









































International Journal of Social and Educational Innovation (IJSEI) 

 No.1/ 2014 

 

29 

 

The Analysis of Financing and Under - Funding the 

International Educational System in Relation to the Idea of 

Educational Evaluation 

 

 

 

DANDEȘ - ALBERT Aurel 

Ion Nistor Technological Highschool,Vicovu de Sus, Romania 

dandesalbertaurel@yahoo.com 

 

Received 27.06.2014; Accepted 29.07. 2014 

 

Abstract: 

Disturbances and dislocations at the subsystems  mean the  major effect of the  imbalances systems 

at the level of education, as a result of this topic in the past few years in comparison with other 

European indicators. One of the most powerful effects for the crisis on education systems has been 

given by the decrease in financing  education (primary, secondary, tertiary and university 

education). Therefore, Romania has recorded a drop in sequence of GDP ( Gross Domestic 

Products), by default low budget and, therefore, the funds intended for Ministry of Education and 

Research on the financing, as well as investment and on projects. The impact has been one of the 

most powerful upon the labor wages teaching, investment funds, purchasing etc.Furthermore, 

related to universities, three-quarters of the universities income comes from   the state budget. In 

this respect, it loosens conclusion that, such negative consequences had a negative impact on the 

educational  teaching quality.  

 

Keywords: educational system, financing, under – funding, educational/didactic evaluation 

 

 

1. Introduction 

The educational assessment means together with the process of teaching and learning a fundamental 

component of the educational process. Its importance is due to a large extent that makes  possible 

the differentiation of the  students depending on their achieved performances, talents and skills that 

they hold, and last but not least on accumulated knowledge. The learning process is such that it 

requires certification of the knowledge acquired at the end of each stage. This applies not only in  

pupils case , but everywhere, every time when a learning  process ends and knowledge should be 

assessed in order to make  possible the  classification on the basis of merits. Starting from the 

assessment it  should be determined each time to what extent we can make educational situation in a 

reality convenient, adequated to extension objectives in  school.  

 

Educational assessment is a comprehensive form of verification and shall be provided in a phased 

way, over a period of several school activities, at whose end, the teaching staff can assess the level 

of training which  the pupil has at that time. The assessment, understood as a component of the 

educational process,  has a two- stage dimension, in the sense that, on one hand, it represents a 

means by which the student is appreciated, and, on the other hand, constitutes for the teaching staff 



International Journal of Social and Educational Innovation (IJSEI) 

 No.1/ 2014 

 

30 

 

an algorithm of teaching assessment. Therefore, school evaluation is the process by which we 

measure and  we appreciate the teaching product.  

 

2.Education and economic crisis 

On the other hand, when we think about the concept of didactic/educational assessmen, our analysis 

focuses  particularly on a series of educational policies.  In other words, in our opinion, you can't 

realise a  fair educational/didactic assessment if you don't take into consideration what is happening 

in other countries. So, related to external situation, for example Latvia was the country in which  a 

reduction of 48% educational expenditure was operated, followed by a further reduction of 18 %, in 

accordance with the recommendations of International Monetary Fund (IMF) World Bank 

(reducing budget costs). Also, in other countries there has been a reduction of the expenditure for 

higher education between 5 and 10% such as Estonia 10 %, Italy 10 %, Ireland 9, 4 %, Romania 10 

%, the United Kingdom 6, 6 %, less than 5% occurred in countries such as Czech Republic, Poland, 

Croatia, Serbia, Macedonia.  

 

Once the economic crisis started, some countries have made major investments in higher and 

secondary education, such as Germany, investment of 800 million euros as a result of a program 

implementation The pact for German education. In France the investment in education have 

increased up to 30 billion euros, in key areas  in higher education, secondary education and 

scientific research. 11 Billion of this amount has been allocated to improve the  quality of 

education, 8 billion for scientific research, and the rest of the amount has been used as an 

investment in fixed capital (university and pre-university campus). These two countries (France and 

Germany) can be considered an example of good practices in the field of the governing policies of 

educational ideals compared with international system.  

