DOCSLIB.ORG

Erasmus+ Programme in the Republic of Moldova

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Erasmus+ Programme in the Republic of Moldova ERASMUS+ PROGRAMME IN THE REPUBLIC OF MOLDOVA National Erasmus+ Office MOLDOVA, 2019 COUNTRY PROFILE Area: 33,846 km² Population: 2 681 734 (2019) Capital: Chișinău Language: Romanian Government: Parliamentary Republic Main religion: Orthodox Literacy rate: 99.4% (2015) Currency: MDL - Moldovan Leu (1 Euro = 19.85 MDL, 2018) Time zone: UTC + 2 hours EU visa regime: No visa needed 2 BOLOGNA PROCESS implementation in Moldova • Structure of higher education – according to Bologna principles, since 2005 (Bachelor: 180-240 ECTS, Master: 90-120 ECTS, Doctorate: 180 ECTS) • New Nomenclature of domains and specialties • New generation of study programmes elaborated • ECTS implementation - 100% in all institutions and all programs • Implementation of the Diploma Supplement - 100% • Classifiers of specialties and study programs in accordance with ISCED - 2011 • Implementation of distance-learning as a form of higher education • Quality Assurance Departments created within each university • National Qualifications Framework 3 HIGHER EDUCATION IN MOLDOVA* Number of higher education institutions in the Republic of Moldova of which Number of Higher Number of with Education Institutions, students women part time tuition 2018/2019 fees State 19 50 620 29 437 17 521 28 737 Private 10 9 988 5 654 4 606 9 988 TOTAL 29 60 608 35 091 22 127 38 725 Distribution of students by study programmes’ level 50000 45466 40000 30000 20000 10947 10000 4195 0 Bachelor Master Integrated higher education * http://statistica.gov.md/print.php?l=ro&idc=168&id=6217 “HEIs activity in the academic year 2018/2019” 4 STUDY FIELDS The share of students enrolled in Moldovan Higher Education Institutions in 2018/2019 academic year, by study fields 45 40 40 37,2 35 BACHELOR MASTER 30 25 20 20 13,5 15 12,9 9 9 10 7,5 7,3 6,6 5,7 5,6 5 5 6 5 2,1 1,6 3 0 0,2 0 1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10 1. usinss, adinistrtion, law 6. Soci sciencs, journalism, uic reltions 2. Ingineering, tecnologis, ciil engineering 7. Health 3. Euction 8. Humanitis and arts 4. Servics 9. Ntural scincs 5. Infotion tecnologis and communictions 10. Agrarian, forestry, fiseris sciencs, veterinary • Total university staff – 4 500 people • Foreign students – 4 100 students (Israel – 41.8%, Romania – 39.2%, India – 6.3%. Ukraine – 2. 8%, Turkey – 2.0%) • Universities for specific areas – medicine, engineering/ technical, agriculture, arts, educational sciences etc. 5 Higher Education Erasmus+ Projects Moldova is eligible for Key Action 1 • International Credit Mobility (as partner) • Joint Master Degree (as partners in a consortium) Key Action 2 • Capacity Building in Higher Education (as direct applicant or partner) • Strategic Partnerships (as partners in a consortium) • Knowledge Alliances (as partners in a consortium) Key Action 3 • Higher Education Reform Experts (HEREs) Specific Action Jean Monnet (as direct applicant) 6 ERASMUS+ MOLDOVA statistics Tempus Republic of Moldova joined Tempus in 1994. From 1994 to 2013 83 projects (including pre-projects), worth in total 43 mln Euro, were implemented. Capacity Building in Higher Education The first CBHE projects that involved Higher Education Institutions from Moldova have been selected in 2015. And the first project to be coordinated in the country was selected in 2016. During 2015- 2019 Moldovan HEIs have been selected for 17 projects: 2019 – 4 projects, 2018 – 2 projects, 2017 – 4 projects, 2016 – 4 projects, 2015 – 3 projects Geographical coverage of Type of CBHE project CBHE projects in Moldova 3 6 National projects 4 Structural Projects Regional Projects Joint Projects 8 13 24 of the 29 Moldovan higher education institutions have been involved