-
igate what is arguably one of the worst threats to Europes social and economic
future in the mid and long term.
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CHAPTER 2. The current
situation in Romania
Before describing the Multregional Integrated Internship Programme Focused
on Ensuring Sustainable Growth in Terms of Students Employability, it is impor-
tant to set things straight with regards to the context that determined its initaton.
First of all, by identfying the context in which the project is operatng, and sec-
ondly seeing how the project is anchored into the academic, social and econom-
ic realites of contemporary Romania. As seen in the previous chapter, there are
considerable challenges facing Europes young and its graduates, and some of
these conditons are mirrored in the Romanian experience of the past 20 years.
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2.1 Massifcaton
One of the most marked trends in the past two decades has been the massifcaton
of higher educaton. This is an obvious trend, as despite the socialist nature of the
country before 1989, Romania had a fairly elitst system of access to HEIs, which led
to people being kept out of tertary educaton, despite extensive demand.
Afer 1990, the higher educaton sector was deregulated, and this meant a virtual
explosion in the number of students and graduates, including in the newly emerged
private educaton sector. Economic changes fuelled various types of studies, as the
previously industrial economy was replaced to a certain degree by the booming
services sector, as well as by a poor, almost subsistence-grade agriculture. As such,
non-technical studies boomed, and the number of students in these areas grew at
an unprecedented pace.
In a transiton economy, trends fuctuated rapidly, and various sectors boomed or
went bust in just a few years tme. For example, afer 2000 there was a boom in the
constructon sector as well as a trend towards re- industrializaton, usually fuelled
by investments made by multnatonal companies.
In almost the same measure as the existence of new economic realites, the per-
cepton of higher educaton as a prestgious afair and a gate to breaking out of
poverty or menial jobs meant that the number of people who desired to enter HEIs
was steady. This was helped by the fact that the generatons entering higher edu-
caton untl 2008 were large, infated in numbers by the pronatalist policies of the
Ceauescu regime. Underrepresented groups such as people from rural areas or
people without any history of family access to higher educaton started entering
HEIs en masse.
As stated before, there was an emerging private higher educaton sector. This sector
helped to ofset the massive strain put in place by the high levels of demand, even
as public universites ofen became crowded, falling short in ofering enough places
in dormitories, or extending courses well into the evening to accommodate all pos-
sible study formatons.
This private educaton sector grew fast, and with minimum regulaton, as the ac-
creditaton process in Romania lacked any rigorous framework. This growth has,
however, all the perspectves to be tempered by the decline in the number of peo-
ple in the age groups most associated with accessing higher educaton.
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Page 23
Afer 1990, the average annual number of births dropped to roughly two thirds
of the pre-1989 level, meaning fewer students are now going to enrol in frst year
studies. Given the diferences in prestge (and ofen in real quality), as well as the
fairly easy access requirements of public universites, these will probably sufer less
than private insttutons. The above-mentoned trend is already felt in the tertary
educaton sector: INS data already shows a decline in student numbers for 2009-
2010, despite the fact that the birth cohorts that enrolled were not yet at the very
low level that set in afer 1992.
As a result of these developments, the record high 46% of students going to private
universites has now declined to litle over 41.5%. It remains to be seen in the fu-
ture what factors impact students decisions on enrolment most: quality, accession
criteria, cost of tuiton for non-subsidies places, etc.
One other factor that will likely infuence higher educaton and the form taken by
post-secondary studies is the intent of the government to tackle the issue of poor
results at the natonal Baccaluareate exam by developing a professional Baccalaure-
ate intended for people who want to fnd employment afer high-school graduaton.
These will be in efect bared access from HEIs and will have to fnd diferent, pro-
fessionally oriented further training (if they wish to follow up on their secondary
studies).
Live births in Romania, 1987 2011 Source: Eurostat
A declining pool of potental students
Year 1987 1988 1989 1990 1991
Live births 383.199 380.043 369.544 314.746 275.275
% of 1987 no 100,0% 99,2% 96,4% 82,1% 71,8%
Year 1992 1993 1994 1995 1996
Live births 260.393 249.994 246.736 236.640 231.348
% of 1987 no 68,0% 65,2% 64,4% 61,8% 60,4%
Year 1997 1998 1999 2000 2001
Live births 236.891 237.297 234.600 234.521 220.368
% of 1987 no 61,8% 61,9% 61,2% 61,2% 57,5%
Year 2002 2003 2004 2005 2006
Live births 210.529 212.459 216.261 221.020 219.483
% of 1987 no 54,9% 55,4% 56,4% 57,7% 57,3%
Year 2007 2008 2009 2010 2011
Live births 214.728 221.900 222.388 212.199 196.242
% of 1987 no 56,0% 57,9% 58,0% 55,4% 51,2%
Fig. 1: Live births in Romania, 1987 2011,
Source: htp://ec.europa.eu/
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Page 24
One noteworthy efect of the growing number of people that enrol into HEIs is the
rapid growth of the number of people with higher educaton studies within the
overall populaton.
Stll, this share remains inferior when compared to other countries, especially
those in which the trends towards massifcaton started earlier. Thus, Romanias
2005 11.1% of the populaton with higher educaton studies compared to Frances
16.4%, the United Kingdoms 15.4% and Germanys 15%. Nonetheless, even in half
a decade, the share of high-school graduates going into higher educaton made
spectacular gains, rising from 27.7% to 44.8 %.
One other change that we should note when looking at the past two decades in
higher educaton is the signifcant diversifcaton of study felds and curricular tracks.
New felds of study appeared in most facultes, ofen linked to new economic sec-
tors, or to trans-disciplinary tracks. The diversity was helped by the fact that the
central planning of higher educaton studies in a manner linked to the real economy
had all but stopped, and the process of approving new domains, facultes or depart-
ments was also facilitated. Indeed, the only criteria that were used for accreditaton
were input-based ones focusing on numbers of teaching staf, resources, etc.
