Author: Avenor College

At Avenor, education does not happen only inside the classroom; it is complemented by meaningful learning experiences beyond the campus, where students engage directly with diverse realities and contexts that broaden their understanding of the world. Such opportunities are an essential part of developing a well-rounded student profile—one capable of observing, understanding, and connecting with different perspectives.

A trip to Bhutan is one such cultural experience that leaves a lasting impression on its participants. We invite you to read the article by Georgiana Socoly, Deputy Head of Secondary, about the educational visit to Bhutan—a place where tradition, spirituality, and respect for nature shape a truly unique educational model. Her story highlights how intercultural learning, authentic dialogue, and immersion in a different value system can contribute to students’ personal and academic growth.

 

If someone had told me at the beginning of 2025 that I would travel to Bhutan, this small and mysterious country in the heart of the Himalayas, alongside my students, to explore one of the most fascinating cultures in the world, I probably would have smiled skeptically.

It all began with an initiative by Diana Segărceanu, Executive Director and Co-founder of Avenor, who each year participates, along with leaders from other schools, in an international educational tour dedicated to discovering innovative schools around the world. Accompanied by a group of 30 leaders from different corners of the globe, Diana always returns with inspiring stories and valuable ideas for our community.

This year, however, her enthusiasm was contagious. I had never seen her so impressed as after visiting the Royal Academy in Bhutan, a unique school where education naturally intertwines with tradition, spirituality, and respect for nature.

 

Preparations: Between Dream and Reality

Although the preparation time was short, everything fell into place seamlessly. The visit involved students attending classes, teacher exchanges, and many logistical details—from obtaining visas to planning the route. And yet, somehow, everything unfolded naturally.

I remember a Bhutanese student who, when I asked him to teach me a few steps of a traditional dance, smiled and simply said: “Go with the flow!”

That’s exactly what we did—and it was probably the best advice for the entire journey.

Our group took shape beautifully: high school students from grades 10, 11, and 12, together with me and Raluca Iacobiță, an Avenor parent passionate about Asian culture and spirituality. Together, we became representatives of the Avenor community: students–teachers–parents, exploring and learning from one another.

Our adventure began during the October break. The journey to the “Land of Happiness” (as Bhutan is also called) started on October 20. The flight to Paro, Bhutan, was an experience in itself: the view from the plane just after sunrise took our breath away—temples perched on cliffs and dreamlike landscapes.

First Impressions

At the airport, we were greeted with a touching surprise: a group of students and a Romanian-born teacher, mathematics teacher Liliana Brăescu, welcomed us with a traditional ceremony. Each of us received a white scarf, a symbol of friendship. That was the moment I truly felt we had stepped into a world where respect, kindness, and balance are not just words but a way of life.

After the welcome ceremony, during which we enjoyed masala tea and a traditional dessert, we toured the Royal Academy campus, impressive in both size and its location over 2,500 meters above sea level. The academy operates as a boarding school: students only go home during vacations, and parent visits are allowed on Sundays for two hours.

Life at Royal Academy: Lessons in Discipline, Balance, and Community

Avenor students stayed in rooms alongside Bhutanese students, giving them the opportunity to experience authentic boarding life and follow the daily schedule of a Royal Academy student. I was deeply moved by the connections formed between the children and the way they adapted to the rhythm, values, and traditions of such a different culture. People in Bhutan radiate kindness and humility—traits you feel immediately when interacting with them.

The Royal Academy emphasizes the holistic development of students: spiritual, emotional, social, physical, and academic. This educational philosophy is evident in every activity, every interaction, and the way students are guided to become balanced and conscious individuals.

The school day begins with optional physical activities: fitness, football, yoga, or nature walks. After breakfast, the entire campus pauses for 20 minutes for Ngondro: a moment of meditation or personal reflection—a wonderful way to start the day with clarity and calm.

We also attended presentations about the Bhutan Baccalaureate and how students build their personal roadmaps with the guidance of mentors.

Throughout the week, we participated in their usual activities: meditation, sports, calligraphy, and design, while we organized sessions in Business, Media Studies, and Romanian Culture and Civilization. Bhutanese students were extremely curious to learn about Romanian traditions, the myth of Dracula, dances, and cuisine.

One evening, we shared a special moment: a spontaneous dance session. Romanian students taught the hora, while we learned a traditional Bhutanese dance. It was a pure exchange, full of energy, joy, and authenticity.

Trips with Purpose: Thimphu, Buddha Dordenma, and the Trek to Tiger’s Nest

The program also included excursions to Thimphu, the capital of Bhutan, visits to the National Assembly Hall, the Buddha temple, and the famous Tiger’s Nest monastery complex—a spectacular location at the end of a challenging but rewarding hike.