in Erasmus+ projects 7 ERASMUS+ MOLDOVA statistics International Credit Mobilities u o oiitis o oo 700 545 566 530 506 361 382 338 314 350 298 263 192 192 184 184 35 0 2015 2016 2017 2018 2019 Mobiities for Stuents an staff - outgoing Mobiities for Stuents an staff - incoing Total mobiitis iin inotion nin tot oiitis In 2020 Call for Proposals, Moldovan HEIs will benefit from additional ICM budgets foreseen for 2019 and 2020 Calls for Proposals (€1.425 million/year). Jean Monnet Since 2015, institutions from the Republic of Moldova are being involved in 13 different types of Jean Monnet projects – Jean onnet oects in oldo Types of Jean onnet oects in oldo 2015 - 2019 2015 - 2019 JM Centre of Excellence 5 4 4 JM Project 4 3 JM Chai 3 1 1 2 JM Support to 1 0 JM Module 2015 2016 2017 2018 2019 0 1 2 3 4 8 NATIONAL PRIORITIES (Republic of Moldova) for Capacity Building projects in the field of higher education • Category 1. Curriculum Development (Joint Projects) Modernization of curriculum by developing new and innovative courses and methodologies. Key areas: Arts, Languages, Social and behavioural science, Environment, Information and Communication Technologies, Engineering and engineering trades, Manufacturing and processing, Agriculture, forestry fisheries and veterinary, Health, Personal services • Category 2. Improving Management and Operation of Higher Education Institutions (Joint&Structural Projects) Governance, strategic planning and management of higher education institutions Quality assurance processes and mechanisms Development of research and innovation capacities • Category 3. Developing the Higher Education Sector Within Society at Large (Joint&Structural Projects) Lifelong learning, continuing education Development of school and vocational education at post-secondary non- tertiary education level New technologies in Higher Education Definition, implementation and monitoring of reform policies Found out more here: goo.gl/2cv4n5 9 REGIONAL PRIORITIES (Eastern Partnership Countries) for Capacity Building projects in the field of higher education • Category 1. Curriculum Development (Joint Projects) Modernization of curriculum by developing new and innovative courses and methodologies. Key areas: Education, Social and behavioural science, Law, Physical sciences, Agriculture, forestry fisheries and veterinary, Health, Environment • Category 2. Improving Management and Operation of Higher Education Institutions (Joint&Structural Projects) Governance, strategic planning and management of higher education institutions Internationalisation of Higher Education Institutions Quality assurance processes and mechanisms • Category 3. Developing the Higher Education Sector Within Society at Large (Joint&Structural Projects) University-enterprise cooperation Knowledge triangle, innovation Definition, implementation and monitoring of reform policies Found out more here: goo.gl/sC5xzQ ! Cross-Cutting Priorities: 1. Preference will be given to the diversification of projects within a given region, in terms of overall and specific objectives, activities, target groups and consortium compositions. 2. Special attention will be given to projects addressing the integration in Higher Education of refugees from conflict affected countries. 10 MOLDOVAN HIGHER EDUCATION INSTITUTIONS Name & PIC Academic fields Contact person Public Institutions Biology and Soil Science; Chemistry and Chemical Technology; Law; Physics and Engineering; History and Philosophy; Angela NICULITA Moldova State Journalism and Communication; Psychology Vice-rector for International University and Educational Sciences; Letters; Foreign Relations Languages and Literature; Mathematics, +373 67321123, +373 67560170 PIC: 996760361 Computer Science; Sociology and Social [email protected] Assistance; Economics International www.usm.md Relations, Political