2026

The Ministry of Education and Research continues to implement educational policies to enhance the quality of the educational process. 

Curriculum Reform 

Approval of New Framework Curricula for Day Time High School Education. Order of the Ministry of Education and Research (MEC) No. 4,350/2025 was approved, establishing the framework curricula for full time (daytime) upper secondary education. 

Annexes 6–9 of the Order contain the framework curricula for the technological track of high school education.

• Administrative act status: adopted.
• Current stage: under implementation.
• Phased Implementation of the New Curricula: The framework curricula for daytime high school education will be implemented progressively, starting with the cohort of students who will enter Grade 9 in the 2026–2027 school year. This phased approach ensures:
  • a smooth transition to the new curricular structure
  • adequate preparation of schools and teaching staff
  • alignment with ongoing reforms in technological education and VET. 

2025

The Ministry of Education and Research continues to implement educational policies aimed at enhancing the quality, accessibility and relevance of Vocational Education and Training (VET), with a strong focus on dual education, modern infrastructure and professional standards.

Increasing access to and the attractiveness and quality of VET

The call for proposals Another Opportunity with VET, financed under the 2021–2027 Education and Employment Programme, was launched on 30 April 2025.

The call supports initiatives that:

• increase access to VET
• enhance the attractiveness and quality of VET programmes
• promote dual education pathways.

Eligible applicants include:

• VET schools (including dual education)
• regional consortia
• local authorities
• NGOs and other relevant stakeholders.

Beneficiaries include:

• schools providing VET and dual education
• school inspectorates
• local partnerships for employment and social inclusion.

Update of the framework curricula and of the curriculum for the technological path of high school education and VET

In 2025, public consultations were launched to support the development of new framework curricula for:

• technological high schools (upper secondary education)
• vocational education and training pathways.

Key elements of the reform include:

• system level integration of the dual education model (school-based learning combined with internships)
• strengthened cooperation with businesses in the development of qualifications and curricular content
• improved alignment between education outcomes and labour market needs.

A modernisation programme for the educational infrastructure and resources

Significant investments are being made to modernise VET infrastructure and learning environments.

In 2025, funding under the National Recovery and Resilience Plan (NRRP) and other national programmes supports:

• equipping over 900 VET schools with: 
  • computer science laboratories    
  • modern practical training facilities
• development of interactive digital platforms
• provision of necessary IT infrastructure.

These measures cover both:

• technological high schools, and
• schools delivering dual education. 

Targeted Support for Agricultural High Schools. By 2026, under the NRRP:

• 57 agricultural high schools will receive targeted support to: 
  • modernise, renovate and expand laboratories, workshops and IT facilities
  • upgrade cafeterias and student hostels
  • purchase biological inputs, agricultural equipment and machinery
  • train teachers using agriculture specific curricula.

The curricula are being developed jointly by the Ministry of Agriculture and the Ministry of Education, ensuring sector relevance.

Strengthening dual education 

New regulations and dedicated funding support the development of dual education at both secondary and tertiary levels. Under the NRRP: 

• 29 regional consortia are being developed
• 29 integrated vocational campuses are being built and equipped.

Each consortium must include at least four types of entities:

• accredited public or private higher education institutions
• accredited or temporarily authorised VET / technical schools
• administrative territorial units (ATUs)
• economic operators.

A total of 29 complex projects has been funded, implemented in two phases. Due to staggered grant agreement signing, consortia are currently at different implementation stages. 

Integrated Vocational Campuses. Each consortium receives funding to develop campus infrastructure, including:

• digital workshops adapted to the profile of technological high schools and universities
• modern facilities for practical and theoretical training.

Training provision:

• basic level programmes (ISCED 3–5)
• advanced programmes (ISCED 6–8).

Funding sources:

• 16 campuses funded through the NRRP
• 13 campuses funded from the state budget. 

Professional standards

The document A profile and professional standards for teachers in school education, with career stages and education levels, the professional profile and standards reflect teachers’ competences at different stages in their career, namely the knowledge, skills and attitudes that are necessary to provide high-quality education and support each child or youth to reach their development potential.

Teachers’ professional profile and standards are structured across: 

Education levels: 

• early childhood education and care
• primary education
• lower secondary and upper secondary (high school) education
• technological education and dual technological education.

Seven competence areas: 

1. Knowledge about students and how they learn
2. Curriculum and the teaching-learning process
3. Learning environment and wellbeing
4. Student counselling, cooperation with families/guardians and with the community
5. Ethics, reflection and lifelong learning
6. Institutional development
7. Digital technology in education.

Career stages: 

• graduate, with a bachelor's degree
• teaching degree II
• teaching degree I.

2024

Vocational education and training, mainly dual, focused on students’ needs and in line with the developments in the labour market, which brings in economic added value and social cohesion.

Related projects and programmes

• Establishing partnership agreements with economic operators for the vocational training of students in technological education, including those in dual education.
• Implementation of 29 projects that have been accepted for funding under the call A pilot programme to develop regional consortia for dual education; the projects are spread across the eight development regions. In the North-West Region, the first dual campus has already been constructed.
• Promoting technological education with the platform Choose Your Path! and participating in partnership networks with economic agents in relevant training fields.