THE EUROPEAN UNION - BRANCH OF KNOWLEDGE FOR

BUSINESS STUDENTS
Lidia Alexandra Păun Năstase, Accounting Doctoral School, Bucharest University of Economic
Studies, Romania, nastaselidia@gmail.com
Lavinia Costan (Popa), Accounting Doctoral School, Bucharest University of Economic Studies,
Romania, lavinia.n.popa@gmail.com

Abstract: The education system in Romania does not talk very much about the European Union.
Several study subjects have scheduled lessons about the European Union, but are being discussed at a
general level. There is a possibility that students enrolled in pre-university economic studies learn
more about the European Union and its role in developing certain countries. Both students and tutors
know very little about the facilities offered by the European Union to develop a business or create new
coin places. At the high schools in Romania, which offer elementary economics education, students
can learn, besides the ways of setting up a company, strategies for promoting a business, negotiating
techniques and ways of attracting non-reimbursable funds offered by the European Union. For young
entrepreneurs in Romania the main problem encountered in starting a business is the lack of capital,
which can be overcome with the help of the European Union. In order to accelerate the implementation
of business, young entrepreneurs need to study about European funding opportunities from the first
year of study. In order to teach the European Union, the teacher needs his theoretical and technological
resources.

Keywords: Elementary Economics Education; Economic; Student; Education System; Teacher;

Education and Economic Development; High Schools.

Literature Review

At European level, major efforts are being made to include in the process of teaching notions about the
role of the European Union. It is important that from the training stage the students know what
opportunities the European Union offers for the time they finish their studies. In Romania, creating
new jobs is a major concern, and students with Union support can open new businesses after graduation
and create new jobs.

A recently published document by the European Commission recommends that member countries
implement transdisciplinary materials in the education system that contribute to the development of
skills across multiple areas, creating more chances of employment at the end of their studies. The main
concern of the Union is to help young people to integrate more easily into the labour market.

There are several options offered to students by high schools in Romania. Here we can talk about
teaching new business strategies for young entrepreneurs or moving towards a job. In Romania, the
public schools are divided according to the studied subjects, such as: plastic and visual arts, arts, music,
real, natural resources, services, sports, ethnic, technological, human, pedagogical.

Public schools in partnership with the ambassadors of different countries have developed dual learning
through which students can learn a profession. Several schools in Romania in partnership with the
embassies of various European countries, which form students both theoretically and practically. Dual
education takes place over three years with progressive practice. Students enrolled in this form of
education in the first year make 80% theory and practice 20% and until the end of the year they do
practice up to 60%. The practice is in multinational companies that have been developed in different
European countries. Students are satisfied that at the end of graduation they have an assured job. This
is how Romania succeeds in achieving one of the recommendations of the European Union regarding
the promotion of excellence in Vocational Education and Training (VET), as it is specialized in specific
fields, in certain professions, specifically targeting areas where there are not enough professionals and
is a demand big on the market. There are solutions for school dropouts by identifying them, and
targeting a school where a job is learned. These schools provide financial support for students with a
difficult financial situation, but with the expectation that they will not miss the courses.

At European level, emphasis is placed on the accumulation of transdisciplinary skills that increase
employability, such as entrepreneurial initiatives, digital skills and language learning. At high schools
with Profiles, students are trained both theoretically and practically to develop through the business
environment. In the curriculum of economic high schools with a service profile, there is a matter called
the "Training Firms" presenting the studio materials of students in the terminal classes. This subject
involves both a theoretical and practical study, for which it was allocated three hours per consecutive
week. In the third year of economic high schools studies, students learn marketing strategies for
business planning and organization, and in the last year of negotiation and financing strategies. The
marketing and negotiation part tests it through competitions organized between these exercise firms at
municipal, regional and national level. For the financing side, there were no simulation models, perhaps
because of the lack of information provided by teachers and the high schools. Here comes the need for
knowledge about European Union funding opportunities for business.

Lessons about the European Union in Romanian high schools are found in History and Geography,
treated in terms of history evolution and it is positioning on the world map. To find out more about the
EU, history, values, policies and the latest developments in European affairs, students need to
participate in extracurricular activities. Such an activation initiated by the European Commission is
called "Europe, our House", which includes two main initiatives: the Euro Quiz competition, open to
6th grade gymnasium students, and the European Leadership Campaign and Competition for high
school students. The Euro Quiz competition is a fun and challenging activity, open to all students in
the 6th grade Gymnasium National High Schools. Its aim is to enhance and strengthen students'
knowledge of the European Union, to develop teamwork skills. The European Leadership Campaign
and Competition addresses high school students aged 15-18. The goal is to encourage students to create
their own project that proposes a change in the local community. The campaign aims to develop
students leadership and public speaking abilities, team spirit and the ability to mobilize groups of
people to work together for the benefit of their community (EC, 2018).

