How does Romania compare internationally?

Romania performs worse than most other EECA countries in reading, maths and science.

Moreover, Romania lags behind most OECD countries.

Education outcomes are more inequitable in Romania than internationally

Socio-economically advantaged students and girls perform better than disadvantaged students and boys.

Policies are needed to help all students succeed.

An important factor in student outcomes is where they attend school

Urban students in Romania perform better than rural students at rates exceeding those of similar students across the OECD.

Educational spending in Romania is low by regional and international benchmarks

Romania's expenditure on education is far less than the OECD average. More spending could contribute to better outcomes.

Educational resourcing in Romania is more inequitable than international benchmarks

Principals reported greater concerns about resource shortages in:

  • Schools with more disadvantaged students

  • Rural schools

These trends are also seen across EECA and OECD countries.

Students in Romania spend less time in class than students internationally

Students spent roughly two fewer hours per week in class than students across the OECD.

Spending more time in class can be related to higher performance.

Students in Romania are more likely to be truant than students internationally

72% of students skipped class or skipped school in the previous two weeks.

Truancy is related to lower academic performance and can lead to high risk behaviour such as dropout.

Teaching practices in Romania differ from international benchmarks

Compared to the average across OECD countries:

  • Teachers in Romania use more teacher-directed instruction (e.g. lecturing to classes)

  • And provide less feedback and use less adaptive methods that focus on meeting students’ individual needs.

The practices commonly used by teachers in Romania are associated with lower reading scores

More teacher-directed instruction is generally associated with lower reading performance and more adaptive instruction is generally associated with higher reading performance.

Fewer teachers in Romania participate in professional development compared to international benchmarks

Professional development can be important to help teachers continuously improve, but only 31% of teachers in Romania participated in the last three months.