turcan sedleki roma.doc

8/12/2019 Turcan Sedleki ROMA.doc

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Mediterranean Journal of Social Sciences www.mcser.org

EVALUATION OF T E EFFE!TIVENESS OF E"U!ATIONUNIVE#SIT$ IN A %NO&LE"'E()ASE" E!ONOM$

Turcan Aurelia

Associate Professor, PHDVice-Rector, University of European Studies of Moldova

auraso a@ ail!ru

Sedlets*+ Nic*, - " student

University of European Studies of Moldovanic"!sedlet#"i@$ ail!co

Abstract: %&is article analy#es one of t&e 'asic ele ents in 'uildin$ a society 'ased on"no(led$e - education! )ut (e do t&e analysis only to a part of it - education, 'ecause

for t&e "no(led$e society is t&is co part ent &as a &i$&er valence! Hi$&er education ist&e drivin$ force of society 'ased on "no(led$e and &as a 'i$ in*uence for Moldova increation of a society in (&ic& t&e stoc" of "no(led$e ust occupy an i portant place int&e econo y!%&is pro'le is stron$ly in*uenced 'y t&e i$ration process (&ic&, in t&is particular case, &as a ne$ative i pact! +n t&is researc&, (e focus on t&e a'ility to assess t&esyste of university education (it& 'asic statistical indicators! %&e syste of indicatorsused (ill allo( t&e analysis of t&e &u an resources of t&e University Education syste

nancial resources as an invest ent in $ettin$ a .uality education participation andana$e ent education and t&e internal e/iciency of t&e education syste ! Also (e

calculate perfor ance indicators t&at (ill ena'le us to calculate t&e e/ectiveness of university education in t&e Repu'lic of Moldova!

%e+words/ uni0ersit+ education, societ+ 1ased on *nowledge, e0aluationeducation s+stem, t e e2ecti0eness of uni0ersit+ education, statisticalindicators, management education.

3. Introduction The creation of a new society society of knowledge is a processdriven by the European Unions Lisbon strategy in 2000. s a goal it wasproposed to beco!e the !ost co!petitive and dyna!ic knowledge"based

econo!y# capable of sustainable growth with !ore and better $obs andgreater social cohesion. This process was based on other acts includingthe %harter of the &ologna# adopted by the rectors of Europeanuniversities in 'epte!ber ())* # which called for the creation of aco!!on European space for higher education. ll this generated in !ostof the continent an intense concern for the i!prove!ent of educationand raising of its e+iciency so that would beco!e the European Union#the !ost co!petitive and dyna!ic society and econo!y"based"on"knowledge in the world. &ased on century" old traditions and urged bythe invocations fro! &ologna and Lisbon# the European universities have

$oined their forces# constituting the!selves into a network of continentalorgani,ations ai!ing to develop a high -uality educational syste!#which will contribute to the dra!atic increase of speci c para!eters of

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such activity up to the re-uire!ents of the new society and of theEuropean nations desire and e/pectations.

The higher education# which includes education itself# research andinnovation the 1 knowledge triangle 3# is a key sector in the econo!yand knowledge society. Thus# it !ust be co!petitive and pro!ote thee/cellence.

To ful ll this ai!# is not enough $ust to invest resources in educationand training syste!s of the 4e!ber 'tates. 5t is necessary to direct and!anage the! in the !ost e+icient way. The new focus of attention atEuropean level on issues of education and training policy gives a newconte/t to !entioned proble!s# which refers to three vital ele!ents forthe develop!ent of a !oderni,ed higher education6 it !ust be fair foreveryone# nancially viable and to play a !ore e+ective role.

2. Findings and discussion

0!1! University syste a'ility 5ncluding even educational syste!# any hu!an activity is a row of resources consu!ption and e+ects production. Thus# fro! this point of

view the assess!ent of hu!an and nancial resources is very i!portant#because the e+iciency of production involves the need to save the socialwork # as a condition of creating a co!petitive knowledge"based society.

ccording to the state!ents !ade by all developed countries at theend of 77 eth centuries# the de!and for higher education has increasedsigni cantly. 5t has now reached one of the highest levels in the world# and as

result all universities fro! around the world co!pete to attract students.The -uestion of 4oldovan universities ability to co!pete with thebest universities in the world# re-uires fro! educational syste! so!estrict obligations to ensure a high level of constant e/cellence. &ut# ouruniversities# in general# have less advantages and nancial resourcesthan their counterparts fro! developed countries. 5t is also necessary to!ention that the dispersion of 4oldovan universities is characteri,ed bya re!arkable heterogeneity# which is e/pressed by the ways of organi,ing# !anaging# and operating conditions# including the ter! of status# e!ploy!ent# conditions and selection of teachers andresearchers. This dispersion is also con r!ed by 8ebo!etrics 8orld9anking which is used for a worldwide evaluation of universities. :igure(.3# which tents to analy,e the -uality of universities fro! our country in20(2 fro! the total nu!ber of higher education institutions ;


