Author: Avenor College

Choosing the right educational system is one of the most important decisions for a student’s future and raises many questions for parents: what differentiates international systems, what A Levels mean in practice, and how these choices influence university admission and career orientation.

These topics are at the heart of an open discussion taking place on February 11th –  Avenor Talks, where we welcome parents interested in international education.

The article below provides context and concrete examples of how the British curriculum supports students’ academic journeys. Richard Thomason, Head of Secondary School and one of the hosts of the February event, answers several questions about the rigor and long-term opportunities offered by education within the British system.

Join the discussion by completing the event registration form.

The beginning of the year is a very intense period for many of Avenor’s Year 12 students, who are experiencing something truly special: the joy of receiving their first admission offers from some of the world’s top universities. It is an important milestone both for them and for their families, as it brings reassurance, confidence, and the clear feeling that the efforts of recent years are paying off – a confirmation of a path built with patience, consistent hard work, and carefully considered choices.

While for most Year 12 students in Romania the pressure of final exams and university admissions will continue at least until the summer, Avenor students following the British curriculum and the A Levels programme are already entering a different stage. The offers received so far reflect not only excellent academic results, but also universities’ confidence in the rigor and relevance of this educational pathway.

For students in Romania, A Levels represent a major advantage: these qualifications are recognized and directly accepted by universities in the United Kingdom, Europe, the United States, Canada, and Asia, becoming a true international academic passport. We are delighted for our students who have already received offers from the universities they aspire to attend, and we continue to look forward with anticipation to the offers for all of this year’s graduates.

As these offers arrive, the diversity of opportunities available to Avenor students becomes increasingly clear. Although some parents worry that graduating from a British secondary school might limit their children’s options to universities abroad, experience shows us the opposite.

Year after year, the list of universities that welcome our students continues to grow, including both prestigious institutions around the world and universities in Romania. Carol Davila University of Medicine and Pharmacy, the Bucharest University of Economic Studies (ASE), the Romanian-American University, and Tiffin University of Bucharest are just a few of the destinations chosen by our graduates who, through the programme they follow throughout secondary school, have the freedom at graduation to choose the academic path that suits them best.

What the British pathway means at Avenor

At Avenor, the British pathway is more than a set of international examinations. It is a way of gradually building students’ independence, their ability to think critically, and their confidence in making their own academic decisions.

Students begin with a broad curriculum that provides a strong foundation across multiple disciplines, and as they progress, they are encouraged to personalise their educational journey according to their interests, strengths, and future plans. This balance between rigour and flexibility naturally suits the Avenor student profile: curious, engaged young people with a global perspective on education.

IGCSE and A Levels: how they work and why they matter

In the first two years of secondary school (Years 9 and 10), students follow the IGCSE programme. This focuses on a deep understanding of concepts, the development of critical thinking, and the ability to work independently. Students typically study 8 – 9 subjects, and the examinations are externally set and internationally standardised.

In Years 11 and 12, with A Levels, learning becomes much more specialised. Students choose three or four subjects directly aligned with the university fields they wish to pursue. This is a demanding stage that requires discipline, strong organisational skills, and a great deal of independent study, but it prepares students extremely well for the expectations of higher education.

At Avenor, the British curriculum is enriched by the study of the Romanian language, which remains a constant throughout the entire secondary school period, reflecting the school’s strong Romanian roots.

The support behind performance

The achievements of Avenor students are no accident. Throughout secondary school, they benefit from continuous support: regular feedback, individual meetings with teachers, and careful guidance in making academic decisions.

An important role is played by the IGCSE Options Fair and A Levels Options Fair, events dedicated to Year 8 and Year 10 students, where students and parents discuss available options directly with teachers. Subject selection is not left to chance but is the result of a process of reflection and counselling.

The academic pathway is complemented by a solid career guidance and counselling system. The team of counsellors works closely with students starting from the IGCSE period, helping them clarify their interests and build a coherent path for the future. The quality of this programme is also confirmed by recognition from the Career Mark International Award.

More than just a curriculum

The British curriculum remains one of the strongest educational models in the world due to its rigor, coherence, and academic relevance. For Avenor students, however, it means more than a globally recognised qualification: it represents a pathway that prepares them for a constantly changing world, where independence, critical thinking, and deep understanding truly make a difference.

In a world where information travels at an overwhelming speed and reality is often filtered through appearances, TEDxYouth@AvenorCollege returns with a new edition that invites reflection, clarity, and a closer look at the world around us. The event will take place on Saturday, February 7th, at 4:00 PM, at ARCUB.

Around 30 high school students, coordinated by Karina and Mihai, 12th grade Omega students, are carrying the tradition forward and are working hard to turn this event into a successful edition, aiming to offer the audience a memorable experience. With dedication, responsibility, and strong team spirit, Avenor students independently organise every detail of the event, delivering- just like in previous editions – a true lesson in perseverance and commitment.

