羅馬尼亞的農(nóng)村教育：現(xiàn)狀和前景外文翻譯-文庫吧
2025-04-16 18:52 本頁面
【正文】 band。 librarian and upholder of the local museum. Therefore most of their time is spend for the good function of the institutions they run, fact which is better revealed by the activities they organize. Not the same thing happens in other locations like Suplac and Coroisanmartin where the cultural homes have only names and not leaders in fact, because in the curriculum is not to be found any culturaleducational activity. The cultural home used to be cultural once. Now the culture moved into bars, disco clubs and television an old village man said. Indeed, the cultural home today had only a symbolic meaning in most of the rural areas instead of what it meant to be in the past for the rural munity as permanent education centre. Just the memories of the past, a functional past keeps it alive with its status of cultural institution. Sadly, today in most of the rural locations the cultural home there is an institution used in nocturnal loisir purpose like disco club, weddings, parties. The same as in the cultural homes case, in that concerning the mune39。s libraries, the professional training of those running this institutions is very important, fact pickedup from the higher percentage of readers in library, especially from the percentage of adults readers over 14 years of age since on the area under investigation the percentage of the 14 years old readers is the highest, out ing from this situation the accent made on school reading but also the weak implication of the adults in raising the importance of public reading. material condition of the rural educational institutions it39。s another indicator for it39。s functional status, shows our research results. This explain why some of the cultural homes who have in their administration rooms for different instructive classes and under inventory use high technique devices and their budget count constant high funds (billions of Romanian lei) are looked for their educative potential, being fine institutions with a reach educative activity. As example we have cultural homes from RusiiMunti, Sarmas, Raciu and Deda. We may say that those who are running these institutions have learned not only the cultural management, but especially the financial one. In other localities the buildings are badly ruined, time degrading what is left and as those buildings who es from an old 233。poque are to be preserved the happy reality is that are used for night clubs and other kind of entertaining. We should not forget that at the present time these institutions are working in selffinancing regime, law nr. 442\1994 republished in 1997: rule – “Financing the current costs and the cultural homes capital is upheld by extra budget funds and money allocation ing from the local mune budget. This way, the cultural homes bee financial speaking direct subordinated to the local mune council. Sometimes, the situations created by this fact are being strange。 the cultural homes held in the local mune board of directions hands have from time to time strange activities like dancing nights. No questions for investments and renovate the buildings then. For changing the sadly reality there is need for specific training of principals, an extraprofessional experience to handle this kind of situations, to manage running the institution budget with financial projects and out ing funds. From the 61 villages under investigation, 17th doesn39。t have a school and from the 44th rural school 23rd are just primary schools. It es out that the difficult problem of little kids having to walk long distances is affecting the school results, the learning efficiency. Probably that39。s why the school instruction rate it39。s more reduced in rural areas then in the urbane zone, the same as
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