This experience at the Royal Academy was much more than a cultural exchange. It was a life lesson, an exercise in adaptation, an opportunity to understand the values of other peoples, and a return to our own roots. We learned that traditions and customs become a universal language when shared with sincerity.

We returned home spiritually richer, with new friendships, and with gratitude for this extraordinary opportunity.

At Avenor, we believe that understanding the past is one of the most important forms of responsibility we can nurture in young people. In a world where extremist ideologies increasingly find their way into the public sphere, we are ever more aware of the vital role education plays in developing critical thinking and strengthening democratic values.

Although Avenor High School follows a British curriculum, the Romanian language remains a key pillar of our educational journey — not only as an expression of cultural identity, but also as an anchor to the historical realities that shape our present. This is why, starting this year, the Romanian Language curriculum at the high school level includes a new component dedicated to the critical study of the communist period and its impact on Romanian society.

In the lines below, Dana Papadima, Avenor’s Educational Director and the initiator of this effort, shares the motivation behind this change and its significance for our students’ development.

 

A few days ago, I watched a program on a news channel: the percentage of young people, starting at age 14 and going all the way up, who follow TikTok shows glorifying Nicolae Ceaușescu’s achievements and communism in general has reached a level that sets off collective alarm bells. In recent years, more than 150 million users have consumed praises dedicated to the “Golden Age.” Ceaușescu is seen as a hero, a genius, a victim of conspiracies, a martyr of an anti-Romanian Revolution.

I can understand that some of them hear nostalgic fairy tales from grandparents, uncles, or neighbors about how good life supposedly was under Ceaușescu: we were all equal (!!), there was no unemployment (hmmm), every family received an apartment, people were well-mannered, there was more civic respect, stricter rules for living together in society. Obviously, all these recollections are tinted by the nostalgia of those who lived through the Ceaușescu era. Distant youth casts memories in a different light.

But beyond these accounts told in a nostalgic, backward-looking register, there exists – here as elsewhere – a tendency among young people to gravitate toward authoritarian political regimes run by macho-charismatic leaders. There are examples around the world; I won’t list them here. Democracy is wrinkled, outdated, tired. Politicians, parliamentarians, democratic leaders are not cool – they’re oldish, lost in regulations and bureaucracy that “truly” free people no longer want to hear about.

At the school where I’ve worked for 16 years, I have high-school students of the best human and moral quality. I doubt their parents are filling their heads with communist nonsense. But since prevention is the mother of intention, and even if history doesn’t learn from its own mistakes, it’s still good to at least be aware of those mistakes, the Romanian language and literature department decided to allocate a few of the very few hours available in a British-curriculum high school to studying, through literature, film, and drama, the era we call “recent” communism.

The 1980s – years of the Ceaușescu family’s dreadful dictatorship, years of basic material shortages, but above all of fundamental deprivations of human existence: freedom, freedom of speech, the freedom to travel the world, women’s freedom to decide over their own bodies. We began with a set of lessons for grades 10 – 12 as an introduction – actually an immersion into the Ceaușescu era. Photos of daily life, interiors, clothing, mass gatherings and congresses, queues, empty stalls.

We talked about the Revolution of December 21st, 1989. My tiny advantage is that I was a witness – at times recklessly involved – to the uprising at University Square on the afternoon, evening, and night of December 21st. My students understood, I hope, that in exceptional circumstances, ordinary people can behave in extraordinary ways and overcome fear and their many fears. And perhaps they understood that freedom is truly the priceless good of the human condition. A freedom that, for me at least, during the 30 years I spent in communism, was cut off from the cradle. And one that – even now, in strange and confusing global circumstances – we will hold on to.

Now in its third edition, the 24h Business Challenge has become a landmark among the independent projects coordinated by Avenor students. For 24 intense hours, teams of students from grades 8, 9 and 10 transform an idea received on the day of the event into a complete business plan, which they then present in front of a jury of professionals.

The 2025 edition was coordinated by Horia and Ana, 12th-grade Alfa students, under the guidance of teacher Valentin Brabete (Economics & Business Studies).

The organizers’ perspective – what the 2025 edition looked like

Horia shares: “This year, the organizing team was made up of 25 members divided into four departments: Event Management, Sponsorships, Communications, and Marketing. All the work was done outside school hours, and each member’s dedication made it possible to organize an event of this magnitude. I believe that this year we learned a lot as a team through the process of organizing the event. We understood both the importance of planning ahead in order to deliver a successful event—since there were moments when we felt the pressure of running out of time to meet certain requirements—and the importance of efficient communication between departments to ensure the best decisions were made.”

