The nonrefundable financing programs represent opportunities for the educational development (infrastructure), human resources development, curriculum etc. The educational system is a closed one, which changes slowly, in a proper rhythm. With all this, in crisis situations, education is the regression of human values and does not allow “the death of pedagogy”. A sudden change of the educational system is similar to an avalanche which destroys everything in its path. The purpose of this paper is to present the experience of trainer who has taught in professional development programs, obtained through nonrefundable financing projects. The objectives of the study are: catching the professional development specific, the identification of causes that slow down training and needs diagnosis that have represented the basis of financing projects for education development (rural and urban) from Romania. The analysis was made during the development of projects implemented by the “Eftimie Murgu” University in Resita in partnership with other institutions.

With the occasion of program development and finalization for professional development, approved by the ministry of education, we had the opportunity to apply questionnaires, verbal associative tests in order to identify the training needs of didactic personnel. Because the “Eftimie Murgu” University held over 1000 didactic personnel (rural and urban environment) in training classes, for the application of questionnaires we have identified needs categories. These needs represented the basis for writing nonrefundable financing projects, so that numerous didactic staff was forced to pay taxes for courses, due to the fact that these projects offered those credits necessary to their professional development. The questionnaires were applied to students in order to identify their needs and how the workplace market considers them useful or not.

Romanian education has accepted the challenge offered by the change of professional development for didactic staff pretty hard. From the causes considered important we can mention: presenting the school characteristics as an organization, practicing a management taken from other domains, the implementing of models from other countries and without keeping in mind the specific of the Romanian education, the ignoring of the students role and that of the school climate, the reduced offering of funds for education, massive job reductions, the confusion training-recycling-development etc. the school curriculum is not adapted to students, school and society’s needs. The difference between the work market demands and the student’s education is still maintained. The students want to find out more about new educations, they want to be prepared for life, and to become scientists. We, the authors of this study, are part of the didactic staff and we will continue our job no matter what the difficulties are. Because we live in the middle of these events we believe that change follows its course even if it has begun as being uncomfortable. The financing projects represent solutions to the teachers and students’ needs, but cannot solve all the problems.