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Background
During 2024 – 2028, UNDP is implementing the Programme “Transforming education in Moldova through Model Schools”, funded by Norwegian Agency for Development Cooperation (Norad). The Programme’s general objective is to enhance quality and effectiveness of Moldova's education system through the transformation of district schools into Model Schools. To achieve this, the Program will target the following specific objectives:
Objective 1: Transform five schools into Model Schools with a modern learning environment and facilities enabling better learning outcomes and improved efficiency of the school network.
Objective 2: Facilitate the development of 21st century skills of students through improving teaching and learning practices and supporting organizational development.Under this Programme, in close partnership with the Ministry of Education and Research, UNDP will support:
Under Component 1: Capital renovations in five model schools to ensure student friendly learning spaces and furniture, and accessible facilities for teachers/students with disabilities (ensuring accessibility of all learning, administrative, outdoor, WASH facilities).
Under Component 2:
The programme duration is 48 months, with a total budget of USD 18.9 million.
The Moldovan education system faces a complex set of challenges, including underperforming rural schools, an inefficient school network, limited resources, and a significant shortage of teachers. In this context, the modernization of pedagogical curricula is a critical component of the ongoing education reform in the Republic of Moldova, aimed at aligning teacher training with modern educational standards, societal needs, and global trends. In response to the evolving demands of 21st-century education, under the overarching objective of enhancing the quality and relevance of teacher education in the Republic of Moldova, the Ministry of Education and Research in close collaboration with UNDP and the National Institute for Education and Leadership (INEL), is supporting a series of reforms and interventions targeting both initial and continuous teacher training.
Since its establishment in 2024, the INEL has played a central role in strengthening the professional development of early career teachers in Moldova. INEL supports the integration and advancement of young teachers through initiatives such as improving pedagogical internships, coordinating a national mentoring network, and conducting evidence-based evaluations of teacher competencies. In 2024, INEL assessed the professional readiness of all first-year teachers, examining both theoretical and practical skills, and aims to refine this methodology further in 2025. The development of a national internship guide and efforts to align teacher training with classroom realities highlight INEL’s commitment to ensuring a smoother transition from teacher education to professional practice.
These interventions aim to modernize pedagogical curricula, strengthen practical components of teacher education, promote evidence-based approaches, and align teacher preparation with contemporary education needs and international best practices, particularly through partnerships with educational institutions in Europe.
This process involves a systemic transformation of initial teacher training programs, with a focus on strengthening the pedagogical and methodological competencies of future educators, integrating interdisciplinary and STEAM approaches, and improving the quality of pedagogical internships. Additionally, the effort also includes the development of new competency-oriented pedagogical curriculum frameworks, instructional materials, and normative guidelines that foster professional insertion, career development, and retention of early-career teachers.
In the Republic of Moldova, initial teacher training follows two main paths:
The first path of educational sciences includes study areas such as preschool pedagogy, primary education pedagogy, psychopedagogy, and special pedagogy. The focus is on a comprehensive understanding of the educational process, the development of teaching competencies, and the ability to organize effective learning experiences for young learners.
The second path - preparation for lower (Gymnasium) and upper secondary (Lyceum) school teachers is integrated into specialized bachelor's degree programs (e.g., in physics, chemistry, history). These programs include a psychopedagogical module to ensure that future teachers are equipped with both subject-specific expertise and pedagogical skills.
In 2014, an amendment to the Education Code introduced the master’s degree as a mandatory requirement for secondary education teachers. However, this requirement is often overlooked due to teacher shortages and the decreasing attractiveness of the teaching profession among young people.
The psychopedagogical module for secondary school teachers is centrally regulated and standardized across all institutions offering teacher education. According to a study "Modernization of Teacher Professional Development" (Otilia Dandara, 2015), the emphasis in Moldovan pedagogical universities is placed mainly on subject-specific teaching skills. Other essential aspects, such as communication, teacher-student relationships, and emotional intelligence are often under-addressed or assumed to be acquired informally.
The same study also highlights other characteristics of Moldova’s teacher training system, including a traditional approach to psychology, a didactic style of instruction, and teacher-centered methodologies.
Training programs in educational sciences still rely heavily on traditional, age-specific psychology, and lectures remain the dominant mode of instruction. While this approach may suit some contexts, it does not adequately prepare teachers to apply student-centered, participatory methods.Contemporary developments in educational science emphasize the importance of equipping teachers with skills to navigate the complexities of the learning process and adapt to various contextual factors that influence student outcomes.
A 2024 study by the National Institute for Education and Leadership (INEL) confirms several persistent challenges faced by early career teachers in Moldova:These findings underscore the need for a more comprehensive, evidence-based approach to teacher training in Moldova, especially for initial teaching training, one that prepares educators to manage all facets of the teaching and learning process in a modern educational environment.
Duties and Responsibilities
The Pedagogical Education Coordinator primary responsibility is to ensure that all the activities of the Component 2 of the project supporting the revision of initial teachers training curricula and the promotion of the teaching profession produces the specified results outlined in the detailed concept document, meeting the required standards of quality, and staying within the specified constraints of time and cost.