We look forward to welcoming as many of you as possible to enjoy the results of their efforts together.

Tickets are available HERE.

The team organising TEDxYouth@AvenorCollege is renewed each year, bringing together experienced students from previous editions and peers encountering the project for the first time. For everyone, the organisation process becomes a genuine learning space, where each student takes on a role based on their interests and skills, contributing actively to departments such as Sponsorship, PR & Marketing, Design, Event Management, Web Design, Legal, Speaker Management, or Executive Production. By working collaboratively, students learn to communicate effectively, take on responsibility, and create an event that meets professional standards.

“We are already at the fourth edition of TEDxYouth@AvenorCollege, which represents for us an invitation to open dialogue between generations, an opportunity to ask sincere questions and explore diverse perspectives in a world dominated by overexposure and quick judgments. The speakers were chosen for the way they refused to accept reality at a superficial level and instead chose to broaden their perspectives, questioning conventions and appearances,” says Karina, a 12th-grade Omega student and coordinator of TEDxYouth@AvenorCollege.

Through this collaborative effort, this year’s theme – Eyes Wide Open – takes shape and becomes an invitation to reflection.

“Together with my colleagues, we have selected speakers who bring original perspectives and challenge conventional thinking. The speakers come from diverse fields – from art and fashion to sports, social sciences, and public policy. We want to ensure that each guest, through their stories and ideas, will inspire the audience.

So far, the confirmed speakers are: Domnica Mărgescu – Fashion Director at ELLE Romania; Maurice Munteanu – Fashion Editor at ELLE and fashion critic; Diana Bulimar – internationally renowned Romanian gymnast; Gelu Duminică – PhD in Sociology and Associate Professor at the Faculty of Sociology and Social Work, University of Bucharest; Roxana Chrițoiu – Policy Adviser at the European Parliament; Dorin Boabeș – Co-founder and Partner at mindarchitect.ro’; Mircea Toma – Journalist and human rights activist. The list is still open, with more speakers to be announced,” adds Mihai, a 12th-grade Omega student and coordinator of TEDxYouth@AvenorCollege.

Through these diverse perspectives, the event will give the audience the opportunity to see the world from different angles and reflect on how people’s ideas and experiences can inspire curiosity, empathy, and action.

Challenges and Lessons Learned

This edition is the result of the hard work, courage, and creativity of dozens of high school students, many of whom are participating in organising a TEDx event for the first time. They take on real responsibilities, learn the high standards required for such an event, and collaborate to build a cohesive and effective team.

Organising this new edition demonstrates that trust, mutual support, and a clear vision can turn challenges into learning opportunities. For the students, involvement in the event offers a chance to express their creativity, courage, and passions in a real-world setting, in front of a broad audience, while also developing essential skills in collaboration, responsibility, and leadership. Through their efforts, these students are not only creating a successful event but also an experience that strengthens their personal and professional growth.

We invite you to support them by attending in large numbers. Tickets are available HERE.

Now in its 9th edition, the Avenor Christmas Charity Fair has become a cherished tradition within the Avenor community and one of the most energetic projects, coordinated entirely by students. Each year, the fair brings together the joy of the holiday season, stands filled with treats, games, carols, and artistic performances that transform the school into a vibrant space full of smiles and enthusiasm, all driven by the motivation of supporting a charitable cause.

At the heart of this event is, every time, the team of student organizers. This year’s edition saw no fewer than 45 students involved in the organization, taking care of every detail, from children’s activities and musical moments to setup and the smooth running of the entire fair.

For the second year in a row, the coordination of this extensive effort was led by Sonia and Ana, 12th-grade students from Omega. Managing a team of 45 colleagues and approximately 50 volunteers, planning every detail, and quickly adapting to unforeseen situations turned this project into a genuine leadership experience. For them, the fair became an authentic learning exercise about responsibility, collaboration, and what it truly means, in practice, to coordinate an event dedicated to the entire community.

Behind the Scenes

For Ana and Sonia, the Christmas Charity Fair was an intense experience that challenged them to push their limits and to understand the importance of coordinating a project that requires a tremendous organizational effort and delivers an equally significant impact. Each edition comes with its own challenges and tense moments, and for Ana, the most difficult one came just 20 minutes before the fair opened: „I saw a sea of children heading toward the booths, while we were not yet in our final positions. For a few minutes, it was chaos, but our team’s effective collaboration made it possible to resolve everything quickly. This experience showed me how important leadership and teamwork truly are.”

Sonia fondly recalls the atmosphere created by the youngest participants: “At the raffle draw, a crowd of eager children gathered, and the artistic performances were extremely well received. I was also impressed by the dedication of the volunteers at the booths, who contributed a great deal of energy and commitment to the success of the event”.

Lessons Learned and Charitable Impact

Coordinating the fair gave the team the opportunity to develop essential skills: communication, leadership, event planning, time management, and resilience. “The event helped me develop skills such as public speaking, leadership, event organization, time management, and resilience. Most importantly, it gave me valuable connections and helped me discover myself,” says Ana.

