ORDER OF THE GOVERNMENT OF THE REPUBLIC OF MOLDOVA

of December 6, 2023 No. 950

About approval of the Development program of inclusive education in the Republic of Moldova for 2024-2027

Based on Item and) Article 5 and Item h) article 6 of the Law No. 136/2017 on the Government (The official monitor of the Republic of Moldova, 2017, No. 252, the Art. 412), with subsequent changes, and Item and) article 139 of the Code about formation of the Republic of Moldova No. 152/2014 (The official monitor of the Republic of Moldova, 2014, Art. No. 319-324, 634), with subsequent changes, DECIDES: the Government

1. Approve the Development program of inclusive education in the Republic of Moldova for 2024-2027 it (is applied).

2. Financing of the actions provided by this resolution will be performed for the account and within the assignments approved on these purposes in budgets of the involved bodies of public management and also from other sources, according to regulations.

3. To impose control over the implementation of this resolution on the Ministry of Education and Research which annually, till April 1, will submit to the Government the report on program implementation of development of inclusive education in the Republic of Moldova for 2024-2027.

4. Recommend to bodies of local public authority to promote, within the powers, realization of the planned purposes and actions.

5. This resolution becomes effective since January 1, 2024.

Countersigns: Minister of Education and Research

Dan Pertschun

 

Approved to the Order of the Government of the Republic of Moldova of December 6, 2023 No. 950

The development program of inclusive education in the Republic of Moldova for 2024-2027

I. Introduction

The development program of inclusive education in the Republic of Moldova for 2024-2027 (further – the Program) is the document of educational policy installing medium-term system of actions and responsibility of persons making decisions at all levels of educational system for the purpose of ensuring inclusive education.

The program is developed according to the Development strategy "Education of 2030" approved by the Order of the Government No. 114/2023, promoting its realization by disaggregation and specification of actions which need to be performed in the field of inclusive education. In this sense the Program states general and specific tasks, the priority directions of specific actions on development of system of inclusive education.

The program will form basis for plan development of operational activity of the Ministry of Education and Science, the Republican center of psychology and pedagogical support, local spetsializirovaanny authorities in the field of education, district and municipal services of psychology and pedagogical support, educational institutions, other interested structures.

At the same time the Program represents criterion of manifestation of quality and efficiency of functioning and educational development.

The program was developed on the basis of the following national strategic documents: The national development strategy "European Moldova 2030" approved by the Law No. 315/2022, and the Development strategy "Education of 2030" approved by the Order of the Government No. 114/2023. Actions of the Program promote achievement of common goal 2: Ensuring access to quality education for all throughout all life (TsUR-4) and the following priority activities:

1) ensuring inclusive education for all children, school students and students, including with special needs, for persons from vulnerable groups, persons of category of the increased risk and/or with deviant behavior, for children of refugees from Ukraine;

2) development and deployment of mechanisms of support of the children who are not attending school and school students with high risk to throw school;

3) providing conditions for forming of healthy, nonviolent generation with psychoemotional stability and the developed life skills;

4) expansion of alternative services in care of children;

5) support of progress in training/development for all by correction, recovery and overcoming effects of pandemic, climatic situations, misinformation and other situations of risk.

At the same time the Program corresponds to government programs and agreements: The action program of the Government "The prospering, safe, European Moldova" approved by the Resolution of Parliament No. 28/2023, and the Agreement on association between the Republic of Moldova, on the one hand, both the European Union and European Atomic Energy Community and their state members, on the other hand, approved by the Law No. 112/2014. Other international documents and obligations signed by the Republic of Moldova and accepted within the Program are: Sustainable development goals of the UN, Core competencies for continuous training (Brussels, 2018), the Charter of the European Council about education of democratic civic consciousness and human rights education.

In particular, the ratio of this Program with the Protection program of children for 2022-2026 approved by the Order of the Government No. 347/2022, with the Strategy of development for the youth sector for 2023-2030 "Youth of 2030" approved by the Order of the Government No. 168/2023 is provided. Ethnic minorities, including children rums, will fully receive benefit from the appropriate program. So, in case of development of the Program the Strategy of strengthening of the interethnic relations in the Republic of Moldova for 2017-2027 approved by the Order of the Government No. 1464/2016, and also the Program of support of the ethnic population of rums of the Republic of Moldova for 2022-2025 approved by the Order of the Government No. 576/2022, and also other relevant documents of state policy directed to achievement of strategic objectives of development of education for all children was considered.

In the context of international agreements which party is the Republic of Moldova the Program is connected with: The Sustainable Development Goals (SDG) of the UN, Global partnership in the field of education, Strategies of development for the Plan of education, documents of UNESCO concerning 15 indicators of support of education and future education: learn to become. TsUR 4 provides realization of the inclusive and general education, and also training of youth and adults to the best adaptation in the labor market. The purposes of the corresponding TsUR are directed to expansion of access to education for all, including vulnerable groups, such as physically disabled people, and also to providing quality education at all levels: from early development to the higher education.