Ana adds: “For me, coordinating this edition has a strong emotional weight. It is the last year in which I co-lead this event with Horia, and starting next year, the baton will be passed on to Maria and Abigail, our 10th-grade colleagues. This was the first edition in which we reached maximum participant capacity (35), thanks to a team that spent countless hours promoting the event and managing all logistical details. I am grateful to everyone for this experience, which will remain one of the defining memories of my final year at Avenor.”

Social entrepreneurship at the heart of the 2025 edition

This year’s theme was social entrepreneurship, and the challenge for participants was to develop authentic, scalable, and circular business plans that could be implemented along the Via Transilvanica route. Students spent most of their time in Avenor Arena – working, sleeping, and turning ideas into concrete projects. Ambassadors of the Tășuleasa Social Association prepared a special video montage to showcase what volunteering means in their community and how students can become future ambassadors of the project.

Challenges presented to the participants

Six teams took part in the competition, each consisting of four to six members.

The challenges they faced were diverse: lack of prior business experience, understanding the requirements, and managing extremely limited time. Even so, their creativity and determination enabled every team to transform initial ideas into coherent business plans.

A jury with diverse expertise

The projects were evaluated by a jury consisting of: Paul Pop, entrepreneur specializing in sustainability, Diana Segărceanu, Co-founder and Executive Director of Avenor College, Paul Burzo, member of the Tășuleasa Social Association, architect, and project manager of Proștița.sat.

The jury focused on feasibility, scalability, and the clarity of each team’s presentation, offering detailed feedback and suggestions for improvement.

Accelerated learning in just 24 hours

Throughout the 24 hours, students learned to use tools such as Cash Flow and Profit & Loss analysis, to manage time efficiently, to collaborate under real deadline pressure, and to transform initial ideas into convincing business plans. Expert-led entrepreneurship workshops, the jurying process, and the presentation by Tășuleasa Social ambassadors were memorable moments – along with the energy of the teams, who worked continuously for 24 hours, even during meals.

The workshops led by specialists from various fields provided a practical and relevant perspective for the participants. Among the guests were Florentina Terheș, Marketing Representative at Bellemonde; Alexandru Popescu, entrepreneur in the hospitality sector; Luminița Roșca, expert with over 13 years of experience in environmental protection and sustainability; Alexandru Chirigiu, Associate Partner in tax and accounting services at KPMG Romania; and Horațiu Alexandru Didea, Managing Partner & Founder at Workspace Studio. Their contributions significantly enriched the students’ learning experience.

The 2025 edition demonstrated the project’s maturity and the strength of the Avenor community in creating authentic learning experiences rooted in leadership, collaboration, and responsibility. With a new team of coordinators ready to take over, the 24h Business Challenge promises to become even more creative and relevant for participants in future editions.

For the first time at Avenor, a team of 14 high school students, led by Sara, a Grade 10 Omega student, organized the inaugural edition of the Avenor Model United Nations conference (AvenorMUN).

AvenorMUN was an academic simulation of United Nations debates, giving students the opportunity to represent different countries and discuss current global issues in committees modeled on the real UN structure. Over the course of three days, students experienced a full immersion in diplomacy, critical thinking, and international collaboration.

We learn more about this event from Sara, Grade 10 Omega student and Secretary-General of AvenorMUN.

A Team Like at the UN

Reflecting the structure of the real United Nations, the organizing team included key roles such as Secretary-General, Deputy Secretary-General, President and Vice-President of the General Assembly, alongside managers for PR, Media, Staff, Photography, and Finance. Together, they created an authentic and memorable conference.

Participation was impressive: 75 student delegates and a total of around 130 people involved, including organizers and volunteers. The countries represented spanned a wide range, from major economic powers such as China, the USA, Germany, France, the UK, and Japan, to developing nations like Angola, Brazil, and Egypt, providing students with diverse perspectives on global politics.

Current Topics and Diverse Committees

“The committee debates covered a variety of complex historical, political, and ethical topics. In the Security Council, delegates analyzed the territorial disputes between China and Taiwan, while in the World Health Organization committee, they discussed the impact of high-dose treatments on individuals with personality disorders. The House of Lords explored the case of Airdale NHS Trust v. Bland, a classic debate on medical ethics and end-of-life decisions. In the Legal Committee, participants attempted to develop an international framework for cyber warfare, and the Crisis Committee challenged delegates to manage a tense historical situation—the fall of the Romanov family.” — says Sara, a Grade 10 Omega student and event coordinator.

