Adult education, according to the Regulation on Adult Education,  can be organised in formal, non-formal, or informal settings.

Non-formal education

Lifelong learning in the context of non-formal education is integrated into planned activities with learning objectives that do not explicitly follow a curriculum. 

Non-formal education is a complementary, alternative, or 

within the lifelong learning process. It is a voluntary learning activity that does not automatically lead to the certification of acquired competencies but may be assessed for recognition and validation of skills to accelerate educational and/or professional advancement.

Informal education

Lifelong learning in the context of informal education is a form of learning that takes place outside the formal education system. It results from daily activities related to work, family, leisure, etc. It is not organised or structured in terms of learning objectives, duration, or learning support and is not regulated. 

Informal education is usually uncertified but can be assessed for the recognition and validation of skills, with the aim of accelerating educational and/or professional advancement.

Certification of competencies acquired in non-formal and informal educational contexts can be carried out by authorised structures, based on regulations approved by the Ministry of Education and Research.

Formal education

Lifelong learning in the context of formal education refers to an institutionalised, structured process based on an explicit curriculum design. 

Adult vocational training programmes in formal education are organised by public or private institutions/organizations that are subject to external evaluation for authorisation/accreditation and are authorised for this activity in accordance with national legislation.

Initial and continuing vocational training for adults in the formal education context is organised at distinct levels of the National Qualifications Framework and by occupations/trades/specialties. When organising vocational training programmes, the needs of employers, the general skills of adults, the requirements for the positions they hold, and their promotion or employment opportunities must be considered.

Vocational training is delivered through improvement, retraining, specialisation programmes, and partial qualification programmes (micro-qualification), with a duration quantified in study credits, developed by adult vocational training providers. 

The programmes are coordinated with relevant ministries and the Ministry of Education and Research, based on the results of external evaluations conducted by the National Agency for Quality Assurance in Education and Research or other quality evaluation agencies registered in the European Quality Assurance Register.

Adult education is financed from state budget funds, payments from individuals and legal entities, professional associations and employer organisations, sponsorships, donations, study fees, personal contributions, external funds (projects), and other legal sources.

Adult education programmes that respond to special local development needs are the responsibility of local public administration authorities at the first and second levels and may be funded from local budgets.

Provision to raise achievement in basic skills 

In the Republic of Moldova, adults who have reached the age of 20 may enrol in part-time upper secondary education. The organisation and operation of upper secondary institutions are outlined in the Standard Regulations for the organisation and functioning of primary and secondary education institutions, cycle I and II.

This education is provided by general education institutions (upper secondary schools - licee) offering evening programmes (depending on available places). Enrolment is open to students or graduates of secondary technical vocational education and gymnasiums who are employed. The duration of studies is four years (grades X-XIII), and upper secondary education is free of charge.

According to the Instruction on the automated customization, issuance, record-keeping, and retention of study documents in general education in the Republic of Moldova, pupils who successfully complete the level of upper secondary education, receive the Baccalaureate Diploma “Diploma de bacalaureat”. The diploma is issued in Romanian language, free of charge by the lyceum where the pupil studied, on blanks elaborated and approved by the Ministry of Education and Research of the Republic of Moldova.

The reference level of the Baccalaureate Diploma isas follows:

• National Qualifications Framework (NQF) – Level 4.1

• European Qualifications Framework (EQF) – Level 4

• International Standard Classification of Education (ISCED 2011) – Level 3.

At the beginning of the 2023/24 academic year, two evening upper secondary education institutions were operating in the Republic of Moldova, with a total enrolment of 0.9 thousand students.

In 2023, the Government of the Republic of Moldova approved the National Programme for learning the Romanian language by national minorities, including the adult population, for the years 2023-2025. This programme is aimed at adults who wish to improve their knowledge or study Romanian from scratch. The courses are free of charge, with costs covered by the state budget. Courses are offered both in person and online, running from March to December, with a duration of 60 to 120 hours depending on the linguistic competence level required by the participant.

Upon completion, participants receive certificates indicating their level of Romanian language proficiency, in accordance with the provisions of the Common European Framework of Reference for Languages.

In 2023, 6,550 people were enrolled in the National Programme for learning Romanian. In 2024, the number of registrants increased to 12,000.

Provision to achieve a recognised qualification during adulthood 

Adult professional training within formal education is distinctly organised according to qualification levels, in compliance with the provisions of the National Qualifications Framework (NQF), as follows:

• NQF Level 1 (ISCED 1) and NQF Level 2 (ISCED 2) – via adult vocational training programmes based on the lower secondary school certificate (gymnasium). Access is also granted to individuals who have not completed secondary education (9 grades) but have reached the age of 16, with programmes lasting from 90 to 900 hours or 3 to 30 study credits.

• NQF Level 3 (ISCED 3):  NQF Level 5 (ISCED 5):  

  • Adult vocational training/continuing education programmes based on the qualification certificate or equivalent educational document, lasting from 90 to 900 hours / 3 to 30 ECTS study credits. 

  • Professional retraining programmes related to the initial vocational training field, based on the qualification certificate or equivalent educational document, lasting from 300 to 900 hours / 10 to 30 ECTS study credits. 

  • Partial qualification programmes (micro-qualification) based on a secondary school certificate, high school diploma, or qualification certificate/equivalent document. Access is granted to those who have not completed secondary education (9 grades) but are at least 16 years old, with programmes lasting from 150 to 900 hours / 5 to 30 ECTS study credits.

• NQF Level 4 (ISCED 4):  

  • Specialisation/continuing education programmes based on the professional studies diploma or equivalent document, with a duration from 150 to 900 hours/5 to 30 ECTS study credits.

