In the Republic of Moldova, initial teacher education is organised according to the level and type of education in which prospective teachers intend to work. Early childhood educators are trained through vocational and higher education programmes in early childhood education, while teachers for primary and secondary education are generally prepared through higher education programmes. The content and duration of training vary according to the intended teaching level and subject area.

Initial training of teachers for specialised subjects

Teaching positions (including for art classes, physical education, foreign languages) in early childhood education, primary, lower secondary, upper secondary and vocational education may also be filled by individuals holding a qualification in a related/equivalent subject area or a certificate of retraining/validation of professional competences corresponding to the position and qualification level.

In arts and sports education, honorary titles and prizes obtained at national and international competitions, recognised by the relevant central bodies, confer the right to hold didactic and scientific-didactic positions (Education Code).

Training for inclusive education

Teachers working with students with special educational needs (SEN) benefit from specialised training within the national continuous training programme Investing in Teachers, implemented by the Ministry of Education and Research.

The Republican Center for Psychopedagogical Assistance, on the other hand, has the following responsibilities regarding training for inclusive education:

• providing methodological support for the complex assessment of children’s/students’ development, identifying special developmental needs, and ensuring psychopedagogical assistance;
• coordination, at national level, of continuous training in the field of inclusive education, psychopedagogical assistance and in related fields;
• coordinating the methodological activities of local psychopedagogical assistance services;
• monitoring the use of resources intended for the development of inclusive education and presenting proposals for optimisation or reallocation of resources according to the needs of beneficiaries.

Institutions, level and models of training

Initial teacher training in the Republic of Moldova is provided by higher education institutions (pedagogical universities and universities with faculties of educational sciences), post-secondary technical vocational education institutions and post-secondary non-tertiary technical vocational education institutions. Relevant universities include: Ion Creangă State Pedagogical University, State University of Moldova, Alecu Russo State University of Balti, Cahul State University and Comrat State University.

The minimum duration of initial teacher education is as follows:

a) for teaching in early childhood education – candidates must hold a qualification in the relevant field of at least ISCED (International Standard Classification of Education (ISCED)) level 4 – post-secondary technical vocational education - duration: 4 years - for integrated programmes, based on lower secondary school studies;

b) for teaching in primary education – candidates must hold a qualification in the relevant field of at least ISCED level 5 – post-secondary non-tertiary technical vocational education - duration: 4-5 years for integrated programmes, in the field of education Pedagogy and educational sciences, based on lower secondary education;

c) for teaching in lower secondary education (gymnasium) – candidates must hold a qualification in the relevant field of at least ISCED level 6 – higher bachelor's degree studies - duration 3-4 years - 180-240 ECTS;

d) for teaching in upper secondary education (lyceum) – candidates must hold a qualification in the relevant field of at least ISCED level 7 – master's degree studies - duration 1.5-2 years - 90-120 ECTS (Education Code).

Initial teacher education mainly follows the concurrent model, whereby subject knowledge and professional pedagogical preparation are integrated within the same programme. A consecutive route is also available for graduates of non-pedagogical higher education programmes who wish to enter the teaching profession. They must complete a 60-ECTS psychopedagogical module; where they enter teaching without having completed this module, it must be obtained within two years of taking up a teaching post.

Professional preparation combines theoretical and practical components. Pedagogical practice is an integral part of bachelor’s and master’s studies in Education and is carried out in designated general education institutions in cooperation with higher education institutions. The total volume of credits allocated to teaching practice is 30 ECTS for 180-ECTS bachelor’s programmes and 36 ECTS for 240-ECTS bachelor’s programmes. 

For master’s programmes with a total of 90 ECTS, the allocation of 9 ECTS to the master’s teaching practice is recommended, while for master’s programmes with a total of 120 ECTS, the recommended allocation is 12 ECTS (Framework Regulation on Pedagogical Practice within Bachelor’s (Cycle I) and Master’s (Cycle II) Higher Education Studies). 

The national framework establishes the overall requirements for pedagogical practice, while higher education institutions have autonomy in developing their curricula and determining the allocation of credits among individual courses and components, within the applicable national requirements.     

Admission requirements

Admission to initial teacher training programmes in the Republic of Moldova is regulated by the Ministry of Education and Research and is carried out based on criteria that vary depending on the level of education for which candidates are preparing: early childhood education, primary education, gymnasium (lower secondary) or lyceum (upper secondary).

To access the initial teacher training in early childhood education, candidates must have completed gymnasium education and be enrolled in an integrated post-secondary vocational education programme (ISCED level 4). Admission to vocational education and training programmes is carried out on a competitive basis and aims to select candidates based on knowledge and skills for the specialty they choose. The admission competition is organised by educational institutions to post-secondary vocational education and training programmes through the e-Admitere information system (Regulations on the organisation and conduct of admission to vocational education and training programmes).

For the training of primary school teachers, candidates must follow an integrated post-secondary non-tertiary vocational education and training programme (ISCED level 5), intended for gymnasium graduates. Admission to vocational education and training programmes is carried out on a competitive basis and aims to select candidates based on knowledge and skills for the specialty / profession they choose. The admission competition is organised through the e-Admitere information system, by educational institutions, to post-secondary non-tertiary vocational education and training programmes. Some institutions may include additional aptitude tests for the profile areas (arts, sciences, etc.) assessed with grades (Regulations on the organisation and conduct of admission to vocational education and training programmes). 

