A foray into the erroneous aspect of didactic evaluation - EduWorld

5 Iun 2013 ... 5ÀeÙ édition revue et corrigée: Paris : Masson, 1978. ...... ?i rolul t?u de p?rinte : ghid pentru a deveni partener în educa?ie. coordonator : Aurora Adina Ignat. ... Henry Corbin ; traducere din limba franceza de Marius I. Laz?r.

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SCIENTIFIC COMMITTEE

Co-Presidents:
Professor Dr. Dan POTOLEA, University of Bucharest, Romania
Professor Dr. Peter JARVIS, University of Surrey, United Kingdom

Honorific Scientific committee:
Professor Dr. Henning Salling OLESEN, President of ESREA, Roskilde University, Denmark
Professor Dr. Romic IUCU, President of ENTEP, University of Bucharest, Romania
Professor Dr. Nicolae MITROFAN, Dean, Faculty of Psychology and Educational Studies, University of Bucharest, Romania
Professor Dr. Özcan DEMIREL, President of BASOPED, Hacettepe University, Ankara, Turkey
Professor Dr. Nikos P. TERZIS, Honorific President of BASOPED
Dr. Stylianos MAVROMOUSTAKOS, Vice President EFVET, Training and Development Intercollege, Nicosia, Cyprus

Members of the Scientific Committee:
Professor Dr. Steliana TOMA, Technical University for Constructions of Bucharest, Romania
Professor Dr. Riitta METSANEN, HAMK University of Applied Sciences, Vocational Teacher Education Unit, Hameenlinna, Finland
Professor Dr. Mihai ANIbEI, University of Bucharest, Romania
Professor Dr. Ioan NEAC^U, University of Bucharest, Romania
Professor Dr. Marin MANOLESCU, University of Bucharest, Romania
Professor Dr. Viorel NICOLESCU, University of Bucharest, Romania
Professor Dr. Gheorghe TOM^A, University of Bucharest, Romania
Professor Dr. Elena BONCHI^, University of Oradea, Romania
Professor Dr. Florea VOICULESCU, 1 Decembrie 1918 University of Alba Iulia, Romania
Professor Dr. Rodica NICULESCU, Transilvania University of Brosov, Romania
Professor Dr. Constantin CUCO^, Alexandru Ioan Cuza University of Iasi, Romania
Professor Dr. Musata BOCO^, Babes-Bolyai University, Cluj Napoca, Romania
Professor Dr. Geanina CUCU-CIUHAN, University of Pitesti, Romania
Professor Dr. Ovidiu PÂNI^OARA, University of Bucharest, Romania
Professor Dr. Dumitru OTOVESCU, University of Craiova, Romania
Professor Dr. Gheorghe BÃNICÃ, University of Pitesti, Romania
Professor Dr. Gabriel ALBU, Petroleum and Gas University of Ploiesti, Romania
Professor Dr. Liliana MIHÃILESCU, University of Pitesti, Romania
Professor Dr. Simona SAVA, University of Timisoara, Romania
Associate Prof. Dr. Nevel VASSEL, Birmingham City University, United Kingdom
Associate Professor Dr. Ali Murat SÜNBÜL, Selçuk University, Konya, Turkey
Associate Professor Dr. Bernard MASSIERA, Sophia Antilopis University, Nice, France
Associate Professor Dr. Georgeta CHIRLE^AN, University of Pitesti, Romania
Associate Professor Dr. Manuela CIUCUREL, University of Pitesti, Romania
Associate Professor Dr. Mihaela PI^I - LZRESCU, University of Pitesti, Romania
Associate Professor Dr. Lucian CIOLAN, University of Bucharest, Romania
Associate Professor Dr. Magdalena DUMITRANA, University of Pitesti, Romania
Associate Professor Dr. Venera COJOCARIU, Vasile Alecsandri University of Bacau, Romania
Associate Professor Dr. Roxana ENACHE, Petroleum Gas University of Ploiesti, Romania
Associate Professor Dr. Gabriela PETRUbA, University of Pitesti, Romania
Lecturer Dr. Georgios ZARIFIS, Aristotle University of Thessaloniki, Greece
Lecturer Dr. Maria PESCARU, University of Pitesti, Romania
Lecturer Dr. Claudiu LANGA, University of Pitesti, Romania

Secretary of the Scientific Committee:
Professor Dr. Liliana EZECHIL - University of Pitesti, Romania

ORGANIZING COMMITTEE

Honorific President
Associate Professor Dr. Dumitru CHIRLE^AN

President
Associate Professor Dr. Mihai BRSLA^U

Vice-Presidents
Lecturer Dr. Claudiu LANGA
Prof. Dr. Gabriel BRATU

Secretary
Lecturer Dr. Emanuel SOARE
Prof. Iuliana IONIb

EDITORIAL BOARD

Associate Professor Dr. Mihai BRSLA^U
Lecturer Dr. Emanuel SOARE
Lecturer Dr. Claudiu LANGA
Lecturer Dr. Maria PESCARU
Drd. Radu OPRI^A

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The full responsibility for the stiencific content of the papers and for the accuracy of graphical representation is assumed by authors
TOC \h \z \t "Heading 1;1;Autor;2" HYPERLINK \l "_Toc292918212" Section 1 EDUCATIONAL POLICIES PAGEREF _Toc292918212 \h 9
HYPERLINK \l "_Toc292918213" New Education Policy - An Integrative and Collective Approach to Early School Leavers in Romania PAGEREF _Toc292918213 \h 10
HYPERLINK \l "_Toc292918214" Mariana Iancu (*), PAGEREF _Toc292918214 \h 10
HYPERLINK \l "_Toc292918215" A CHAT approach to understanding music students conceptions of learning as reflected in their narratives of studying an instrument PAGEREF _Toc292918215 \h 25
HYPERLINK \l "_Toc292918216" Mihaela Mitescu Lupu PAGEREF _Toc292918216 \h 25
HYPERLINK \l "_Toc292918217" Appropriacy and usefulness of the Romani teaching scheme in the Romanian public education system PAGEREF _Toc292918217 \h 37
HYPERLINK \l "_Toc292918218" Ion Iorga-Simn*, Constantin Manea **, Gheorghe Svoiu *** PAGEREF _Toc292918218 \h 37
HYPERLINK \l "_Toc292918219" Autonomy and Social Responsibility of Universities in the Competence-Based Education PAGEREF _Toc292918219 \h 46
HYPERLINK \l "_Toc292918220" Barbu Gheorghea, Ciucurel Manuelab(*) PAGEREF _Toc292918220 \h 46
HYPERLINK \l "_Toc292918221" Can philosophy play any role in Romanian education? PAGEREF _Toc292918221 \h 55
HYPERLINK \l "_Toc292918222" Octavian Gruioniu, PAGEREF _Toc292918222 \h 55
HYPERLINK \l "_Toc292918223" Considerations on educational management for ethnic minority groups PAGEREF _Toc292918223 \h 66
HYPERLINK \l "_Toc292918224" Mdlina Albu * PAGEREF _Toc292918224 \h 66
HYPERLINK \l "_Toc292918225" Curriculum between paradigm and educational project PAGEREF _Toc292918225 \h 71
HYPERLINK \l "_Toc292918226" Gabriela Cristea PAGEREF _Toc292918226 \h 71
HYPERLINK \l "_Toc292918227" DEAF PORT Developing European Language Portfolio for the Deaf PAGEREF _Toc292918227 \h 76
HYPERLINK \l "_Toc292918228" Brsla_u Mihaia, Maria Pescarua PAGEREF _Toc292918228 \h 76
HYPERLINK \l "_Toc292918229" Development strategy for educational infrastructure in Prahova county PAGEREF _Toc292918229 \h 85
HYPERLINK \l "_Toc292918230" Mdlina Albu * PAGEREF _Toc292918230 \h 85
HYPERLINK \l "_Toc292918231" European Language Portfolio for the Deaf or Hard of Hearing (DEAF-PORT) Assessment of the Language Skills and Social Inclusion of Persons Belonging to the Deaf Community PAGEREF _Toc292918231 \h 90
HYPERLINK \l "_Toc292918232" Brsla_u Mihaia, Maria Pescarua PAGEREF _Toc292918232 \h 90
HYPERLINK \l "_Toc292918233" European policy principles for teacher training PAGEREF _Toc292918233 \h 103
HYPERLINK \l "_Toc292918234" Nic Simona Nicoleta* PAGEREF _Toc292918234 \h 103
HYPERLINK \l "_Toc292918235" Fields of European key competencies in terms of education courses in Romania PAGEREF _Toc292918235 \h 108
HYPERLINK \l "_Toc292918236" Mariana Iancu (*), PAGEREF _Toc292918236 \h 108
HYPERLINK \l "_Toc292918237" Globalization an unsecured world or a global security PAGEREF _Toc292918237 \h 117
HYPERLINK \l "_Toc292918238" Tanase Marinela, Burtoiu Natalia PAGEREF _Toc292918238 \h 117
HYPERLINK \l "_Toc292918239" Levels of Understanding in Didactic Communication PAGEREF _Toc292918239 \h 123
HYPERLINK \l "_Toc292918240" Merima Carmen Petrovici , * PAGEREF _Toc292918240 \h 123
HYPERLINK \l "_Toc292918241" References Of Non-Verbal Communication During The Educational Process PAGEREF _Toc292918241 \h 127
HYPERLINK \l "_Toc292918242" Claudiu Eduard Ionescu * PAGEREF _Toc292918242 \h 127
HYPERLINK \l "_Toc292918243" Republic of Moldova: Aspects related to Educational policies and European Integration PAGEREF _Toc292918243 \h 133
HYPERLINK \l "_Toc292918244" CARA Angela PAGEREF _Toc292918244 \h 133
HYPERLINK \l "_Toc292918245" Social Education and the New Society of Knowledge PAGEREF _Toc292918245 \h 137
HYPERLINK \l "_Toc292918246" E_i Marius-Costel * PAGEREF _Toc292918246 \h 137
HYPERLINK \l "_Toc292918247" The Problem of Decentralization of the Romanian Education and Education as a Public Good PAGEREF _Toc292918247 \h 148
HYPERLINK \l "_Toc292918248" Octavian Gruioniu, Sabina Busuioc PAGEREF _Toc292918248 \h 148
HYPERLINK \l "_Toc292918249" The UNESCO Convention Regarding the Fight Against Discrimination in Education PAGEREF _Toc292918249 \h 156
HYPERLINK \l "_Toc292918250" Cristina Maria Frsie Otovescua, Maria Pescarub PAGEREF _Toc292918250 \h 156
HYPERLINK \l "_Toc292918251" Section 2 MANAGEMENT OF SCHOOLS PAGEREF _Toc292918251 \h 160
HYPERLINK \l "_Toc292918252" Classroom management: good practices and consequences of inappropriate approaches PAGEREF _Toc292918252 \h 161
HYPERLINK \l "_Toc292918253" Petrescu Ana-Maria, Stncescu Ioana* PAGEREF _Toc292918253 \h 161
HYPERLINK \l "_Toc292918254" Competences of teachers for school of tomorrow PAGEREF _Toc292918254 \h 170
HYPERLINK \l "_Toc292918255" Roxana Enache, Alina Brezoi * PAGEREF _Toc292918255 \h 170
HYPERLINK \l "_Toc292918256" Equal Prospects Myth or Reality in Education What does this mean for Educators? PAGEREF _Toc292918256 \h 178
HYPERLINK \l "_Toc292918257" Nevel A. Vassel,a * PAGEREF _Toc292918257 \h 178
HYPERLINK \l "_Toc292918258" Implementation and development of Managerial Control Systems in schools education PAGEREF _Toc292918258 \h 186
HYPERLINK \l "_Toc292918259" Robert BEREZOVSKIa,b, Cristina BEREZOVSKIb, Florica Orcanc PAGEREF _Toc292918259 \h 186
HYPERLINK \l "_Toc292918260" Managerial psychology and leadership sine qua non conditions in increasing the efficiency of the didactic process PAGEREF _Toc292918260 \h 196
HYPERLINK \l "_Toc292918261" Gabriela ^erban PAGEREF _Toc292918261 \h 196
HYPERLINK \l "_Toc292918262" Managers Professional Diseases PAGEREF _Toc292918262 \h 199
HYPERLINK \l "_Toc292918263" Gabriela DESPANb * PAGEREF _Toc292918263 \h 199
HYPERLINK \l "_Toc292918264" Strategic objectives of the educational managerial plan (the curriculum and school inspection department) PAGEREF _Toc292918264 \h 207
HYPERLINK \l "_Toc292918265" Marin Ionic PAGEREF _Toc292918265 \h 207
HYPERLINK \l "_Toc292918266" Teaching strategies between traditional and modern. Educational perspective PAGEREF _Toc292918266 \h 213
HYPERLINK \l "_Toc292918267" Tudor Sofia Loredanaa * PAGEREF _Toc292918267 \h 213
HYPERLINK \l "_Toc292918268" The educational management between theory and practice PAGEREF _Toc292918268 \h 219
HYPERLINK \l "_Toc292918269" Mihaela Olteanu, Elena Pduroiu PAGEREF _Toc292918269 \h 219
HYPERLINK \l "_Toc292918270" The Perception of Teachers on the Efficiency of Modern Teaching Strategies of Teaching/Learning/Evaluation in Class PAGEREF _Toc292918270 \h 225
HYPERLINK \l "_Toc292918271" Tudor Sofia Loredanaa * PAGEREF _Toc292918271 \h 225
HYPERLINK \l "_Toc292918272" Transformational Leadership In School Organization - Between Necessity And Possibility PAGEREF _Toc292918272 \h 233
HYPERLINK \l "_Toc292918273" Anca Petroia; Bran Cameliaa PAGEREF _Toc292918273 \h 233
HYPERLINK \l "_Toc292918274" Section 3 - HIGHER EDUCATION PAGEREF _Toc292918274 \h 240
HYPERLINK \l "_Toc292918275" A foray into the erroneous aspect of didactic evaluation PAGEREF _Toc292918275 \h 241
HYPERLINK \l "_Toc292918276" Mihai ^leahticchi* PAGEREF _Toc292918276 \h 241
HYPERLINK \l "_Toc292918277" Academic Stress in Higher Education PAGEREF _Toc292918277 \h 246
HYPERLINK \l "_Toc292918278" Aurel Ion Clinciu PAGEREF _Toc292918278 \h 246
HYPERLINK \l "_Toc292918279" Arguments for Developing Reflective Practice in Higher Education PAGEREF _Toc292918279 \h 254
HYPERLINK \l "_Toc292918280" Ezechil Liliana * PAGEREF _Toc292918280 \h 254
HYPERLINK \l "_Toc292918281" Continuous Training Program for Higher Education Teachers By Means Of Blended Learning - Necessity and Opportunity PAGEREF _Toc292918281 \h 262
HYPERLINK \l "_Toc292918282" Anca Borzea, Cosmina Mironov * PAGEREF _Toc292918282 \h 262
HYPERLINK \l "_Toc292918283" Delphi Research on the Development of Higher Education Teachers Psycho-pedagogical Competencies PAGEREF _Toc292918283 \h 270
HYPERLINK \l "_Toc292918284" Cosmina Mironov * PAGEREF _Toc292918284 \h 270
HYPERLINK \l "_Toc292918285" Development of communication skills in an experiential manner at psychology students PAGEREF _Toc292918285 \h 282
HYPERLINK \l "_Toc292918286" Rban-Motounu Nicoleta, Vitalia Ileana Loredana PAGEREF _Toc292918286 \h 282
HYPERLINK \l "_Toc292918287" Educational globalization PAGEREF _Toc292918287 \h 289
HYPERLINK \l "_Toc292918288" Constantin Valentina Elisabeta PAGEREF _Toc292918288 \h 289
HYPERLINK \l "_Toc292918289" Experimental Researches regarding the Metacognitive Competence Development in First Year Students Through Sciences of Education PAGEREF _Toc292918289 \h 293
HYPERLINK \l "_Toc292918290" Mihai Stanciua, Constanca Dumitriub, Otilia Clipac, Aurora Adina Ignatc , Liliana Matab PAGEREF _Toc292918290 \h 293
HYPERLINK \l "_Toc292918291" From the paideia fairytale to the therapeutic fairytale PAGEREF _Toc292918291 \h 311
HYPERLINK \l "_Toc292918292" Mariana Andrei * PAGEREF _Toc292918292 \h 311
HYPERLINK \l "_Toc292918293" Identifying Students Potential for Entrepreneurship: The Role of Social Competencies PAGEREF _Toc292918293 \h 317
HYPERLINK \l "_Toc292918294" Claudiu Albulescua, Monica Izvercianua, Sorin Suciua * PAGEREF _Toc292918294 \h 317
HYPERLINK \l "_Toc292918295" Improving quality of education. Case Study at Engineering Faculty of the Lucian Blaga University Sibiu PAGEREF _Toc292918295 \h 326
HYPERLINK \l "_Toc292918296" Zerbes Mihai Victora, Kifor Claudiu Vasilea, Popescu Liliana Georgetaa, Lobont Luciana* PAGEREF _Toc292918296 \h 326
HYPERLINK \l "_Toc292918297" Interactive Methods Applications within the Seminar Activities PAGEREF _Toc292918297 \h 335
HYPERLINK \l "_Toc292918298" Gabriela-Paula Petrucaa * PAGEREF _Toc292918298 \h 335
HYPERLINK \l "_Toc292918299" Management of the optional learning time PAGEREF _Toc292918299 \h 343
HYPERLINK \l "_Toc292918300" Claudiu Langa* PAGEREF _Toc292918300 \h 343
HYPERLINK \l "_Toc292918301" Mass-media a Component in University Communication. UPIT MEDIA Case Study PAGEREF _Toc292918301 \h 350
HYPERLINK \l "_Toc292918302" Florin Stoica* PAGEREF _Toc292918302 \h 350
HYPERLINK \l "_Toc292918303" Metaphors That The Teacher Candidates Developed Regarding The Concept of Science PAGEREF _Toc292918303 \h 358
HYPERLINK \l "_Toc292918304" A.Canan Çetinkanata, Meltem AKIN KÖSTEREL0OLUb, PAGEREF _Toc292918304 \h 358
HYPERLINK \l "_Toc292918305" Method for Employed in the Optimization of Students Learning PAGEREF _Toc292918305 \h 368
HYPERLINK \l "_Toc292918306" Gabriela Kelemena* PAGEREF _Toc292918306 \h 368
HYPERLINK \l "_Toc292918307" Nation is a non-existent notion nowadays attached to the minds of some conservative people. Greek students determine the term nation. PAGEREF _Toc292918307 \h 377
HYPERLINK \l "_Toc292918308" Stella Kassidoua, Paraskevi Goliaa, Konstantinos Sechidisa,b PAGEREF _Toc292918308 \h 377
HYPERLINK \l "_Toc292918309" Peer tutoring in higher education: a contribution to a better success PAGEREF _Toc292918309 \h 385
HYPERLINK \l "_Toc292918310" Christine Berzina, * PAGEREF _Toc292918310 \h 385
HYPERLINK \l "_Toc292918311" Pre-Service Teachers Views towards Globalization and Its Effects on Education PAGEREF _Toc292918311 \h 393
HYPERLINK \l "_Toc292918312" E. Özlem Yiita, 0lker Köstereliolub, Meltem A. Kösterelioluc PAGEREF _Toc292918312 \h 393
HYPERLINK \l "_Toc292918313" Professional insertion and critical perspectives of the professional development of university teachers PAGEREF _Toc292918313 \h 402
HYPERLINK \l "_Toc292918314" Nicoleta DUba, Vicenç Benedito ANTOLÍb (*) PAGEREF _Toc292918314 \h 402
HYPERLINK \l "_Toc292918315" Rediscovering the Roles of Mentoring Activities in the Process of Higher Education Professionalisation PAGEREF _Toc292918315 \h 414
HYPERLINK \l "_Toc292918316" Ezechil Liliana * PAGEREF _Toc292918316 \h 414
HYPERLINK \l "_Toc292918317" Reflective practice of the teacher a necessary demarche for students metacognition development PAGEREF _Toc292918317 \h 422
HYPERLINK \l "_Toc292918318" Stncescu Ioanaa * PAGEREF _Toc292918318 \h 422
HYPERLINK \l "_Toc292918319" Reform Models of Contemporary Universities PAGEREF _Toc292918319 \h 430
HYPERLINK \l "_Toc292918320" Camelia-Nadia Brana, Anca Manuela Petroi (Egerau)a PAGEREF _Toc292918320 \h 430
HYPERLINK \l "_Toc292918321" Relationships between General Intelligence and Professional Performance in Higher Education Teachers PAGEREF _Toc292918321 \h 440
HYPERLINK \l "_Toc292918322" Maria Claudia Ionescu* PAGEREF _Toc292918322 \h 440
HYPERLINK \l "_Toc292918323" Risk management study in University research notes PAGEREF _Toc292918323 \h 451
HYPERLINK \l "_Toc292918324" Daniela Roxana Andron* PAGEREF _Toc292918324 \h 451
HYPERLINK \l "_Toc292918325" Students Perception upon Teaching within Higher Education System A Case Study PAGEREF _Toc292918325 \h 457
HYPERLINK \l "_Toc292918326" Georgescu Corina-Amelia, Apostol Silvia Adriana* PAGEREF _Toc292918326 \h 457
HYPERLINK \l "_Toc292918327" Study on the perception of qualifications as a contributing factor to the optimization of the training programs in the field of Physical Education and Sports- Bachelor level PAGEREF _Toc292918327 \h 469
HYPERLINK \l "_Toc292918328" Vasilica Grigore1, Iuliana Tra_c2, (*) PAGEREF _Toc292918328 \h 469
HYPERLINK \l "_Toc292918329" Suggestions for the Improvement of the University Curriculum: French-English A Case Study PAGEREF _Toc292918329 \h 477
HYPERLINK \l "_Toc292918330" Georgescu Corina-Amelia* PAGEREF _Toc292918330 \h 477
HYPERLINK \l "_Toc292918331" Teacher Personality in Higher Education Creating a Professional Profile PAGEREF _Toc292918331 \h 485
HYPERLINK \l "_Toc292918332" Maria Claudia Ionescu* PAGEREF _Toc292918332 \h 485
HYPERLINK \l "_Toc292918333" Teaching Romanian for foreigners according to learners needs and styles in technical higher education PAGEREF _Toc292918333 \h 493
HYPERLINK \l "_Toc292918334" Mihaela Pricope * PAGEREF _Toc292918334 \h 493
HYPERLINK \l "_Toc292918335" Teleology of the Competence-Oriented Approach in the System of Higher Education: Traditions and Innovations. PAGEREF _Toc292918335 \h 501
HYPERLINK \l "_Toc292918336" Vladimir Gucu * PAGEREF _Toc292918336 \h 501
HYPERLINK \l "_Toc292918337" The Development of Entrepreneurial Culture in Higher Education PAGEREF _Toc292918337 \h 511
HYPERLINK \l "_Toc292918338" Sndulescu Liliana-Camelia PAGEREF _Toc292918338 \h 511
HYPERLINK \l "_Toc292918339" The Establishment of Information Literacy in Higher Education in Romania PAGEREF _Toc292918339 \h 524
HYPERLINK \l "_Toc292918340" Agnes Ericha, Elena Tîrzimanb* PAGEREF _Toc292918340 \h 524
HYPERLINK \l "_Toc292918341" The impact of self-assessment upon metacognitive strategies PAGEREF _Toc292918341 \h 532
HYPERLINK \l "_Toc292918342" Otilia CLIPAa, Adina IGNATa, Mihai STANCIUb, Petruca RUSUa (*) PAGEREF _Toc292918342 \h 532
HYPERLINK \l "_Toc292918343" The Importance of Entrepreneurship Education at University Level in Romania PAGEREF _Toc292918343 \h 541
HYPERLINK \l "_Toc292918344" Claudiu Albulescua, Anca Drghicia, Sorin Suciua * PAGEREF _Toc292918344 \h 541
HYPERLINK \l "_Toc292918345" The Prediction Power of The Results of University Entry Exams and Corresponding GPA s of Students at The Technical Education Faculty of Tarsus PAGEREF _Toc292918345 \h 556
HYPERLINK \l "_Toc292918346" Y. Gürcan Ültan1ra*, Irem Ersöz Kayaa PAGEREF _Toc292918346 \h 556
HYPERLINK \l "_Toc292918347" The Topicality of Petre Andrei s Concept Regarding the Socio-Educational Mission of Universities PAGEREF _Toc292918347 \h 561
HYPERLINK \l "_Toc292918348" Ciuc Simonaa (*) PAGEREF _Toc292918348 \h 561
HYPERLINK \l "_Toc292918349" The University of Economics Role and Position on the Economic Tertiary Educational Trainers Market in Romania PAGEREF _Toc292918349 \h 568
HYPERLINK \l "_Toc292918350" Irina Maria Drgana, Claudiu Herceliua,* PAGEREF _Toc292918350 \h 568
HYPERLINK \l "_Toc292918351" The validation of an academic environment stress measurement instrument PAGEREF _Toc292918351 \h 573
HYPERLINK \l "_Toc292918352" Mihai Aniteia, Mihaela Chraifb, Andreea Bârcaa,b* PAGEREF _Toc292918352 \h 573
HYPERLINK \l "_Toc292918353" Theoretical and Methodological Aspects of Developing an Entrepreneurial Culture in Higher Education PAGEREF _Toc292918353 \h 582
HYPERLINK \l "_Toc292918354" Sndulescu Liliana-Camelia PAGEREF _Toc292918354 \h 582
HYPERLINK \l "_Toc292918355" Toward Social Pedagogy: the Cultural Crisis and the Role of Universities from Petre Andrei s Perspective PAGEREF _Toc292918355 \h 600
HYPERLINK \l "_Toc292918356" Ciuc Simonaa (*) PAGEREF _Toc292918356 \h 600
HYPERLINK \l "_Toc292918357" Towards the Entrepreneurial University? PAGEREF _Toc292918357 \h 606
HYPERLINK \l "_Toc292918358" Pan Cristina-Mariana* PAGEREF _Toc292918358 \h 606

Section 1 EDUCATIONAL POLICIES
New Education Policy - An Integrative and Collective Approach to Early School Leavers in Romania
Mariana Iancu (*),
14, Caporal U_urelu Ion Street, Bucharest, District 5, Romania
Abstract
The ''New Education'' Policy meant to resolve the problem of early school leaving in Romania by preventing and reducing it is based on different ''actors'' which will act as a group, co-working with human resources, with a large public-NGOs-private partnership. This solution is centred on the needs of the children and their families, by assisting them with material and human resources, with the help of the local community and by respecting the law, this being liable to punishment with considerable fines due to the action of advocacy. The advantages of New Education policy are of social, medical, economical, financial etc. nature.

