Introduction and context
NQF snapshot
Moldova adopted a national qualifications framework (NQF) in 2010 in higher education (HE). In November, it adopted an 8-level NQF for all levels.
Moldova participates in the Bologna process in higher education and the European area for higher education. Moldova has developed tools and approaches to create new qualifications and now needs to move towards implementation and delivery.
Educational, social, economic and political context
The main factors shaping the structure of the population and demographic change in Moldova are ageing and migration. The official population figure of 3.55 million in 2017 from the National Bureau of Statistics (NBS) shows a decrease of 9,000 people since 2012 . However, alternative sources indicate that official statistics overestimate the actual size of the population. A Population Barometer conducted by the Demographic Research Centre suggests that the actual Moldovan population is around 2.9 million, pointing to an overestimation of over 660,000 people (16%) . This difference is attributable to the official definition of migration and the related records, which include migrants no longer residing in the country, even for over a year. According to an ILO report , over 888,000 Moldovans (23% of the total population) were living outside the country in 2015 (mainly in Russia and Italy). Outward migration plays an important socioeconomic role in the country and remittances contribute substantially to consumption, accounting for an estimated 23.4% of GDP .
Demographic ageing is clearly visible in the population structure. The share of young people (aged 15-24) in the active population has declined from 20.3% in 2012 to 15.5% in 2017. The increasing dependency ratios - youth (21.3%), old age (14%) - have important economic and social implications, threatening sustainable growth and the future sustainability of social protection, including pensions. Moreover, in the following decades the population decline will continue at rapid pace. In accordance with the demographic forecast (2015-2035), the annual decrease in population will fluctuate between 1.1-2% . The National Strategic Program on Demographic Security (2011-2025) aims at implementing demographic stabilisation policies in order to increase labour market supply and improve conditions for safety and welfare to discourage outward migration. More than half the population is rural, making Moldova a country with one of the lowest levels of urbanization in Europe.
Moldova is a small lower-middle-income economy, with rather high share of agriculture in economy and employment, and uneven territorial distribution of economic opportunities and growth, as Chisinau, the capital city, generates more than half of GDP. The main economic activities that generate revenues for GDP are manufacturing (food products constitute 37%), trade, agriculture, construction and transportation, as well as ICT and communication services.
Following the 2015 recession (due, not least, to large scale banking fraud), Moldova’s economy recovered in 2017 with GDP growth of 4.5%, backed by a good performance in agriculture (good harvest supported export growth to +12.7%) and private consumption (increased by 4.9% in 2017) that was fuelled by remittances, strong growth in wages and the indexation of public transfers in 2016. Growth is expected to be robust and reach 3.8% in 2018 and 3.7% in 2019 , still below the historical averages of 4.6%. With economic outlook in the baseline scenario subject to considerable external and internal risks, further structural reforms are needed for private sector growth and job creation.
Moldova’s development path in recent years has been guided by the Association Agreement between Moldova and the European Union (signed in 2014 and fully in force from July 2016). Deep and Comprehensive Free Trade Area (DCFTA), a component of the Association Agreement, provides for mutual elimination of customs duties on industrial and most agricultural products and for further liberalization of the services market. It also addresses other barriers to trade and reforms in economic governance, with the goal of strengthening transparency and competition and adopting EU product standards.
Moldova has been spending a high percentage of its GDP on education (around 7%) in the last decade, though it has entered a trend of decline in 2015 (6.9%) and constituted 6.4% in 2017. The relatively high levels of education expenditure pays off in terms of relatively high education attainment of active population (aged 15+). In 2017, 55.6% of population have attained medium level education, 24.5% high level education and 19.9% low level education. However, there is a negative trend of an increasing share of population with low level education (16.5% in 2012) and decreasing share with medium level of education (57.8% in 2012) and high level education (25.7% in 2012).