Diversity was further helped by the fact that previously discriminated bourgeois
felds such as Psychology were now free to develop without the same level of con-
straints in terms of funding or politcal pressure. To be fair, this rebirth of previously
banned bourgeois study felds had already started during the easing of politcal
and civil restrictons that occurred during Romanias move towards greater autono-
my in the Socialist block, in the 1960s (Georgescu, 1992).
The trend had been however temporarily reversed during the 1980s, when the
government tried to link the educatonal sector as closely as possible with the
economy, this ultmately leading to a nigh on exclusive focus on technical studies.
This was coherent with a natonal economic policy that was focused on developing
heavy industry out of ideological-conceptual reasons.
Despite a decline in Romanias domestc oil producton and reserves, as well as
increasing costs for mining coal and minerals, the government contnued to view
heavy industry as a gate to autarchy and autonomy as well as to infuence on the
worldwide economic and politcal stage. By comparison, agriculture up to 1945
Romanias top economic sector remained fairly deprived, cases of divestment not
being entrely uncommon in the 1980s. Stll, agricultural studies were kept despite
the lack of means to apply modern methods in caring for crops or for livestock.
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Page 25
For all the wrongs of turning higher educaton into a sort of high-end vocatonal
training serving the needs of the wider economy, the government did achieve an
almost 100% rate of employment for graduates, in almost all cases in an economic
sector similar to the feld of study of the graduate. Grades and government repar-
tton schemes played a crucial role, and it was rare for companies and factories to
be able to select which graduates they wanted for various positons freely. The jobs
were, in most cases, in top positons with beter pay and with a high associated
social status that turned graduates into a sort of technical elite.
Graduates were respected, had the chance to take up managerial positons, and to
escape some of the worse symptoms of the 1980s economic crisis. This is one of
the explanatons for the prestge associated with higher educaton and the level to
which it managed to fuel the boom in student number of the 1990s.
It is also one of the factors that at frst would ofen cause a signifcant shock among
people who entered higher educaton and ended up without well-paid jobs or with
a lack of realistc and desired employment opportunites (as a note, this graduates
expect to be managers on their frst day at work mentality was stll reported by
some of the tutors trained for the Multregional Integrated Internship Programme
Focused on Ensuring Sustainable Growth in Terms of Students Employability in
early 2011).
One of the elements of higher educaton that broke down afer the Revoluton of
1989 was the fne-tuned system of linking teaching and learning itself with pract-
cal experience. During communism, there were a signifcant number of stages that
were organized in various factories and economic enterprises. These stages were
ofen conducted under the supervision of engineers or factory-level responsibles
who gave a full hands on perspectve to the students.
Afer 1989, practcal educaton declined for numerous reasons, one of the key ones
being the bankruptcy of dozens of industrial enterprises, but also because of the
decreased capacity by the state to impose practces and policies on individual au-
tonomous HEIs. The equipment that was used to train students tended to be (much
like the industrial equipment used in Romania in the 1980s) of old and ofen obso-
lete stock, and afer 1989 there was a signifcant decline in the quality of the teach-
ing process. Stll, it is important to note that the lower speed of growth in terms of
student number in technical felds helped Polytechnics to keep beter standards in
teaching quality when compared to other felds.
In the case of non-technical felds, the capacity to keep up with booming num-
bers was much lower. First of all, communist policies ofen treated these
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Page 26
felds as the poor cousins of the larger technical facultes, despite the fact that
jobs in the non-technical sector (ranging from doctors to lawyers, judges, profes-
sors, etc.) were very prestgious, as they gave people the chance to not be locked
up in the oppressive environment of a technologically outdated 1980s Romanian
factory.
This lack of facilites was made obvious by the massive boom in student numbers
that occurred in the 1990s. The boom contnued even afer Romania started to
redevelop an industrial base during the economic upturn that began in 2000.
In Fig. 3 it is visible that technical studies declined, atractng much smaller numbers
of applicants than economic studies for example. In just a few years, Romanian
universites started fooding the labour market with tens of thousands of economic
graduates per annum. It was this period in which Everyone wants to be a manag-
er became an ofen quoted remark made by Romanian employers with regards
to the unrealistc expectatons of the labour market that many students now had.
Universites adapted in tme to the ever-growing demand by building new facilites.
However, the phenomena of gigantc study formatons and overcrowded facilites
was difcult to tackle, as was the need to make up for the inadequacy of commu-
nist-era support services and facilites available to students (such as sports grounds,
student restaurants and dormitories).
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Fig. 3: Distributon of students by feld of study in 2003 and in 2008
(source: INS)
2.2 An everchanging economic environment
One of the greatest problems for both universites and for governmental authorites
has been predictng which economic felds are going to fuel demands for graduates
at various tmes. Some sectors have been growing rapidly, though ofen for only a
few years. Romania has, over the past 20 years, entered into various small booms,
including a constructon boom, a banking boom, IT boom, automotve boom, retail
boom, etc.
Each of these waves of growth has lasted for diferent periods of tme and has seen
wide regional variatons. Some were partally prompted by government policy (for
example fscal advantages for IT specialists), but most were the result of (foreign)
economic investment. Universites themselves have had some capacity to infuence
the economy: to stck to the case of IT, the availability of graduates has facilitated
the development of start-ups and several key investments by various multnatonal
companies that had litle trouble in recruitng talented employees.
Of course, other factors (cheap labour, proximity to Western European and Mid-
dle Eastern markets, etc.) also bare a strong role in determining the locatons of
various investments in Eastern Europe, including Romania. This situaton men-
toned above places signifcant strain on young people who are trying to pick
Pedagogical
Law
Economic
Medical
Tehnical
28%
14%
21%
5%
32%
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Page 28
a suitable feld of study, as they cannot know beforehand which economic sectors
will provide them with a job later on. 15 year-olds ofen enter high-school with a
career path in mind only to fnd that 9 years later, when they complete their tertary
educaton, the economic conditons have changed and they might need to requalify
in order to secure a lucratve job.
