European Trade Union Committee for Education

On 6 February 2025, the second study visit within the framework of the InclEdu4AllNeeds project took place in Bucharest, Romania. This initiative, led by the CSEE and EFEE with the co‑funding of the European Commission, supports the work programme of the European Sectoral Social Dialogue Committee in Education (ESSDE) for the period 2024–2026. The project aims to strengthen collaboration between social partners to integrate students with specific needs and to assess policies and practices to improve inclusive education.

The study visit in Bucharest was held at the Saint Nicholas Special Secondary School, the largest school for specific needs in the capital, hosting around 200 pupils from kindergarten to vocational education and training (VET). It included classroom observations, interviews and working‑group discussions among Romanian social partners in the education sector to examine challenges and good practices in inclusion. This visit made it possible to complement previous research with in‑depth qualitative analyses of national policies and institutional strategies. Despite challenges such as limited access to therapies, a lack of specialised staff and insufficient equipment, the school remains committed to improving special education through innovative teaching methods and external partnerships.

Main issues raised by Romanian social partners, as well as by the school staff and management:

Although mainstream schools and special schools coexist in Romania, transitions between them remain inconsistent. The lack of adequate support has led to an increase in transfers of pupils to special schools, as well as a greater reliance on private education. Trade unions and school management expressed the desire to create a pilot school combining a special school and a mainstream school, in order to establish an educational hub promoting inclusion for people with specific needs. Despite a legal commitment to allocate 6% of GDP to education funding, actual allocations range between 2 and 3%. Schools face significant gaps in infrastructure, professional training and support staff. Regarding the inclusion of people with specific needs, schools depend heavily on European funds (secured through their own initiatives) rather than on the national budget. The 2023 Education Law requires a reduction in class size for pupils with specific needs in mainstream education. However, practical implementation is hindered by the lack of support staff and the excessive workload of teachers. Although special education is now part of initial teacher training, students’ practical exposure remains insufficient, and the shortage of specialised staff continues to be an urgent issue.

The study visit in Bucharest highlighted the need for stability (since 1989, Romania has had the highest number of Ministers of Education, changing every 1 to 2 years), for a coherent long‑term vision, and for initial teacher training on specific needs. The discussions reinforced the importance of social dialogue between trade unions and employers in the education sector to address challenges and develop concrete solutions.