Sciences and Public Administration Power Engineering; Engineering in Electronics and Telecommunications; Larisa BUGAIAN Technical Computers, Informatics and Microelectronics; Food Industry; Mechanical Vice-rector for International University Relations Engineering, Industrial and Transport; of Moldova +373 22235415 Urbanism and Architecture; Cadastre, PIC: 997958020 [email protected] Geodesy and Constructions; Economic www.utm.md Engineering and Business; Textiles and Polygraphs Academy Olesea SIRBU of Economic Business and Administration; General Vice-rector for International Studies Economy and Law; Cybernetics, Statistics Relations +373 22402834 of Moldova and Economic Informatics; International Economic Relations; Finance; Accountancy [email protected] PIC: 951511510 www.ase.md N. Testemițanu State University Evelina GHERGHELEGIU of Medicine Head of International Relations and and Pharmacy of Medicine; Dentistry; Pharmacy; Public European Integration Department +373 22205376, +373 22205289 the Republic of Health; Optometry [email protected] Moldova [email protected] PIC: 946919433 11 State Agrarian Agronomy; Horticulture; Economics; Elena SCRIPNIC University Accountancy; Veterinary Medicine; Animal Vice-rector for International of Moldova Husbandry and Biotechnologies; Agricultural Relations +373 22312292 Engineering and Auto Transportation; [email protected] PIC: 967358303 Cadastre and Law www.uasm.md “Ion Creanga” Foreign Languages and Literatures; History Igor RACU State and Geography; Philology; Education Vice-rector for Science and International Relations Pedagogical Sciences and Informatics; Psychology and University +373 22358595 Special Psycho-pedagogy; Fine Arts and [email protected] PIC: 990242058 Design; Continuous training www.upsc.md Academy for Victoria TCACENCO Head of the European Integration Music, Theatre and Academic Mobility Department Music; Theatre; Fine Arts and Fine Arts +373 22928889, +373 69186944 [email protected]
Load more

Recommended publications
  • Study on Inclusive Education in Europe and in the Republic of Moldova: Reasonable Accommodation, Access to Education and Non-Discrimination
    Study on inclusive education in Europe and in the Republic of Moldova: reasonable accommodation, access to education and non-discrimination http://partnership-governance-eu.coe.int Partnership for Good Governance Parteneriat pentru buna guvernare The joint European Union and Council of Europe project „Supporting national efforts for prevention and combating discrimination in the Republic of Moldova”, part of the Partnership for Good Governance programme Study on inclusive education in Europe and in the Republic of Moldova: reasonable accommodation, access to education and non-discrimination Prepared by Frédérique Ast, Council of Europe consultant Chisinau, 2018 1 This document has been produced as part of the project „Supporting national efforts for prevention and combating discrimination in the Republic of Moldova” co-funded by the European Union and the Council of Europe. The views expressed herein can in no way be taken to reflect the official opinion of either party. © Council of Europe 2018. Licensed to the European Union under conditions. Content ______________________________________________________ Acknowledgments 4 CHAPTER I: THE INTERNATIONAL AND EUROPEAN STANDARDS 6 I. The UN framework 6 II. The European standards 8 A. EU Law 8 B. The Council of Europe Conventions 9 C. Selected European Court of Human Rights and European Committee of Social Rights’s Case-lawă 11 CHAPTER II: BEST PRACTICES IN EUROPE 15 I. AUSTRIA 16 II. BELGIUM 16 III. CZECH REPUBLIC 17 IV. FINLAND 18 V. FRANCE 18 VI. GERMANY 19 VII. LITHUANIA 20 VIII. MONTENEGRO 21 IX.PORTUGAL 21 X. SLOVAKIA 23 XI. SWEDEN 23 XII. UNITED KINGDOM 24 CHAPTER III: THE SITUATION IN THE REPUBLIC OF MOLDOVA 26 I.