Graduates also stumble into some of the limits provided by their exclusively aca-
demic training. Teaching at universites focuses to a large extent on the theoretcal
(which is fairly normal considering that universites are not job-training schemes),
while frst-employment companies ofen provided training for very specifc tasks.
Thus, the graduates are most afected when it comes to their long-term employa-
bility and jobs security: one party gives them the theoretc basis (universites) while
their companies are obviously interested in making them efcient workers and thus
invest just enough to make workers able to integrate in current actvites.
This was a historically normal cycle of efectve learning, but rapid technological
changes now mean that there are much fewer chances for an employee to contnue
and work in the same positon for extended periods of tme (that span over several
decades, for instance). Upon getng fred, many people now need to reskill or to go
into further educaton in order to be able to fnd a new job.
The queston thus appears: what needs to be done to beter adapt students to
the current economic environment? Well, the answer is not simple, and it starts
to some degree from the basics of the mission if modern higher educaton. That
mission is not to form employees, but rather to form people adapt at being actve
citzens, able learners and fexible individuals. Thus, one obvious soluton is to place
the onus in higher educaton on those transversal skills that transform a student
into an autonomous learner.
These skills foster adaptability and are increasingly seen as a possible engine for
sustainable growth. That is one of the reasons why the word skill appears in nu-
merous policy initatves launched by the European Union that have to deal with
jobs. This focus on skills as well as lifelong learning is further evidenced by the in-
creasing number of programmes aimed at fnancing lifelong learning initatves. In
the long run, New skills for new jobs needs to become not just a slogan, but rath-
er an overarching concept on how to ensure that the educaton students receive is
meaningful for their long-term personal development and wellbeing.
Romanias Natonal Reform Programme for 2007-2010 already included a tar-
get of 7% for people taking part in educaton and professional development
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for those aged 25 to 64, and this was even before the crisis made changes to overall
employment programmes imperatve. These targets will probably rise in the future,
though Romania needs to work more on creatng tracking mechanisms and policy
follow-up measures that are able to make public policy both fexible and ft for
purpose.
In a similar fashion, the Bologna working group that was set up to identfy recom-
mendatons on raising the employment rate of graduates made a series of recom-
mendatons on exchanges of good practce and experience between the private
sector and university educaton. This included placing employees from universites
in private sector posts, to ensure that there is greater communicaton between the
sectors. (Bologna Working Group, 2009).
All of the aforementoned measures play the role of making educaton, and partcu-
larly life-long learning, more connected to the real economy. Of course, life-long
learning does not necessarily start with formal educaton itself, but can be rather
entangled with various periods of efectve on-job training or full-tme work. Work
experience is increasingly seen as key to future employment and working is a now
a crucial form of further educaton for multple career paths.
Universites themselves have by now moved towards rehabilitatng practcal stages
as an integral part of their curriculum. There is a marked increase in the number of
integrated programmes that ofer practcal internships as a complementary form
of learning. It is, however, arguable if these programmes derive from a desire to
make actve policy changes or are the result of availability of easy fnancing via the
European Social Fund.
2.3 Graduates, access to the labour market and sustainable employment
There are various ways in which graduates enter the labour market afer they fnish
tertary educaton. The most common form of support that graduates seek in iden-
tfying labour prospects is represented by relatves, who provide crucial informaton
on possibilites and connectons. (Romanian Ministry of Labour, Family and Social
Protecton, 2012)
Another rapidly growing resource for potental jobseekers is the rapid rise in the
number of websites and online platorms that flter through CVs and job applica-
tons. These resources are popular as they are available at peoples fngertps and
ofer the potental applicant the beneft of simultaneously applying for a large
number of potental jobs. These websites have been registering tremendous
growth at tmes. For example, BestJobs, one of the largest such websites,
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registered growth of 55% between September 2008 and September 2009, at the
onset of the fnancial crisis, despite no considerable growth in overall labour market
actvity .
The way in which graduates apply for their frst job difers signifcantly as compared
to how they will eventually apply for later employment opportunites. Romanian so-
ciety ofen uses (in most sectors) social networks to make contacts between people
and job opportunites, even if this leads to an ant-meritocratc selecton process.
From its side, Adecco Romania has been identfying a new and bolder defniton
of employability, that looks both into the present skills of the graduate, but also
into his or her long-term prospects in work and in further personal development.
This sustainable employment concept is ofen employee-centred, as companies
by themselves ofen have litle interest in making sure that their employees are
fexible (this increases the risk of them leaving, for instance).
Stll, if companies themselves are fexible, than the concept of sustainable employ-
ment is useful for them too, and it reduces costs for retraining and further upskill-
ing whenever the economic environment changes. It also generates new pools of
potental ideas in companies that favour creatvity at all levels of their hierarchical
echelons.
Which elements defne sustainable employment in a modern economy?
Adecco Romanias defniton of employability for graduates.
Startng employability
Startng employability (ones employability upon startng work-
ing life) is the short-term dimension of employability and refers
to the ability of a graduate to fnd employment and cope with
job requirements soon afer graduaton.
This dimension normally refects employment in a sector con-
nected to the graduates feld of study, or in a positon for which
the graduate might be (over)qualifed.
Adaptability
Adaptability refers to the graduates capacity to adapt to chang-
es in the economic context, including the capacity to quickly
qualify for new positons if needed. This dimension also refers to
a graduates capacity to adapt to changes and economic trends
throughout his or her life.
Mobility on the labour market
Mobility refers to the graduates capacity to work in diferent
countries, sectors or mediums throughout his or her life.
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Employability weather it is based on the defniton made by Adecco or the tradi-
tonal (and more statstcally measurable one) based strictly on short-term employ-
ment is one of the key elements that describes the economic health of a society.
Checking the level of employability when looking at its relaton to graduaton rates
is dependent on several factors including the feld of work, the number of years
worked afer graduaton and the quality of employment (as it is common for young-
er people to be underemployed in a wide arrange of felds). Tracking employability
in Romania is all the more difcult as there is a high emigraton rate that distorts
employment statstcs for graduates.
