VET IN MOLDOVA
SEEVET-Net meeting,
Milocer 2012
Presenters:
Olga Morozan,
Center for Developing VE, Institute of Education Sciences
Alina Gheletschi,
the Sector Council for Agriculture and Food Industry
The Republic of Moldova
(general outlook)
Is a landlocked state in Eastern
Europe located
between Romania to the west
and the Ukraine to the north, east,
and south.
Capital: Chisinau
The total area is
33,851 km².
.
Population: 3.5
million people
The Republic of Moldova
(general outlook)
It is made of:
• 32 districts,
• 3 municipalities,
• 2 autonomous regions
(Gagauzia and Transnistria),
• 65 cities (towns),
• 917 communes, and
• 699 small villages
This makes for a total of 1,681 localities of Moldova,
all but two of which are inhabited.
Statistical data
Cooperation with social partners in VET
research
Sector
Councils
Labour
market
ETF
MINISTRY
(supervisor)
Center for
Developing SVE
At the internal level the Partnership in
VET is realized among:
Ministry of Education,
2) Center for Developing SVE,
3) vocational education institutions- 74
institutions:
 vocational schools-51,
 trade schools-15,
 prison trade schools-6,
 private institutions-2.
1)
At the external level the Partnership
in VET is realized among:
Ministry of Education,
Ministry of Labour, Social Protection and
Family,
 National Agency of Labour Force
Employment,
 Other Ministries such as Ministry of
Agriculture and Food Industry and Ministry
of Regional Development and Construction
(with their subordinated specialty educational
institutions –colleges)
 Entrepreneurs/patronates.


WHY?
To ensure a quality vocational educational process (initial and
continuous) !!!
How?
 Developing a coherent legal framework focused on
strategic planning,

Setting up the institutional mechanisms and process to
consolidate the social partnership in vocational training;

Consolidate the efficient negotiation capacities of
economic actors regarding national and local requests,

Offering real autonomy to vocational schools to improve
the activity of training /preparing qualified workers,

Ensuring continuity between initial vocational education and
continuous vocational training.

Review the qualification system,

Module and unify the educational programs;

Focusing vocational education on developing competences,

Recognizing/certifying the vocational competences obtained
through informal or non-formal way;

Implementing the public-private partnerships;

Optimization of the SVE school’s institutional network;

Efficient use of institutional capacity by providing training
courses.
Legal Framework:
Labour Code, 2003 ;
Education Code, 1995;
National Strategy “Education for Everybody”,
2004-2015. Government Decision nr..410 from
04.04.2003;
 The
Concept of Secondary Vocational
Education Development. Government Decision
nr. 1334 from 3 December 2004, with approved
modifications
through Government Decision
nr.992 from 13.08.2007;
 National
Strategy
on Labour Force
Employment for 2007-2015;
 National Development Strategy “Moldova2020”;



Newly developed normative
documents:

Recently approved “Methodology and
Procedure of Developing and
Reexamination of Occupational
Standards (GD nr.952 from
16.12.2011)”.
 Draft of ‘Methodology of Validation of
Vocational Competences Obtained
through Informal and Non-formal Ways”
(to be approved in October, 2012);
 Is being developed “Law on
Occupations/Professions”!!!
“Law on Occupations/Professions” will
include the following parts:
 Chapter
1: General Provisions;
 Chapter II: Content Provisions.
Qualification System.
 Chapter 3: Offering Qualification;
 Chapter 4: State Supervision;
 Chapter 5: Final and Transitory
Provisions.
Cooperation Mechanisms



Active collaboration between Ministries of
Labour, Social Protection and Family with the
Ministry of Education,
Sector Councils are constituted from
representatives from Ministry of Education,
Trade Unions, Economic
Agents/”Patronates”;
A representative from each Sector Council
takes part in the Board of the Center for
Developing Secondary Vocational Education,
ETF offers work groups to develop policies
/standards, etc.
 Economic Agents often collaborate with the
vocational education institutions (take part in the
Graduation Commission:
a)3+2 where 3 means number of economic agents
and 2 number of specialist teachers;

b)organize practice in their factories or economic
entities, paying salaries to students, etc.)

Unfortunately not all regions have industry
developed in their community => lack of
economic agents.
Experience of Social Partners in VET







The Moldovan-Swiss Project SOMEC
2006-2009 with the following results:
proposed 8 occupational standards projects, and
Elaborated The National Council for Occupational Standards (GD
nr.717 from 16.06.08).
ETF within framework Mobility
Partnership EU-RM 2009-2011:
5 occupational analyses were transformed into 5 occupational
profiles (updated);
2 new occupational analyses are being developed ;
As a result was elaborated The Methodology and
Procedure of Developing and Reexamination of Occupational
Standards (GD nr.952 from 16.12.2011)

There were selected and established contacts,
relationships with institutions, concerned
people in the country and abroad.
To analyze problems regarding the training
process, collecting the proposals etc., there
were organized multiple meetings and
workshops with key target groups such as:
1. leaders of the Union Trade of
Professional Education Institutions;
2. representatives of employers and Trade
Union leaders from enterprises of the branches;

-directors of Schools and Professional
Schools of Trades;
3. prospective members of the Strategic
Partnership for Vocational Training in both
Agro-Industrial and Construction branches
(at the central level);
4. the initiators to create the Partnership
for Vocational Training (at the local level).
To sum up:
Achievements in the field of VET
Sector Councils in collaboration with the Ministry
of Education and the Ministry of Labour , Social
Protection and Family developed important
documents such as:
 Worked on strengthening the legislative
framework:
- Proposals to the draft Education Code;
-The Methodology and Procedure of Developing and
Reexamination of Occupational Standards;
-The Validation and Certification of Learnt Lifelong
Skills;
-Pilot-projects for organization of Vocational
Continuous Training.

Obstacles
Passivity of social partners;
 Only 2 existing Sector Council;
 Insufficient requirements of teams and
financial sources/support;
 Sector Council isn’t a legal entity;
 The role of the Social Partners is often
diminished;
 Lack of statistical date on Professional
Continuous Training;
 Interest conflict.

Challenges regarding further
development of Social Partners in VET
Active involvement of Social Partners;
 Creation of Sector Councils in all
branches of economy;
 Organizing the Professional an Vocational
Training in basis of the occupational
standards;
 Creating the system of certification and
validation of lifelong knowledge
(Continuous Training).