    [Show full text]
  • Education Reform Project
    Document of The World Bank FOR OFFICIAL USE ONLY Public Disclosure Authorized Report No: PAD1820 INTERNATIONAL DEVELOPMENT ASSOCIATION PROJECT PAPER ON A Public Disclosure Authorized PROPOSED ADDITIONAL CREDIT AND RESTRUCTURING IN THE AMOUNT OF SDR 7.1 MILLION (US$10 MILLION EQUIVALENT) TO THE REPUBLIC OF MOLDOVA FOR THE Public Disclosure Authorized EDUCATION REFORM PROJECT JANUARY 26, 2018 Education Global Practice Europe and Central Asia Public Disclosure Authorized This document has a restricted distribution and may be used by recipients only in the performance of their official duties. Its contents may not otherwise be disclosed without World Bank authorization. CURRENCY EQUIVALENTS (Exchange Rate Effective: NOVEMBER 30, 2017) Currency Unit = Special Drawing Rights (SDR) SDR 0.71 = US$1 US$ 1.42 = SDR 1 FISCAL YEAR January 1 – December 31 ABBREVIATIONS AND ACRONYMS AF Additional Financing CGAP Country Gender Action Plan CPF Country Partnership Framework CPS Country Partnership Strategy DLI Disbursement Linked Indicator ECA Europe and Central Asia EMIS Education Management Information System GoM Government of Moldova GRM Grievance Redress Mechanism IDA International Development Association IPF Investment Project Financing MERP Moldova Education Reform Project MERP-AF Moldova Education Reform Project – Additional Financing MoE Ministry of Education, Culture and Research (previously known as Ministry of Education) MSIF Moldova Social Investment Fund NACE National Agency for Curriculum and Evaluation NSI National School Inspectorate OECD
    [Show full text]
  • FULLTEXT01.Pdf Heimdahl-Mattson, E
    No 7 Social inclusion through segregation? Editors: Liya Kalinnikova Magnusson Jeremias Rosenqvist Detta verk är publicerat open access och licensierat med en Creative Commons Erkännande-IckeKommersiell 4.0 Internationell licens. http://creativecommons.org/licenses/by-nc/4.0 Research Report No. 7 urn:nbn:se:hig:diva-31994 Distribution: Gävle University Press SE-801 76 Gävle, Sweden [email protected] ‘Social inclusion through segregation?’ A tri-country cooperation Moldova, Ukraine and Sweden STINT IB2018-8090 Editors: Liya Kalinnikova Magnusson och Jeremias Rosenqvist Faculty of Education and Business Studies Department of Educational Sciences Table of Contents Preface 1 Introduction 1 Background 1 Contributions from each partner 2 Presentation of the four sub-reports 2 References 4 The development of teacher education curriculum towards inclusive education– the situation in Moldova 5 Introduction 5 Basic statements about teacher education internationally 6 Defining the context 6 System of preparedness of professionals for education in the RM 6 Conclusions 9 References 10 Health educational perspectives on special educational settings in the Swedish, Ukrainian and Moldovan school systems 11 Introduction 11 Method 13 The medicalization of students with ‘special’ educational needs 13 Temporality as means of meaning making 13 Managing health by fear and morality 14 Neoliberalism, equity and health 14 Conclusions 15 References 15 The New Ukrainian School and the provision of quality competence-based education for students with SEN 17 Introduction
    [Show full text]
  • The Politicization of Education: Identity Formation in Moldova and Transnistria
    Communist and Post-Communist Studies 38 (2005) 501e514 www.elsevier.com/locate/postcomstud The politicization of education: Identity formation in Moldova and Transnistria Steven D. Roper* Department of Political Science, Eastern Illinois University, Charleston, IL 61920, USA Available online 25 October 2005 Abstract This article examines how education, linguistic and citizenship policies have influenced the development of Moldovan identity and relations with the breakaway region of Transnistria. The article explores the influence of three specific education policies (Russian language in- struction, an integrated history course and Romanian language school closures in Transnis- tria) on the debate concerning Moldovan identity and ultimately Moldovan statehood. The Romanian language school closures in Transnistria demonstrate that education is not only an important agent of identity formation, but also that such crude political tactics as school closures ultimately affect other education policies, reinforce negative stereotypes and make meaningful dialogue impossible. The larger issue than the school closures in Transnistria is whether devolution of authority on issues such as education policy is possible no matter how autonomy is granted. Ó 2005 The Regents of the University of California. Published by Elsevier Ltd. All rights reserved. Keywords: Education; Transnistria; Identity formation; State language Introduction More than a decade after the transition to democracy in Eastern Europe, the term ‘‘post-communism’’ has lost much of its relevancy as countries have become * Tel.: C1 217 581 6221 (direct), C1 217 581 2523 (office); fax: C1 217 581 2926. E-mail address: [email protected] 0967-067X/$ - see front matter Ó 2005 The Regents of the University of California. Published by Elsevier Ltd.