 

We should note that these states faced with the same economic crisis. And they have not hesitated 

to invest in both fixed and human capital, with the aim of of having the progress of a modern 

society of the  Third Millennium. A consequence of the economic crisis on  education system has 

been and is the reduction of the participation rate  by young people in education as compared to the 

years before 1989. In fact, with the emergence of economic crisis there was a danger that parents 

didn`t want to  send their children to schools, due to the fact that the application of employment was 

limited, and they could no longer see investment utility  in education for their own children.  

In the days before economic crisis, the rate of participation in secondary and tertiary  education has 

been on the rise in all countries of the European Union. 

 

However, according to a UNESCO (2008) report it is  specified  that education of good quality 

stimulates economic growth, the improvement of the living standard, the quality of life and reduces 

poverty in the next few years. Poverty is a factor which affected the quality of the education 

because of the low standard of living of the children who come from families with low income.All 

these are to be found at the level of a vicious circle, the increase in poverty having  a powerful 

impact on the quality of education (recess put on perception regarding the education utility reported 

to the parents` behaviour). The restriction on the right of education has a negative impact on growth 

and economic development in the long term, a situation that causes job losses ( professional training 



International Journal of Social and Educational Innovation (IJSEI) 

 No.1/ 2014 

 

31 

 

inferior to market requirements or even non-existent) what makes the maintenance  in a state of 

poverty of the population in a period of transition to a market economy of the Third  Millennium.   

The Teaching Staff  requirements in didactic assessment process forces children`s thinking  and 

parents`  also to withdraw from courses without being beyond the  educational institution's gate 

another institution to take over. The result of the decisions offer the chance to these scholar failures, 

combined with institutional managers and professors, .with precarious education of parents and with 

road wanderings by pupils, leading them and  supporting them  using state institutions, by sending 

them  at the same time in the process of re-socialization with  economic costs tens of times higher 

than the costs offered by of government policies for education.Applied in the context of training, 

the assessment is the process of assessing the quality of educational system is   but also of a part of 

the system.  

 

Evaluation mainly affects the  educational process efficiency from the point of view of the  relation 

between the designed aims  and the results achieved by students in the learning process. The 

assessment is done by the  teacher through appropriate teaching strategies designed for peering the  

review of the internal functioning of educational action. With a view to appropriate design and 

implementation of assessment activities in school, it should be taken into account  a few important 

transformations that have occurred lately and which have resulted in  a sizing and a negative trend 

of evaluative strategies: (1) Extending the assessment action as the check and in evaluating the 

results - the traditional aim  - to the process assessment of the strategy which has led to some 

results; evaluation not only of pupils, but also of content, methods, objectives, the learning 

situation, of valuation itself; (2) TAKING into account the other indicators, other than cognitive 

acquisitions , as well as behaviour, students' personality, attitudes, the degree of incorporation of 

certain values etc; (3) the diversity of assessment techniques and increasing the degree of adequacy 

them to concrete didactic situations (extending the use of test, the works in the form of synthesis, 

the development of methods for the evaluation of practical procurement); (4) The opening of 

assessment toward several perspectives of space school (relational skills,  teacher-student 

communication , availabilities in social integration); (5) Student's transformation into the teacher`s 

authentic partner in assessment through self-check, inter- assessment  and controlled assessment.  

 

3.Policies of the European Union in the field of education and training 

The Rome Treaty of 1957, specifies that the economic  size will represent the principle economic 

engine of European construction while education was considered to be an exclusive field - the 

responsibility of the Member States and of the governing policies. This perception of Community 

education has laster  for 22 decades, and in 1976  has caused the first change in Community 

thinking on education at the level of the Member States. Then it has  been adopted the  Resolution 

on the program of action in the field of education and cooperation at the level of the States members 

on exchange of information on national education system with a wide range depending on the 

country.  

 

The Maastricht Treaty brought new skills European Union in the field of education, recognizing the 

role of education in the future development of Europe. The Lisbon Treaty has been carried out for 

the first time, a distinction is made between the European Union and the Member States or the 

States acceding Government (the accession treaties). The  Education and Training Treaty falls into 



International Journal of Social and Educational Innovation (IJSEI) 

 No.1/ 2014 

 

32 

 

the category of the coordination of the Member States.  The  Article 165 of  Treaty of Lisbon has 

shown the role of the European Union in the field of education. European Union contributes to the 

development of quality education on relations of Member States by supporting and supplementing 

the actions  fully respecting Member States' responsibility for the content of education, the system 

of organization as well as educational and cultural diversity and transnational language.  