Through these topics, students learned to argue, negotiate, and collaborate in a creative and engaging academic environment.

In this context, we invite you to read the testimony of Valentin Brabete, Economics and Business Studies teacher, on the impact of this event.

The first edition of the Avenor MUN conference was an outstanding exercise for our students! From an organizational perspective, it was an event held outside our campus and open to a large number of students from both Bucharest and other parts of the country, including those from private and public schools. From a content and agenda perspective, for us adults less familiar with the MUN model, it was a true demonstration of expertise, experience, and curiosity.

Sara, the project initiator at school and organizer of this edition, demonstrated remarkable maturity in coordinating the team. She opened the event with a speech about humanity and closed it with one of the most compassionate and sensitive speeches we have ever heard from a Grade 10 student. Most importantly, Sara succeeded in creating new connections between Avenor students and their peers from other schools, both among the participants and within the organizing team.

“We are proud to see our students so warm and responsible, not only in their role as hosts but also as true co-creators of such experiences alongside peers from across the country,” notes Valentin Brabete.

Special Guests and Inspiration for the Future

The opening ceremony featured three remarkable speakers: Irina Ciucioi, Wargha Enayati, and Oana Suciu. Their speeches inspired the participants and provided an ideal framework for the following days of debates.

Wargha Enayati, cardiologist, founder of ‘Regina Maria’ and Enayati Medical City, Romania’s first medical city, offered a philosophical perspective, exploring the concept of “the why” in life—the fundamental question of why we do what we do.

Oana Suciu, Professor of Political Science, took a pedagogical approach, engaging participants in an interactive exercise to demonstrate that “everything is politics.” Her message emphasized the importance of understanding the political realities around us and highlighted that we cannot remain indifferent to the decisions and events that influence our daily lives.

In conclusion, Irina Ciucioi, General Manager and Global Executive Leader of Goodyear Tire & Rubber, emphasized that diplomacy is an essential skill in any business field. She shared insights from her own experience coordinating international projects, explaining how she successfully brought together people from different cultures, with diverse interests and communication styles, to collaborate effectively and harmoniously.

A Vision Turned into Reality

“I am incredibly happy that AvenorMUN has finally become more than just an idea and that we were able to bring together over 70 students from different schools across Romania. Over the past six months, together with an organizing team of around 15 people, we worked intensively to create an unforgettable experience for the participants. From the discussion topics to food and venue, we tried, as much as possible, to provide a realistic picture of what diplomacy looks like in practice,” says Sara, Secretary-General of AvenorMUN.

Sara also emphasizes that the event’s success was measured not only in numbers but also in its educational and personal impact on the participants:

“I believe the event was a true success because we achieved our goal: to offer students in Romania an interactive educational experience that allowed them to learn about real-world issues while also developing their debating and critical thinking skills. 

Organizing the Avenor Model United Nations conference made me realize how many passionate and engaged young people are involved in extracurricular activities, and it motivated me to continue creating opportunities where they can participate in projects with real impact.”

This year, Avenor opened a new learning opportunity for our students through a partnership with Wolfgang-Borchert-Gymnasium Langenzenn in Germany. The exchange program brought together two school communities and offered students an authentic intercultural experience, lived in the natural rhythm of everyday life.

In June 2025, 10 students from Grades 7 and 8 traveled to Langenzenn, where they discovered German culture, a different educational system, and the hospitality of the families who hosted them. This immersive experience gave them the chance to practice German in a natural way and to better understand the world they live in.

Four months later, we were delighted to welcome 10 students from Langenzenn to Avenor, completing an exchange that turned into an opportunity for discovery, connection, and learning.

How did this project take shape, and what did the students experience? Marta Torge, German teacher and program coordinator, tells us more.

From idea to partnership: the beginnings of an international project

The idea arose from Avenor teachers’ desire to bring to life a project that goes beyond traditional classroom learning. We wanted Avenor students to practice German in a real-life context, to better understand German culture, and to experience firsthand a different educational system.

Our partners in Langenzenn embraced the proposal with enthusiasm, and preparations began with energy and close collaboration on both sides.

An immersive learning experience with long-term impact

The main goal of the exchange was learning through immersion – Avenor students had the chance to live for an entire week in Germany while practicing spoken German daily. Additionally, the project aimed to deepen their understanding of German culture and traditions, to help them become familiar with the German school system, to experience a different lifestyle within a family environment, and to develop intercultural communication skills and adaptability.

It was a fantastic opportunity for academic and personal growth, and the students returned home more confident, curious, and motivated to continue studying German.

