Continuity And Change: Building A Quality Culture In The Romanian Educational System

Educational objectives, like educational quality, are contextual and evolving -- they may exhibit both continuity and change. This paper capitalizes on the role of neo-institutionalism and on the contribution of Douglass North (one major representative of the neo-institutionalism trend) in identifyi...

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Bibliographic Details
Published in:Contemporary issues in education research (Littleton, Colo.) Colo.), 2009-10, Vol.2 (4), p.71
Main Authors: Bunda, Nicoleta Ramona, Baciu, Livia Loredana
Format: Article
Language:English
Subjects:
Belief & doubt
Beliefs
Cognitive Development
Cultural change
Cultural Context
Decision making
Education policy
Education reform
Educational Administration
Educational attainment
Educational Change
Educational Improvement
Educational Objectives
Educational Quality
Efficiency
Foreign Countries
Hypotheses
Institutionalism
Knowledge
Learning
Learning Processes
Learning Theories
Nobel prizes
Organizational learning
Perceptions
Political factors
Political power
Political systems
Problem Solving
Quality Assurance
Quality Control
Quality management
Quality of education
Role
Romania
Society
Sustainability
Sustainable development
Taxonomy
Trends
Values
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Summary:Educational objectives, like educational quality, are contextual and evolving -- they may exhibit both continuity and change. This paper capitalizes on the role of neo-institutionalism and on the contribution of Douglass North (one major representative of the neo-institutionalism trend) in identifying the institutional impact upon cognitive development, national consciousness and economic performance. Out of this large theoretical corpus, the authors have focused on the theories of learning. The core idea which they have drawn on refers to the fact that educational improvements are dependent on the characteristics of social institutions and institutions, in their turn, are variables dependent on the level of education. If political factors considered both formal and informal aspects in the implementation of educational reforms in Romania, this would increase the chances for progress. Any strong educational "edifice" needs to start from national values and beliefs. The impending changes should be gradual rather than radical.
ISSN:1940-5847
1941-756X