 

Educational objectives of European Union policies in accordance with Article 165 shall relate to: 

(a) Development of the European dimension in education into the  language of  Member States; (b) 

Favoring of mobility of students and university teachers through recognition of diplomas; (c) 

Promotion of two-way relations cooperation between educational institutions; (d) Developing the 

exchange of information and experience of education systems in the Member States; (e) 

Encouraging exchange of young people and educational instructors for supporting  young people in 

European democratic life (principles democratic European);  (f) Encouraging and supporting 

education at distance with all forms of modern assessment. 

 

In fact, in the Lisbon strategy has been drawn up the program Education and Training 2010 within 

the framework of which it has been proposed a package of reforms that turn Europe into the most 

dynamic and more competent economy in the world based on knowledge capable of sustainable 

development (International Conference from Rio de Janeiro), providing more and better jobs and a 

greater social cohesion. In this context, European Union policies are to be found in the Romanian 

education system. So, we consider the concept of "assessment". Problematic teaching assessment 

(school) is an important consideration in advisory process. Special notes on joint actions in 

education shows performances in (non) evaluative differentiations. This situation leads to a 

recovery of teaching potential. In this way, teaching evaluation process should be included within 

the limits objectivity and educational responsibility. Therefore, the understanding criteria 

underlying specific appreciations,  requires (Auto)assessment skills, designed to justify itself 

validity of the appreciations  and educational  performances. 

 

In the teaching staff, educational assessment (understood as process and assessing the measurement 

(Radu, 2008)) provides useful information regarding  teaching and learning. In the context of the 

new educational paradigms, in the literature and in practice itself we put more and more emphasis 

on interactive educational assessment, which in a modern education an  absolutely obligation and 

who knows at the same time "conscious training and policers". Such an assessment is distinguished 

from the traditional one  in that it is based on interactive methods specific to new education.  

However, this point of view, although shows an  emphasis on the new element must not lead to a 

complete surrender  of traditional assessment.  

 

According to C. Cucos, the  meaning of the word "assessment", offers different meanings, in the 

functions of the educational realities  which shall take into account: assessment of system  learning, 

the assessment of the educational institution, teachers' assessment, evaluation of the programs, the 

students` assessment etc. The contemporary society brings problems of a great complexity, which 

causes the  emphasis on ways in which must be carried out educational action, in order to help the 

man from our days to answer questions that he encounters.  However, there are enough arguments 

forsupporting the idea  of progress, evolution, adaptation, more recently - the management of 



International Journal of Social and Educational Innovation (IJSEI) 

 No.1/ 2014 

 

33 

 

change, etc. , getting started to be taken not only to understand, but also to act on educational 

activity itself. (Lisievici, 2002: 34). The assessment represents a moment of the  learning process 

and is just as important as teaching. Assessment should be applied  to students and teachers. In the 

future we need more teachers who are able to realize self- check, and then they apply to students 

assessment optimal methods  for every moment of assessment and each disciplines. Furthermore, 

the evaluation is A self tuning activity for both students, as well as for teachers, with a view to 

obtaining superior performances.  

 

Whatever its immediate objectives of evaluation should be, the assessment must support and 

promote the work of teaching and learning. It makes it easy to adjust professional activities, as it 

provides information about quality of teaching, about the way in which it has been carried out the 

content of training, about its accessibility, about the value of teaching technologies. 

To establish a strategy for the assessment in education is equivalent to fix when you're evaluating, 

in whatever form, with what methods and means, and how you take advantage of the information 

obtained etc. Of course, in the end, on the basis of the conclusions reached, the student will change 

the strategy of learning, professor his teaching strategy h and the director his managerial strategy. 

Evaluation means, together with teaching and learning, a fundamental operational component of the 

educational process. It constitutes the adjustment and self- adjustment element, with reverse 

connection, through the education system, regarded as cyber warfare system. In the light of the 

prospective systemic correlations between teaching and learning assessment, the assessment 

informs us about the efficiency strategies and methods, teaching and learning but at the same time 

on the accuracy of establishing operational objectives and the extent to which they are to be found 

in school results. (Panţuru S.; Păcurar D.C., 1987: 33).  