The participants’ reflections best illustrate the project’s impact. Sofia, a Grade 8 Alfa student, shares what it was like to live in Germany for a week and later welcome her German peers to our campus:

“The exchange program was a real adventure, and I’m so glad I took part in it. I discovered what a regular school day looks like in Germany, and I joined activities that allowed me to explore the country and culture in ways you never could as a tourist. Beyond practicing German with native speakers in real-life situations, this experience helped me understand how children in another country live and learn, and it made me feel more independent.”

Alexandra, a Grade 9 Omega student, also remembers the emotions and discoveries of this experience:

When Miss Marta suggested we join an exchange in Germany, I hesitated. I wanted to learn about German culture, but I was nervous about living for a week with a family I didn’t know. After discussing it with my parents, I realized it was an opportunity I would regret missing.

Once I arrived in Langenzenn, everything went perfectly. My host family was incredibly welcoming and friendly, and the daily activities were interactive and full of energy. Later, when we hosted them in Bucharest, Kaja — the student I stayed with — told me how much she enjoyed the entire experience.

Looking back, I can see how this opportunity helped me grow, gain confidence, and discover the joy of meeting new people and new cultures.”

The German students’ experience in Romania

We prepared a varied program that blended participation in regular classes with cultural and recreational activities.

The feedback from the German students was extremely positive. They were impressed by our modern school, the friendly atmosphere, and the hospitality of the host families.

Our guests explored Bucharest and other parts of Romania on trips organized outside the city. Their visit to Sinaia was one of the highlights – the mountain hike, the breathtaking views, and the relaxed atmosphere created unforgettable memories.

Here’s what Konrad and Emil, students at Wolfgang-Borchert-Gymnasium Langenzenn, shared about their experience at Avenor College:

“The flights, both outgoing and return, were smooth and problem-free. The host families were kind, welcoming, and always ready to help us. The afternoon, evening, and weekend activities were diverse and creative. Everything went without any difficulties.

The school campus is quite large, but easy to navigate thanks to the layout of the buildings and classrooms. The lessons were relaxed and interesting, thanks to the calm and productive atmosphere. The teachers were warm and welcoming, and their teaching style was just as engaging.”- said Konrad.

“Our program included a wide range of exciting activities (a trip to Edenland, a walk through Bucharest’s Old Town, the Palace of Parliament, Peleș Castle in Sinaia, etc.), so we never had a moment to feel bored. Each activity lasted just the right amount of time – never too long or too short. At the end of each day, we were tired but happy to return to our host families.

Romanian cuisine was a very pleasant surprise, with many dishes we would have loved to explore even more. Of all the activities, the trip to Sinaia was our favorite.

We want to express our special thanks to the host families and teachers who organized and guided us through all these experiences! We had a wonderful time and deeply appreciated our stay!” – said Emil.

Marlene, also a student at Wolfgang-Borchert-Gymnasium Langenzenn, shared her impressions of this intercultural experience:

“I truly fell in love with this country and I hope to return to Romania next year, this time with my family. Besides all the wonderful experiences, I also noticed how much my English improved: I can now communicate more freely and spontaneously, especially because the Romanian students spoke English very well. I encountered almost no communication difficulties and even learned a few words in Romanian.” – mentioned Marlene.

The Avenor–Langenzenn exchange was not just an educational project – it became a real bridge between cultures, an experience that opened new horizons and strengthened the connection between the two school communities.

The 8th Grade National Evaluation is “too narrow and too punctual,” said the Minister of Education, Daniel David, in a recent statement. Behind this remark lies a much broader conversation that directly concerns children: what exactly are we measuring through exams, and how much of who they truly are is reflected in the results?

Raluca Tarcea, Director of Experience & Strategic Development at Avenor College, examines this narrow path in comparison with the Avenor educational model — a school that focuses on developing real competencies, fostering conceptual understanding, and nurturing each child’s character.

A necessary, albeit uncomfortable, conversation

For years, the National Evaluation has been treated as a given. “This is how it’s done; this is how we went through it; this is how the system is used to functioning.” Two written tests, Romanian and Mathematics, determine not only which high school a child will attend for the next four years, but often also influence the trajectory of their future.

Recent statements by the Minister of Education highlight a truth already documented by studies and specialist reports: in its current form, the National Evaluation no longer aligns with the promises of the Education Law, nor with European practices. It is an exam with extremely high stakes, yet it rests on a surprisingly narrow foundation.

The diagnostic report describes the 8th-grade evaluation as restrictive relative to the competencies that middle school is meant to develop, with disproportionate selection stakes for a stage that still belongs to compulsory education. In other words, a few hours of examination are turned into a moment of excessive pressure for a 14–15-year-old, on which a significant part of their future path comes to depend.