    [Show full text]
  • Study on Teacher Education for Primary and Secondary Education
    Study on Teacher Education for Primary and Secondary Education in Six Countries of the Eastern Partnership: Armenia, Azerbaijan, Belarus, Georgia, Moldova and Ukraine Final report Agreement nr EAC-2011-0301 (Negotiated procedure EAC/28/2011) European Commission, Directorate-General for Education and Culture 7 August 2011 September 2011 Study on Teacher Education for Primary and Secondary Education in Six Countries of the Eastern Partnership: Armenia, Azerbaijan, Belarus, Georgia, Moldova and Ukraine Final report Agreement nr EAC-2011-0301 (Negotiated procedure EAC/28/2011) European Commission, Directorate-General for Education and Culture 22 September 2011 A report submitted by GHK Date: 22 September 2011 Authors: Aleksandra Duda (GHK Consultant) Terence Clifford-Amos (External Expert) Country reports’ authors: Aleksandra Duda (GHK Consultant) Anatoliy Yatchenko, Lyudmyla Pukhovska, Eduarda Castel Branco, Volodymyr Kuzka (External Experts) GHK Rue Royale 146 Brussels 1000 0032 2 275 0100 www.ghkint.com 2 Contents Glossary ........................................................................................................................... 5 Executive summary ......................................................................................................... 7 1 Introduction ..................................................................................................... 14 1.1 Background and rationale of the study................................................................................... 14 1.2 European policy context
    [Show full text]
  • MIAMI UNIVERSITY the Graduate School
    MIAMI UNIVERSITY The Graduate School Certificate for Approving the Dissertation We hereby approve the Dissertation of Angela Ștefan Trubceac Candidate for the Degree Doctor of Philosophy ______________________________________ Kate Rousmaniere, Director ______________________________________ Brittany Aronson, Reader ______________________________________ Thomas Poetter, Reader ______________________________________ Thomas Misco, Graduate School Representative ABSTRACT MOLDOVAN SECONDARY EDUCATION SOCIAL STUDIES TEACHERS’ CONCEPTUALIZATION OF MULTICULTURAL APPROACHES TO PEACE EDUCATION (MAPE) by Angela Șt. Trubceac A key social driver in The Republic of Moldova, following the collapse of the Soviet Union, has been the establishment of a state education system that emphasizes cultural pluralism and interculturalism. Educational research about the Republic of Moldova shows an increased motivation among contemporary secondary education social studies teachers to incorporate multicultural education and to enhance their professional skills in helping students to deal with violence, conflicts, and interethnic, linguistic, and cultural tensions. In the Republic of Moldova, secondary education social studies are required by the state education system to teach civic and citizenship education for the purpose of developing a harmonious society. However, there are no formal or required multicultural and peace education dimensions in Moldova’s system of education. In order for Moldovan youth to successfully understand the historic and contemporary ethnic
    [Show full text]
  • Romania and the Republic of Moldova – a Long-Term Strategic Cooperation
    Vol.V(LXVIII) 27 - 35 Economic Insights – Trends and Challenges No. 4/2016 Romania and the Republic of Moldova – a Long-Term Strategic Cooperation Olga Bodrug, Adrian Petre The Bucharest University of Economic Studies, Piața Romană 6, Bucharest, Romania e-mail: [email protected], [email protected] Abstract The main objective of this paper is to analyze the cooperation between Romania and the Republic of Moldova. This study is very important in the context of discussions about a possible union of the two states. In the last decade and a half, Romania's role in Moldova's economy has grown steadily. Romania was in 2015 the most important trade partner of Moldova. On the other hand, the role of Moldova in Romania's trade is fairly low, given the relatively small size of the market in the neighboring state. We expect that the bilateral relations between the two countries to continue to develop in the future, especially due to the intensification of the trade relations and due to the investments made by Romania in Moldova. Because in the public debate the idea of reunification of the two states is increasing, it is necessary to analyze the costs and benefits that would result from implementation. Keywords: economic cooperation; cultural and educational cooperation; foreign investments JEL Classification: C10; F10; F50. Introduction Romania and Moldova have developed very strong links, resulted, mainly, to a fairly large common history (including common statehood), language and cultural heritage. There are a number of authors such as A. Moraru, 1995; E. Black, 2003; C. Pantea, 2008; I.