Keywords: early school leavers; preventing early school leavers; reducing early school leavers; ''New Education'' Policy; school mediator; NGO-School; social ''actors''; impact; implementation; budget.
1. Identifying the problem of early school leaving and its size
One of the four educational standards established by the Lisbon strategy, that has to be achieved in the European Union, is to reduce the school abandon - early school leaving rate to a maximum of 10% by the end of 2010. "E.U. benchmark for 2020, the share of early leavers from education and training should be less than 10%"¹.
In 2008, while some U.E. countries reached or even overpassed this benchmark, like, for example, Croatia 3.7%, Poland 5 %, Slovenia 5.1 % , Czech Republic 5.6% and Slovakia 6 %, at the other end of the list are countries like Malta 39%, Portugal 35.4% and Romania 15.9% which displays a slight increase compared to 2007 when the percent was 14.9%.
"With the continued growth of early school leaving rate in primary and lower secondary school, it is still difficult to achieve the target set by the EU for 2010 - reducing the rate of early school leaving to 10% says the report M.Ed.CT for 2007.
Referring to the acknowledgement of a child's right to education, Article 28 of the Convention on the Rights of the Child (ratified in Romania by law nr.18/1990) mentions several objectives to be achieved in order to exercise this right "based on equality." These objectives include taking measures to encourage regular school attendance and reduce early school leaving rate.
''Early school leaving negatively impacts students learning opportunities, position and future evolution on the labour market. Chances of getting a job by early school leavers are reduced as they do not possess basic skills and necessary knowledge and this affects their future integration on the labour market. Preventing and reducing the phenomenon will create the necessary conditions for reducing unemployment, developing the levels of qualification, skills and increasing the competitiveness of the human capital in Romania.''² mainly accounts for the problem of early school leavers in Romania according to the Human Resources Development County Operational Programme 2007-2013.
In social terms, school abandoning is often associated with juvenile criminality, drug consumption, and disorganised family life. The main causes of early school leaving are economic, socio-cultural, psychological and pedagogical, religious, thus calling for a government policy based on an integrated solution to the problem of early school leaving in its complexity. Both prevention and control should be in the attention of public policies makers. ''The magnitude of the phenomenon requires a national approach to solve this problem adequately.''³ states the Human Resources Development County Operational Programme 2007 - 2013.
2. Objectives of the "New Education'' policy
O1 Preventing early school leaving: reducing the number of notices and decisions of expulsion due to high absenteeism by 147,000 by the end of 2012;
O2 Reducing early school leaving from 14.9% to 10%, respectively by 141,550 cases by the end of 2012.
3. Identification of possible solutions
3.1. Solution 1 Non-Governmental School
The solution Non-Governmental School of prevention and recovery of early school leaving is based on the public-NGOs partnership, by means of which specialized NGOs are assigned to solve the problem of early school leaving as identified by M.Ed.C.T. with a view to preventing and reducing early school leaving up to maximum 10% by the end of 2012. These NGOs will receive financial support. This possible solution originates from the experience and positive practice gained through various projects developed by international and national NGOs and their good results, as, for example, the Medical Christian Philanthropically Association, the branch in Cluj. They have managed to recover 56% of the participating students.
The programme has two main components in its structure one aiming at preventing early school leaving and the other targeting the recovery of early school leavers. The two components will be implemented in each county throughout the country and each district in Bucharest within the National Union of all organizations of this kind. The solution has a technical-economic impact concerning the infrastructure and school network as there are no educational non-governmental entities in every county. Relevant are also the financial aspects and material resources as significantly large funds are necessary for supporting the setup and function of 3,950 Non-Governmental Schools and the functioning of the existing 1050. The implementation of this solution at national level requires an approximate total sum of ~615,293,000 ¬ ; costs / student - ~ 2,132 ¬ .
The social impact refers to: the impact on students who have already left school prematurely or are at risk of early school leaving, the impact on the employees, the families of those students, community and the impact at EU level. The impact on the students who have already left school prematurely or are at risk of early school leaving implies: the educational recovery of 26 early school leavers and the prevention of early school leaving for 27 students in each of the two years meant for project development by setting up an after-school programme for those who have been given notices/decisions of expulsion. At national level, approximately 147,000 students at risk of early school leaving will benefit from preventive actions against early school leaving and 141,550 early school leavers need recovering. Such cases of early school leaving or at risk of are solved using the same recipe for everybody, without any differentiation, depending on the needs and means of students and their families and by spending additional resources (financial, material, energetic-human, temporal). Other aspects are the development of desirable social behaviour up to the social integration of early school leavers or at risk of, recovery of educational knowledge and skills up to the minimally acceptable educational standards set by the compulsory education, i.e. graduation of the ten compulsory study years, the development of moral principles and conduct up to alleviating anti-devious social tendencies. Students may use such preventive measures during their critical school periods, thus being able to remain enrolled in the full-time educational governmental system and preserve their chances of easily accessing higher education with lower human and psychological costs added to the previously mentioned financial or material expenditures.

3.2. Solution 2 The School Mediator
According to Ministry Decree no 1539 on 19 July 2007 of MECT, several secondary schools are to be identified which require that school mediation services be provided by the school mediator pursuant to enforcing educational, socio-economic and cultural criteria as described in the decree methodology. The criteria target the disadvantaged ethnic groups only, especially Roma people. The profession of school mediator was introduced experimentally in Romania in 1990 by means of NGO projects with the purpose of facilitating the access to education for children coming from disadvantaged groups, especially Roma. The role of the school mediator is to establish the connection between school and community, to instil a positive attitude towards school in young Romani and to prevent the engendering of discriminatory attitudes and behaviours in educational institutions.
This positive experience has been brought about through PHARE RO 0104.02 programmes Access to education for disadvantaged groups with special focus on Roma people and PHARE 2003/005-551.01.02 programmes Access to education for disadvantaged groups. The profession of the school mediator has been officially acknowledged in Job Classifications in Romania.
As the mediators activity has lead to an improved school-community relationship, most schools having enjoyed the mediators work have made efforts to ensure the continuity of his/her activity even after the programme ended. Still, considering the three-fold increases of early school leaving rate in primary and lower secondary education in 2006 compared to 2000, according to previously cited statistical data, also shown in the Report on The Status of Education published in October 2007 by the Ministry of Education, Research and Youth, the use of this solution, namely the school mediator, will not contribute to a significant decrease in early school leaving up to 10%, according to Lisbon strategy, without it being a nodal point in a social network with multiple social actors specialized in intervening in certain components of the problem and without an integrated global student-centred solution to the problem, be it a case of early school leaving or at risk of. This is also the concern M.Ed.C.T expresses in the above mentioned annual Report for 2007.
This solution as well has a technical-economic impact, respectively consequences regarding the infrastructure and school network, consequences regarding financing possibilities and material resources the annual increase in staff expenditure on mediators employment, mobility and equipment, elaboration and mass publication of some materials - school guides and auxiliary materials, informative materials for parents and students, school counselling and orientation. The implementation of this solution at national level requires an approximate total sum of ~ 40,000,000 ¬ ; costs / student - ~ 262 ¬ . With a view to this solution to reducing early school leaving, I suggest the following regulations meant to improve the legal framework: validation of all typologies of early school leavers and students with a lot of absences, respectively those who have received notices/decisions of expulsion; employment of mediators, priority being given to disadvantaged groups (ethnic, rural, etc); possible employment of mediators by the Centre of Psychological-Pedagogical Assistance as well.
This solution has also a social impact, namely the impact on students who have left school too early or are at risk of early school leaving and their parents, on the employees, community and at EU level.
The social impact on early school leavers or students at risk of early school leaving:
One clear modality of reducing end-of-year failure or early school leaving is to take action at an early and very early age: all social typologies of students who have already left school early or are at risk of are targeted and not only the Roma people; the rate of enrolling in preschool education for Roma people is 4 times as small as the national rate, which means that the inclusion of Roma children in preschool education, or at least in the final year of kindergarten, must be encouraged; the larger number of Roma children who have left school completely or partially or are at risk of early school leaving because of notices/decisions of expulsion. In addition, there are other disadvantaged social categories requiring attention and action: there are more and more students coming from rural areas who do not complete the compulsory ten years of study, children coming from underprivileged families or children with disabilities requiring special education who represent disadvantaged social categories in great need for help. There are significant differences between children and families belonging to various social categories when it comes to insufficient hygiene and food, insufficient access to medical care, especially in disadvantaged areas (rural environment, poor locations, etc). Up to 83,961 children who have left school early or at risk of early school leaving will be able to be recovered by the end of 2012; 204,589 children who have left school early or are at risk of early school leaving will not be able to benefit from this workable public policy of reducing early school leaving up to 10% by the end of 2012.

3.3. Solution 3 The New Education
3.3.1. Substantiating the solution
This last possible solution to early school leaving in the purpose of its prevention and diminishing is based on an integrated and collective answer to this problem which brings a large number of actors together in some intervention teams. They collaborate within human networks in a large public non-governmental private partnership. This solution to early school leaving is centred on the needs of the children and their families, specialized human and material resources and on the mechanisms available in the local community by complying with all applicable laws. However, these can be amended through advocacy. The intervention teams are mainly made up of form teachers, school managers, school inspectors, mediators, school councillors, psychologists, medical care providers, city hall clerks, representatives of city halls and local councils, the mayor, NGO managers and executives, police, managers and teachers working at the Childrens Palace/ Students Club.

3.3.2. Involvement of social actors
How should the social actors of the educational intervention mainly get involved?
The form teacher should file reports for the targeted students and their families on the grounds of observations and information collected during their stay in school, have psychological-pedagogical sessions with their parents, organize extra school activities, devise attractive activities for those students to attend classes and integrate in the class.
The school manager functions as the representative when it comes to communication between institutions (for example, statistics of early school leaving cases, notices and decisions of expulsion) and within the institution between form teachers and parents, other teachers, medical care providers in schools, school councillors, etc.
School inspectors guide and supervise the targeted schools, namely those facing early school leaving, high number of absences illustrated in notices/decisions of expulsion, collect relevant statistical data in order to monitor the access to education and keeping children within compulsory education, account for initial and permanent training of teachers and mediators, perform advocacy for amendments to laws, promote the European dimension of education by strengthening tolerance and mutual respect, the importance of class attendance and the role of the school in the community.
The school mediator is the nodal point of the network of human resources involved due to the following attributions: mediates the dialogue school-family-community, contributes to maintaining and developing the mutual respect and trust between school and community, provides the children who have left school early or are at risk of with a positive attitude towards school, prevents the engendering of discriminatory attitudes and behaviours in educational institutions, monitors the children who should be enrolled in the final year of kindergarten, but arent, in the community and supports the childs family/legal tutors to take the necessary steps for having their child enrolled at least in the final year of kindergarten, monitors children who should be in school, but have never been enrolled, in their assigned territory, supports the development of assistance programmes meant to improve school performance (recovery programmes, programmes of personalized intervention, after school programmes, etc), collect relevant statistical data in order to monitor the access to education and keeping children within compulsory education, informs families on the school role and regulations on childrens participation in education, updates the database of children at risk of early school leaving, monitors their school and extra school activities thereby encouraging their participation in education, provides the school, the Centre of Psychological-Pedagogical Assistance (psychologists, psychological councillors) with all data collected in the community in order to identify the best solutions possible for ensuring childrens access to education and receives information from these social actors of the social intervention, helps families to open up to their community and promotes ethno-cultural characteristics in the school environment by getting involved in activities with parents/other community members and cultural activities etc.
School councillors in Human Resources Centres advise lower secondary school students on their pursuing compulsory secondary education in a theoretical secondary school/vocational school/apprentice school.
The psychologist/councillor: conducts psychological tests, councils students with problems, suggests the best solutions possible to families and the school management so as to recover the children who have never attended school or those who have left school early and the children with a lot of absences. Through counselling, they encourage childrens access to alternative educational programmes (enrolling in full-time mass education system, part-time courses), to one or several programmes which are logistic components, depending on their needs, support the development of assistance programmes for improving school performance (recovery programmes, programmes of personalized intervention, after school programmes) and council parents.
Medical care providers conduct specialized activities of consulting the students who must undergo such medical checkups and who will follow prescribed treatments or will be admitted to hospital if necessary
City hall social workers conduct social investigations, suggest adequate social assistance social help for families, admissions to a public boarding school/school campus/family home/special school supervised by the General Department of Social Assistance and Child Protection/ non-governmental school, raises parents awareness through punishing pecuniary measures (withdrawal of the childs state allowance/fine/community work for those lacking money) if necessary (they keep their children at home to do house chores or because of parochial mentalities such as school is no good, etc), advocacy for amendments to the law.
Local Council and the Mayor are involved, pursuant to Law No 215 of Public Local Administration, in helping families with social problems, raising awareness in the case of irresponsible parents, providing student transportation from/to home by school buses in rural areas, advocacy for amendments to the law.
NGO managers, executives and employees provide accommodation, meals, recreational facilities, help with homework for early school leavers who are guided towards their organizations if their parents lack financial means even with the financial help from the city hall, and the community does not have a school campus/boarding school/family home/special school.
The police offer expertise and eliminate some causes of early school leaving/a lot of absences, such as association with the wrong company of people,juvenile delinquency or drug consumption through investigations,filing reports on abusing parents, etc.
The manager and teachers working at the Childrens Palace/Students Club: provide extra school activities, even an alternative education with individualized recovery activities, depending on students needs, which are the counterpart of certain subjects studied in lower secondary schools or vocational schools within formal education.
The coordinator in charge of solving early school leaving by preventing and reducing it through the public policy New Education and responsible for implementing strategies and solutions at county level meant to ensure the access to education for disadvantaged groups is the representative of M.Ed.C.T. in counties and in Bucharest, respectively of the County School Inspectorate/School Inspectorate in Bucharest through their delegated inspector.
The private partner supports the families of early school leavers or students at risk of early school leaving by offering social assistance, facilitating the inclusion of some students in the free educational system or by supporting them in private educational institutions.
The attributions assigned to social actors can be detailed and completed in the job descriptions.

3.3.3. The impact of the solution
3.3.3.1. Technical-economical impact
a) consequences on the infrastructure and school network:
Ï% improved institutional framework: equipped rooms on the premises of inspectorates/schools/adjacent educational centres which are necessary for intervention teams gatherings and conduct of activities, renovation of some rooms for that purpose, renovation and design of some rooms for conducting and developing counselling programmes such as School after school or Second chance , setting up (where it does not exist) a digital network for fast, easy and sustainable communication;
Ï% improved legal framework: with a view to this solution to reducing early school leaving, I suggest the following regulations meant to improve the legal framework: validation of all typologies of early school leavers and students with a lot of absences and also the students who have received notices/decisions of expulsion; employment of mediators, priority being given to disadvantaged groups (ethnic, rural, etc); possible employment of mediators by the Centre of Psychological-Pedagogical Assistance as well.
b) consequences on financing and material resources:
Ï% annual increase in staff expenditure on school mediators employment in order to bring early school leavers or students with a lot of absences back to school and have them included in the educational system;
Ï% the annual increase in expenditure on school mediators mobility and equipment, elaboration and mass publication of some materials - school guides and auxiliary materials, informative materials for parents and students, school counselling and orientation.

3.3.3.2. Social impact
The social impact is the impact on students who have left school too early or are at risk of early school leaving and their parents, on the employees, community and at EU level.
The social impact on early school leavers or students at risk of early school leaving:
Ï% 288,550 students will benefit from implementing this public policy, 147,000 of whom are at risk of early school leaving and 141,550 are early school leavers; they will receive personalized help individually so as to further attend classes or to catch up with school;
Ï% the larger number of Roma children or children coming from rural areas who have left school early completely or partially or are at risk of early school leaving because of notices/decisions of expulsion;
Ï% the rate of enrolling in preschool education for Roma people is 4 times as small as the national rate;
Ï% the percentage of end-of-year failures in primary education and the rate of early school leaving in the last years have high values compared to those in other EU states;
Ï% one clear modality of reducing end-of-year failure or early school leaving is to take action at an early and very early age;
Ï% children receive adequate treatment according to their psychological and physical potential, skills, likes and needs;
Ï% improved relationship between children and socializing skills;
Ï% there are significant differences between children and families belonging to various social categories when it comes to insufficient hygiene and food, insufficient access to medical care, especially in disadvantaged areas.

3.3.3.3. Environmental impact
Compared to the previous two solutions, the solution based on New Education has an environmental impact as well. With the help of medical care providers, children who have left school early or are at risk of early school leaving may cure health problems/improve their health and the death rate is on the decrease. Therefore, a healthier and less contagious environment for living is created.
4. Identification of the solution to be implemented. Arguments
The solution to be implemented is solution number 3 New Education as it is the best one on the following grounds:
the solution to early school leaving is centred on the students and their families needs and means, several cases being able to be solved in n adequate manner;
it involves teams and networks of specialists based on the principle the right person in the right place, each member contributing in a professional way and working in a team in order to prevent and reduce early school leaving and, thus, ensuring greater chances of success;
multiple ways of solving the identified problem are turned to good account as a large number of already existing social actors in the educational, health and social assistance system are used;
by assigning the cases of early school leaving or at risk of according to individual needs and means, the problem is solved faster and more adequately with smaller expenses;
already existing public, private and non-governmental institutions are used, without additional financial funds being necessary for setting up some of these institutions. Also, the necessary time intervals for solving the problem are shortened;
using the already existing institutions in the Romanian society means saving financial funds, otherwise necessary for setting up new institutions and new organizations, such as, for example, saving financial state funds for supporting the setup of specialized NGOs in all counties according to solution 1;
raising awareness of families and society, thus boosting their development and evolution;
socializing skills are intensified, contributing thus to the development of the persons involved with a view to an integrated and collective solution to occurring problems;
the solution is a complex approach targeting several domains of activity (education, social protection, health, local administration, household, etc);
the problem of preventing and reducing early school leaving is solved globally, attention being paid to all its aspects;
it aims at children of all social typologies from the targeted group, not only the disadvantaged groups, especially of Roma origin, as the decree M.Ed.C.T.no 1539-19 July 2007 emphasises, namely:
students from rural areas, of Roma origin and those having a low level of their school performance;
persons who have left school early and their families¹
AIDS positive students or with disabilities, etc;
contributions will be made to increasing the competitiveness on the labour market, decreasing the juvenile delinquency, the death rate and infantile death in the community;
best responses to the objective of reducing early school leaving mentioned by the Lisbon Agenda of the European Union, Romania being an engaged and signing country;
complies with the objectives of the Human Resources Development County Operational Programme 2007-2013 in Romania, Priority Axis 2: Life-long learning correlation with the labour market, the intervention area 2.2 Prevention and correction of early school leaving adopted through the Decision of the European Commission C(2007) 5811/22.11.2007;
the solution complies with: The POS DRU Approach to early school leaving includes both prevention actions and corrective ones in an integrated approach (for ex., delivery of counselling activities, corrective education, programmes like second chance, raising awareness campaigns, financial support). Early interventions will support the increased access to education and counselling services for students at risk of early school leaving and their families.²
better responses to the creation of an informational society, digital based knowledge in compliance with EU demands;
has numerous beneficiaries: direct M.Ed.C.T., County School Inspectorates, lower secondary schools providing compulsory education, Childrens Palace/Students Club, Centre of Psychological-Pedagogical Assistance, Local Council, City Hall, County Police, NGOs and employees, a total of 6,472 direct beneficiaries who are involved in this public policy; indirect (target audience) 288,550 students, ~288,550 parents;
superior efficiency quality and in a shorter time period than as in solution 2 by fully using available resources in an efficient and concentrated manner with lower financial costs.
____________________________________________________________
¹,² http://www.fseromania.ro Romanian Government, Ministry of Labour, Family and Equal Opportunities, Human Resources Development County
Operational Programme 2007 - 2013, adopted through the European Commission Decision C (2007) 5811/22.11.2007, pages 86
5. Expected results and monitoring-assessment parameters of the New Education policy
Just like any other public policy, New Education expects certain results, as, for example, decreased number of notices and decisions of expulsion because of absences by 65,327 (44%) in the first school year and by 81,673 (55,56 %) in the second school year result parameter; reduction of early school leaving by 141,550 cases, 58,248 (41,15%) of which in the first year and 83.302 (58,85%) cases in the second school year result parameter; it also provides for monitoring-performance parameters, such as: ~ 16,350 students in the 7th and 8th year will be counselled with regard to their future educational and professional orientation achievement parameter, this contributing to a more adequate and better professionalization and increased competitiveness on the labour market impact parameter; ~300 children and young persons will benefit from the programme Second Chance by attending part time courses within compulsory education provided by the organising school in each county/Bucharest achievement parameter; ~288,550 families of children who have left school early or are at risk of early school leaving will benefit from the programme Helping families and raising awareness as they will receive psychological counselling and material assistance in order to keep their children in school or by undergoing punishing measures for various abuses - achievement parameter; etc.
6. Implementation scheme for the New Education Policy
The implementation scheme provides for activities (A), prevention and reduction programmes (Table 1) of early school leaving which will unfold during a period of 24 months (M) (Figure 1).

AM1M2M3M4M5M6M7M8M9M10M11M12M13M14M15M16M17M18M19M20M21M22M23M24A1A2A3A4A5A6A7A8A9A10A11A12A13
Figure 1 Gantt Chart
The thirteen activities included in the implementation scheme are:
A1 setting up the educational intervention teams at each county/Bucharest level. The teams are made up of the social actors mentioned in the brief description of the solution in a variable number depending on the needs in each county/Bucharest -responsible person: project coordinator; 2 months;
A2 updated data collection with regard to early school leaving and its risk for the school year 2009-2010: responsible person -a school inspector with territorial assignments; 1 month;
A3 training / counselling of the intervention teams: responsible person assistant project coordinator; 1 month
A4 devising the strategy and integrated intervention plan at each county level: assignments, resources, deadlines; responsible persons: project coordinator responsible for activities; 2 months;
A5 requalification courses for the profession of school mediator and training of new school mediators; responsible person a school inspector for continuous training; 17.5 months;
A6 monitoring the students who have left school early or at risk of early school leaving and their families; responsible person -an executive mediator; 15.5 months;
A7 identification of the students who have left school early or at risk of early school leaving and of the triggering factors; responsible person a school manager; 15.5 months;
A8 individual guidance of each student has left school early or at risk of early school leaving towards integrated services of educational intervention and delivery of such services (participation in one or more of the listed programmes); responsible person -psychologist/councillor; 18.5 months;
A9 social assistance provided to families and raising awareness; responsible person social work manager; 15.5 months;
A10 advocacy for class attendance, tolerance, non-discrimination, non-delinquency, social protection, etc which are vital for reducing early school leaving and its risk; responsible person inspector specialized in Roma communities; 24 months;
A11 coordinating the implementation of the identified solution and early school leaving prevention and reduction programmes; responsible person project coordinator; one responsible person for each undergone prevention and reduction early school leaving programme; 24 months;
A12 monitoring and assessing the implementation of the identified solution and early school leaving prevention and reduction programmes; responsible person a school inspector with territorial assignments; 24 months;
A13 drafting regular reports on the implementation stage of the identified solution; all responsible persons for all other activities account for their own area of expertise; in turns, each of them will draft the periodical global synthetic report for all activities undertaken; R 1 1 month; R 2 1 month; R 3 1 month; R 4 1 month; R 5 1 month; R 6 1 month.

