Challenges in education

Like any 21st century school, Questfield is aware of the current challenges in education and tries to shape itself taking into consideration the new type of education that this new reality needs.

3. IMAGINEA de la Challenges in education

We believe that, for Romanian education, the main challenge remains the process of decentralisation, namely the transfer of authority, responsibility and resources towards educational institutions and the local community, when it comes to decision-making and general and financial management. This translates into the participation of non-administrative factors, namely of parents, NGOs, the business sector, the professional associations, the social partners (representatives of civil society) to the process of decision-making.

The dynamic process of decentralisation, through the efficient use of resources will ensure quality in education through involvement, strategic thinking and control. More specifically, decentralisation in education presupposes the redistribution of responsibilities, decisional authority and public responsibility for specific educational functions, from the central level to the local level on the following layers:

  1. Curriculum
  2. Evaluation and certification
  3. Management
  4. Human resources
  5. Financing and administration

In other words, decentralisation presupposes that:

  • educational institutions get the authority to make changes at curricular level, of internal nature;
  • institutional development plans are developed at local level;
  • the resources needed for the good functioning of the school and the implementation of the development plans are transferred at the level of the educational institution;
  • teachers have increased responsibilities in the institutional development;
  • schools have the authority (and resources) to make their own decisions about the professional development of teachers and staff;
  • schools manage their own human resources;
  • focus on learning results;
  • head teachers are selected and named by the community, using transparent criteria.
  • the information concerning the learning results and the activity of the institution, in general, becomes public information.

The principles of the decentralisation process presuppose:

  1. Public responsibility for the quality of educational services rendered.
  2. Institutional autonomy.
  3. Reducing the distance between the decision-making process and the education act.
  4. The transparency of the educational act, which leads to access to public information.
  5. The valorisation of human resources. Both the teaching profession, as well as the human resource must be viewed as an essential element of community development.
  6. Subsidiarity, namely, the transfer and assuming of decisional responsibility at local level.
  7. Cultural and ethnic diversity.
  8. The ethic approach of the educational service, through the respect granted to deontological codes for teachers, as well as for control systems, ensuring quality and management.