Furthermore, when policy makers try to assess good practces in facilitatng em-
ployment, it is rather difcult for them to tell which factors infuence employability
most. For example, higher educaton insttutons can infuence employment pros-
pects for graduates via their prestge or via the social networks that form among
students.
As such, a university perceived as good gives extra weight to its diplomas, while
at the same tme atractng students from well-of families that have via family
connectons much easier a chance of fnding suitable employment.
For long-term employability, it is even more difcult to assess where educatonal
policies by insttutons have their merits, and where factors such as social origin,
further educaton and company training come into play. Also, as careers tend to
develop, people rely further on their on-site experience from various jobs, which
are a form of learning themselves.
The botom line is, a graduates professional success and overall level of qualifca-
ton depends a lot on the sum of their previous personal and professional experi-
ences.
This is also a percepton that is common among employers, who tend to value a mix
of practcal experience that complements the theoretcal approach that is used in
various universites. This mix of de facto learning methods is viewed as crucial by
46.8% of the 201 Romanian employers surveyed during the 2010 Eurobarometer.
(Eurobarometer/Gallup 2010).
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2.4 Connectons between the private and educatonal sector learning
outcomes for contnued personal development
Connectvity between the private and public sector is both a public debate as well
as an ideological bellwether issue. There are contrastng perceptons on the impact
greater or lesser connectvity has, from worries on the negatve impact of commod-
ifcaton to contrastng and gloomy scenarios on universites being isolated ivory
towers.
There are more than two sides to the connectvity coin, but for graduates it of-
ten comes down to the economic relevance of the subject-specifc and transversal
competences that they atain during their studies. There is considerable room for
debate on the exact competences that are needed and on who they are relevant
for: while the simple answer is the economy and society, it is ofen difcult to treat
these as block enttes with coherent needs and approaches. For example, regional
employers might not necessarily refect the wishes of the wider natonal, European
and global economic actors, thus creatng considerable diferences for graduates
based on the place in which they seek employment.
One easy soluton aimed at measuring the employability of graduates is the use of
a common denominator, which in the case of educaton should be learning out-
comes. A simple tool, these descriptve statements enable various stakeholders to
describe both needs (the learning outcomes sought by economic actors) and edu-
catonal output (the atained learning outcomes of graduates).
Overall, the use of learning outcomes has a couple of major benefts in fostering
greater connectvity:
It ofers a higher degree of transparency with regards to university studies. Stu-
dents, parents, externals and many others can gain a clearer perspectve on the
outcomes of a certain study feld or even an individual subject. It facilitates the
recogniton of studies and degrees, but also of prior learning and work, across
both borders and languages (if overarching frameworks are established).
Learning outcomes are a simple tool, but are ofen difcult to grasp for people
who have not used them before. In Romania, higher educaton studies out-
comes are ofen confused with professions, given the previous traditon of
state-controlled placements. So, for a casual observer the learning outcome of
a Law degree would be lawyer, while the expected outcome of an Economics
degree would be economist, or even manager.
Learning outcomes permit looking beyond the broad outcome of a degree, and into
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the individual components of the overall learning process. While a law graduate
might fail to become a lawyer, he can easily become an excellent legal council for a
company or an insttuton.
Adecco has decided to use learning outcomes at all levels of its internship pro-
gramme, so as to give a transparent outlook on the personal development that the
benefciaries atain. There is also encouragement for both partcipants and tutors to
try to assess the learning experience using clear descriptors.
This will help translate the value of the internships in terms of actual learning expe-
rience, as opposed to using them as a mere test for the theoretcal learning that
has occurred in the formal setng within universites. We hope that by using this
method, we familiarize as many people as possible with the use of learning out-
comes as a measuring tool for educatonal atainment, including the one resulted
via internships.
In fact, for the students that entered the programme in 2013, Adecco has used
the competences described in the Romanian Natonal Qualifcaton Frameworks,
with individual internships being responsible for feeding into these expected out-
comes and for developing what we call operatonal competences.
These operatonal competences are in fact direct learning outcomes, refectng the
degree to which students have learned to use specifc equipment, techniques and
approaches that help them develop broader working competences with future ap-
plicability.
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CHAPTER 3 THE PROJECT
TACKLING THE PROBLEMS
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3.1 The origin of the project
The ideas that stand behind the Multregional Integrated Internship Programme
Focused on Ensuring Sustainable Growth in Terms of Students Employabilityproject
for young graduates employability via the implementaton of internships started
being developed in 2009 and originated with both Adecco Romania and the Region-
al Insttute for Training, one of the main project partners.
By 2009, connectvity problems, and especially the quality of connectvity between
the academic sector and the economic one, had been identfed by Adecco Romania
as a key concern when dealing with employment in the white collar sector. When
broadening its actvites beyond the blue collar sector, a coherent approach to aca-
demic-economic connectvity became a clear-cut need.
At the same tme, the Regional Insttute for Training (IRT), which is now one of
the major project partners, was organizing various actvites targetng students,
in which it was also gathering input on potental policy initatves from their side.
In 2008, IRT organized the seminar Bologna between myth and reality, focused
on learning outcomes, learning assessment methods and natonal and European
qualifcaton frameworks. In the event, atended by several student leaders (from
student representaton bodies and organizatons), IRT gathered input on issues of
learning and labour market connectvity, as well as on those of educaton reform.
The partcipants came from several university centres in Romania, with the largest
share coming from Timioara and Cluj-Napoca. One of the main conclusions from
the event was that lack of fexibility and lack of practcal experience were making
professional development afer graduaton very difcult. In fact, while employment
was ofen easy to fnd, relevant employment (with regards to studies and/or future
career objectves) was very difcult to fnd outside of a few highly technical felds.
Partcipants also felt that there is a greater need to gain transversal skills that ofer
them the prospect of greater mobility.
