Issues in Romanian education Functional illiteracy Up to 89% (lower secondary) Below Level 2 (PISA) 49% Mathematics / 42% Reading Lacking digital skills (ICILS) 74% (last place in the EU) Early childhood education (>4 years) 82.4% (last place in the EU) Systemic causes Urban-rural disparities, rote learning, shortage of STEM staff Negative perception 54% (Ipsos 2025) Issues in Romanian education refers to the structural deficiencies, inequalities, and operational difficulties identified within the pre-university and higher education systems, as well as their societal effects. Among the main issues highlighted in national and international evaluations are low levels of basic skills, socioeconomic and territorial disparities, insufficient participation in early childhood education, school dropout and absenteeism, a shortage of qualified teaching staff, uneven infrastructure, bureaucracy, instability of reforms, and the reliance of some families on private educational services.
Historical perspective and continuities
Criticism of rote learning, overloaded curricula, and the gap between theory and practice has a long tradition in Romanian culture, having been articulated since the 19th century by figures such as Mihai Eminescu or Titu Maiorescu (through the theory of "forms without substance").
During the communist era, the educational system was subjected to severe centralization, being used as an instrument of ideological uniformity and control through a single textbook policy and standardized curricula. Although processes of democratization and alignment with European standards took place after 1989, centralist reflexes, bureaucratization, and the gap between legislative reforms and their classroom implementation have continued to persist.
Systemic underfunding The educational system in Romania faces chronic underfunding, with budget allocations historically falling below the legal threshold of 6% of GDP established in the past, reaching a low of 1% of GDP during certain periods. For example, in 2026, the initial proposed budget for the Ministry of Education and Research was 2.8% of GDP (approximately 57.3 billion lei / €10.94 billion), keeping Romania among the lowest-ranking countries in the European Union regarding education expenditure.
Although Pre-University Education Law No. 198/2023 replaced the target of 6% of GDP with a minimum threshold of 15% of General Consolidated Budget expenditures, the implementation of this measure was repeatedly postponed through emergency ordinances (such as GEO No. 156/2024), drawing criticism from civil society representatives for its lack of predictability. By comparison, average public expenditure on education in the European Union stands at approximately 4.6%–5.0% of GDP (according to Eurostat data), with countries such as Sweden or Denmark exceeding 6%.
Educational performance, skills, and assessment
According to 2021 data (relative to a population of approximately 19 million residents), the overall classical literacy rate in Romania is 99.2% (99.0% for men and 99.3% for women). However, estimated functional literacy is only 56.69% (57.42% for men and 55.91% for women), and the level of basic digital skills is estimated at 31.80% (32.21% for men and 31.36% for women), placing Romania among the lowest positions in the European Union.
Specialized studies indicate that up to 89% of lower secondary school students fall into the non-functional or minimally functional range of literacy skills, while one in three students suffers from innumeracy.
+ Indicators on literacy, functional literacy, and digital skills (2021, rel. to 19 million pop.) Category Classical literacy Estimated functional literacy Estimated digital skills Total 99.2% 56.69% 31.80% Men 99.0% 57.42% 32.21% Women 99.3% 55.91% 31.36%
PISA 2022 results reconfirm these deficiencies: 49% of students scored below Level 2 in mathematics, 42% in reading, and 44% in science, while the proportion of those reaching higher levels (5 or 6) is extremely low (1%–4%). In addition, the TIMSS 2023 evaluation places Romanian 8th-grade students below the international average in science (466 points), recording a decline compared to previous editions.
+ Key PISA 2022 indicators for Romania Indicator Value Students below Level 2 in mathematics 49% Students below Level 2 in reading 42% Students below Level 2 in science 44% Students reaching at least Level 2 in mathematics 51% Students reaching at least Level 2 in reading 58% Students reaching at least Level 2 in science 56% Students at Levels 5/6 in mathematics 4% Students at Level 5 or higher in reading 2% Students at Levels 5/6 in science 1% Socioeconomic gap in mathematics 132 points Variation in mathematics performance explained by socioeconomic status 26%
Assessment, reading, and educational resources
The evaluation system is criticized for its emphasis on grades and high-stakes exam pressure (National Evaluation, Baccalaureate), which has led to a decline in reading for pleasure (20% of teenagers do not read any books outside required school texts) and the growth of a parallel system of private tutoring, where families spend considerable amounts (up to 10,000 lei (1900 euros)/year per student). Although new National Evaluation Standards across 5 performance levels ("Advanced" to "In Difficulty") were approved in August 2026, the transition and equivalence with the traditional grading scale remain subjects of debate.