 

Educational curricula  considers the assessment of teaching process the educational process as an 

activity for the collection, interpretation of the monitoring data on the effects of direct relationship 

teacher-student with a view to streamline educational system operation. Educational assessment is a 

comprehensive form of verification and shall be provided in a phased way, over a period of several 

school activities, at whose end, the teaching staff can assess the level of training which  the pupil 

has at that time. The assessment, understood as a component of the educational process,  has a two- 

stage dimension, in the sense that, on one hand, it represents a means by which the student is 

appreciated, and, on the other hand, constitutes for the teaching staff an algorithm of teaching 

assessment. Therefore, school evaluation is the process by which we measure and  we appreciate 

the teaching product.  

 

A relevant aspect in the process of assessment is one which takes into account the relationship 

between assessing a  person (individual  appreciation) and assessing the  group. Here comes  an  

educational paradox which relates to its purpose of the carried out activities. This paradox lies in the 

fact that, sometimes in school system, in grades located in the last year of education or before 

changing a school cycle, is  used in the so-called modern methods of teaching - learning those 

covering educational activities which shall be conducted at the level of group.  

 

Furthermore, in the case in which these activities fall within the scope subjects which are relevant 

and finality in a final exam (high school graduation exam, capacity, etc. ), then the paradox is more 



International Journal of Social and Educational Innovation (IJSEI) 

 No.1/ 2014 

 

34 

 

than obvious in what concerns the teaching process. Of course, you don't have to minimize the  

importance of  modern methods of teaching - learning, but you don't even need to overreact  with 

regard to their application in such an approach. “An evaluation of the group must take into account  

the assessment of  all the appreciated  members separately, assessment which should be located at 

the level of educational responsibility”. (Jeder, 2011: 420-422). In other words, an accurate 

feedback effectively involves a structured review at the level of each member of the group in 

question. “In evaluating the operation of the group , it shall discussed any action of a State which 

should be improved in order to maximize learning” (Popa, 2005: 195). Therefore, a relevant and 

effective assessment  should also consider the situation of a foundation for learning. 

 

The operation of the evaluation is not a superimposed  step in  the learning process, but it is an 

integrated act of  teaching activity. Assessment should be designed not only as a check of 

knowledge or as a means of objective  measurement, but as a way of processing which involves a 

global strategy on training.  It is a way to validate the justice educational sequences, components 

teaching process and a means of distinguishing, mounting, and working on educational objectives 

and contents. Pedagogical evaluation shall include in its scope the  results and  their psychological 

sublayers. This is done by the  teacher through appropriate teaching strategies designed for peering 

the  review of the internal functioning of educational action. 

Having an important role in the optimization of the activities by any type, the assessment is 

permanent in  any business area.  Education is a centered  field of the company, in which the 

activity of the evaluation manifests in particular and whose approach is deeply justified. Thus, the 

assessment in the field of education aims to appreciate  objectively  and with  scientific ways the  

training effects of a pedagogical action. 

 

 We can  appreciate that in the past decades, the concept of “assessment” has undergone profound 

and significant transformations  in an ambience of education and learning process, the meaning of 

evaluative process being changed with the intention to adapt to new educational and social 

requirements. Evolving from traditional design as a fall in the end of life-long learning, today, the 

assessment is more than just a final or parallel process with life-long learning. It is an act which 

organically integrates  in the same process of learning, creating interactive and circular 

relationships. While learning, the student performs repeated processes of professionalism and 

critical appraisal, which serve as a basis for decision-making guidance for his own training and 

development.  

 

Furthermore, the concept of "assessment" changes over time, while gaining multiple potential and 

various meanings. Thus, the level of teaching is interested in not only the progress assessment of 

teaching, but also in  training and developing  the students` capacities of self – check.The 

Educational requirements include a new register of powers, unlike traditional powers centered on 

transmission of information and learning assessment of the transmitted information. Because  of the 

diversified contents which must be assimilated by students and verified by the teaching staff, 

methods and techniques of evaluation have never known a rich-quick. The new methods which 

have arisen are successfully used  along with the traditional ones  and offers  an  overview picture ,  

of the one being assessed. Therefore, in each normal and healthy child may be formed and 



International Journal of Social and Educational Innovation (IJSEI) 

 No.1/ 2014 

 

35 

 

developed capacities necessary for  carrying out scholar tasks. It all depends on the organization and 

carrying out of their work correctly. 

