The ISCED classification used in education is the most important step in designing and constructing forecasts and prevision models. The very basis of the classification is applicable both on the formal education and on the non-formal education. While the education process nowadays is conducted in universities, there are many categories of education providers that choose e-learning platforms. To better understand how their trajectory can be correct, the present article sustains the idea that the ISCED classification points e-learning platforms in the right direction. This direction is meant to compress the education idea to basic competencies, skills and learning outcomes that the graduate can acquire during the education process. Using variables collected on the base of the ISCED classification and statistical distributions, we present the e-learning concept in Romania. The article is divided into two main sections. The first section focuses on e-learning platforms and the percentage of the population that used such platforms for education. The second section presents the inclusion of the ISCED classification in e-learning platforms. Using the ISCED classification, we can conclude that people with higher levels of education have a higher chance of using e-learning instruments.

Taking into account the growing importance of online platforms for education, the current case study focuses the viability and high effectiveness of online adult education and training of EPALE in Romania. EPALE (Electronic Platform for Adult Learning in Europe) represents a multilingual community for teachers, trainers, academics, policymakers and anyone else with a professional role in adult learning across Europe. The case study is based on a quantitative analysis, focusing on the various reasons why online adult education and training represents a good step in lifelong education. The present study presents a formal quantitative point of view, based on survey conducted on various age categories of people. The methodology is based on statistical quantitative survey, using a questionnaire with 20 questions and grows upon the result of 3 open questions. The survey is constructed upon the active population of EPALE adult education programs collecting the data using an online platform. By using a random online survey, we support our conclusions using a fixed sample of the population. The main variables taken into consideration are: age, number of adults that are active in EPALE online education programs, regions, urban and rural areas. Using the ANOVA statistical test and studying the Independent T-test and Paired Sample T-test, we conclude with regard to the possible differences within the studied groups on the usage, viability, and effectiveness of EPALE adult education in Romania. After studying the survey results on a quantitative level, we can intervene and conclude on the importance of lifelong learning that is statistically sustained by EPALE online adult education.

Massive Open Online Courses have become an influential pillar of education and training in the last decade. People around the world use MOOC's to train their already acquired skills or gain new ones through the world wide web. Both educational institutions and official training providers use MOOC's to enhance the standard educational process through online learning. This paper studies the potential usage of (MOOC's) as a part of formal education in Romania, with proper recognition and accreditation from universities, the labor market, and quality assurance institutions. Using existing successful platforms from MIT and Harvard that give such online credentials, the paper focuses on possible implementations in Romania. The exploratory research is based on a qualitative approach using individual interviews at the faculty level in different universities from Romania with teaching staff and students. Given the different profiles and domains of universities, there needs to be a correlation between the demand of the labor market and the offer of these courses and programs. The findings will provide a general point of view on the future of MOOC's in accredited and recognized education and training. Given the advancements being made in the online education sector and digital skills, these courses will become the foundation of lifelong training in the future. Teaching staff and universities need to be aware of the growing need for digital skills that can be acquired and enhanced through e-learning platforms that do not only help learners to graduate but give them the possibility of recognition in terms of accredited certificates.

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.

In a world of full technological development, having free access to information, the conservative learning process in the technical field must also keep up and adapt to digital culture. With the help of virtual technology, there will be a transition from the classical teaching method, centered on the teacher and printed materials, to an interactive studentcentered learning environment, in order to create a connection between the teacher, the student and the learning process in the virtual environment. The components of traditional didactic act: didactic material planning, interaction with students, course support, and final evaluation method should also be implemented in the virtual environment. This paper aims to analyze the perceived impact of using such learning technologies applied to the technical field for certain technical subjects, through a questionnaire that was aimed both at students and at teachers.