A Good Start in Life for Children in Rural Moldova

26 December, 2024

Implementation Period: February 2009 – May 2012
Implementer: Step by Step Moldova Educational Program
Implementation Partners: Ministry of Education, Development Service Foundation of Liechtenstein (LED) mandated by the Government of Liechtenstein
Financial Support: LED
Project Goal: Under the tripartite memorandum of understanding between the Ministry of Education of the Republic of Moldova, SBSM, and the Development Service Foundation of Liechtenstein (LED), mandated by the Government of Liechtenstein, the project aimed to support the country’s efforts in early childhood education (ECE), particularly through the implementation of the EPT-IAR project, to increase children’s access to quality services.

The project “A Good Start in Life for Children in Rural Moldova”, implemented under the tripartite memorandum between the Ministry of Education of the Republic of Moldova, SBSM, and the Development Service Foundation of Liechtenstein (LED), mandated by the Government of Liechtenstein, aimed to support the country’s reform efforts in early childhood education, particularly through the implementation of the EPT-IAR project, to enhance children’s access to quality services.

The gaps identified by EPT-IAR that needed to be addressed through LED included the lack of capacity in rural communities to create and maintain needs-based ECE programs (in community centers), and the lack of competency among community center staff to implement quality early childhood education services in line with updated national standards, as outlined in new policy documents (e.g., ELDS, National Standards for ECED Teachers).

These needs shaped the objectives and activities of the project. One specific objective of the project was to support community programs so that they could help parents and other caregivers create favorable conditions for children’s growth and development, as well as enhance their readiness for school.

Project Implementation Results in Relation to Objectives:

Objective 1: Strengthening the capacity of SBSM national experts and trainers to provide training for target groups and offer on-site technical assistance to community center staff.
Results:

An important outcome of the project was the enhanced capacity of the PEPcP team to replicate the flexible model of community programs and the advanced skills of 26 national trainers and mentors to support the professional development of teachers in implementing Child-Centered Education (CCE), particularly in the context of the third phase of the internationally supported EPT-IAR project, building on the first two phases.

Objective 2: Strengthening the capacity of communities to create child-centered community center programs based on children’s needs.
The task was to support selected rural communities in ensuring access for young children to quality services in spaces to be renovated (with community contribution), equipped (through EPT-IAR), and contributing to the sustainability of new community centers.
Results:

145 community representatives (mayors/local authority representatives, identified community center managers, school principals) were trained through interactive, practical workshops on how to create early childhood community programs. The workshop was based on applying the Local Administrator Guide for Creating Community Centers (developed by SBSM through the EPT-IAR project).
In collaboration with the Ministry of Education representative, 37 inspectors were trained in how to use the Observation Tool associated with National Educator Standards to assess the quality of community-based early childhood education programs.

Objective 3: Strengthening the capacity of community center staff to deliver programs for children that improve their development and school readiness.
Results:

345 preschool and community center teachers were trained through interactive, practical sessions (usually 2-day sessions every three months) to understand the principles of child-centered pedagogy in practice and were equipped with guides and classroom activity books to assist them in their practical work.
95 preparatory class educators from 78 schools (many with inadequate ECE experience) were trained on how to support children’s school readiness in more creative and meaningful ways.

Objective 4: Providing a comprehensive package of materials for project target groups related to community center programs for children and parents, as well as home activities.
Results:

One of the most important outcomes of the project’s implementation was the creation of a replicable, comprehensive, flexible, and sustainable model of community programs for underserved children and parents, aimed at supporting better child development and school readiness.
The replicable model of community programs developed by PEPcP included: a set of training modules for the professional development of teachers, materials for teachers to support child and parent programs, on-site mentoring for educators, which was the most important element in developing teachers’ reflective skills.

Development and Publication of a Comprehensive Material Package:

“How Young Children Learn and Develop: A Practical Guide for Educators” (1500 copies in Romanian, 500 copies in Russian)
“Activities for Children’s Development from Birth to 3 Years Old” (2000 copies in Romanian, 500 copies in Russian)
“Activities for Children’s Development from 3-6 Years Old” (4500 copies in Romanian, 500 copies in Russian)
“Educating with Confidence: A Guide for Parents and Caregivers” (1500 copies in Romanian, 500 copies in Russian)
Easy-to-use brochures for parents to help children get ready for school:
- “Read to Your Child” (5000 copies in Romanian, 500 copies in Russian)
- “The Fascination of Mathematics” (4000 copies in Romanian, 500 copies in Russian)
Promotional materials:
- Informational brochure on the types of services offered by Community Centers (1550 copies in Romanian, 700 copies in Russian)
- Two-year calendar (2011-2012) titled “Child-Centered Education = Quality Education” (1500 copies)
- Teacher’s Agenda (includes ISSA principles of quality pedagogy) (800 copies).
- At the Ministry of Education’s request and with LED’s country office approval, every kindergarten in the country received at least one copy of each of the two guides.

Objective 5: Monitoring the quality of local community center programs
Results:

On-site mentoring visits by PEPcP experts to observe classroom practices and debriefing sessions with educators helped them reflect on their strategies and intended outcomes.
A continuous network of communities of practice was built through the exchange of experience among preschool teachers, newsletters disseminated through training, posted on the website, roundtable discussions, and at the final conference (50 participants, including Ministry of Education representatives), where the model was illustrated through specific case studies.