This is all the more important as mobility is seen by many young people in Romania
as a key right in the context of a newfound European citzenship. Since universites
were not providing these competences in a fully satsfactory fashion (with focus
staying on subject-specifc competences), partcipants identfed the need to create
alternatve and complementary actvites aimed at generic skills development.
In discussions between Adecco and IRT, the idea that internships in major compa-
nies and complementary transversal skill development actvites could be merged
into a coherent and integrated project aimed at enhancing employability emerged.
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Later discussions with potental partners identfed the need to also create a selec-
ton platorm based on interviews, in order to help beter customize every intern-
ship. The number of interns per company and per tutor was determined to also
be crucial, as it was felt that each company can allot a limited number of students
per tutor during an internship without risking a loss in the quality of the actvites
undertaken.
The role of tutor was also defned and clarifed, with a training programme being
deemed as a necessary step in making a practce/internship programme functon.
Afer the inital stage of training, a specialized manual would be needed in order to
make guidance for tutoring actvites very clear. The tutors themselves would have
the role to facilitate both the learning experience and the integraton of students
into the regular actvites of each company.
The training programmes for the future stagiaires were also further defned, and it
was decided to provide two individual sessions for each student, though the exact
competences were not decided upon untl the project ultmately commenced. In
the end, the competences for which students would receive training would be team
working skills (crucial as it is seldom the focus of academic learning), communica-
ton skills, management skills and negotaton skills.
The number of students that would beneft each year from the training programme
was set at 210 per implementaton cycle. The provision of such trainings was
deemed as an opportunity by both Adecco and IRT to analyse the diference in
terms of impact between the students that beneft from the training program and
those that only beneft from the internship stage.
The student enrolls in the program. The student is informed with regards to general aspects of the
programmes implementaton.
The student flls in an online form, in which he conducts his or her self-evaluaton. 420 students are
later selected for a competence-focused interview.
Fig. 4: Selecton process for the 210 main benefciaries
Stage 1
Stage 2
Stage 3
210 students are selected to beneft from
two training sessions on sof skills, before
being eligible for an internship
Students who are not in the frst 210
selectees, but stll among the 420 that
benefted from an interview are eligible for
an internship.
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In order to have a pool from which to select the students, but also in the idea of
having the capacity to receive direct and quality feedback from the side of the aca-
demic sphere, Adecco and IRT contacted several potental partners from among the
countrys main universites.
In the end, four universites were selected:
The West University of Timioara (WUT)
WUT Is the largest university in the Western development
region of Romania, and also one of the foremost providers
of higher educaton in the country. Over the last twelve
years, the University has responded to changes in natonal educatonal policy, to de-
mographic shifs, to a radically diferent economy and marketplace requirements,
to emerging local and regional needs, and to new technologies, both at the level of
programmes and in terms of approaches to teaching, learning and research.
All of these changes have led, in turn, to new expectatons on the part of students,
staf, and administrators. The University equips individuals with skills needed for ef-
fectve contributon to society. This work is currently done through eleven facultes
that provide a wide range of undergraduate and graduate programmes.
The results reached in many programmes involving internatonal collaboraton -
partcularly in mobility ones, such as Socrates, PHARE, Leonardo de Vinci, etc.are
indeed impressive and are among the best achievements of the University.
The overall impression that WUT gives the casual visitor today is that of a very cre-
atve, energetc, actve, and innovatve University. All staf members, both teaching
and research, are very enthusiastc and determined to experiment with all the new
opportunites and modalites ofered by I.T. Furthermore good multmedia tools
were available in most classrooms in the new buildings, (e.g. those of Economics
and Law ).
Babe-Bolyai University of Cluj-Napoca (BBU)
BBU is the largest university in the project, and also one of the
largest and oldest universites in Romania. It is also the larg-
est multcultural university in the country, with multlingual
educaton programs and departments at all levels. BBU is a
public insttuton of higher educaton whose mission is to
promote and sustain within the local, regional, natonal and internatonal
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community the development of specifc cultural components.
Within the current context, these components are:
a culture of acton based on systematc and innovatve knowledge (culture of
scientfc and technological competence, of organizatonal competence and
of citzenship competence);
a culture of permanent and innovatve learning;
multculturalism, inter-cultural and inter-confessional dialogue;
a culture of personal and moral development;
a culture of proactve attude and involvement;
a culture of personal development;
a culture of integraton in diversity and of globalizaton based on identty re-
spect and reciprocity.
With 21 facultes, more than 45,500 students and with an experienced teaching
staf of 1,700, BBU is now an actve partcipant in most European academic associ-
atons.
Located in a geographical area characterized by the presence of diverse ethnic and
religious groups, BBU adheres to its cherished policy of multculturalism, its stu-
dents and teaching staf being Romanian, as well as Hungarian, German and Roma.
15 of BBUs 21 facultes provide both a Romanian and a Hungarian curriculum, and
9 of them provide both a Romanian and a German curriculum.
There are also two facultes (the Faculty of Reformed Theology and the Faculty of
Roman-Catholic Theology) which provide courses in Hungarian only. More precise-
ly, BBU proposes long and short-term academic studies for 105 specializatons in
Romanian, 52 in Hungarian, 13 in German and 4 in English. This multcultural struc-
ture is the same in the case of the post-graduate and the short-duraton curricula
ofered by the Universitys network of 18 colleges in Transylvania.
Of the 45,500 students to which BBU provides courses, more than 500 are foreign
students, more than 3,000 are doctoral students and 4,300 are secondary educa-
ton teachers. Hungarian and German students have the right to partcipate in all
the actvites organized by the University and the possibility to elect representatves
to the Professors Council and the University Senate.
In order to respect this multcultural structure, all university bodies (and in partcu-
lar the governing bodies) are organized so as to take into account the three
ethnic and linguistc components. The deputy dean or the scientfc secretary
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of each faculty must belong either to the Hungarian or to the German minority in
order to administer their respectve line of study. Moreover, at the central level,
each of these three groups is represented by a vice-rector, who is also a member of
the Senates College, and by a specifc general secretariat.