A strategy coming from the European Union for these students from all member countries is Erasmus
+, a program that helps students in their member countries socialize and help with experience
exchanges. Erasmus + is the program by which the EU supports education, training, youth and sport in
Europe. Erasmus + contributes to economic growth, job creation, social equity and inclusion, education
and training. The program also aims to promote the sustainable development of higher education
partners and to contribute to the achievement of the EU's youth strategy objectives. Erasmus +,
addresses the following themes (EC, 2018):

 Reducing unemployment, especially among young people

 Promotion of adult education, especially in the area of new skills and competencies required
on the labour market
 Encourage young people's participation in European democratic life
 Supporting innovation, cooperation and reform
 Reducing high schools dropout
 Promoting cooperation and mobility with the EU's partner countries
At European level, an online The School Education Gateway (SEG) platform for teachers, high schools
leaders, policy makers, experts and other professionals in the field of high schools education was
developed.
Designed as a single entry point for teachers, school leaders, policy makers, experts and other high
schools education professionals, Gateway School Education is in an increasing trend. Also, due to the
active involvement of Erasmus + national agencies in its promotion, the platform now counts over
45,000 registered users in 145 countries and receives almost 63,000 visits per month, with a peak of
90,000 per month in the last quarter of 2017.

In order to increase the links between practitioners, policy-makers and experts, Gateway School
Education offers teachers and high schools leaders the opportunity to get involved in a broad
stakeholder group. The platform is also a starting point for the latest news and views of high schools
education experts and provides teachers with resources for their professional development with
information on EU policies and funding opportunities and guidance on how to participate in Erasmus
+ activities. The range of services provided by Gateway School Education is steadily increasing. The
platform also hosts online collaborative spaces for thematic groups of stakeholders in the field of high
schools education, online and personalized courses for teachers and high schools staff through the
Teachers' Academy as well as the European School Facility, a good practice depository to combat
early unemployment leaving. High schools can also use the platform to look for Erasmus +
opportunities (CE, 2018).

Teachers are those with whom the high schools transmit new information to students. The teacher's
teaching activity is based on several factors: continuous training, teaching resources, students capacity,
and the technological resources they have.

Figure 1 Status of continuing professional development for teachers in pre-primary, primary and general

Source 1 Eurydice

Continuing professional development refers to formal and non-formal training activities,

which may, for example, include subject-based and pedagogical training. In certain cases, these
activities may lead to further qualifications. Professional duty means a task described as such in
working regulations/contracts/legislation or other regulations on the teaching profession. Continuing
professional development (CPD) has gained considerable importance over the years. It is now
considered a professional duty in 28 education systems. Usually this duty is mentioned in legislation
or regulations, but in some countries, it is stipulated in teacher employment contracts or collective
agreements. It is also important to note that specific CPD linked to the introduction of new education
reforms and organised by the relevant authorities is, in general, mandatory even in those countries
where CPD is not a professional duty for teachers.
 Six countries stipulate the exact minimum number hours that each teacher is expected to attend CPD
courses (Luxembourg, Hungary, Malta, Portugal, Romania and Finland). In some countries,
participation in a minimum amount of CPD is necessary to stay in the profession. In others (the
Netherlands, Slovenia and the United Kingdom (Scotland)), a minimum number of hours of CPD are
considered a teacher’s right. Several of the countries where CPD is considered a professional duty
further encourage teacher participation by making CPD necessary for promotion evidence of
participation is required when applying for a post at a higher professional grade. In Bulgaria, Spain,
Lithuania, Portugal, Romania, Slovenia and Slovakia, CPD is a duty and a prerequisite for career
advancement and salary increases. In Denmark, Ireland, Greece, France, the Netherlands, Poland,
Sweden, Iceland and Norway, teachers’ engagement in CPD is not stated in terms of professional duty.
However, in France and Poland, CPD is clearly linked to career progression. In all other education
systems, even if CPD is not explicitly required for promotion, it remains an important advantage. In
many countries, participation in CPD activities is viewed positively in teacher evaluation
(EC/EACEA/Eurydice, 2013).

Claudiu Ciprian Tănăsescu, MEP, believes that "In the current context, in which Euro-skepticism gains
ground based on the lack of citizens' information on the importance of the European Union, on
erroneous, distorted messages about the role of the European institutions in everyday life citizens, I
think it is important to combat these currents of opinion, which induce some deformed ideas that all
bad things are dictated by Brussels, the national state has lost its sovereignty, or that the European
Union is a construction meant to destroy the national spirit ". Introducing a course on the European
Union in the curriculum can help young people learn basic European Union notions in simple terms,
understand the importance of membership of the European Union, why it is important to vote in the
European Parliamentary elections, how it works and what are the values that make the European Union
one of the most important political constructions of the 20th century "(Tănăsescu, 2017).

In Romania, the process of introducing concepts about the European Union into the study matrices of
pre-university graduate years is at the beginning, but teachers through training courses and online
platforms can bring this concept much faster into high schools.