7. The New Education policy budget
Estimated total budget: 55,626,369.04 ¬ .
Finances: EU financing from the European Social Fund - 85% - 47,282,413.69 ¬ ; M.Ed.C.T - 10% - 5,562,636.90 ¬ - co financing; 4% - 2,225,054.76 ¬ co financing of local administration - ; 1% - 556,263.69 ¬ - contribution of private partners.
Cost-benefit analysis for solution 3 New Education
~ 193 ¬ (costs/student): at least 1000 ¬ - minimum net salary per economy in more than ~ 10 years; hence, the allocated budget/student will be recovered from their first salary and what follows will be their earnings as employees.
Cost-efficiency analysis
Costs / student according to solution 1 Non-governmental School : ~ 2132 ¬ ;
Costs / student according to solution 2 School Mediator : ~ 262 ¬ ;
Costs / student according to solution 3 New Education : ~ 193 ¬ , 28.95 ¬ of which is Romanian contribution.

ObjectiveNo. crt.ProgrammesApproximate Allocated Sum / programmeTotalO1 - Prevention of early school leaving1.Ï% School after School - assisted learning and remedial learning;¬ 272,,221.95 - input¬ 26,993,119.02 - Input 2.Ï% Healthy Mind in A Healthy Body ¬ 1,088,888.78 - input3.Ï% No Juvenile Delinquency ¬ 258,610.73 input4.Ï% By School Bus in front of The House ¬ 15,491.840 - input5.Ï% Helping Families and raising Awareness ¬ 2.177,777.56 - input6.Ï% School Mediator ¬ 7,703,780 - inputO2 - Reducing early school leaving from 14,9% to 10%1.Ï% Second Chances ¬ 102,240 - input¬ 28,633,250.02 - Input 2.Ï% Healthy Mind in A Healthy Body ¬ 980,000 - input3.Ï% We Live on The School Campus/Boarding School/Family Home/Special School ¬ 5,172,221.95 - input4.Ï% Non-Governmental School ¬ 618,107.56 - input5.Ï% Socializing and Teaching Children at the Children s Palace/Club ¬ 5,444.39 Input6.Ï% Helping Families and Raising Awareness ¬ 3,615,110.76 - input7.Ï% By School Bus in front of The House ¬ 11,730,381.95 - input8.Ï% School after School - assisted learning and remedial learning¬ 299,444.39 - input9.Ï% School Mediator ¬ 5,470,577.56 - input10.Ï% No Juvenile Delinquency ¬ 258,610.73 - input11.Ï% "Coordinating Unit for Implementing The Identified Solution.¬ 381,110.73 - input
Table 1: The New Education Policy Budget
8. Conclusions.
Early school leaving is a problematic socio-human phenomenon occurring in Romania as well as in other EU countries, requiring adequate strategies and policies in order to prevent early school leaving and bring early school leavers back to school. The measures aim at ensuring the access to quality education for everybody and basic skill acquisition which should sustain the integration of vulnerable groups in society and on the labour market. The most important ones are the educational programmes Second Chance, School after School or The Non-Governmental School. In this purpose, it is essential that special attention be given to young persons emerging from disadvantaged social categories such as the Roma community, young persons leaving the child protection public system, persons with disabilities, underprivileged population, persons with special educational needs, persons coming from rural areas, etc. by means of a more careful guidance, multidisciplinary support and adjusted measures, but it is also essential that intervention teams be brought in and local communities, school inspectorate, schools and parents get involved at a deeper level.
The proposal put forward by the New Education public policy (solution 3) an integrated and collective approach to early school leaving in Romania targets the accomplishment of the objectives regarding the prevention of early school leaving and its reduction from 14.9% to 10% by the end of 2012 by using a budget with EU structural funds-85% and co financing-15% for the implementation of an action plan, useful and attractive personalized programmes by intervention teams made up of numerous social actors specialists in their domain and local representatives. This is the best solution compared to solution 1 Non-Governmental School and solution 2 The School Mediator previously presented in this paper due to its efficiency and efficacy. By preventing and reducing early school leaving, the benefits for the children in the target group and their chances of having a job in the future increase because they will acquire the basic skills and necessary knowledge ad this will help integrate on the labour market. Thus, the prevention and reduction of this phenomenon will provide for decreased unemployment on the one hand, and, on the other hand, will contribute to the improvement of work qualification and, consequently, of the competitiveness of the human capital in Romania.¹

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¹ http://www.fseromania.ro Romanian Government, Ministry of Labour, Family and EgalitÎcii Opportunities Program Human Resource Development Sectoral
Operational 2007 - 2013, adopted by the Commission Decision C (2007) 5811/22.11.2007, page 86

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http://www.acces-la-educatie.edu.ro
http://www.cronicaromana.ro
http:// www.ec.europa.eu/education
http:// HYPERLINK "http://www.edu.ro" www.edu.ro
http://www.fseromania.ro
http:// HYPERLINK "http://www.infoeuropa.ro" \o "www.infoeuropa.ro" \t "_blank" www.infoeuropa.ro
http://www.insse.ro
www.posdru.edu.ro
HYPERLINK "http://www.setimes.com" http://www.setimes.com
A CHAT approach to understanding music students conceptions of learning as reflected in their narratives of studying an instrument
Mihaela Mitescu Lupu
University of Arts George Enescu Iasi
Abstract
This paper explores music undergraduates conceptions of learning as depicted in their narratives of studying an instrument. Transcripts of voice-recorded interviews taken with music undergraduates from a Romanian university are subjected to an analysis that takes the Cultural Historical Activity Theory as its theoretical framework and main methodological tool for exploring how students question, author responses and position themselves in the activity of learning whilst situating it in different periods in their history of learning to play the musical instrument. This work was supported by CNCSIS-UEFISCSU, project number PN II-RU 21/2010

Keywords: conceptions of learning, music, cultural historical activity theory;
From concept to conception of learning
Entwistle & Peterson (2003) studied the relationship between students' understandings of learning and their approaches to learning and proposed a shift from the notion of 'concept' to the one of 'conception' of learning in an attempt to capture within the new term the variety of meanings, the flexibility of meaning making processes and the affective component attached to the notion of learning. Conceptions can develop from naïve, experiential forms to more 'scientifically accurate' (Vosniadou & Kollias, 2007), can co-exist and are contextually related Halldén (2003). In this paper the same type of shift (from concept to conception) is proposed with reference to the notions of learning and 'teaching'. As a result of his explorations, Entwistle & Peterson (2003) produced research instruments helping to diagnose and differentiate between respondents preferences for three distinct approaches to study: a) deep learning approach: indicates the respondents tendency towards an approach to learning focusing on seeking the meanings of what is learned, on seeking connections between the different aspects of learning, actively seeking arguments to sustain proposed ideas (by oneself or the others), an interest for ideas and monitoring the efficiency of actions pursued in the space of the learning activity; the strategic learning approach: indicates the respondents orientation towards an approach to learning focusing on a tendency to organize the learning, to manage the time resources, a focus on academic results and performance and a high responsiveness to learning contexts where individual assessment is stressed upon; the superficial learning approach: indicates the respondents focus on memorizing the learning contents (without making connections or significantly link the memorized sequences of contents memorized), the absence of developmental goals correlated to the learning on long term, confinement to the prescriptions of the syllabus and the teachers requirements and fear of failure. Hardly spaces of undisturbed co-existence for all discursive instances' conceptions of teaching, school-based educational programs need to acknowledge and validate the importance of each and propose resourceful approaches to learning for their students.
The socio-cultural activity theory emphasises (through distinct strands of research) on the importance of both collision and co-existence of multiple discourses and conceptions for (learning. Edwards (2005) distinguishes and discusses differences between the cultural psychology following Vygotsky, where the emphasis is on how society or the collective is incorporated into self) and the interactionist and dialogic concerns of the adaptable self found in North America. Learning - defined as ' a change in state, which alters how we act on the world and in turn change it by our actions' (Edwards, 2005) needs to be understood, approached and assessed in formal education settings as more than learning how to become a member of a community; interest in 'how we might transform our worlds through our increasingly informed actions on them' (Edwards, 2005) is crucial. Simply regarding learning as elicited by allowing someone access to a community of practice may not take us further than accepting that naïve conceptions (of knowledge and practice) may as well coexist with the ones prevailed by the community affording the access; focus needs to be shifted (as Edwards argues) from how the system enables its participants to what happens with the participants themselves, how and what is it that they learn. The metaphor of learning by participating reveals, thus, a new meaning: it is not simply about fixing our analytic lenses on the structuring environment and how it produces or allows certain ways of participating and the construction of particular identities (Lave & Wenger, 1991), as it is about how do individual learners come to shape their actions and tools in the world and change it by their very participation in it.
Work still needs to be done in raising the level of understanding about not only how society or the collective is incorporated into self e.g. how the systems afford individuals participation and shape their identities - but also on how participants shape their world through 'an increasingly informed action' on it (Edwards, 2005).From this very perspective, it becomes important to follow a research inquiry attempting at understanding how different conceptions and approaches to learning come to shape and are being shaped in the course of actions bridging in enacted discourses the outer and the inner in the learning activity, in a reciprocal interchange of actions and reactions that come to continuously shape them both. In pursuing possible insights into this research field of inquiry, in this study the focus is on music undergraduates conceptions of learning as reflected in their narratives of studying an instrument. Particular interest is being paid to a field that of music performance teaching and learning that has been scarcely shown interest in the research literature to date. As Bautista, Pérez Echeveria & Pozo (2010) also notice, there has been little research into the conceptions music performance teachers have about learning and instruction, by either psychological and educational researchers. Studies exploring learners conceptions of learning and teaching and the relationship between them and the manner in which they are shaped by and come to shape the activity of learning theyre participants in are even less available.

Method
This paper introduces an exploratory initiative to understanding how students question, author responses and position themselves in the activity of learning whilst situating it in different periods in their history of learning to play the musical instrument. The analysis employs theoretical instruments inspired by the Cultural Historical Activity Theory (CHAT).
Data subjected to analysis in this study has been generated in audio-taped interviews with undergraduate music students. Six students two males and four females - accepted to participate in this study and attended one hour interview sessions at the university where they pursued a bachelor degree in music. All participants major in instrument interpretation, are aged 19 to 20 and are in their junior year the university. The interviews aimed at entailing Mishlers model of planning and conducting the interview situation, that is relying on the principles of: 1) considering the interview an event of communication; 2) with both participants involved in co-constructing the discourse of the interview encounter; 3) analyzing and interpreting on the grounds of a discourse and meaning theory ; 4) re-thinking the meaning of the questions and answers in relation to the contexts in which they emerged (1986, p.ix). Coding the textual data considered Ramptons [2007] conversation analysis coding specifications.
Analyzing the data generated in interviews with the music undergraduates employs theoretical instruments inspired by the Cultural Historical Activity Theory. The CHAT framework used to analyze the data generated in this study is based on six interdependent elements: 1)Object activity is purposeful; objects need to be considered in both their material properties, as well as carrying socially (and culturally) defined properties; 2)Subject - a person or group engaged in the activities; subjects work on activity objects operation with mediation tools (artifacts); internalization is a key psychological mechanism and was defined by Vygotsky as internal reconstruction of an external operation; 3)Community - the social context; 4) Tools - the artifacts (or concepts) used by subjects to accomplish tasks. Tools shape the way human beings interact with reality and reflect the experiences of other people who have tried to solve similar problems. Tools are created and transformed during the development of the activity itself and carry with them a particular culture. The use of tools is a means for the accumulation and transmission of social knowledge. It influences the nature, not only of external behavior, but also of the mental functioning of individuals; 5) Division of labor - social strata, hierarchical structure of activity, the balance of activities among different people and artifacts in the system; 6) Rules - conventions, the code and guidelines for activities and behaviors in the system
Echoing throughout generations of research, Vygostky's (1920's) idea of cultural mediation of actions has inspired over the years various attempts to theorizing learning and activity. Amongst most representative, the cultural-historical activity theory (CHAT) knows nowadays it's third generation of thought and research proposing an inter-systemic representation of the learning activity by 'taking two interacting activity systems as its minimal unit of analysis' (Engeström, 2001). One of the CHATs third generation of representatives in contemporary research on learning, Engeström takes further Leont'ev's (a representative of the second generation of CHAT) dyad of interaction within activities (subject vs object) and adds it a third analytical perspective: the community. In doing this, CHAT distinguishes itself from other inter-subjective approaches to development and learning and builds an argumentative stance for itself that relies on the inference that the social determination of activity does not have the same meaning as Mead's symbolic interactionism reliance on social, interactive construction of physical objects through symbols (originating in gestures given to both human and animals).The construction of objects is above all sensuous; communication and symbolization are seen as derivative, though organically intertwined aspects to the construction of objects. Knowledge stops being public and impersonal; Mead's 'generalized other' is seen as a 'general other' (in a post-Mead sense Morss, 1988), knowledge is interpersonal and situational, as well as culturally and historically determined and determinative.
Engeström (2001) proposes understanding learning as systemic expansion a concept the author explains by starting from understanding learning as an activity system within which the actions of the participant subjects (agents) on the activity object (also called the problem space) are ever mediated by the use of the tools (cultural artifacts, collective in nature through their continuous development throughout the system's history) available in the system and constantly informed and conditioned by the system's rules and existent division of labour announcing the close interdependence of the system with the community within which it exists. In Engeström's view, the activity systems are a locus of multiple discourses (of traditions, stances, interests, knowledge and expertise incorporated in the available artifacts, etc), have specific histories and are perceived as transformative entities for which contradictions are the main source for change. The systemic expansion is understood as reconceptualization of the object of activity so that it thus open a horizon of actions significantly larger than the one previously accessible to the system's functionality (2001). Learning as expansion requires the system's double movement: one in a vertical plane of every day concepts rowing into scientific ones and scientific concepts growing in every day understandings, and another in an horizontal plane of exploring the new meanings (tools) in a variety of practical contexts, thus forcing the semantic and experiential enrichment of the learning process through its exposure to diverse forms of contradictions emerging in various spaces of action.
In this study the concept of learning - central to all of the narratives explored here employs Stenning et als (2002) constitutive actions of problematizing, authoring and positioning. Problematizing implies identification of an argument or an interrogation in the learning setting for which participants in the learning activity have to find solutions or answers at in order to solve what Ilenkov (in Engeström, 2007) named a pressing internal contradiction and Piaget identifies in the need to re-establish a state of internal equilibrium. For Engeström (2007) the contradictions play a central role for the learning activity as they are sources of change and development. Identifying a problem sets the ground for unraveling a new object of activity or for exploring the object that participants to the learning activity are already engaged with. Authoring is understood as learners interventions in the conversation, so that their voices are heard; their assertions may be argumentative, exploratory or explanatory or any other type of phrasing that imply exploring alternatives of action relevant for the problem space opened for inquiry. Positioning - the third component of the learning as conceptualized by Stenning et al (2002) represents the learners action of holding a personal stance in reference to the subject of study, object of activity or other participants to the learning activity (teachers, colleagues, etc) either present or evoked in the context of activity in the moment of positioning. Recognizable in the language in I statements, positioning becomes the sign of acknowledging the space (position, freedom, authority) of ones own agency in the system of activity and of identity in the context.
Learning is also conceptualized in this study as dialogical reasoning (Edwards,2005) Emerging out of the notions of dialogic inquiry (Wells, 1999) and exploratory talk (Mercer, 2004), the concept of dialogic reasoning underlines the public (dialogical) substance of the thinking - a feature visible in language in the manner of structuring interrogative, argumentative and counter-argumentative talk for which internalizing (Vygotsky, 1987) the dialogues with others becomes an essential constitutive mechanism. Understanding learning in this manner is especially important in this study. Conceived as exploration and dialogue, reasoning escapes the privatism and seclusion of the individual mind and reveals itself in the language a space where multiple voices engage in disputative, cumulative or exploratory talk (Mercer, 2004) in reference to the alternatives of action in response to a certain problem space. Engaging in dialogue and exploration (searching for arguments to support alternative responses and actions) is considered a form of participation which confirms both the existence of an activity and the presence (the identity and agency) of participant subjects to the system(s) of activity.
Findings
One of Vygotskys great contributions to understanding the learning activity was how he overcame the separation of mind and world in his emphasis on mediation means which arguably over-ride notions of boundary between mind and world (Edwards, 2005). By focusing on the functional aspects of consciousness, Vygotsky made consciousness itself the object of study and opened up new ways of understanding the space between the material and the mental where consciousness could be found (Davydov & Radzikhovskii, 1985 apud. Edwards, 2005).
Data generated in this study shows that early on in their history of learning, student musicians evoke a sense of togetherness, of belonging to a collective that is defined by its use of a particular type of a cultural artifact - the musical instrument. This tool becomes an object integrated in ones identity and central to the activity of learning. This may come to support from the very beginning the idea that when attempting to explore what learning was like in the early stages of their development as musicians, students of musical instruments performance use the musical instrument itself as a mean for self-identification. The artifact central to the activity of learning to play a musical instrument at the schools of music or in students encounters with the teachers of music exceeds its material confines and links the inner concept of who the narrator of the learning tale is to the outer systemic world made of pre-existent rules of action (e.g. clefs to play an instrument in, keys etc) and determinant available tools (e.g. the musical instruments). Learning happens in the presence of a community (e.g, that of players of violin) the state of learning is hard to define in the absence of the possibility of linking the individual learner to pre-existent community. In Mihaelas a female student, 20 years old, studying viola - case, an attempt to explain to the interviewer how she experienced at age 14 a transition from studying violin to studying viola, after seven years of practice and study in violin represents an occasion for her to express a sense of remembering belonging to the violinists community. Excerpt I presents a small fragment of the transcription made of Mihaelas voice-recorded speech:

Excerpt I : Mihaelas manner of self-identification by means of naming the actions, rules and tools of a relevant collective to claim links to
Mihaela: I had this lady teacher in viola who was a bit older and had this gift to teach me a lot in the least amout of time abd then I had this young teacher
Researcher: tell me more about the first teacher of viola
Mihaela: she wasnt very patient but stimulated me to ask more of myself. Then there was another teacher who came... well I was in her first generation of pupils and she tried to impose herself , cause us students think an older lady is more experienced and we dont mind younger [teachers] as much, I mean were not giving the same seriousness but for me it wasnt like that cause she was still a teacher

In her exploratory take on what differentiates teachers in their approaches to teaching Mihaela identifies herself by a linkage to the group of students to whom the supposed resemblance in reasoning about what to expect in terms of teachers behavior is source for self-positioning (e.g. cause us students think an older lady is more experienced and we dont mind younger [teachers] as much, I mean were not giving the same seriousness).
A variety of activity systems interplay in the course of learning. In Lucians case male student, majoring in playing oboe, 20 years of age, who started playing a music instrument early on when he was eight years old - learning as he explores it in his narrative of the beginning of studying music and playing an instrument is an activity for which contradictions are the driving force of change. Data extracted from the interview with Lucian - is relevant for the manner in which this student conceives of learning: as what one does. Excerpt II presents a fragment from Lucians interview in which he describes what he perceived as a problem in the course of studying a new instrument the oboe at a later stage in his history of learning music, around the age of 13:

Excerpt II: Lucian exploring a problem in his experience of learning
Lucian: after seventh grade my teacher retired and they havent given him any classes. There came a problem out of this: I, well our class was of three [students]; we had to go to::: there were three teachers of oboe in the school: mine who retired, one who wasnt, well hes a bit, a bit a-musical , hes not ...neither as pedagogue nor as instrument player I realized it later by his students and ...well details
Researcher: tell me more about those details
Lucian: well if...I later learned that he took the exam at the opera [orchestra] and he got a four. So hes not a very good interpreter if he got this grade at his age cause he was forty or fourty-five already and his students who graduated werent going further to the conservatory; most of them would go and study something else cause he didnt have the gift to get the child to like the instrument so that theyd go further, theyd study it for pleasure. The third teacher is one with many accomplishments; well in his students; everyone can see cause hes students are all over Europe in philharmonics and opera houses all over Europe and in the country. There I realized what is good and what is not, Ive made the difference and Ive seen. Theyve placed me with this teacher who wasnt so good. It was a really bad experience for me I wasnt attending classes I wasnt studying in a word I was a pain, I admit this and I know my level then and I know my level now. And I couldnt take it no more. I saw how this other teachers students were playing and I said to myself I have to transfer

The episode presented in Excerpt II is a rich one in phrasing that elicits meaning about the manner in which the student musician manifests agentic in locating problems and exploring the relations between them, albeit in the outer space of the system of activity located in the school of music where he is a student (e.g. the school having only three teachers for oboe) or in the inner plane of assessing his level of performance and being fully aware of his desired level of performance. The student proves very askew when it comes to understanding and proving full knowledge of performance criteria relevant for systemic levels that exceed the space of a classroom; in attempting to tackle the problem of having to work with what he had perceived as an un-resourceful teacher he goes on from analyzing the schools limited resources (only three teachers of oboe, one of them retired, another a poor pedagogue and instrument interpreter) to the relationship between this first plane of reference to the larger out-of-the school community (by importing the philharmonic orchestras criteria for admittance as criteria to assess a teachers level of performance in instrument interpretation) and then to the manner in which these two planes are closely connected to the quality of the actions and movements in the student-teacher interactions (it was a really inappropriate experience for me. I wasnt attending classes, I wasnt studying I was a pain and I admit it). The episode is also a relevant depiction of Stenning et als (2002) understanding of learning in the terms of learners problematizing, authoring and positioning in the problem space. It is Lucian who identifies the problem (there was a problem there) and then explores (authors) his arguments to support the idea that there was a problem; the various aspects hes pointing out he approaches in an exploratory fashion using constantly a phrasing that introduces (with the help of adverbs such as because) supporting evidence to the judgments he passes; the speech is also reflecting a preoccupation for referring to the commonly known, the truths collectively agreed upon (everyone can see this); arguments and reasoning are therefore indicative of an identity that is definable in relation to the collective; this relation is not however one of submission to the language and practices of the collective (as Lave & Wengers understanding of learning may suggest) as the learner is clearly making a point of positioning in the realm of what is done and said in the school and the larger community of musicians (there I realized what is good and what is not, Ive made the difference and Ive seen).
Lucians discourse is an example of verbalized reasoning indicative of the manner in which learning takes the shape of a double movement: one in a vertical plane of every day concepts growing into scientific ones and scientific concepts growing in every day understandings visible in Lucians understanding of the problem generated by being appointed to a teacher he had not valued as a pedagogue or as musician - as well as another in an horizontal plane of exploring the new meanings in a variety of practical contexts, thus forcing the semantic and experiential enrichment of the learning process through its exposure to diverse forms of contradictions emerging in various spaces of action for which exemplary is Lucians movement between all the different spaces of reference to help him re-construct hes notion of an a-musical teacher; in making the journey between all these systems of reference other students performances and aspirations, the philharmonics and operas assessment criteria. Lucians own understanding of the initial problem expands, as he is able to create a map of interrelated aspects of the same problem space in the web of which it is eventually relatively easy for him to position (I was a pain, I admit this and I know my level then and I know my level now. And I couldnt take it no more. I saw how this other teachers students were playing and I said to myself I have to transfer).
Learning is visible in reasoning that is dialogical (Edwards, 2005; Wells, 1999) and language that is exploratory (Mercer, 2004). For Mihaela an attempt to explain what made a certain teacher she worked with in the early stages of studying viola to qualify for the status of a very good viola interpreter led to the reasoning exemplified in Excerpt III.

Excerpt III Dialogic reasoning in Mihaelas example of a good viola interpreter
Mihaela: the viola teacher was younger ....I got it because I was in the ninth grade and I understood her because she was very young and she wanted to make her point but by this manner of promoting herself she really put a very big barier between teacher and students I guess without realizing it more that all the other teachers . But she was very good interpreter of viola and she was showing me and that was very different from the older teachers (...) with this teacher I eventually graduated but she left for a while and in between that and her return I had another teacher and::::I saw the difference between her a:::nd
Researcher: when you said very good what do you mean by that
Mihaela: I mean when she picked the instrument in her hand I couldve seen it ....how it sounds...how she read at firts sight and I saw this, I mean I made the difference between her and the teacher I worked with before

One cannot hear the voices in the dialogue Mihaela seems to evoke as an action prior to deciding what it takes to qualify as a good viola interpreter. Still, the sounds of the violas played by two different interpreters for Mihaelas years clearly formed different musical languages for the student musicians years and mind as shes very quick in locating the criterias that make the comparative and dialogical episode visible (how it sounds...how she read at firts sight and I saw this, I mean I made the difference between her and the teacher I worked with before)
In the CHAT approach tools, albeit material or conceptual, are key elements to understanding learning and identity. In developing an understanding of learning Engeström (2001) suggests starting from understanding learning as an activity system within which the actions of the participant subjects (agents) on the activity object (also called the problem space) are ever mediated by the use of the tools (cultural artifacts, collective in nature through their continuous development throughout the system's history) available in the system and constantly informed and conditioned by the system's rules and existent division of labour announcing the close interdependence of the system with the community within which it exists. For Alexandra female, age 20, a student of music since the age of seven a major pivot for what could constitute relevant teaching meant, in a certain episode of her recollection of studying to play the piano, the introduction of an atypical instrument for learning a notebook where her instrument teacher would write explanations of various theoretical aspects even. Excerpt IV reveals the fragment in Alexandras interview when she explores the benefits of this extraordinary tool:

Excerpt IV Alexandra exploring the learning elicited by a notebook
Alexandra: my first teacher in high school helped me very much because we werent just doing the instrument, I mean only what the instrument is or techniques for the instrument, she also helped me with theory. I had this notebook I remember I had a notebook that got very thick because we would keep gluing new sheets to it and she would write in it every hour definitions what is a key what is a sound or all of that and this helped me a lot in Theory, in the class cause I was almost all the time ahead of other students and this really helped a lot. My grades were better and Id understand something differently if Id knew already of it and it was a lot easier to understand it, easier than it was for others who maybe had to ask twice or three times if they didnt get it.