Therefore, the universitys executve board comprises 20 representatves of these
ethnic groups holding ofces such as those of vice-rectors, deans, deputy-deans,
scientfc secretaries and heads of department.
As a note, due to heavy commitments in terms of project-based actvity, BBU pulled
out of the partnership just before the start of the third cycle of project implemen-
taton. It was replaced by another Transylvanian university, the 1st of December
University of Alba Iulia.
The Technical University of Cluj-Napoca (TUCN)
TUCN is the foremost and largest technical university in
Transylvania, having been established as early as 1920 and
having been in contnuous development ever since. With
the establishment of a fully integrate Insttute in 1953, TUCN has seen contnuous
growth over the years.
Afer the 1989 Revoluton, Romanian higher educaton came back to the former
traditon correlated to the Western system. In 1992 the Polytechnic Insttute was
renamed to the Technical University of Cluj-Napoca, and the three existng facultes
at that tme were restructured into seven facultes: Automaton and Computer Sci-
ence, Electronics and Telecommunicatons, Electrical Engineering, Civil Engineering,
Machine Building, Mechanical Engineering, Material Science and Engineering, as
well as the Technical, Business and Administraton College. Startng with the aca-
demic year 1998-1999 the structure of the Technical University was completed with
the Faculty of Architecture and Urban Planning.
Nowadays the Technical University of Cluj-Napoca trains specialists in the technical
feld (mechanical, electrical and civil engineering as well as architecture) through
long and short term educaton programmes, postgraduate and PhD studies. It has
over 12,000 students.
Scientfc research has been an essental preoccupaton of the academic and re-
search staf of the TUCN. The scientfc potental of the University made it capa-
ble of organizing a series of outstanding scientfc events atended by a large
number of Romanian and foreign specialists. The practcal results of the re-
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search actvity are refected in numerous contracts and projects with domestc and
internatonal fnancing. The most important projects are those with CNCSIS, ANSTI,
and PNCDI as well as those fnanced by the European Union Commission: EUREKA,
COPERNICUS, COST, PC5 and PC6.
The Universitys correlaton to European standards is refected by the internatonal
conventons it is part of and by its partcipaton in a wide range of European edu-
caton programmes: TEMPUS-PHARE, SOCRATES, ERASMUS, LEONARDO, CEEPUS.
A series of internatonal conventons, agreements and protocols were signed with
universites from France, Italy, Germany, the USA, Austria etc. Since 2003 TUCN has
been a member of the European Associaton of Universites.
Nowadays the Technical University of Cluj-Napoca is a modern technical higher ed-
ucaton insttuton, passing through a period of genuine rebirth and confrming au-
thentc capabilites for scientfc and technical creaton.
The Lucian Blaga University of Sibiu (LBUS)
LBUS is the newest university from the programme partners,
but also among Romanias most diverse and dynamic. It has
been founded in 1990, afer a long series of batles to es-
tablish an insttuton of higher educaton in Sibiu, one of the
largest cites that had been deprived of a having a university
in the period of the communist regime.
It has seen contnuous development over the past 20 years, and has been thor-
oughly connected with the social and economic environment of what is one of Ro-
manias most dynamic regions.
LBUS has established academic links and partnership agreements with eighty-fve
universites in thirty-fve countries. A special place is held by the partnerships drawn
with American, German, French and English universites, which materialized in stu-
dent exchange programmes, fact-fnding data trips for academics as well as a pre-
cious cooperaton which has kept the University tuned in to what happens in the
world. Worth mentoning are also the new tes with Chinese, Russian, Italian, Greek
and Polish Universites.
In recogniton of its steady development towards academic excellence and social
renewal, LBUS was granted full membership in various prestgious internatonal
academic organizatons: The Internatonal Center of Tbingen, the Internaton-
al Associaton of European Universites, and the Alliance of Universites for
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Democracy.
Afer the main partnerships were concluded, Adecco Romania applied for the pro-
ject on August 30th 2009. Afer almost a year, in August 2010, AM POSDRU (the
management authority for the Human Resources Programme of the European So-
cial Fund in Romania) awarded a grant to Adecco for the implementaton of the
project. Thus, the Multregional Integrated Internship Programme Focused on
Ensuring Sustainable Growth in Terms of Students Employabilityproject for young
graduates employability via the implementaton of internships commenced in
January 2011, before going through a series of three distnct cycles.
The December the 1st 1918 University of Alba Iulia - UAB
While one of the newest universites in the country, UAB
has undergone a boom throughout most of the past two
decades, emerging as one of the most dynamic insttu-
tons providing higher educaton services and conductng
research in the country.
UAB is hosted by the historically important city of Alba
Iulia, historically one of the capitals of Transylvania and
the city which saw the unifcaton of Romania proper and
Transylvania in 1918. The insttuton draws a diverse pop-
ulaton of students, both from neighbouring countes as
well as from the entre country and even abroad.
The mission of the December the 1st 1918 University of Alba Iulia is in itself based
on the natonal signifcance of Alba Iulia and its region. The educatonal ideal and
mission of the university is based on the traditons of Romanian higher educaton.
The insttuton wants to contribute, through methods typical of the educatonal
abd research processes to maintaining and develoiping natonal identty within a
context of universal and European values. The universitys mission is defned on
three felds:
1. In the academic feld, the university is an insttuton that focuses on both
learning and research. This double mission is confrmed and justfes by the
progressive growth of the insttutons research component. This has been char-
acterized by the development of specifc research bodies, by the increasing em-
phasis on research within the various departments, as well as on the growing
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number of research contracts and cooperaton agreements, both domestc and
internatonal.
2. In socio-economic terms the insttuton strives to guarantee equal opportu-
nites for young people from poorer families, especially for inhabitants of the
Apuseni (Western Carpathian) Mountains. It also strives to create an environ-
ment that helps high-performing students from Alba Iulia and the region atain
their full potental. Last, but not least, it aims to train high-skilled professionals
in order to meet the demands of regional economic development and Europe-
an integraton.