Their efforts resulted in a remarkable outcome: 62,000 RON, an amount that will be donated to Tășuleasa Social Association for the restoration of two Saxon households in Târnăvioara. The houses will be included in the Via Transilvanica route and will function as social economy hubs, supporting local community development and creating opportunities for people in the area.

“We have been attached to the Târnăvioara project since 2024 and we want to do things that have a real impact. We are extremely proud of our team, of the entire community that contributed to the success of the event, and, last but not least, of ourselves – for not giving up when things got tough and for managing to create a truly meaningful event,” say Sonia and Ana.

The story of the Avenor Christmas Charity Fair will continue next year under the guidance of Mara and Erica, 10th-grade students. We wish them great success and can’t wait to experience together the special moments of the next edition.

At Avenor, education does not happen only inside the classroom; it is complemented by meaningful learning experiences beyond the campus, where students engage directly with diverse realities and contexts that broaden their understanding of the world. Such opportunities are an essential part of developing a well-rounded student profile—one capable of observing, understanding, and connecting with different perspectives.

A trip to Bhutan is one such cultural experience that leaves a lasting impression on its participants. We invite you to read the article by Georgiana Socoly, Deputy Head of Secondary, about the educational visit to Bhutan—a place where tradition, spirituality, and respect for nature shape a truly unique educational model. Her story highlights how intercultural learning, authentic dialogue, and immersion in a different value system can contribute to students’ personal and academic growth.

 

If someone had told me at the beginning of 2025 that I would travel to Bhutan, this small and mysterious country in the heart of the Himalayas, alongside my students, to explore one of the most fascinating cultures in the world, I probably would have smiled skeptically.

It all began with an initiative by Diana Segărceanu, Executive Director and Co-founder of Avenor, who each year participates, along with leaders from other schools, in an international educational tour dedicated to discovering innovative schools around the world. Accompanied by a group of 30 leaders from different corners of the globe, Diana always returns with inspiring stories and valuable ideas for our community.

This year, however, her enthusiasm was contagious. I had never seen her so impressed as after visiting the Royal Academy in Bhutan, a unique school where education naturally intertwines with tradition, spirituality, and respect for nature.

 

Preparations: Between Dream and Reality

Although the preparation time was short, everything fell into place seamlessly. The visit involved students attending classes, teacher exchanges, and many logistical details—from obtaining visas to planning the route. And yet, somehow, everything unfolded naturally.

I remember a Bhutanese student who, when I asked him to teach me a few steps of a traditional dance, smiled and simply said: “Go with the flow!”

That’s exactly what we did—and it was probably the best advice for the entire journey.

Our group took shape beautifully: high school students from grades 10, 11, and 12, together with me and Raluca Iacobiță, an Avenor parent passionate about Asian culture and spirituality. Together, we became representatives of the Avenor community: students–teachers–parents, exploring and learning from one another.

Our adventure began during the October break. The journey to the “Land of Happiness” (as Bhutan is also called) started on October 20. The flight to Paro, Bhutan, was an experience in itself: the view from the plane just after sunrise took our breath away—temples perched on cliffs and dreamlike landscapes.

First Impressions

At the airport, we were greeted with a touching surprise: a group of students and a Romanian-born teacher, mathematics teacher Liliana Brăescu, welcomed us with a traditional ceremony. Each of us received a white scarf, a symbol of friendship. That was the moment I truly felt we had stepped into a world where respect, kindness, and balance are not just words but a way of life.

After the welcome ceremony, during which we enjoyed masala tea and a traditional dessert, we toured the Royal Academy campus, impressive in both size and its location over 2,500 meters above sea level. The academy operates as a boarding school: students only go home during vacations, and parent visits are allowed on Sundays for two hours.

Life at Royal Academy: Lessons in Discipline, Balance, and Community

Avenor students stayed in rooms alongside Bhutanese students, giving them the opportunity to experience authentic boarding life and follow the daily schedule of a Royal Academy student. I was deeply moved by the connections formed between the children and the way they adapted to the rhythm, values, and traditions of such a different culture. People in Bhutan radiate kindness and humility—traits you feel immediately when interacting with them.

The Royal Academy emphasizes the holistic development of students: spiritual, emotional, social, physical, and academic. This educational philosophy is evident in every activity, every interaction, and the way students are guided to become balanced and conscious individuals.

The school day begins with optional physical activities: fitness, football, yoga, or nature walks. After breakfast, the entire campus pauses for 20 minutes for Ngondro: a moment of meditation or personal reflection—a wonderful way to start the day with clarity and calm.

We also attended presentations about the Bhutan Baccalaureate and how students build their personal roadmaps with the guidance of mentors.