Moldova has relatively low enrolment rates in primary and secondary education, in 2015, net enrolment rates were 86.85% and 76.4% respectively. At the same time, gross enrolment rate in higher education is relative high, 41.21% in 2015 . VET is well represented at the upper secondary level and enrolments in vocational programmes is increasing, reaching 48.7% in 2017, in comparison to 35.4% in 2012. Moldova has a significant problem with school dropouts, as the number of early leavers which (though slightly decreasing) remains very high (one in five of those aged 18-24), that is one of the highest rates.
The National Development Strategy “Moldova 2020” represents the overall strategic vision of the government of Moldova for the period 2012-2020. Its main policy objective is to promote sustainable economic development and poverty reduction. One of its priorities is ”aligning the education system to labour market needs in order to enhance labour productivity and increase employment in the economy”. The Strategy for Development of Education for 2014-2020, “Education 2020” stresses the importance of quality of education and lifelong learning and particularly relevance of the labour market. It aims at increasing access to education and lifelong learning, ensuring the relevance of studies for life, active citizenship and success in career, and developing an effective system of evaluation, monitoring and quality assurance in education.
The Education Code (2014) establishes the legal framework for organization, implementation and development of the education and provides basis for modernisation of the education and training system. The Code structures the education system into levels and cycles following the ISCED 2011 system and establishes a new professional training system in the form of TVET (vocational/technical education) that has two paths: secondary TVET (VET schools and centres of excellence) and post-secondary TVET (colleges and centres of excellence).
Policy objectives
Education and training reforms
Dissatisfaction with the existing education and training system among the general population is one of the main reasons for the education reforms that underpin the development of the NQF in the Republic of Moldova. A range of policy documents have been adopted recently to create a much clearer policy framework for education and training reforms and for the NQF. These include the Moldova 2020 strategy, the Strategy for the Development of Technical and Vocational Education 2013-20, the Strategy for the Development of Education 2014-20, the new Education Code 2014, the Association Agreement between the Republic of Moldova and the EU and the Association Agenda. These policies underline the importance and need of an integrated lifelong learning approach: to develop VET and adult learning; to improve access, relevance and the quality of education; and to adapt and diversify the changes to needs identified in the labour market. The NQF is a tool for each of these policy documents. The Moldova 2020 National Development Strategy recognises that professional training is a key dimension for sustainable development. The first of the seven development priorities is ‘linking the education system to labour market demands in order to increase productivity and employment’.
According to the Strategy for the Development of Technical Vocational Education 2013-20, technical vocational education has to become: attractive, qualitative, and relevant to market demands; affordable, career-oriented and flexible; and must allow for the validation of non-formal and informal learning and for mobility throughout Europe in compliance with the provisions of the Copenhagen Process and the Bruges Communique. Graduates of the technical vocational education system should have increased employment opportunities because of the key skills, attitudes and professional competences acquired. The modernisation of professional training and the improvement of mechanisms for continuous in-work training will enable people to adapt to new labour market conditions. Strategic partnerships between the education system and the labour market should be created to allow the education system to adapt quantitatively, qualitatively and structurally to labour demand. Technical and vocational education providers will provide training at level 3 and 4 of the NQF, merging secondary VET and secondary specialised education into one integrated system. VET graduates should expect enhanced job opportunities as a result of improved key skills, attitudes and professional competences. A National Quality Agency should be responsible for assessment and accreditation of providers; and curricula and trainer development should be aligned with the NQF. The Strategy for Education 2020 stresses the importance of the quality of education, competences and lifelong learning and, particularly, the relevance of the labour market. It defines policies for better access, improved relevance, enhanced quality and a stronger focus on the efficiency of public expenditure in education and training. It goes beyond the VET strategy, providing a detailed analysis of the situation in each subsector of the education system and proposes concrete actions as solutions. It stresses that adult learning provision should be extended in line with social and economic needs, and better integrated with the initial education system. The structures and quality
of education in Moldova should make it comparable with the European area for education. New policies should be tested and then improved. Solutions that
have worked well elsewhere should be considered for adoption, and the role of institutions should be clarified and developed.
