Project Summary:

The Moldovan education system faces a complex array of challenges, including underperforming rural schools, an inefficient school network, resource shortages, and a significant teacher deficit, lack of basic infrastructure upgrades and educational technologies. This impacts student performance, as evidenced by the 2022 PISA results showing significantly better outcomes in larger schools compared to smaller, predominantly rural ones.

In response to this, UNDP Moldova will support the Ministry of Education and Research (MER) by contributing to the transformation of larger district schools into Model Schools, featuring modern infrastructure, high-quality teaching staff, modern equipment, inclusive management, and school buses for transportation. Five of the 35 Model Schools will be improved with the support of the Norwegian Agency for Development Cooperation. 

Objective:

The overall goal is to enhance the quality and efficiency of Moldova's education system through (1) significant gender and disability responsive renovation works to create modern, green, inclusive learning environments with upgraded infrastructure and new furniture and (2) supporting curriculum reform, strengthening initial teacher training, and enhancing local education governance, focusing on developing relevant curricula, providing continuous professional development for teachers, and improving school autonomy and management. 

Expected results:

• Five Model Schools fully renovated and equipped with project support, including measures for energy efficiency and green school building, contributing to reducing environmental footprint and energy saving;
• National Curriculum revised and updated, integrating the European Council recommendations on lifelong learning key competences, and the national priorities included in the Education Strategy 2030, aiming to encompass such principles as interdisciplinarity, cross-disciplinarity, inclusiveness, and equal opportunities, sustainable development, and others;
• Curricular materials and educational content developed to uphold curriculum standards and support the implementation of the revised curriculum in schools;
• Initial teacher training curriculum for one university revised and piloted;
• Pedagogical practice and mentorship strengthened, together with the mechanism for labour market insertion and support for young teachers;
• Continuous professional development programmes for teachers developed and teachers trained in such areas as STEEAM education, psycho-pedagogy, active teaching and learning methods, and others;
• Continuous professional development programmes for school managers developed and managers trained in the areas of strategic planning, change management, data literacy, project management, and others;
• Mentorship network for school managers developed and operationalized;   
• Career orientation for students in the intervention schools strengthened and content related to career orientation for students developed;
• Territorial education structures capacitated to implement educational policies at local level and conduct quality assurance of the educational process;
• Evidence-based design, monitoring, and evaluation of educational policies supported through surveys and analytical studies, including to inform interventions initiated under this programme.
   

Accomplishments:

• Five Model Schools selected for capital renovation;
• Technical designs for five beneficiary models schools have been developed in a participatory manner, involving the school administration, students, teachers, parents, and local authorities;
• Methodology for evaluating the national mathematics curriculum developed. National curriculum for mathematics evaluated and findings disseminated;
• A number of 1491 lesson plans for ”Science” for grades II through V, ”Technology education” for grades I through IV, ”Biology” for upper secondary or grades X through XII, ”Physics” and ”Astronomy” for upper secondary for grade XII, Chemistry for upper secondary (grades X-XII), Geography for upper secondary (grades X-XII), Informatics for grades X-XII and Arts for primary school level were developed with the support of National Institute for Education and Leadership (INEL);
• Through INEL, two curricula for pedagogical internship for the pre-school and primary education developed, along with methodological guide for internships and related instruments;
• The first association of early career teachers supported and capacitated;
• A number of 42 teachers from five beneficiary schools were trained on STEAM education and problem-based learning.