Primary and secondary school teacher

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Invest in people !

EUROPEAN SOCIAL FUND Sectoral Operational Programme Human Resources Development 2007 – 2013 Priority Axis 3 "INCREASING ADAPTABILITY OF WORKERS AND ENTERPRISES" Major field of intervention 3.3 "Developing partnerships and encouraging the initiatives of social partners and civil society" Title of the project: “Network of Competent Authorities for Professional Qualifications in Romania (IMI PQ NET Romania)” Beneficiary: Ministry of National Education Contract no. SOP HRD/93/3.3/S/53132

GUIDELINES FOR THE CERTIFICATION AND RECOGNITION OF THE PROFESSION OF PRIMARY / SECONDARY SCHOOL TEACHER Author: Paula Posea Domain: EDUCATION-ADMINISTRATION

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TABLE OF CONTENTS Introduction 1. Status regarding the regulation of the profession of primary / secondary school teacher in Romania and other European Union Member States 2. Procedures for the validation / certification of competence applied by CA in countries where the profession is regulated 2.1. Procedures for the validation / certification of competence of the profession of primary / secondary school teacher in Romania 2.2. Procedures for the validation / certification of competence of the profession of primary / secondary school teacher in Great Britain 2.3. Procedures for the validation / certification of competence of the profession of primary / secondary school teacher in Denmark 2.4 Procedures for the validation / certification of competence of the profession of primary / secondary school teacher in Germany 2.5. Procedures for the validation / certification of competence of the profession of primary / secondary school teacher in Italy 2.6. Procedures for the validation / certification of competence of the profession of primary / secondary school teacher in The Netherlands 2.7. Procedures for the validation / certification of competence of the profession of primary / secondary school teacher in Spain

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2.8. Procedures for the validation / certification of competence of the profession of primary / secondary school teacher in Austria 2.9. Procedures for the validation / certification of competence of the profession of primary / secondary school teacher in The Czech Republic 3. Processes of recognition of qualifications acquired in other EU MS 3.1. The process of recognition of the qualification of primary / secondary school teacher in Romania 3.2. The process of recognition of the qualification of primary / secondary school teacher in The Netherlands 3.3. The process of recognition of the qualification of primary / secondary school teacher in Spain 3.4. The process of recognition of the qualification of primary / secondary school teacher in Great Britain 3.5. The process of recognition of the qualification of primary / secondary school teacher in Denmark 3.6. The process of recognition of the qualification of primary / secondary school teacher in The Czech Republic 3.7. The process of recognition of the qualification of primary / secondary school teacher in Italy 3.8. The process of recognition of the qualification of primary / secondary school teacher in Austria 3.9. The process of recognition of the

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qualification of primary / secondary school teacher in Germany 4.SOLVIT 5. The practice of the profession of primary / secondary school teacher in the EU 6. Conclusions 7. List of abbreviations used in this paper 8. References

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INTRODUCTION The guidelines for the certification and recognition of the profession of Primary / secondary school teacher represents on of the outcomes of the „Network of Competent Authorities for Professional Qualifications in Romania (IMI PQ NET Romania)� Project implemented by the Ministry of National Education (MNE) in partnership with the National Qualifications Authority (NCA) and the Institute for Social Policy (ISP), co-financed by the European Social Fund through the Sectoral Operational Programme Human Resources Development 2007-2013 (SOP HRD).

Within IMI PQ NET Romania Project, validation procedures and certification of competence and qualification recognition processes for each regulated profession in part were analyzed and developed together with competent authorities and common procedural elements for each competent authority have been established. By aggregation and synthesis thereof, common procedural elements for each domain have been established and, on this basis, standard procedures for the validation and certification of competence covering all regulated professions and for the recognition of qualifications were developed.

The analysis was performed for Romania and another 8 European Union Member States (Austria, The Czech Republic, Denmark, Germany, Italy, Great Britain, The Netherlands and Spain). Research in European

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legislation and in the legislation of the countries concerned were performed, on the acquisition manner of qualifications, the education and training system, types of documents (diplomas, certificates, qualification certificates, etc.) that can be obtained on the certification of the preparation, regulations regarding validation, accreditation and recognition of qualifications, professions regulated under Directive 2005/36/EC on the recognition of professional qualifications.

For some of these countries (Denmark, Germany, Italy, Great Britain, The Netherlands and Spain) study visits attended by specialists in the working groups established under the project and experts from the Ministry of National Education and the National Qualifications Authority, were organized within the project. During these visits, the information collection basis within the meetings with representatives of the competent authorities and other stakeholders in host countries was extended.

The purpose of this analysis is to facilitate the responsible institutions and stakeholders, the knowledge and understanding of the profession (professions) analyzed in several European countries, compared to Romania in order to adapt legislation and facilitate mobility on the European labor market. These guidelines are achieved based on guidance standard reference terms for the procedures of validation and certification of competence and qualification recognition processes1,

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developed within the project and validated in the workshops of working groups.

The achievement of the guidelines for the certification and recognition of the profession of primary / secondary school teacher aims to: 

assist competent authorities in Romania (Ministry of National Education and its subordinate institutions) in their efforts to standardize the certification and recognition of regulated professions they manage by informing them about the practices of other EU Member States

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inform all people who have acquired skills in the respective field of activity in Romania and want to practice the profession in question in one of the EU Member States presented in the guide.

I thank all the members of the Working Group EducationAdministration for their improvement suggestions and proposals made within the workshops organized through the project.

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1. Status regarding the regulation of the profession of primary / secondary school teacher in Romania and other European Union Member States Law no. 200/2004 on the recognition of diplomas and professional qualifications for the professions regulated in Romania establishes in Annex no. 2 - List of regulated professions in Romania, among the regulated professions requiring at least three years of higher education (diploma of a university or college) , the profession of teacher (for higher education and primary / secondary school [2] However, in Romania, the National Education Law no. 1 of 2011 [1], published in the Official Gazette no. 18/10.01.2011 establishes the teaching positions in primary / secondary school. These are: 

in ante pre-school education: kindergarten teacher-nursery school teacher

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in pre-school education: preschool teacher

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in primary education: primary school teacher

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in secondary education: teacher

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in special education: special education teacher

The list of IMI System qualifications [3] contains several professions for primary / secondary school, for different levels and subsystems of the school system, such as: Table no. 1

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Denumirea Profesiei (RO)

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Profession Designation (EN)

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Învăţător

Primary school teacher

Equivalent teaching position in Romania primary education teacher

Educator/institutor preşcolar

Nursery school teacher

preschool education teacher

Profesor în instituţii de învăţământ profesional Profesor în învăţământul secundar Profesor specializat pentru copii cu nevoi speciale

Vocational education teacher

teacher

Secondary school teacher

teacher

Special needs teacher

special education teacher

Group of occupations in IMIPQNET System Education and professional training, related professions Education and professional training, related professions Education and professional training, related professions Education and professional training, related professions Education and professional training, related professions

In European Union Member States, according to the website http://ec.europa.eu/internal_market/qualifications/regprof/ [4], there are several professions regulated for primary / secondary school, for example: 

Primary school teacher/ învăţător – there are 33 similar professions regulated in 25 countries

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Secondary school teacher/ Profesor în învăţământul secundarthere are 48 similar professions regulated in 29 countries ( EU and EEA)

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Vocational education teacher/Profesor în instituţii de învăţământ profesional- there are 11 similar professions regulated in 8 countries

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For the countries studied within the project, Table 2 presents, by way of example, the situation for the profession of primary school teacher (învăţător) and Chapter 2 of this study will present all existing situations in detail: Table no. 2 Member State

Profession Competent Authority Designation

primary ROMANIA education teacher

Ministry of National Education

Level of education

Recognition system General PS3 - Diploma of system of post-secondary recognition level (3-4 years), first Art. 11 d application

BUNDESLÄNDER/ Bu Lehrer an ndesministerium für PS3 - Diploma of Volksschulen/ Wirtschaft, Familie und post-secondary AUSTRIA primary Jugend / Ministry of level (3-4 years), school teacher Economy, Family and Art. 11 d Youth Učitel prvního PS3 - Diploma of stupně Ministry of Education, post-secondary CZECH základní Youth and Sports, level (3-4 years), REPUBLIC školy/ primary email:posta@msmt.cz Art. 11 d school teacher Styrelsen for Lærer i Universiteter og Folkeskolen/F PS3 - Diploma of Internationalisering/ olkeskolelære post-secondary Danish Agency for DENMARK r/ primary level (3-4 years), Universities and school teacher Art. 11 d Internationalisation /teacher http://www.ui.dk/ Zentralstelle für ausländisches PS3 - Diploma of Billdungswesen/ post-secondary GERMANY Lehrer/teacher Central office for level (3-4 years), foreign education, Art. 11 d email: zab@kmk.org

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General system of recognition first application General system of recognition first application General system of recognition first application General system of recognition first application

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National College for Teaching and BRITAIN Leadership,http://www. PS3 - Diploma of education.gov.uk/ post-secondary General Teaching level (3-4 years), Council for Art. 11 d Scotlan/,http://www.gtc s.org.uk/ Docente di Ministero PS3 - Diploma of scuola dell'Università, email: post-secondary primaria/prim a.greco@istruzione.it ITALY level (3-4 years), ary school Art. 11 d teacher Leraar Dienst Uitvoering basisonderwij Onderwijs/ Department PS3 - Diploma of of Education, post-secondary NETHERLA s/ teacher training http://www.duo.nl/Inter level (3-4 years), NDS national_visitors/default Art. 11 d .asp Maestro/Mast Ministerio de Educación er y Ciencia (Subdirección General de Titulos, Convalidaciones y Homologaciones)/ PS3 - Diploma of Ministry of Education post-secondary SPAIN and Science, General level (3-4 years), Subdepartment Titles, Art. 11 d Certifications and Homologations. informacion@mepsyd.e s GREAT

School Teacher in State maintained schools (Primary)

General system of recognition first application General system of recognition first application General system of recognition first application

General system of recognition first application

It is interesting to study the regulation manner of the profession of Teacher in vocational education institutions (Vocational education teacher), which in Romania is not regulated differently, although it would be necessary.