3. In regional and natonal terms, the mission of the university focuses on further-
ing the historical and cultural legacy of the region by training younger genera-
tons towards furthering science and keeping key values. This will contribute
towards reducing the gap between Alba Iulia as a historical symbol and Alba
Iulia as a social, scientfc and cultural reality.
The insttuton tries to fulfll Alba Iulias potental beter by atractng specialists
from other regions of the country, and by creatng an academic community that is
able to push the boundates of knowledge on the basis of the citys historical legacy.
The training of specialists in the felds that are needed in order to foster more eco-
nomic development will help the region meet its maximum economic potental,
and the creatvity of the local populace is key in meetng any such goals.
The insttuton houses several departments and felds of study. These are grouped
into four facultes:
The Faculty of History and Philology
The Faculty of Science
The Faculty of Law and Social Sciences
The Faculty of Orthodox Theology
Each of these facultes has both bachelor and master degree ofers adressed to its
students. They also conduct research in a variety of felds and help further knowl-
edge in their domains.
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CHAPTER 4
PROJECT IMPLEMENTATION
4.1. Self-assessment and interviews
4.1.1. Defning key competences and the scope of the self-assessment process
One of the key concepts at the core of Adeccos internship project is the idea that
the internships selecton process should happen as a series of consecutve steps
and should, at all stages, ofer direct feedback to the applicants. The frst stage, and
the main criteria for pre-selecton, is the online applicaton that includes self-as-
sessment. This stage is used for the inital selecton, together with the students
feld of study (as students need to be selected in felds where internships are ult-
mately available for them).
Upon submitng an applicaton on the project website (www.practca-ta.ro), stu-
dents are required to fll in a form containing 32 distnct items that assess a large
part of the transversal competences needed for a successful partcipaton in a three-
week internship. The form takes the shape of a personality test, so as not to overtly
suggest to the applicant which answers help in receiving a beter score.
The main competences that are being assessed, both in the inital self-assessment
as well as in the interview that the frst 420 selected students go through have been
determined by an internal discussion within Adecco as well as with several employ-
ers. They are all sof-skills, as the core competences related to the students study
felds are already evaluated as part of the grading process in universites.
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Nr. Skills and/ or competences Relevance
1 Communicaton
The ability to communicate and to deliver a coher-
ent message is among the most important monitored
during both interviews and self-assessment. While
communicaton problem is ofen perceived to be
a clich line, the ability to ask, tell and ofer/receive
feedback is crucial in order to maximize the personal
benefts gained from a short-term internship.
2 Team working skills
Team working skills are important in facilitatng a stu-
dents integraton into a new collectve or organiza-
ton. This is a decisive skill as deemed by the Adecco
team given that many students lack any experience in
working together with other people towards reach-
ing pre-set goals.
3
Career orientaton and personal
development
This competence follows the individuals capacity to
set and follow personal life goals and professional ob-
jectves. This is important as it ofers a hint towards
the individuals capacity to behave consistently and
to have clear goals when engaged in a professional
actvity.
4 Perseverance
Perseverance can be identfed as the personal will
and capacity to follow pre-set goals despite potental
hardships and problems that need to be overcome.
Perseverance is not so much a skill as an atribute of
character, but it can be trained based on the per-
sonal and professional experiences of the intern. As
one benefciary later remarked eventually, you learn
to leave your dignity and shame at the door and go
solve your problems.
5 Goal-orientaton
This characteristc refers to the manner in which the
student is oriented towards meetng goals and ob-
jectves. Goal-orientaton varies, being infuenced by
both the individuals character and by past working
experience.
As a note, goal-orientaton can be tackled from two
points of view: excessively goal-oriented persons run
the risk of infuencing team morale or collectve rela-
tons in a negatve way, should the focus on meetng
goals trump the importance of maintaining group
morale.
Goal-orientaton is important to determine the ca-
pacity of the intern to reach the pre-agreed targets
both for learning and for making an efectve contri-
buton to host company actvites.
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6 Decision-making capacity
In certain contexts, interns might be put in the situ-
aton of taking small-scale decisions on their own. In
the long term, employees need to have the capacity
to take decisions in an autonomous fashion, in order
to avoid straining higher management echelons with
unnecessary requests for approval.
7 Leadership
Leadership skills, in a professional context, usually re-
fer to the capacity to lead, coordinate and motvate
people. Leadership implies taking decisions, having
initatve and being capable to act as a role model for
other people in the organizaton.
For an intern, the opportunites to act on ones qual-
ites as a leader are fairly limited, but it is ofen vis-
ible in the taking up of initatve or giving proactve
feedback. In order to assess the students leadership
skills, the competence-based interview that Adecco
undertook had a queston in which respondents were
required to describe the manner in which they tack-
led various problems that they had encountered in
the past (especially when part of a group).
8 Negotaton skills
So-called negotaton skills are very difcult to gauge,
students being asked questons with regards to past
negotaton experiences, from either academic,
work-related or personal experiences.
Negotaton skills were deemed to be those skills that
enable a person to obtain a positve or at least sat-
isfactory outcome from a confictual communicaton
process with another individual or group.
Negotaton skills are critcal in order to permit fu-
ture employees to gain benefts both for themselves
(when negotatng work conditons, task division,
etc.), but also to enable them to meet work-related
targets upon employment, especially when working
in contact with externals.
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The self-assessment was flled in by each student individually. In order to avoid sit-
uatons in which the student would tend to overstate his or her competences, the
self-assessment form used questons in a manner that would make it difcult for
people to guess scoring tables. The self-assessment process also had a secondary
level of importance when it came to establishing the fnal score that was used
to determine if students would ultmately beneft from training sessions and an
internship grant. The competence-based interviews would both verify the self-as-
sessment and count in the grading of the students.
4.1.2. Career counselling competence-based interview
The frst major stage of the project, in which students benefted by receiving feed-
back for their approach to work-relevant issues, was represented by the career
counselling sessions. These were ofered to over 420 students in each of the frst
two project cycles, and were extended to over 750 benefciaries during the third
and fnal cycle.
