The book presents the results of a research conducted by Research Institute for Quality of Life, Romanian Academy, part of the “Integrat – Resources for the socially excluded women and Roma groups” project, which was co-financed by the European Social Fund (EFS) through the Sectorial Operational Program Human Resource Development 2007-2013. The main goal was to stimulate social inclusion especially for women and Roma groups in the Bucharest-Ilfov and South-East development regions
Romania is a country with a net emigration rate.This does not mean that immigration does not take place in Romania. This study is one of the few on this issue. Why choose the Turkish migrants as a research topic? There were several reasons for this choice. Firs of all, Romania and Turkey have a relationship with a history going back more than half a millennium.
Tuna Forum represents the institutionalization of a cultural project of Tuna Foundation in Romania. One of the main objectifs of this platform is promoting and facilitating intercultural dialogue. The concept of intercultural dialogue implies the idea of communication, relations and exchange of ideas between different cultures.
The `Bologna system` was initially designed as a large scale process intended to modernize and integrate the various national educational systems, thus contributing to the homogeneity of European Union‘s enlargement mechanisms and socio-cultural outcomes. Nevertheless, behind the glamorous words, the manner in which it is orchestrated and implemented on national or regional coordinates became a subject of criticism by the use of the `efficiency-driven` label in the way that the math accounting technique appears to be the final point of view. Is Bologna part of a European `McDonaldization process`? Thus, the relation between accountant type efficiency and the substantial rationality (the Weberian localized social logic and values) will be reflected in one of our topics. The segmentation of the higher education process under the name of the `Bologna reform` seems to balk both the organic phases regarding the student‘s personality maturation and the burden of early entering in life‘s working stage during the BA or MA studies. In these circumstances, education is transformed into an industrial process that leads to a fragmentation of the apprenticeship-professor bond during the educational years.
The authors propose a daring journey into the previously shaded past of Romanian sociology after 1944, based on an ambitious program supported by the Institute for Quality of Life Research and the Romanian Association of Sociologists, set off in 2006, called Romanian Sociological Publishing after 1944. In this paper, we identify six historical stages in the Romanian sociology’s development and also focus on its survival during communism and its evolution after communism. Each stage is presented in its historical context, and a prediction for the future of Romanian sociology is made at the end.
What is the profile of the Turkish immigrants in Romania? Most of them were born in the less developed regions of Turkey, such as the Eastern Anatolia or the South East. The main reason for the decision to leave Turkey was an economic one. Romania provided the first experience of leaving in a foreign country for the vast majority. This research revealed not only the rich, complex and multi-colored human universe of the Turkish community in Bucharest. It also provided another way of looking at the Romanian world and the direction in which it is changing.
The paper presents an analysis of the impact of the activities, developed and carried out by Tuna Forum in Romania in the last two years regarding the promotion and development of a basis for intercultural dialogue. Tuna Forum represents the institutionalization of a cultural project of Tuna Foundation in Romania; one of its main objective is to promote and facilitate the intercultural dialogue.
In the last years, beginning with the political and economical changes following the post-communism period, the educational system in every South East Europe (SEE) country changed constantly. A multitude and overlapping short term and long term reforms took place in the past two decades in the educational systems of the SEE countries, which encountered numerous challenges and demands. New regulations and legislative improvements had been enforced. Part of these regulations are structural and comprehensive aiming to decentralisation of the educational system for example, while others are focused on particular issues, such as inclusive education for the minorities and vulnerable, socio economically disadvantaged children as well as children with disabilities. There were national reforms in education and training, as well as regional platform and initiatives of cooperation among countries in the field of education and training. For example, for the period 2005-2010, the thematic areas of interest for educational reform is SEE region were quality of education and equity in education, lifelong learning, and European and national qualification frameworks2. There were structural changes in educational systems from preschool level to higher education. The implementation of the new educational policies at the school level was not every time successful. There are few evidences of the results of the implementation of anti-discrimination legislation and new democratic school governance rules and the general achievement of the pupils in schools are still poor. Researches made both by governmental institutions and civil societies organizations often showed the inequality of access to quality education for minorities, as well as for the children with disabilities. The weakness of pupils and parents participation in school life is also identified by the educational experts and Open Society Institute (OSI) representatives as a common shortcoming for the education in the SEE countries.
In this study we analyse the dynamics of the main sources of income of the population during the period 1989 – 2010, the decrease of these incomes as a consequence of decreasing the medium income by 25% and the pensions by 15% starting with June 2010, but also the way how these revenues cover the minimal basket of goods and services for a decent life and subsistence.
The present study has two objectives. First, it presents a fundamental hypothesis: the configuration of knowledge represents a determinant factor of many social facts. The entire structure is based upon the dichotomy certainty/uncertainty. Inside it we differentiate between irreducible certainty and reducible certainty. If we accept this typology, some very important arguments may be made and other explanatory opportunities may be created. Finally, we present an analysis which proves that the certainty/uncertainty situation generates different strategic options for social actors. Secondly, we propose an exercise for constructing a theory. To dramatize it, we present some so-called Propositions that are actually logically deduced hypotheses from the initial model. This endeavour should be viewed more as a challenge. I am convinced that sociology should, at this time, give more credit to building theories.