Candidates who wish to teach in gymnasium (lower secondary education) must hold a baccalaureate diploma and be admitted to a higher education degree programme (ISCED level 6). The admission competition for the first cycle of higher education is open to holders of a baccalaureate diploma, a professional diploma or an equivalent recognised qualification (Education Code). All candidates applying for programmes in the field of Educational Sciences, must have a general admission average of at least 6.50. This is a mandatory minimum national requirement, applicable to all higher education institutions.

In order to teach in lyceum (upper secondary education), candidates must complete a master's degree programme in the field (ISCED level 7). Admission to higher education master's degree programmes is organised on the basis of a competition for accredited or provisionally authorised study programmes, in accordance with the legislation in force (Education Code). Similarly, all candidates applying for programmes in the field of Educational Sciences, regardless of the form of education (full-time, part-time, etc.), must have a general admission average of at least 6.50 (source: Framework Regulation on the Organisation of Admission to Bachelor’s, Master’s and Integrated Higher Education Programmes for the 2025–2026 Academic Year).

There are no limitations regarding the age, residence or citizenship of candidates. The Ministry of Education and Research develops the national admission regulations, which govern the admission process.

Curriculum, level of specialisation and learning outcomes

The curriculum by subject in vocational education with a pedagogical profile is developed by experts in the field, by education levels (post-secondary and post-secondary non-tertiary) and by vocational training fields, in accordance with the National Qualifications Framework, is coordinated with the sectoral committees and is approved by the Ministry of Education and Research through coordination with the relevant central bodies.

The curriculum in vocational education includes:

a) the framework education plan and the education plans by trades and specialties;

b) curricula by modules/disciplines;

c) methodological guides for the implementation of the curricula.

The National Agency for Quality Assurance in Education and Research develops the methodology for evaluating curricula, educational processes and learning outcomes in vocational education, which the Government approves. 

The curriculum in higher education institutions with a pedagogical profile is developed in accordance with the provisions of the National Qualifications Framework, based on qualification standards, for each study cycle and field, and is approved by the institution's senate.

The correspondence between the curriculum offered by the higher education institution and the qualification awarded upon completion of a higher education programme is a mandatory criterion for assessing the quality of the higher education institution (Education Code).

Training for teaching in groups with pupils with special educational needs

Regarding teacher training programmes, a mandatory course on Inclusive Education, credited with 2 ECTS, was introduced to provide future teachers with the necessary skills and abilities to work in a multispectral environment. Training on this topic was also organised for teachers in all higher education institutions in the country (MEC Questionnaire, Part 2, Chapter 26, Education and Culture).

Within the national programme Investing in Teachers, the topic of teaching for pupils with special educational needs is systematically addressed, and specialists from the Republican Center for Psychopedagogical Assistance contribute to the training of staff in working with pupils with special educational needs.

Level of specialisation and areas of qualification

• For primary education, teachers are trained as generalists, being qualified to teach all basic subjects.
• For gymnasium and lyceum, teachers are trained as specialists in one or two subjects (e.g. history, mathematics, foreign languages, etc.).
• The qualification allows teaching only at the level for which the diploma was obtained. Moving to another educational level is allowed only through retraining or validation of skills, according to methodologies approved by the ministry.

Teacher educators

The initial training of future teachers in the Republic of Moldova is carried out by specialists trained in higher education institutions or non-tertiary post-secondary vocational education and training institutions, depending on the specifics of the educational programme and the teaching profile.

Training of teaching staff in vocational education and training

The initial training of teachers, methodologists, psychologists and psychopedagogues from VET is carried out in higher education institutions, and of teachers of specialised subjects and social pedagogues in student dormitories - in non-tertiary post-secondary VET institutions and higher education institutions, within the framework of profile programmes.

Qualification requirements for university teachers

The minimum qualification requirements for holding teaching positions in higher education are holding a qualification of at least ISCED level 7 - master's degree. To occupy a scientific-didactic position in higher education, it is necessary to hold a level 8 ISCED qualification - higher doctoral studies and/or the scientific-didactic title of associate professor or university professor (Education Code).

Qualifications, evaluation and certificates

To work as a teacher in the Republic of Moldova, candidates must hold a formal qualification corresponding to the educational level at which they are to be employed. Qualifications are obtained by completing vocational or higher education programmes:

• ISCED level 4 (post-secondary qualification in pedagogical colleges) – for teachers in early childhood education;
• ISCED level 5 (non-tertiary technical vocational education studies) – for primary education;
• ISCED level 6 (bachelor’s degree studies, 180–240 ECTS) – for lower secondary education;
• ISCED level 7 (master’s degree studies, 90–120 ECTS) – for upper secondary education.

Qualifications are officially recognised by the Ministry of Education and Research, based on the graduation diploma issued by accredited educational institutions. Upon completion of initial teacher training programmes, graduates receive:

• qualification certificate (for graduates of pedagogical colleges – ISCED 4–5)
• Bachelor’s degree diploma (for ISCED 6)
• Master’s degree diploma (for ISCED 7)

These documents are issued by educational institutions and recognised by the Ministry of Education and Research.

Among the assessment methods used in initial teacher training programmes are:

• written and oral examinations,
• pedagogical practice,
• bachelor’s/master’s/doctoral theses, etc.

There are no regional differences in the recognition of teaching qualifications in the Republic of Moldova.

Alternative training pathways

Graduates of non-pedagogical higher education programmes can obtain teaching positions after completing a psychopedagogical module, corresponding to 60 transferable study credits.

There are no other initial training options for teachers than those described above.