- Education and Science»
- Elementary, Middle School & High School
The education problems in rural areas of Romania
Romania continues to have the poorest children in the EU, and half of them live in rural areas. There exists a growing group of children in a very vulnerable situation, from poor families, with one type of income, often only childcare or social income, who face multiple vulnerabilities.
For them working and no playing or education are concerns of everyday. They used go to bed hungry and feel marginalized in the community and even their family. These children should undergo urgent cross-sectoral interventions to improve their nutritional status and access to health services, education and protection in community and family.
Only 36% of students are using the computer lab weekly
Just over 50% of rural students use computers at school at least once a week, from all disciplines and only 38% of students say they have Internet access, according to a study.
Research on the quality of education in rural areas conducted by World Vision Romania also shows that although there are laboratories in over 90% of schools involved in the study, these laboratories are used less than 10% of their capacity. Thus, only 36% of students say they use the computer lab weekly.
The study also adds a poor use of audio and video media, less than 1/3 of students indicating their weekly cumulative use in all disciplines, in the countryside. On the other hand, there is a better use of teaching materials.
The teachers are the main problem
The main problem is related to teachers. A study made by the University of Bucharest shows that 70% of teachers are hostile to digital textbooks. Some of them don't know how to use them, some of them don't have such thing in their schools, and some of them don't want to use them. It should be changed the teacher evaluation criteria, to include the use of computers and other teaching material.
The survey shows that over 80% of students say that more than half the time of regular hours they are listening to explanations of the teachers. On the other hand, a little more than 50 percent of the children say that in group learning activities are prevalent, and they are discouraged to work together during learning activities. In addition, the teacher guides strict the learning process, and the student's autonomy is reduced.
Why students from rural areas are missing school?
About three-quarters of rural students who participated in the study states that in the last semester, have never talked to a school counselor and more than 30% of students recognize that they are missing without reasons from school, most often due to personal problems.
10% of children are missing for household works and 8% of the students because they do not like what they learn at school. More than half of the students do not consider the homework relevant or useful.
With regard to further studies at high school, 35% of children and about the same percentage of parents do not wonder about it. The percentage of early school leaving is double in rural areas compared to the national average.
Discriminated students because lack of school performance
The survey shows that although the school climate is generally perceived as positive, the school is geared towards solving problems (negative issues or problems of individual students and family) and less on improving results, growth and development.
Almost 26% of students felt discriminated in school, but more often not because of ethnicity, health status or social status, but rather due to the lack of school performance, of misconduct, etc.
Also, was observed that key competencies are neglected in favor of subjects for examination, which are considered more important.
The study, conducted from March to August 2014, assessed the perception of children and parents about the quality of education in Romanian schools, particularly in rural areas.
Were interviewed 3586 children and 157 parents from schools in six counties (Cluj, Dolj, Valcea, Ialomita, Iasi and Suceava). The vast majority of them are operating in disadvantaged communities, and the target groups are parents of children in primary and secondary education but also middle school students.