In recent weeks, the Minister of Education, Daniel David, has brought to public attention one of the clearest and most honest perspectives on Romania’s current evaluation system. He stated:

“It is not fair that the Grade 8 evaluation covers only two subjects and that, based on those two subjects alone, your life path, your secondary school trajectory, is decided.”

This observation opens up an important and urgent conversation about how we assess students — and how accurately these assessments reflect their real learning journey.

Diana Segărceanu, founder of Avenor College and an educational leader with nearly two decades of experience, explains in the article below how a system that truly places the child at its centre works in practice. A system that views assessment as part of the learning process — not as the final destination — and that supports teenagers to grow at their own pace, with confidence and clarity.

For me, this statement was more than welcome. It was a sign that, at last, education in Romania is led by a voice that researches, listens, understands — and has the courage to speak the truth. An academic voice, but a deeply human one.

I believe Daniel David is the best Minister of Education we have had so far — because he sees the system as a whole, while never losing sight of its impact on each individual child.

Why Doesn’t the National Evaluation Work?

As someone who has led a school for nearly 20 years, I can say the National Evaluation has two major flaws:

🔹 It is superficial

It assesses only two subjects — Romanian and Mathematics — entirely overlooking the other essential competencies a child should develop by the end of lower secondary education. It fails to reflect the reality of learning or a child’s true potential.

🔹 It is a source of stress and trauma

Because this single exam determines access to high school, it places enormous pressure on 14-year-olds and their families. It becomes a moment of collective anxiety, with long-term effects on self-esteem and motivation to learn.

The Minister described this phenomenon perfectly:

“Your life depends on the National Evaluation, and so parents adapt to a distorted educational system.”

The Solutions Exist. And They Work.

At Avenor College, we sought an alternative — because we have witnessed first-hand, alongside our students and their families, the effects of this system. And because we know another way is possible.

Our students sit the IGCSE (International General Certificate of Secondary Education) exams at the end of compulsory schooling (at age 16). This is a well-structured international model that assesses students in at least eight subjects — including two vocational subjects of their own choice.

It is a rigorous yet balanced form of assessment. It offers a clear picture of what a child knows and can do — at a more developmentally appropriate age. It does not reduce a student to a single mark. It does not define them by two subjects. And — most importantly — it does not cause trauma.

The IGCSE fosters general knowledge, critical thinking, and independence. It challenges students to take ownership of their learning journey, rather than studying simply “for the exam”.

We Need Meaningful Reform — Not Just Fine-Tuning

The truth is, we cannot build a relevant education system without first taking an honest look at what is not working. And the National Evaluation, in its current form, is just the tip of the iceberg.

“National assessments are not sufficiently informative. You cannot promote eight key competencies and assess only two,” says Daniel David.

It is time to recognise that the problem is systemic — and that our children’s future cannot wait.

If we want a fairer, deeper, and more humane education system, we must have the courage to make real changes — not just adjustments. We need to learn from the models that already work and, together, build a genuine alternative for all students in Romania.