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Figure 3. !lasamentului mondial &e1ometrics.Sursa: http://www.webometrics.info/en/Europe/Moldova

This world ranking is a positive step towards the i!prove!ent of

the -uality of 4oldovan higher education# because only the develop!entof this sector can bring great pro ts in the future. The co!petition willincrease due to the de!and decrease for higher education caused byde!ographic decline in the country. The lowering of birth rate is ani!portant factor for invest!ents reduction in higher education. &ut a lotof educational invest!ents are in>uenced by graduating students wishesthat rely on three !ain co!ponents6 education in private or publicinstitutions fro! the country# education in private or public institutionsfro! abroad and obviously the priority elds of study. &esides# a greatin>uence and popularity co!es fro! the principles gender of study elds. ll these are $ust so!e of the issues that the national factors of political decisions have to face in their way of searching to e/pand anddiversify the national tertiary education.

0!2! %&e &i$&er education nancin$!

ll higher education funding sources can be grouped into two !a$orcategories 6 public and private funding sources. ccording to U?E'%@infor!ation 1 The public and private invest!ents in education hassigni cantly increased in !any @EA% countries during 200)# even therecession has already begun. :or e/a!ple# between 200* and 200)# thegovern!ent spending and even the private one of co!panies# students

and their fa!ilies3 increased at all levels of education in 2< fro! ;(@E%A countries where statistical infor!ation were available3. This was

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http://www.webometrics.info/en/Europe/Moldova,%20Republic%20ofhttp://www.webometrics.info/en/Europe/Moldova,%20Republic%20of


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noticed even in other 2= countries where the BAC decreased. 'i!ilarly#between 200D and 200)# the spending per pupil in ele!entary secondaryand high schools has increased on average by (D percent in @E%Acountries. 5n this area# the rise in so!e e!erging econo!ies was huge.:or e/a!ple# in &ra,il and 9ussian :ederation the spending per pupil andper student has increased by about =0 percent co!pared to the previousperiod# re!aining# however# !uch s!aller than those fro! othercountries. The e/penses per students in tertiary education# in their turn#have increased during the analy,ed period with an average of ) percent.@n the other hand# it is less surprising that# while public e/penses foreducation were at the level of (; of public spending in @E%A countriesin 200D and 200)# today they fallen down in () of the ;2 countriesstudied in this period of ti!e. (

Aespite to the fact of global crisis and the spreading of the globalrecession in recent years# the desire of developed countries to increaseinvest!ents in education appears to be very interesting. The signi cantincrease of invest!ents in tertiary education is largely due to the e+ortsdone note only at the 'tate level# but also at the level of privateinvest!ent. This can be e/plained only by the fact that the countrieshave seen the bene ts that can be derived fro! long"ter! invest!ents.

The share of the educational syste! ranks 4oldova a!ong countrieswith high spending in this sector.

Figure 4. S are of education in '"- d+namics in t e #e5u1lic of

Moldo0a, 6The source6 elaborated by the authors according to ?&' infor!ation.

The share of spending in current prices3 of BAC for education in4oldova for 20(0 20(( is on average D # while the share of tertiaryeducation over the sa!e period is (.< and (.F respectively.5nternationally the highest values for education are recorded in 5celand F.0 # Aen!ark =.) # 'weden = # U.'. D # 9ussia


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Cerhaps it is necessary to understand how these countries with suchs!all e/penses have a so great perfor!ance. 5n this conte/t it should benoted that this area attracts large private invest!ents that probablywarrant the level of e+iciency and perfor!ance. Thus# it is necessary tofacilitate the attraction of private funds for the develop!ent of tertiaryeducation services# by attracting !a$or investors.

5f to co!pare the share of public invest!ents in higher education of two neighbouring countries as 9epublic of 4oldova and 9o!ania# it canbe seen a signi cant decrease in the share of e/penditure in 9o!aniawith ; percent and their growth with F percent in the 9epublic of 4oldova# fact that indicates the reduction of 'tate e/penditure insupporting the university education.