The decline of reading infrastructure is another compounding factor. While in the late 1990s Romania had approximately 16,000 libraries, their number has dropped to nearly 8,300, with the decrease accelerating in rural areas where the number of communal libraries fell from 1,747 in 2020 to 1,484 in 2024. Despite expanded access to digital formats, active reader numbers dropped by around 10% over the last decade, and the Cultural Consumption Barometer indicates that nearly half of the population did not read a single book in a year.
Although the National Defense Strategy officially lists functional illiteracy and lack of education among risks to national security, public policies have often been contradictory. Fiscal measures increased the VAT on books, and the public library network has continuously shrunk due to a lack of funding and disinterest from local authorities. Furthermore, the teaching of European values suffers from underfunding and poor training of teachers; according to a study by the European Institute of Romania, young people tend to associate EU membership strictly with pragmatic benefits, such as freedom of movement, without a deep understanding of democratic values.
Another phenomenon discussed in the public space is that of exam fraud, fueled by the widespread marketing of clandestine electronic devices, such as headphones and micro-cameras for copying. According to a journalistic investigation, traders justify their activity by the inequities and requirements considered excessive by the education system, while educational institutions and authorities encounter difficulties in combating the phenomenon due to legal restrictions on the use of radio jamming equipment.
In the foreign language proficiency test of the 2026 Baccalaureate exam, approximately 95,000 high school graduates took the oral, written and listening comprehension tests, with the majority (90%) opting for English. Although candidates performed very well in the listening test, the examiners reported major difficulties in writing and in maintaining a free dialogue, noting pauses, verbal tics and a reduced ability to formulate complex ideas, attributed to a lack of reading and coherent expression.
National examinations and high school admission
The results of the 2026 national Baccalaureate examination highlighted significant performance gaps between current-year graduates and candidates from previous cohorts. In the primary (summer) session, the final pass rate reached 76.9% following appeals, with 97,020 candidates passing out of 126,173 present; the pass rate stood at 81.6% for current-year graduates compared to 35.1% for previous cohorts. In the secondary (autumn) session, the initial pass rate stood at 33.8%, with 9,623 passing out of 28,481 present; current-year graduates achieved a 34.9% pass rate compared to 31.6% for previous cohorts.
Beginning with the 2027 intake, Pre-university Education Law No. 198/2023 allows high schools to organize independent entrance examinations for up to 50% of available seats, following the mandatory National Evaluation (Evaluarea Națională). Participation in the separate contest remains optional, and any unallocated seats continue to be assigned through the centralized computerized allocation process based on National Evaluation scores.
The publication of the draft methodology for public consultation in August 2026 sparked debates among civil society and education experts. Alongside concerns regarding increased psychological strain on 14-year-old students and the expansion of the private tutoring market (meditații), investigative journalists and educational analysts highlighted significant integrity vulnerabilities within the proposed examination architecture. The draft prepared by the Ministry of Education drew criticism for omitting standard anti-fraud safeguards—such as mandatory audio-video surveillance in examination rooms, paper anonymization prior to grading, or explicit prohibitions against faculty serving on examination boards if they are relatives or former homeroom teachers of candidates—thereby leaving test administration, grading, grade weighting, and appeals processing entirely under internal high school management.
Administrative, institutional, and societal impact
Administrative instability and governance
Policy instability across the public sector is reflected in the turnover of over 30 Ministers of Education since 1989, as well as recent administrative controversies. In June 2026, parliamentary hearings were marked by allegations concerning the use of generative artificial intelligence tools, such as ChatGPT, by certain candidates to draft official responses provided to committees.
Structural deficiencies in the education system were acknowledged at high political levels as well, with President Nicușor Dan rating the educational system "between 5 and 6" in May 2025, while criticizing overloaded curricula and major urban-rural disparities.
Furthermore, within law enforcement, expert analyses highlighted severe deficiencies in the Romanian Police, caused by direct recruitment without adequate training, technical flaws in drug testing devices, and a lack of clear protocols for communicating with victims' families in major crime cases.
Socio-political consequences, disinformation, and extremism
The decline in critical thinking skills, combined with low digital literacy and dropping trust in public institutions, has increased population vulnerability to disinformation, conspiracy theories, and hybrid warfare campaigns on social media, particularly TikTok and Facebook. According to Eurobarometer data, 32% of Romanians consider that science and technology have a negative impact on society—the highest level of skepticism in the European Union—a phenomenon associated with exposure to unverified content on digital platforms and deficiencies in science education. The reduction in humanities subjects aimed at developing discernment, such as philosophy, is also seen as a vulnerability factor amidst growing exposure to fake news.
+ Perception of the overall impact of science and technology in society (Eurobarometer) Country Positive impact Negative impact Sweden 94% 5% Lithuania 92% 5% Portugal 92% 3% France 73% 20% Austria 72% 22% Romania 65% 32%