The Strategy for Education 2020 was adopted following the introduction of the new Education Code (2014), which provides the legal basis of the reforms, including a strong orientation towards lifelong learning that includes general, technical vocational, higher education and continuous training for adults. Learning outcomes established for eight key competences should be provided to every citizen, together with the introduction of a credit system, as well as a system for the recognition of
non-formal and informal learning.
International cooperation
The Association Agreement and the Association Agenda state that Moldova and the EU shall cooperate to develop a national qualifications framework to improve the transparency and recognition of qualifications and competences. Article 122: ‘The Parties shall cooperate to promote lifelong learning and encourage cooperation and
transparency at all levels of education and training, with a special focus on higher education. Article 123: `The cooperation shall focus, inter alia, on the following areas:
[...]
(e) establishing a national qualification framework to improve the transparency and recognition of qualifications and competences;
(f) promoting the aims set out in the Copenhagen process on enhanced European cooperation in vocational education and training.’
Levels and use of learning outcomes
The NQFRM is designed to support a lifelong learning approach as an eight level framework that corresponds to the eight level descriptors defined in the European qualifications framework (EQF). The lifelong learning approach is an important facet of the EQF, as are the higher education Bologna reforms associated with the qualifications framework in the European higher education area (QF-EHEA). However, there are various interpretations of exactly what ‘lifelong learning’ can mean in practice. Two different processes can be identified in Moldova. While discussion on the HE dimension of the national framework started in 2006, within the context of the Bologna commitments, the conceptualisation of a comprehensive NQF started relatively recently. Current progress towards developing an overarching NQF is driven by a desire to align to the EQF. Two approaches, therefore, are used to describe the structure of the NQF. The first is an occupationally oriented set of level descriptors based on three generalised indexes of human activity: diversity of empowerments and responsibility (general competences); complexity of activity (nature of competences); and scientific intensity of activity (knowledge). The second adopts a lifelong learning approach that can be directly referenced to the EQF but goes beyond EQF descriptors by covering not only knowledge, skills and competences, but also by including a chart describing how the given level of qualification can be attained. The existence
Volume II: National and regional cases 367 of two sets of level descriptors is not unique to Moldova. However, while the purpose of each set of level descriptors is explained, using two different sets does not promote an integrated approach to the NQF. From a technical point of view it seems feasible to integrate both sets of descriptors.
A draft Act was issued in September 2016 setting up the national qualifications framework of the Republic of Moldova, providing instructions for its implementation, functioning and administrative supervision in accordance with Articles 66 and
97 of the Education Code. The NQF is defined as ‘a unique system at the national level or at the level of an education system, known and accepted by the international community, and through which all qualifications and other achievements in the field of vocational education can be reported to each other in a coherent way through a series of concepts: qualification, knowledge, abilities, competences, skills, study outcomes, etc.’
Alignment to other classification systems
The new classifier of occupations of the Republic of Moldova is based on both international standards (ISCO 08), identifying nomenclatures of occupations/
professions and specialties for the education and training of staff through VET, and on the Education Code, which is a basis for institutionalising the reforms within the vocational training system. The qualifications awarded by TVET institutions will
be included in the National register of qualifications in professional education, developed by the Ministry of Education, in cooperation with the relevant central
bodies (Education Code, Article 66). The qualifications awarded in higher education will be included in the National register of qualifications in higher education, managed by the Ministry of Education (Education Code, Article 97).
NQF levels and level descriptors
The national qualification framework of Moldova has eight levels, analogous to the European qualifications framework:
(a) level 1 and 2 qualifications are awarded for general education, practical training and various forms of individual training, including workplace or education programmes for adults;
(b) level 3 is for secondary technical vocational education;
(c) level 4 is for post-secondary vocational and technical education;
(d) level 5 is for post-secondary, non-tertiary technical vocational education;
(e) levels 6, 7 and 8 are awarded for higher education qualifications: cycle l: Licence
(bachelor); cycle ll: master; cycle lll: doctorate. Qualification levels define the quantitative and qualitative parameters of professional skills that the graduate must have to carry out the job/profession or specialty, in accordance with the NQF. In VET institutions, qualifications can be obtained in accordance with the national qualification framework nomenclature (NQFRM) of areas of vocational training and trades/professions and the nomenclature of vocational training areas, specialties and qualifications for secondary and no tertiary post-secondary VET.