Explaining how the teachers support was set up, Alexandra does a very good job in presenting the centrality of the notebook in her definition of what could help in terms of students of musical instruments interpretation understanding music. However the fashion in which the activity system of learning is structured in her presentation introduces the analyst to a rather limited vision of how tools are employed in learning that is shaped as something other than expansive learning (Engeström, 2001). The system Alexandra speaks of appears to be one in which learning contents are organized on disciplines of study and thus the presence of a notebook in the instrument class is atypical. Although sensitive to some aspects of learning mainly recognized by the speaker in the rapidity of responses to stimuli (e.g. the theory teacher introducing a new concept) in the classroom by comparison to other peers reactions this manner of employing new tools in the activity of learning isnt yet comprehensive of what the author of the notion of expansive learning meant by tools capacity to elicit contradictions that would eventually lead to re-conceptualizations of the object of activity so that it thus open a horizon of actions significantly larger than the one previously accessible to the system's functionality (2001).
A rather different kind of a tool a conceptual one is employed in the episode of learning another student is speaking of. Iulian male music undergraduate studying violin, 20 years of age - speaks in Excerpt V of his break-trough in learning and identifying himself as a musician:

Excerpt V: Iulian listening to recordings as a break-through in learning
Iulian: up until the fifth grade what I learned was more technical; pretty well cause the keys we went though it really seriously and after that I had an easiness in learning new songs and even now I feel that for me reading at first sight is easier than for others. But what I think he should have showed me, when he gave me a new [musical] sheet he should have also given me a recording so that I listen to it and realize that in fact I have to make music out of it and that essential is not to play everything without mistake to play everything metronomic and...thats why I didnt like it cause I when Ive learned to listen to recordings and to... well initially I was imitating...and to have my own vision then I can say I was not to part with my violin (.) unfortunately this happened pretty late

Iulians reflections on his earlier experiences of learning drive him to point out the importance that owning solid basic knowledge of certain key musical aspects (the musical keys having been studied seriously are conducive of an easiness in leaning new songs) holds for the learners sense of who he is as a student musician. Configuring this sense of self takes yet again identifying a collective to which claim belonging to (the sense of personal competence is gained by reference to fellow colleagues in studying music at the university). Even more informative in the episode presented in Excerpt VI is the passage in which Iulian explores what should have been done and hasnt in the teaching and learning located in the early stages of his musical studies. The listening of recordings is basically presented as a tool-in-use in the repertoire of the more mature learner who placed in the position of reflecting on what learning music was like throughout the stages of hes development as a musician, clearly locates a break-trough moment in his personal history in the putting into use the tool of listening to recordings. The learning that had occurred once this new instrument for learning (a procedural step in the appropriation of a new musical sheets) was introduced is genuinely presented as expansive, as making (I was supposed to make music out of it)and understanding (I also started to have my own vision) intertwine and afford new horizons of action, previously unavailable as the learner in this case is fully aware of (then I can say I was not to part with my violin).
Subjected to a cultural historical activity theory analysis, the data presented is indicative of a learning activity that places the learner in a rather empowering place. Agency and identity are inextricably linked and are visible in language and actions linking the inner (e.g. a change in mind) and outer (a change in practice) of the system of learning.
Conclusion
When applying his historical - cultural activity theory to the learning activity, Engeström divides between school-based and professional learning, stating that in the activity of school-going, certain learning actions are cultivated systematically. But as a whole, school-going is a far cry from learning activity. Pupils remain subjects of separate learning actions, not of a whole system of learning activity. The essential difference is to be found in the object [] the object of learning activity cannot be reduced to text. Such a reduction normally leads to the minimization of the productivity of learning (text as a dead object), and even in the best case to the narrowing down of productivity into intellectualism (production of text only) (1997).
Looking at how learning is being conceptualized by the music students in their recollections of personal histories of studying to perform a musical instrument, what could be noticed is that although the general structure of the curriculum for music education in Romania is one shaped as contents delivery, performance focused approach to teaching, learning and assessing music and music interpretation, the activity of learning as reflected in student musicians conceptions takes the shape of a system in which located as full participants, students problematize, author, explore and position in active interactions employing in increasingly informed initiatives the available tools (mediating means) expanding over the confines of the actions located in the school-based context. The way is toward an increased sense of ones own expanding agency and identity as students appropriate the object of the activity learning to play the musical instrument and make their mark in shaping the context of their learning by externalizing the results of the actions they took with the tools they engaged with in the course of learning (e.g. Iulians increased affection and dedication to studying after deciding what constitutes a good method in his study of violin; Lucians decision to ask for a transfer after internalizing multiple public means to assess performance in musical interpretation operas examinations, other students performances, etc).
The findings in this study confirm Engeströms observation that learning is much more likely to emerge in activity-related settings such as: work, research or art creation, schools. This however raises an important question to some systems of education (and the Romanian one fully makes to cut to this category) rigidity in maintaining the curriculum for general education as a sum of closed in castles - if it is to use Somekhs (1994) metaphor to define the teaching and learning confined to disciplines of study with little or no sensitivity to the principle that gaining mastery of the whole work activity means to move from actions to activity; the actions themselves are objectively transformed. Moreover [...] the subjects must become aware of the contradictory nature of their present work activity and relate it to a future form of the work activity 'that realizes a broader, more general life relation that includes the given, concrete activity' (Engeström, 1997). In other words, learning is not only determined solely by past collective experiences with tools and actions, but by future object motives related to the present activity too, a feature to which the current structure of the general curriculum in the national system of education is simply resisting to, despite its obvious relevance for the manner in which learners come to understand learning and tend to shape this activity for themselves

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Appropriacy and usefulness of the Romani teaching scheme in the Romanian public education system
Ion Iorga-Simn*, Constantin Manea **, Gheorghe Svoiu ***
University of Pitesti, Romania
Abstract
The present paper focuses on some of the main (linguistic and organizational) problems posed by the implementation of the educational schemes aiming at providing that major ethnic minority group in Romania with appropriate teaching in their own language. It is generally acknowledged that the Romani / Romany communities (or Gypsies / Gipsies) represent an ethnic minority faced with a number of multifaceted challenges. The main problems they have to cope with regard their identity (both cultural, and historical), but also their social and economic status, conditions and standards. They form a huge minority spread all over the continent not only in this country, where they seem to be the second largest ethnic group. On the other hand, their ethnic identity seems, in todays modern world, to go counter integration which actually meant, more often than not, in the history of the modern world, assimilation (in the first place, linguistic and cultural assimilation). Moreover, the Roma do have problems of statistical identification and official recording. The question of the usefulness (and the use in point of area, signification, etc.) of Romany / Romanes in the Romanian public system of education assumes several key aspects, the most significant being: the manner in which many of the Romanian Roma assume their ethnic (and, implicitly, their linguistic) identity; the extent to which they use their idiom effectively; the extent to which learning it in school is useful and relevant, both as an instrument and an identity token, and an instrument of communication and information although Romani is far from being unitary; it is felt as being a cryptic idiom / code, used by antisocial, more or less organized groups; it is debatable whether its vocabulary and grammar are sufficiently rich, comprehensive, nuanced and well-configured, relevant to abstraction, and its dialectal unity satisfactory for it to appropriately function as a modern cultural instrument. Differences will certainly be marked between the primary cycle and the secondary cycle, when the sound bases are laid for scientific knowledge proper. The social and psychological dimensions of the issue are also paramount. Such questions are to be dealt with as: which will be the majority populations attitude towards such an initiative? (Anyway, Romanians are and have always proved naturally tolerant to the minority co-inhabitants of their country). On the other hand, could this initiative be possibly perceived as (yet) another attempt at creating ethnically-based separatism / autonomism, a perception (and fear) which is already felt by the majority Romanians? Could the initiative hopefully generate the internationalization of the ethnic and cultural consciousness of the Roma / Gypsy population (cf. the pride of being a significant minority group member as in Wales, the Basque Provinces, the Flemish area, etc.). Could this entail a new, improved self-consciousness? (That would be in complete contradistinction to the prevalently negative perception of Roma / Gypsies everywhere in the Balkans and Eastern Europe; in Romanian, for instance, the words related to cigan have a substantial associative stylistic paradigm, made up of numerous connotative meanings and phraseological units for which the speakers of Romanian can be made answerable only in an incidental, or else marginal and anecdotal manner). The initiative should by no means give way to interpretations that could place it within the scope of belittling or derisive attitudes. (Very much as in other places v. the social-cultural assimilation of American natives, or of the Aborigines in Australasia, etc. one can clearly detect the bases of the tendency of identifying the process of assimilation / Roumanization with a melioration of the Romas social, cultural, human status so, with the very notion of civilization). But, more importantly, what are some of the long-term (social, economic, maybe even political) advantages of the intended Romani teaching educational scheme?

Keywords: Romani teaching scheme, Romani / Romany communities or Gypsies / Gipsies, linguistic problems, educational policies.
Introduction
The focus of the present paper is on a number principal problems (mainly linguistic and organizational) linked to the implementation of the educational schemes which aim at providing the (allegedly) most important ethnic minority group in Romania with appropriate teaching in their own language.
The general scope of the problem. Establishing and recognizing ethnic identity
It is generally acknoweldged that the Romani / Romany communities (or Gypsies / Gipsies) represent an ethnic minority faced with a number of multifaceted challenges. The main problems they have to cope with regard their identity (be it cultural, or historical identity), but also, and more significantly, their social and economic status and conditions. The main fact that is unanimously considered in assessing their needs as highly significant in todays Romania (and Europe) is their forming a huge minority spread all over the continent not only in this country, where they seem to be the second largest ethnic group (they presumably make up the largest trans-national, old, historical minority in Europe at least in point of percentage).
On the other hand, one should consider the added reality that their ethnic identity which the Romas have zealously and efficiently defended and preserved for centuries, and to which they are fully entitled as human beings seems, in todays modern world, to go counter integration, which actually meant, more often than not, in the history of the modern world, assimilation (in the first place, linguistic and cultural assimilation) suffice it to remember the great historic colonial experiments conducted by the European nations that colonized the two American subcontinents, Australia, Siberia and Central Asia. Moreover, the Romas do have problems of statistical identification and official recording; lots of them do not even declare their ethnic belonging, a right consecrated by the countrys constitution. Some of them simply refuse to admit they are Romas / Gypsies, they say they are Romanians which is, as a matter of principle, true, if one thinks of their human contribution all through Romanias history, marking a cohabitation (which, incidentally, has to a certain extent eroded the ethnic and linguistic mark characterizing part of the group, generating the assimilated Romas, or Roumanized Gypsies). When it comes to the percentage of those who declare themselves Romas, even statistics are not in full accord.

The very identification, size and historical evolution of the Roma population are still debated. They seem to be a people of Indian origin, who left India some 1,000 years ago. Populations such as Roma, Sinti, Kale and all other ethnic groups in Europe who speak or spoke their specific Indic, or Indo-Aryan language, are collectively called Gypsies a term that has come to be mostly used in a derogatory sense. Most sources cite figures ranging between 5 and 8 million Roma people living in Europe and the USA. Today Romani is spoken by small groups in 42 European countries. As to the speakers of Romani / Romanes in the main European countries (with the added figure standing for the percentage of those who declare they actually use the language), the above-mentioned sources indicate the following situation: Albania 90,000 (95%). Austria 20,000 (80%), Belarus 27,000 (95%), Belgium 10,000 (80%), Bosnia and Herzegovina 40,000 (90%), Bulgaria 600,000 (80%), Croatia 28,000 (80%), Czech Republic 140,000 (50%), Denmark 1,500 (90%), Estonia 1,100 (90%), Finland 3,000 (90%), France 215,000 (70%), Germany 85,000 (70%), Greece 160,000 (90%), Hungary 260,000 (50%), Italy 42,000 (90%), Latvia 18,500 (90%), Lithuania 4,000 (90%), Republic of Macedonia 215,000 (90%), Moldova 56,000 (90%), Montenegro 30,000 (90%), Netherlands 3,000 (90%), Poland 4,000 (90%), Romania 433,000 (80%), Russia 405,000 (80%), Serbia 350,000 (85%), Slovakia 300,000 (60%), Slovenia 8,000 (90%), Spain 1,000 (1%), Sweden 9,500 (90%), Turkey 280,000 (70%), Ukraine 113,000 (90%), United Kingdom 1,000 (0.5%). Realistic or not, the figures are there to be reckoned with. On the other hand, some independent estimates indicate that around 2.5 million Roma people live in Romania, 700,000-800,000 in Bulgaria, 500,000 in Slovakia, around 250,000 in the Former Yugoslav Republic of Macedonia (i.e. up to 10% of the total populations of the respective countries), 550,000-600,000 in Hungary, and 250,000-300,000 in the Czech Republic. In Romania, it amounts to 2.5% of the total population. Turkeys Roma population is estimated at 300,000 to 500,000. Large concentrations of Roma are to be found in such Western European countries as Spain, 700,000-800,000, France, 300,000, Greece, 160,000-200,000, and Italy, 100,000. Part of the Central Indo-Aryan (Indic) languages, the Romani Language is an Indian-based language, formed outside of India.. The name generally attributed to the language the Roma / Gypsies speak is Romani (or Romanes). The term Romani is derived from the adjective in the phrase Romani
hib Roma-tongue, Roma-language (cf. such names belonging to the same group, that of the New-Indo-Aryan languages, to whom Romani is genetically affiliated, ending in -i: Assami, Bengali, Gujarati, Hindi, Maharathi, Panjabi). The latter term, Romani (often spelled Romany in English), which is used internationally, is derived from an adverb: D~anes romanes? (cf. Romanian Vorbesti tiganeste?). Sometimes, Romani / Romany is considered a a macrolanguage , i.e. a group of dialects (consisting of seven sub-languages or major dialects), and at other times it is seen as a group of about 60 dialects or a collection of related languages that include all the members of a single genetic subgroup, i.e. several, closely-related Romany languages. The local influences have led to the mother-language splitting into a number of different (originally exclusively regional) dialects, influenced by such national languages as Armenian, Greek, Romanian and Slavic languages. In addition, there are a number of creole languages, or mixed languages, made up chiefly by preserving significant HYPERLINK "http://en.wikipedia.org/wiki/Lexical_item" \o "Lexical item" lexical items from Romani, and adopting the grammatical structures of the host nations, e.g. Angloromani (in England and Wales), Scandoromani (Scandinavia), Lomavren ( HYPERLINK "http://en.wikipedia.org/wiki/Armenia" \o "Armenia" Armenia), Romungro ( HYPERLINK "http://en.wikipedia.org/wiki/Hungary" \o "Hungary" Hungary), Sinti Manouche (Germany), Erromintxela (the Basque Country), Spanish Calo, Romano-Greek, Romano-Serbian, etc. While Romany is nowhere official, it is recognized as a minority language in many European countries. The process of linguistic codification is under way, so different variants of Romany are being used in those countries having high Romani populations, e.g. Romania (with the largest concentration of Roma people), Slovakia and Serbia. Accordingly, it seems natural that the largest dialect should e called Vlax / Vlach Romany (with close to 1.5 million speakers, or between half and two-thirds of all Romani speakers). Consequently, there is a usual division distinguishing the Vlax / Vlach and and non-Vlax dialects. As the name itself indicates, Vlax is spoken by those Roma who lived for many centuries on the territory of Romania in bondage / slavery. The above distinction rests on the degree to which their vocabulary is borrowed from Romanian. This Romany dialect is widely understood by the many Roma from a whole range of Eastern European countries, e.g. Romania, the Czech Republic, Slovakia, the Baltic states, Poland, etc. Truly, the dialects of Romani are quite homogeneous; in actual fact, Romani dialects form a continuum across Europe, with neighbouring dialects tending to be quite similar to one another. Some related questions are: the angle from which Romani is (sociologically) perceived in some places (e.g. the UK), i.e. rather as a secret adult language, which some Roma children choose to learn when they decide to remain or not full members of the community. Then, the existence of the so-called pseudo-Romanies for instance, the Beash language, i.e. the Roma language spoken in part of Hungary that is clearly derived from an earlier form of Romanian, is never considered Romani, as they call their own language tsiganesht cf. the Romanian term. Similarly, the Bear leading Gypsies in Bulgaria are called Ursari, but call themselves Romanians, while actually speaking Romanian. Then, assimilation is quite a problem in countries like Hungary. Roughly speaking, in the areas where Roma could assimilate into the native (or gajo) population, Romany is used and guarded as a means of defense against assimilation. In central Transylvania, for instance, some countrypeple are trilingual, speaking Hungarian, Romanian, and Romani, irrespective of whether they are Roma / Gypsy or not. Roma themselves are bilingual and multilingual: they speak at least two Romani dialects and the official language of the country, and sometimes some of the international languages such as English, Spanish, German or French. Moreover, the language is not yet standardized, which triggers he need for the creation of a unified standard language. Groups of linguists and didacticists in several countries (including HYPERLINK "http://en.wikipedia.org/wiki/Romania" \o "Romania" Romania, Serbia, Montenegro, the United States, Sweden, etc.) are currently working towards standardizing the Romani language. Language standardization is currently the rule in the attempt at reviving the Romani language among various non-Romani speaking groups (in Spain, Great Britain, etc.): a standardized form is revived, which has been carefully derived from many various dialects. As to the results, mention should be made of the standardized form of Romany as used in Serbia, which is recognised in the autonomous province of Vojvodina as one of the official minority languages, also used for radio news broadcasts. Also, a project at HYPERLINK "http://en.wikipedia.org/wiki/Manchester_University" \o "Manchester University" Manchester University is transcribing some of the dialects of Romani, which is one of the worlds most threatened languages. The project was launched to preserve the endangered language and culture of one of the most marginalised populations in the world. In Britain, a new method of teaching literacy Jolly Phonics is gradually adopted, which encourages pupils to experiment with writing conventions for several years in primary school in order to encourage confidence and creativity of expression and written communication. All across Europe, Romani education will continue to be bilingual, as Roma communities will go on using their bilingual skills.
Romanes / Romani as a language, and its use in public education
The question of the usefulness (and the use in point of area, signification, etc.) of Romany / Romanes in the Romanian public system of education assumes several key aspects: (1) How many of the Romanian Romas assume their ethnic identity (and, implicitly, their linguistic belonging feeling Romany as an identity-marking idiom, defining them both ethnically and culturally)? (2) To what extent do they use it effectively in their family or social relationships, and to what effect? (3) To what extent is learning it in school useful, both as an instrument and an identity token, and an instrument of communication and information? Within the larger context of the problems associated with the less(er) taught languages in Europe (e.g. Basque, Catalan, Welsh, Scottish and Irish Gaelic, Lappish, and also Flemish, Macedonian, Macedo-Romanian, etc.), it should be said that the very position of Romani is rather complex (and, in places, confused and debatable), raising further challenges and problems of applicability: (1) It is far from being unitary (and well-fixed in point of linguistic standards). (2) It is (still) felt (by the people belonging to the local / national ethnic majority) as being a cryptic idiom / code, used by antisocial, more or less organized groups. (3) As a linguistic exhibit, its position and status should be, as a matter of moral principle, improved, furthered and encouraged, irrespective of the costs implied. (4) From the standpoint of its capability of dealing with complex communicative (and cultural) tasks, it is debatable whether its vocabulary and grammar are sufficiently rich, comprehensive, nuanced and well-configured, relevant to abstraction, and its dialectal unity satisfactory for it to appropriately work as a modern cultural instrument. It is to be noted that the degree of mixing is rather high, not only in point of lexicon, but also from a grammatical and structural standpoint (cf. the frequent use, by the speakers of Romani, of several numerals and abstract terms designating cultural, social and economic realia (e.g. measure units) borrowed from Romanian: doujdmii d lei / treidj litri, etc. The extent to which it is influenced by the (national / state) language(s) spoken by the majority population is a question liable to debate and scientifically assessment. The existence can be found, indeed, of national (dialectal) variants (in Romania, Hungary, the Czech Republic, Slovakia, Bulgaria, etc.); the more interesting thing is, however, that several structural linguistic influences are detectable (e.g. vare- -ever < Romanian oare; varekai wherever; the mai + adj. comparative form). Consequently, how can teaching of scientific notions be managed, in higher school grades? A natural asnwer would be that the international neologistic word stock (recognizable today in languages genetically as wide apart as Danish, Turkish and Magyar cf. the Latin and Romance, or the Hellenic, components of modern European languages will be resorted to (The authors have the surprise to see, in a Gypsy-Russian dictionary such typical words as: locomotiva, colhoz, economija !).The common inhabitation that the Gipsies and the Romanians have had for about six centuries has led, among other things, to the making of a very interesting (and, comparatively, fairly sizable) Romanes-Romanian vocabulary. A brief analysis of the main words that most internet sources provide has enabled us to distinguish the following categories of lexical interpenetrations. Terms taken over by Romas / Gypsies from Romanian: bolta shop < Romanian bolt; desrobireja emancipation from slavery (Romani, from Romanian); familia extended family including married sons and their wives, children and grandchildren 4E>4 2 >1@07>20=88. (:>;L=K5 B5E=>;>388. !5.
O38= !..(2003). @>5:B8@>20=85 A>45@60=8O ?@>4;5==>3> >1CG5=8O 2 AB0@H59 H:>;5 8 H:>;L=K5 B5E=>;>388 // (:>;L=K5 B5E=>;>388. - !2, p. 47-49.
C;O52 . (2003). "5>@8O 8 ?@0:B8:0 ?@>1;5-45OB5;L=>AB=>3> >1CG5=8O 2 2KAH59 H:>;5. >A:20.
!>:>;>20 . (@54.) (2007). >AB=0O 4803=>AB8:0 C@>2=O 2>A?8B0==>AB8. - !0=:B-5B5@1C@3.
Integrated Curriculum: Essential Question, http:// www.usoe.k 12.ut.us./currr/integrate/packed/int4.htlm.
Rycher D., Solganik L.( 2000). Definition and selection of Key Competences, ÎNEC, General Assemby.
Roegiers X. (2001). Manualul _colar _i formarea competencelor în învcmînt. Chi_inu.

The Development of Entrepreneurial Culture in Higher Education
Sndulescu Liliana-Camelia
tel.+40740040682,lucsandra@yahoo.com
Abstract
The entrepreneurial culture conceptual delimitations
After such a long period in which you were not allowed to have a private initiative, the entrepreneurial spirit and the entrepreneurial culture practically disappeared, seriously affecting the education system and the entire society. In this context, the citizen was not allowed to think to his own future, he did not have the freedom to choose his path to follow in life, he was not allowed to dream. School did not teach the pupil nor the student what entrepreneurism means, what business means, not existing a business environment.
The world is continuously changing today, in a permanent and more and more accelerated way: from fashion, household appliances, means of communication until professions, activities, institutions and mentalities, requiring big adjusting efforts in order to live according to the exigencies of the society and to accomplish your personal life aspirations. Becoming an active participant, who understands the meaning of changes, you can contribute to their production and orientation.
Understanding the notion of culture we can go forward and, restraining the domain, we can define other concepts, appeared more recently, at the end of the XXth century: managerial culture and organizational culture or corporative culture.
Our research is interested in the entrepreneurial culture. In the attempt we are going to do, we will use the notion of entrepreneur (businessman) which was defined in more ways, each researcher bringing new elements. In the specialty literature there are no clear definitions of the concept of entrepreneurial culture. It is however described in more studies the process by means of which an entrepreneurial culture in the educational space and in society can be reached.
2. The development of entrepreneurial culture at world level.
During the history of entrepreneurism, scientists from various disciplines of social sciences gave a wide range of interpretations and definitions in order to conceptualize this abstract idea. In time some writers identified the entrepreneurism with the function of sustain of incertitude and others with the accumulation of capital. (Hoselitz, 1952). Even if certain themes modified continuously along the history of the entrepreneurial culture, at present there is no definition of entrepreneurism which should be accepted by all economists or which should be applicable for each economy.
Scientists, who studied the problems connected to entrepreneurism, left behind a rich literature and innovative ideas in this field. This literature, the experience accumulated in the field help us take an important step for the development of the entrepreneurial culture in the university space.

