{"id":448546,"date":"2020-07-16T13:52:20","date_gmt":"2020-07-16T13:52:20","guid":{"rendered":"http:\/\/www.moldova.org\/en\/?p=448546"},"modified":"2020-07-17T15:30:23","modified_gmt":"2020-07-17T15:30:23","slug":"7-ways-of-re-opening-schools-the-present-day-problems-of-the-education-system","status":"publish","type":"post","link":"https:\/\/www.moldova.org\/en\/7-ways-of-re-opening-schools-the-present-day-problems-of-the-education-system\/","title":{"rendered":"7 ways of re-opening schools in Moldova – the present-day problems of the education system"},"content":{"rendered":"Reading Time: <\/span> 5<\/span> minutes<\/span><\/span>

In the Republic of Moldova, all educational institutions are closed nowadays, just as in other 128 countries in the world. That means 586 158<\/strong>\u00a0students who were forced to cease their educational process due to the coronavirus pandemic, according to the data<\/a> published by the World Bank.<\/p>\n

The Minister of Education, Culture and Research, Igor Sarov<\/strong>, recently announced a plan to open schools in a traditional format starting September 1.<\/p>\n

According to the official’s announcement<\/a>,\u00a07 study models<\/strong><\/span> were proposed for public debate, each school being able to choose the most suitable one in the new academic year:<\/p>\n

    \n
  1. \u00a0100% physical attendance at school<\/strong>
    \nIt is applicable in the case of schools and groups with a relatively low number of students, in accordance with the sanitary and epidemiological requirements.<\/li>\n
  2. \u00a0Learning in 2 shifts<\/strong>
    \nApplicable for schools with many students in the same age group where the educational activity would be performed in 2 shifts.<\/li>\n
  3. \u00a0Blended learning<\/strong>
    \nIt involves dividing school into days of attendance and days of distance communication: one day students come to school, the next day remote online communication takes place.<\/li>\n
  4. Hybrid learning<\/strong>
    \nIt involves dividing the group of students into two parts: one day a part of them come to school, the next day the same students take online lessons. The same thing happens to the other part of students.<\/li>\n
  5. Alternated learning<\/strong>
    \nThe model is based on providing two shifts to the group of students: one week they come to school, the next week they do online lessons.<\/li>\n
  6. Remote learning (including online)<\/strong>
    \nThis model can be applied in certain situations when recording many COVID-19 confirmed cases in a group\/school\/locality.<\/li>\n
  7. Mixed learning<\/strong>
    \nThis model involves combining two or three of the previously-presented models.<\/li>\n<\/ol>\n

    \"\"<\/p>\n

    Equal access to e-learning?<\/h3>\n

    After all schools were closed on March 11, students from the Republic of Moldova were forced to study at home, sitting in front of a computer or being connected to their phone.\u00a0Yet the education system was unprepared to adapt to such changes at such short notice.<\/p>\n

    One of the most important issues of the education system in the Republic of Moldova turned out to be the limited access to devices connected to internet\u00a0<\/strong>both pupils and their teachers encounter<\/span><\/span>.\u00a0According to the National Bureau of Statistics,\u00a047.7%<\/em><\/strong>\u00a0of Moldovan families have not even one computer at home, those from rural areas having a visible disadvantage when compared to families from urban areas. The same source\u00a0said<\/a>\u00a0that only\u00a041%<\/em><\/strong>\u00a0of the population of Moldova has a computer and only\u00a038.7%<\/strong>\u00a0<\/em>have internet access.<\/p>\n

    “Limited access to information technology and internet, especially in rural areas, is a major obstacle in providing remote education for all students. Therefore, a big number of students are not guaranteed access to online education, either due to the high cost of the internet services or due to the lack of infrastructure\/equipment,”<\/em> claimed the representatives of the of the \u201cSolidary Parents\u201d Group.<\/p>\n

    Efforts towards facilitating the access to devices connected to internet are being made.\u00a0Government of the Republic of Moldova has allocated about 20 million lei<\/strong> for the purchase of equipment necessary for a qualitative development of educational process. Also, non-governmental organisations, businesses and foreign partners offered their support to the education system from Moldova.<\/p>\n

    Still, that is not enough. The\u00a0Ministry of Education, Culture and Research<\/strong>\u00a0(MECR)\u00a0<\/strong>has created a map<\/a> presenting the distribution of the demand for computers, tablets and other devices needed for remote learning. Anyone can access the map, check the demand for devices in a certain Moldovan district and donate a device to a student or a teacher who doesn’t have one.<\/p>\n

    See also: Is\u00a0the education system in Moldova prepared for online schools?<\/a><\/span><\/p>\n

