The study developed within an integrated program follows the actions carried out on the labour market for the employment of the Roma population. Are these measures effective and respond to the needs of the Roma population or the lack of adequacy to the specifics of the population leads to poor results? Data collection methodology included face-to-face questionnaire interviews with predefined questions, administrated by trained field operators. A total of 1064 questionnaires with Roma people were also collected. The marginalised Roma persons have been selected using the "snowball" method (we started from the town hall; if we had no success with the town hall, we approached the next institutions that might supply such information, for instance, the church, health care unit, police, school etc.). A percent of 13% of the respondents declared that they attended professional training courses after having graduated the school. The respondents who attended training courses after having graduated the school, attended training courses in mechanics and plumbing (26%), in constructions (16%), catering and services (14%), counselling and formation (12%). Less than 10% of these respondents attended training courses in other areas.  Corina CACE 44 of Social Inclusion for the Roma (CSIR) from the 4 southern regions of development in Romania: South-East, South-Muntenia, South-West Oltenia and Bucharest-Ilfov, in order to prevent their social exclusion and marginalisation, and to avoid discrimination and the risk of poverty.The effects generated by the project considered not just improving the participation of the vulnerable groups to the labour market, but also the establishment of conditions for their subsequent development.By its design and objectives, the project pursued three main directions:1. Development of the personal capacities of the people from the vulnerable groups regarding their access to labour market, by supplying integrated and specialised services (education, formation, information, counselling, market labour orientation, assistance in finding and getting a place of work); 2. Encouraging, by activation and mobilisation of the local communities and employers, to identify viable solutions to increase the level of professional insertion of the Roma people and to use their potential in a manner that ensures both the cohesion, and the social equity within the targeted communities.3. Implementation of a set of measures adapted both to the specific needs of the target group, and to the opportunities circumscribed within the socio-economic context of the communities where the project is to be implemented, by scientific documentation, quantitative research and qualitative evaluation of the activities performed within the project, as well as of their impact on the target groups.Any explanative action with actional finalities requires deepening the Roma problem detached from the existential context of the people belonging to the community. We focused our analysis on the segment of rural Roma population, whose structur...

The challenges of living in a world of constant change and insecure environments, the stress of looking for a job and finding one that fits and motivates you is a stressful search for a student or a graduate. Offering a helping hand to students and graduates through counselling services appears to be the best idea so far. According to the 5th key message of the Memorandum of Lifelong Learning (Brussels, 2002) – Rethinking guidance and counselling, a new approach is needed to make counselling a better, more accessible service. This message together with the need to offer help to students and graduates suggests that counselling services should use more accessible channels to youth, like Internet. The online career counselling services offer a more attractive and facile manner of finding information about the world of careers and employment opportunities, a better way of knowing yourself and putting yourself in a good light, a easy manner of receiving a piece of advice – in fact a more pragmatic manner of learning about self and self-career using the internet. Learning mediated by internet, internet learning or e-learning how it is called today offer many possibilities for career counselling of students and graduate. In this paper we shall analyse the theoretical and practical challenges concerning this topic and we also present a research conducted to see the development of the Romanian e-counselling services offered to students and graduate in terms of mission, methods of counselling, proposed activities and available resources and so on. In the end we shall try to suggest a few ways of development of these services.

Since 2011, when first MOOCs where launched on Internet, the number of online courses and students increased constantly and universities developed their capabilities to offer online education those interested in. In few years, MOOCs became a real phenomenon and faculties had to think how to deal with this phenomenon not only in terms of course design, but also in terms of methods of teaching, and assessment. MOOC pedagogy represents nowadays the most challenging issue of online education together with maintaining students in the program and conducting them to finalize the course. Our paper is presenting different issues of MOOC pedagogy with special focus on assessment as the authors have identified them in some online economics courses. The paper is structured in three parts. The first part is analyzing so called "MOOC phenomenon" and challenges universities have to face in respect with this. Special emphasize is giving to pedagogy of MOOCs and interactions with students in online environment. The second part of the paper is focusing on assessment in MOOCs. Different forms and methods used to assess knowledge and competences students gained participating in an online course are discussed, each method being analyzed both from students' and instructors' perspective. Assessment is seen in relationship with students' certification and recognition that has to be given to different paths and forms of education. The final part of the paper presents some critical issues on assessment authors identified analyzing assessment methods used in some economics online courses and questioning students that had the experience of being enrolled in different MOOCs.

Instructional design/ designing training activities for adults is an activity that requires the anticipation of the steps that will be covered in the training process. This includes anticipating the objectives, content, methods, resources and assessment instruments in the context of a training activity. The analysis of the main instructional design models highlights a paradigm shift in the design training activities for the adults through a shift from product-centered design models (centered on the learning outcomes), to process-centered models (centered on the components of the training process) and mixed models (centered on the learning outcomes but also on the pedagogical conditions in which they occur). Based on this categorization, the paper covers the most common instructional models of design used in adult education: taxonomic models centered on the learning objectives - B. Bloom, L. Anderson, Krathwohl, E. J Simpson, T.S Baldwin, process-centered models - ADDIE model, Kemp model, mixed models –Merrill, Gagne and adaptive instruction models. The models of instructional design are covered in a critic but constructive manner, following their advantages and disadvantages and their possibilities for implementation. In the final part of the paper we address to the need of conceptualization of the concept of \\\"blended learning” and the need to develop a specific instructional design model in the light of the new perspectives and challenges that may appear. Blended learning is used to describe a solution that combines several different delivery methods or the learning that mixes various forms of organizing activities such as face-to-face classrooms, e-learning, and self-paced learning.