According to the Education Code, the Ministry of Education and Research is the central authority that approves state educational standards, regardless of the type of ownership and legal form of organisation of the educational institution. 

The normative document that is compulsory for all school education institutions is the Framework Plan For Primary, Lower and Upper Secondary Education approved by the Ministry of Education on a yearly basis, in which the compulsory and optional subjects and the school curricula are established.

In general education, the National Curriculum includes: the reference framework, the Framework plan for preschool, primary, lower secondary, and upper secondary education, the curriculum for early education, the curricula of mandatory and optional subjects, school textbooks, methodological guides, and other learning resources.

Curriculum, subjects, number of hours

The structure of the curriculum is defined within the Reference Framework of the National Curriculum. The curriculum for general education is approved by the Ministry of Education and Research.

The curriculum may be adapted or modified to meet the needs of children and pupils with special educational requirements. The curriculum progression is reflected in the individualized educational plan for the child/pupil with special educational requirements.

The Framework Plan for Primary, Lower and Upper Secondary  Education includes mandatory subjects/activities, optional subjects, as well as the maximum and minimum number of hours.

Optional subjects included in the framework plan account for 20-25% in upper secondary education. The share of optional subjects increases in the final grades of upper secondary education. 

The framework plan is mandatory for all general education institutions and is approved by the Ministry of Education and Research at least 6 months before the start of the new school year.

In the case of alternative education, framework plans and curricular programs are developed by representatives of the implementing institutions and approved by the Ministry of Education and Research.

Second-level local public administration authorities and those of Gagauzia may establish the local component of the curriculum for subordinate institutions, which should account for a maximum of 10% of the quota of optional subjects in upper secondary education.

Upper secondary education (lyceum) teachers, in elaboration of subject curricula, have to follow the methodological guidelines/benchmarks regarding the organisation of educational process elaborated for each subject, approved annually by the Ministry of Education and Research.

Every pupil, except for those in specialized classes/institutions and bilingual ones, is required to study an optional subject, based on the framework plan selected for implementation. Once the option for a particular subject is expressed, attending the classes, and fulfilling the curricular requirements become mandatory.

In May of each year, the pupils' parents/legal representatives should express, in written, their requests regarding the study of optional subjects for the next study year. The educational institution is responsible for establishing and applying the flexible component of the Education Framework Plan (7 optional subjects) in accordance with the Instruction regarding the selection process and organisation of optional subjects in secondary education. The optional component of the Educational Framework Plan, established based on the pupils' request, is approved by the institution's Teacher Council, no later than September 15.

The Framework plan foresees 4 different models of curriculum for upper secondary education. 

As example, the model I is presented below:

• For the grade X - regardless of the profile selected at admission, all pupils study according to the same framework plan, which does not include elective subjects. There are 6 mandatory curricular areas of subjects to be taught: Language and Communication, Mathematics and Sciences, Socio-humanistic education, Technologies, Sport, Counselling and personal development.

• For the grades XI and XII – the disciplines are classified according to 5 components (A. The invariable component, B. Curricular extension component, C. Subjects specific to the profile component, D. The variable component, Sport component). Depending on the profile, the distribution among subjects per components and number of hours is different.

Example of curriculum, for the 2023-2024 academic year for the grades XI-XII, for real and humanistic profiles, model I, with the breakdown of teaching hours for different subjects:

There are bilingual lyceum classes in Moldova that study a part of the subjects in French. These subjects are: Mathematics, Physics, Chemistry, and Biology. Pupils take their graduation exams in the subjects mentioned in the language in which they were studied.

Teaching methods and materials

There are methodological guidelines/benchmarks regarding the organisation of educational process (Repere metodologice privind organizarea procesului educațional) elaborated for each subject, approved annually by the Ministry of Education and Research. 

In the teaching-learning process in general upper secondary education, the pupils are engaged in problem-solving through research, which fosters learning through problem-based approach and discovery. It also provides favourable conditions for the pathway of acquired knowledge in various areas, including everyday life and the area determined by the curriculum. In this respect, the teachers use every opportunity to exemplify the applications of school subjects in everyday life. Thus, a teacher: 

• considers the possibilities offered by school textbooks for making interdisciplinary connections (integrative problems, problem-situations present in the textbook text; integrative items present in the assessment tests, etc.);

• systematically organises practical activities, including fieldwork, laboratory work, graphic work with an interdisciplinary and/or applied aspect; 

• selects integrative problems from teaching and methodological materials and proposes them to pupils during various events (lessons, extra-curricular activities, Olympiads, etc.); 

• carries out STEM and STEAM projects jointly with teachers of different school subjects. 

Teachers have freedom and responsibility in the choice of teaching-learning-assessment technologies. The teacher is responsible for the design of the teaching process. Each teacher's competencies are reflected in the pupils' results. From this perspective, the subject-based curriculum guides the teacher to apply formative teaching strategies; apply active and interactive methods; apply learning activities focused on problem-based approach, investigation, heuristics, case studies, etc.; focus on the formation of competencies and values; establish the interconnection between contents and teaching strategies; carry out instruction through cooperation and reverse connection; and carry out a permanent evaluation of school performance.

Teaching materials 

• In upper secondary education, school textbooks are used, elaborated based on the National Curriculum, selected and edited through competition, based on a regulation approved by the Ministry of Education and Research.

• Alternative textbooks, developed on the basis of the National Curriculum, selected on the basis of a competition and recommended by the Ministry of Education and Research, can be used in general education institutions.

• Pupils of grades X-XII are provided with school textbooks according to the rental scheme approved by the Ministry of Education and Research

• Pupils from socially vulnerable families benefit from facilities for renting school textbooks, under the conditions established by the Government.