The path taken by the Republic of Moldova in developing its education system differs significantly from that of other post-Soviet countries. Here, reforms were neither radical nor rapid — yet it is precisely this gradual approach that has allowed Moldova to shape a model combining Soviet-era legacies, European benchmarks, and distinct national features. However, despite a number of notable developments and original solutions, the Moldovan experience remains largely underexplored and scarcely represented in the international discourse on education. It is rarely written about, seldom included in comparative studies, and almost never cited as an example. Yet a closer look at this system could offer valuable insights — not only for researchers, but also for education practitioners in other parts of the world.

The Republic of Moldova traces the beginning of its modern statehood to 27 August 1991 — the date of its declaration of independence from the Soviet Union. Every era has its own goals and challenges, and the education of new generations is a crucial part of achieving them. The newly formed state required a new educational system, though in many ways it inherited the structure of the previous one.

Today, education in Moldova is mainly state-funded. As elsewhere, it follows the stages of growing up: home-based care from birth to the age of 2–3, then nursery school is possible; from the age of 7 — general education, which is mandatory under the Constitution of the Republic. From years 1 to 4 is primary school with a 3-point grading system, years 5 to 9 — the gymnasium stage with a 10-point grading system, and after that the state attempts to align education with the choice of a future profession.

One can continue studies in the same school during the lyceum cycle (years 10 to 12), and afterwards — upon passing final exams — study at a university, or obtain practical training in a vocational school or college, which today are called Centru de Excelență (Centres of Excellence), for example, in energy and electronics, where study may last one to three years longer.

At the end of this educational path, lyceum pupils (and students at colleges and vocational schools after the third year) take the baccalaureate exam, which also serves as a qualifying grade for university entrance.
In total, students take five exams:

the national language and literature (today called the Romanian language),
the language of instruction (which may be Romanian, Russian, Ukrainian, Bulgarian, English or Gagauz),
a foreign language (usually English, French, German, Turkish or Italian),
mathematics (for science-focused profiles); history or geography (for humanities); specialised subjects for sports or arts profiles,
an elective subject related to the chosen university profile — biology, chemistry, physics, geography or history (for science students), or informatics, mathematics (for humanities students).

During Perestroika and in the years immediately following, nearly all graduates aspired to reach year 10 and enrol in a Moldovan university. Today, however, that tendency has been replaced by the desire to find employment as soon as possible — and then see what happens. Nowadays, wealthy parents and ambitious students prefer universities abroad: in Europe, Asia, or Russia. But many secondary-school graduates do not even seek to enter the lyceum — not so much for education, but to “extend childhood”.

As a result, the number of private universities, which mushroomed in the 1990s, has shrunk to just four by the first quarter of the 21st century. In 2024 alone, four private universities ceased to exist. Sadly, in this agricultural country, 2023 saw the closure of the Agrarian University, whose faculties were absorbed by the Technical University of Moldova.

In total, for the 2024/25 academic year, Moldova has 16 higher education institutions: 12 public universities — 8 of them located in the capital, Chișinău, and one each in Bălți, Cahul, Comrat and Taraclia — and 4 private universities, also based in Chișinău. This is five fewer than the previous year, since, as noted, one public university was merged into another. (Statistics do not account for universities in Transnistria.)

However, according to the latest data from the Statistics Bureau, the number of students in Moldova increased in the 2024/25 academic year — primarily due to foreign students. For example, a large group of Indian students is currently studying at the Medical Institute.
At the same time, the number of students at public universities increased by 5.4%, while in private universities it fell further — by 1.3%.

Full-time education prevails in public institutions, whereas in private ones, part-time study is more common. Overall, 63% of students study full-time, while almost 37% study part-time. Less than 1% of students this year are taking courses through distance learning — a format that is gaining popularity.

Among the most sought-after academic disciplines are business, administration and law — attracting 41% of students. The least popular areas are agriculture and forestry, aquaculture, veterinary studies, natural sciences, mathematics and statistics — with just over 1% of students enrolled.

Many of the problems faced by pupils are linked to the shift in focus within primary education: children are now expected to work more independently, to search for sources of information and draw conclusions — all before acquiring the basic knowledge such analysis requires. Or, conversely, they are asked to accept ideologically slanted narratives that may contradict the values of their families — creating mistrust toward the educational process at too early a stage in their cognitive development.

Until quite recently, the authority of the teacher — particularly in rural areas — was extremely high. But in recent decades, especially in urban settings, the internet has transformed education into a trend-driven activity. Still, as the proverb goes, “learning is always useful”.

Marina Podlesnaya, Writer, public figure, museographer at the A.S. Pushkin House Museum, historian, Master of Philology