 

Both the amount and the quality of knowledge, as well as general intellectual development will 

depend on the student's motivation for teaching, moral and volitional  attributes whose  knowledge 

is essential for carrying out an effective activity with its respective students. Knowledge of each 

student, his general intelligence , training level and the evolution of him in  different stages of 

education requires systematic observation of activities, applying the tests for the evaluation, the 

examination of pupils lessons, discussions with parents and individual discussions with the 

students, with the reference  to the system requirements  of school history syllabus. 

 

 4. Conclusions and proposals 

A relevant aspect  in the process of assessment is one which takes into account the relationship 

between assessing a  person (individual  appreciation) and assessing the  group. Here comes  an  

educational paradox which relates to its purpose of the carried out activities . This paradox lies in 

the fact that, sometimes in school system, in grades located in the last year of education or before 

changing a school cycle, is  used in the so-called modern methods of teaching - learning those 

covering educational activities which shall be conducted at the level of group. . Furthermore, in the 

case in which these activities fall within the scope subjects which are relevant and finality in a final 

exam (high school graduation exam, capacity, etc. ), then the paradox is more than obvious in what 

concerns the teaching process.  

 

Of course, you don't have to minimize the  importance of  modern methods of teaching - learning, 

but you don't even need to overreact  with regard to their application in such an approach.The 

evaluation is an action of knowledge ( especially) for some phenomena, under their extent of 

accomplishments report,of  condition and functionality of  a system, of the results of an activity. 

Therefore, the object can be a phenomenon, a person (student, teacher), an activity, or its results, an 

institution, or  the school system as a whole, etc. The  Evaluative act  aims at improving phenomena 

assessed, being carried out with a view to take decisions in this respect. 

 

We notice that, the modernization of the Roumanian teaching process, centering on its quality, 

especially on the education` s quality, gave rise to the the polemics among the practitioners, 

Especially  among with those who are divided into camps pro and against reform. In most cases, 

This discrimination is made on the basis of the age, the convictions of each and by the perception 

that they  have on the new. All these things prove that evaluation is a very important component of 

teaching process and that  it deserves to be investigated in depth, in order to achieve its goals, with 

which is invested, and in order to be designed, implemented and evaluated properly.  

 

Conclusively , it can be said that the main functions of the evaluation shall consist of efficiency 

measurement and of the auto-adjustment of the teaching process, teachers being able to control  the 

scholar acquisitions, students being aware of their achievements and progresses, and the community 

to be informed on the course of progress in which school evolves  and on the orientation  of the  

young generation.  In this respect, it is being spoken about the assessment of the education` 

effectiveness.But is equally necessary that the effective evaluation to be assured. This latter aspect 



International Journal of Social and Educational Innovation (IJSEI) 

 No.1/ 2014 

 

36 

 

is a matter of importance, Since it can be the most eloquently  confirmed by passing the 

control/assessment to self-check. (auto – assessment), what claims in a larger  plan the transition 

from determination and patronage to a reasoned self standing.  

 

 

References 

[1] Daniela, Jeder. (2011). “Education and structures of responsibility for life and environment”, in  

2010 International Conference on Biology, Environment and Chemistry (IPCBEE), vol.1, IACSIT 

Press, Singapore, 2011, pp. 420-422. 

 

[2] Lisievici, Petru. (2002). Evaluarea în învăţământ, Bucureşti: Publishing House Aramis.. 

 

[3] Radu, Ion T.. (2008). Evaluarea în procesul didactic, Bucureşti: Editura Didactică şi 

Pedagogică, R.A., Bucureşti. 

 

[4] Voiculescu, E.. (2001). Factorii subiectivi ai evaluarii şcolare, Bucureşti: Editura Aramis. 

 

[5] Panţuru, S., Păcurar. D.C.. (1997). Curs de pedagogie, partea a II-a, Transilvania University 

Braşov. 

 

[6] Popa, Carmen (2005). “Rolul profesorului în structurarea situaţiilor de învăţare cooperantă”, în 

Studii şi cercetări, Cluj-Napoca: Publishing House ARGONAUT, p. 195. 

 

[7] Dezvoltarea durabilă – International Conference for Environment Rio de Janeiro from 1992 

prezidată de şefi de state şi de guverne.  

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 