Throughout the week, we participated in their usual activities: meditation, sports, calligraphy, and design, while we organized sessions in Business, Media Studies, and Romanian Culture and Civilization. Bhutanese students were extremely curious to learn about Romanian traditions, the myth of Dracula, dances, and cuisine.

One evening, we shared a special moment: a spontaneous dance session. Romanian students taught the hora, while we learned a traditional Bhutanese dance. It was a pure exchange, full of energy, joy, and authenticity.

Trips with Purpose: Thimphu, Buddha Dordenma, and the Trek to Tiger’s Nest

The program also included excursions to Thimphu, the capital of Bhutan, visits to the National Assembly Hall, the Buddha temple, and the famous Tiger’s Nest monastery complex—a spectacular location at the end of a challenging but rewarding hike.

This experience at the Royal Academy was much more than a cultural exchange. It was a life lesson, an exercise in adaptation, an opportunity to understand the values of other peoples, and a return to our own roots. We learned that traditions and customs become a universal language when shared with sincerity.

We returned home spiritually richer, with new friendships, and with gratitude for this extraordinary opportunity.

At Avenor, we believe that understanding the past is one of the most important forms of responsibility we can nurture in young people. In a world where extremist ideologies increasingly find their way into the public sphere, we are ever more aware of the vital role education plays in developing critical thinking and strengthening democratic values.

Although Avenor High School follows a British curriculum, the Romanian language remains a key pillar of our educational journey — not only as an expression of cultural identity, but also as an anchor to the historical realities that shape our present. This is why, starting this year, the Romanian Language curriculum at the high school level includes a new component dedicated to the critical study of the communist period and its impact on Romanian society.

In the lines below, Dana Papadima, Avenor’s Educational Director and the initiator of this effort, shares the motivation behind this change and its significance for our students’ development.

 

A few days ago, I watched a program on a news channel: the percentage of young people, starting at age 14 and going all the way up, who follow TikTok shows glorifying Nicolae Ceaușescu’s achievements and communism in general has reached a level that sets off collective alarm bells. In recent years, more than 150 million users have consumed praises dedicated to the “Golden Age.” Ceaușescu is seen as a hero, a genius, a victim of conspiracies, a martyr of an anti-Romanian Revolution.

I can understand that some of them hear nostalgic fairy tales from grandparents, uncles, or neighbors about how good life supposedly was under Ceaușescu: we were all equal (!!), there was no unemployment (hmmm), every family received an apartment, people were well-mannered, there was more civic respect, stricter rules for living together in society. Obviously, all these recollections are tinted by the nostalgia of those who lived through the Ceaușescu era. Distant youth casts memories in a different light.

But beyond these accounts told in a nostalgic, backward-looking register, there exists – here as elsewhere – a tendency among young people to gravitate toward authoritarian political regimes run by macho-charismatic leaders. There are examples around the world; I won’t list them here. Democracy is wrinkled, outdated, tired. Politicians, parliamentarians, democratic leaders are not cool – they’re oldish, lost in regulations and bureaucracy that “truly” free people no longer want to hear about.

At the school where I’ve worked for 16 years, I have high-school students of the best human and moral quality. I doubt their parents are filling their heads with communist nonsense. But since prevention is the mother of intention, and even if history doesn’t learn from its own mistakes, it’s still good to at least be aware of those mistakes, the Romanian language and literature department decided to allocate a few of the very few hours available in a British-curriculum high school to studying, through literature, film, and drama, the era we call “recent” communism.

The 1980s – years of the Ceaușescu family’s dreadful dictatorship, years of basic material shortages, but above all of fundamental deprivations of human existence: freedom, freedom of speech, the freedom to travel the world, women’s freedom to decide over their own bodies. We began with a set of lessons for grades 10 – 12 as an introduction – actually an immersion into the Ceaușescu era. Photos of daily life, interiors, clothing, mass gatherings and congresses, queues, empty stalls.

We talked about the Revolution of December 21st, 1989. My tiny advantage is that I was a witness – at times recklessly involved – to the uprising at University Square on the afternoon, evening, and night of December 21st. My students understood, I hope, that in exceptional circumstances, ordinary people can behave in extraordinary ways and overcome fear and their many fears. And perhaps they understood that freedom is truly the priceless good of the human condition. A freedom that, for me at least, during the 30 years I spent in communism, was cut off from the cradle. And one that – even now, in strange and confusing global circumstances – we will hold on to.

Now in its third edition, the 24h Business Challenge has become a landmark among the independent projects coordinated by Avenor students. For 24 intense hours, teams of students from grades 8, 9 and 10 transform an idea received on the day of the event into a complete business plan, which they then present in front of a jury of professionals.

The 2025 edition was coordinated by Horia and Ana, 12th-grade Alfa students, under the guidance of teacher Valentin Brabete (Economics & Business Studies).