Keywords: culture; entrepreneur, entrepreneurship; entrepreneurial culture; entrepreneurial education; organizational culture;
The entrepreneurial culture conceptual delimitations
Jean Monnet, one of the European Union founders, once said: If I should start again with the European integration, probably I would start with culture. What is culture? Why do we always reffer to culture? From diffrent dictionary definitions, we could understand culture like:
CULTURE, cultures, f.n. 1. The totality of material and spiritual values created by humanity and necessary institutions for transmitting these values. The fact of possessing different knowledge on various areas; the totality of this knowledge; the (high) level of intellectual development that someone could reach. Person of culture = a person with a high intellectual level, who possesses a lot of and strong general knowledge. 4. (Within the syntagm) Physical culture = harmonious development of body by sports and gymnastics, both for strengthening and maintaining health, and for developing physical qualities required for working, sport, etc., add to this the material basis, scientific research, process of forming professionals; discipline in charge with this development; physical education. From fr. culture, lat. cultura. (DEX Romanian Explicative Dictionary).
The authors Ptra_cu D. and Rotaru T said that It s difficult to find a person who doesn t know the meaning of this word. Nowadays, we talk a lot about culture, about its learning and development, about the necessity of teaching culture; there is the person of culture stereotype that includes the skill of behaving, dressing himself, communicating and using eating ustensils; somebody would also add the skill of exposing personal thoughts, of thinking etc. Usually, the culture of a person depends on his education, erudition, management and other aptitudes. The area of applying culture makes difficult formulating its definition and content, identifying this notion approaches. The difficulty lies in lack of research and culture itself to individuals and organizations/institutions. However, the reason its objective the multilaterality of this notion, the meaning being enough deep. We should mention that this notion is older than two thousands years; it has an interesting evolution, with a meaning more and more complex, getting more and more new meanings that were given in time. (Ptra_cu D., Rotaru T., 2006)
The definitions number of this notion increased year by year. A. Kreber and K. Klakhon identified seven definitions formulated between 1871 1917 and during the next 30 there still showed up 157. In his book Socio dynamics of culture (1968), A. Moli enumerates 250 definitions, till V.F. Halilov brings into discussion 600 meanings and significations of term, numbering almost 1000 definitions for culture, which demonstrates once again that the notion of culture comprises a huge and various world of phenomena and finds itself at a sufficiently high level of abstraction.(Ptra_cu D., Rotaru T., 2006).
Kari Linhto shows us that, nowadays, the culture approach is from phenomenological, structural, critical and anthropologic point of view (Lintho K., 1991) the last one being the most common.
The Anthropologist Margaret Mead researched and explained what culture means and which its importance is. So that, he defines culture as " a principal element for personal improving, that leads to the forming of a structure, a functioning way and a behavioural pattern different from those of people belonging to other cultures".
The authors Dumitru Ptra_cu and Tudor Rotaru enlarged the area of approaches this way: etymological, semantic, historical, philosophical, anthropologic, integrative/semantic, acting-regulative/ HYPERLINK "http://www.dictionarenglezroman.ro/dictionar/psychological" psychological, ludological, formative, teleological, essential semantic, industrial productive, local typical, axiological, informational, informational HYPERLINK "http://www.dictionarenglezroman.ro/dictionar/psychological" psychological, HYPERLINK "http://www.dictionarenglezroman.ro/dictionar/dialogued" dialogued, human creative, personal attributive, humanistic, synergetical, religious. And Deal and Kennedy (1982) said that, in essence: "Culture means an informal rules system that explains how the people usually should behave". (Armstrong M, 2003)
Understanding the notion of culture we can go further and, by reducing the field, we can define other concepts that have recently appeared, at the end of XXth century: the organizational culture. The "Managerial encyclopaedic dictionary (Diccionarul enciclopedic managerial)" gives the following definition for the term "organization - 1. Group of persons, with common conceptions and concerns that has its own regulation or statute, made up in order to carry out an organised activity. 2. The way a state, an administration etc. are made up; arrangement, structure, composition." Going further, well find in the same dictionary the definition for: "economic organization (ORG.) Association of economic agents within an institutional frame, established by mutual agreement, where are specified the organization objectives and scope, constitution form and patrimony management, leadership and functioning way, etc. Economic organizations can be national or international." (Prof.univ.dr. ing. Iulian Ceau_u, 2000)
In M. Armstrong view, the concept of organizational culture is associated with that of organizational climate. At the same author we can find the definitions of the notion managerial style or management style that show the way managers are behaving on the background of their organizational culture. So that: " organizational culture or corporate culture is the pattern of values, rules, believes, attitudes and supposals that even being clearly formulated, causes the way people are behaving and are managing their problems."
Eldridge and Crombie (1974) defined organizational culture as follows: "the culture of an organization refers to the singular configuration of rules, values, believes and behaviours that characterize the way groups and individuals gather in order to cause the making of things."
In the "Marketing management (Managementul marketingului)", Philip Kotler says that: Organization means the totality of structures, policies and rules from a corporate culture of a company - and all these could become dysfunctional within a business community in continuous change. While structures and policies can be modified (with difficulty), the companys culture is very hard to change. But the change of corporate culture is very often the essential condition for a successful implementation of a new strategy.
What exactly a corporate culture is? Most managers would hardly find terms for describing this abstract notion that some define as "common experiencies, history, believes and rules that characterize an organization". And however, when we enter the activity field of each company, the first thing brought to our attention is the corporate culture: how the people are dressed, how they talk one to another, how they receive their clients, etc. (Kotler, 2005)
After 1950, the interest of Occident was aroused by organizations from Japan, by their working way. "In Japan, the organization was seen as a community where the employees were belonging to and not as a workplace formed by diffrent individuals. It has been discovered that within Japanese organizations there is a spirit of cooperation, characterized by common concerns and mutual help. Employees have a long term loyalty towards the organization; between individual, organization and nation there are strong connections. This culture of work took shape in the age when the survival of Japanese people depended on their cooperation on the rice plantations. There were not enterprising and independent pioneers like in the United States, and this difference is coming to todays organizations. (Kotler, 2005)
In United States, the individual emancipation relied on the ideas of the British HYPERLINK "http://www.dictionarenglezroman.ro/dictionar/philosopher" philosopher Herbert Spincer, who believed in the "survival of the strongest", emphasizing the individual more than the group. The antropologyst Gregory Bateson noticed diffrencies between the way children were grew up and educated in United States during '40, and in Great Britain during the same period. He noticed that the Americans encouraged to their children some forms of boastful and ostentatious behaviour while the British children were educated to be obedient and dutiful in the presence of adults and they would have been rewarded if they had been seen, but not heard. "Batesons opinion is that such diffrencies leaded to the coming out of some American adults more self-confident and self-estimed, decided to become number one in every field of activity. And today we can notice this difference within organizations and schools. Consequently, the organizational culture is connected with history and society culture in abroad sense. (Owen H., Hodgson V., Gazzard N., 2006)
The concept of organizational culture refers to everything that means collective standards of thinking, attitudes, values, belives, rules and customs that are within an organization. Within the cultural component we can distinguish some visible elements such as: behaviours and common language, rituals and symbols, but mainly there are less visible components: perceptions and representations on what value means within the organization, myths, empirical standards for the meaning of working well and behaving correctly, for how things are done here, etc. The organizational culture is arising because of repeated interactions between the organization members, bringing together of believes and values shared by individuals inside, even there are strong modeling elements that particularize it such as: management style and implicitly decision-making process, level of formalism, organizational structure, policies and know-how, as well majority of systems that offer value and support for a certain kind of work and a certain kind of behaviour.
A strong organizational culture is that where there is a strong alignment to the organization values and principles. An organization with such culture doesnt need control systems and bureaucratic systems. People forming a strong culture dont need supplementary impulses, they have already accepted the rules of the game, and the organization succeeds to form a certain kind of desirable employee. Thats why there arent few the managers who understand the importance of organizational culture management, but this being a little tangible and hard to measure it becomes a touchstone, that allows itself very little influenced by the different modeling programmes of culture.The management of organizational culture is considered by some theoricians (Fombrun) as being an HYPERLINK "http://www.dictionarenglezroman.ro/dictionar/overwhelming" overwhelming end, even not impossible. A scientist declared that the organization has no culture, it is culture thats why is very hard to try to manage it.
Some managers intent to change the organizational culture from the inside of the organization cant be just utopian, this one cant change itself. It would change if only we had a seriously support from outside that could bear the opposing forces. The organizational culture exists irrespective of organization, its that which brings together the organization in a row of tacit significations that give specific human meanings to all the organizational activities and processes. In the same time, its the main resistance factor for every step change, irrespective of its amplitude. One of the most important factors in the forming of an organizational culture is due to particularities of interactions between employees, leadership and quality of organizational communication.
Our research is interested in the entrepreneurial culture. In the attempt we are going to do, we will use the notion of entrepreneur (businessman) which can be defined as follows:
Entrepreneur: Agent that organizes the production process. The entrepreneur is responsible for the economical decisions that regard what is being produced, in what quantities and which are the production methods. Because between the decision to produce and that to sell there is a time period, the entrepreneur must anticipate the request. Consequently, he assumes the risks of the request fluctuations that could take place during this time period. In the economic analysis of the company, the entrepreneur input is many times considered, a production factor itself. The distinction between this input and work inputs relies on the fact that decisions made by entrepreneur have more amplitude and longer-term. The input nature of the entrepreneur varies in accordance to the main forms of the modern economic enterprise. Within the companies with a single owner, for example, the entrepreneur is the one who takes the financial risks of the company, and meanwhile is in charge with its management. In exchange, within a PUBLIC COMPANY, both main functions belong to the stakeholders, namely to the owners, who take the risks, and respectively to the board of DIRECTORS, which is in charge with company policy and decision making, namely the company management. This separation of functions is often considered a source of changing the company behaviour, especially with regard to its objectives. (v. _i M.Casson, The Entrepreneur, Martin Robertso, Oxford, 1982). (Macmillan Dictionary of Modern Economics, 1999)
Scientists say that the origins of the term entrepreneurism could be searched in two different directions: to the verb (later on changed in noun) of French origin entreprendre to do something, a term proposed and defined for the first time by Richard Cantillon and to the term of german origin Unternehmergeist entrepreneurial spirit, suggested by Joseph Schumpeter. This one would be, accordingly to some authors, much more proper for the understanding of studies on entrepreneurism. (Soare, E., 2008)
The University Lecturer Emanuel Soare, from the University of Pite_ti, proposes the following social hypostasises of the entrepreneurial personality: the entrepreneur, the intrapreneur, the social entrepreneur, the public sector entrepreneur, the serial entrepreneur, the netpreneur or the internet entrepreneur and the teacher entrepreneur.
In the literature of specialty there arent clear definitions for the entrepreneurial culture. But in many studies its described the process for reaching an entrepreneurial culture in the university space. Thus, Burton R. Clark suggests that the process begins with an idea materialized in structures and processes that generate a set of institutional believes, subsequently generalized and transformed in a new culture, an unifying identity of the institution."An institutional belief that makes its way within a university must be known by many actors and correlated with other ideas. As the correlated ideas are expressed in numerous structures and processes and subsequently are maintained, we can consider them the institutions believes, that highlight the distinctive features. The successful entrepreneurial believes, that sets off the wish for change, could be spread in time in the whole institution, becoming a new culture. What had been in the beginning a simple or naive idea, is becoming a world perspective that imposes itself, offering a unifying identity." (Clark, R., B., 2000). The unifying identity that Clark speaks about represents in fact the personality, the entrepreneurial culture of the institution.
Further on, it raises the problem of entrepreneurial culture structure and key elements that sustain it. In this respect, the Institute for Enterprise Education from Canada emphasizes the constituent elements of an entrepreneurial culture (The Institute for Enterprise Education, 2002). These are: individual units at the edge of organizational structures, individualsmentality (meanings, believes, values, interests, motivations), entrepreneurial vision (is inspiring confidence, allowing liberty and flexibility), individual units (individual centres of profit, allocation of resouces, customer centricity), employees are thinking and acting as entrepreneurs, an entrepreneurial culture is creating leaders from inside.
Regarding the entrepreneurism, most of the studies have been concentrated on the specific features of persons involved in entrepreneurial activities. All these studies set off three main characteristics: the need of development, the taking of risks and the internal place of control (Begle & Bodyd, 1987; Brockhaus & Horowitz, 1986). To these its adding inclination for taking initiative, inclination for taking responsibilities, ambition of winning reputation, tenacity, intuition of outside changes, wish for exploring opportunities, selfconfidence, confidence in personal work etc.
Other authors, (Stevenson, Roberts and Gronsbeck, 1985), define the entrepreneurism as the process creating value through a unique way of managing resources and exploiting an opportunity The same authors decompose entrepreneurism into two components: the behavioural dimension (opportunity evaluation, development of concept on opportunity, evaluation of necessary resouces, purchase of these resouces, concept implementation, its transforming in something profitable) and the attitudinal dimension (wish to embrace new opportunities, searching and taking risk, persistance in wanting to make a creative change).
Following another operating alternative, Covin and Slevin emphasize three dimensions of the entrepreneurial attitude and behaviour (Covin and Slevin, 1989): inovativity (to search new solutions, creative, unusual for some problems and needs), taking risk (wish to mobilize resources for the opportunity, in terms of awareness on chance to fail, to break down) and proactivism (inclination for inplementing, for doing the best in order to make a profit from the idea, concept).
From the beginning to the 80's, studies have also extended on elements from the individuals contact network and from its ability of developing a correct strategy (Aldrich & Zimmer, 1986). But less attention was payed to the larger socio-cultural context, where the entrepreneurism is being produced and developed. Thats why, its necessary to identify and analyse those socio-cultural factors that influence the entrepreneurial decision and approach. Referring to the university space, its imposing the scanning of the socio-cultural context, the measuring of its opening degree, permissivity for introducing the entrepreneurial element, exploration of this context, in fact the organizational culture existing within this space, in order to see if its representing an inhibitor factor or a promoting one, encouraging for the entrepreneurial approach.
Conclusions: Taking into account the theoretical guide marks for culture, organizational culture, entrepreneur and entrepreneurism, entrepreneurial culture, we can declare that the entrepreneurial culture notion in the university space should be understood as entrepreneurial personality of the higher education institutions, a personality that contains all the characteristics of the individual entrepreneurial personality, existing at institutional level. Consequently, on the background of need to change, the most important resource of institutions is represented by the organizational culture, which, when its being itself in an advance changing phase, in an entrepreneurial meaning, than the structural component, may support the process of adaptation, organizational transforming and entrepreneurial culture forming.
The development of entrepreneurial culture at world level
All along the history of entrepreneurism, science people from multiple subjects of social sciences started a different scale of interpretations and definitions to concept this abstract idea. Meanwhile some writers identified entrepreneurism as the sustaining function of incertitude, and others as capital accumulation ( Hoselitz, 1952 ) . Even though certain themes have been modifying all along the history of entrepreneurial culture, in the present there is no definition of entrepreneurism that should be accepted by all economists or that should be applyable for each economy , like the way we have showed in the sub- chapter 1.
Though, there is a limited consensus in defining the most important characteristics of entrepreneurial culture, the concept being so old like the subject of economical culture.
The «entrepreneur « term was introduced by the French economist Richard Cantillon, at the beginning of XVIII century, who formally defined the notion of entrepreneur as the agent who buys ways of production at certain prices with the purpose to combine them in a new product. But, the entrepreneur term, having the meaning of enterprising has been used for the first time by the French economist Jean- Baptist Say in the work Paper of political economy (1803). Say is the one who underlines for the first time the economical and social role played by the entrepreneur: that of orienting the resources displayed by the society, to the areas of economical activities that ensure their most efficient capitalization, like the idea that the entrepreneurs should be leaders. It is stated that the entrepreneur is the person who brings together more people in order to build one production organism.
One century later, the British economists: Adam Smith, David Ricardo and John Stuart Mill showed a deep interest for the entrepreneurism concept, even though they refered to this term as business management. While the works of Smith and Ricardo tend to underestimate the importance of entrepreneurism, Mill sustains the importance of entrepreneurial culture for economical growth. In his works, Mill stated that entrepreneurism doesnt need habitual abilities and that there is no English term for the French word entrepreneur. (Schumpeter, 1951)
In 1890, Alfred Marshall oficially recognized the necessity of entrepreneurial culture in production, sustaining in his faimous paper The principles of Economy that there are four production elements : property, work, capital and organization. The organization is the coordinating element that brings the other elements together and Marshall sustained that entrepreneurism represents the starting element that is behind an organization. Through the creative organization, the entrepreneur creates new goods and improves the production plan for old articles. In order to realize this, Marshall thought the entrepreneurs must understand very well their industry and be native leaders. Even more, in his vision, the entrepreneurs must have the ability to foresee the changes in request and offer and act in such risky situation without having a clear information. ( Marshall, 1994 )
Having the same ideas as Mill, Marshall suggests that the abilities associated with the entrepreneurism are rare and limited in offer. He states the entrepreneur abilities are so beautiful and so many that few people can fully expose them( Marshall, 1994). Though, he states that people can be leant to get the entrepreneur abilities. But, unfortunately, an untrepreneurs opportunities are often limited by his economical surroundings. Even more, although the entrepreneurs enjoy some common qualities, all of them are different and their success depends on the economical situation in which they are trying to succeed. (Marshall, 1994)
Starting from Marshall till nowadays, the entrepreneurism concept gained from a theoretical evolution. For example, while Marshall thought that entrepreneurism represents the leading force behind the organization, many economists from nowadays, but definitely not all of them, consider that entrepreneurism is the forth element of production that has the role to control the other three. ( Arnold,1996 ).
Joseph Schumpeter had a special contribution in the promotion and development of the entrepreneurism concept,developping two major theories: first refers to the fact that in a society, the innovations and technological changes come from the part of entrepreneurs or non-conformist spirits, and the second theory considers the fact that those who produce the innovation and determine the economy to advance are the big companies that have the necessary resources and the capital to invest in study and development. .( McGraw)
Unfortunately, although many economists agree that the entrepreneurism is necessary for economical growth, they continue to discuss on the role the entrepreneurs play in the economical development. A specialized school on problems of entrepreneurial culture suggests that the entrepreneurss role is that of a prepared person to take the risk in front of the imperfect and unsure information.
Knight states that an entrepreneur will be able to take his chance for starting a new business, if he is convinced that there is a significant chance to obtain the profit (Swoboda, 1983). Although many actual theories, that take into consideration the entrepreneurism, agree that there is a risk, only with the help of entrepreneurisms theory, one can not explain why some people become entrepreneurs and some others dont. For example, like Knight, Mises states that any person that take his chance to lose or any other uncertainty can be called entrepreneurism, after this limited definition of the entrepreneur (Swoboda, 1983). So, in order to build a more developed model of the entrepreneurism, it is necessary to focuss our attention on other characteristics that explain the process through which some persons become entrepreneurs: the risk element, but not as an unique element in creating a business.
Another modern conception sustains that the role of the entrepreneur is that of innovator, although the definition of the innovation is still under discussion. Kirzner suggests that the process of innovation is, in fact, that of spontaneous learning (Kirzner, 1985). Thus, the main characteristic of an entrepreneur is liveliness and there is no need for other ability to be active to take part in the process of innovation.
Other economists, innovation specialists, stay on the side of Mill and Marshalls rather than Kirzners, they state that the entrepreneurs have special abilities that they activate to take part in the process of innovation. Keeping this line, Leibenstein states that a dominant and necessary feature of the entrepreneur is that of fulling the empty spaces: they have the ability to realize where the market fails and to develop new good and services needed by the market .Thus, Leibenstein keeps his opinion that the entrepreneurs dispose special abilities to connect different markets and to correct the failures and deficiences of the market. Even more, inspiring himself from the works of Say and Cantillon, Leibenstein suggests the entrepreneurs have the ability to combine different elements in new innovations to satisfy the uncovered demand of the market (Leibenstein, 1995).
Although many economists accept the idea that the entrepreneurs are innovative, it can be difficult to apply this theory of entrepreneurism for the less developed countries. Often, in these countries, the entrepreneurs are not really innovators, in the traditional meaning of the word. For example, the entrepreneurs from the less developed countries, rarely create products that can become a brand, they rather copy the products and the process of production that have been invented in another part of the world (usually, in the developed countries). This process, that also takes place in the developed countries, is called creative imitation (Drucker, F. P., 1993).
The term appears first as contradictory, though it is quite descriptive for the innovation process that takes place in the less developped countries. The creative imitation takes place when those who are imitating, understand better the way it can be applied, use or sell an innovation in certain connection points from the market (especially, in their own countries), than understand the people who created or discovered the original innovation. Thus, the innovation process in the less developed countries, is to imitate and adapt the new product or discovering and development process, instead of the traditional notion.
We have noticed that all along the evolution of the entrepreneurism theory, different science people sustained different characteristics they consider as common to all the entrepreneurs. Combining these different theories, many entrepreneurial qualities can be developed. In general, the entrepreneurs are persons ready to take the chance, organizers, coordinators, leaders, innovators, and creative imitators. Although the list of characteristics is not fully understood, it can explain why some people can become entrepreneurs and some others cant. Thus, by encouraging these qualities and abilities, the governments can theoretically modify the offer of the country for the internal entrepreneurism.
Nowadays, the entrepreneurism represents the practice to begin new organizations or to revitalize the existant organizations, especially new businesses, started as an answer to identified opportunities. The entrepreneurism is often a difficult task because a great number of the new businesses fail. The entrepreneurial activities are very different between them, depending on the organization type from which it begins. The entrepreneurism can vary from solo projects (that demand the implication of the entrepreneur for a small period of time) till businesses that create new working places. Many businesses imply a risk factor big enough for the capital growth that will build the business. The investors search in general, a profit of 20-30 % and a big involvement in the business. Many types of organizations have come to live in order to support the entrepreneurs, including the government agents, businesses organizations, centers of scientifical study and non-governmental organizations.
Robert J. Shiller, economy professor at Yale University, director at Macro Securties and author of the books: The irrational exuberance and The new financial order : the risk in the 21-st century shows that all the governments of the world promote the free initiative. The small companies are each an experiment, being necessary many experiments of this type to get to a bigger company, capable of influencing the national economy or to be a name on the global plan. It is trying to explain the variation of the free initiative between states, but also the differences on levels, inside the same state.
In a recent study, Mariassunta Gianetti and Andrei Simonov from the Economical School from Stockolm characterized the entrepreneurs as beneficiars of income obtained in a company that they controle and in which they work, at least part-time, pointing out that the percentage represented by these in the population, differ significantly in the 289 studied Sweden municipality varying between 1, 5 % and 18, 5 % (Shiller, J. R., 2005).
The cultural variable: the religion and politics have justified aproximately half from the registered oscillations at municipal level. It was stated that: the cities with many investors tend to produce even more investors. Once there, the entrepreneurial culture spreads at local level, people acquiring knowledge about the business area and being attracted by this- even though all these dont produce instantaneous benefits. (Shiller, J. R., 2005).
It was demonstrated that, in other states too, the investors have initial incomes and dispose of a little growing of the resulted benefits from the activity unlesss if they had been employees. What suggests these estimations is that the differences as regards the grade of entrepreneurial culture is due less to the existence of some favorable economical opportunities ( the offer from the entrepreneurial equation ), but to the cultural differences that make the free initiative to be more satisfying from a personal point of view ( the demand) .
Giannetti and Simonov stated the differences of entrepreneurial prestige at the level of municipality: in some cities, the entrepreneurs have an privileged status, and in other cities, they are not appreciated, being preferable other occupations.
The sociologist Michele Lamont, in the book Money, moral and manners, compared the definition of success in France and U.S.A. realizing an opinion poll where he asked what a respectable person means. His study confirmed the fact that the Americans treasure business success, while the French treasure the culture and the quality of life.
Robert J. Shiller ends with the fact that :The economists, like others, tend to analyse the states on the whole and to underline the attitudes and national politics as main elements in encouraging or uneasying the free initiative. But, in fact, the national success as regards the free initiative, depends on the evolution of the local cultures and the way in which these interact with national politics. The entrepreneurism can instill in the close regions from a cultural point of view once with the removal of economical barriers, after which, with its own capacities, can get a national meaning.
In March 2000, at the Summit from Lisbon of European Union, it was taken into discussion the problem of durable technological development in an accelerated rhythm of the European space for the next 10 years. The European Union has proposed to become the most performant economy of the world. According to this, the Lisbon Agenda foresees:
-the growth of the economical development from 2 to 4 %;
-the growth of the work productivity;
-the growth of the fonds for study-development;
-the preparation of manpower in specialized schools, universities, etc and putting a greater accent on the continuous learning-formation;
-the orientation to top technologies, with a greater value;
The strategy from Lisbon underlines one of the most important facts: Europe will become the most dynamic and competitive economy based on the knowledge from the world. The Lisbon Agenda, a re-appeared action in 2005, was the starting point of communication, published by the European Committee ( C.E ) in February 2006, that supports the entrepreneurial education in Europe, through his successfully conservation objective of the social model of the old continent.
Romania allies the European countries and will develop a new generation of entrepreneurs with characteristic abilities: spontaneousness, clear-sightedness, intiative and managerial spirit, that allow to identify and instill specific strategies of getting and keeping on the market. These personal abilities must be instilled starting with the elementary school and developed at a high level. The government of Romania, through the Minister of Economy and Commerce, the National Agency for Small and Medium Institution and the Work Minister, Social Solidarity and Familys, will support actions regarding the development of new modules for each education, adopting the best methods.
The European Committee (C.E), with the government of Norway organized a conference at Oslo, on 26-27-th of October 2006, with the theme Entrepreneurial Education in Europe- the instill of business mentality through education and teaching. With the structure based on workrooms, the conference elaborated specific initiatives for practicing the recommendations of European committee in February 2006. One of them refers at the creation of a richer project fond and educational materials, a faster dissemination of the best practices and more public- private projects. Another recommendation was that of combining the secondary education with the entrepreneurial one, and to include it in the superior educational programme of the contacts with successful business people, underlining the final purpose of academic institutions. The improvement of business field and entrepreneurial culture in Romania is one of the principle directions of action in the Governmental Strategy for supporting and development of IMM-s, showed in the Report of National Agenda for Small and Medium Institutions and Cooperation, issued Rompres ( January, 9 th 2006 ).
In order to reach this strategical objective, the promoting politics on a large scale of the process of self-regularization is imposed, thus, the practice of business etical codes of elaboration, and behaviour codes. This is a normative process called generically the politics of self- regularization. The rules are not identified and adopted according to the coercive base, following the law application or another type of normative papers with law power, but only according the common agreement and the conscious need of self-imposed rules. To ensure the optional character of the application, it is demanded a strong consultation in elaborating and adapting the norms and respective principles in order to last in time. The etical codes in business are promoted on a large scale. The main causes of this phenomenon are:
the demonetization of etical values as a consequence of usage surplus in the previous period, even though back then, the etical norms remained at declarative level;
the isolation in which the great majority of investors unfolds their activity;
the low value of the involvement in assocations;
no maturity of private sector;
an economical environment without transparence, hostile on a large scale to the private initiative ;
the absence of a systematically and specialized guidance to build an economical system based on values.
In Romania, the results of the opinion poll ANIMMC showed that only a third of the IMM-s interviewed ,were members in business organizations, promoting the circle in which is setting the business community and the working environment, in the absence of transparency of economic area with big consequences in the space of corruption which proves disastrously for the small investors, enclosing their access to the resources and markets.
ANIMMC encourages and supports the self-regularization at the level of business people organizations, of IMM-s, and also the adaptability of Etical Codes in business. All these are realized through programmes in partnership with the European Committee. In Romania, the entrepreneurial culture of the investors must be developed to improve the economic performances. (www.avocatnet.ro)
The National plan of Development in Romania, for the programming period 2007-2013, represents the strategical planning document and the financial multiannual programming, elaborated in a large partnership that will stimulate the socio-economic development according to the Cohesion politic of European Committee.
This programme mentions the major areas of intervention : at the point 3.1. the promotion of entrepreneurial culture shows that the operations will be oriented on the interested persons to open an own business or, that the employers, by giving the necessary information of business field and opportunities, how to build a business plan , which is the relevant legislation, etc.
The indicative operations would be:
- the growth of consciousness and the positive attitude as regards the entrepreneurial culture;
- the introduction of programmes and new supporting services to encourage the entrepreneurism and the development of entrepreneurial culture;
- the formation of management abilities, especially for the micro-institutions and IMM-s;
- the encouraging of entrepreneurism through supporing services for starting a business. ( HYPERLINK "http://www.compass.ro" www.compass.ro)
The owners of small businesses wanted to be their own boss, but they must consider also those working for them. The employees take part in a cause that they believe in and recognizes their efforts. They are the eyes and ears of the business they build together with the owner, but, even more, they can solve problems, identify opportunities or they can offer aspects of the business that one can not see. According to this, the employees must assume their job just the way the owner plays his role as promoter- like the real entrepreneurs.
Instilling such a conception is not hard, but it isnt hapening right the way. The entrepreneurial culture creates starting with the leadership, giving a good personal example- integrity, consistence in words and deeds, unconditioned respect for the opinion of others and the power to accept new ideas. The entrepreneurial employees must think creatively and productively. This quality is being searched starting with the employment interview.
In order to succeed, the entrepreneurs need pieces of information. Sharing the information is part from a healthy entrepreneurial culture. The communication reduces the possibility of making mistakes, of misinforming or other problems that could harm the company.
Knowing all the picture allows the workers to see where they can interfere, outside the specific areas, in the employment slip of paper. Encouraging this type of entrepreneurism reduces one part from the mental burden beard by the owner. This way, the entrepreneurism has more resources to get through the challenges, to capitalize the opportunities and raise the productivity. (www.bloombiz.ro)
Conclusions: The terms: entrepreneur, entrepreneurism, as the cultural term entrepreneurial took naissance on the old continent Europe, but they were more used and cultivated in U.S.A. They spread all the world regions where there are business ideas and free initiative. In the ex-communist countries, these make place harder in the school curriculum, in business area or civil society. The entrepreneurial culture is part or should be part of the general culture of each citizen.