Two exams versus eight key competencies

The pre-university education law identifies eight key competencies that schools should cultivate: the ability to read, write, and understand messages; multilingual skills; mathematics and science; digital, personal, and social competencies; the capacity to learn how to learn; civic and environmental competencies; entrepreneurial skills; and cultural and artistic skills. These were also highlighted recently by Minister Daniel David at the “What’s Worth Learning?” conference held at Avenor College.

If we look honestly at this list and ask how many of these competencies are actually reflected in exams focused solely on Romanian and Mathematics, the answer is uncomfortable. Of course, these subjects are fundamental, but they alone cannot represent the full developmental profile of an adolescent.

Furthermore, the current National Evaluation model has no equivalent in the European Union. Many education systems include end-of-cycle assessments that combine multiple subtests, or hybrid formats where written exams are complemented by projects, portfolios, oral assessments, and practical tasks. There is no universal formula, but the common principle is clear: a broad range of competencies should be assessed in authentic contexts, rather than merely testing the ability to solve a single type of exercise under strict time limits.

Seeing it from a parent’s perspective

For parents, the National Evaluation is far from theoretical. It takes the form of late-night studying, tense conversations about grades, and the fear that a fraction of a point could close a door. For many families, 8th grade becomes a narrow tunnel where everything revolves around the exam.

In this context, evaluating a broader spectrum of competencies, rather than relying solely on two tests, could make the assessment process fairer and more reflective of real learning. This does not mean an “easier” exam, but one that is more accurate and realistic. Children are not defined by a single exam. They are defined by how they think, ask questions, collaborate, handle mistakes, express curiosity, show creativity, and engage with the world.

When the evaluation system recognizes these dimensions, the message to children changes: you are not just a score; you are seen as a whole. For parents, it also changes the conversation at home, replacing “What grade did you get?” with “What did you learn?”, “What went well?”, and “What could you improve?”

8th grade at a school focused on the 3 Cs — Competencies, Conceptual Understanding, and Character: the Avenor example

At Avenor, the end of 8th grade highlights holistic learning across the middle school years, so that a student’s profile is seen in its entirety, not just through two written tests. By the end of middle school, students have already participated in international assessments in Mathematics, Science, and English, which test conceptual understanding and the ability to apply knowledge, not just memorised exercises.

In Romanian, students gradually build their identity as readers and communicators through extensive reading, memorizing poems, and delivering numerous oral presentations. Final assessments naturally include aspects that cannot be captured in written exams: clarity of thought, coherence of arguments, and the expression of their personal voice.

At 14–15 years old, the ability to speak in public and defend a point of view becomes as important as analysing a literary text. For many students, public speaking and presenting to peers and teachers becomes as memorable as an exam itself.

Learning extends beyond the classroom. Field trips, interdisciplinary projects, and extracurricular activities provide real contexts to apply knowledge. From nature excursions and museum visits to community-impact projects, every experience contributes to their growth. Participation in The Duke of Edinburgh’s International Award programme further develops responsibility, goal-setting, progress monitoring, and collaboration — essential aspects of character.

The curriculum is designed to integrate the three Cs — Conceptual Understanding, Competencies, and Character — naturally into everyday learning, not just formal assessments. Each student’s journey is documented through a portfolio of projects and reflections. This portfolio is not just a showcase; it is a tool for students to understand their growth: who they are becoming, what skills they have improved over two years, and how their thinking and working methods evolve.

End-of-middle-school evaluation considers three key points: where the student started, the level they have reached, and where they can realistically progress, based on effort and resources. It does not label students but provides a comprehensive view that supports conscious and informed steps toward high school. This approach does not eliminate the emotions of exams but shifts the perspective: from “I must get a grade” to “I am using my competencies to the fullest.” Ultimately, this is the essence of learning: progress, clarity, and confidence.

Balancing the desire for change with the need for predictability

At the national level, no one expects overnight changes. Behind every generation facing the National Evaluation are years of preparation and life plans, and instability would increase anxiety. At this stage, there is agreement with the Minister that major exams cannot be reorganised abruptly from one year to the next.

However, any new model must combine two principles: the courage to acknowledge the limitations of the current system and the responsibility to build a new one predictably and communicated in advance. This requires clear pilot programs with announced cohorts, sufficient time for adaptation, meaningful consultations with schools and teachers, and leveraging experiences where competency-based assessment is already practiced daily.

The long-term benefits of change

Reforming assessment is not cosmetic; it is a realignment of educational values. If exams measure competencies that matter for life, the benefits go far beyond high school admission.