NQFRM qualification levels determine the knowledge, skills and competences a person can demonstrate on completion of learning. The description of qualification level structures in relation to study/learning outcomes is analogous to that of
the European qualifications framework:
(a) knowledge is described as theoretical and/or factual;
(b) skills are described as cognitive (involving the use of logical thinking, intuitive and creative thinking), or practical (involving manual dexterity and use of methods, materials, tools and instruments);
(c) competences are described in terms of responsibility and autonomy.
Qualifications
Occupational standards form the basis of vocational qualifications and are defined as ‘the process of formal validation of acquired skills in the formal, non formal
and informal education context, as a result of the standard assessment procedure’.
Qualifications – according to the reference framework of the university curriculum (2015) – represent official recognition of the value of individual learning outcomes both for the labour market and for continuous study and training through an education document (diploma, certificate, attestation), conferring the legal
right to practice an occupation/profession. Each qualification is defined through the learning outcomes, expressed in terms of professional knowledge and competences achieved during the relevant period of study.
Qualification (in the draft Act of September 2016) is defined as an ‘official recognition of the value of individual learning outcomes both for the labour market and for continuous education and training, through a study document (diploma,
certificate) awarding the legal right to practice a profession/ trade’.
Qualification standards
The term ‘qualification standard’ is not used as such. According to Article 66 of the Education Code, the qualifications in technical and vocational education shall be awarded in line with the national qualifications framework, based on occupational standards for each level of VET, in line with the European qualifications framework and the skills required for the labour market.
The methodology (approved by Government Decision No 863 of 8 October 2014) states that occupational standards are the basis for the description of qualifications and the development of educational standards related to the vocational training of workers, according to labour market requirements.
An occupational standard is a description of the specific professional duties and tasks related to professions from a particular domain and the qualitative benchmarks associated with their successful performance and professional training need to be adjusted to labour market demands. The authority responsible for the qualitative
development of occupational standards is the respective Sectoral Committee.
According to the Education Code, professional qualifications (VET and HE) shall be awarded in line with the NQF and developed on the basis of occupational standards. The NQF is developed by the Ministry of Education, in collaboration with the relevant
ministries, sectoral committees, technical vocational education institutions, economic agents and other social partners, and is approved by the government.
The qualification levels shall establish the quantitative and qualitative parameters of the professional skills a graduate needs to have to work in a particular trade/profession or specialty, in line with the NQF. According to the methodology (for the development of occupational standards for working profession No 863 of 8 October 2014) the development of occupational standards is coordinated by the Ministry of Labour, Social Protection and Family. Ministries, and the relevant central administrative authorities, are responsible for: verifying the quality of occupational standards, developed in a given branch; approving occupational standards that have
been developed; and cooperating with the sectoral committees to complete the development of occupational standards.
Currently six equivalent sectoral committees have been established in different economic sectors, each containing representatives of social partners at branch level. Each committee is responsible for developing occupational standards in its sector by: mapping relevant occupations; approving standards in stages according to agreed methodology and an integrated management process; setting up working groups to develop a clear occupational standard profile and commissions to evaluate and validate standards; and identifying financial resources The general process of qualification development ultimately involves a group of stakeholders with different interests. It is the responsibility of those involved to recognise these trends and to reach an agreement and consensus in the drafting process.
According to the process for developing occupational standards set out in the methodology, the standards will be developed in the following stages:
(a) development of the occupational profile;
(b) assessment and validation of the occupational profile;
(c) development of the occupational standards according to the approved format;
(d) assessment and validation of occupational standards;
(e) approving the occupational standard.