The frst years counselling sessions took place in March 2011, for a period of two
weeks. In the second year of project implementaton, the counselling sessions were
conducted startng from December (2011) and contnuing in January and February
2012. In the second year of project implementaton, the same team of interviewers
was responsible for sessions in Sibiu and Cluj as well as the ones in Timioara. This
enabled a more homogenous approach to the assessment process that followed
the interviews themselves. The third year sessions also stradled the months of De-
cember and January, as the tmeline of actvites mirrored the one of the second
cycle.
The counselling sessions consisted mainly of feedback that was ofered as a result
of a competence-based interview. The interview tried to evaluate some of the skills
and competences that the applicants had, but also important aspects of their at-
tude towards future employment and developing a career. The Competence-Based
Interview (CBI) form that was issued for the counselling sessions ofered each inter-
viewer a clear set of guidelines in order to conduct the interview.
These guidelines gave the liberty of asking extra questons and ofering clarifca-
tons for the interviewee. And while the interviewee was expected to test well for
communicaton skills, he or she had a 5-minute tmeframe to prepare an answer
to each questons. This was done so as not to put students who are not spontane-
ous and fuent in their answers at too much of a disadvantage (except in terms of
assessing communicaton skills, where this would count in a negatve way). Inter-
viewers were instructed to make sure that speech impairments such as stuter
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would not lead to a reduced score.
In order to ensure an overall balance in the quality of both the interviews and in the
interpretaton of the answers, a brief training was held for the future interviewers
by an Assistant Recruiter from Adecco Romania.
The one-on-one interview featured several sectons, each with at least two pre-de-
termined questons. These felds were:
Professional development;
Goal-orientaton;
Team working skills;
Negotaton and capacity to infuence others;
Efcient informaton and openness towards asking for feedback.
Each interview was scheduled to last for approximately 50 minutes, with some ex-
tending to as much as 70 minutes if the interviewer felt the need to ask clarifcaton
questons or if the interviewee felt the need to ofer extra clarifcatons to the inter-
viewer (this opton was explicitly ofered at the beginning of each interview). At the
end of the interview, each area of competences (based on the individual grades)
was ranked with a score ranging from 1 (minimum) to 5 (maximum).
Other than the individual conclusions presented to each of the interviewees, gener-
al conclusions were drawn by the interviewers so as to come up with extra input for
training sessions and in order to have a proper estmate of the possible problems
that might occur during the internships themselves, with regards to integraton and
learning capacity.
Among the key conclusions drawn with regards to the demographics of the stu-
dents that took part in interviews during the frst two cycles of project implemen-
taton, we can recall a few:
1. Lack of experience with working in teams
Very few of the interviewees had prior jobs, far less than the project team had
initally expected. Some had limited experience in various forms of short-duraton
employment (for example summer-tme jobs), ofen working in bars or in restau-
rants. These experiences were deemed positve (as they do ofer an insight into
necessary skills for customer service related positons), but few of these provided
opportunites to work in teams or to engage in tasks that put to use prior aca-
demic learning.
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There were widespread examples of teamwork within educatonal setngs (for ex-
ample with students working in teams for university projects). These examples were
relevant to a small degree however, as the most widespread soluton presented by
interviewees to problems caused by dysfunctonal teams was to pull more than
ones own weight untl team goals were met. Obviously, this is not such a common
soluton for teamworking issues found in long-term employment.
2. Difculty in expressing ideas freely in tense situatons
Most of the respondents had difculty in keeping a good level of verbal fuency
in what was perceived to be a formal setng. Thus, there were numerous cases
in which students had litle trouble in expressing their opinions in the banter that
preceded the interview, only to lose focus once the perceived formality set in. This
was ofen the case for students who had not taken part in interviews before.
3. Lack of appreciaton for the importance of transversal skills
Many of the students taking part in the interview tended to equate their formal
learning experience with something of an automatc job lock and a door to im-
mediate future employment. Few of them appreciated personal life experiences
to be useful in the future, to the point that some students had ignored valuable
voluntary work or employment outside their feld of study when presentng their
relevant prior experience to the interviewer. These attudes were more prevalent
in the persons who were eager to work in their feld of study, as opposed to those
that had not yet identfed a clear career path.
4. Lack of experience in negotatons
Very few of the applicants were able to give an example of a concrete situaton
in which they had needed to negotate with someone for any given purpose. Un-
like the other questons, where most answers tended to focus to some degree on
school or university related actvity, negotatons largely tended to focus on family
issues. This could be a potental indicator of a lack of assertveness in non-familiar
environments, though the lack of working experience also plays a part.
5. The lack of practcal usage of theoretcal knowledge gained during studies
Most of the partcipants in the project seemed to have litle problem in the way
of expressing various theoretcal concepts and ideas, but ofen had problems
in linking them with practcal applicatons. This was sometmes the natural
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result of the fact that they had not yet reached the stage in which practcal exer-
cises were introduced in the learning process, though many seemed to also have
problems in making the necessary correlatons to fairly simple aspects of their im-
mediate environment.
6. A good capacity to describe a complex process or actvity
One positve conclusion of the interviews was that partcipants had the capacity to
transmit a complex message, including a descripton of technical actvites, cause
and efect relatonships and professional actvites. They faired rather poorly in
adaptng their vocabulary to a lay listener (one that was presumed not to have prior
knowledge of the subject topic).
One major problem at this point was the fact that almost no student asked for feed-
back on how they managed to transmit the message. We believe that this is not
necessarily caused by a lack of empathy, but by a lack of focus on proper message
delivery in prior communicaton training.
As a note, these general conclusions came about as a result of the debriefngs that
occurred between the interviewers, and are rather difcult to measure or grade at
the level of the entre group of benefciaries. Each individual tended to fair difer-
ently based on a whole range of factors, from prior interview experience, to study
feld, age, gended, rural/urban background and other aspects.