    [Show full text]
  • Connectivity in Education: Status and Recent Developments in 9 Non-EU Countries
    CONNECTIVITY IN EDUCATION STATUS AND RECENT DEVELOPMENTS IN 9 NON-EU COUNTRIES © ITU March 2021 Version 1.0 Living Document Connectivity in Education: Status and recent developments in 9 non-EU countries ACKNOWLEDGMENTS This paper was developed by the ITU Office for Europe within the framework of the ITU Regional Initiative for Europe on broadband infrastructure, broadcasting and spectrum management. It was elaborated by ITU Office for Europe team including Mr. Iago Bojczuk, Junior Policy Analyst, and Mr. Julian McNeill, Consultant, under the supervision and direction of Mr. Jaroslaw Ponder, Head of ITU Office for Europe. The paper was prepared as a draft document and background contribution to the ITU Regional Forum for Europe on Meaningful Connectivity, held on 8 and 9 March 2020. Version 1.0 of this document is an advanced draft that is being submitted to the relevant National Regulatory Authorities for review and further input. The final version of this document is to be released following the ITU Regional Forum for Europe on Meaningful Connectivity, taking into consideration the discussions held and feedbacks received from different stakeholders. All rights reserved. No part of this publication may be reproduced, by any means whatsoever, without the prior written permission of ITU. As school connectivity implementation is an dynamic process this document is treated as a living document that can be amended at any point of time depending on the availability of additional information. 2 Connectivity in Education: Status and recent developments in 9 non-EU countries Table of Contents 1. INTRODUCTION ............................................................................................................................................ 5 1.1 THE RECENT LANDSCAPE ..................................................................................................................................... 5 1.2 PURPOSE OF THE PAPER.....................................................................................................................................
    [Show full text]
  • The Politics of Language in Moldova
    The Politics of Language in Moldova * JEFFREY CHINN Five years after the passage of legislation making Romanian the state language of Moldova, language remains the most difficult issue between Russians and Romanians on Moldova's Right Bank.1 Some Russians are learning Romanian, but most have made little effort to acquire even a rudimentary knowledge of the official language. This situation continues to frustrate the majority Romanians, especially those Moldovan political leaders who from the early days of the independence movement advocated the inclusion of the Russians and other minorities in the political, social and economic fabric of the new state. Moldova was the first of the former Soviet republics to pass a law making the language of the indigenous population the state language. This law, approved in August 1989, required those working in public services and enterprises to gain facility in both Russian and Romanian by 1994. Russians and Romanians agree that few initially took the law very seriously—1994 was perceived to be far off. Now that the deadline has arrived, many Russians continue to make excuses (inadequate books, teachers, not enough time), while the Romanian population, itself almost entirely bilingual, is becoming increasingly frustrated with its inability to use its own language for everyday activities such as calling a taxi or making a purchase in a store. Russian school-age children are making the shift, thereby providing optimism for the future, but many of their parents are resisting any accommodation to the new situation. Among Moldova's adult Russian population, language acquisition is unlikely to occur without a conscious effort to study and use Romanian.
