Curriculum, subjects, number of hours

According to the Education Code, the state educational standards in technical vocational education are developed by the Ministry of Education and Research, with the participation of employer representatives, coordinated with the relevant central public administration authorities, and approved by the Government.

The curriculum for modules/subjects in technical vocational education and training is created by experts in the field, across different education levels and professional training areas, in accordance with the National Qualifications Framework. It is coordinated with sectoral committees and approved by the Ministry of Education and Research in coordination with the relevant central authorities.

The curriculum in technical vocational education includes:

• the framework education plan and education plans for occupations and specialties;

• curricula for modules/subjects.

The secondary technical vocational education programmes ensure professional development through teaching-learning-assessment activities and the cross-promotion of professional values in accordance with qualification and occupational standards.

The secondary technical vocational education programmes, including dual education programmes, consist of three components:

1) general training – ensures the development of competencies that guarantee success in professional activities in all situations; general training is organised through study subjects; The general education component aims to develop specific competences in disciplines of general culture. For groups taught in Russian, the number of hours allocated in the curriculum for Romanian Language and Literature will be assigned to Russian Language and Literature. Additionally, Romanian Language and Literature will have an extra 3 hours per week.

2) profile training (theoretical and practical) – ensures the accumulation of basic knowledge and the formation of basic skills in pupils, integrated into professional competencies. Profile training is organised through modules and includes: 

• Theoretical instruction - ensures the assimilation of theoretical knowledge by pupils, necessary for the formation and development of professional competences within a module.

• Practical instruction - provides training in practical skills necessary for the formation and development of specific professional competences within a module.

• Internship - completes the professional training of pupils in secondary technical vocational education and ensures the formation of professional competences according to the National Qualifications Framework. Internships do not apply to dual education.

In secondary technical vocational education programmes, except in dual education, the ratio between theoretical training and practical training is 35% - 50% for theoretical instruction and respectively 65% - 50% for practical instruction, including internship.

The number of hours for practical instruction can reach up to 70% depending on the specificity of the qualification. Usually, theoretical and practical instruction are carried out cyclically. Practical instruction can be organised in educational institutions and/or within economic entities.

In secondary technical vocational education programmes through dual education, the ratio between theoretical training and practical training is 20% - 30% for theoretical instruction in the secondary technical vocational institution and respectively 70% - 80% for practical instruction within the unit in dual education. 

The internship usually takes place at the unit. Upon the unit's request, the educational institution, considering the qualification specifics, may approve the transfer of internship to a different period than scheduled in the Education Plan, maintaining the duration in accordance with the provisions of the Regulation on Practical Training Placements in Production within Secondary Technical Vocational Education.

3) optional training – ensures the extension of knowledge and the development of pupils' skills in the chosen vocational field or in other adjacent fields. Optional training is organised through study subjects.

Optional training component is part of the curriculum at the decision of the educational institution. This means, on one hand, respecting pupils' rights to choose and self-fulfilment, and on other hand, ensuring managerial autonomy and organisational culture. The institution proposes optional subjects to pupils according to their interests, aptitudes, and the specific qualifications. These are aimed at developing interdisciplinary and cross-cutting competencies in pupils.

The offer of optional subjects for the academic year is announced by September 10, taking into account pupils' interests, human and material resources available to the institution, as well as the efficiency of conducting the respective hours in the previous academic year.

An optional subject gains the status of a mandatory subject once a group of pupils, through application, opt for its study. Thus, the process of teaching-learning-evaluation of the optional subject becomes similar to that mandatory subject.

Modules are part of the vocational curriculum and can be organised and delivered in a combination and successive order, predetermined within the vocational training programme. The modules can be separately certified and accumulated over time until a complete qualification is obtained, considering the individual needs and possibilities of the pupil.

The allocation of percentages among components of the secondary technical vocational education programmes, depending on the study period, according to the Framework Plan For Secondary, Post-Secondary And Post-Secondary Non-Tertiary Vocational Education, is shown in the table below: 

*In short-term secondary technical vocational training programmes with a study period of 8 months, only profile training is provided with the following distribution: theoretical and practical training – 65-70%, production practice – 30-35%.

The structure of the curriculum 

The curricula are developed according to the type of secondary technical vocational training programme and includes:

• cover page; 

• training process calendar; 

• training process plan by semesters (months of study) / years of study; 

• list of subjects in the general training component; 

• list of modules ensuring profile training, including practical training in production (or production-based training); 

• list of modules/subjects in the optional training component; 

• pathway of modules ensuring profile training.

The pathway of the components of the vocational training plan contains information regarding the order of studying the modules, the weekly number of hours allocated to teaching activities, and pupil vacations.

For dual education, the pathway of the components of the curriculum can be developed for each unit with which the institution signs a cooperation agreement and is approved by the unit in dual education and the vocational education institution.

Teaching methods and materials

In Moldova, secondary technical vocational education programmes are designed to provide pupils with the necessary skills and knowledge to succeed in specific trades and professions. The implementation of major methodological guidelines is a key component in ensuring effective teaching and learning within these programmes. The training process within secondary technical vocational training programmes is carried out in accordance with national reference standards and accreditation standards developed by the National Agency for Quality Assurance in Education and Research and approved by the Government.

The organisation of small group activities, such as group projects, is emphasised in vocational education in Moldova. This approach encourages collaboration among pupils, allowing them to develop teamwork skills and engage in practical problem-solving. Teachers are encouraged to create opportunities for pupils to work together on projects that simulate real-world scenarios relevant to their vocational training.

A variety of teaching methods are employed in secondary technical vocational education. Traditional lecture-based teaching is combined with more interactive methods, such as workshops, simulations, and practical activities. These methods are designed to enhance practical skills and ensure that pupils are well-prepared for the labour market. Additionally, teachers are encouraged to adopt pupil-centered approaches that promote active learning and critical thinking.

The use of new technologies in the classroom is becoming increasingly widespread. Computer-assisted teaching, for instance, is integrated into the curriculum to support learning and provide pupils with essential digital skills. Interactive whiteboards, educational software, and online resources are commonly used to enhance the learning experience. The integration of technology ensures that pupils are familiar with modern tools and techniques relevant to their vocational fields.

Teaching in vocational education is often structured in a cross-curricular manner. This approach allows pupils to make connections between different subject areas and understand how various skills and knowledge are interrelated in real-world contexts. For example, a project in automotive technology might incorporate principles of mathematics, physics, and information technology.

Teachers in Moldova's secondary technical vocational education programmes generally have the autonomy to choose the teaching methodologies that best suit their circumstances. While there are overarching guidelines and standards set by educational authorities, teachers are encouraged to tailor their approaches to meet the needs of their pupils and the specific demands of their vocational subjects.

Teaching materials, including books and audio-visual resources, are either compulsory or recommended for both pupils and teachers. These materials are standardised across all vocational schools to ensure consistency in the quality of education. The Ministry of Education and Research is responsible for preparing and approving these materials. They ensure that the content is relevant, up-to-date, and aligned with the vocational curriculum. Pupils from secondary technical vocational education are provided with textbooks according to the rental scheme approved by the Ministry of Education and Research.

There are official recommendations regarding homework for pupils in secondary technical vocational education. Homework assignments often include written exercises and practical tasks that reinforce classroom learning. The objective is to provide pupils with additional practice and help them consolidate their knowledge and skills. The amount and type of homework assigned can vary depending on the subject and the specific needs of the pupils.