References
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Clark, R., B., Crearea universitcilor antreprenoriale: The creation of entrepreneurial universities: directions of organizing transformation, Paideia publishing house, Bucharest, 2000, page 200.
Ceau_u, I Management Enciclopedic Dictionary , Management Academic publishing house, Bucharest, 2000, page 562 563.
*** DEX Explanatory dictionary of Romanian Language, Romanian Academy, The linguistic Institute Iorgu Iordan, 2-nd Ed, Enciclopedic Universe publishing house, Bucharest, 1998, page 248.
Drucker, F. P., The innovation and entrepreneurial spirit, Enciclopedic publishing house, Bucharest, 1993.
Kotler, Ph. Marketing management, 4-th Ed., Teora publishing house, Bucharest, 2005, page 87
Lintho K., The Interaction of Management Cultures in Soviet Finish Joint Ventures, Institute for East West Trading, Turku School of Economics and Business Administration, 1991.
McGraw, T.K., Schumpeter ascending (re-emerging intellectual interest in entrepreneurship, innovation, and economic developement), in: The AmericanScholar, 60,page 371-392
*** Macmillan dictionary of modern economy . Coordonator for Romanian language version: Univ. Prof. Dr. Sorica Sava, Codecs publishing house, Bucharest, 1999.
Owen H., Hodgson V., Gazzard N., Eficient Book for an eficient leadership, Codecs publishing house, Bucharest, 2006, page 299-300
Ptra_cu D., Rotaru T., The management culture of the teacher. The Theory and methodology of formation , Î.S. Editorial company printing trade Central Publishing house , Chi_inu, 2006 ,page 296.
Shiller, J. R., Entrepreneurial culture, Newspaper Editorial ZIUA, number. 3407, from Monday, 22-nd of Aug.2005.
Soare, E., Entrepreneurial Education. Last school challenge, V Integral publishing house, Bucharest, 2008.

The Establishment of Information Literacy in Higher Education in Romania
Agnes Ericha, Elena Tîrzimanb*
aUniversity of Targoviste, Lt. Stancu Ion, Targoviste, Romania
bUniversity of Bucharest, Edgar Quinet street, Bucharest, Romania
Abstract
The present paper has been set up as a pleading for the establishment, implementation and development of coherent policies on a national, regional and local level in order to form an Information Literacy in the higher education in Romania.
Electronic environmental impact on all sectors of social and economic life influenced the university training, too. Thus, it is required to introduce in training, whatever field, an information literacy course to develop theoretical knowledge and practical skills concerning the construction, processing and communication of information. The university library plays an important role in the field of scientific research providing educational support for universities in achieving their objectives.

Keywords: university library; information literacy; electronic environment;
Introduction
Nowadays we are living in the age of significant educational and informational changes where knowledge is the major key. The new information and communication technological developments, educational reforms must establish the universities to integrate information and technological skills instruction into the curriculum. New technologies create opportunities for learners but they must be approached critically and used correctly. Information literacy became a necessary requirement for university students in the present information era and university libraries are able to cultivate students in this area. In this context librarians must be part of the process to inform and empower learning with technology that enables users to access information in its many forms and formatsreal and virtualand use it responsibly.
Information literacy became a necessary requirement for university students in the present information era and university libraries are able to cultivate students in this area. In this context librarians must be part of the process to inform and empower learning with technology that enables users to access information in its many forms and formatsreal and virtualand use it responsibly.
The changes affect not only library services but also the way how users access information and the type of skills needed to do it effectively and efficiently. As the availability of online databases grew and users need special training, librarians become even more concerned about teaching students in using libraries and information. In this context many faculties also needed help and guidance in using electronic information formats but often dont admit it.
Librarians have become increasingly more concerned about the need for people to gain information skills so that they can be successful in the Information Society. A report of the American Library Association provides an excellent rationale for university librarians to integrate information literacy programs into the curriculum.
The paper try to analyze what kind of methods and resources must be used in information literacy instruction provided by a university library. Information literacy instruction must be one of the courses offered by the university libraries that aim to educate their users on how to use the library. We try to demonstrate that the information literacy instruction is very important for the university users because it demonstrated the importance of all kind of information (traditional or on line) and how can be used in a scientific form.
The strategic approach of this paper refers to the main axes of such an approach, the institutions concerned to carry it out and support it, the role of these institutions in the implementation of such policies. It also advances a series of proposals on the manner of designing and applying of a documentation policy in universities, and the necessary conditions for achieving the policy, specifying its direct and indirect beneficiaries.
The changes affect not only library services but also the way how users access information and the type of skills needed to do it effectively and efficiently. As the availability of online databases grew and users need special training, librarians become even more concerned about teaching students in using libraries and information. In this context many faculties also needed help and guidance in using electronic information formats but often dont admit it.
Librarians have become increasingly more concerned about the need for people to gain information skills so that they can be successful in the Information Society. A report of the American Library Association provides an excellent rationale for university librarians to integrate information literacy programs into the curriculum.
Information literacy proved to be an ambiguous concept which was given a variety of definitions. For the beginning we will give two definitions for Information literacy to understand better what is all about, especially because this term has several interpretations. In ACRL Information Literacy Glossary it is defined like "the set of skills needed to find, retrieve, analyze, and use information. Information literacy is more closely tied to course-integrated instruction but it extends far beyond coordination between the reference librarian and the individual faculty member. According to this definition the students must demonstrate competencies in formulating research questions and in their ability to use information as well as an understanding of ethical and legal issues surrounding information. The final report of the ACRL Presidential Committee on Information Literacy stipulated that Information literate people are those who have learned how to learn. They know how to learn because they know how knowledge is organized, how to find information and how to use information in such a way that others can learn from them. They are people prepared for lifelong learning, because they can always find the information needed for any task or decision at hand."The second definition emphasizes the informational independence of the user, independence that he win skimming through such a course.
The term information literacy is used in this paper to refer to the set of skills required to identify information sources, access information, evaluate it, and use it effectively, efficiently, and ethically. Also, we try to demonstrate the importance of information literacy instruction, as an important tool to inform university students about library collections, services and other activities, in order to stimulate them to use the library for supporting and developing their learning and scientific research processes.
The present situation
The university libraries plays an important and active role in the field of scientific research as a starting step and is one of the basic elements that support universities in achieving their objectives related to scientific research and quality management. So, information literacy instruction must be one of the courses offered by the university library that aims to educate its users on how to use information how to become information independent. The university library must provide courses related instruction, tutorials and other methods to support student development of information literacy skills.
Nowadays it is known that the way in which a university library can be instructive is larger than the traditional understanding. Many information literacy courses have to encourage the collaboration between faculty (department) and library with the goal of helping students develop these skills to enable them to recognize various information sources and to use information in a right and suitable way. They have to get a set of abilities that enable them to understand which the library services are and how to use them; which are the library departments; which are the importance of university library in supporting the research skills; how to find information sources; application of ethical principles in consultation and use of information sources etc. On the other side the students must obtain practical skills allowing them to apply theoretical knowledge to practical work: how to access and use the library site; how to use the library catalogue; how to access and use electronic databases; what kind of research strategy have to use for a particular research; how to evaluate information; how to use special collections etc.
The purpose of this paper is to examine this phenomenon in the context of higher education, by assessing the quality of current information literacy strategy documentation and exploring the application of corporate strategy concepts and techniques to this emergent field of professional practice. Analyzing this aspect in Romanian universities it is observable that only a small proportion of Romanian students use the HYPERLINK "http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6WGP-4T72K3Y-1&_user=5373562&_coverDate=09%2F30%2F2008&_alid=1075429245&_rdoc=5&_fmt=high&_orig=search&_cdi=6828&_sort=r&_docanchor=&view=c&_ct=355472&_acct=C000067015&_version=1&_urlVersion=0&_userid=5373562&md5=47c9529d1b14c0edef97b24df79173fa" \l "hit11" library, HYPERLINK "http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6WGP-4T72K3Y-1&_user=5373562&_coverDate=09%2F30%2F2008&_alid=1075429245&_rdoc=5&_fmt=high&_orig=search&_cdi=6828&_sort=r&_docanchor=&view=c&_ct=355472&_acct=C000067015&_version=1&_urlVersion=0&_userid=5373562&md5=47c9529d1b14c0edef97b24df79173fa" \l "hit13" and this fact depends upon the faculty expectations. Many times they dont know what information is available, they have difficulty determining the information they need and the quality of it, they are unable to compare and evaluate alternative information. Therefore, it is imperative that librarians work collaboratively with academics. Also, the information literacy instructions are not comprehensive in all university libraries. Not many universities offer the required lectures that inform students about the importance of libraries and libraries departments, the practical training of online access to databases through internet etc. In conclusion, not in many Romanian universities, information literacy is formally integrated into the curricula of general education.
The librarians and information literacy
The librarian must support teachers' roles by building up information skills and discovering how to integrate them into the course. In this role, librarians encourage faculty in the establishment of learning priorities which ensure that students develop the abilities that will allow them to be information independent in this digital world. The university communities need to understand this, and in turn to support the librarians effort. We must reconsider our role as university librarians in the new information age and we need to build relationships with all educational factors, encouraging and supporting them to integrate an information literacy course into curricula.
Permanently librarians were concerned to offer students information literacy skills, to change the faculties attitudes toward the library and to demonstrate the importance of the librarys involvement in curriculum development. The question is what practical steps can university librarians take to become more a part of the educational mission?:
Knowing and understanding the university organization;
Identifying the university councils, the Senate and working groups which are involved directly in academic program and make lobby for librarian membership in these committees;
Taking a leadership role in providing information literacy courses for all specialties in the university.
Educational processes may be traditional, electronic, in an online environment or through distance education. Analyzing the Romanian educational environment we notice that the faculties have a determined role in the degree to which a library contributes to the academic programs, specifically the curriculum, because the responsible factors, in most cases, consider that kind of courses not so important. They have to realize that students will obtain necessary library and information skills through a coursework determined by faculty. Also, the librarians must involve in curriculum planning and cooperative teaching with faculty to help students develop information skills.
In many foreign university librarians are equal partners with faculty in the instructional process, a model which not function very well in Romanian university environment. There the library instruction is compulsory, being a required part of the general curriculum and the students have to pass a test to assess library skills before they graduate. From this point of view the librarians must become involved in curriculum planning. So, there are some directions on which librarians must involve:
intervention by the university makers which must realize the importance of introducing such courses in university curricula;
library administrators must demonstrate need for such training;
they had long-term commitments to integrate library instruction into the curriculum;
expand their collaboration with faculty in building the curriculum;
help students understand the role of the library in the information world;
prepare a brochure explaining the concept of information literacy, goals and objectives for the information literacy program, and a basic checklist for evaluating information;
begin to experiment with various faculty members to develop the most effective way to teach basic information skills
developing criteria to measure information literacy outcomes
There are some criteria that provide librarians with a powerful rationale in their demand to become involved in the teaching/ learning process to participate in the education of students for success in the Information Age:
librarians must understand the curriculum and have good relationships with faculty leaders because this support is crucial;
librarians must facilitate the integration of electronic information into the curriculum
librarians must offer their expertise in teaching information skills to students
librarians must help faculty become knowledgeable about electronic information formats
librarians must be very well prepared for teaching, understand different learning styles, and engage students actively in the teaching process;
librarians must be flexible to accommodate the range of the curriculum and disciplines, as well as a diversity of faculty and students;
librarians must use effective marketing techniques to demonstrate the importance of information and technology literacy and their crucial role in it;
librarians must stay somewhat ahead of the technology developments so they can be the first to teach new information formats and networks.
In Romania librarians hoped to be seen like partners in the educational and teaching process, a hope that wasnt fully realized in most universities. The higher Romanian education has not yet embraced the concept of integrating information literacy instruction into the curriculum. Reasons for this include such factors as the facultys control of the curriculum, individuality and autonomy of each institution regarding curriculum and educational outcomes, and the status of librarians within higher education. University librarians and the members of the Librarians Association of Romania have worked to integrate library and information skills into the curriculum, and in several institutions they have been successful (universities from Brasov, Sibiu, Pitesti). At this time there is an interest within the Librarians Association of Romania to bring information literacy into the universities curriculum, and this may be one way to ensure information skills as an important learning outcome of higher education.
It is urgent to teach information literacy to students especially because most of them usually work while studying, their work environment involving to know how to use the new technologies in information and communication. Through the information literacy program, students will be able to locate, evaluate, and use information more effectively to satisfy their information requirements. Librarians will work with all faculty members to include information literacy modules into appropriate courses, and to monitor students progress in becoming information literate.
Why is necessary to introduce an information literacy course in university curricula?
Over time was reiterated the important role of the library in higher education reform and was explained how librarians can involve themselves in this process. There are some reasons for which is necessary to integrate the teaching of information skills into the curriculum:
anyone can become information literate;
information literacy is action-oriented, helping to solve problems and make decisions;
information skills are transferable from one discipline to another, from one task to another;
information skills are needed for lifelong learning;
information literacy helps people handle information and new technologies.
Our proposals regarding the introduction of an information literacy course into curricula are:
the higher education accrediting agencies have to incorporate information literacy outcomes as part of the accrediting criteria for higher education institutions;
conduct more research studies on information literacy instruction in academic libraries;
modifying education and performance to include information literacy concerns;
each professor who proposes a course for the various areas within the basic curriculum has to fill out a form which includes a question on how the course will deal with information literacy in the field;
allocating specialized course credits for students to participate in promoting library usage and academic achievement;
pay more attention to offering various methods of information literacy instruction to students concerning practical aspects.
The university library can organize and deliver a basic information literacy education program for different levels of students. As teacher and librarian I notice that first-year students have only a minimal understanding of how to use information effectively. So, at the first level will be delivered to new students and may include a course about how is organized and how to use the library, the purpose being to allow students to become familiar with the librarys collections, enquiry systems, layout and functions. The second level will consist of a course about documentation and all the aspects on this problem. Will be explained how documents are organized and disseminated, will be defined own documentation needs and develop an efficient plan to retrieve it. The third level will consist of a course on information searching, and it is intended to develop students capacities in undertaking scientific research and practical work to lay strong foundations for future study and scientific research. It will be a course that describes the methods and technology received to seek and utilize the scientific documents and materials, particularly the electronic resources. Students will learn to utilize the retrieval methods of each database and digital resources. Once completing the course, the students must to achieve the following:
to distinguish between different types of information identified during the in-class group activities;
find and use a variety of sources related to the selected current topic using more research tools;
apply given criteria for evaluating evidence and assess the authority, reliability, scientific accuracy, and validity of sources of information;
research, integrate and synthesize information from various print and electronic sources regarding a practical question;
write a thesis statement for the final project using the main criteria provided by the thesis statement worksheet;
communicate the thesis statement with the found sources using a multimedia presentation
After attending such a course, students will be able to:
Apply professional standards, policies and accepted practices for the use of a variety of documents and technologies including accessibility.
Apply appropriate means of documenting their work
Understand and apply legal and ethical uses of information and technology including copyright and intellectual property
Use of search engines and databases
Evaluate online and printed material
Synthesize information and methods of presentation

Conclusions
The university libraries and implicitly all educational structures faced with challenges due to the new information and communication development and changes that affect every program and process. In present educational reforms are taking place in Romania to improve educational outcomes and these developments causing major changes. Curriculum reform is necessary because students and employers are demanding improved educational outcomes to ensure better individual and business productivity. In this context librarians must maximize their potential to be in the position to assume their role in the teaching and learning process.
Each university has to develop educational strategies and learning resources to help students develop information literacy skills. It is necessary to have an active and continuing program concerning information access, developed and supported by the facultys makers, librarians and other information providers because we must be willing to promote and share our experience in this information age in support of our institutional educational mission.
We are confident that will be accepted by most Romanian universities to develop and integrate an effective Information Literacy course because it will be able to enhance students generic abilities which include problem solving, critical thinking, creativity, collaboration, communication and presentation. In this way, our students will be undoubtedly better prepared, both for their future studies and for their careers.

No.Instructional objectivesStrongly Agree (5)Agree (4)Neutral (3)Disagree (2)Strongly Disagree (1)MeanStandard Deviation1.Teach students the skill to access library site and how to use it2101224975563.78.52.Teach students search skills in library catalogue1691542990703.58.73.Teach students access skills in library printed collection12516030971003.29.04.Teach students access skills for needed information11215019170613.28.55.Teach students definition skills for needed information11013044130983.18.86.Teach students skills of using library services9811130203702.98.37.Teach students access skills in library electronic collection8584481001952.59.28.Teach students research strategies skills in databases7479301092202.49.19.Teach students evaluation skills for needed information7081281072262.39.110.Teach students usage skills for periodicals indexes6671151092512.29.0Table 5. Trends of Zarqa Private University students towards the practical objectives achievement for the offered methods of Information Literacy Instructions (in descending order according to the Mean).

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The impact of self-assessment upon metacognitive strategies
Otilia CLIPAa, Adina IGNATa, Mihai STANCIUb, Petruca RUSUa (*)
a Stefan cel Mare Universitz, Science of Education Faculty, Suceava, 720229, ROmania
b The University of Agricultural Science and Veterinary Medicine Ion Ionescu de la Brad University Ia_i,Romania
Abstract
This paper intends to identify the optimal ways of developing the metacognitive strategies to the freshmen students and if they are influenced by the self assessment techniques.
The longitudinal study was done from 2008 to 2010 on an experimental sample from the first year of study within Educational Sciences at Suceava University. The research instruments were the analysis of the reflections within learning portfolio, the Achievement Motivation Inventory (Schuler, Thornton and Frintrup) and self-assessment techniques.

Keywords: self-assessment; metacognitive strategies; motivation scales

The evaluation process within university has become a very important subject both for the university didactic and for the students professional and personal development. The fields debates take into account the appropriate evaluation forms and methods in order to assure an authentic evaluation within university environment. The recent pedagogical literature presents different studies regarding the formative role of the evaluation, such as the promotion of an evaluation to stimulate the reflexive process, and the evaluated persons to be aware of their competencies and their level of development. Thus we consider right to pint out the formative added value enclosed into the qualitative evaluation methods and, more than that, the self-evaluation.
The self-assessment value could not be contested and it should have a greater weight within academic evaluation system. This is sustained by the idea that the academic space is one of the environments for finalizing the institutional growth and through the self-assessment procedures the metacognitive strategies upon learning and academic performances are built and validated. That is why the self-assessment is considered an educative objective for the university teacher, and for the students a regulation principle of learning process (Castillo Arredondo, S. and Cabrerizo Diago, J., 2006, p. 333). Kitsantas, Reisner and Doster (2004) assert that the self-assessment (self-judgment) determines and it is linked to the acquisitions level and it is an important prediction factor for learning motivation. The authors suggest that students the high performances are the result of the focusing on the process objectives and it conduct to æ very high level of the ones own learning efficacy. In the same way, McDonald and Boud (2003) describe the self-assessment as an ability which could be developed by students and it could have a positive effect on the students performances. The students could make choices upon the responsible way regarding the material presentation (e.g. to evaluate their own work by using the evaluation of the activities) and they could choose the most appropriate way for development.
The self-assessment is built more as a coaching process regarding the content to be evaluated, and it is focused in order to offer to the students skills for real life, for the students to have the responsibility for their own formation and the teacher to act as a facilitator (McDonald & Boud, 2003, p. 214, apud. Noonan, B & Duncan, R.).
Miron Ionescu (2001) consider the evaluation as being a moment of evaluation, a moment for self-awareness development, a moment for the ones own development possibilities assessment through thinking strategies upon ones own thinking. Cristian Stan (2001, p. 15) (Self-assessment and didactic evaluation) defines the self-assessment as the students capacity to elaborate and communicate valuing appreciations regarding his/her own academic competencies and performances, and hi/her own person generally. Thus, the high importance for value is judgments development. Self-assessment is possible and necessary because it serves to selfknowing (self perception) and self awareness development (Cerghit. I, 2002). In other words, self-assessment models the becoming person image and prepares it for learning to learn, through metacognitive strategies and self-evaluation skills.
J. Heywood cites exemples for self-assessment configuration within american and european universities. So, Rockfish Gap, the one who fonded the Virginia University (the first modern university in United States), writes that the self-assessment should, generally, form the habitudes to reflect and to correct the actions, using others moral examples and to be content with thier own personality. McGrath describes the university education goal as being the forming an integrative perspective upon the truth, the sciences relations, the final values, so forming a philosophical view. He explains that this could not be acquired only through courses and sequential evaluations, but through acquisition on the entire forming period. It is state that at the studies finish the students has knowledge only about the scientific field and they are not able to make correlations between strategies and information. This situation is due to the fact that the evaluation is focused on the knowledge reproduction and not on the metacognitive strategies transfer or development. One of the solutions could be the university as an enterprise, so the university will form efficient people for work and life. In United States there are courses for reflexive judgment development, which is fundamental for developing æ higher level of evaluation and self-assessment. In Australia, Boud (1995) promotes within university space the inter-assessment and the self-assessment. He considers that the students begin to take responsibilities upon their own learning and performance through the judging other performances. Boud says that the self-assessment is a formative process, it could be used within summative evaluation and it takes place when the evaluator is his own agent and auditor. Cowan (1998) defines the self-assessment as the judgment where the ones own results are compared with some standards and criteria. Klenowski (1995) suggests it could be the recognition of the ones strengths and weaknesses of the learning. Many universities used as eavaluation startegies for encouriging the self-assessment reflections and the meta-evaluation the moder evaluation methods such as the portfolios, the journals and the self-assessing questionnaires. It si found out that the individual differences in self-assessment appear within the framework of students metacognitive skills existence. (Glava, A., 2009, p. 9).
R. M. Niculescu and E. Cucorad consider that the formative evaluation could stimulate the using of the inter-evaluation and the self-assessment this don t mean that the students put his own mark, but the student has «a kind of lucidity regarding the way he/she learns» (P. Perrenoud, 1997) and these processes facilitate the metacognition through introducing some reflection moments upon ones own mental demarche (2002, p. 74).
There are a lot of arguments in order to point out the self-assessment importance within the university environment:
It helps students to understand their evaluation criteria;
It gives support for learning, helps students to find pre- corrective strategies;
It models the self-awareness through the feedbacks;
It eliminates or decreases the marking subjectivity;
It develops the critical attitude regarding the colleagues results and their own;
Interference point for the initial training of the future teachers;
It alleviates the adjustment to the academic learning;
It gives feedback to the teacher for building the future teaching or practical activities (Ross, J. & Bruce C., 2007, p. 149);
It develops the metacognitive processes (Sluijsmans, D., Dochy, F. & Moerkerke, G., 1999, p. 293);
It prepares for the life long learning;
It meets the self-knowing need and the social comparison one;
It extends the students activism to the entire didactic process;
It forms the capacities for the identifying the ones progresses and weaknesses and it finds self-regulation possibilities (Vrught, A. & Oort, F, 2008, p. 123);
It sustains the personal autonomy development.
These multiple advantages for the self-assessment using demonstrate its added value to the ones own skills analyze process.
More than that, the students involved in teacher education studies need to be responsible for their own learning process, both for their own academic achievement and for their training as teachers (they will provide educational settings for metacognitive skills development). Since they are prepared for the continuous learning they need self-regulation learning skills and self-assessment techniques. Self-regulated learning consists of three main components: cognition, metacognition, and motivation. (Schraw, Crippen and Hartley, 2006). The authors affirm that cognition includes skills necessary to encode, memorize, and recall information; metacognition includes skills that enable learners to understand and monitor their cognitive processes; motivation includes beliefs and attitudes that affect the use and development of cognitive and metacognitive skills. In a study Zimmerman shows the relation between the learning motivation and the metacognitive strategies related to self-regulate learning: the academic failure occurs when the students posses metacognitive skills and they are not motivated as well as in the situation the students are motivated but they do not posses metacognitive skills.