Results and discussion

Our study refers to the research of students' knowledge about the European Union and the history,
values, policies and latest developments in the field of European affairs. There were questioned a
limited number of respondents by the "simple random" method. The research community is represented
by the students of the final classes of an economic high school from Bucharest, the sample consisting
of 113 people. Conducting our research, we have obtained results reachable in the following short
description.

Figure 2 The specialization of respondents

51.3% of the respondents have the specialization "Technician in economic activities", 37.2%
"Technician in tourism" and 11.5% "Trader Seller".

Source 2 The author's own design

Trader seller,
11.50%

Tehnician in
economic
Tehnician in activities,
tourism, 51.30%
37.20%
Figure 3 The level of knowledge about the European Union

63% Students questioned affirm 37% to have

knowledge of the European Union and 63% do
37% not know its role. For a better functioning of
the European Union, information about this
should be provided to children in the first years
of study, especially to high school students.

Yes Not Source 3 The author's own design

Figure 4 The way of information about the European Union

The ways of informing students about the

role of the European Union among those
Other sources 3% who know this concept 38% are from the
Internet, 28% from the media, 16% from
School 10% the Ministry of European Funds, 10% from
the high schools, and 3% from the other
Family and friends 5% sources. It is found that the main source of
information about the European Union of
Ministry of European… 16% students is the internet followed by the
media and only 10% of the high schools.
Internet providers 38% This can affect the way the EU-related
concepts are correctly understood.
Mass-media 28%

Source 4 The author's own design

Figure 5 The importance of studying the notions of the European Union

Source 5 The author's own design

Very important,
50%
42%
40%
Important, 29%
30% Little important,
20% 16% Very little
10% important, 7%Not important, 6%

0%
Very important Important Little Very little Not important
important important
In the opinion of the students, it is very important to study the Eropean Union (42% of this), 29% of
them are important, 16% consider them to be of little importance, 7% very minor and 6% unimportant.
In order to benefit from EU support as soon as possible, it is necessary that the future beneficiary, for
example young entrepreneurs, first know the allocation procedure.
 Figure 6 The branch of knowledge where concepts of the
European Union have been met

Of the students questioned about

Another 10%
the European Union at school,
40.7% say they have heard about
branch of knowledge
Geography 40.70%
Geography, 49.3% at History,
and 10% in other branch of
knowledge. History 49.30%

Source 6 The author's own design

Students questioned say they participated 38% in a high schools -funded activity funded by
European funds, 32% of them do not, and 30% do not know if the activities they attended
were also funded by European funds.

Students being enrolled at an economics high school, tourism or trader seller, want 63% to
open a business, 19% do not know, and 18% do not want to. The percentage for Romania,
which refers to students who want to open a business, is important, because it helps to create
new jobs.

Figure 7 The degree of interest in attracting European funds

Very little Not

interested interested In high schools in Romania,
5% 5% students are interested in attracting
European funds to develop their
Little own business. 55% of them are
interested very interested, 15% interested,
20% Very 20% less interested, and equally
interested very little interested and
Interested 55% uninterested.
15%

Source 7 The author's own design

 Figure 8 The degree of knowledge of the operational
Very
programs in Romania funded by the European Union
Good, 7%
good, 0%
Operational programs in Romania
funded by the European Union are not
widely known by students. 43% of them
Not at all, say they know what they mean, 35% at
35% all, 15 very little, 7% good and 0% very
good. In order to open a business with
the support of the European Union, you
Little bit,
need to know the operational programs
43% in your country and the funds allocated
Very
to them.
little,
15%

Source 8 The author's own design

Figure 9 The age category of respondents

15-16
Students are aged between 15 and 20 years years old
old. 13% are between 15 and 16, 23% 13%
between 17 and 18 years, and most 64%
between 19 and 20 years. 17-18
19-20 years old
years old 23%
64%

Source 9 The author's own design

Conclusion

It is very difficult for students in Romania to open their own business. In the first place because they
do not have their own sources of funding, and in the second place because they do not know how to
attract grant funds from the European Union. Romania, as a member country of the European Union
since the beginning of 2007, benefits from the funds allocated to the 2014-2020 strategy which aims
(EC, 2018): research and innovation, digital technologies, supporting the low-carbon economy,
sustainable management of natural resources, small businesses. Even though Romania has been in the
European Union for over ten years, students from high schools have not studied enough about it. In
order to understand the role and support offered by the Union, it is necessary to bring in the curriculum
of students in high school terminals a subject through which they can learn more about the European
Union. Teachers can be documented at European Union courses and can help correct the transmission
of information to the student and even write projects for European funding to help develop high schools.
High schools can be developed by acquiring new materials that help deliver on-the-job teaching in the
latest generation.
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EC. (2018). Retrieved 02 2018, from http://ec.europa.eu/education/news/school-education-gateway-

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