We will have adolescents who understand their strengths, who are not defined solely by averages, and who have practiced thinking, arguing, creating, and collaborating throughout school. They will be accustomed to setting goals, tracking progress, and seeing a grade as a reference, not a verdict.

For parents, the real stake becomes perspective: not only the final grade, but the child’s full journey. How have they grown over four years of middle school? What curiosities have they discovered? How confident are they speaking in public? How do they respond to mistakes? A richer assessment system provides nuanced answers to these questions.

An invitation to dialogue

The discussion about the National Evaluation is ultimately about the kind of school we want. The transition will not be simple, but speaking openly about competencies, predictability, and alignment with European standards is already progress.

As parents, we can stay informed and engaged, ask questions, seek clarity, and support initiatives that put the child, not just the test, at the center. As a school, Avenor will continue to actively share what works.

Ultimately, the National Evaluation measures a moment, not a destiny. The three Cs — Concepts, Competencies, Character — show children the real path: how they think, how they act, and how they behave.

“A good teacher is one whose students can answer three essential questions during class: What do I know? What can I do? And why is what I’ve learned important?”

These were the words of Prof. Daniel David, PhD, Minister of Education, the special guest of the seventh edition of the “What’s Worth Learning?” conference, held on October 2, 2025, at Avenor College.

“What’s Worth Learning?” is an educational and cultural initiative through which the school brings remarkable figures from academia and society to engage the community in dialogues meant to inspire reflection and change. The main guest of this first meeting of the school year, Prof. Daniel David, PhD, an internationally recognized cognitive psychology expert, discussed how education can remain relevant for the future and what competencies schools should cultivate.

Relevant Education for the Future

What does relevant education look like in a rapidly changing world? What skills help students become confident, adaptable, and prepared for future challenges?

At Avenor College, these questions lie at the heart of our dialogue about learning. Together—with students, teachers, parents, and special guests—we explore the answers. The “What’s Worth Learning?” conference provided an opportunity to exchange ideas on how schools can nurture not only knowledge but also essential life competencies.

Developing Skills for the Future

The conference theme, Developing Competencies in Education from the Perspective of Cognitive Sciences, emphasized that education is not just the accumulation of information, but the co-creation of skills and the ability to apply them in practice. The Minister highlighted eight key competencies: language and communication, multilingualism, STEM (Science, Technology, Engineering, Mathematics), digital skills, civic education, self-awareness and emotional intelligence, entrepreneurial mindset and cultural sensitivity.

“We cannot know what the job market will look like in 10–15 years. But if students are prepared through these competencies, they will be able to adapt and build their future.”

The Minister stressed that these competencies cannot be developed in isolation but require an integrated approach combining declarative knowledge (theory), procedural skills (practical abilities), and personal values.

“A good teacher is one whose students can answer three essential questions during class: What do I know? What can I do? And why is what I’ve learned important?”

Values-Based Education and Cooperation

Drawing from his book The Psychology of the Romanian People, Daniel David highlighted the importance of personal values and collective trust, explaining how low trust levels among people limit cooperation and the building of strong institutions:

“Distrust among us prevents us from cooperating effectively. And because we do not cooperate well with one another, we have failed to build strong institutions in our psychocultural evolution as a civilization. Instead, we have lived in a collectivist logic, where interpersonal relationships prevailed over institutional rules… If each of us defined two or three core values, life would gain meaning and significance. It’s simple, it costs nothing, but it requires honesty and consistency.”

A Conference That Inspires

Prof. Daniel David’s visit to Avenor College not only gave students, teachers, and parents the opportunity to engage with an expert in cognitive sciences but also reaffirmed our commitment to relevant, competency- and values-centered education that prepares young people for the challenges of the future.

“At Avenor … purpose is visible in every corner, every decision, every relationship.”

This is how Tracey Ezard, an Australian educational leadership expert, begins her reflection on her visit to Avenor College – an experience she describes as “a real lesson in intentionality and purpose in education.”

Her article, Intentionality and Purpose in Bucharest, published following the Australian delegation’s visit to Bucharest, offers a valuable perspective on how Avenor’s culture is perceived by educational leaders from another part of the world. We invite you to read the full article.

 

A Meeting Between Two Educational Worlds

Avenor had the pleasure of welcoming a delegation of educational leaders from Australia, who spent three days in Bucharest on a study visit. The visit was part of a program exploring innovative educational practices in Central and Eastern Europe, and Avenor was one of the schools selected to illustrate how an international community can combine academic excellence, personal development, and contextualized learning.

