Perceptions of satisfaction with the quality of the learning process, awareness of human and children’s rights, gender equality, student participation in decision-making, student well-being, and the phenomenon of informal payments are among the indicators examined within the School Barometer 2026, launched for the first time in the Republic of Moldova. The instrument provides a comprehensive overview of the education system from the perspective of students, parents, teachers, and school principals, and contributes to the development of evidence-based public policies.

The findings were presented at the conference “School Barometer 2026: Dialogue for Education”, held on 17 February 2026, with the participation of teachers, students, representatives of public institutions, and development partners.

“The School Barometer clearly shows us where the system performs well and where more decisive intervention is required. The fact that the majority of students and parents trust their school is encouraging; however, the data concerning textbooks, integrity, the frequency of bullying incidents, and the inclusion of children with disabilities compel us to accelerate reforms. We will continue investing in high-quality textbooks, modern infrastructure, and transparent mechanisms to ensure that every child in our country learns in a safe, equitable, and performance-oriented environment,” stated Dan Perciun, Minister of Education and Research.

Key findings of the School Barometer 2026:

• Seven out of ten students, parents, and teachers hold a positive perception of education in the Republic of Moldova, compared to 91% of school principals.
• Eight out of ten students and parents are satisfied with the quality of education provided by their school, compared to nine out of ten teachers and principals.
• On average, 73% of respondents consider that the subjects analyzed (mathematics, Romanian language, mother tongue for non-native speakers, foreign languages, physics, chemistry, biology, and history) correspond to students’ interests and needs.
• Students identified as priorities for curriculum integration topics such as health education (84%), career guidance (82%), human and children’s rights (82%), and financial education (80%).

Quality of the teaching process:

• 73% of students and parents are satisfied with teachers’ instructional methods.
• 68% report that teachers explain the material until students understand it in most lessons.
• 66% consider lessons to be frequently engaging and interesting.
• 83% of students state that they receive additional support during classes, while 64% benefit from free individual consultations.

The most highly rated aspects relate to the relational climate within schools: teachers’ respectful attitude (83%), friendliness (79%), concern for students’ well-being (76%), and encouragement of students to express their opinions (75%).

Persistent challenges:

• Only 34% of respondents are satisfied with the accessibility of school transportation for students with disabilities.
• The right to non-discrimination remains vulnerable and not all institutions are fully adapted for children with disabilities.
• Perceptions of cheating during assessments persist, alongside notable differences between students and teachers regarding academic integrity.

The study was conducted on a nationally representative sample and included over 2,100 students for each of the two survey components, 1,570 parents, 2,463 teachers, and 95 principals from 110 selected schools. Interviews were carried out in Romanian and Russian, according to respondents’ preferences.

The research was commissioned by the Ministry of Education and Research and implemented with the support of UN agencies – UNICEF, UN Office of the High Commissioner for Human Rights, UNFPA, UN Women, and UNDP – with financial support from the European Union, Norway, and the United Kingdom.

UNDP Moldova and its partners – the European Union, Norway, and Poland – support 15 of the 90 future model schools. Interventions include infrastructure modernization and the equipping of laboratories for physics, chemistry, biology, and mathematics classrooms. UNDP also contributes to the continuous professional development of teachers and to strengthening institutional management. This approach aims to enhance schools’ capacity to deliver high-quality educational services tailored to students’ needs and aligned with European standards.