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In Figure no. 1, one can identify the countries in which this profession is regulated, and Table no. 3 provides synthetic information from the database of the European Commission, related to this profession.

Figure no. 1 - Vocational education teacher – regulated profession [4]

Table no. 3 Member State

Profession Competent Authority Designation Vlaamse Overheid, Administratie Hoger Hoogleraar onderwijs, NARICBELGIUM - (hogeschool)/ Vlaanderen/ Flemish vocational Flemish Government, Higher Community education Education teacher Administration, NARIC-Vlaanderen,

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Level of education

PS3 - Diploma of post-secondary level (3-4 years), Art. 11 d

Recognition system General system of recognition first application

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BELGIUM French Community

CZECH REPUBLIC

FINLAND

LITHUANI A

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daniel.deschrijver@ond. vlaanderen.be Ministère de la Fédération WallonieBruxelles, Direction Professeur générale de d'enseigneme l'Enseignement nonnt superieur obligatoire et de la PS3 - Diploma of nonRecherche scientifique/ post-secondary universitaire/ Ministry of the level (3-4 years), non-university Walloon-Brussels Art. 11 d higher Federation, Directorate education General for Nonteacher compulsory Education and Scientific Research http://www.enseigneme nt.be/ ESA - Certificate attesting secondary course Učitel vyšší graduation, Art. odborné Ministry of Education, 11 b, školy/higher Youth and Sports Legislation:Act vocational posta@msmt.cz No. 563/2004 education Coll., on teacher Education Professionals, Art. 11 Ammatillisten opintojen opettaja/lärare Finnish National Board PS3 - Diploma of i of Education post-secondary yrkesinriktade (Opetushallitus) level (3-4 years), studier/ http://www.oph.fi/ Art. 11 d vocational education teacher Profesijos Švietimo ir mokslo PS3 - Diploma of mokytojas/ ministerija post-secondary lower, Ministry of Education level (3-4 years), secondary, and Science Art. 11 d

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General system of recognition first application

General system of recognition first application

General system of recognition first application

General system of recognition first

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post secondary vocational education teacher Docent beroepsonder wijs en volwassenene ducatie, bve/ secondary vocational education NETHERLA teacher NDS

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http://www.smm.lt/

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application

Dienst Uitvoering General Onderwijs/ Department PS3 - Diploma of system of of Education post-secondary recognition http://www.duo.nl/Inter level (3-4 years), first national_visitors/default Art. 11 d application Docent hoger .asp beroepsonder wijs/ post secondary vocational education teacher Yrkesfaglærer Utdanningsdirektoratet ESD - Diploma / vocational The Norwegian of post secondary education Directorate for education, General teacher Education and Training including Annex system of http://www.udir.no/ II (ex 92/51, recognition Annexes C, D), NORWAY first Art. 11 c application Legislation:Forsk rift 23. juni 2006 nr. 724 til opplæringslova Nauczyciel Minister Edukacji ESD - Diploma General praktycznej Narodowej of post secondary system of nauki zawodu/ Ministry of National education, recognition practical Education including Annex POLAND first vocational http://www.men.gov.pl/ II (ex 92/51, application training Annexes C, D), teacher Art. 11 c Ministstvo za ESA - Certificate General SLOVENIA Mojster v

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poklicnem in izobraževanje, znanost, attesting strokovnem kulturo in šport secondary course izobraževanju Ministry of Education, graduation, Art. / Master in Science, Culture and 11 b Vocational Sport Education and http://www.mizks.gov.si Training /

system of recognition first application

Učitelj praktičnega pouka in veščin v poklicnih oz. strokovnih šolah/ practical vocational training and skill development in vocational schools teacher Source: http://ec.europa.eu/internal_market/qualifications/regprof/index.cfm?action=profession &id_profession=3121 4

Initial teacher training in Europe [21] In Europe, for initial teacher training the trend is that the bachelor degree of 4 years duration be considered the minimum qualification.

In 2012, in Europe, the predominant teacher qualification was the bachelor degree, except high school teachers who, in most countries must have a master's degree. Only in the Czech Republic, Germany, Austria, Malta and Slovakia teachers for pre-primary education (or

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qualified personnel for this level) are not higher education graduates, but they have a post-secondary level qualification.

Alternative ways to obtain a teaching qualification such as training on the job or career change short programs are not widespread in European countries.

Within the programs for pre-primary and primary education teachers, professional training (which includes theoretical and practical parts and is different from training in a certain specialty) amounts to about a third of the whole training duration in most countries. Training programs for teaching in secondary education usually contain less didactic training.

Practical training in schools shows large variations between countries, but it is again, usually, greater for teachers in pre - primary and primary education than for those in higher education.

In most countries, the central guidelines indicate that initial teacher training programs should develop knowledge and skills related to research in education. These recommendations apply to both bachelor degree training and master's level training.

Specific requirements for the admission to initial teacher training [21] Admission to initial teacher training seems to be governed more by the general entry requirements for higher education than by specific selection criteria for teacher training. Only one third of all European countries have established specific selection methods. Aptitude tests or

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interviews regarding the candidate's motivation to become a teacher are not given in many countries.

Teacher training can be organized in different ways, but it usually includes a professional, specialty component and a teaching component.

The professional component refers to general education courses and mastering the specialty domain that candidates will teach and the teaching component provides prospective teachers theoretical and practical skills, necessary for teaching. The two main patterns of initial teacher education can be distinguished depending on how these two components are combined. The professional component can be provided either at the same time with the teaching component (simultaneous / concurrent pattern) or after (consecutive pattern) [21].

This means that in the concurrent pattern, students are involved in the specific teacher education from the beginning of their tertiary education program, while in the consecutive pattern, this happens after or near the end of obtaining the title. For a training in accordance with the concurrent pattern, the required qualifications are the certificate of higher secondary education and, in some cases, a certificate of proficiency for tertiary education and / or education teacher). In the consecutive pattern, students who were engaged in tertiary education in a certain field can proceed to vocational training in a separate phase.

In almost all European countries, teachers from pre-primary and primary education are trained in accordance with the simultaneous pattern.

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Initial training of teachers for the lower levels of education usually follow concurrent / simultaneous route. France and Portugal are the only exceptions where the consecutive pattern is only practiced. In Bulgaria, Estonia, Ireland, Poland, Slovenia and the United Kingdom (England, Wales, Northern Ireland and Scotland) both routes are available.

For general lower secondary education, the situation is more complex.

The simultaneous pattern is the only possible option in Belgium, Denmark, Germany, Slovakia, Iceland and Turkey. In eight countries (Estonia, Spain, France, Italy, Cyprus, Luxembourg, Hungary and Portugal), the consecutive pattern is the pattern available for training. In most other countries, both of the patterns exist.

Most countries provide for secondary school teachers either exclusively the consecutive pattern, or both training ways. Therefore, the vast majority of general upper secondary teachers in Europe are trained through the consecutive pattern.

In Germany, Slovakia, Iceland and Turkey, the simultaneous / concurrent pattern is the only possible way at all levels of education, while in France and Portugal, the only pattern available is the consecutive one. However, in Bulgaria, Ireland, Poland and the UK, both routes are available from pre-primary to upper secondary education (ISCED 1-3).

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In addition to traditional patterns, few countries offer various alternative ways of training. For upper secondary education, in most countries, the final qualification is a Master's degree.

In Romania Law no. 288/2004 on the organization of higher education in the 3 study cycles (BA - 3/4 years, Masters - 1/2 years, PhD - 3 years) was applied from the 2005-2006 academic year, which in 2008 allowed the first class of students to graduate with a BA in accordance with the principles of the Bologna Process. Since 2008-2009 the first candidates attended the entrance examination for the Master academic studies.

The bachelor's degree in Primary and Preschool Education Pedagogy meets the training conditions established by Directive 2005/36/EC, 11d, with a study duration of 3years (cycle 1 - bachelor degree), to teach in Romania: Romanian Language and Literature, Mathematics, Natural Sciences, Civic Education, History, Geography, Drawing, Music and Practical Skills at primary level for the age group 6-10 years and to work as a Kindergarten Teacher for the age group 3-6 years.

The bachelor degree for many majors satisfies the conditions of Directive 2005/36/EC, 11d, with a study duration of 3 years (cycle I bachelor of arts studies), to teach in Romania in lower secondary education.

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The master's degree in many majors satisfies the conditions of Directive 2005/36/EC, 11e, with a study duration of 5 years (cycle I bachelor of arts studies and cycle II - master's degree) to teach in Romania in secondary superior education. To teach in lower secondary and upper education, graduates of Cycle I - bachelor of arts studies I and of Cycle II - master's degree must obtain 30 credits in psychopedagogical training - for lower secondary education and 60 credits - for upper secondary education.

2. Procedures for the validation / certification of competence applied by CA in countries where the profession is regulated Given the large number of regulated professions corresponding to the generic name Primary / secondary school teacher and the related large amount of information it was considered useful to the users of this guide, to submit all information on the legislation, conditions of access to the profession, the validation / certification procedure, authorities involved in the process, the presence of the profession in IMI, etc., under the synthetic form of the Sheet of the regulated profession.

In most cases, this sheet also provides useful information for the recognition process.

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2.1 Procedures for the validation / certification of competence of the profession of primary / secondary school teacher in Romania In Romania the requirements for initial and continuing training necessary for a professional career, and the conditions for holding a teaching position in an educational or training establishment under the Ministry of National Education are established by the National Education Law no. 1/2011. Title IV Status of teaching staff, Chapter I Status of teaching staff in primary / secondary school establish the following: “Section 2 - Initial and continuous training. The teaching career Art. 236 (1) Initial training for teaching positions in primary / secondary school comprises: a) initial, theoretical, specialty training, made by universities in programs accredited by law; b) teaching masters with a duration of 2 years; c) practical training with a duration of one academic year, conducted in an educational establishment, under the supervision of a mentor teacher.