In our study we intend to find out what is the students` perceptions about their own metacognitive skills and if there is any relationship between these skills, the self-assessment performance and the motivation for achievement.
Method
Participants
The participants in this study were 92 sciences of education students who were attending an optional course about learning how to learn, in the end of the first academically year.
The participants are from the urban area and the rural area and the distribution are 47 from urban and 45 from rural area.

Figure 1. Distribution in terms of residence

For this study we are interested about performance in learning expressed thought mean of marks after they attended first year. The mean of the performance is 8,29 and the median is 8,40. The self-assessment for the efficient learning techniques exam the mean is 8,21 and the median is 9,00. The teacher evaluation has as mean value 9,14 and as median 10. Regarding the marks for the self-assessment before and after the exam, the mean values were 7,17 and 7,00; and after exam, the mean value of the teachers marks was 7,89.
In order to measure the self-assessment accuracy we did the difference between the teachers marks and the students marks (the students self-assessment). The obtained results were expressed through their absolute value. The differences mean was 1,5 and the median was 1.
Instruments and variables
In order to find out the level of metacognitive competencies of the freshmen we applied a questionnaire which describes the level of the metacognitive competence. The questionnaire was built and validated by professor. M. Stanciu within the project The development of metacognitive competence at the students from the first academic year . The project is developed in partnership with U.S.A.M.V., Ia_i, Stefan cel Mare University Suceava and Bacau University (CNMP, 2008-2010, HYPERLINK "http://www.univagro-iasi.ro/DPPD/METACOGNITIE_92-106/" http://www.univagro-iasi.ro/DPPD/METACOGNITIE_92-106/). For the present study we were interested in that items which point out those capacities enclosed to the metacognitive competence. The concept of metacognitive competence was operational in 8 indicators: the taking notes capacity, the capacity of elaboration and presentation of an individual project, the capacity of elaboration and presentation of a group project, the capacity of elaboration and presentation of a scientific work, the capacity to follow a learning plan, the capacity to evaluate a learning plan, the capacity of management information.
The achievement motivation was assessed through Achievement Motivation Inventory of Heinz Schuler, George Thornton III & Andreas Frintrup (Romanian version, L. Miclu_ _i Drago_ Iliescu). The inventory consists from 170 items, displayed by 17 dimensions: Persistence, Dominance, Engagement, Confidence in Success, Flexibility, Flow, Fearlessness, Internality, Compensatory Effort, Pride in Productivity, Eagerness to Learn, Preference for Difficult Tasks, Independence, Self-Control, Status Orientation, Competitiveness and Goal Setting. Each item is assessed on a scale from 1 completely disagree to 7 completely agree. For the purpose of our study we are especially interested in Eagerness to Learn which signifies a personal openness toward the effort for the acquisition of the new knowledge.
For the self-assessment we used the marks of the students for two disciplines. The students were asked to anticipate their mark before the exam, and also they were asked to appreciate their performance by puting a mark after they finish the exam, (but before the teachers evaluation). For the second discipline we considered only the self-assessment mark after they finished the exam.
The dependent variables are the metacognitive competences, the values of achievement motivation (the self-control scale) and the self-assessment accuracy. The independent variable related to the group of students is the academic performance.
The objective and the research hypothesis
The research objective consist in the identification of the freshmen students perceptions upon their developmental level of their metacognitive competences and their relation with the achievement motivation and its dimensions.
Hypothesis 1: the self-assessment accuracy is determined significantly by the self-control level (as an indicator for the achievement motivation).
Hypothesis 2: there is æ significant difference between the self-assessment mark and the teachers mark.
Hypothesis 3: the developmental level of the metacognitive competence has significant differences in terms of academic performance.
The results analysis
Hypothesis 1: the self-assessment accuracy is determined significantly by the self-control level (as an indicator for the achievement motivation).
The self-assessment accuracy was marked through the existing differences between the teachers mark and the self-assessment mark. We took into account the absolute value obtained. We could notice that there are students nearly to 0 value, this means there are no differences between the two marks (18,50%), but there are students with a great difference. For a better understanding of the differences distribution we made a frequencies graph.

Figure 2. Self-assessment accuracy (percentage)

In order to analyze if there are significant differences we have applied the Independent Samples T-test, considering that the students with a high level of self-assessment accuracy have the value less than 1.00, and those with a low level of accuracy have values over 1.00. The result indicates the t (90) =2,120, p =0,037, and this shows that the students with high level of self-control have also a high level of self-assessment accuracy.
Hypothesis 2 there is a significant difference between the self-assessment mark and the teachers mark
In order to verify this hypothesis we have applied Paired- Samples T Test and we compared the students result for the self-assessment and for the teacher evaluation.

Paired Samples TestPaired DifferencestdfSig. (2-tailed)95% Confidence Interval of the DifferenceMeanStd. DStd. Error MLowerUpperPair 1After exam mark - teachers mark-,826091,69912,17715-1,17796-,47421-4,66391,000Pair 2Before exam mark - After exam mark ,10870,93710,09770-,08537,302761,11391,269Pair 3Before exam mark teachers mark-,717391,90763,19888-1,11245-,32233-3,60791,001Pair 4Self-assessment 1 teachers mark 1-,92935,63584,06629-1,06103-,79767-14,01991,000Table 1. Statistical data regarding the comparison for the results of the evaluation types

We could notice that there are significant differences between the self-assessment after exam and the teachers evaluation, but there is no significant difference between the self-assessment before the exam and the self-assessment after exam. This fact demonstrates that the freshmen students do not have a self-assessment capacity yet developed. These significant differences indicate that the evaluation should be diversified in terms of evaluation form, so the evaluator should use the formative evaluation, peer-assessment and he should stimulate the self-assessment skills.
Hypothesis 3:
The developmental level of the metacognitive competence has significant differences in terms of academic performance
For the academic performance we took into consideration the median for the students grades after the first year of study, the value 8.40. In order to identify if there are significant differences between the means of those with very good academic performance and those with less good academic performance and their metacognitive capacities we used the Independent Sample T Test.
We could find out that the students with poor academic performance have poor capacities of taking notes. These two factors could be related because the students able to take notes they have already the capacity for information synthesis, for information processing, and the learning success could be derived from this fact.
The students who have the capacity of processing and organization of the information get high level academic performance.
It is obvious the relation between the students who consider they have a very good capacity of elaboration an individual plan and their very good academic results.
Conclusions
This investigation shows us the perception of the students from the first year from the Faculty of Science of Education regarding their self-assessment and metacognitive capacities. We figured out the existence of the significant differences between the self-assessment accuracy and the self-control capacity. We also noticed significant differences between the teachers marks and the students self-assessment marks, and thus the necessity of evaluation forms diversification and the courses for metacognitive skills development (so that they could have an accurate and autonomous appreciation upon their own learning results). We consider important to introduce the university didactic courses for æ more detailed analyze of the role, the forms and the methods regarding an authentic academic evaluation.
We figured out the differences regarding the metacognitive skills and the learning performance. The students with high learning performance have also metacognitive skills. For our sample we didnt obtained significant correlation between the self-assessment accuracy and the metacognitive skills, so we could infer that the students with metacognitive skills do not have also necessary self-assessment skills. Of course, this fact could be explained through the idea that the students are in their first academic year and they do not know the expectancies, the evaluation modalities and criteria. For a future research we intend to enlarge the sample, to diversify the modalities for measurement the metacognitive skills and the self-assessment ones.

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The Importance of Entrepreneurship Education at University Level in Romania
Claudiu Albulescua, Anca Drghicia, Sorin Suciua *
a Politehnica University of Timi_oara
Abstract
In order to support the innovation process in the context of the Lisbon Strategy in Europe, researchers paid special attention to entrepreneurship education during the last years. More young people need to be exposed to the concept of entrepreneurship starting from an early age. In this context, we emphasize in our paper the fact that entrepreneurship education manifests differently between countries and we highlight the needs for entrepreneurship education at university level in Romania. The paper presents a case study for entrepreneurship education enrichment (qualification and European certification) at Politehnica University of Timi_oara, Faculty of Management in Production and Transportation.
Introduction
In order to support the innovation process in the context of the Lisbon Strategy in Europe, the entrepreneurship education gained special attention from researchers during the last years. The Green Paper on Entrepreneurship in Europe focuses on the role of education in supporting the improvement of the skills necessary to develop an entrepreneurial mindset. It was commonly accepted that an entrepreneurial attitude can not be taught, but it can be stimulated by different incentives. In this respect, more young people need to be exposed to the concept of entrepreneurship from an early age. It is also required to continue focusing on teaching entrepreneurship later on in the education process. This should cross-cut traditional academic disciplines rather than be merely circumscribed to business studies. The potential for people to become entrepreneurs later in life should be encouraged across different educational stages.
In this context, this paper underlines the differences of entrepreneurship education between European Union countries and highlights the need to strengthen entrepreneurship training at high education level in Romania. According to Global Entrepreneurship Monitors Executive Report for 2008, a small number of persons received voluntary or compulsory training in starting a business in Romania, even if the perceived need for entrepreneurship education is quite high. Consequently, the role of Romanian universities, as national facilitators for entrepreneurship, grew very important. An entrepreneurial university means that the university itself, as an organization, becomes entrepreneurial and the members of the university (faculty, students and employees) are turning themselves somehow into entrepreneurs.
Traditional models of education fail in their ability to link theoretical knowledge and concepts to the skills and practice of entrepreneurship. The management education provides learning experiences that can be considered inadequate in several respects: they fail to provide an accurate feedback on competency development, they are insufficiently people-sensitive, they do not include life-like situations (including crises) for learning under pressure, they do not encourage problem-finding and issue diagnosis as a central part of the experience. That is why we propose that universities must focus on other skills considered useful to entrepreneurship in any type of organization, such as team working, adaptability, shaping ideas or skills presentation.
The paper presents a case study for the entrepreneurship education enrichment (qualification and European certification) at Politehnica University of Timi_oara, Faculty of Management in Production and Transportation in the context of the project: Certified EU Researcher-Entrepreneur - ResEUr (Leonardo da Vinci contract 503021-LLP-1-2009-1-BE-LEONARDO-LMP) and Dissemination of European Certification Schema ECQA dEUcert (Leonardo da Vinci contract 505101-LLP-1-2009-1-AT-KA4-KA4MP). The purpose of the project is to develop the entrepreneurial abilities of second and third university cycle students. The accent falls on understanding entrepreneurship, shaping ideas, innovation transfer, network development and team work. These complementary skills are meant to stimulate the students entrepreneurial attitude.
The remainder of the paper is structured as follows: the second part presents the relation between entrepreneurship, innovation and higher education, the third part will pinpoint some of the findings of the Global Entrepreneurship Monitors Executive Report for 2008 in relation with entrepreneurial education in several European countries and the fourth part presents the role of higher education in developing the entrepreneurial mindset and describes the particularities of the entrepreneurial education process at Politehnica University of Timi_oara. The last part of the paper highlights the main findings and conclusions.
Entrepreneurship, innovation and higher education
At the beginning of the 21st century, entrepreneurship gained in Europe an increased recognition amongst economists as a significant driver of improvements in societal welfare. This entrepreneurial spirit is now seen as the main source of innovations, leading to the birth of new enterprises and the growth and renewal of established organizations GEM (2009). In this context, developing entrepreneurial abilities, in particular by means of higher education, acquired considerable importance.
1.1. Entrepreneurs: born or made?
The quality of entrepreneur was for a long time considered as an inherited feature, not as one acquired through training. Many still believe that education and training are not necessary for starting businesses. People like Bill Gates and Steve Jobs, both dropping out after a few years of college, made for interesting news stories. But recent studies, like Zhang et al. (2009), provide guidance to future entrepreneurs that such individuals appear to be both born and made.
Practically, there are two different approaches about what made an entrepreneur Dominguinhos et al. (2009): the first is that entrepreneurship is something that can be learned and anyone can become an entrepreneur if they really want to; the second is that a successful entrepreneur has internal capabilities that are independent of training or experience and are restricted just to some special persons. According to the first approach, anybody is born entrepreneur and all entrepreneurship skills can be taught through training and experience. The second approach argues that genetic factors determine the likelihood of becoming an entrepreneur or a self-employed. This theory shows that not anyone can be an entrepreneur, but only some types of persons who have natural born characteristics which enable them to face all challenges related to the long and hard entrepreneurship process.
Nevertheless, psychologists have long insisted that intellectual insight and ability, whether in business or in anything else, are the products of perfectly defined causes, partly hereditary and partly acquired, and hence, presumably, susceptible to some extent to discipline (Hardy, 1923: 46). Nowadays, it is believed that, even if natural born features are important, education and training occupy a place of foremost significance in entrepreneurial activities. The fact that entrepreneurship education plays an essential role in shaping attitudes, skills and behaviors, can also be noticed in the report The Commissions Green Paper: Entrepreneurship in Europe, where the European Commission (2003) defines entrepreneurship as the mindset and process by which an individual or group identifies and successfully exploits a new idea or opportunity, which requires creativity, ambition, independence and the willingness to bear the inevitable risks involved..
In the last years, we could observe that higher education institutions assigned special attention to entrepreneurial education (Katz, 2003; Lüthje and Franke, 2002). Specialists argue that entrepreneurship education should start early at primary school, covering the entire education period and must be able to developed for the respective students a set of useful skills and capabilities like: curiosity, openness to continuous learning, a proactive attitude, self-reliance, creativity, problem solving, critical thinking and inter-personal skills. Policy makers also believe that increased levels of entrepreneurship can be reached through education (Oosterbeek et al., 2008). Therefore, such education is promoted and implemented into school curricula in many of the European member countries. The main idea is that entrepreneurship education programmes can significantly change the entrepreneurial intentions of participants (Rasmussen and Sørheim, 2006). Thus, public policies aimed at supporting the entrepreneurship should be comprehensive of entrepreneurial education.
1.2. Public policies in order to support entrepreneurship
The educational process can support the development of the awareness and skills necessary for developing an entrepreneurial mindset and skills in several ways (Blenker et al., 2006): entrepreneurship training as part of a schools curriculum, apprenticeships for students to work with experienced entrepreneurs, more entrepreneurial training in universities, more MBA programmes, etc. Universities should however get more actively involved in this process and they have to be supported in this demarche by the relevant authorities.
1.2.1. Reasons to support entrepreneurship
On the one hand, the general economic rationale for supporting entrepreneurship development is to remove or reduce market failure (Glancey and McQuaid, 2000: 173). The first main reason for market failure results from the divergence of private and social costs, that is, externalities. This is where the production or consumption of a good or service directly affects the others, not involved in buying or selling it, and these spill-over effects are not reflected in the market price. So, economic benefits (namely, positive externalities), such as greater competition, flexibility and job benefits of having more entrepreneurs, may not be fully incorporated in the market.
A second reason for market failure is inadequate information for consumers and producers to make decisions. These include missing, inadequate or incorrect information concerning current or future goals, risks and so on.
Third, monopoly or concentrated market power may be present and there may be barriers to entry for new firms or other market imperfections.
Fourth, income redistribution resulting from the workings of the market may not be considered fair or efficient, and, for instance, poorer people may require support.
Fifth, there may be wider reasons for public policies to support entrepreneurship based upon market failure. These include the provision of merit goods (where insufficient amounts of good would be provided for optimum public benefit) or public goods (due to non-exclusivity and non-rivalry of the good), or policies to reduce the severity of business cycles. Besides these general reasons for public intervention, there are other related specific problems faced by new or small firms.
On the other hand, entrepreneurship, through the creation of new ventures or taking place within existing firms, represents one of the major engines of economic growth. The public debate often focuses on R&D activity, public and industrial infrastructure, or seed and venture capital as scarce factors to develop new economic activity. None of this would have much effect, however, without committed and competent persons to develop and manage new firms and new business activity (Rasmussen and Sørheim, 2006).
1.2.2. Triple-helix-model
The capacity and inclination for change and innovation is conceived as an important human trait which has come to be known as enterprising behavior in international research. Acquiring such an attitude is favored by the interaction between universities, business sector and political system through the so-called triple-helix-model. Currently, universities are expected to play a new role in society, in addition to research and teaching (Rasmussen and Sørheim, 2006). The triple-helix-model can be used at micro, meso and macro level (Blenker et al., 2006). The actors working at micro level in the Triple Helix context can be:
university researchers, turning into entrepreneurs and using their own knowledge as the foundation;
entrepreneurs working in a university laboratory;
public researchers working in private enterprises from time to time;
university and industrial researchers heading regional development projects in tandem.
At meso level, institutions are participating in the model. The examples include actors from different sectors established to create innovation, such as:
university-based spin-offs;
venture capital enterprises established by universities, science parks, etc.;
institutions cooperating and coordinating innovation, to act as local support for development, dissemination and organization of technological know-how in a region.
At macro level, the model implies that rules and regulations are drawn up based on prior negotiations between the parties.
Implementing such a model supposes to transform the university activities and to set up an entrepreneurship culture in universities, with accent on the quality of the training process. In other words, this translates into innovation in business education.
1.3. Innovation in business education
Arvanites et al. (2006) show that there is an increasing need for innovation in business education to address and develop the characteristics and skills of those considering an entrepreneurial career. Traditional programs (e.g., B.S. in Business Administration, MBA, Executive MBA) and methods (e.g., books, lectures, discussions, problem sets, case studies) will continue to be necessary, but not sufficient, to develop the characteristics and skills required to be successful in entrepreneurial activities. Innovative educational methods are needed to develop the entrepreneurial spirit and talents that are necessary to function effectively in an environment of strong market forces and complex people issues.
1.3.1. Deficiencies of traditional managerial education
Steave Jobs, a founder of Apple, complained about the MBA style of the managers hired by his company: they knew to manage the business, but they could not do anything tangible (Farrell, 2008: 16). The traditional learning methods employed in management education provide learning experiences that are inadequate in several respects (Arvanites et al., 2006): (i) they are insufficiently people- and time-sensitive; (ii) they need to create better practice fields; (iii) they should cover life-like situations, including crises, for learning under pressure; (iv) they must permit problem-finding and issue diagnosis as a central part of the experience.
Gaining entrepreneurial abilities challenges the students in four areas: functioning effectively and efficiently in a large group, becoming creative and entrepreneurial, developing independent problem solving skills and effectively providing and using peer feedback. All these elements are favored by the creation of a network-university and of an associated entrepreneurial culture.
1.3.2. Network-university
The positive role of universities in developing entrepreneurial intention and in exploring the factors influencing students entrepreneurial behavior is confirmed by a number of studies that help to explain the emergence of entrepreneurial attitude among the target groups, suggesting at the same time that the stimulation of entrepreneurship education can influence students attitudes and intentions towards entrepreneurship (Venesaar et al., 2006).
There are many dimensions for developing entrepreneurship education at university level, e.g. by drawing up new course descriptions or revising the mix of course subject portfolio. However, it soon becomes very obvious that such development requires a good deal more than just looking into the specific course content. Therefore, Blenker et al. (2006) initiate the concept of network-university in which research is targeted at specific demands and where funding is the responsibility of both private and public sector.
Practically, this concept highlights the main differences between American and European universities. American universities were, and still are, to a larger extent, based on private funds, with donations, research and development contracts or tuition fees providing a substantial part of current income. The internal organization, structures, processes and culture will of course adapt to act in accordance with such external conditions.

1.3.3. Creating an entrepreneurial culture in universities
Universities can create an entrepreneurial culture by increasing the incentives, motivation and competence of their graduates to become key persons in innovative and entrepreneurial activity (Rasmussen and Sørheim, 2006).
An entrepreneurial culture can only be ingenerated by an entrepreneurial university. The entrepreneurial university can be described in the following way (Röpke, 1998):
the university itself, as an organization, becomes entrepreneurial;
the members of the university (faculties, students, employees) are turning themselves somehow into entrepreneurs;
the interaction of the university with the economic environment follows entrepreneurial patterns.
Blenker et al. (2006) define 10 proposals to create an entrepreneurial culture and affirm that, in the European context, they constitute guidelines for a top-down based organizational development process:
the first proposal relates to the universitys responsibility for creating a culture of entrepreneurship;
the second advice is pointing out career paths and paving the way to putting them into practice;
the next question is then how and where all these are supposed to happen;
it is then recommended that all universities set up a centre for entrepreneurship;
the university teaching processes concerned of entrepreneurial culture should focus on action-oriented learning;
the teaching and learning processes should offer the students opportunities to develop their entrepreneurial drive, ability, personality and professional skills to enable them to carry out various stages in the entrepreneurial process;
it is, and will always remain, the main duty of the university to disseminate factual knowledge and encourage critical reflection and to let that be the foundation of ideas generation and development;
for the development of entrepreneurial culture, business role models are very important for students to take as examples and to learn from them;
to make this work, a high degree of flexibility will be required from both teachers and university administration;
it is important to recruit the best students, and in particular the most enthusiastic and highly motivated ones.

1.3.4.The quality of entrepreneurship education and training
The quality of entrepreneurship training significantly underlie on the pedagogical activities which have to focus on the learning from each other concept. Thus, Dominguinhos et al. (2009), based on the study performed by P. Duchéneaut in 2001, makes a comparison between traditional teaching techniques and those that need to be used in order to stimulate an entrepreneurial behavior (Table 1).

Table 1. Teaching methods

Didactic modelLearning from each otherLearning from teacher alone
Passive role as listener
Learning from written texts
Learning from expert frameworks of teacher
Learning from feedback from one key person (teacher)
Learning in well organized, timetable environment
Learning without pressure of immediate goals
Copying from others discouraged
Mistakes feared
Learning by notesLearning from each other
Learning by doing
Learning from personal exchange and debate
Learning by discovering (under guidance)
Learning from reactions of many people
Learning in flexible, informal environment
Learning under pressure to achieve goals
Learning by borrowing from others
Mistakes learned from
Learning by problems solvingSource: Dominguinhos et al. (2009)

The step universities have to make towards the learning from each other concept is not an easy one and it has to be based on an analytical framework of pedagogical innovation process. Pedagogical innovations are often studied in terms of two related dimensions (Béchard and Grégoire, 2007): an understanding of the teaching and learning underpinnings of each pedagogical innovation and an understanding of the contextual factors participating in the development and implementation of each pedagogical innovation. Thereby, as it is described in Table 2, a series of indicators is considered in order to improve the quality of entrepreneurship education and training.