Figure 7. T e com5arati0e d+namics of t e s are of 5u1lice85enditure on ig er education as 6 of '"-'ource6 elaborated by the authors according to U?E%@

&eing in an econo!ic crises co!bined with prolonged politicalcrises# the 9epublic of 4oldova has big proble!s in the eld of highereducation# and the 'tate conveys the burden on the citi,ens shoulders.This is con r!ed by the increased nu!ber of students# who attendclasses by contract# a!ount that reached in the period of acade!ic year20(2H(; " F2#; . s result# due to the decrease of 'tate invest!ents forhigher education# the -uota of students in 'tate institutions wasreduced# fact that caused the reduction of students nu!ber in recent

years.@ne of the factors that causes the invest!ents di!inution is the

slu!p of birth rates which during the last ;0 years on average ()*0"20((3 di!inished twice and recorded an annual fall of al!ost F thousandbirths.

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Figure 9. T e d+namics of 1irt in t e #e5u1lic of Moldo0a for t e 5eriod of 3:;< = 4. !om5arati0e d+namics of t e students classi?cation 1+ le0els of tertiar+ education, 6 'ource6 elaborated by the authors according to U?E%@ 'till# not only the reduction of students nu!ber results the invest!entsdecrease in higher education. There is another conse-uence which is

even !ore alar!ing. The signi cant preferences of social sciences

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whose nu!bers reached F0 in the last years# still this recorded adecrease fro! )( thousand to DF thousand of students.

The studies done at these specialties are !ostly by contract. 4orethan *; of students who study econo!y# law# social science# welfare#co!!unication science# do their studies by contract. nother =0 of students who study e/act and natural sciences# engineering sciences# doit for a fee.

@n average# the nu!ber of students who study by contract in 'tateuniversities reaches nearly F0 . @nly for so!e specialties the 'tatetakes its responsibility in preparing the -uali ed labour force. These are!edicine# agriculture# and !ilitary service. @nly ;* of students whostudy agricultural sciences# and 2* who study !edicine do it for a feebut the !ost supported by the govern!ent are those who are enrolledinto !ilitary service and security they are al!ost entirely supported bythe public budget3.

Figure @. T e students d+namics at t e ?rst stage of stud+ int e #e5u1lic of Moldo0a.'ource6 elaborated by the authors according to ?&' infor!ation.

Even the 'tates invest!ents for education are e/plained#according to the increase of !ilitary and security students nu!ber fro!4oldova in recent years is disturbing. The nu!ber of students at thesespecialties has increased during the past D years ; ti!es and reached

fro!


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Figure . T e com5arati0e d+namics of students classi?cation w oare stud+ing a1road. 'ource6 elaborated by the authors according to U?E'%@infor!ation.

The following data can let us see the co!parison between 9o!aniaand 9epublic of 4oldova for the period between ())* 200). 5nco!parison with 9o!ania# the nu!ber of students who have goneabroad to study in the last twenty years# was == lower than in theneighboring country. 'ince ())* till 200)# the nu!ber of 9o!anianstudents who have gone to study abroad has doubled# while in 4oldovathis nu!ber increased !uch slower.

The process of studying of our citi,ens abroad has a larger scalethan the attraction of foreign students in the universities of 4oldova. Theratio is F6(. ccording to ?&'# 1at the beginning of school year 20(2H(;#the nu!ber of foreign students accounted only two thousand people# that

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universities will be re-uired to i!prove the -uality of their educationalservice.

@nly such investors# who tend to prepare their own -uali edsta+ and bring the pro t to their own co!panies by i!ple!enting thereceived knowledge in practice# will develop to the !a/i!u! thesector of higher education.

Under the ter!s of an intense process of globali,ation andEuropean integration co!bined with the background of ade!ographic disaster# the universities fro! the 9epublic of 4oldovawill undergo a process of an increased co!petition# which willgenerate the need to prepare and attract the greatest talents# tostrengthen the entire syste! of the 1knowledge triangle .

9eferences

Jurcan# . 20(;3 Evaluarea econo iei 'a#ate pe cunoa3tere . 9evista KEcono!ie isociologie .

4nv565 7nt 3i 3tiin656 http6HHwww.statistica.!dHcategory.phpMlNroOidcN((=OPidcN;for e des universit>s dans le cadre de la strat>$ie de ?is'onne 6

http6HHeuropa.euHhttp6HHeuropa.euHlegislationRsu!!ariesHeducationRtraining:lasa entului ondial e'o etrics 6http6HHwww.webo!etrics.infoHenHEuropeH4oldova

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