(2) Notwithstanding the provisions of paragraph (1), the training of ante preschool education staff is achieved through pedagogic high schools.

(3) In order to obtain another specialization, the graduates of bachelor

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of arts studies can pursue a module of at least 90 transferable credits attesting the obtaining of skills to teach a certain discipline from the fundamental field related to the specialization field on the bachelor degree. This module can be followed at the same time with the teaching masters or after its completion.

Art. 234 (1) Obtaining and maintaining a teaching or auxiliary teaching position and a management, guidance and control position are subject to the submission of a medical certificate issued on a specific form developed by the Ministry of Education, Research, Youth and Sports together with the Ministry of Health. Medical incompatibilities with the teaching position are established by a Protocol concluded between the Ministry of Education, Research, Youth and Sports and the Ministry of Health.

Art. 240 (1) The occupation of a teaching position for the practical training period with a duration of one academic year is achieved by: a) position contest / vacant / reserved positions; b) distribution by the county / Bucharest school inspectorate on the unoccupied positions following the contest.

(2) All provisions of this law and all other appropriate provisions in the legislation in force will be applied to the people in the period of practical training with a duration of one academic year, according to the teaching position temporarily occupied.

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Art. 241 (1) The national education completion examination is organized by the Ministry of Education, Research, Youth and Sports, according to a methodology approved by the Minister of Education, Research, Youth and Sport, and includes: a) stage I, which is eliminatory - performed by school inspectorates in the period of the practical training with a duration of one academic year and consisting of the professional performance evaluation in the educational institution, the assessment of the personal and professional portfolio and having at least two inspections during classes; b) stage II, which is final - achieved on the completion of the practical training with a duration of one academic year and consisting of a written examination, based on certain subjects and a bibliography approved by the Ministry of Education, Research, Youth and Sports, for each specialty in part.

(2) Teaching staff completing the completion examination achieve the title of teacher having the right to practice in primary / secondary school�.

2.1.1. Factsheet of the regulated profession - teachers in primary /

secondary school Denomination of regulated profession / COR code Regulatory Competent Authority CA Legislation governing the

2341/ Teachers in primary schools 2330/ Teachers in secondary schools Ministry of National Education National Education Law no. 1 of January 2011

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profession Access conditions

Validation and certification procedure / contest procedure Validating and certifying bodies Content of the file

Fees Awarded / certified title Validity period of the certification Requirements concerning continuous training Other national organizations involved in certification Membership in professional organizations Other EU countries where the profession is regulated / ways of recognition The existence of the profession in IMIPQNET Access of non-national people / recognition

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1. medical certificate issued on a specific form developed by the Ministry of Education 2. promoted completion exam according to the methodology approved by the Minister of National Education (OMECTS no.

6193/13.11.2012) Ministry of National Education through the County School Inspectorates and CNEE  Copy of IC / Passport  Proof of professional skills (bachelor diploma, etc. + diploma supplement)  Other certificates / diplomas relevant to the exercise of the profession  Proof of passing the completion exam  Marriage certificate / change of name N/A The title of teacher N/A N/A N/A N/A All EU countries

yes Yes, according to the procedure above.

2.2. Procedures for the validation / certification of competence

of the profession of primary / secondary school teacher in Great Britain 24

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2.2.1. Factsheet of the regulated profession - teachers in primary / secondary school Denomination of regulated profession / COR code

2341/ Teachers in primary schools 2330/ Teachers in secondary schools

Regulatory Competent Authority CA

Legislation governing the profession

Teaching Agency, England General Teaching Council for Scotland General Teaching Council for Wales General Teaching Council for Northern Ireland The Education Act 2011 Teachers’ Standards May 2012

Access conditions

Bachelor studies, 4 years Variants; England: Initial Teacher Training (ITT) Program (theoretical lessons and 18 weeks of practice in the field). Qualified Teacher Status is obtained; Scotland : Initial Teacher Education (ITE). Teaching Qualification (TQ ) is obtained.

Validation and certification procedure / contest procedure

Validating and certifying bodies Content of the file

QTS (Qualified Teacher der Status) and induction division for: England Scotland Wales Northern Ireland General Teaching Council of England     

Fees

Copy of IC / Passport Proof of professional skills (bachelor diploma, etc. + diploma supplement) Other certificates / diplomas relevant to the exercise of the profession Proof of professional experience (e.g. recommendations from employers, copies of employment contracts, etc.)

Marriage certificate / change of name

N/A

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Awarded / certified title Validity period of the certification Requirements concerning continuous training Other national organizations involved in certification Membership in professional organizations Other EU countries where the profession is regulated / ways of recognition Existence of the profession in IMIPQNET Access of non-national people / recognition

European Social Fund SOP HRD 2007-2013

Structural Instruments 2007 - 2013

Diploma equivalent to the education system in the UK N/A N/A N/A N/A All EU countries

yes Yes, according to the procedure above. In addition, a work permit for England ("blue card") is required.

2.3. Procedures for the validation / certification of competence of the profession of primary / secondary school teacher in Denmark 2.3.1. Factsheet of the regulated profession - teachers in primary / secondary school (primary, lower secondary) Denomination of regulated profession / COR code Regulatory Competent Authority CA Legislation governing the profession

2341/ Teachers in primary schools 2330/ Teachers in secondary schools Danish Agency for Universities and Internationalisation National regulations Folkeskole Act (Bekendtgørelse af lov om folkeskolen): LBK nr. 998 af 16. august 2010 Act on the Training of Teachers for the Danish Folkeskole (Lov om uddannelsen til professionsbachelor som lærer i folkeskolen): LOV nr. 579 af 09/06/2006 Ministerial Order on teacher training with credit transfer (Bekendtgørelse om uddannelsen til meritlærer): BEK. nr. 651 af 29. juni 2009

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Bekendtgørelse af overenskomst af 3. marts 1982 med Finland, Island, Norge og Sverige om et fælles nordisk arbejdsmarked for lærere i folkeskolen Agreement of March 3, 1982 with Finland, Iceland, Norway and Sweden, for a common market of northern workforce for teachers in primary schools

Access conditions Validation and certification procedure / contest procedure

Validating and certifying bodies Content of the file

Fees Awarded / certified title Validity period of the certification Requirements concerning continuous training

European regulations 2005/36/EC, Title III, Chapter I (General system for the recognition of evidence of training) Bachelor studies, 4 years The application for the equivalence of the diploma in DK can be submitted by: the person concerned or other person with power of attorney (proxy) from the person concerned.

All documents (copies) must be certified to be "consistent with the original" and translated into Danish Danish Agency for Universities and Internationalisation  Copy of IC / Passport  Proof of professional skills (bachelor diploma, etc.)  Other certificates / diplomas relevant to the exercise of the profession  Bachelor degree supplement (information about the duration of studies, duration of courses, ECTS credits, etc.)  Proof of professional experience (e.g. recommendations from employers, copies of employment contracts, etc.)  Marriage certificate / change of name N/A Diploma equivalent to the education system in DK Unlimited According to Danish national regulations for the specific profession, including those related to

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Other national organizations involved in certification Membership in professional organizations Other EU countries where the profession is regulated / ways of recognition Existence of the profession in IMIPQNET Access of non-national people / recognition

European Social Fund SOP HRD 2007-2013

Structural Instruments 2007 - 2013

Consumer Protection Danmarks Lærerforening (www.dlf.org) N/A All EU countries

yes Yes, according to the procedure above.

2.3.2. Factsheet of the regulated profession - teachers in primary / secondary school - Public high school teachers: STX, HF: humanist studies, social studies and natural sciences HHX: entrepreneurship / business, economic studies HTX: technical / scientific studies Denomination of regulated profession / COR code Regulatory Competent Authority CA Legislation governing the profession

233001 (High school, post high school teacher)

Danish Agency for Universities and Internationalisation National regulations Ministerial Order on teaching skills in secondary schools (Bekendtgørelse om undervisningskompetence i de gymnasiale uddannelser (pædagogikumbekendtgørelsen): BEK nr. 139 af 23. februar 2011. Bekendtgørelse af aftale af 29. september 1986 med Finland, Island, Norge og Sverige- om fælles arbejdsmarked for faglærere og lærere i praktiskæstetiske fag i gymnasieskolen (gymnasiet og erhvervsskolerne)/ Notice of appointment of September 29, 1986 for Finland, Iceland, Norway and Sweden, on the single labor market for teachers of practical and aesthetic subjects in secondary school (high school and vocational schools) European regulations 2005/36/EC, Title III, Chapter I (General system for the

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Access conditions Validation and certification procedure / contest procedure

Validating and certifying bodies Content of the file

European Social Fund SOP HRD 2007-2013

Structural Instruments 2007 - 2013

recognition of evidence of training) Bachelor studies, 4 years The application for the equivalence of the diploma in DK can be submitted by: the person concerned or other person with power of attorney (proxy) from the person concerned.

All documents (copies) must be certified to be "consistent with the original" and translated into Danish Danish Agency for Universities and Internationalisation     

Copy of IC / Passport Proof of professional skills (bachelor diploma, etc.)

Other certificates / diplomas relevant to the exercise of the profession Bachelor degree supplement (information about the duration of studies, duration of courses, ECTS credits, etc.)

Proof of professional experience (e.g. recommendations from employers, copies of employment contracts, etc.)

Fees Awarded / certified title

N/A Diploma equivalent to the education system in DK

Validity period of the certification Requirements concerning continuous training Other national organizations involved in certification Membership in professional organizations Other EU countries where the profession is regulated / ways of recognition

Unlimited According to the Danish national regulations for the specific profession, including those related to Consumer Protection Danmarks Lærerforening (www.dlf.org)

N/A

All EU countries

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Existence of the profession in IMIPQNET

yes

Acces non-naţionali / recunoaştere

Yes, according to the procedure above.

