Promoting Learner Centered Education In Moldova Education System

27 December, 2024

Project duration : April, 2010 – March, 2012

Implementing organization: Programul Educaţional „Pas cu Pas” /Step by Step Moldova

Implementing partner: UNICEF Moldova

Project objective: The project is a logical continuation of the promotion of the Child-Centered Education (ECC)/ Learner-Centered Education (ECCÎ) paradigm, implemented in initial and continuous teacher training institutions through two previous projects implemented with the support of UNICEF Moldova. In partnership with the State University of Moldova, the Educational Program Step by Step, as a national expert with 15 years of experience in promoting ECC and as a member of the International Association Step by Step (ISSA), while participating in the development of Pedagogical Standards based on the principles of the CCE and other materials.

The present project comes as a logical follow-up to the child-centered approach implemented in pre- and in-service teacher training institutions through two previous projects: June-December 2008 and January-December 2009 with UNICEF support. As part of those projects new materials for the introduction of the course Child Centered Psycopedagogy were developed: curriculum, manual and methodological guide; a methodology for the revision of curricula for special subject areas to promote a learner centered approach were designed; local trainers from 15 pre-service teacher training institutions were trained; 16 persons per each participating institutions were trained by local trainers shadowed by the national trainers.

Presently, these institutions have developed an awareness for the need of change towards a Learner Centered Approach (LCA). It is most important now to use this momentum and building on it to create appropriate conditions for a deeper and sustainable change [n the ways future teachers are being trained. In order to promote the LCA, there is a very clear need to revise the regulating documents and procedures related to the pre- and in-service teacher training, both at the institutional and at whole education system levels.

In partnership with Moldova State University, Programul Educaţional „Pas cu Pas” NGO as national expert will contribute to the project implementation its experience accumulates through 15 years of promoting child/learner centered education in Moldova, as well as member of the International Step by Step Association (ISSA) while participating in the development of Pedagogical Standards based on CCE principles and of other materials.

Target groups for the present project are:

– managers of pre- and in-service teacher training institutions

– faculty of the pre- and in-service teacher training institutions

– the staff of the regional inspectorates

– managers and teachers from the schools that serve fro student teacher practicum

– managers and teachers from five schools selected to pilot the concept of Child Friendly School.

Direct beneficiaries of the project will be:

– the students from pre- and in-service teacher training institutions

– school students and kindergarten children.

Geographical coverage of the project:

The educational institutions involved in the project are places all over the country: Chişinău, Lipcani, Bălţi, Soroca, Călăraşi, Orhei, Cahul, Comrat. All the Raion-level Educational directorates will be participating.

5. Results Framework

The project will have the following outputs:

Course materials developed for in-service teacher training in different institutions;
45 local trainers from 15 institutions trained and ready to organize trainings in their own institutions on Child/Learner Centered Education;
45 faculty in 15 institutions teaching courses in specific subject areas are familiar with and apply the methodological guidelines of adjusting the curriculum to CCE;
Best teacher practices of implementing CCE published (200 brochures);
45 methodologists in 15 institutions ready to coordinate students’ pedagogical practicum based on CCE;
40 faculty from in-service teaching training institutions are familiar with and apply the methodology of CCE;
Teaching staff from 9 schools that serve as basis for student practicum trained in using CCE;
Teaching staff from 5 pilot Child Friendly Schools familiar with CCE principles;
75 school inspectors from all regional Directorates familiarized with the methodology pf evaluation based on CCE;
30 managers from 15 pre- and in-service teacher training institutions optimize the structure, mechanisms and procedures in their institutins in order to implement CCE;
15 faculty (staff) from pre- and in-service teacher training institutions know how to initiate, develop and monitor a learning project;
Set of tools evaluating the implementation of a CCE in pre- and in-service teacher training institutions developed and applied;
CCE evaluation indicators incorporated into the quality management instruments developed by the pre- and in-service teacher training institutions and those of the National Board for the accreditation of schools and teacher accreditation;
Tools and mechanisms needed for the study of teachers’ professional development needs