Academic guidance

In the Republic of Moldova, academic guidance and counselling are formally integrated into the national education system through compulsory curriculum structures, regulatory frameworks and methodological guidance issued by the Ministry of Education and Research. Academic guidance is embedded in everyday teaching and learning processes and is designed to support pupils’ educational progression, personal development and transitions between educational stages.

At curriculum level, the Framework Plan for primary, lower secondary and upper secondary education for the 2025-2026 study year includes the curricular area Counselling and Personal Development (Consiliere și dezvoltare personală). This subject is taught across primary, lower secondary and upper secondary education and aims to develop pupils’ self-knowledge, communication skills, emotional regulation, responsible decision-making and learning strategies. These competences underpin pupils’ capacity to reflect on their learning pathways, manage school demands and adapt successfully to changes in educational context.

Special attention is given to pupils with special educational needs (SEN). Methodological documents published by the Ministry of Education and Research, including Methodological Guidelines on the Counselling and Guidance of Pupils with Special Educational Needs, explicitly link academic guidance to personalised learning planning and inclusive educational practices. These guidelines outline how schools should adapt guidance activities to pupils’ individual profiles, including those with disabilities, learning difficulties or emotional and behavioural challenges. They emphasise differentiated instruction, collaborative support between specialists and families, and systematic monitoring of pupils’ academic progression and well-being.

The Ministry further supports the implementation of academic guidance through its online platform Resources for Teaching Staff, which provides methodological guides, teaching tools and professional development materials. These resources include guidance on promoting pupil well-being, strengthening classroom relationships, organising reflection activities and integrating counselling approaches into everyday teaching. They offer practical frameworks for planning academic guidance sessions, embedding reflective practices in lessons and creating supportive learning environments that foster motivation, resilience and self-regulated learning.

Psychological counselling

In the Republic of Moldova, psychological counselling within early childhood and school education is a key support structure designed to enhance pupils’ socio-emotional well-being, interpersonal functioning and educational attainment. Psychological services are delivered primarily through school psychologists and multidisciplinary teams working within early childhood education, primary, lower and upper secondary schools. These services aim to identify and address learning barriers, emotional or behavioural difficulties, and to strengthen resilience, adaptive skills and school engagement. 

The Regulation on the Organisation and Conduct of the Psychologist’s Activity in General Education and Secondary Vocational Education Institutions, formalises the role and functions of school psychologists. The regulation defines the psychologist’s responsibilities in early identification of cognitive, emotional and behavioural difficulties, individual and group counselling for pupils, and counselling services for parents and teachers to support psycho-emotional development and constructive school relationships. Psychologists are also mandated to participate in multidisciplinary institutional commissions, contribute to inclusive planning, and support professional development activities for school staff. They are required to work within adapted physical spaces and use age-appropriate tools to deliver services that contribute to early intervention and inclusive education. 

At curriculum level, the national framework embeds socio-emotional and guidance competencies: the Framework Plan for Primary, Lower and Upper Secondary Education, for the 2025-2026 study year, includes the “Personal development / Dezvoltare personală” school subject across grades, which creates curriculum space for personal development, conflict resolution and decision-making skills that complement formal psychological interventions. School regulation and ministerial orders define teacher roles, the allocation of hours and the formal presence of counselling activities within the school timetable.

Policy documents like the Programme for the Development of Inclusive Education 2024–2027 further emphasise multidisciplinary support services, early detection of learning and social challenges, and training of specialist personnel within educational settings. 

Legislative foundations for psychological services are found in the Education Code of the Republic of Moldova, which states that the psychologist is part of the educational personnel responsible for inclusive support measures. 

Career guidance

The education and career guidance at early childhood and school level in the Republic of Moldova is organised primarily as an educational and developmental process embedded within the formal education system, under the coordination of the Ministry of Education and Research (MER). Provision focuses on the gradual development of self-knowledge, learning motivation and decision-making competences, supporting pupils’ informed educational choices at key transition points.

At early childhood and primary education level, career guidance is not organised as a distinct service but is integrated into educational activities aimed at personal development, socialisation and awareness of different roles in society. 

These foundations are further developed in lower and upper secondary education through compulsory curriculum components that address personal development, life skills and learning-to-learn competences. According to Framework Plan for primary, Lower and Upper Secondary education  the curricular area Counselling and Personal Development, the subject Personal Development is compulsory across grades and includes learning outcomes related to self-assessment, goal setting, educational planning and preparation for future choices.

Career guidance is mainly delivered through group-based approaches integrated into lessons and school activities. These include classroom discussions, thematic modules, workshops and seminars focusing on educational pathways, learning opportunities and the transition between lower secondary, upper secondary and vocational education. Schools may organise information sessions with representatives of vocational schools, colleges and universities, as well as meetings with guest speakers from different professions, in line with methodological guidance issued by MER.

At upper secondary level, schools may complement curriculum-based guidance with extracurricular activities such as visits to higher education institutions, participation in education fairs or career-related events organised in cooperation with local authorities or educational institutions. In vocationally oriented contexts, learning activities may include practical exposure to occupations or short-term practice elements, regulated under national frameworks for vocational education.

Individual career guidance is not organised as a separate nationwide service at school level, but elements of individual support may be provided by teaching staff, school psychologists or multidisciplinary teams, especially for pupils facing educational difficulties or transitions. Online individual career guidance is not formally regulated as a distinct national service for school pupils; however, information on educational pathways, admissions and qualifications is made available through official MER platforms and public information portals.