【正文】 的和持續(xù)的培訓，成人教育教學的工作方法，文化家園校長的多方面管理培訓，如領(lǐng)導管理，文化管理，項目管理等。 d，學校和社區(qū)之間的聯(lián)系，同時考慮到該地區(qū)的特征：教育課程可以解決有關(guān)地區(qū)的教育意義的需求 。如果不是我們所說的居住村莊的話，他們是不使用文化家園的。 調(diào)查顯示，在鄉(xiāng)村田園和偏僻鄉(xiāng)村，文化家園組織的活動是以傳統(tǒng)為宗旨的，尤其是在保留地方和名族的風俗和舊傳統(tǒng)，還有羅馬尼亞民俗元素。 同樣的，當?shù)貓D書館為大量讀者提供他們多樣性的方法和教育形式似乎顯的很有吸引力。或者，有些孩子聽從父母的話，在田里干農(nóng)活并料理家務(wù)。有時候，由這一事實所產(chǎn)生的情況會變得很奇怪 ，文化家園舉辦的活動在當?shù)厣鐓^(qū)委員會的方向指引下變得越來越奇怪，比如夜間跳舞。因此，如果提高學生在學校中口音學習正確，也會減弱成年人提高公眾閱讀重要性的意義。因此，他們的大部分時間是花費在讓他們運行的機構(gòu)功能良好上，其實這能從他們組織的活動中更好地透露出來。 在 61 個羅馬尼亞村莊所作的研究是以以下目標為導向的：確定農(nóng)村教育機構(gòu)良性發(fā)展所需的人和物質(zhì)資源，還有所用的形式和方法；發(fā)現(xiàn)導致農(nóng)村教育體系和形式隨著時間退化的不正常因素和負面的事情；設(shè)立長期因素，其按照對農(nóng)村教育重要性級別排序并將其納入發(fā)展項目中。 some new optional classes can be introduced in schools, optional classes like: Agriculture, Local customs and traditions, Intercultural education etc. . Cultural homedirections of intervention I. Professional training and specialization of cultural homes principals A. Identifying and recruiting the cultural home personal B. Professional training of cultural home39。s about 32 villages from 3 mune under investigation just 9 have cultural homes and only 3 from 9 – the residence villages have some sort of cultural educative purpose over local population, on different levels of activity. Uphill munes have structures generally made of 45 villages, all of them having cultural homes in functional state but in our case even that from 18 villages,17 have this institutions, they don39。 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。 the logistic。 the logistic of the local educational institutions。 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 more reduced in rural areas then in the urbane zone, the same as school dropping frequency is higher in villages. Children having mutation problems prefer an immediate job, a quick ine to attending school or being under parents authority they work on agriculture and have household duties. efficiency of the local educational systems depends on the educational forms that each institution applies. This explain why some of the cultural homes have high attendance to their activities of village people, meanwhile other cultural homes have poor attendance or not at all. These institutions with a high efficiency level, manage to integrate in their curriculum cultural educative experiences from the past but are also ready to involve themselves into new values of the contemporary soc