There is no national long-term strategy that would not include Education. Because this fundamental domain is closely related to that of National Defense. And this correlation grows in the current period and especially in the immediately following period, when society in its entirety, at global level, risks being penetrated by severe contradictions in the absence of a substantial process of multilateral education. Both adaptation to the environment and the environment’s adaptation to humanity’s living ideal require the multilateral education of the individual and of the whole community he is part of. Precisely on the basis of such imperatives, detectable everywhere today, prospective surveys announce for the 21st Century the unprecedented development of intellectual activity. It is anticipated that not long from now the social action’s source of profit will move from the sphere of buying physical assets to that of the production of knowledge (intellectual capital).
The process of training and educating thus gains an absolute priority in any modern society, being by definition the most profitable investment made on the medium and long term. The current development discrepancies between states will deepen or, on the contrary, could be lowered in relation to a state’s investment in Education. Hence, the current stage of humanity’s evolution offers us a unique historic chance that each nation will be able to put to good use first of all in relation to the way in which it becomes aware of it.
From this perspective, Romania is losing a good chunk of its competitive capacity through the unilateral measures of minimizing Education. Improvisation is gaining increasing ground at the expense of the Education’s characteristic of being a system and this organizational deficit is starting from the youngest age. Everywhere in the world nurseries and kindergartens are conceived as the absolutely necessary foundation of an efficient education system. Hence, from these age groups Education is required to be substantial and unitary, without discriminations from one geographic area to the next. Because the success of the subsequent stages of education depends precisely on this unitary educational debut. The bases of the spirit of solidarity and cooperation that has to characterize every class and every generation are laid in nurseries and kindergartens that are identical value-wise. Thus conceived and cultivated, human solidarity does not mean uniformity, but equality of chances, and it stimulates individual creativity and thus, the positive affirmation of personality. While the glaring dissensions between the members of a class and even more so those between generations lead, as we can see today, to unsurpassable psychological fractures and, eventually, to the break-up of national states.
The decision-making factors in Romania, dominated by their private interests up to the stage of political blindness, are losing sight, precisely in this way, of the importance of the national strategic goal of Education. Under the domination of their own interests, they easily fall prey to the illusions given by administrative decentralization implemented in a manner that mirrors its authors. And decentralization leads to the privatization of Education, both processes being the equivalent of pulverizing this fundamental domain value-wise.
The Romanian public opinion takes note, horrified, of what is going on in some private nurseries and kindergartens that lack educational authority. Not only are the children there deprived of the most basic education adapted to their age, but they are also traumatized, including through mental and physical abuse, by their “educators” who lack any special training. And all these traumas are taking place after collecting from their parents taxes which sometimes surpass the value of an average salary.
Anti-educational dysfunctions and contradictions are also seen in private nurseries and kindergartens that have innovative pretenses. Here the children are spiritually lured with all kinds of appealing images from abroad. Images that on more than once occasion perfidiously alternate with repulsive images, the latter taken from “daily life” in Romania. Languages of international circulation are thus cultivated there so that the children’s maternal language is felt like a burden. Precisely such anti-educational deficiencies, accompanied by many others of the same type, continue to undermine the unity and the fundamental value of primary education. The more so since there are children who, because of their parents’ physical and spiritual poverty, were unable to benefit from pre-school education. And precisely this kind of serious discrimination which the Romanian education system faces today is hiking the school dropout rate close to the level of 20 per cent. And dropping out of school is mostly equivalent to illiteracy, with the explosion of underage violence, with unregistered labor to which an increasing number of minors are being driven.
The first possibility of avoiding such a social catastrophe is to consecrate pre-school, primary, middle and high school education as a unitary and preponderantly a state system. The possible private institutions of this kind should fully respect the unique school plans and curricula, approved by the Romanian education ministry. Hence, to be officially authorized to operate. From here stems the solidarity in creation, the solidarity between generations. Those opposing the subordination of the whole education system to the education ministry obsessively invoke the imperative of democratic freedom. Without realizing or even ignoring the fundamental truth that freedom’s supreme reason is CREATION; hence, the contribution to the production of values. Without the attribute of creation, of human manifestation in its plenitude, the alleged freedom is transformed into libertinism. The result is that juvenile delinquency grows increasingly, jails become increasingly overcrowded, and the average age of convicts is continuously dropping.
Dominated by such national dramas, the decision-making factors in Romania limit themselves to adapting the education system to the current adverse economic and social environment. While the necessary and optimal solution is precisely the lifting of this environment to the level of high-level creation, including education-wise. Since Romanian industry, largely destroyed in the last two decades, is relying today particularly on low-skilled technical-scientific activity, it’s a significant error to promote, as a politician, the transformation of some technical high schools into professional schools. Schools whose graduates would be able to more easily find a possible job. This reasoning is completely false. For the “simple” reason that the school and university training of the young generations have to have in view, as a priority, the exigencies of the next 40-50 years, not the requirements of this moment. Requirements that have become unsurpassable imperatives for decision-making factors in Romania for whom only this moment matters. A selfish and egocentric “carpe diem” that undermines Romania’s future.