Source:http://en.iu.dk/recognition/dk-recognition-system/procedures[5]

2.4. Procedures for the validation / certification of competence of the profession of primary / secondary school teacher in Germany 2.4.1. Factsheet of the regulated profession - teachers in primary / secondary school - Public primary / secondary school teachers Denomination of regulated profession / COR code Regulatory Competent Authority CA Legislation governing the profession

2341/ Teachers in primary schools 2330/ Teachers in secondary schools

Access conditions

Bachelor studies, 4 years

Validation and certification procedure / contest procedure

Specific to each Land Generally validation comprises two phases: 1.

A validation of specialty knowledge 2.

A validation of the experience (practice) in the field: aptitude test or adaptation period (internship, Referendariat) Central Office for Foreign Education, Ständigen Konferenz der Kultusminister der Länder in der Bundesrepublik Deutschland/ The Standing Conference of the Ministers of Education of the Federal Republic of Germany Local authorities in each Land (in some Länder

Validating and certifying bodies

Zentralstelle für ausländisches Billdungswesen Federal Recognition Act, 1 April 2012 (Gesetz zur Verbesserung der Feststellung und Anerkennung im Ausland erworbener Berufsqualifikationen) EU Directive on the Recognition of Professional Qualifications (2005/36/EC)

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Content of the file

Fees Awarded / certified title Validity period of the certification Requirements concerning continuous training Other national organizations involved in certification Membership in professional organizations Other EU countries where the profession is regulated / ways of recognition Existence of the profession in IMIPQNET Acces non-naţionali / recunoaştere

European Social Fund SOP HRD 2007-2013

Structural Instruments 2007 - 2013

teachers are treated as civil servants and the profession recognition should take account of this fact)  Copy of IC / Passport  Proof of professional skills (bachelor diploma, etc. + diploma supplement)  Other certificates / diplomas relevant to the exercise of the profession  Proof of professional experience (e.g. recommendations from employers, copies of employment contracts, etc.)  Marriage certificate / change of name  Proof that the profession is not regulated in the home country (http://www.anerkennung-indeutschland.de/html/en/169.php) Fees are set at Länder level Diploma equivalent to the education system in GE / proper Land N/A N/A N/A

N/A All EU countries

yes Yes, according to the procedure above.

Note: Germans people from other countries, who benefit from the regulations of specific legislation have a special status Gesetz über die Angelegenheiten der Vertriebenen und Flüchtlinge/ Law on the problems of displaced people and refugees;: Bundesvertriebenengesetz, abbr. BVFG; 19 May, 1953

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Structural Instruments 2007 - 2013

2.5 Procedures for the validation / certification of competence of the profession of primary / secondary school teacher in Italy 2.5.1. Factsheet of the regulated profession - teachers in primary / secondary school - Primary / secondary school (lower level, upper level) [6,7,8].

Denomination of regulated profession / COR code Regulatory Competent Authority CA

2341/ Teachers in primary schools 2330/ Teachers in secondary schools Ministero dell'Istruzione, dell'Università e della Ricerca (MIUR).

The state sector is the main element of the Italian educational system but there are also private schools. The education system is divided into several stages: 1. pre-school (3-6 years of age) 2. primary school (6-11 years of age) 3. secondary school (lower level (11-14 years of age) / higher level (14-19 years of age) 4. higher education.

Compulsory education (scuoladell'obbligo) is applicable for the ages 6 - 16 years.

Under current law, there are two situations regulated in IT: 1. For European citizens: Decision «European Parliament and European Council(2005/36/CE) (IT:2007/286)» 2. For citizens from outside Europe: Law 384/1999

Legislation governing the profession

Under the reform regarding initial teacher

Access conditions

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training introduced by Ministerial Decree No 249 of 2010, teachers from preprimary and primary education must be university graduates (with a duration of 5 years, bachelor degree + master), while teachers at secondary level, in addition to the academic cycle of 5 years (bachelor degree + master), must also follow a specialty training course, with a duration of 1 year.

Universities provide teacher training services for their professional development.

Primary school teachers are generalist teschers, but they are responsible for a specific domain.

Secondary school teachers are specialized teachers.

All teachers are civil servants and are subject to the legislation specific to this category of personnel Graduation diploma

Validation and certification procedure / contest procedure Validating and certifying bodies Content of the file

Ministry of Education • University diploma • Recognition of certification (Consular Apostille) • Curriculum • Italian language certificate All documents must be translated into Italian N/A for EU citizens Graduate / postgraduate diploma Unlimited Yes, for primary / secondary school teachers, according to Ministerial Decree No 249 of 2010

Fees Awarded / certified title Validity period of the certification Requirements concerning continuous training

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Other national organizations involved in certification Membership in professional organizations Other EU countries where the profession is regulated / ways of recognition Existence of the profession in IMIPQNET Access of non-national people / recognition

Structural Instruments 2007 - 2013

N/A N/A All EU countries Yes Knowledge of the Italian language is a prerequisite. Cases of non-national candidates are quite rare - generally foreign language teachers, as native users thereof (e.g. English teachers).

As already stated, the recognition of diplomas applies to the professions of primary / secondary school teacher (primary / secondary cycle)

2.6. Procedures for the validation / certification of competence of the profession of primary / secondary school teacher in The Netherlands 2.6.1. Factsheet of the regulated profession - teachers in primary / secondary school - Primary / secondary school (lower level, upper level) [9,10,11,12].

Denomination of regulated profession / COR code Regulatory Competent Authority CA

2341/ Teachers in primary schools 2330/ Teachers in secondary schools Ministry of Education, Culture and Science - the structure of primary and secondary studies is as follows:  Kleuterschool - kindergarten (4–6 years of age).  Lagere school – primary education, (6–12 years of age)  Voorbereidend onderwijs wetenschappelijk VWO primary / secondary school (12-18

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   

Structural Instruments 2007 - 2013

years of age) Hoger onderwijs Algemeen voortgezet HAVO general secondary education (12-17 years of age) Voorbereidend Beroepsonderwijs middelbaar (VMBO) secondary vocational education (12-16 years of age) Onderwijs Speciaal voortgezet secondary special education (12-18/20 years of age) Praktijkonderwijs Practical training (12-18 years of age)

Gymnasium –secondary education, (12 – 18 years of age). At the age of 15, pupils may choose between alpha profile (gymnasium-α; where they study Greek and Latin) or beta profile (gymnasium-β; Natural Sciences and Mathematics).

Schools are generally public, but there is also a small percentage of private schools Legislation governing the profession Access conditions

Validation and certification procedure / contest procedure Validating and certifying bodies Content of the file

Graduate of university courses (4 years – HBO, hoger beroepsonderwijs, university of vocational education) for primary school teacher; for secondary school teachers 1 year of postgraduate studies is required Holders of doctorate (PhD) in any field can attend a postgraduate course (in science education) and then they can teach at any level of secondary school becoming owners of a Level 1 qualification (i.e.

Master in Educational Sciences).

Level 2 qualification (i.e. Bachelor in Educational Sciences) enables the provision of didactic activities only for the first three years of HAVO and VWO school types and for all years of VMBO school types Graduation diploma

University graduated (HBO) N/A

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Fees Awarded / certified title Validity period of the certification Requirements concerning continuous training

Other national organizations involved in certification Membership in professional organizations Other EU countries where the profession is regulated / ways of recognition Existence of the profession in IMIPQNET Access of non-national people / recognition

European Social Fund SOP HRD 2007-2013

Structural Instruments 2007 - 2013

600E for RO and BG citizens (for the rest of EU citizens no taxes are required) Graduate / postgraduate diploma Unlimited Starting with 2006, the "Agreement on the professionalisation and support of the staff in primary / secondary school, with education sector employers and associations of employees� was concluded.

The agreement aims at the expansion of opportunities for professional development of teachers. The agreement includes the regulations regarding the maintenance of requirements for the competence of teachers.

N/A

N/A All EU countries

Yes Knowledge of Dutch is a prerequisite. Cases of nonnational candidates are quite rare - generally foreign language teachers, as native users thereof (e.g. English teachers).

The recognition of diplomas (under the restrictive conditions mentioned above) applies to the professions of primary / secondary school teacher (primary / secondary cycle)

2.7. Procedures for the validation / certification of competence of the profession of primary / secondary school teacher in Spain

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Structural Instruments 2007 - 2013

2.7.1. Factsheet of the regulated profession - teachers in primary / secondary school - Pre-primary / primary / secondary school [13,14,15].

Denomination of regulated profession / COR code Regulatory Competent Authority CA

2341/ Teachers in primary schools 2330/ Teachers in secondary schools Ministerio de Educación, Cultura y Deporte/ Ministry of Education, Culture and Sport The state sector is the main sector of the Spanish education system. The education system is divided into the following cycles: 1. Pre-school (Educación Infantil, Segundo ciclo) - 3 to 6 years of age 2. Primary school (Educación Primaria) with six years of schooling - 6 to 12 years of age 3. Compulsory secondary education (Educación Secundaria Obligatoria), four years of schooling - 12 to 16 years of age 4. Post-compulsory school (Bachillerato) two years schooling - 16 to 18 years of age

Legislation governing the profession

Access conditions

Vocational education is possible in Spain after high school graduation or after obtaining a diploma certifying school graduation (ESO) Under current legislation, the educational regulation of ES is made by Ley Orgánica 2/2006, de 3 de mayo, de Educación Organic Law of Education, May 3/2, 2006 In addition, teachers are civil servants, at the same time.

1. For pre-primary education cycle, teachers must hold a Maestro / Professor certificate with pre-primary specialization, with a duration of three years, or have the appropriate degree in education (Grado en Educación Infantil), with a duration of four years.

2. For primary education, teachers must hold a Maestro / Professor certificate with specialization corresponding to

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Structural Instruments 2007 - 2013

primary education, with a duration of three years, or have the appropriate degree in education (Grado en Educaci贸n Infantil), with a duration of four years.