  • Professional retraining programmes related to the field or specialisation of initial vocational training, based on the professional studies diploma or equivalent document, lasting from 900 to 1800 hours/30 to 60 ECTS study credits. 

  • Partial qualification programmes (micro-qualification) based on a high school diploma or professional studies diploma/equivalent document, with a duration from 150 to 1800 hours/5 to 60 ECTS study credits.

• NQF Level 5 (ISCED 5):  

  • Specialisation/continuing education programmes based on the professional studies diploma or equivalent document, lasting from 150 to 900 hours/5 to 30 ECTS study credits. 

  • Professional retraining programmes related to the initial vocational training specialisation, based on the professional studies diploma or equivalent document, with a duration from 900 to 1800 hours/30 to 60 ECTS study credits. 

  • Partial qualification programmes (micro-qualification) based on the professional studies diploma or equivalent document, with a duration from 150 to 1800 hours/5 to 60 ECTS study credits.

• NQF Level 6 (ISCED 6):  

• NQF Level 7 (ISCED 7):  

  • Specialisation/continuing education programmes based on a higher education bachelor's diploma or equivalent document, lasting from 150 to 900 hours/5 to 30 ECTS study credits. 

  • Professional retraining programmes related to the initial vocational specialisation, based on the higher education bachelor's diploma or equivalent document, with a duration from 1800 to 3600 hours/60 to 120 ECTS study credits.

  • Partial qualification programmes (micro-qualification) based on the higher education bachelor's diploma or equivalent document, with a duration of 150 to 1800 hours/5 to 60 ECTS study credits.

  • Partial qualification programmes (micro-qualification) based on a higher education bachelor's diploma or equivalent document, with a duration from 150 to 1800 hours/5 to 60 ECTS study credits.

The duration of adult professional training programmes within formal education is quantified in ECTS study credits, as follows:

• One study credit equal to 30 academic hours, including both direct contact hours (classroom) with the instructor/trainer and individual study/practical activities carried out by the participant.

• The ratio of direct contact to individual work/practical activities can be 1:1, 1:2, or 1:3, depending on the programme specifics and educational format.

• Study credits are whole numerical values allocated to each course unit/module/distinct activities from the curriculum and are indivisible.

• Study credits measure the amount of work required from the participant, i.e., the time needed to complete all activities in the training programme.

• Study credits do not measure the importance, difficulty level, or depth of the course unit/module.

• Study credits do not account for the workload of teaching staff.

Providers of adult vocational training issue the following certifications:

• Professional competence certificates, specifying the acquired professional competence(s), for adult vocational training programmes (NQF Levels 1-2).

• Professional competence certificates (micro-certificates) for partial qualification (micro-qualification) programmes (NQF Levels 3-7).

• Continuing education certificates (NQF Levels 3-6).

• Specialisation certificates (NQF Levels 4-6).

• Retraining certificates for professional retraining programmes (NQF Levels 3-6).

Adult vocational training programmes that culminate in the issuance of personalised documents by the Information and Communication Technology Center in Education, following the model approved by the Ministry of Education and Research, are developed by adult training providers. These are coordinated with relevant ministries, submitted for provisional authorisation/accreditation, and later coordinated with the Ministry of Education and Research based on external evaluations by the National Agency for Quality Assurance in Education and Research or other quality assurance agencies registered within the European Quality Assurance Register, in accordance with the methodological norms approved by the Ministry of Education and Research.

The structure, procedure for developing, evaluating, and certifying competences developed through adult education programmes are established by the Methodology for Developing Adult Education Programmes within Lifelong Learning, approved by the Ministry of Education and Research of the Republic of Moldova.

Provision targeting the transition to the labour market 

In Moldova, the transition of unemployed jobseekers to the labour market is supported through various education and training provisions, as outlined in the Law on employment promotion and unemployment insurance. Key mechanisms ensure that jobseekers have access to training and education to enhance their employability. Publicly funded programmes are available, and there is a strong collaboration between public authorities and private organisations that may become accredited providers through tendering processes.

The National Employment Agency (ANOFM) is the main public provider focusing on the training of unemployed jobseekers. Additionally, private training centres can also participate in the delivery of training programmes through government-approved tenders. Training is often tailored to labour market needs, focusing on skill development in sectors with high employment potential.

Unemployed jobseekers have a legal entitlement to participate in publicly subsidised education and training programmes, while retaining their unemployment benefits, provided they meet the conditions set by the National Employment Agency. Participation is not mandatory; however, continued eligibility for unemployment benefits may depend on participation in certain training programmes, particularly if a jobseeker's skills are considered obsolete or insufficient for current labour market demands.

Large-scale programmes are specifically designed for the unemployed seeking jobs. One such initiative is the Employment Facilitation Programmes, implemented by ANOFM. These include:

• programmes for unemployment prevention;

• regional programmes supporting employment;

• programmes facilitating the labour market integration of migrants and national minorities;

• programmes to assist unemployed individuals requiring additional support in the job market, particularly: 

• young people aged from 16 to 24: from disadvantaged families, orphans, those without parental care, under guardianship or curatorship; 

• individuals without a profession/trade;

• persons with disabilities; 

• long-term unemployed;

• people aged 50 and over; 

• individuals released from detention; 

• victims of human trafficking, after psychological and social rehabilitation; 

• people struggling with substance abuse, after social and psychological rehabilitation; 

• victims of domestic violence.

  Provision of liberal (popular) adult education 

  Publicly subsidised liberal adult education is not available at national level in the Republic of Moldova.

  Other types of publicly subsidised provision for adult learners 

  No additional types of publicly subsisted provision available