Standardization of competences provided by education provided both by traditional means and via e-learning systems becomes a prerequisite for Romanian education, given the need for ensuring appropriate correlations of the National Framework of Qualifications with the European Framework of Qualifications, with impact also on the competences provided in the educational systems. As such, , it becomes compulsory to review the training programs provided in order to bring these programs in line with the National Framework of Qualifications, correlated also with the Code for Occupations from Romania and with the competences established at European level, in order to enable free movement of labor force. Education becomes strongly connected with the labor market, and as result of using e-learning, brings students closer to a knowledge and information society. We shall conduct a case study on the e-learning platform from the Bucharest University of Economic Studies, focusing on elements required to be adjusted in the e-learning platform, while taking into account the requirements of correlating with the National Framework for Qualifications. We shall provide also statistical data with regard to the number of students in economic studies trained by traditional means and the ones trained using e-learning platforms. Based on studies and analyses already conducted, using the e-learning platform is the most appropriate approach in providing education for post-graduate studies and Masters programs, as well as for lifelong learning training courses. Recommendations will be made in relation to changes in methodology employed in the design of the e-learning courses, based on new competences set within the European Framework of Qualifications, as well as possible improvements in using software used for creation of learning objects.

Virtualization of approaches in learning and teaching has increasingly taken over, bringing added value to the quality in the educational act. Nevertheless, technological progress is faster than availability of users in using the most recently developed devices and applications. In such context, taking into account that recent approaches in education needs to keep track with technological developments, we are aware that the reactions to developments in e-education, including mobile learning, vary depending on stakeholders and/or types of approaches that are being used. In the present case study we intend to analyze the interest in using mobile learning among university students with taking into account the possible usage of such learning methods on traditional or blended education. Using quantitative analysis, we focus on interest in using m-learning, on possible reasons why students choose whether to use m-learning/m-teaching resources and on preference towards specific usages of such resources. The survey is conducted online among students from various faculties in economics, from within Bucharest University of Economic Studies from Romania. The current research does not focus on specific mobile technologies, nor on specific mobile applications, but on functionalities of such applications that could be used and specific features that could be encountered in such applications, towards a more user-friendly approach in e-education. Moreover, we focus on perceptions among students, without analyzing reactions of teachers towards interest in m-learning, such approach could make the focus of another research. We expect that students be more keen to use mobile learning, yet rather reluctant in possible use in evaluation. Mobile learning could be a possible solution for both traditional and online learning.

Due to the growing involvement of social networks in economic, politic and social aspects of people’s lives and taking into account that social networks represent the main ICT means of socializing, having a steady increase of users each year, we the authors consider that social networks can have a positive impact on education, and also, if combined with educational tools, can be used efficiently in a non-formal and informal educational purpose. Thus, this paper sets out to analyse the current use of social networks in educational purposes in order to understand the impact social networks have on education, either positive or negative, and afterwards the authors will create a theoretical model of how a social network for educational purposes should work after analysing the current theoretical functionalities that such a social tool has and comparing them with the theoretical functionalities that an educational platform has. Thus, by analysing the main aspects in regards to how social networks function and how people interact with them, and also doing the same for educational platforms, we the authors will construct a theoretical model that combines the aspects that we consider are necessary for a Social Network Educational Platform to have in order to balance out each negative aspect that both sides have in regards with what user feedback has offered over the last years. The statistical analysis, that will be presented in order to show the importance of social networks in non-formal and informal education and also information on the use of e-learning platforms, will be focused on absolute and relative statistical indicators. The authors believe that the concept used in this current paper can be used as a guideline for further developing more social network educational platforms and tools that take into account Social Media, Social Networks and have a more positive impact on how adults and students see and use ICT for informal and non-formal learning purposes.

Given that cloud computing brings more advantages than disadvantages in every area that they have been implemented, starting with the cost efficiency, going through flexibility and ending with scalability, we will discuss how cloud technologies could be used in combination with e-learning platforms and what these platforms might gain by implementing and using cloud based technologies. Many issues related to the limitations and problems that affect e-learning platforms could be solved with the help of cloud technologies, thus we shall discuss problems like technological limitations or service uptime problems that can be solved by cloud technologies. After addressing the matter of cloud computing in e-learning, we also intend to discuss how cloud based e-learning platforms might be able to interact with social networks so as to contribute to lifelong learning. Our analysis will be based on literature review regarding recent developments in cloud computing in relation to e-learning. E-learning and social networks, in our opinion, will have to work hand in hand so as to enable a faster and more efficient passing of information towards the person that interacts with either the social network, with the e-learning platform or a combination of those two. A efficient e-learning platform, which can be obtained through the implementation of cloud technologies like SaaS (Software as a Service), Iaas (Infrastructure as a Service) or PaaS (Platform as a Service), could be combined with a social network, either well known social networks or more localized and specialized social networks that refer to specific users, for example a social network that can be accessed only by students of a certain college / university.

Taking into account the growth in the last decade regarding the use of IT&C technology, with the advances brought by smartphone, smart cities, the internet of things and other such approaches to integrating technologies in daily life, educational endeavors have been made to adapt and integrate such new technologies. As Social Media becomes more and more present in everyday life, we are interested to analyze the influences of social media on education in general, and on lifelong learning in particular, especially among young people, who are more prone to using such electronic interactive tools, given the current technology-driven and knowledge-based society. Thus, in this paper, we focus on how people, especially young people, perceive the use of social media in education and in job placement, looking at the possible advantages and disadvantages of using social media in education in general, and in lifelong learning in particular. Taking into account recent studies from literature, we conduct a quantitative analysis, using data obtained through a survey conducted online, which targeted young people from urban areas, mainly from university cities from Romania. We provide general analysis of the survey results, through the use of descriptive statistics and ANOVA. Based on the results of the analysis we argue with regard to the positive impact that using social media in education may have on eLearning, and discuss how eLearning platforms might be modified to be on par with social networks and other such means of online interaction. Moreover, we point out how trainers/teachers can use social media tools as either a blended means of teaching or as a full online teaching experience.