Additionally, the Pedagogical Education Coordinator will be responsible for coordinating the implementation of grant-supported activities aimed at strengthening the capacities of the National Institute for Education and Leadership (INEL), Young Teachers’ Association and Pedagogical Practice Bases in enhancing the quality of teachers’ education in Moldova. These include the development of methodological guides and curricula for pedagogical internships, the implementation of a support program for early-career teachers during their professional integration, and capacity-building activities for the Young Teachers’ Association and Pedagogical Practice Bases. The Pedagogical Education Coordinator will also oversee the piloting of the revised initial teacher training curricula within a selected educational institution. Furthermore, the incumbent will design and coordinate activities involving teachers, school managers, academia, university chancellors, students and other relevant educational stakeholders to ensure the effective operationalization of these initiatives, through applying human rights-based (HRBA) and gender equality (GE) approaches.
The Pedagogical Education Coordinator will work under the direct supervision of the Education Component Manager and in close collaboration with the Programme, Operations, Communications and other project teams in the UNDP Country Office (CO), as well as with key national stakeholders, including the Ministry of Education and Research, the National Institute for Education and Leadership (INEL), pedagogical universities, Teachers Associations, Pedagogical Practice Bases, international educational partners etc. The incumbent will ensure full compliance with UNDP programming, financial, procurement, and administrative rules, regulations, and policies, and contribute to the implementation of effective internal control systems.
Overall, the Pedagogical Education Coordinator will play a key role in the project by contributing to the enhancement of teacher education quality in Moldova. This will be achieved through supporting the revision and piloting of initial teacher training curricula, strengthening pedagogical internships, promoting evidence-based and innovative practices in teacher education, and contributing to national capacity development for the modernization of pedagogical curricula.
Key Responsibilities:
1. Coordination of effective planning and implementation of pedagogical education component and provision of technical oversight
2. Monitoring, evaluation, and quality assurance
3. Stakeholder engagement and capacity development
4. Communication and reporting
5. Facilitate knowledge and capacity building, knowledge sharing and advocacy.
6. Other Duties
Key Results:
The key results have a direct impact on the overall successful achievement of the Transforming education in Moldova through Model Schools Programme. Accurate analysis and presentation of information enhances UNDP’s position as a strong development partner. The information provided facilitates decision-making of the Project Board, the Beneficiary and UNDP management.
Institutional Arrangement
The Pedagogical Education Coordinator will work under the supervision of the Education Component Manager and the Project Manager and will ensure the provision of development services and products commensurate with the scope of the Programme and assigned area of responsibility of the highest quality and standards to national and local counterparts and clients through applying HRBA and GE approaches.
The Pedagogical Education Coordinator works in close collaboration with the Project team as well as the team in the Country Office (CO) for effective achievement of results, anticipating and contributing to resolving complex programme/project-related issues and information delivery. The incumbent is expected to exercise full compliance with UNDP programming, financial, procurement and administrative rules, regulations, policies and strategies, as well as implementation of the effective internal control systems.
Competencies
Core
Achieve Results: LEVEL 1 - Plans and monitors own work, pays attention to details, delivers quality work by deadline
Think Innovatively: LEVEL 1 - Open to creative ideas/known risks, is pragmatic problem solver, makes improvements
Learn Continuously: LEVEL 1 - Open minded and curious, shares knowledge, learns from mistakes, asks for feedback
Adapt with Agility: LEVEL 1 - Adapts to change, constructively handles ambiguity/uncertainty, is flexible
Act with Determination: LEVEL 1 - Shows drive and motivation, able to deliver calmly in face of adversity, confident
Engage and Partner: LEVEL 1 - Demonstrates compassion/understanding towards others, forms positive relationships
Enable Diversity and Inclusion: LEVEL 1 - Appreciate/respect differences, aware of unconscious bias, confront discrimination
Cross-Functional & Technical competencies
Business Management - Results-based Management:
Business Management - Project Management:
Business Direction & Strategy - System Thinking:
Business Management - Monitoring & Evaluation:
Digital - Agile' methodologies and practices:
Business Direction and Strategy - Futures & foresight:
Partnership Management - CSO Engagement:
Required Skills and Experience
Education:
Experience:
Additional desired skills and experience:
Required Language(s):
Professional Certificates:
Equal opportunity
As an equal opportunity employer, UNDP values diversity as an expression of the multiplicity of nations and cultures where we operate and, as such, we encourage qualified applicants from all backgrounds to apply for roles in the organization. Our employment decisions are based on merit and suitability for the role, without discrimination.
UNDP is also committed to creating an inclusive workplace where all personnel are empowered to contribute to our mission, are valued, can thrive, and benefit from career opportunities that are open to all.
Sexual harassment, exploitation, and abuse of authority
UNDP does not tolerate harassment, sexual harassment, exploitation, discrimination and abuse of authority. All selected candidates, therefore, undergo relevant checks and are expected to adhere to the respective standards and principles.
Right to select multiple candidates
UNDP reserves the right to select one or more candidates from this vacancy announcement. We may also retain applications and consider candidates applying to this post for other similar positions with UNDP at the same grade level and with similar job description, experience and educational requirements.
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