For teachers who teach in lower secondary education (ESO) and those who teach in upper secondary education (Bachillerato), a university degree, Licenciado, architect or engineer or appropriate degree (Grado) is required, which is obtained after completing university studies of four, five or six years.

Validation and certification procedure / contest procedure

Also, starting October 1, 2009 and in accordance with the Bologna agreement it is necessary that all secondary school teachers have an appropriate certificate regarding the attendance to a pedagogical and didactic training module.

The application for the equivalence of the diploma in Spain can be submitted by: the person concerned or other person with power of attorney (proxy) from the person concerned.

Procedure: 1. At the office where documents are submitted, either in Bucharest or in Spain, the Diploma and Transcript of Records will be returned, after being photocopied and certified.

2. Upon completion of the evaluation process of the application of equivalence, the Ministry of Education and Science will send the person concerned, at the address indicated in the application form, the certificate regarding the obtainment of diploma equivalence.

Validating and certifying bodies Content of the file

Ministry of Education and Science of Spain Ministry of Education and Science of Spain: 1. Standard application ("Solicitud de Homologacion de titulo Extranjero de educacion Superior / Application for the homologation of the title of higher education obtained abroad") - It is obtained from the Attach茅 Education Bureau or the

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Fees Awarded / certified title Validity period of the certification Requirements concerning continuous training

European Social Fund SOP HRD 2007-2013

Structural Instruments 2007 - 2013

Internet: http://www.mec.es/mecd/titulos/files/Anexo9-2.doc In this document, in section 3 ("Datos relativos a la solicitud / Data regarding the application") you must indicate the Spanish university degree corresponding to the one obtained in Romania. If advice is needed in this regard, the applicant may address the staff of the AttachĂŠ Education Bureau.

2. Stamped photocopy of the passport ("Compulsa") - it can be obtained in Romania from the AttachĂŠ Education Bureau or the Embassy of Spain (1 Tirana Street). In Spain, it can be obtained from any official body.

3. The bachelor degree - authenticated by the Centre for Recognition and Equivalence of Diplomas (Ministry of National Education), certified by Hague Apostille - will be sent to Spain in certified photocopy; 4. The translation in Spanish of the Diploma - notarised and superlegalized with the Hague Apostille (Court of Appeal of the town of the applicant); 5. The Transcript of Records legalized with the Hague Apostille; 6. The translation in Spanish of the Transcript of Records, notarised and superlegalized with the Hague Apostille; 7. The syllabus (optional). No need for legalization or superlegalization.

8. Unofficial translation of the syllabus (optional).

9. Bank transfer order to justify the tax equivalence payment (84.89 euros) in the account: Ministerio de Educacion y Ciencia/ Ministry of Education and Science Banco Bilbao Vizcaya Argentaria (BBVA) C/Alcala, 16, 28014, Madrid Account number: 01822370440200203771 Swift code: ES4101822370440200203771 84.89E Graduate / postgraduate diploma Unlimited Yes, for primary / secondary school teachers Generally these requirements depend on the (Autonomous) Local Community and the type of education institution (public

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Other national organizations involved in certification Membership in professional organizations Other EU countries where the profession is regulated / ways of recognition Existence of the profession in IMIPQNET Acces non-naţionali / recunoaştere

European Social Fund SOP HRD 2007-2013

Structural Instruments 2007 - 2013

/ private) N/A

N/A

All EU countries

Yes

Yes, according to the procedure above.

2.8. Procedures for the validation / certification of competence of the profession of primary and secondary teacher in Austria 2.8.1. Factsheet of the regulated profession - teachers in primary / secondary school - Primary school teachers

Denomination of regulated profession / COR code Regulatory Competent Authority CA Legislation governing the profession

Access conditions

2341/ Teachers in primary schools Bundesministerium für Wissenschaft und Forschung/ Ministerul Federal al Științei și Cercetării a. 1990 Pupils' Representation Act [Schülervertretungsgesetz] b. 1997 School Education Act for People under Employment [Schulunterrichtsgesetz für Berufstätige] c. 1997 "Reifeprüfung"- and TVE-Exam Act [Berufsreifeprüfungsgesetz] Bachelor studies, four years in a faculty accredited in

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Procedura de validare şi certificare / concurs

European Social Fund SOP HRD 2007-2013

Structural Instruments 2007 - 2013

the country of origin (EU) Documents are checked by the certification bodies.

If the verification of documents leads to the conclusion that the applicant does not meet the recognition requirements, he/she may be requireed to meet additional requirements (in accordance with Austrian law): teaching practical courses, further examinations, etc.

Validating and certifying bodies Content of the file

If the equivalence of Diplomas is not possible, the candidate may enroll in a university in AT and can mutualize only certain courses.

Universities (of any type) in AT   

  

Fees Awarded / certified title Validity period of the certification Requirements concerning continuous training Other national organizations involved in certification Membership in

(Copy of the) IC / Passport Proof of status of the HEI completed Detailed documents on the specialization graduated (curriculum of the courses taken, bachelor diploma, etc + diploma supplement, scientific works, etc.)

Other certificates / diplomas relevant to the exercise of the profession Proof that validation is required (relevant legislation or required by the employer) to pursue a particular profession Memorandum of activity (completed by the applicant)

All documents shall be submitted both in original and certified copies (and translated into German) 150E Diploma equivalent to the education system in AT. N/A According to the specific legislation in AT N/A

N/A

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professional organizations Other EU countries where the profession is regulated / ways of recognition Existence of the profession in IMIPQNET Access of non-national people / recognition

European Social Fund SOP HRD 2007-2013

Structural Instruments 2007 - 2013

All EU countries

Yes Yes, according to the procedure above.

2.9. Procedures for the validation / certification of competence of the profession of primary and secondary teacher in the Czech Republic 2.9.1. Factsheet of the regulated profession - teachers in primary / secondary school Primary / secondary school teachers, high school teachers Denomination of regulated profession / COR code Regulatory Competent Authority CA Legislation governing the profession

2341/ Teachers in primary schools 2330/ Teachers in secondary schools Ministry of Education, Youth & Sports Act No. 111/1998 Coll., On Higher Education Institutions and On Alterations and Amendments of Certain Acts (Higher Education Act) Bilateral conventions: Bulgaria (No. 43/1983 Coll.), Hungary (No. 92/2005 Coll.I.A.), Poland (No. 104/2006 Coll.I.A.), Slovakia (No. 33/2001 Coll.I.A.), Slovenia (No. 52/2000 Coll.I.A.)

Access conditions

Bachelor studies, four years in a faculty accredited in the country of origin (EU)

Validation and certification procedure / contest procedure

Documents are checked by the certification bodies.

If home preparation differs significantly from that in

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the Czech Republic compensatory measures embodied in completing an adaptation period or an aptitude test are required.

Validating and certifying bodies Content of the file

Public universities in the Czech Republic     

Fees Awarded / certified title Validity period of the certification Requirements concerning continuous training Other national organizations involved in certification Membership in professional organizations Other EU countries where the profession is regulated / ways of recognition Existence of the profession in IMIPQNET Access of non-national people / recognition

Copy of IC / Passport Proof of professional skills (high school diploma, bachelor diploma, etc. + diploma supplement) Other certificates / diplomas relevant to the exercise of the profession Proof of professional experience (e.g. recommendations from employers, copies of employment contracts, etc.)

Justification for the request for recognition of the profession

All documents must be translated into Czech / English N/A Diploma equivalent to the education system in CZ. The answer is given within 30 ... 60 days N/A N/A N/A N/A All EU countries

yes Yes, according to the procedure above.

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3. Processes of recognition of qualifications acquired in other EU MS 3.1. The process of recognition of the qualification of

primary / secondary school teacher in Romania Directorate General for Management, Human Resources and Educational Network - DGMHREN within the Ministry of National Education has, in IMI System, the role of Competent Authority for the profession of primary / secondary school teacher.

DGMHREN issues certificates of compliance [27] for the recognition

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of professional qualifications in EU Member States, European Economic Area and the Swiss Confederation for the profession of primary / secondary school teacher.

Ministry of National Education - Directorate General for Management, Human Resources and Educational Network 28-38 Gen. Berthelot Street, 1st District, 010168 Bucharest Telephone number: +4 021 4056200, +4 021 4056300 Recommended website address: http://edu.ro/index.php/articles/c673 There is no description of the procedure for the recognition of the qualification / profession of preuniveristy education teacher acquired in another EU country.

IMI System IMI-NET application that allows the formal exchange of information between all competent authorities, national coordinators and delegates is fully functional since February 22, 2008.

On June 23, 2008 the official launch of the Internal Market Information System in Romania took place in Bucharest. CNRED implements in Romania the Internal Market Information System IMI, component PQ for professional qualifications in Romania. The are three components in IMI System: -

PQ - professional qualifications

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-

S - services

-

PoW - Posting of workers

Structural Instruments 2007 - 2013

Table no. 4 presents the statistic data provided by the European Commission's website on 31.03. 2013 and taken from [28].

Table no. 4 Total applications in IMI

374 1452 2017 2699 4306 1342

12190

9908

1063

1219

Year 2008 2009 2010 2011 2012 2013

PQ 374 1404 1836 2166 3091 1037

S 48 181 352 409 73

WoP 181 806 232

Of the 9908 applications for IMI PQ, 1086 requests were handled by the Ministry of Health in Romania. Taking the relationship between Romania and Denmark as an example, 61 applications were received from Denmark to Romania, and none from Romania to Denmark. Of the 61 applications, 5 applications were submitted to the Ministry of National Education.

3.2. The process of recognition of the qualification of

primary / secondary school teacher in the Netherlands [17]

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The requirements for obtaining a teaching qualification in the Netherlands are the following: 

Possession of a foreign higher education diploma



Education obtained abroad must be comparable with the corresponding one in the Netherlands



One must be able to prove the possession of a similar qualification in the home country

The profession of teacher for vocational education and adult education does not require a teaching qualification in the country of origin. In this case, a foreign higher education diploma (not a teacher diploma) to prove that the studies are comparable to those in the Netherlands is sufficient. Additional requirements regarding educational theory and methods of teaching may be imposed.