Currently the NQF has been approved for 143 qualifications in higher education and 53 professional qualifications for VET.
Access, progression and credit
Access to VET is provided for by Article 60 of the Education Code of the Republic of Moldova No 152 of 17 July 2014.
With the emphasis on lifelong learning, the permeability and progression pathways are likely to be strengthened, although improved progression routes in education are not mentioned as a specific goal. The emphasis on the eight key competences that have been identified in the Strategy for Education is seen as an implicit condition for
improved mobility and progression opportunities.
The upgrading and quality enhancement of the network of VET providers could certainly boost the reputation of VET and hence bring it closer in status to higher education. In accordance with the Education Code, the modules/subjects of the VET training programmes, which are used as the basis for awarding professional qualifications, can be expressed in credits under the European credit transfer system, based on agreements between training programme providers.
In higher education the European Credit Transfer and Accumulation System (ECTS) shall be applied. The ECTS credits shall measure the student’s workload in an academic course/subject during a time unit. The methodology for applying the credit transfer and accumulation system shall be approved by the Ministry of Education.
Use of learning outcomes
A professional qualification is based on a standardised format that describes learning
outcomes in line with labour market requirements, specified in the occupational standard. Each qualification is defined by the professional competences (knowledge and skills) and transversal skills acquired during the respective level of education.
Included in the national qualifications framework for higher education in Moldova is a matrix-table covering: skill levels, categories and types of skills, generic descriptors of skills and level descriptors for higher education qualifications.
Stakeholder involvement and institutional arrangements
Legal basis of NQF
The Education Code of the Republic of Moldova No 152 of 17 July 2014 states:
(a) Article 66, paragraph 2: ‘The national framework of qualifications shall be developed by the Ministry of Education, together with the relevant ministries, sector committees, vocational education institutions, businesses and other social partners, and shall be approved by the Government.’
(b) Article 97: ‘The national framework of qualifications in higher education shall ensure the transparency, academic mobility and the recognition of international diplomas.’ A draft Act (September 2014) set up the national qualifications framework of the Republic of Moldova and provides the basis for its implementation, functioning and administrative supervision, and is developed according to Articles 66 and 97 of the Education Code.
In addition to the Education Code several related legislative acts are linked to the national qualification framework’s implementation:
(a) Government decision No 863 of 8 October 2014 on the development of occupational standard for specific professions;
(b) Government decision No 191 of 22 April 2015, regulation on the organisation and functioning of the National Agency for Quality Assurance in Vocational Education;
(c) Order of the Ministry of Education No 1228 of 22 December 2015: approval of the Quality Management Guide in VET for ensuring the quality of VET;
(d) Order of the Ministry of Education No 550 of 10 June 2015; Official Monitor of the Republic of Moldova, 2015, No. 206-210; Article 1362, ‘Framework on the organisation and functioning of post-secondary and non-tertiary postsecondary VET institutions’;
(e) Order of the Ministry of Education No 840 of 21 August 2015; Official Monitor of the Republic of Moldova, 2015, No 275-280; Article 1918 ‘on the organisation and functioning of secondary VET institutions and technical vocational education institutions’;
(f) Education Development Strategy for 2014-20.
Governance and institutional arrangements for the NQF
The NQFRM has been developed by the Ministry of Education, Culture and Research in collaboration with the relevant ministries, sectoral committees, VET institutions, businesses and other social partners and approved by the government.
In September 2018, the National Council for Qualifications, the consultative body of the Ministry of Education, Culture and Research (MECC), which includes representatives of the relevant ministries, sectoral committees, economic agents, educational institutions was set up to facilitate the development of the National Qualifications Framework.
The Ministry of Education, in cooperation with the relevant central bodies, developed the National Register of qualifications for professional education in which the qualifications awarded by the technical and vocational education and training institutions shall be included.
In higher education, the government, at the Ministry of Education’s request, shall approve the Nomenclature of professional training fields and specialties by mutual agreement with the relevant ministries.
