Definition of the target group(s)

In the Republic of Moldova, support measures in higher education target students considered disadvantaged due to disability, health conditions, socio-economic vulnerability, family background, or linguistic and cultural factors. These categories are defined primarily through legislative and regulatory frameworks rather than through a single unified classification, and eligibility for support may be determined either on the basis of formal criteria or through individual needs assessment.

The Education Code of the Republic of Moldova, establishes the principle of equal access to higher education and the obligation of higher education institutions (HEIs) to ensure inclusive learning conditions for students with special educational needs, including students with disabilities and chronic health conditions. Disability status is recognised on the basis of official medical certification, while support needs may be assessed individually by institutional structures.

Students from socially and economically disadvantaged backgrounds are identified mainly through eligibility for state-funded scholarships, social scholarships and other financial support mechanisms regulated by Government decisions and Ministry of Education and Research orders. These include students from low-income families, students without parental care, students from rural areas and other groups at risk of poverty and social exclusion.

Learners from linguistic or cultural minorities, as well as foreign students, refugees or beneficiaries of international protection, are covered by general non-discrimination provisions in education legislation. Their specific needs are addressed primarily through institutional regulations and individual arrangements, in line with national policies on inclusion and internationalisation of higher education.

Specific support measures

Support measures for disadvantaged learners in higher education are regulated through a combination of legislative provisions, government decisions and ministerial regulations.

Language support is provided mainly through preparatory language courses and institutional support measures for students whose language of instruction differs from their mother tongue, particularly for international students. These measures are regulated by Ministry of Education and Research (MER) norms on the organisation of higher education programmes.

Learning and development support includes counselling, academic mentoring and psycho-pedagogical assistance, provided through university support services in accordance with MER regulations on student services and quality assurance. Students with disabilities may receive individualised learning arrangements based on documented needs. 

Specialist staff and teaching adaptations are foreseen for students with disabilities, including the involvement of psychologists, counsellors or support staff, as stipulated by inclusive education policies extended to higher education. Teaching materials and methods may be adapted on a case-by-case basis (Curriculum for the Continuing Professional Development Programme in Inclusive Education for Higher Education Teaching Staff).

Liaison with external stakeholders (health, social and employment services) is encouraged through national strategies promoting student well-being and employability, particularly for vulnerable groups.
Financial support is a core measure and includes merit-based and social scholarships, tuition-fee exemptions for specific categories, and accommodation support. These measures are regulated by Government Decisions updated in 2024–2025 and implemented by HEIs under MER supervision.
Accessibility of facilities is addressed through legal obligations for HEIs to ensure physical access to buildings and learning spaces for students with disabilities, in accordance with national accessibility and inclusion regulations.