Curriculum, subjects, number of hours

The curriculum for the organisation of studies for post-secondary and post-secondary non-tertiary technical vocational education in Moldova is carried out according to the Framework Plan for Secondary, Post-Secondary and Post-Secondary Non-Tertiary Vocational Education.

The educational process is carried out in Romanian language and, within the limits of institutional possibilities, in one of the languages ​​of international circulation or in the languages ​​of national minorities. The study of the Romanian language is mandatory in all institutions and is regulated by state educational standards.

The formative component of the curriculum includes the set of course units distributed by semesters/years of study.

According to the degree of obligation and the possibility of forming the individual professional training route, the course units are classified into the following types:

• mandatory;

• optional;

• free choice.

According to the function (role, formative category) in the professional training process, the course units are classified:

• general professional skills training course units,

• socio-humanistic course units;

• fundamental course units;

• specialised course units

In dual education, course units are classified into:

• general professional skills training course units;

• profile course units.

Course units for the training of general professional skills, with a socio-humanistic orientation, are included only in the compulsory component of the education plan. Only specialised course units are included in the optional category.

The general professional skills training component is common to the professional training field and aims to develop the skills that ensure the success of the professional activity in all situations. The general professional skills training course units are mandatory and will include:

• a foreign language course with application in the field of professional training, offered starting from the first year of studies. Educational institutions are recommended to set up and expand the teaching system of some course units in foreign languages ​​of international circulation;

• an information technology course; 

• a communication course: Basics of Communication, Communication Techniques, Rhetoric, etc.;

• a Romanian language course for pupils from non-native groups, in order to facilitate insertion on the labour market. For this category of pupils, 1-2 specialised course units will be introduced with teaching in Romanian;

• a civil protection course, decisions for a healthy lifestyle, etc.;

• a Physical Education course for first-year pupils, admitted on the basis of lyceum studies, with the exception of dual education.

The socio-humanistic orientation component aims to form a broad horizon of legal, philosophical, political, sociological, psychological and economic culture, which would allow the future specialist to assume responsibilities in a free society and to adapts operatively and efficiently to changes in society. The socio-humanistic orientation component is mandatory, depending on the field of professional training and may include: Professional Ethics, Philosophy, Basics of Legislation in the field, Basics of Entrepreneurship, etc.

The fundamental component aims at the accumulation of knowledge and the formation of basic skills, integrated into professional competences, which allow the scientific-practical approach to the given field, as well as the understanding and creation of new knowledge. The fundamental component will also include course units in order to ensure safety and health at work.

The course units from the fundamental component, training general professional skills and competences and socio-humanistic orientation form the core of the training programme. This represents the mandatory basic training structure in the preparation of the future specialist, common to the field of professional training.

The specialised course units, mandatory, optional or freely chosen, constitute the distinctive element of professional training.

Profile course units apply to dual education and aim to train and develop general and specific professional skills. Within this component, the theoretical training will be oriented towards the formation and strengthening of the cognitive base, necessary for the practical training. It is recommended that this component be organised, mainly, on modules, the subjects being admitted as an exception only in cases related to the training and development of general cognitive professional skills. In the case of the modules, the theoretical knowledge will be taught in close connection with the practical skills to be formed and developed, using them when the knowledge in question is strictly necessary for the formation of those skills.

The optional course units are programmed throughout the professional training. Their weight in the education plan constitutes at least 10 % of the number of credits allocated for the professional training programme.

Free-choice course units ensure the expansion of pupils' knowledge and the development of skills in the chosen field of professional training or in other adjacent fields. Their weight in the education plan constitutes at most 10 % of the number of credits allocated for the professional training programme. Free choice course units completed are credited separately, above the total number provided in the professional training programme. The allocated credits are included in the supplement to the Professional Studies Diploma.

Each pupil, depending on the aspirations of professional development and employment prospects, will shape their individual educational path of professional training from the optional and freely chosen course units, included in the curriculum. Each choice is made from a minimum of two options. The optional or freely chosen course unit becomes mandatory from the moment of signing the annual study contract.

The integrated programme of post-secondary technical vocational education based on secondary school studies includes general culture subjects, which ensure the educational framework necessary for the formation of the pupil's personality, the development of a skills system necessary to access the next levels of education and is aligned to the requirements of the framework plan for upper secondary education in the proportion of 80%, priority being given to the field of professional training and the subjects of general culture included in the baccalaureate exam.

The lyceum component (lower secondary level) will be included in the education plan depending on the field of professional training, with the possibility of selecting subjects, according to the specifics of the specialty and in accordance with the school subjects provided in the Framework Plan For Upper Secondary Education Within The Integrated Post-Secondary Technical Vocational Education and Training Programmes.

Internships are a mandatory component of the professional training programme and are aimed at deepening professional skills in a vocational training field/specialty. The types, stages, place, duration and schedule of internships are established in the educational plans in strict accordance with the study objectives and expected competences for the respective field/specialty. Internships are credited separately: 1 credit for 30 academic hours. Internships include:

• initiation practice in the specialty;

• specialised practice: pedagogical, technological, production, clinical, etc.;

• training practice;

• the practice that anticipates the graduation exams;

• alternative forms of practical training.

The internships set out in section a), b) and d) are mandatorily included in every education plan, regardless of the field of vocational training. 

Dual education

For the post-secondary and non-tertiary education programmes through dual education, the training plan for the dual education unit is drawn up by the economic unit that carries out the dual education in collaboration with the educational institution.

The training plan at the unit in dual education contains information necessary for the organisation of the study process at the unit in dual education: the thematic subjects that will be taught at the unit in dual education, the order of their study, the number of hours and the place of the practical training.

The training plan at the unit in dual education is drawn up based on the Route of the components of the Education Plan. It may be updated every year, coordinated with the educational institution, and approved by the dual education unit. The training plan at the unit in dual education will align with the unit’s activity programme and comply with students’ age-specific characteristics, occupational safety and health requirements.

Teaching methods and materials

In Moldova, post-secondary and post-secondary non-tertiary technical vocational education programmes implement major methodological guidelines designed to facilitate active learning and pupil engagement. A key feature of these guidelines is the organisation of small group activities, such as group projects, which promote collaborative learning and the development of teamwork skills. Teachers often employ a variety of teaching methods, including direct instruction, project-based learning, and problem-solving activities, to cater to different learning styles and enhance the educational experience.

The integration of new technologies in the classroom is increasingly emphasised, with computer-assisted teaching and the use of multimedia resources becoming more prevalent. Digital tools and platforms are utilised to provide interactive and engaging content, support differentiated instruction, and enable remote learning opportunities. The use of such technologies is encouraged to foster digital literacy and prepare pupils for a technology-driven world.

Teaching in Moldovan post-secondary and post-secondary non-tertiary technical vocational education is structured in a cross-curricular manner, promoting interdisciplinary learning and the application of knowledge across various subjects. This approach helps pupils make connections between different areas of study and develop a more comprehensive understanding of the material.

Teachers in Moldova generally have some degree of autonomy in choosing the teaching methodologies that best suit their particular circumstances and the needs of their pupils. While there are overarching guidelines and standards to ensure quality and consistency in education, teachers are encouraged to adapt their instructional strategies to optimise learning outcomes.

Regarding teaching materials, there are both compulsory and recommended resources for pupils and teachers. These materials, which include textbooks, audio-visual materials, and digital content, are often standardised across schools to ensure uniformity in the curriculum. The Ministry of Education and Research is the primary authority responsible for preparing and approving these materials. 

Pupils from vocational education programmes are provided with textbooks according to the rental scheme approved by the Ministry of Education and Research.