The organizers’ perspective – what the 2025 edition looked like

Horia shares: “This year, the organizing team was made up of 25 members divided into four departments: Event Management, Sponsorships, Communications, and Marketing. All the work was done outside school hours, and each member’s dedication made it possible to organize an event of this magnitude. I believe that this year we learned a lot as a team through the process of organizing the event. We understood both the importance of planning ahead in order to deliver a successful event—since there were moments when we felt the pressure of running out of time to meet certain requirements—and the importance of efficient communication between departments to ensure the best decisions were made.”

Ana adds: “For me, coordinating this edition has a strong emotional weight. It is the last year in which I co-lead this event with Horia, and starting next year, the baton will be passed on to Maria and Abigail, our 10th-grade colleagues. This was the first edition in which we reached maximum participant capacity (35), thanks to a team that spent countless hours promoting the event and managing all logistical details. I am grateful to everyone for this experience, which will remain one of the defining memories of my final year at Avenor.”

Social entrepreneurship at the heart of the 2025 edition

This year’s theme was social entrepreneurship, and the challenge for participants was to develop authentic, scalable, and circular business plans that could be implemented along the Via Transilvanica route. Students spent most of their time in Avenor Arena – working, sleeping, and turning ideas into concrete projects. Ambassadors of the Tășuleasa Social Association prepared a special video montage to showcase what volunteering means in their community and how students can become future ambassadors of the project.

Challenges presented to the participants

Six teams took part in the competition, each consisting of four to six members.

The challenges they faced were diverse: lack of prior business experience, understanding the requirements, and managing extremely limited time. Even so, their creativity and determination enabled every team to transform initial ideas into coherent business plans.

A jury with diverse expertise

The projects were evaluated by a jury consisting of: Paul Pop, entrepreneur specializing in sustainability, Diana Segărceanu, Co-founder and Executive Director of Avenor College, Paul Burzo, member of the Tășuleasa Social Association, architect, and project manager of Proștița.sat.

The jury focused on feasibility, scalability, and the clarity of each team’s presentation, offering detailed feedback and suggestions for improvement.

Accelerated learning in just 24 hours

Throughout the 24 hours, students learned to use tools such as Cash Flow and Profit & Loss analysis, to manage time efficiently, to collaborate under real deadline pressure, and to transform initial ideas into convincing business plans. Expert-led entrepreneurship workshops, the jurying process, and the presentation by Tășuleasa Social ambassadors were memorable moments – along with the energy of the teams, who worked continuously for 24 hours, even during meals.

The workshops led by specialists from various fields provided a practical and relevant perspective for the participants. Among the guests were Florentina Terheș, Marketing Representative at Bellemonde; Alexandru Popescu, entrepreneur in the hospitality sector; Luminița Roșca, expert with over 13 years of experience in environmental protection and sustainability; Alexandru Chirigiu, Associate Partner in tax and accounting services at KPMG Romania; and Horațiu Alexandru Didea, Managing Partner & Founder at Workspace Studio. Their contributions significantly enriched the students’ learning experience.

The 2025 edition demonstrated the project’s maturity and the strength of the Avenor community in creating authentic learning experiences rooted in leadership, collaboration, and responsibility. With a new team of coordinators ready to take over, the 24h Business Challenge promises to become even more creative and relevant for participants in future editions.

For the first time at Avenor, a team of 14 high school students, led by Sara, a Grade 10 Omega student, organized the inaugural edition of the Avenor Model United Nations conference (AvenorMUN).

AvenorMUN was an academic simulation of United Nations debates, giving students the opportunity to represent different countries and discuss current global issues in committees modeled on the real UN structure. Over the course of three days, students experienced a full immersion in diplomacy, critical thinking, and international collaboration.

We learn more about this event from Sara, Grade 10 Omega student and Secretary-General of AvenorMUN.

A Team Like at the UN

Reflecting the structure of the real United Nations, the organizing team included key roles such as Secretary-General, Deputy Secretary-General, President and Vice-President of the General Assembly, alongside managers for PR, Media, Staff, Photography, and Finance. Together, they created an authentic and memorable conference.

Participation was impressive: 75 student delegates and a total of around 130 people involved, including organizers and volunteers. The countries represented spanned a wide range, from major economic powers such as China, the USA, Germany, France, the UK, and Japan, to developing nations like Angola, Brazil, and Egypt, providing students with diverse perspectives on global politics.

Current Topics and Diverse Committees

“The committee debates covered a variety of complex historical, political, and ethical topics. In the Security Council, delegates analyzed the territorial disputes between China and Taiwan, while in the World Health Organization committee, they discussed the impact of high-dose treatments on individuals with personality disorders. The House of Lords explored the case of Airdale NHS Trust v. Bland, a classic debate on medical ethics and end-of-life decisions. In the Legal Committee, participants attempted to develop an international framework for cyber warfare, and the Crisis Committee challenged delegates to manage a tense historical situation—the fall of the Romanov family.” — says Sara, a Grade 10 Omega student and event coordinator.

Through these topics, students learned to argue, negotiate, and collaborate in a creative and engaging academic environment.

