A modern university assumes more and more, besides the main traditional functions: of research, the didactic function, and the cultural one, a significant role within the community to which it belongs. The university's role within the community can be assessed according to the services through which it contributes to the local and regional development. A university with an entrepreneurial spirit maintains a strong connection with its social and economic environment by offering trainings in which individuals, different from students, might be interested. This is necessary in order to meet these individuals’ need of continuous training and development in the new paradigm of a knowledge-based society. The university's community involvement presupposes the management of the available capital of competence and expertise in order to develop services oriented towards the economic environment, the public administration, the civil society

Democracy is strong when citizens are well informed and participate responsibly to public life, and vice versa, democracy is fragile when citizens are poorly informed and they show indifferent to public life. The tasks that undertake such education are very complex and converging towards the formation of a citizen informed about political institutions, values and democratic norms, about changes and social alternatives, sensitive to his community and global issues, active and responsible; a citizen who thinks and acts in a democratic spirit, able to defend themselves against abuse and attacks on their rights.

The transition stage to pre-primary school represents a key event, in which the support received from family and teachers is essential in facilitating the transition and in ensuring an effective adjustment to the school environment. Our study aimed to investigate the impact of mathematical prerequisites on cognitive development, compared to the impact of reading and writing prerequisites, from the perspective of parents and early childhood educators. Thus, we quantified the impact of reading–writing and math prerequisites on children’s transition from kindergarten to school, analyzing the challenges, opportunities, and possibilities that arise. The sample consisted of 685 parents and 188 teachers, using the preschool prerequisites screening standardized questionnaire developed by the company Cognitrom, a questionnaire-survey, and the focus group method. Initially, the fidelity of the research instrument was assessed by calculating Cronbach’s alpha coefficient. The data distribution was tested using the skewness and kurtosis coefficients. Subsequently, descriptive analyses were carried out in order to provide an overview of the data collected by performing a multiple linear regression analysis. In addition, the Phi coefficient and V Cramer’s V coefficient were used to analyze the association between the research variables. By corroborating the obtained results, we can state that, from the parents’ and early childhood teachers’ perspective, math prerequisites have a greater influence on children’s cognitive development in the transition process from kindergarten to school compared to reading–writing prerequisites, confirming the general hypothesis.

Motivation is an important determining factor of the individual aware and responsible option for a specific career. With regard to student's option for become teachers, the reasons may be different: the availability and stability of employment, working hours, perception of personal skills, challenges and satisfaction that it bring the practice of the profession, the social importance of occupation etc. In this study we present the results of an investigation on student's motivation from Babes-Bolyai University in Cluj-Napoca for choosing teaching careers. We can see, therefore, whether they have properly planned teaching career after a well-founded educational and vocational guidance or a concern for the moment as a temporary solution until they identify other opportunities

Cet article illustre brièvement la façon dans laquelle le système d’enseignement roumain encourage le multiculturalisme, par l’intermédiaire des écoles et par les classes où les jeunes appartenant aux divers groupes ethniques étudient dans la langue maternelle. Par cette voie, il est possible que les minorités nationales s’affirment. En même temps, on peut défendre l’identité culturelle et la valorisation positive des différences au niveau de la société toute entière. D’ailleurs, nous mettons en évidence le fait que l’enseignement dans les langues des minorités ethniques en Roumanie, tel qu’il est conçu et mis en pratique, donne la possibilité de ségrégation sur des critères ethniques. Pour éviter un tel effet, nous avons soutenu le recours à l’éducation interculturelle, par laquelle l’individu peut être formé à percevoir, à accepter et à respecter le spécifique culturel de diverses communautés ethnolinguistiques. La coexistence en harmonie des citoyens et la cohésion sociale ne peuvent pas être obtenues par un communalisme enfermé, mais par une relation adéquate et par une connaissance réelle de ce qui est spécifique à chaque communauté ethnique et linguistique.

The quality of teaching is a decisive factor in facilitating successful learning and academic outcomes in students. Teaching is also a complex task implying a wide range of comprehensive knowledge and skills teachers must ideally master to manage successfully the specific requirements of teaching in class. The professional development of teachers can be achieved by enrolling them in activities that are regularly and systematically organized by competent bodies in the field of education, such as those included in the continuous vocational training programmes. Teachers’ professional development can also be enhanced through constant self-study efforts, according to the needs of everyone, or by practising daily teaching activities. Many teaching skills seem to develop much better once teachers start conducting classes, rather than during the initial training or by participating in activities that are designed specifically for this purpose, such as training courses or tutoring. This article aims at presenting the perception of teachers who conduct primary school classes, on the context in which they developed the specific skills and expertise required for the successful unfolding of their teaching activities in the classroom, and optimal interaction with students.