The sufficient knowledge of the Dutch language is stipulated.

The application form containing information about the evidence to be provided will be downloaded. Application for a Dutch teaching qualification (107Kb, pdf) 3.3. The process of recognition of the qualification of

primary / secondary school teacher in Spain

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The recognition of the qualification in order to exercise the profession of teacher in secondary education in Spain is carried out differently depending on how the school where the person will exercise the profession is financed. Thus, for: -

Public education, publicly owned schools, financed by the public budget (66.1% of all secondary schools), there is a requirement that the applicant be a citizen of the EU and undergo a very rigorous selection process

-

Religious education, private schools (30.5% of the total), financed by the public budget (mostly Catholic) - EU citizenship is not required, only a visa is required; the selection process is an open process, but certification is required

-

Private education, private property schools and private funding budget (3.4% of the total of schools) - EU citizenship is not required (only a visa is required); open selection process (certification required) and participation in international and foreign programs (foreign certification)

3.4. The process of recognition of the qualification of

primary / secondary school teacher in Great Britain [19]

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As discussed in Chapter 2, paragraph 2.2.1. Factsheet of the regulated profession in Great Britain, the authority that validates, certifies and recognizes the teaching profession in Scotland is The General Teaching Council for Scotland. In Framework for Professional Recognition / Registration: Advice and Guidance for Teachers [19], published in August 2007 by GTC Scotland the logical flowchart of this recognition process is presented in detail, which, through its complexity and the manner in which the process quality is ensured, can represent a model.

The complete documentation for the obtainment of professional recognition is submitted to Professional Learning Development (PLD) Department, General Teaching Council for Scotland, Clerwood House, 96 Clermiston Road, Edinburgh EH12 6UT. The recognition obtained is valid for 5 years.

To teach in public schools or in several academies in England [22] a person in the EEA must have Teacher Status (QTS-Qualified Teacher Status), which is the professional qualification for teachers. European citizens who are recognized as qualified teachers in another EEA Member State may apply for QTS in England, under Directive 2005/36/EC without having to undergo further training as a teacher in England. An application for QTS shall be sent to the Teaching Agency.

The application form in Annex no. 5 shall be filled in, following the filling instructions.

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If the Teaching Agency is unable to grant QTS, the applicant will have to follow a course of initial teacher training in England leading to QTS. There is a wide range of training options available which can found out from this site:

http://www.education.gov.uk/schools/careers/careeropportunities/ overseas-trainedteachers/a00199246/teachers-from-the-europeaneconomic-area-eea 3.5. The process of recognition of the qualification of primary / secondary school teacher in Denmark [20] The legal framework for the recognition of teacher qualification for primary / secondary school (primary, lower and upper secondary) is ensured by two laws, namely: -

School Act – Folkeskole Act - Consolidation Act No. 998 of 16 August 2010 (Bekendtgørelse af lov om folkeskolen)

-

Act on the Training of Teachers for the Danish school Folkeskole - Act No. 579 of 9 June 2006 (Lov om uddannelsen til professionsbachelor som lærer i folkeskolen)

Holders of teacher qualifications obtained in their home country, who want to teach in municipal secondary school for the primary and lower secondary education may apply to the Danish Agency for Universities

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and Internationalisation for the obtainment of the authorization to teach in primary and lower secondary education. Applicants must fill in the application form (Appendix 4), which can also be found at: http://fivu.dk/en/education-and-institutions/recognition-andtransparency/regulated-professions/teachers-with-non-danishqualifications/folkeskole-teacher

If the Agency recognizes the qualification held by the applicant, he/she will receive a letter informing him/her that he/she could apply for the teaching positions in Danish Folkeskole. In some cases, the Agency gives conditional approval. To obtain the final approval, one of the following requirements must be met: 

the completion of one or two courses / major subjects or teaching at a teacher training college / university college.



performing an adaptation period of up to two years (only applies to EU and EEA citizens).

After having met the requirement, the applicant should contact the Agency for the final approval.

You can apply for temporary jobs (as substitute teacher) in Folkeskole without any authorization from the Danish Agency for Universities and Internationalisation. Schools can hire people with relevant qualifications

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to teach certain subjects (faglærer, in accordance with Section 28, para.

2 of the Law of lower secondary education), but it should be noted that schools do so only under special conditions. It is also stated that Danish is the language of instruction in Folkeskole.

3.6. The process of recognition of the qualification of primary / secondary school teacher in The Czech Republic [23] In the Czech Republic the law governing the recognition of qualifications and other skills of the citizens of the MS is Law no.

18/2004, which can be studied on the website

http://uok.msmt.cz/uok/home.php. The Centre for recognition of qualifications has the following contact details: Ministerstvo školství, mládeže a tělovýchovy (Ministry of Education, Youth and Sports) Centrum uznávání odborných kvalifikací (Centre for Recognition of Professional Qualifications) Odbor dalšího vzdělávání (Adult Education Department) Karmelitská 7- Ministry of Education, Youth and Sports, Centre for Professional Qualifications, Department of Adult Education 118 12 Praha 1 Tel.: + 420 257 193 376 Tel.: + 420 257 193 579

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E-mail: qualifications@msmt.cz Web: www.msmt.cz

The recognition procedure includes the following steps:

1. obtaining the application form for the recognition of professional qualifications, as follows: 

Downloading it from the website



Obtaining it from: The respective Competent Authority, the

Or

Ministry of Education, Youth and Sports (as a contact point) 2. filling in the form and submitting the documents required In accordance with Section 22, Part 2 of the Act on the recognition of professional qualifications (hereinafter the Act), the applicant states the following information in the form: 

Name and surname



Date of birth, nationality



Mailing address



Regulated profession which the person intends to practice in the Czech Republic

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Pursued form of the regulated profession: independent person or an agent under the form of an independent person or as employee

The application must be supported by: 

ID card, proof of nationality and, if legal evidence for certification are required and introduced in Section 1 Par. 2 of Act no. 18/2004 Col. Act on Professional Qualifications



Proof of other competence



Document confirming payment

The administrative fee for the analysis of the application for Recognition of Professional Qualifications is 2000 - CZK. If the recognition role of the authority is taken over by a professional association, the fee will be specified by the the respective association.

The proof of professional qualification includes: 

The proof of education and training that clearly specifies the level of education attained (eg. primary, secondary, post secondary, higher-bachelor degree or master) which equally involves the duration and content of education and training received



Document confirming the practice of that profession, providing the information necessary for the examination of

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Recognition of prPfessional Qualification, including duration, content and form followed in that profession. The identity card and proof of nationality are submitted in photocopies. However, the competent authority may require originals for review.

Originals or certified photocopies of the professional qualification and of other competence are shown only if the competent authority cannot verify the authenticity of such documents through administrative cooperation. Evidence of professional qualifications and other competence of the applicant, in foreign languages, must be translated into the Czech language unless an international treaty (Hague Convention abolishing the requirement for legalisation of Foreign Public Documents), binding the Czech Republic, determines otherwise. If the recognition authority questions the authenticity of the translation or if the proof of the administrative authenticity cannot be attained, the authority is authorized to request proof translated into Czech by one of the interpreters on the list of experts and translators.

3. completing the application form with the annexes to be submitted to the competent authority

It is also possible to submit the application to the Ministry of Education, Youth and Sports which is bound to send it to the 55

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competent authority without delay. The recognition of the professional qualification is conducted in the Czech language.

4. the decision regarding the application

In accordance with Section 24 para. 5 of the Act, the recognition authority is bound to decide without delay, but within 60 days after the complete application has been submitted, ie including all the data and documents required for the examination. If consolidated proceedings or particularly complex situations, the recognition authority, under section 25, paragraph 2, is required to reach a decision within 90 days. When the decision comes into legal force, the recognition authority shall reimburse the documents submitted by the applicant within 15 working days (proof of professional qualifications, proof of competence or other proof of citizenship), if documents were attached as original or certified copies.

The Recognition Authority issues a decision certifying that: • the professional qualification is recognized; or • prior to recognition, compensatory measures to be taken are required from the applicant (in the form of an adaptation period or an aptitude test); or • the application for the recognition of professional qualifications is rejected.

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5. the opportunity to appeal against the decision of the authority regarding the recognition

An appeal may be lodged against the decisions issued by a central administrative body as a central recognition authority (Section 152, Code of Administrative Procedure), as for the case of recognition of professional qualifications. The Minister or the head of the central administrative authority accepts the appeal having regard to the opinion of a special committee, the so-called "Permanent Appeal Committee". Time limit for the submission of the action is limited to 15 days following the announcement of the decision (with the exception that the applicant was not properly informed about the possibility of appeal and about the period to lodge it - see section 84 and 85 of the Code of administrative Procedure). The period for the hearing of the appeal, ie the problem of the decision regarding the appeal is governed by section 71 of the Code of Administrative Procedure.

In some cases, decisions may be reviewed by a court on an administrative basis (Section 65 of Act No. 150/2002 Coll. Act on administrative court proceedings) or a civil suit (Section 246 of Law No. 99/1963 Coll., Act on the procedure of civil courts). An administrative action may be filed if the decision of the 57

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recognition authority infringes the rights of the applicant, is incompetent or illegal. The civil action may be filed, if the recognition authority gives a decision within its jurisdiction, but about a civil case (Section 68, letter b) of the Act on administrative court proceedings). The appeal period provided according to the nature of the action - administrative or civil (section 72 of Act No. 150/2002 Coll and section 247 of Act No.99/1963 Coll "the action is filed within a period of 2 months from the date of delivery of the decision issued by the administrative authority").