In this context, we invite you to read the testimony of Valentin Brabete, Economics and Business Studies teacher, on the impact of this event.

The first edition of the Avenor MUN conference was an outstanding exercise for our students! From an organizational perspective, it was an event held outside our campus and open to a large number of students from both Bucharest and other parts of the country, including those from private and public schools. From a content and agenda perspective, for us adults less familiar with the MUN model, it was a true demonstration of expertise, experience, and curiosity.

Sara, the project initiator at school and organizer of this edition, demonstrated remarkable maturity in coordinating the team. She opened the event with a speech about humanity and closed it with one of the most compassionate and sensitive speeches we have ever heard from a Grade 10 student. Most importantly, Sara succeeded in creating new connections between Avenor students and their peers from other schools, both among the participants and within the organizing team.

“We are proud to see our students so warm and responsible, not only in their role as hosts but also as true co-creators of such experiences alongside peers from across the country,” notes Valentin Brabete.

Special Guests and Inspiration for the Future

The opening ceremony featured three remarkable speakers: Irina Ciucioi, Wargha Enayati, and Oana Suciu. Their speeches inspired the participants and provided an ideal framework for the following days of debates.

Wargha Enayati, cardiologist, founder of ‘Regina Maria’ and Enayati Medical City, Romania’s first medical city, offered a philosophical perspective, exploring the concept of “the why” in life—the fundamental question of why we do what we do.

Oana Suciu, Professor of Political Science, took a pedagogical approach, engaging participants in an interactive exercise to demonstrate that “everything is politics.” Her message emphasized the importance of understanding the political realities around us and highlighted that we cannot remain indifferent to the decisions and events that influence our daily lives.

In conclusion, Irina Ciucioi, General Manager and Global Executive Leader of Goodyear Tire & Rubber, emphasized that diplomacy is an essential skill in any business field. She shared insights from her own experience coordinating international projects, explaining how she successfully brought together people from different cultures, with diverse interests and communication styles, to collaborate effectively and harmoniously.

A Vision Turned into Reality

“I am incredibly happy that AvenorMUN has finally become more than just an idea and that we were able to bring together over 70 students from different schools across Romania. Over the past six months, together with an organizing team of around 15 people, we worked intensively to create an unforgettable experience for the participants. From the discussion topics to food and venue, we tried, as much as possible, to provide a realistic picture of what diplomacy looks like in practice,” says Sara, Secretary-General of AvenorMUN.

Sara also emphasizes that the event’s success was measured not only in numbers but also in its educational and personal impact on the participants:

“I believe the event was a true success because we achieved our goal: to offer students in Romania an interactive educational experience that allowed them to learn about real-world issues while also developing their debating and critical thinking skills. 

Organizing the Avenor Model United Nations conference made me realize how many passionate and engaged young people are involved in extracurricular activities, and it motivated me to continue creating opportunities where they can participate in projects with real impact.”

This year, Avenor opened a new learning opportunity for our students through a partnership with Wolfgang-Borchert-Gymnasium Langenzenn in Germany. The exchange program brought together two school communities and offered students an authentic intercultural experience, lived in the natural rhythm of everyday life.

In June 2025, 10 students from Grades 7 and 8 traveled to Langenzenn, where they discovered German culture, a different educational system, and the hospitality of the families who hosted them. This immersive experience gave them the chance to practice German in a natural way and to better understand the world they live in.

Four months later, we were delighted to welcome 10 students from Langenzenn to Avenor, completing an exchange that turned into an opportunity for discovery, connection, and learning.

How did this project take shape, and what did the students experience? Marta Torge, German teacher and program coordinator, tells us more.

From idea to partnership: the beginnings of an international project

The idea arose from Avenor teachers’ desire to bring to life a project that goes beyond traditional classroom learning. We wanted Avenor students to practice German in a real-life context, to better understand German culture, and to experience firsthand a different educational system.

Our partners in Langenzenn embraced the proposal with enthusiasm, and preparations began with energy and close collaboration on both sides.

An immersive learning experience with long-term impact

The main goal of the exchange was learning through immersion – Avenor students had the chance to live for an entire week in Germany while practicing spoken German daily. Additionally, the project aimed to deepen their understanding of German culture and traditions, to help them become familiar with the German school system, to experience a different lifestyle within a family environment, and to develop intercultural communication skills and adaptability.

It was a fantastic opportunity for academic and personal growth, and the students returned home more confident, curious, and motivated to continue studying German.

The participants’ reflections best illustrate the project’s impact. Sofia, a Grade 8 Alfa student, shares what it was like to live in Germany for a week and later welcome her German peers to our campus:

“The exchange program was a real adventure, and I’m so glad I took part in it. I discovered what a regular school day looks like in Germany, and I joined activities that allowed me to explore the country and culture in ways you never could as a tourist. Beyond practicing German with native speakers in real-life situations, this experience helped me understand how children in another country live and learn, and it made me feel more independent.”