The delegation, led by Anne Knock, PhD, Director: Strategy, Culture and Learning Environment Design at The Learning Future, included educational leaders from several Australian schools, all keen to observe education models that emphasize autonomy, collaboration, and innovation.

Meetings with Avenor’s educational leadership teams generated deep discussions about organizational culture, learning environments, and the role of leaders in shaping an inspiring community. It was an authentic dialogue between two educational worlds that, despite operating in different contexts, share the same values: collaboration, reflection, and continuous learning.

One of the moments that impressed the visitors the most was the meeting with high school students, who presented projects initiated and led by themselves: TEDx Youth@Avenor, the 24h Business Challenge, the Avenor Christmas Charity Fair, and the partnership with Tășuleasa Social—all examples of learning through engagement, collaboration, and leadership.

For the Australian guests, these initiatives were concrete proof that entrepreneurial spirit, social responsibility, and experiential learning can be nurtured from the early years of schooling.

Avenor – A School with Purpose

For our team, this visit confirmed that the direction in which we are developing aligns with international best practices – an education with purpose, built on authentic relationships and real learning experiences.

The same impression is shared by Tracey Ezard, who describes Avenor as a school “where every decision reflects a clear and deliberate purpose, and the organizational culture is infused with lived values, not just declared ones.” She highlights “the energy of the environment, the kindness of the people, and the power of purpose” as defining traits of our community.

Her reflection captures the essence of a community that grew from a bold vision – the creation of a school that encourages autonomy, curiosity, and initiative, giving every student the space to discover themselves and learn through action.

We are honored by this perspective from an educational expert with extensive international experience, and we are delighted that we have succeeded in offering a faithful representation of how, through intention and collaboration, we build meaningful learning every day for our entire school community.

At Avenor, learning is a continuous process, done with intention and seen as a priority not only for students but also for teachers. We believe that a teacher who keeps growing, exploring, and reflecting inspires their students to do the same. The excellence we strive for in the classroom starts, therefore, with the excellence in the training of those who stand before our students every day.

So what does professional development look like when it goes beyond formalities and paperwork to become a real opportunity for growth?

Cristina Bumboiu, Curriculum Development and Teacher Training Lead at Avenor, shares the learning priorities for this school year and how professional development directly impacts classroom practice.

 

A Different Kind of Professional Development

Inspired by Andy Hargreaves’ idea – “What we want for our students we should want for our teachers: learning, challenge, support and respect” – the Avenor team has designed a Professional Learning Development (PLD) programme that places teachers at the centre of their own learning journey. It is not formal or bureaucratic, but alive, dynamic, and built to meet the real and diverse needs of our colleagues.

Personalised and Practical Learning

A key novelty at the start of the year was the “PLD Fair”, organised to give colleagues the chance to learn more about the training opportunities available this year directly from the trainers themselves. Each teacher could then freely choose the path of development that suited them best.

In an open dialogue, trainers presented the courses they would deliver throughout the school year and answered colleagues’ questions. This created the framework for a personalised and relevant learning journey.

This year’s training offer includes seven courses designed and delivered by our colleagues, structured as modular learning units for teachers. Topics range from designing impactful modules and applying the “3Cs” model, to using AI in planning, reflection as a tool for transformation, innovative approaches to teaching mathematics, and creating deeper learning experiences.

What’s New This Year

The focus this year is on concept-based learning and exploring modern methods that help teachers design lessons that are deeper and more impactful.

Artificial intelligence is explored as a planning tool, reflection is seen as an essential part of the learning process, and the pedagogy of 90-minute lessons is examined in depth. All these directions give teachers opportunities to diversify their skills and discover new ways to engage students.

At the heart of the programme are the mentors – Avenor teachers whose role is to support colleagues in identifying their greatest areas for growth and turning them into development opportunities. All of this unfolds under the umbrella of the “3Cs” – Conceptual Learning, Competency-Based Learning, and Character Development – the core pillars of Avenor’s educational model.

The Impact on Students

All PLD courses this year have a strong practical component: what is learned in training is applied immediately in the classroom, followed by reflection and adaptation. This, we believe, is the most valuable aspect of Avenor’s professional development programme.

A teacher who never stops learning shows their students, through personal example, that growth is a lifelong journey. In the classroom, this translates into learning units that go beyond the transmission of information and instead help students think critically, reflect on their learning process, collaborate, and use information resources responsibly.

In this way, students become better prepared for a world that is constantly changing. We want them not only to know what to do, but also why it matters and how to adapt when circumstances shift. Ultimately, only under the guidance of well-prepared teachers can our students grow into balanced, responsible adults, ready to face the challenges of the future.