    [Show full text]
  • Tor Plan, Republic of Moldova
    UNICEF Moldova TERMS OF REFERENCE Individual Consultancy to support the Independent Appraisal of the Education Sector Plan, Republic of Moldova Duration and timeline: 20 working days (within the period of April - May 2021) 1. Introduction The Ministry of Education, Culture and Research in the Republic of Moldova (hereafter Ministry of Education) is in the process of developing its long-term Education Sector Plan (ESP) including the long-term Education Strategy, 2021-2030 and the mid-term Programme and Action Plan, 2021- 2025. This work is being conducted using an ESP Development Grant from the Global Partnership for Education (GPE). As part of the development process, the ESP must be independently appraised prior to the finalization and endorsement of the plan. The external evaluation or independent appraisal of an ESP is a GPE requirement, for development partners to ensure the robustness and credibility of a Plan. An individual consultancy is required to carry out the independent appraisal of the ESP to assess them using the GPE/IIEP Guidelines for Education Sector Plan Appraisal.1 ESPs present the policies and strategies for national education reform and are a powerful tool for coordinating partners and for mobilizing additional domestic and external resources. They have become a critical instrument for governments to signal to all potential investors that their education policies are credible, sustainable, and worthy of investment. 2. Background The Republic of Moldova’s (hereafter Moldova) socio-economic development has been affected by many factors, most recently by political instability and the global COVID-19 pandemic. These have negatively affected the policy development and implementation processes, prioritization of government actions, availability of resources, quality and quantity of service delivery in the social sectors.
    [Show full text]
  • Teaching Entrepreneurship to Engineering Students
    1 Session # 2560 Teaching Entrepreneurship to Engineering Students Bethany S. Oberst, Ph.D. United Arab Emirates University (UAE) Russel C. Jones, Ph.D., P.E. World Expertise LLC (USA) Ion Tiginyanu, Ph.D. Technical University of Moldova (MD) Abstract In 2003 the Technical University of Moldova successfully piloted an ambitious entrepreneurship program for a group of its students, consisting of formal instruction and an internship with a successful Moldovan entrepreneur. This paper describes the project and the place of the program within the framework of the new International Center for Entrepreneurship in Moldova. The authors present this report with reference to the challenges of teaching entrepreneurship in a former soviet socialist republic, one which today is struggling to find its feet in the fast moving global economy. Introduction: The Republic of Moldova Entrepreneurship education has taken on a new role in the past several years, as the international development community has begun to realize its importance in rebuilding and reorienting countries whose economies need to be recast, revised, rebuilt or revitalized. While large scale, globally financed projects are often required to rebuild a country’s essential infrastructure, individuals must begin to believe that there is a place for them in the new economy, and that they have the capacity and skills to control a part of their destiny. Capacity building requires both individual and collective initiative if it is to succeed and result in real economic benefits. Teaching people how to be entrepreneurial within the context of their own evolving economies is a working link between large-scale international efforts and the destiny of the individual.
    [Show full text]
  • Education Sector Public Expenditure Review Selected Issues
    Moldova: Education Sector Public Public Disclosure Authorized Expenditure Review Selected Issues February 2018 Moldova: Public Disclosure Authorized A Review of Selected Issues in Public Expenditures on Education Public Disclosure Authorized Public Disclosure Authorized Table of Contents List of acronyms ............................................................................................................................. 3 Acknowledgements ......................................................................................................................... 4 A Note on Data ............................................................................................................................... 4 EXECUTIVE SUMMARY ............................................................................................................ 5 Context, objectives, and methodology ........................................................................................ 5 Main findings .............................................................................................................................. 7 Policy directions.......................................................................................................................... 9 Chapter 1. ...................................................................................................................................... 11 Overview of the Education System: Governance and Financing Arrangements .......................... 11 1.1. Structure of the education system .................................................................................
    [Show full text]