Alexandra, a Grade 9 Omega student, also remembers the emotions and discoveries of this experience:

When Miss Marta suggested we join an exchange in Germany, I hesitated. I wanted to learn about German culture, but I was nervous about living for a week with a family I didn’t know. After discussing it with my parents, I realized it was an opportunity I would regret missing.

Once I arrived in Langenzenn, everything went perfectly. My host family was incredibly welcoming and friendly, and the daily activities were interactive and full of energy. Later, when we hosted them in Bucharest, Kaja — the student I stayed with — told me how much she enjoyed the entire experience.

Looking back, I can see how this opportunity helped me grow, gain confidence, and discover the joy of meeting new people and new cultures.”

The German students’ experience in Romania

We prepared a varied program that blended participation in regular classes with cultural and recreational activities.

The feedback from the German students was extremely positive. They were impressed by our modern school, the friendly atmosphere, and the hospitality of the host families.

Our guests explored Bucharest and other parts of Romania on trips organized outside the city. Their visit to Sinaia was one of the highlights – the mountain hike, the breathtaking views, and the relaxed atmosphere created unforgettable memories.

Here’s what Konrad and Emil, students at Wolfgang-Borchert-Gymnasium Langenzenn, shared about their experience at Avenor College:

“The flights, both outgoing and return, were smooth and problem-free. The host families were kind, welcoming, and always ready to help us. The afternoon, evening, and weekend activities were diverse and creative. Everything went without any difficulties.

The school campus is quite large, but easy to navigate thanks to the layout of the buildings and classrooms. The lessons were relaxed and interesting, thanks to the calm and productive atmosphere. The teachers were warm and welcoming, and their teaching style was just as engaging.”- said Konrad.

“Our program included a wide range of exciting activities (a trip to Edenland, a walk through Bucharest’s Old Town, the Palace of Parliament, Peleș Castle in Sinaia, etc.), so we never had a moment to feel bored. Each activity lasted just the right amount of time – never too long or too short. At the end of each day, we were tired but happy to return to our host families.

Romanian cuisine was a very pleasant surprise, with many dishes we would have loved to explore even more. Of all the activities, the trip to Sinaia was our favorite.

We want to express our special thanks to the host families and teachers who organized and guided us through all these experiences! We had a wonderful time and deeply appreciated our stay!” – said Emil.

Marlene, also a student at Wolfgang-Borchert-Gymnasium Langenzenn, shared her impressions of this intercultural experience:

“I truly fell in love with this country and I hope to return to Romania next year, this time with my family. Besides all the wonderful experiences, I also noticed how much my English improved: I can now communicate more freely and spontaneously, especially because the Romanian students spoke English very well. I encountered almost no communication difficulties and even learned a few words in Romanian.” – mentioned Marlene.

The Avenor–Langenzenn exchange was not just an educational project – it became a real bridge between cultures, an experience that opened new horizons and strengthened the connection between the two school communities.

The 8th Grade National Evaluation is “too narrow and too punctual,” said the Minister of Education, Daniel David, in a recent statement. Behind this remark lies a much broader conversation that directly concerns children: what exactly are we measuring through exams, and how much of who they truly are is reflected in the results?

Raluca Tarcea, Director of Experience & Strategic Development at Avenor College, examines this narrow path in comparison with the Avenor educational model — a school that focuses on developing real competencies, fostering conceptual understanding, and nurturing each child’s character.

A necessary, albeit uncomfortable, conversation

For years, the National Evaluation has been treated as a given. “This is how it’s done; this is how we went through it; this is how the system is used to functioning.” Two written tests, Romanian and Mathematics, determine not only which high school a child will attend for the next four years, but often also influence the trajectory of their future.

Recent statements by the Minister of Education highlight a truth already documented by studies and specialist reports: in its current form, the National Evaluation no longer aligns with the promises of the Education Law, nor with European practices. It is an exam with extremely high stakes, yet it rests on a surprisingly narrow foundation.

The diagnostic report describes the 8th-grade evaluation as restrictive relative to the competencies that middle school is meant to develop, with disproportionate selection stakes for a stage that still belongs to compulsory education. In other words, a few hours of examination are turned into a moment of excessive pressure for a 14–15-year-old, on which a significant part of their future path comes to depend.

Two exams versus eight key competencies

The pre-university education law identifies eight key competencies that schools should cultivate: the ability to read, write, and understand messages; multilingual skills; mathematics and science; digital, personal, and social competencies; the capacity to learn how to learn; civic and environmental competencies; entrepreneurial skills; and cultural and artistic skills. These were also highlighted recently by Minister Daniel David at the “What’s Worth Learning?” conference held at Avenor College.

If we look honestly at this list and ask how many of these competencies are actually reflected in exams focused solely on Romanian and Mathematics, the answer is uncomfortable. Of course, these subjects are fundamental, but they alone cannot represent the full developmental profile of an adolescent.

