Developing generations of outstanding footballers.

Before setting the programme’s scale, assess each specialism and county over a 3–5-year reference period agreed before data collection. Map available trainers, qualifications and time commitments; course capacity, costs and geographical coverage; applicants, graduates and active practitioners; community needs and training facilities.

Also measure time to qualification, graduate activity at 12 and 24 months, cost per active practitioner and response times for access or accreditation applications. Record missing data and begin collecting it. Publish the methodology, data limitations and aggregated results.

Findings may lead to curriculum improvements, additional trainer development, simpler procedures and resource reallocation through the competent bodies. Publish performance criteria in advance. Address professional shortcomings through notification, support and a remedial period, followed by reassessment and a reasoned decision with an appeal route. Risks to children and serious misconduct require immediate protective measures without waiting for these stages.

The national team develops the curriculum, prepares regional trainers and monitors quality. Transparently select specialists in Romania, Romanian professionals working in academies and sports organisations abroad and, where needed, international experts. Seek technical support from UEFA, FIFA, federations and academies without presenting unconfirmed partnerships as guaranteed.

The programme strengthens and, where justified by assessment, reorganises existing capacity with the competent FRF and county association structures. Each specialism has its own lead: coaching expertise does not automatically confer expertise in refereeing, safeguarding or administration.

Recruit through county associations and open applications, with published criteria, selection stages and appeal procedures. Actively attract people aged 20–30 without excluding strong candidates of other ages. Experienced specialists can serve as trainers, mentors and assessors.

Selection considers specialist competence, communication and teaching ability, integrity, role-specific checks, availability for work in the region and a realistic local involvement plan. Nomination by a county association does not guarantee admission.

REGIONAL TRAINERS. The working assumption is a 6–12-month pathway adapted to specialism and experience. It may include two national intensive modules in Bucharest or other centres, each lasting up to one–two weeks, alongside remote study, local practice and mentoring. Validate duration and frequency in the pilot and budget for participants’ time and expenses. Assessment includes practical competence and a teaching demonstration. Graduation and authorisation permit teaching within the programme only in the approved specialism and scope.

LOCAL PRACTITIONERS AND VOLUNTEERS. Training duration is proportionate to the role and applicable requirements. Delivery is close to home, including weekends, combining accessible remote theory with practice and field assessment. Graduates undertake only tasks for which they have demonstrated competence, with necessary supervision and mandatory qualifications. They do not automatically gain the right to train or certify others.

Online learning supports theory without replacing practical demonstrations, teaching interaction or field assessment.

COACHES: teaching, child development, session planning, inclusion, parent communication and age-appropriate technical skills.

REFEREES: applying the laws of the game, match management, communication, conflict management and incident reporting.

CHILD SAFEGUARDING: risk prevention, recognising concerns, receiving reports, confidentiality and referral to the competent people or institutions. Require the behavioural integrity certificate for roles subject to the legal obligation and explicitly define checks for each category, including volunteers. Checks do not replace training and supervision.

ADMINISTRATORS AND COORDINATORS: organisation, the digital platform, records, budgets, financial transparency and volunteer coordination.

VOLUNTEERS: clear responsibilities, conduct, safety, inclusion and role boundaries, with access to guidance.

Ethics, safeguarding and conduct form a shared core. Specialist training and assessment remain distinct.

The national team trains and supports regional trainers. Regional trainers prepare and mentor local practitioners. Local practitioners deliver activities in clubs, schools and communities.

Three levels mean two training transfers. Practitioners may later become trainers only after additional preparation, assessment and authorisation. Teaching rights do not pass on automatically. All levels use common, centrally updated curricula, materials and criteria; local adaptations are documented and preserve essential standards.

Attendance alone is insufficient. Assess knowledge, practical demonstrations, supervised activity and, for trainers, teaching ability. Final assessors are independent of the candidate’s direct trainer; decisions are reasoned and open to appeal.

Distinguish attendance confirmation, competence certification, programme teaching authorisation and the right to assess or award official qualifications. Programme certification does not replace mandatory licences or qualifications. For coaches, seek recognition of eligible components within the official UEFA C pathway under FRF-approved conditions; this is a negotiated objective, not a promised equivalence.

While formal partnerships are pending, prepare materials and offer introductory activities in administration, volunteering and safeguarding with competent partners and within applicable requirements. These activities do not automatically confer official qualifications.

Each graduate has a clear local role, a mentor and access to materials, support and ongoing development. Budget for participation and activity expenses. Clearly separate paid roles from volunteering, with transparent responsibilities and conditions.

Young referees receive mentoring at their first matches and clear procedures for reporting and responding to intimidation or violence. Do not judge trainers solely by pass rates or automatically impose repayment obligations on volunteers. Assess practice quality, graduate activity, compliance with standards and community progress. Reassess trainers periodically against published criteria.

Align the first training programme with the community pilot. Candidate numbers and specialisms follow pilot needs and available mentoring and assessment capacity. Schedule training so that essential staff are ready before the activities they lead.

Set the budget after the capacity assessment and present it separately: selection, trainers, travel, accommodation, materials, venues, practice, assessment, coordination and post-course support. Count shared community-pilot costs once only. Secure funding for additional costs before committing to activities; existing pilot estimates are not automatically sufficient for the new component.

Track practical competence, active graduates at 6 and 12 months, observed field quality, cost per graduate and active practitioner, continuity of coaches, referees and volunteers, safeguarding compliance and feedback from children, parents and organisations. Continue monitoring at 24 months where cohorts allow.

Set success thresholds before the pilot. Compare results with each area’s starting point and resources. Do not open more teams than can be safely trained, supported and supervised. Develop the people, demonstrate field capacity, then expand.