Adult education and training in the Republic of Moldova is regulated as part of the national education system and lifelong learning framework. Support measures for adult learners are designed to promote access, participation and completion, with particular attention to disadvantaged groups facing socio-economic, educational, health-related or labour-market barriers. The legal and policy framework is coordinated by the Ministry of Education and Research (MER) and implemented in cooperation with labour, social and local authorities.

Definition of the target group(s)

The Education Code of the Republic of Moldova defines adult education as a component of lifelong learning and establishes the general principle of equal access to education, including for adults in vulnerable situations. While the legislation does not provide an exhaustive list of disadvantaged adult learner categories, it identifies eligibility for additional support based on defined criteria and individual needs assessment, depending on the education and training programme concerned.
Disadvantaged adult learners are addressed primarily through policy frameworks and sectoral regulations. Target groups include:

• adults with low levels of qualification or early school leavers;

• adults with disabilities or special educational needs;

• unemployed persons and adults at risk of poverty or social exclusion;

• adults from ethnic minorities and those with limited proficiency in the language of instruction;

• migrants, refugees and beneficiaries of humanitarian protection, addressed through general adult education and vocational training measures.

Specific support measures

Support measures for disadvantaged adult learners are implemented across adult general education, vocational education and training, and continuous professional training.

Language support

Language learning may be provided within general adult education programmes or professional training courses (e.g. National programme for learning the Romanian language for the period 2026-2028). Such programmes may include communication and language training, particularly for individuals who require improved language skills for labour market integration or social inclusion.

Adult education providers may organise language training as part of continuing professional training programmes regulated by the Regulation on adult education. These programmes can be delivered through full-time, part-time or distance learning formats, depending on the needs of adult learners.

Other learning and development support

Adult education programmes may provide various forms of learning support, including counselling, mentoring and career guidance. Such support is designed to assist adults in identifying training opportunities, improving their skills and facilitating labour market integration.

The organisation of adult education programmes, including general adult education and professional retraining programmes, is regulated under the Regulation on adult education. This regulation establishes the framework for the organisation, evaluation and certification of adult learning programmes and introduces new forms of training, including micro-qualifications.

Specialist staff and teaching methods

Adult education and training programmes may involve qualified trainers, counsellors and other specialists responsible for delivering training activities and supporting adult learners.

Training programmes are organised by authorised providers and are subject to quality assurance and accreditation procedures coordinated by the Ministry of Education and Research and the National Agency for Quality Assurance in Education and Research. 

Training methods may include practical training, workplace learning, blended learning and distance learning. These flexible delivery methods are intended to facilitate access for adult learners who combine education with employment or other responsibilities.

Special arrangements for assessment and progress

The national system provides mechanisms for the recognition and validation of knowledge and competences acquired in non-formal and informal learning contexts. This allows adults to obtain certification for skills acquired through work experience or other learning activities.

The legal basis for this process is provided by the Education Code, which allows the certification of competences acquired in non-formal and informal education contexts through authorised structures based on regulations approved by the Ministry of Education and Research. 

The regulatory framework for the validation of prior learning has been further developed through ministerial regulations, including the Regulation on certification of professional skills corresponding to qualification levels 3–5 of the National Qualifications Framework, approved by the Ministry of Education and Research. 

This mechanism enables adult learners to shorten the duration of training programmes or obtain partial or full qualifications based on demonstrated competences.

Liaison with local stakeholders

Adult education policies in Moldova promote cooperation between education providers and stakeholders from other sectors, particularly the labour market, social protection and economic sectors.

The implementation of the system for validation of non-formal and informal learning involves collaboration between several institutions, including the Ministry of Education and Research, the National Agency for Quality Assurance in Education and Research and the National Employment Agency. Employers and professional organisations may also participate in the assessment of professional competences within validation procedures.

Financial support

The Education Code stipulates that the state guarantees access to lifelong learning and may provide financial support for adult education. Funding may come from public sources, employers, international programmes or contributions from beneficiaries. 

In addition, adult education programmes may be financed through public-private partnerships or supported by external funding sources.

Adaptation of learning facilities

Adult education and training programmes are delivered in accredited education institutions or training centres that comply with national standards for education provision. These institutions may adapt their facilities or learning environments to meet the needs of different groups of learners, including adults with disabilities or other special needs.

The development of new adult education programmes and micro-qualifications under the Regulation on adult education also aims to improve the accessibility and flexibility of adult learning opportunities.