There is an increasing body of scholarship (e.g. Wang, 2017) analyzing the way workplace learning has been progressively backed by swift developments in information and communication technology, which has generated deep-seated alterations to the manners individuals access data and knowledge, and collaborate with other employees. E-learning zeroes in on the utilization of computer and network technologies to establish an elaborate learning setting entailing a broad series of information and knowledge resources and an array of clarifications for learning, education, and reciprocal action. Technology-dominated proposals make e-learning schemes less learning successful, determining their confined effect on stimulating individuals to take in and maintaining employee knowledge and abilities advanced. Focusing on the instrumental role of job design, workplace instruction, and educational experience, the aim of this paper is to prove that, for personnel, albeit knowledge and abilities may be assimilated by engaging in e-learning procedures, more frequently employees do not assume that e-learning is significant to their regular activities and effective in enhancing job performance. For entities, e-learning is commonly drawn up without considering the organizational strategy and mission, and particular training preconditions. Our results support prior research and illustrate the urgency of understanding that technology should be incorporated in pedagogical design to enhance technology affordances, education should be adjusted to separate demands and organizational objectives, evaluations should be bolstered to establish the accomplishment of e-learning aims, and strategic planning should be made for putting into practice chiefly in furthering organizational setting or culture. Workplace learning and its climate imply intricate, ambivalent, and constantly indefinite series of circumstances. Our research insists on the needs of regulating objective-led separate, social, and organizational mechanisms determined by the aims to enhance both specific and organizational performance via workplace e-learning schemes.

The general concept of non-territorial autonomy is analyzed in the specialized doctrine from various perspectives - considered, in fact, as its attributes – such as, cultural, linguistic, educational, traditional and religious perspectives- all considering the identity of the minority group that lives in a majority community.The present paper, part of a larger research, proposes, on the one hand, an analysis of the legal framework regarding non-territorial autonomy in Romania - from the perspective of the regulations regarding the establishment, organization and functioning of the authorities with their role in the elections and the administrative structures at a local level and, whilst considering the role played by the minority groups in this framework. According to the recently adopted New Administrative Code with big impact on minorities’ lives, another purpose of this research is to track how they are applied to the provisions on the linguistic rights of the national minorities included in Local Public Administrative Regulation. The objectives of this research will be, to use the data obtained in national reports and secondly, to making recommendations on the most efficient way in which the legislative norms regarding the protection of minorities can be applied, focusing on costs, human and financial resources

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