Furthermore, the current National Evaluation model has no equivalent in the European Union. Many education systems include end-of-cycle assessments that combine multiple subtests, or hybrid formats where written exams are complemented by projects, portfolios, oral assessments, and practical tasks. There is no universal formula, but the common principle is clear: a broad range of competencies should be assessed in authentic contexts, rather than merely testing the ability to solve a single type of exercise under strict time limits.

Seeing it from a parent’s perspective

For parents, the National Evaluation is far from theoretical. It takes the form of late-night studying, tense conversations about grades, and the fear that a fraction of a point could close a door. For many families, 8th grade becomes a narrow tunnel where everything revolves around the exam.

In this context, evaluating a broader spectrum of competencies, rather than relying solely on two tests, could make the assessment process fairer and more reflective of real learning. This does not mean an “easier” exam, but one that is more accurate and realistic. Children are not defined by a single exam. They are defined by how they think, ask questions, collaborate, handle mistakes, express curiosity, show creativity, and engage with the world.

When the evaluation system recognizes these dimensions, the message to children changes: you are not just a score; you are seen as a whole. For parents, it also changes the conversation at home, replacing “What grade did you get?” with “What did you learn?”, “What went well?”, and “What could you improve?”

8th grade at a school focused on the 3 Cs — Competencies, Conceptual Understanding, and Character: the Avenor example

At Avenor, the end of 8th grade highlights holistic learning across the middle school years, so that a student’s profile is seen in its entirety, not just through two written tests. By the end of middle school, students have already participated in international assessments in Mathematics, Science, and English, which test conceptual understanding and the ability to apply knowledge, not just memorised exercises.

In Romanian, students gradually build their identity as readers and communicators through extensive reading, memorizing poems, and delivering numerous oral presentations. Final assessments naturally include aspects that cannot be captured in written exams: clarity of thought, coherence of arguments, and the expression of their personal voice.

At 14–15 years old, the ability to speak in public and defend a point of view becomes as important as analysing a literary text. For many students, public speaking and presenting to peers and teachers becomes as memorable as an exam itself.

Learning extends beyond the classroom. Field trips, interdisciplinary projects, and extracurricular activities provide real contexts to apply knowledge. From nature excursions and museum visits to community-impact projects, every experience contributes to their growth. Participation in The Duke of Edinburgh’s International Award programme further develops responsibility, goal-setting, progress monitoring, and collaboration — essential aspects of character.

The curriculum is designed to integrate the three Cs — Conceptual Understanding, Competencies, and Character — naturally into everyday learning, not just formal assessments. Each student’s journey is documented through a portfolio of projects and reflections. This portfolio is not just a showcase; it is a tool for students to understand their growth: who they are becoming, what skills they have improved over two years, and how their thinking and working methods evolve.

End-of-middle-school evaluation considers three key points: where the student started, the level they have reached, and where they can realistically progress, based on effort and resources. It does not label students but provides a comprehensive view that supports conscious and informed steps toward high school. This approach does not eliminate the emotions of exams but shifts the perspective: from “I must get a grade” to “I am using my competencies to the fullest.” Ultimately, this is the essence of learning: progress, clarity, and confidence.

Balancing the desire for change with the need for predictability

At the national level, no one expects overnight changes. Behind every generation facing the National Evaluation are years of preparation and life plans, and instability would increase anxiety. At this stage, there is agreement with the Minister that major exams cannot be reorganised abruptly from one year to the next.

However, any new model must combine two principles: the courage to acknowledge the limitations of the current system and the responsibility to build a new one predictably and communicated in advance. This requires clear pilot programs with announced cohorts, sufficient time for adaptation, meaningful consultations with schools and teachers, and leveraging experiences where competency-based assessment is already practiced daily.

The long-term benefits of change

Reforming assessment is not cosmetic; it is a realignment of educational values. If exams measure competencies that matter for life, the benefits go far beyond high school admission.

We will have adolescents who understand their strengths, who are not defined solely by averages, and who have practiced thinking, arguing, creating, and collaborating throughout school. They will be accustomed to setting goals, tracking progress, and seeing a grade as a reference, not a verdict.

For parents, the real stake becomes perspective: not only the final grade, but the child’s full journey. How have they grown over four years of middle school? What curiosities have they discovered? How confident are they speaking in public? How do they respond to mistakes? A richer assessment system provides nuanced answers to these questions.

An invitation to dialogue

The discussion about the National Evaluation is ultimately about the kind of school we want. The transition will not be simple, but speaking openly about competencies, predictability, and alignment with European standards is already progress.

As parents, we can stay informed and engaged, ask questions, seek clarity, and support initiatives that put the child, not just the test, at the center. As a school, Avenor will continue to actively share what works.

Ultimately, the National Evaluation measures a moment, not a destiny. The three Cs — Concepts, Competencies, Character — show children the real path: how they think, how they act, and how they behave.