The methodology for applying the credit transfer and accumulation system shall be approved by the Ministry of Education.
In higher education, the content standards and standards for competence shall be developed by the Ministry of Education by professional training fields and shall be approved by the government. According to the Education Code, the National Agency for Quality Assurance in Professional Education is responsible for developing a methodology for evaluating and accrediting providers of training programmes in VET and higher education. For secondary vocational education it will evaluate the curriculum, the education process and learning outcomes. The agency will establish criteria for the qualifying examination.
This applies both to the summative assessment of formal education and to the validation of non-formal and informal learning. The quality assurance agency may develop into a qualifications agency, but this has not yet been decided. The Ministry of Education will maintain the National register of qualifications. The certification of knowledge and skills acquired in non-formal education and informal contexts can be made under a regulation approved by the Ministry of Education. The framework regulation on the work of the sectoral committee in vocational training has been approved by Decision of the National Commission for Consultation and Collective Bargaining No 4 of 28 March 2012. The Commission for Consultation and Collective Bargaining has decided that this committee will be established at the branch level as a consultative body, without legal status, on parity principles of representatives of the social partners.
Not less than three members and two alternates from each will be appointed for a period of at least five years without being paid.
In 2011 a procedure and format for the development of occupational standards was established, with the full involvement of the social partners, and approved by the Prime Minister (Government Decision No 952/2011). Sector committees are in charge of drafting new and reviewing existing occupational standards. The sector committees have been established by the National Committee for Collective Bargaining and Consultation. There are currently five sector committees, covering construction, agriculture and food, transport and road infrastructure, and the recently established information and communication technologies and trade workers and non-food sectors (both within the Ministry of the Economy).
For the development of occupational standards, the sector committees established the following working groups and commissions:
(a) the working group for occupational analysis and development of occupational profiles;
(b) the working group for developing occupational standards;
(c) the occupational standards verification and validation committee charged with verifying and validating occupational standards.
As a next step the National Council for Occupational Standards needs to examine and approve the occupational standards before they are adopted by a common order of the Ministry of Education and the Ministry of Labour, Social Protection and Family.
Roles and functions of actors and stakeholders
There are currently six sectoral committees with their own rules of activity and regulation framework and which operate as advisory bodies without legal status. Article 8 of the Code of Education encourages social dialogue and partnership between education institutions and trade unions, business environments, civil society and media, and in research. The Ministry of Education plans and implements national development strategies of the education system in consultation with central government and local authorities and social partners.
Resources and funding
Resources for implementing the NQF are:
(a) the EU budget support programme (EUR 25 million);
(b) the EU project Technical assistance for the education and training in Moldova funded by the EU and implemented by a consortium led by the German company GOPA Worldwide Consultants;
(c) the State budget, where available.
Quality assurance of qualifications
All qualifications in the NQFRM must be quality-assured. In practice, effective quality assurance is still being developed. VET legislation states that quality assessment shall be carried out based on the national reference and accreditation standards
and methodology developed by the National Agency for Quality Assurance in Professional Education (NAQAVET) and approved by the government. It aims to improve institutional capacity, educational efficiency (including academic outcomes), and the quality of training programmes and institutional management, to achieve consistency between internal and external assessments. External assessment of the quality of technical and vocational education and training will be carried out by NAQAVET, as well as by other authorised structures.
Internal assessment of the quality of TVET shall be carried out by the institutional structures for quality assurance, based on the national reference and accreditation standards, as well as on institutional regulation. The Education Code (17 August 2014) defines quality assurance arrangements. A specific article of the draft Act of September 2016, which set up the national qualifications framework of the Republic of Moldova, specifies the assurance quality role of the NQFRM.
