Abstract:

At the level of the European Union, the main objective is to ensure a homogeneous development of the states, from an economic and social point of view. This can in principle only be sustained by reaching a standard level of educational performance.
Standardized measurement of performance level is a welcome practice at the international level that can highlight the differences between the achievements of pupils and students in various countries, which will implicitly have a significant impact on their socio-economic contribution.
Our research focuses on a particular issue of differences in educational performance, namely the different levels of performance recorded between urban and rural areas in Romania. The problem of this specific type of difference is one encountered in many emerging countries. Large urban centers usually provide good conditions for education, and as we move away from them, resources are scarcer.
671 teachers involved in the continuous training process participated in the research, 46.6% from the urban environment and 53.4%% from the rural environment. With the help of a questionnaire developed within the Teacher Training Department at the University of Oradea, we collected data on educational vulnerability and its dimensions, as found by teachers. There are some significant differences between urban and rural environments, which indicate a need for additional training for teachers so that they correctly identify and effectively intervene among students affected by educational vulnerability.

Keywords:

Educational vulnerability, rural education, access to education, allocation of educational resources, teacher training.