3.7. The process of recognition of the qualification of primary / secondary school teacher in Italy [24] For the recognition of the teaching qualification, the person concerned should contact the Ministry of Education, University and Research Department of Education - Directorate General for the School System and School Autonomy - Bureau IX - Viale Trastevere 76 / A - 00153 ROMA-Ministero dell’Istruzione dell’Università e della Ricerca – Dipartimento dell’Istruzione – Direzione Generale per gli Ordinamenti

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Scolastici e per l’Autonomia Scolastica – Ufficio IX – Viale Trastevere 76/A – 00153 ROMA. To exercise the teaching profession, the adequate knowledge of the Italian language is indispensable, because language skills are explicitly part of the profession itself.

For EU citizens and foreigners who want to teach in schools in the Italian school system, evaluation methods and documentation of knowledge of the Italian language are governed by Ministerial Circular no. 81 of September 23, 2010.

CELI 5 DOC is a certification of knowledge of Italian language for those seeking recognition of professional qualifications in order to practice the teaching profession in schools in Italy with tuition in Italian.

It is issued by the Centre for Language Certificates Assessment within the University for Foreigners of Perugia. This certification attests full possession and full control of the language in the C2 level of the Common European Framework of Reference for Languages.

Ministerial Circular no. 81 of September 23, 2010 provides for cases that may be exempt from the language certificate submission and can be found on the website

http://hubmiur.pubblica.istruzione.it/web/istruzione/riconosciment o-professione-docente.

3.8. The process of recognition of the qualification of primary / secondary school teacher in Austria [25]

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In Austria there is a number of professions and occupations regulated under the authority of different agencies that are also responsible for the recognition procedure. In many cases, the competent authority is the region (Land), in others, the chambers of federal ministries. The Federal Ministry of Economy, Family and Youth is the national coordinator and international contact point. Access:

http://www.en.bmwfj.gv.at/Vocationaltraining/Seiten/Recognition ofdiplomasintheEU.aspx 3.9. The process of recognition of the qualification of primary / secondary school teacher in Germany [26] The situation of regulated professions in Germany is similar to that in Austria, mostly being realized at L채nder level. For information you can contact recognition and counseling centers, whose contact details can be found on the websites below: http://www.anerkennung-in-

deutschland.de/tools/berater/en/berater; http://anabin.kmk.org/no_cache/filter/anerkennungs-undberatungsstellen-in-deutschland.html Standard procedure for the recognition of a qualification

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Based on the analysis of the qualification recognition procedures for each profession in part, common elements of procedure for each Competent Authority have been identified. By analyzing the procedure elements, specific to each profession, a number of common procedure elements, specific to each domain, have been established. Based on the generalization of the results obtained for each competent authority, and on data directly known from the general process of recognition of qualifications / regulated professions, a standard procedure for the recognition of regulated professions has been developed and it can be represented schematically as in Fig. no. 2.

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[START; APPLICANT; APPLICANT INFORMATION by the contact point within the host Member State; SUBMISSION OF DOCUMENTS requested by Competent Authority; CHECKING THE CONTENT OF THE FILE (formal checking) AND FULFILLMENT OF CONDITIONS (IMI); Notifications, Additions; Are compensatory measures necessary? YES, It does not fall into one of the situations provided by Law 200; Tests, Adaptation periods; Language skills assessment; Exam; Assessment result?

Rejected / Admitted; Rejection of professional qualification recognition; STOP; SOLVIT; NO, It falls into one of the situations provided by Law 200; Interview; Recognition of professional qualification; Fees; Development of certificate; Subscription in CA Register; STOP; *In some cases, fees are charged on submission of the file and partial refunded if the qualification is not recognized, while in other cases, they are collected before the interview]

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Fig. no. 2 Standard procedure for the recognition of a qualification

This procedure is contained in the Guidance standard reference terms for the

validation and certification procedures of

competences and qualifications recognition processes, developed as a result of the project 4. SOLVIT SOLVIT [15] is a problem-solving network in which EU Member States work together to solve problems occurred due to improper application of Internal Market law by public authorities, without using legal procedures. SOLVIT deals with cross-border issues arising between a business or a citizen on the one hand and a public authority on the other hand, where there is the possibility that Community law had been applied improperly. Policy areas most commonly handled by SOLVIT are: 

Professional recognition of qualifications and diplomas;



Access to education;



Residence permits;



Voting rights;



Social security;



Employment rights;

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

Driving licenses;



Registration of motor vehicles;



Border control;



Market access for products;



Market access for services;



Establishment as independent;



Public procurement;



Taxation;



Free movement of capital and payments.

When you submit a case to SOLVIT, the local SOLVIT center

(known as "Home" SOLVIT center) will first check the details of the complaint of the applicant to ensure that it is really a misapplication of internal market rules and that all necessary information was provided.

Thereafter, it shall enter the case into a computer database and the information will be automatically sent to SOLVIT Centre in the other Member States in which the problem occurred (known as "Responsible" SOLVIT center).

The responsible SOLVIT centre should confirm whether it will take the presented case, within a week. This largely depends on whether the case is considered to be well founded and on the existence of the possibility of being resolved pragmatically. If solving a problem involves the repeal of a national law - and not just applying it properly this sometimes requires formal legal action. In some cases, however,

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SOLVIT can take steps to persuade the Member State to waive the application of incorrect rules, even before the abrogation of the law in question.

The two SOLVIT centers will work together to try to solve the problem and the "home" SOLVIT center will inform the applicant on the progress of the case.

The following are the national SOLVIT centers of analyzed European Union Member States: Table no. 5 European

Union

SOLVIT Center

Member State

Contact persons

Odbor vnitřního trhu a služeb EU, Ministerstvo Department The Czech Republic

průmyslu of

Internal

a

obchodu/

Market

and

Services Policy, Ministry of Industry and Trade / Na Františku 32 CZ - 11015 Praha 1,

Barbora

Hanáková

Zuzana

Bakotová

Tomáš Stehlík

Tel. +420 22 4221701,Fax. +420 22 485 3079, solvit@mpo.cz Danish

Business

(Internal Denmark

Authority

Market

Centre),

Jens

Kasper

Rasmussen

Langelinie Allé 17 DK - 2100 Copenhagen,

Sofie

Tel. +45 35 46 62 00 (the hotline)

Karin

Tel.

Kristian Yde Agerbo

+45

35

46

66

16

Freilev Kragshave

Tel. +45 35 46 66 73, SOLVIT@erst.dk Bundesministerium Germany

für

Wirtschaft

und Technologie/ Federal Ministry of Economics and Technology, Scharnhorststr.

65

Lisa Teichmann

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34-37, DE - 10115 Berlin,

Fax. +49 3018

6155379,solvit@bmwi.bund.de SOLVIT

Spain

España

-

Ministerio de Asuntos Exteriores y de

Ana

Cooperación /SOLVIT Spain, Ministry of

Ana María Hernández

Foreign Affairs and Cooperation, Serrano

Javier

Galvache

Pontones

26

Iglesias

Pascual

ES - 28033 Madrid, Tel. +34 91 379 9999 Fax. +34 91 394 8684, solvit@ue.maec.es European

Union

SOLVIT Center

Member State

Presidenza

Contact persons

Consiglio

Ministri

Dipartimento Politiche Comunitarie/ Presidency

of

Ministers, Italy

the

Council

Department

of of

Community policy, Piazza Nicosia 20 IT

-

00186

Roma,

Tel.

+39

06

677

95

844

Fax.

+39

06

677

95

044,

Giuseppina Francesco

VALENTE CIPRI

Massimo SANTORELLI

solvit@palazzochigi.it SOLVIT

Nederland

Ministerie van Economische Zaken, Landbouw en Innovatie/ SOLVIT the The Netherlands

Netherlands,

Ministry

of

Economic Affairs, Agriculture and Innovation Bezuidenhoutseweg

30

Postbus NL

-

20101 2500

EC

66

Den

Haag,

Koen van Ginneken

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Tel.

+31

70

379

7708

Fax.

+31

70

379

7014

solvit@mineleni.nl Bundesministerium für Wirtschaft, Familie Center

und /

Jugend,

Federal

SOLVIT

Ministry

of

Economy, Family and Youth, Solvit Center, Abteilung C1/2, Stubenring Austria

1 AT

-

Tel.

+43

Tel.

+43

1010 1 1

Wien, 71100-5119

71100

-

Sylvia Alexandra

Vana Gaudmann-

Heber Christian Müller

5293

Tel.

+43

1

71100-5187

Fax.

+43

1

71100-2207

solvit@bmwfj.gv.at European Union Member

SOLVIT Center

State

Contact persons

Ministerul Afacerilor Europene, Guvernul României / Ministry of European Affairs, Government of Romania Bvd. Aviatorilor nr. 50A, Sector 1, Romania

Bucureşti Tel. Tel.

+40

011854, 21

+4021

308 308

53 53

40

Romulus

BENA

Karina

STAN

Ramona-Maria CIUCĂ

71

Tel.

+40

37

410

45

23

Fax.

+40

21

308

53

96

solvit@dae.gov.ro Great Britain

Department for Business, Innovation and Skills

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Chris Korcz

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1 Victoria UK - London SW1H 0ET Tel. +44 20 7215 Fax.

+44

20

7215

Street 2833 2234

solvit@bis.gsi.gov.uk

5.

The practice of the profession of primary / secondary school teacher in the EU

According to the information presented in Chapter 3 it follows that the teaching profession in primary / secondary school can be exercised both in public education and private education. In Romania Law no.

1/2011 specifies, in Chapter II, Art. 22, that: The national system of primary / secondary school consists of all state, private and religious authorized / accredited schools. Therefore, in order to practice the profession the conditions are the same for all the educational institutions in the national system, regardless of the form of financing and ownership. In other countries, requirements are different (Spain, UK), stringent conditions of access being imposed only for public education.

In Romania, the method for filling up didactic vacant positions in primary / secondary school is established annually by Order of the Minister of National Education. For school year 2013-2014 the Framework Methodology on the mobility of teaching staff in primary / secondary school is subject to Order of the Minister of Education, Research, Youth and Sport no. 6239/14.11.2012.

