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Early Childhood Development and Education

Articles 28 and 29 of Convention on the Rights of the Child (CRC) acknowledges that the countries should achieve fulfilment of this right ‘progressively and on the basis of equal opportunity’ ensuring access to general compulsory education is one of the Millennium Development Goals.

    Moldova is working to improve the quality of its schools and increase access to early learning.  Good progress has been in modernizing the curriculum and introducing child centred teaching methods.  Access to pre-school education has also increased in recent years to over 75%

   Despite these gains education remains an area where Moldovan children are far behind their peers in many ways, and far from the European standards the country seeks. Primary school enrollment has declined in the last ten years to only 90%, and only 85% attend secondary school.

   Children most likely to be out of school are those from poor families, those with special needs and those from minority groups such as the Roma community.  Forty three per cent of Roma children aged 7 – 15 are not enrolled in school.  The pre-school attendance disparity is stark with over 90% of urban children attending falling to just over 60% in rural areas.

   The quality of education overall has also declined.  Many teachers lack appropriate training and schools are ill equipped with out dated text books and limited resources.  Most schools are in a poor state of repair, and in rural areas in particular water and sanitation are dismal.


What are the key issues making children vulnerable: situation and trends?

  • Rates of enrollment in pre-primary education have been constantly increasing. Nonetheless they remain far from the EU-27 average. Rural areas are in a constant disadvantage.
  • There is minor progress in the use of positive childcare practices among families with small children (0-7 years) from Moldova.
  • Pre-primary education services for children aged 0-3 years are not available. Parental education or counseling services are not developed either.
  • Gross enrollment rates for primary and secondary education follow a declining trend.  
  • Groups of children vulnerable to access to compulsory education are children from low-income households (including households with many children and single parent families), Roma, children with disabilities, children with HIV/AIDS, children left behind by migrant parents, and children from Transnistria. 
  • Geographic access, poverty, teachers’ negative attitudes and poor skills hinder access of children to school. 
  • Intolerant attitudes among general population towards children with special educational needs are widespread.


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