Table 2. Analytical framework
Dimensions of analysisAnalytical frameworkIndicator variablesTeaching and learning underpinnings of pedagogical innovation
(Teaching model)What ontological assumption(s) underpin this innovation?

What operational element(s) characterize the innovation?- Educators conception about teaching
- Educators conception about themselves and the students
- Educators assumptions about the knowledge to be taught
- Teaching goals
- Knowledge emphasized
- Pedagogical methods and means
- Forms of evaluationContextual factors participating in the development and implementation of an innovation
(Support infrastructure)What kinds of arrangements support this innovation at the institutional level?

What kinds of arrangements support this innovation at the educational system level?- Degree of academic autonomy
- Particular mission of the institution
- Structural mechanism of coordination
- Institutional practice regarding sustaining pedagogical initiatives
- Degree of institutional autonomy
- Degree of centralization of educational system
- Presence of national policy toward innovation and entrepreneurshipSource: Béchard and Grégoire (2007: 263)
Necessity of entrepreneurial education in Europe: A GEM analysis
If up to now we have focused on theoretical aspects related to entrepreneurship education at university level, in this section we will underline the need for entrepreneurial training at global level, in particular in Europe, based on the analyses of the Global Entrepreneurship Monitor (GEM) specialists. As Rasmussen and Sørheim (2006) and Oosterbeek et al. (2008) highlight, the number of relevant institutions and the amount of resources put into entrepreneurship education programmes at universities is rapidly growing. However, the need for entrepreneurial education is still considerably high (GEM, 2008).
In GEM research, countries are classified into three groups, based on their levels of economic development. The GEM theoretical model shows three sets of economic framework conditions: those that constitute the basic requirements for economic activity (factor-driven economies), those that enhance efficiency and those that promote entrepreneurship and innovation.
2.1. Perceived need for entrepreneurship education and training
Pursuant to the GEM (2009) analysis based on the outcomes obtained for the 38 countries subject to this global level study, it can be noticed that a small part of the active population in these states received training for starting up a business (21%), while most of the inhabitants benefited from such specific education (79%). According to Figure 1, out of the persons that received entrepreneurship training, a considerable part attended voluntarily to such courses. Twenty percent of trained individuals had received only compulsory training (4% of the working-age population), while 14% had received both voluntary and compulsory training (3% of the working-age population). This indicates that training in starting a business is done mainly through self-selection.

Figure 1. Average Level of Training in Starting a Business in the Adult Working-Age Population (1864 Years)
Source: GEM (2009)
High levels of training were reported in five countries (Belgium, Slovenia, Colombia, Chile and Finland), where more than 30% of the adult population has received training. At the low end, five countries (Turkey, Egypt, Dominican Republic, Romania and Brazil) reported training levels of less than 10% (Figure 2).

Figure 2. Percentage of the Adult Working-Age Population (1864 years) that received training in starting a business
Source: GEM (2009)

The Northern countries and the emergent ones in Latin America are the more concerned in entrepreneurship education and training, at the opposite pole ranging the South-Eastern Countries, including Romania.
Analyzing the status of entrepreneurship training at European level, we can notice that the need of entrepreneurship education is perceived differently, depending on the economic framework conditions: factor-driven economies, efficiency-driven economies and innovation-driven economies (Table 3).
The quality and level of entrepreneurship education and training may have different impacts on attitudes, aspirations and activity in countries at different stages of economic development. In factor-driven economies, the higher the quality and quantity of after-school training, the higher the levels of necessity entrepreneurship; this effect may be indirect in the case of females. This is because factor-driven economies provide few other opportunities for employment. In efficiency-driven economies, the more post-school training in starting a business, the higher the levels of market-expansion entrepreneurship, reflecting the growth of these economies. In innovation-driven economies, several negative correlations are apparent, possibly because governments with low levels of entrepreneurial activity have been investing more in entrepreneurship education and training in an effort to increase entrepreneurial activity.
This shows that the most frequent source of training was self-directed learning, such as reading or observing or working in other peoples businesses, followed by voluntary formal education and by voluntary training provided by a college or university, but outside the formal education system.

Table 3. Perceived Need for and Availability and Quality of Entrepreneurship Education and Training (Average Ratings from 1 to 5)

Entrepreneurs in
general need help
with their plans
before start-upEnough help
available outside
education systemQuality of
entrepreneurship
education and training at schoolQuality of
entrepreneurship
education and training after schoolFactor-Driven EconomiesBosnia and Herzegovina4.12.71.92.4Efficiency-Driven EconomiesCroatia
Macedonia
Russia
Serbia
Turkey4.2
4.3
n.a.
3.9
4.13.1
3.1
n.a.
3.1
2.62.2
2.2
2.5
2.0
1.92.8
2.8
3.1
2.9
2.7Innovation-Driven EconomiesDenmark
Finland
Germany
Greece
Ireland
Italy
Norway
Slovenia
Spain4.3
4.0
3.6
3.7
4.1
4.0
4.3
3.8
4.33.1
3.7
3.9
2.4
3.6
2.8
2.9
3.5
3.32.4
2.5
1.9
1.8
2.5
1.8
2.6
2.4
1.92.4
2.8
2.7
2.5
3.0
2.8
2.9
3.0
2.9Source: Extracted from GEM (2008)

It can be observed that the need for entrepreneurship education and training is perceived as high in all the selected European countries. In respect of the perception related to the quality of entrepreneurship education and training, this is considered in all the cases as superior in the after school programmes as compared with at school formation courses.
2.2. Involvement of universities in entrepreneurship training in Europe
The involvement of universities in entrepreneurship training at global level varies from one country to another, without taking into account the economic framework conditions (Figure 3).

Figure 3. Prevalence of In-School and Non-School Training, by Economic Group, Ordered by Frequency of In-School Only Training
Source: GEM (2009)

It can be seen in Figure 3 that, in average, the proportion of non-school training to total training is similar (68-69%) across the three economic groups (this includes non-school only and both in-school and non-school). However, the proportion of in-school training is the highest (62%) in the factor-driven economies and the lowest (52%) in the innovation-driven economies (including in-school only and both in-school and non-school). The proportion of individuals that received training from both sources in relation to total training is also the highest in the factor-driven economies (31%) and the lowest in the innovation-driven economies (21%). These results imply that in-school and non-school training are roughly equally important sources of training in the factor-driven economies, but the relative importance of non-school training is greater in more developed economies.
Entrepreneurial university
Universities can contribute to entrepreneurship both indirectly, through education of candidates, and directly by commercialization of research and by being the seedbed for new ventures. Béchard and Grégoire (2007) sustain that in this era of globalization, where local, regional and national economies are becoming deeply interconnected, the teaching of entrepreneurship in colleges, universities and other institutions of higher education is increasingly called upon to help our societies face the challenges of employment and economic development. Nevertheless, as we have already seen in the previous section, the involvement of Romanian universities in entrepreneurship education and training remains modest in comparison with other European countries.

3.1. Romanian universities as national facilitators for entrepreneurship
Training undergraduate and graduate students with limited career experience to take on the opportunities and challenges of entrepreneurship has become an important part of many business schools throughout the world (Robinson, 2008).
Universities can, in different ways, be in play in the entrepreneurship activity. Analyzing the situation of France, Béchard and Grégoire (2007), show that Paris-Dauphine University has been the very first institution of higher education in France to offer a program in entrepreneurship. The educational program Master Management Global Parcours Entreprenoriat includes, beside formal courses, two more demanding activities. In the first phase, students work in teams of three to develop, complete and defend a business plan for a real-life entrepreneur. The second activity consists of a six-month entrepreneurship internship, to be realized under supervision in France or abroad. In both cases, the aim remains to develop students general attitude towards entrepreneurship and entrepreneurship-related careers.
In Romania, the role of universities as national facilitators is to facilitate the entrepreneurship behaviour and attitude. Amongst the universities unrolling entrepreneurial programmes we count: Petru Maior University of Târgu-Mure_ (Training and Development Centre European Integrated Rural Entrepreneurship), Al. I. Cuza University of Ia_i (Regional Centre for the Development of the Entrepreneurship), Nicolae Titulescu University of Bucharest (Master Entrepreneurship Theory and Practice) and University of Oradea (Master on Entrepreneurship).
The Academy of Economic Sciences of Bucharest has recently developed an entrepreneurial programme adapted to the present economic context. Thus, this programme is aimed at educating and training entrepreneurs in difficulty. As a result, the target group will cover 200 entrepreneurs, selected based on different criteria like their turnover (which has to be below one million euro per year) and the number of employees (under 10), as well as based on the difficult situation they find themselves into. However, none of these programmes targets the entrepreneurship education of training directed to young academic people.

3.2. Entrepreneurship education at Politehnica University of Timi_oara
As GEM (2009) indicates, university PhD programs are not providing enough faculties to meet the demand for entrepreneurship education. In this context, Politehnica University of Timi_oara, through the Faculty of Management in Production and Transportation, became member of a training and certification programme for young researchers, PhD students from universities or industrial organizations, but also for master students. It is about Certified EU Researcher-Entrepreneur programme. The target group students typically have availability and abilities for developing entrepreneurship behavior (creativity, innovative initiatives, etc.). The programme is conceived to develop and shape the entrepreneurial behavior of the target group of students and the certificate is supposed to certify their capabilities as future entrepreneurs.
The project met accent on understanding entrepreneurship, shaping ideas, innovation transfer, network development and team work learning units are presented in Figure 4.

Figure 4. ResEUr Skill Set Map

The unit Understanding the Entrepreneurship provides highly condensed and concise information about key issues of entrepreneurship, which are typically taught in seminars that are currently offered by various institutions. The unit, however, does not want to replace such seminars and courses, but it rather seeks to give the students convenient means of reflection on whether she/he needs formation in the respective competence areas and indicates complementary courses. The unit consists of the following elements: key success factors for entrepreneurship; national facilitators of entrepreneurship; European facilitators of entrepreneurship. This unit will be developed with the contribution of all partners because of the specificity of the entrepreneurship support at national level.
The unit Shaping Ideas deals with key skills that are required to leverage brilliant ideas, starting from creating an innovative mindset in students heads, passing via methods for structuring ideas and ending by discussing methods and best practices for presenting ideas. The unit consists of the following elements: forming the mindset of students; methods for structuring ideas.
The unit Innovation Transfer focuses on issues concerned with the transfer of innovation from academic environment to competitive market. These issues are known to represent key success factors of entrepreneurship in the academic domain. The unit consists of the following elements: business potential profiling; preparing innovation transfer contracts; the way from prototypes to products.
In the ResEUr qualification, Knowledge Networking is considered the core competence area for entrepreneurs. Networking knowledge from several different domains and sectors can create the decisive competitive advantage of modern and future-oriented enterprises. The unit highlights several significant factors of this networking paradigm with special relevance for enterprise creators in the academic domain. The unit consists of the following elements: complementary skills networking; business and services networking; creating joint visions of products and services.
The unit Empowerment by Learning Organization Environments puts the concept of Learning Organization in the middle of the successful enterprise creation and of an entrepreneurial behavior. In this context, the skill elements are: openness and team learning; leadership and team motivation factors; social skills paired with technical abilities.
The unit General Subjects is dedicated to some specific subjects (skill elements definition) such as: use of Web 2.0; open innovation; risk consideration and mitigation.
This entrepreneurship education project is aimed both at training a particular category of potential entrepreneurs, namely young researchers, and at standardizing the training process, in accordance with the European Commission requirements.
Conclusion
The role of entrepreneurship in economic development can not be questioned. Nevertheless, the efforts focused on entrepreneurship education and training remained at a low level up to few time ago, in particular in Europe. It was for a long time considered that entrepreneurial skills are natural born characteristics, not acquired features. However, the growing interest assigned to formal education in this field demonstrated that entrepreneurial abilities, such as team working, adaptability, shaping ideas or skills presentation, can be gained by training.
At the beginning of the 21st century, the European Commission decided to encourage entrepreneurship education and training programmes, including the involvement of universities in this domain. In Europe, the training need in the area is perceived as high, but the quality of existing programmes is not worthy of the same appreciation. It is thus required for universities to show a more active involvement in education and training programmes and to adapt such programmes depending on the needs of each category of potential entrepreneurs.
In this context, we have showed in this paper that entrepreneurship education and training is at the beginning of its development in Romania, in particular at university level. Moreover, there is no clear delineation between the provided programmes and they do not differ significantly from the classical managerial education methods. The training programme developed by Politehnica University of Timisoara makes an attempt to solve these deficiencies by providing a training and certification programme for potential entrepreneurs, focusing on young researchers willing to start up a venture.
The presented paper is linked with the research activities of the project: Certified EU Researcher Entrepreneur (503021-LLP-1-2009-1-BE-LEONARDO-LMP), funded with support from the European Commission. This paper reflects only the views of the authors and the Commission cannot be held responsible for any use which may be made of the information contained therein.

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The Prediction Power of The Results of University Entry Exams and Corresponding GPA s of Students at The Technical Education Faculty of Tarsus
Y. Gürcan Ültan1ra*, Irem Ersöz Kayaa
aMersin University, Tarsus Technical Education Faculty, Tarsus, Mersin, Turkey
Abstract
The aim of this study is to determine the prediction power of the results of university entry exams (OSYS) and corresponding Grade Point Average (GPA) of students registered during the 2005-2006 academic year at the Technical Education Faculty of Tarsus and to carry out a regression analysis to estimate students overall academic success.
The method of this study is both a qualitative and quantitative analysis. The conclusion reached is that there exists a significant correlation between the OSYS exam scores and a students first year GPA. However, this relationship is not significant for the subsequent 3 years of academic study.

Keywords: university selection and student placement exam; predictive validitiy; regression; academic success
Introduction
Exams conducted by University Selection and Student Placement Center (OSYM) in Turkey are multiple choice exams consisting of objective test material. In other words, the validity and reliability of exam questions are rather high and analyzed with a high correlation. This material consists of 5 choices.
Placing students in accordance with their objective exam results -that is quantitative, verbal, or equiponderant- and the subject field in which they will be studying (faculties and schools) is based upon the hypothesis that these scores determine whether a student will be successful in departmental courses within his chosen field of study. In other words, OSYM points to the predictive validity of exam results when it comes to student placement. In these type of predictive validity studies, the correlation between the entry score and success score in the field of study is taken into consideration and this correlation is found to be linear, benefiting from Pearson Moments Cross Correlation.
The university entry exam sometimes consists of 2 different exams, the second being a placement exam which is taken by students who have passed the first exam. The first exam is called the Student Selection Exam (OSS) while the second one is named the Student Placement Exam (OYS). There have been various studies conducted predicting success in university according to OSS / OYS and the OSYM scores. Following are some examples taken from PhD and master theses in chronological order. Similar studies also exist in international literature.
The first study concerning predictive validity was conducted by Ipek and Yaman in 1967, between 1950-1960, who investigated the correlation between university exam scores and academic success of freshman and sophomore students who were placed in a program at Istanbul Technical (USYM, 1979; from Karakaya, 2002).
Kozan and Tezer, in 1979, point out that the exam scores of those who take the university entry exam are inadequate in conducting predictive validity, and following regression analyses of minimum test scores and GPAs, the multiple determination (prediction power) coefficient is found to be 0,01 and 0,31 (USYM, 1979; from Karakaya, 2002)
Askar (1985) analyzed the shape of the correlation between each exam score taken from the OSYS and subtests and grades taken from 1st year courses that are of similar nature to the courses taken in middle school using multiple regression analysis through polynomials. He attempted to predict the first year GPA along with the OSYS test and subtests, benefiting from multiple regression analyses in order to determine the prediction link. It is stated that the second stage university entry exam predicted better than the first stage exam; however, it had a lower validity coefficient.
Tezbasaran (1991) compared the tests conducted before and after 1987 in their ability to predict success in higher education in his study concerning the changes put forth in the University Selection and Placement System in 1987. In this study, it is stated that tests carried out in 1987 better predicted students academic success.
In the study of Basturk (2008), he examined the predictor validity of the Civil Servant Selection Examination (KPSS) for Science and Technology pre-service teachers. Specifically, This study explored the correlation between the pre-service Science and Technology teachers KPSS performance and their cognitive ability represented by Student Selection Examination (OSS) and their quality of academic performance represented by Undergraduate Grade Point Average (GPA). Pre-service teachers (N=189) were participated for this study from the Pamukkale University, Faculty of Education, Department of Science and Technology between 2004-2005 and 2005-2006 academic years. Pearson correlation and multiple regressions analysis were used to analyses the data. The results showed that there was no significant relationship between OSS and UNO but there is a significant relationship between GPA and KPSS performance and OSS and KPSS performance. However both relationships were low. Multiple regression equation showed that when two predictor variables combined and used, they explained 24 % of the variance in KPSS performance and both OSS and UNO were is statistically significant and valid predictor at .01 alpha level. As a result, both OSS and UNO were significant and valid predictor of KPSS performance.
Meagher et al. (2006) studied for examining the validity of Pharmacy College Admission Test (PCAT) scores for predicting grade point averages (GPAs) of students in years 1-4 of pharmacy programs. Data were collected from 11 colleges and schools of pharmacy: entering cumulative and math/science GPAs, PCAT scaled scores, pharmacy program GPAs for years 1-4, student status after 4 years. Correlation, regression, discriminant, and diagnostic accuracy analyses were used to determine the validity of the PCAT for predicting subsequent GPAs. PCAT scaled scores and entering GPAs were positively correlated with subsequent GPAs. Regression analyses showed the predictive value of the PCAT scores, especially in combination with entering GPAs.
Violato and Donnon (2005) investigated the predictive validity of the Medical College Admission Test (MCAT) for clinical reasoning skills upon completion of medical school. A total of 597 students (295 males, 49.4%; 302 females, 50.6%) participated from 1991 to 1999. Stepwise multiple regressions of the MCAT and premedical school GPA (independent variables) on the Part 1(declarative knowledge) and Part 2 (clinical reasoning) of the Medical Council of Canada Examinations (dependent variables) were employed. For Part 1, the multiple regression revealed that three predictors (verbal reasoning, biological sciences, GPA) accounted for 23.3% of the variance, and for Part 2, two predictors (verbal reasoning, GPA) accounted for 11.2%.
The comprehensive research defined above indicates that there is a significant correlation between predictive validity and GPA in some academic years. It seems that there is a moderate relationship between two-staged university exam results and some courses.
Definitions
Prediction can be defined as a process of making futuristic forecasting of the unknown using statistical techniques and the known. The predictive validity of a test is the correlation between the scores received from the test and the direct measure for prediction of the variable and criteria obtained later. (Tekin, 1991).
Regression analysis is a statistical tool for the investigation and the modeling of relationships between a dependent variable and one or more independent variables.
Method
Significance of the Research
The faculty in Tarsus, operating under Mersin University, consists of mechanical and electronics-computing departments. These departments accept students according to quantitative test scores. The course of study is 8 semesters (4 years). Students in these departments are graduates of vocational and academic high schools. While vocational / technical high school graduates are being placed in faculties corresponding to their own teaching disciplines, their OSYM scores are multiplied by a known factor and the result is added to their overall total score. Therefore, vocational / technical high school students are at an advantage over academic high school graduates when registering in Technical Education faculties.
The objective of this study is to:
determine the predictive validity of OSYM points of students of the Tarsus Technical Education Faculty during the 2005-2006 academic year for students GPA of 1., 2., 3. and 4. classes (degree GPA) and interpret the results by comparing and contrasting.
predict degree GPA by regression analysis conducted, taking OSYM points into consideration, and find the correlation rates between obtained GPA and predicted GPA of
The stated goal of the research is to answer the following questions:
What is the correlation between scores student scores on university entry exams and the GPAs during each academic year?
Can scores of university entry exams predict students degree GPA?
What are the students opinions of the factors affecting their educational process?
The scope of this study encompasses all of the students who were registered at the Tarsus Technical Education Faculty during the 2005-2006 academic year, students who registered prior to this year and students yet to register.
The sample of the study comprises the 2008-2009 graduates of Mersin University Tarsus Technical Education Faculty (N= 141).
Totally, 43% of the sample comes from vocational and technical high schools. The remainder are academic high school graduates.
Data anaylsis
The quantitative findings required for this study are the GPAs for each academic year and degree GPAs of students registered in 2005-2006 and their corresponding 2005-2006 OSYM entrance scores to the Technical Education Faculty of Tarsus. The correlation coefficient between OSYM entrance scores and GPAs has been calculated.
Student GPAs are defined on a 4 point scale. A students year end GPA is found by calculating the average of all the courses he has taken from the beginning of that year to the end. With this in mind, grades for each course are obtained by multiplying the grade letter belonging to that course and the credit hours of the course and the total is divided into credit total. Degree GPA is the total grade point average obtained for all years of study at the end of the 4th year.
In addition, using surveys containing open ended questions, students were asked about their compatibility with other students of different backgrounds and their interest in the professions they may be involved with after graduation.
Findings and Interpretation
Following are the regression and correlation analysis concerning the secondary problems along with the qualitative research survey evaluation.
Findings for base problem 1:
The Student Selection and Placement Exam scores of different years, GPAs, along with other independent variables and prediction coefficient numbers are shown in Table 1.
According to the data in Table 1, it can be said that, on a yearly basis, there is no significant relationship between students GPAs and their OSYS scores.

Table 1: Correlation between OSYS scores and GPA

YearsNRCI 95%p20051410.16760,002355- 0,32390.04702006141-0,01060-0,1756 - 0,15500,900820071410,03092-0,1351-0,19520,71592008141-0,05413-0,2175-0,11220,5238
The linear relationship between the OSYS scores and GPAs of 141 students who registered in 2005 were examined with a correlation coefficient, and a significant relationship being discovered. (r=0.1676; p< 0.05). Variables for the 2006, 2007 and 2008 academic years show no significant relationship with OSYS scores.
Findings for base problem 2:
The regression analysis of the OSYS scores predicting graduation success (degree GPA) is given in Table 2.

Table 2: Regression Analysis of prediction of OSYM scores and graduation.

ModelBrR2SSEFDFEpOSYS Scores-0,009610-0.05390.00290,015040.40851390.524Constant90,2604*p7?7@7A7B7^7_7`7a7777777¢7£7¤7¥7¦7§7Ã7Ä7Å7Æ7÷7íàÓÊÆÊ¶Ó§¢¢ÓyíkbkLík*jhhCJUmHnHuhmHnHuhçs©h0J$mHnHuh6CJaJmHnHsH hF¬jhUjhU hhçs©h0J$mHnHsHjhhCJUhhçs©h0J$jhçs©h0J$UhCJaJmHnHu$jhçs©h0J$UmHnHu÷7ø7ù788888888898:8;89?9@9Z9[9\9_9`9a9b9c9d99999Ø9Ù9Ú9ô9ñìâì×ÌÇâº«kWL=LjhUmHnHuhmHnHu'jhçs©h0J$UmHnHu**jðhhCJUmHnHuhmHnHuhçs©h0J$mHnHu$jhçs©h0J$UmHnHuh6CJaJmHnHsH jhçs©h0J$U hF¬jhU*jshUjhU hhçs©h0J$mHnHsH ô9õ9ö9ù9ú9û9ü9ý9þ94:6:8:::P:R:T:::::::ïÞÓÄ±¤zkf\fQFA\ hF¬jhU*jg!hUjhU hjhçs©h0J$U*jê hhCJUhhçs©h0J$jhçs©h0J$UhCJaJmHnHu$jhçs©h0J$UmHnHujhUmHnHuhF¬mHnHu jhUmHnHu* jm hUmHnHu::::Ô:Ö:Ø:Ú:;@;t;v;x;~;;;;;;ðÝÏÆÏ°Ïq`UÝH;2hçs©h0J$jhçs©h0J$UhCJaJmHnHuhF¬mHnHu jhUmHnHu* ja"hUmHnHujhUmHnHuhmHnHu'jhçs©h0J$UmHnHu**jä!hhCJUmHnHuhmHnHuhçs©h0J$mHnHu$jhçs©h0J$UmHnHuh6CJaJmHnHsH ;À;Â;Ä;Æ;È;è;ì;î;ð;g@gBgvgxgzgggggggÂgÄgðÜÎÅÎ¯ÜÎ£vjÜ]NEAEhhçs©h0J$jhçs©h0J$U*hCJaJmHnHuhF¬mHnHu* jù\hUmHnHuhmHnHu jhUmHnHu*hmHnHu**j|\hhCJUmHnHuhmHnHuhçs©h0J$mHnHu'jhçs©h0J$UmHnHu*h6CJaJmHnHsH ÄgÆgÈgègêgìgîgðghhhhhhhhh8h9h:h;hïàÑ¿¯¨àwcULU6c*jp^hhCJUmHnHuhmHnHuhçs©h0J$mHnHu'jhçs©h0J$UmHnHu*h6CJaJmHnHsH hF¬*jó]hU hjhU*h*hçs©h0J$mHnHsH *"hçs©h0J$H*mHnHsH *hçs©h0J$mHnHsH jhçs©h0J$U*jv]hhCJU;hÈhÉhÊhähåhæhéhêhëhìhíhîh
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