The Government Decision No 191 (22 April 2015) approved the regulation on the organisation and functioning of the National Agency for Quality Assurance in Professional Education (ANACIP). The agency’s Governing Board is composed of 15 members (president, vice president, general secretary plus 12 members). The agency is composed of:
a) three departments: Higher Education Accreditation Department (one person); Higher Education Evaluation Department (two people); VET Department (two people);
(b) two services: the economic-financial and legal service (two people); the human resources, public relations and secretariat service (two people).
The methodology for external quality assessment, for authorising the temporary functioning and accreditation of curricula (programmes) in TVET, higher education and continuing education, and the regulation for calculating charges for rendered
Services in the external evaluation of the quality of study programmes in TVET, higher education and continuing education, was approved by Government Decision No 616 of 18 May 2016. On 17 December 2015 in Brussels, the European
Association for Quality Assurance in Higher Education (ENQA) accepted the National Agency for Quality Assurance in VET as an affiliate member.
Recognising and validating non-formal and informal learning and learning pathways
Recognition of non-formal and informal learning is one of the policy priorities of the Government of the Republic of Moldova. Article 123 of the Education Code provides for the certification of knowledge and skills acquired in non-formal education.
Piloting in food processing and electrical repair has been carried out.
In March 2017, a Government Decision, the Regulation on Continuing Adult Training, was adopted.
NQF implementation
Inclusion of qualifications in a register
In December 2018, a Government decision approved the National Register of Qualifications. It is an automated information system, which records data on qualifications, qualification criteria, VET providers, learning outcomes, and qualification levels and certification mechanisms. The Register will be developed in 2019 for HE and VET qualifications.
Monitoring, evaluation and review of the NQF
No evaluation has yet taken place.
Impact for end-users
The NQF has not yet been used as a reference system or tool by end users.
Referencing to regional frameworks
A strong motivation for the Republic of Moldova to develop an NQF is the link to the EQF and alignment with the qualifications framework of the European Area for Higher Education. The country’s Association Agreement with the EU refers to its NQF.
Further, the National Action Plan for the Implementation of the Moldova-EU Association Agreement between 2017-2019, provides for the establishment of a National Qualifications Framework (in 2017) to improve the transparency and recognition of qualifications and professional skills and the creation of the National Functional Qualifications Register.
However, there is no reference to the EQF in the Association Agreement, despite the fact that the development of the NQF is discussed.
Important lessons and future plans
The new Education Code incorporates all the legal, institutional and technical arrangements required for the development and settlement of a NQF for lifelong learning. Other strengths include the development of the NQFRM, aligned to the
European Qualifications Framework, as a unique tool establishing a training qualifications structure contributing to national and international recognition of the skills achieved in the formal national education system or through non-formal and informal learning; the creation of the National Agency for Quality Assurance in VET; and the commitment of social partners though sectoral committees.
Education and training needs to better respond to current labour market demands, through the development of relevant outcomes-based qualifications. The present education system has very few VET national standards (53) that are quality-assured and meet the needs of the labour market.
There is still a challenge in moving from a focus on setting curricula to a stronger orientation on assessing achieved learning outcomes. Standards for different subsectors of the education system, and the provision of adult learning should be better aligned to improve permeability of the education and training system and facilitate lifelong learning, including through the validation of non-formal and informal learning.
Migration and reintegration of migrants is a major concern in the country and the lack of transparency and transferability of skills is one among other factors preventing returning migrants’ access to employment that matches their skills.
VET governance structure is characterised by the concentration of policy processes and implementation functions within the Ministry of Education. Intermediary organisations have been created over the years, but have only recently been strengthened. There is scope for greater involvement of the labour market and social actors in governance within clearly defined roles in particular in adult learning.
Abbreviations
ANACIP - National Agency for Quality Assurance in Professional Education
ENQA European Association of Quality Assurance in Higher Education
EQF European qualifications framework
NAQAVET National Agency for Quality Assurance in Professional Education
NQF national qualifications framework
NQFRM national qualifications framework of the Republic of Moldova
ODIMM Moldavian Organisation for SME Development
QF-EHEA qualifications framework in the European higher education area
VET vocational education and training
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