The Republic of Moldova faces numerous inclusion challenges due to its political, economic and historical context. The country seeks to provide equitable opportunities for all its citizens, especially vulnerable and marginalized groups. Thus, inclusive education is becoming increasingly important in the overall educational landscape and management plays a critical role in creating an inclusive school culture.

In this context, a study was conducted between March and May 2024, which focused on inclusive school management, outlining a leadership model that encourages collaboration between all stakeholders to ensure that vulnerable pupils benefit from quality education. This focus aligns with the Republic of Moldova’s commitment to promote inclusive practices and remove barriers of social exclusion of children.

For a comprehensive picture of the situation, primary data was collected from 4.5% of school leaders through questionnaires, in-depth interviews and a focus group, and secondary data – through document research, including analysis of existing policies, legal framework and previous studies. The information obtained was used in the preparation of the Global Education Monitoring Report 2024/25 “Leading for inclusion: the new regional report on the countries of Central and Eastern Europe, Caucasus and Central Asia”.

The Report was launched during an event organized by C.E. PRO DIDACTICA on April 3, 2025, at “Summit events” in Chisinau, with the participation of 25 school managers, support teachers, specialists from the Pedagogical Psychological Assistance Services, project coordinators, university professors, national and international experts, representatives of the Ministry of Education and Research.

In her opening speech, Dr. Rima BEZEDE, Executive Director of C.E. PRO DIDACTICA, emphasized that the study highlighted that the Republic of Moldova has made significant progress in promoting inclusive leadership. And although some challenges remain, there is a strong commitment among educational leaders to promote inclusive education. This commitment is reflected in the broad consensus among education stakeholders on the importance of inclusive organizational culture as a catalyst for future reforms.

Valentina OLARU, Secretary of State at the Ministry of Education and Research, praised the findings and recommendations of the Report both for strengthening inclusive school culture and for emphasizing the importance of collaboration between different educational actors to achieve visible success in innovative and inspirational school leadership, open for quality changes in school relationships, process and outcomes.

Presenting the findings and recommendations of the Report, Anna D’ADDIO and Francesca ENDUIZZI, experts, UNESCO, said that for educational inclusion to be successful, authorities and the community must give educational leaders all the support they need. This must be materialized by increasing human resource support for pupils with special needs; initiating inclusive practices throughout the community; providing specialized training; improving infrastructure and accessibility. All these efforts must be accompanied by effective monitoring, which will ensure the sustainability of change as well as continuous focus on inclusive values.

Viorica GORAȘ-POSTICĂ and Daniela PREAȘCA, experts, C.E. PRO DIDACTICA, the authors of the study, referred to the research methodology; the legislative, political and social context of the country; the challenges of inclusion; the characteristics of the school leader; good leadership practices for inclusive education. The authors emphasized that, compared to 10-15 years ago, inclusive education in the Republic of Moldova has significantly improved by focusing on local solutions and promoting adaptive models at the level of each school. However, for greater social inclusion, it is imperative to reduce economic inequalities, ensure political stability and improve access to quality health care, combat some prejudices, improve inclusive practices and educational infrastructure. And to build an environment in which all citizens can participate fully and equally in society and to ensure sustainable progress, government, civil society and international partners need to work together.

The event presented some successful practices, recognized at national and international level, promoted by Vera BALAN, headmistress of the “Petre Ștefănucă” Theoretical High School in Ialoveni, and Pavel CERBUȘCĂ, headmaster of the “Aristotel” Theoretical High School in Chisinau.

Finally, in a constructive discussion, the participants of the event shared their views on the successes achieved in the field, but also on the problems that still persist in schools in terms of the perception and de facto implementation of inclusion and its impact on children’s well-being.

The EDUCATION 2024/25 GLOBAL EDUCATION MONITORING REPORT “Leading for inclusion: new regional report on the countries of Central and Eastern Europe, Caucasus and Central Asia” was produced in partnership with the Network of Education Policy Centers (NEPC), of which C.E. PRO DIDACTICA, directly involved in the data collection for the Republic of Moldova and in the elaboration of the Country Case Study.

The report provides a comparative analysis of leading practices in inclusive education, based on in-depth studies and perspectives of education systems in 8 countries: the Republic of Moldova, Albania, Bosnia and Herzegovina, Estonia, Georgia, Kyrgyzstan, Poland, Slovenia and Bosnia and Herzegovina. It provides recommendations to governments and stakeholders to promote inclusion and achieve Sustainable Development Goal 4: Quality education throughout the region.

All materials discussed will be posted on the official website of UNESCO and the other partner organizations and will be widely disseminated internationally.