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From the point of view of mobility recorded in the profession, with examples for the teacher of secondary education (Secondary school teacher) in the period 2007-2012, in Romania, we recorded 82 requests for applications for recognition in order to practice on a permanent basis, and 1162 as country of origin (in which the qualification was obtained). As host country, Romania received teacher qualified people from Hungary, Great Britain, Germany, France and Belgium, according to Figure no. 3.

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[HUNGARY,

GREAT BRITAIN, GERMANY, FRANCE, BELGIUM, OTHER COUNTRIES] Figure 3. The top five countries where professionals who migrated temporarily in * Romania in the period 2007-2012 have obtained the qualification of teacher â€

States where a significant number of people whose teaching qualification obtained in Romania has been recognized are Great Britain, Germany, Belgium, Denmark and the Netherlands (Figure no. 4 and 5).

*

Figures 3,4,5 are taken from the website of the European Commission and processed by the author

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BRITAIN, GERMANY, BELGIUM, DENMARK, THE

NETHERLANDS, OTHER COUNTRIES] Figure 4. The top five host countries where people qualified as a teacher in Romania had their qualification recognized in the period 2007-2012

Recognition in the host country Qualificati AT

BE CY DK FI

DE EL HU IT NL

UK

on obtained in RO Total

22

118

17

45

12 340 24

17

27 38

1162

22

118 17

45

12 340 24

17

27 38

1162

Figure 5- Distribution by Member States of applications for the recognition of teacher qualification obtained in Romania

Ways of employment [21] Teachers are public servants in a minority of countries.

Many teachers in Europe are currently employed on a contract basis.

Although many countries provide a status of civil servant to teachers, only in a minority of countries (Spain, Greece, France and Cyprus) teachers benefit from the specific status of career civil servants employed on an indefinite period as the only way of employment. In general, teachers seem to be increasingly recruited through open recruitment directly by their employers, that are often schools and local

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education authorities. Few countries resort to competitive examinations as a method of recruitment.

Data from TALIS 2008 international survey also show that although, overall, the majority of teachers in the participating European countries have permanent contracts, after a certain number of years, in some countries not a negligible percentage of teachers is employed on a fixed term, in some cases, even including teachers with many years of experience.

Teachers in Europe mainly enter the profession through open recruitment methods [21]. The entry into the teaching profession for fully qualified teachers may be managed by different administrative levels and in accordance with different procedures.

The term "open recruitment" refers to the method of recruitment where responsibility for publishing vacancies, requesting applications and selecting candidates is decentralized. Recruitment is usually the responsibility of the school, sometimes in collaboration with the local authority. Most European countries operate a system of open recruitment. For example, in the Netherlands, schools or school councils implement their own procedures on recruitment. Any person who is a qualified teacher can be appointed to a teaching position for the subject and level of education or type of school for which he/she is qualified.

There is no government program for the equitable distribution of

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teachers among schools. Teachers are free to apply for any job they want and can change jobs if they want so.

A minority of countries, especially in southern Europe, organizes competitive, public exams, contests organized at central level to select candidates for the teaching profession. In Greece, Spain, France, Malta, Liechtenstein and Turkey it is the only method used to recruit teachers.

In Spain, for example, access to a teaching position in public schools is achieved through a competitive examination / contest (Concursooposición). The examination consists of three stages: 

knowledge assessment stage, specific to the relevant field of the specialization, teaching skills and mastering necessary teaching techniques,



evaluation stage, with criteria established for each call regarding candidates' characteristics (education and previous teaching experience) and



a probationary period during which selected candidates must demonstrate their teaching skills.

In Italy, the main method of recruitment is the contest. There are lists of candidates established at provincial level, which include not only prospective teachers who have passed competitive examinations, but also those who have obtained Qualified Teacher Status through sporadic procedures (particularly unqualified teachers with at least 360 days of

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teaching experience) or participation in SSIS (former post-graduate specialization schools for teaching at secondary level).

Finally, six countries or regions make use of the so-called "list of candidates" for the recruitment of teachers.

In Europe, different levels of administration (central, regional, local and school) are responsible for hiring teachers. The administrative level responsible for the teachers that it uses usually correlates closely with their professional status. Teachers who are career civil servants are usually employed by central or regional authorities. In some cases central governments could also engage teachers with civil servant status or contractual status. If the employer is the school or local authorities, in most cases, teachers have contractual status.

In Denmark, Finland, Norway and Iceland (ISCED 0, 1 and 2) and in the Netherlands, Hungary and the United Kingdom (Scotland), the employer of teachers working only in public schools is the local authority. Schools are solely responsible for hiring teachers in Bulgaria, the Czech Republic, Estonia, Ireland, Latvia, Lithuania, Poland, Slovenia, Slovakia and Croatia. Finally, in three countries, the responsibility for hiring teachers varies by category of school (Belgium, Sweden and Great Britain - England, Wales and Northern Ireland).

In most cases, the level of education in which a teacher is active, has no connection with the hiring authority. It only differs in a limited number of countries, such as Germany and Austria, where the employer for

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teachers in pre-primary education is the municipality / the local authority for education and therefore, different from secondary (lower and upper), primary and general education.

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6. Conclusions 1. The profession of primary / secondary school teacher is regulated for all sub-systems of primary / secondary school (preprimary, primary, lower and higher secondary, vocational) in all EU countries, both in terms of training and exercise of the profession.

2. In terms of academic training and qualification level all countries comply with Directive 2005/36/EC on the recognition of professional qualifications.

3. There are differences between countries regarding didactic and psycho-pedagogic training, in terms of length and share of practical training, the simultaneous or consecutive manner for such training in relation to specific specialization training.

Regarding the exercise of the profession, there are also big differences between countries regarding access manner (through competition, open recruitment, candidate lists, etc), employee status (civil servant or contractual staff), also depending on the type of employing institution (public, private, religious).

4. These differences hinder teacher mobility and the process of recognizing of qualification in order to exercise the profession in a country other than the country of origin, as also evidenced by statistics.

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7. LIST OF ABBREVIATIONS USED IN THIS PAPER MNE – Ministry of National Education NCA – National Qualifications Authority IPS – Institute for Social Policy EC – European Commission MS – Member State CA – Competent Authority EQF – European Qualifications Framework CEN – European Committee for Standardization EEA – European Economic Area ECTS/SECT – European Credit Transfer System

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8. REFERENCES 1. National Education Law no. 1/2011 2. Law no. 200/2004 on the recognition of diplomas and professional qualifications for the professions regulated in Romania 3. www.imipqnet.ro 4..http://ec.europa.eu/internal_market/qualifications/regprof/index.cfm? action=profession&id_profession=3121 5. http://en.iu.dk/recognition/dk-recognition-system/procedures 6.http://eacea.ec.europa.eu/education/eurydice/documents/eurybase/nati onal_summary_sheets/047_IT_EN.pdf 7. http://www.justlanded.com/english/Italy/ItalyGuide/Education/Introduction 8.http://teacheurope.org/AlbumMaisonFrancaise/Teaching%20in%20Ita ly.pdf 9.http://eacea.ec.europa.eu/education/eurypedia 10.http://www.european-agency.org/countryinformation/netherlands/national-overview/teacher-training-basic-andspecialist-teacher-training 11.http://www.nuffic.nl/en/diploma-recognition/professionalrecognition/regulated-professions

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12.Teacher Education in The Netherlands. Change of gear, Marco Snoek and Douwe Wielenga Bekker-Ketelaars, N. de, Miedema, S., & Wardekker, W. (1998) Vormende Lerarenopleidingen. (Utrecht, SWP) 13.

Acuerdo de Formación Profesional en el empleo / Fundación

Tripartita para la Formación en el Empleo. Fundación Tripartita para la Formación

en

el

Empleo,

2006,

http://www.fundaciontripartita.org/almacenV/publicaciones/documentos /13529_194194200612393.pdf 14.Calidad de la educación y eficacia de la escuela / Muńoz-Repiso, M. (coord) . - Madrid : CIDE/OCDE , 1995 15.Capacity for Change and Adaptation of Schools in the case of Effective School Improvement / Instituto de Investigación Educativa de la Universidad de Groningen (GION) -Países Bajos (cords.)– . 2001.

16.

http://www.dgrhe.min-edu.pt/

Direcção-Geral

dos

Recursos

Humanos da Educação

17.http://www.duo.nl/International_visitors/Diploma_assessment/ Coming_to_the_Netherlands/Working_as_a_teacher/Recognition. asp 18.http://www.dgrhe.min-edu.pt/web/14654/profissional

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19. GTC-Scotland Framework for Professional Recognition/Registration : Advice and Guidance for Teachers, August 2007

20. http://fivu.dk/en/education-and-institutions/recognition-andtransparency/regulated-professions/teachers-with-non-danishqualifications/folkeskole-teacher

21. European Commission/EACEA/Eurydice, 2013. Key Data on Teachers and School Leaders in Europe. 2013 Edition. Eurydice Report.

Luxembourg: Publications Office of the European Union.

22.http://www.education.gov.uk/schools/careers/careeropportuniti es/overseas-trainedteachers/a00199246/teachers-from-theeuropean-economic-area-eea 23. http://uok.msmt.cz/uok/home.php

24.http://hubmiur.pubblica.istruzione.it/web/istruzione/riconoscim ento-professione-docente

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25.http://www.en.bmwfj.gv.at/Vocationaltraining/Seiten/Recognit ionofdiplomasintheEU.aspx 26. http://anabin.kmk.org/no_cache/filter/anerkennungs-undberatungsstellen-in-deutschland.html 27. Order of the Minister of Education, Research, Youth and Sport no.

3973/2012 approving the Methodology on the release of the certificate of study conformity with Directive 2005/36/EC of the European Parliament and of the Council of 7 September 2005 on the recognition of professional qualifications, for teachers in Romania 28. Alexandru-Ionuţ Chiuţă, IMI statistics for Romania and Denmark, Study visit in Denmark, May 27- June 1, 2013-PowerPoint Presentation

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