\n
\n
\n
<\/p>\n
For a few years
\nnow, school curricula in Romania have included several optional courses. Based
\non the collaboration between schools, parents and pupils, such courses can be
\nchosen to be taught even starting from the third grade. One of them focuses on
\narchitecture. Shortly after its approval, ‘De-a arhitectura’ Association, with
\nhelp from the Architects’ Association, completed a curriculum and a textbook
\nfor the third and fourth grades. The course can be taught in just one year, or
\nalong two years, to cover the third and the fourth grade. <\/p>\n
<\/p>\n
Architect Miruna
\nGrigorescu, co-founder of ‘De-a arhitectura’ Association, told us more about
\nthis course: This
\ncourse was presented under a pilot project, in 7 classes in Bucharest, during
\nthe 2012-2013 school year. Since then, the number of classes has grown
\nexponentially, with 60 classes the following year, and we now have more than
\n100 classes where this course is taught this year. Last year we shipped
\ntextbooks to 37 towns.<\/p>\n
<\/p>\n
\n
<\/p>\n
Children attending
\nthe course also benefit from the presence of a volunteer in the class, an
\narchitect who assists the teacher. ‘De-a arhitectura’ is a course that combines
\ntheory and practice, with a focus on the discovery of the town or city children
\nlive in. <\/p>\n
<\/p>\n
Here is Miruna Grigorescu: At the
\nage of 9, 10 or 11, it is essential for these children to experience the city,
\nto be guided and encouraged to understand it in various ways. Back to class,
\nthey analyze together with the architect what they found out and then they get
\nto build things themselves, from mock-ups to miniature cities, with the entire
\nclass contributing to that. Children learn how to scale and what a plane
\nrepresentation is, or what ergonomics means. Starting from this, they study
\nmaterials and textures and also learn things about the geographic, climatic and
\neven historical background of buildings. Then they learn about the city and how
\nthe city works as a mechanism or organism. They learn about urban regulations
\nand their importance.<\/p>\n
<\/p>\n
\n
<\/p>\n
Given the
\npopularity of the optional courses that have been taught so far, education
\nauthorities and civil society are discussing the possibility of introducing
\nother subjects as well, such as legal education. Judge Cristi Danilet, a member
\nof the Higher Council of the Magistrates, has been involved in such talks. He
\nhas even drafted a textbook for high-school students who will be able to use it
\nwhen legal education becomes a subject matter in school curricula. <\/p>\n
<\/p>\n
Judge Danilet
\ntold us what he believed the new subject should cover: We go
\nbeyond theory and we tell these children exactly what they are allowed or not
\nallowed to do, in order not to break the law, be it the Constitution or the
\nCriminal Code. They learn about their obligations when walking to school as
\nwell as their family obligations and their rights. Also, they will learn about
\ntheir rights and obligations in relation to various public institutions. In the
\npast years, in Romania, the number of children who appear before judicial
\nbodies has increased. The number of juvenile delinquents has increased, and so
\nhas the number of child-victims and children abused by their own parents.
\nUnless society does something to prevent them from breaking the law, five or ten
\nyears from now these children are very likely to break the law as adults.<\/p>\n
<\/p>\n
\n
<\/p>\n
The legal
\neducation textbook already includes chapters that are designed to introduce the
\ncurrent legislation to children. Cristi Danilet: <\/p>\n
\n
<\/p>\n
It
\nincludes 15 legal education lessons, with the help of which children are
\nexplained, in a non-technical language and using lots of examples, how they
\nshould behave in society, starting from their rights to the procedures for getting
\nan ID or having their IDs renewed. From this textbook children learn what
\nhappens if their parents are working abroad or if they are divorced, how they
\ncan be protected against domestic violence and what kidnapping means. Also,
\nthey learn about the substances that they are not allowed to use, such as alcohol,
\ntobacco and drugs, or how they are protected by law when buying a product that
\nis past expiration date or does not work right. Other chapters concern traffic
\nregulations, what happens to a child when they are caught traveling on a public
\ntransport means without a ticket, when children are allowed to set up a bank
\naccount, from what age on they can conclude a service agreement or even an
\nemployment contract.<\/p>\n
<\/p>\n
\n
<\/p>\n
All these practical
\naspects are highly appreciated by pupils, as Horia Onita, president of the
\nNational Pupils’ Association told us:<\/p>\n
\n
<\/p>\n
We
\nsupported this initiative from the very beginning, because it is our belief
\nthat school should prepare children for becoming citizens and getting employed.
\nUnfortunately, right now school does neither. School provides children with
\nlots of theoretical information, quite uninteresting for them. It does not
\nteach them how to learn, how to train themselves. These optional courses add
\nvalue to the system and some of them have a wide applicability range. I’m talking
\nhere about legal or financial education. A few months ago we conducted a survey
\non 7000 pupils, and they said they were disappointed because they graduate from
\nhigh-school with lots of information, but without knowing what an employment
\ncontract is, what the difference between a law and a government resolution is,
\nor which are Parliament’s responsibilities. No matter the job they will get,
\nthey will be faced with such things as VAT, taxes… these are things that the
\nRomanian education system pays no attention to.<\/p>\n
<\/p>\n
\n
<\/p>\n
But even the
\noptional courses that have been approved cannot be chosen by pupils or taught
\nas they would like them to be. Horia Onita:<\/p>\n
\n
<\/p>\n
Unfortunately,
\nnot many schools choose these optional courses as they should, through a simple
\nmajority. Pupils and parents chose these courses from a portfolio that includes
\nthe courses that the school is allowed to propose. Unfortunately, this
\nportfolio does not include subjects such as legal education or architecture,
\nbecause most schools propose only classical subjects, for their teachers’ work
\nload to be complete.<\/p>\n
<\/p>\n
\n
<\/p>\n
Recently,
\nthe Education Ministry has initiated a public debate on the framework curriculum
\nfor secondary education, which includes more optional courses than before. <\/p>\n
\n
\n
\n
\n
\n
<\/p>\n","protected":false},"excerpt":{"rendered":"
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