Development of the Program was based on the following principles:

1. internal coordination between all elements of the Program;

2. reasons by the actual proofs;

3. focusing on reducing inequality of opportunities by means of the containing provisions;

4. joint realization;

5. transparency of process of development and deployment;

6. hierarchization of responsibility for the Program implementation of actions;

7. motivations of participation of all corresponding agents in program implementation.

The program also includes costs for realization, impact of realization, condition and risks of realization, the procedure of the reporting, and also the mid-term plan of actions.

Took part in development of the Program the Ministry of Education and Research, Republican the center of psychology and pedagogical support which was consulted with local specialized authorities in the field of education, district and municipal services of psychology and pedagogical support, local public authorities, partners in development.

II. The analysis of modern situation in the field of inclusive education

The analysis of the current situation in the field of inclusive education in the Republic of Moldova was directed to identification of problems with which the respective sphere, determination of the reasons of their origin, faces representation of possible effects, in case lack of necessary measures for correction of the created situation.

Consideration of the last reports in this area shows that after decade of promotion of inclusive education the education system in the Republic of Moldova meets difficulties which can be grouped conditionally in two Sections:

1) access for children with the special educational needs (SEN) and/or restrictions of opportunities to education;

2) providing quality education by means of development and provision of support services (1).

Section 1. Access for children with OOP and/or limited opportunities to education

Complexity 1. Access for children with OOP and/or limited opportunities to the general education is provided not fully

The number of children from the OOP and/or limited opportunities integrated into educational institutions (OO) and staying on the registry in district/municipal services of psychology and pedagogical support (SPP) increased since 2013 (the drawing 1). Decrease in number of children with OOP and/or limited opportunities from 2018 to 2019 in system of the general education is explained by the fact that in some regions services of early intervention are developed and, respectively, certain difficulties of development are overcome. It also expanded possibilities of specialists of services of inclusive education at schools and SPP on identification, assessment and the direction of children with OOP. The exception (exit) of some children of this category as a result of the received results or as a result of the termination of high school, and also as a result of return to residential care facilities, of course, to a lesser extent promoted forming of tendency of reduction of number of the children covered by training within the general education.

Figure 1. Total quantity of children with OOP and/or limited opportunities at elementary and high school, cycle I and II

 

RTsPP source

However there are still many children with OOP (mainly with severe forms of restriction of opportunities) which study at home, attending educational institutions or kindergartens from time to time.

Also growth of number of the children with OOP and/or disability visiting the preschool educational institutions (PEI) is observed. In 2020 reported to SPP about acceptance on accounting of 1 625 children, and in 2021 – about 1867 children with OOP of this education level in comparison with 2013 when children there was only 411. These changes were confirmed, despite the existing legislative and budget shortcomings of the relation of functioning of mechanisms of inclusion of children of this age. However in comparison with total quantity of children with OOP which shall visit preschool educational institution their number remains small.

Figure 2. Total quantity of children with OOP and/or restrictions of opportunities in preschool education (as of 31.12.2021)

 

RTsPP source

1.1. At the present stage developed process of inclusion of children with OOP in preschool education does not provide access for all children with OOP and/or limited opportunities

Bases. Practice of inclusion of children with OOP and/or limited opportunities in preschool educational institution is separated. They either move ahead NGO, or are effective where there is openness from the local public authority (LPA) for development of services of inclusive education at appropriate level of education. Thus, the number of children from OOP and/or limited opportunities covered by preschool education strongly differs from one area to another, generally fixing downward tendency (5 children in 2019 and 4 children in 2020 around Dondushen; 72 children in 2019 and 2 children in 2020 around Forty; 28 children in 2019 and 5 children in 2020 around Ryshkan; 101 children in 2019 and 77 children in 2020 around Ungen; 147 children in 2019 and 112 children in 2020 around Yaloven) (2).

For lack of services of inclusive education in many organizations for some children with OOP (especially with heavy and touch violations) access to services of early education remains limited. Thus, now there are areas where in 2020 and/or 2021 there were no services of support of inclusive education in preschool educational institution. Among them there are areas Aneny Noy, Basarabyask, Kantemir, Chimishliya, Kriulen, Gloden, Forty, Telenesht, Sholdenesht (3).

Absence of the organizations providing services of early education in many settlements of the country also influences inclusion of children with OOP from corresponding settlements in preschool education.

Lack of places for visit of preschool educational institution for children up to 3 years also affects children with OOP and/or limited opportunities (according to amendments to the Code about formation of the Republic of Moldova No. 152/2014),

Effects. For lack of the capacity of system of inclusive education of children with OOP and/or limited opportunities in preschool education, their access remains extremely low, and ensuring their right to education is limited.

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