    The low rate of internet literacy <\/strong>is another problem of the Moldovan education system that shouldn’t be ignored<\/span><\/span>. Many citizens of the Republic of Moldova do not have the technical skills required to figure out how to download, install and use tools needed for remote learning, the UN Moldova reported<\/a>.<\/p>\n

    Lessons, explanations, conferences, recordings, presentations, discussions, homework \u2013 all of that had to go online at a certain moment and most education system\u2019s employees weren\u2019t prepared for it. Some teachers and students were flexible enough to learn during the coronavirus pandemic, others didn\u2019t.<\/p>\n

    \"\"<\/p>\n

    According to an online survey<\/a> conducted by the Institute of Public Policies (IPP)<\/strong>, where 33 500 students, 22 500 parents, 5 350 teachers and 650 managers participated, 80%<\/em><\/strong> of country’s teachers and 60%<\/em><\/strong> of students needed special training when using online educational platforms.<\/p>\n

    State and private teacher training programs\u00a0were never specifically oriented towards the development of digital skills<\/span>. Even when such training was organised, the obtained knowledge wasn’t put in practice.<\/p>\n

    At the same time, the survey results also stated that 45% of teachers had no problems with the organisation of the remote learning process, as previously, they had the opportunity to try different digital tools and\u00a0implement the most effective ones. However, 20% of teachers who answered the survey questions did not express a concrete point of view, being rather indifferent regarding this subject.<\/p>\n

    \"\"<\/p>\n

    The third problem in the context of the online learning in Moldova during the pandemic period is the lack of a well-developed, unique plan for remote learning.<\/strong><\/span>\u00a0Teachers were given freedom to choose the format they wished to implement, which made things chaotic for students and parents, who had to install a number of different software depending on the course and teacher.<\/p>\n

    On the other hand, teachers struggled with collecting homework and reviewing progress through such decentralised activities. They used individual chats to share the content, which made the process even more confusing for all involved participants. Teachers were required to report daily to their managers, which turned out to be one more meticulous administrative task.<\/p>\n

    The IPP survey revealed that the lack of a single strategy at the institution level regarding the online tools that were about to be used, as well as the lack of strict decisions of central authorities made the online learning process even more difficult.\u00a0\u00a035%<\/em><\/strong> of respondents considered that there were too many online platforms used<\/span>. Such online platforms as Skype – 53.7%, email – 42%, online Classroom, Zoom, Moodle – 40%; Viber, Messenger – 25%, and other platforms – 21% were used.<\/p>\n

    That is while an e-learning platform called studii.md<\/strong> was created in 2018 through a public-private partnership and the help of the UNDP Moldova. The platform enables displaying grades, uploading homework for review, writing comments by teachers, attaching video lessons and links, holding video conferences, keeping a library of electronic books, accessing students’ profiles with progress monitoring, etc. It also provides statistics on the progress and absences of each student for any period of time.<\/p>\n

    \"\"<\/p>\n

    As of May 2020, 55 schools<\/strong> from all over the country have connected to Studii.md. 68 375<\/strong> user accounts have been registered, which includes around 33 860 parents, 32 000 students and 2 500 teachers, as the UN Moldova informed<\/a>. Later on, the platform was included in the list of recommended distance learning tools by the MECR, but it was never compulsory to use it.<\/span><\/p>\n

    Recently, the MECR announced<\/a> a partnership with Google<\/strong>, through which free access giant’s technologies and tools for education\u00a0from the G Suite Package will be provided to\u00a0teachers and students in the Republic of Moldova.<\/p>\n

    According to the Ministry, among the Google technologies teachers and students\u00a0will benefit from are Google Classroom, Google Meet, Google Drive and Google Sites. In this regard, a training facilitated and coordinated by the National Center for Digital Innovation in Education “Class of the Future”<\/em> will be delivered to over 15 000 teachers across the country.<\/p>\n

    Photos: Moldova.org<\/p>\n","protected":false},"excerpt":{"rendered":"

    Reading Time: <\/span> 5<\/span> minutes<\/span><\/span>In the Republic of Moldova, all educational institutions are closed nowadays, just as in other 128 countries in the world. That means 586 158\u00a0students who were forced to cease their educational process due to the coronavirus pandemic, according to the data published by the World Bank. The Minister of Education, Culture and Research, Igor Sarov, […]<\/p>\n","protected":false},"author":31,"featured_media":448551,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[650,56],"tags":[413,35,796,27,651,797,598,673],"class_list":["post-448546","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-education","category-reportaje","tag-education","tag-important","tag-learning","tag-moldova","tag-online","tag-open","tag-schools","tag-system"],"content_social_share":"Reading Time: <\/span> 5<\/span> minutes<\/span><\/span>

    In the Republic of Moldova, all educational institutions are closed nowadays, just as in other 128 countries in the world. That means 586 158<\/strong>\u00a0students who were forced to cease their educational process due to the coronavirus pandemic, according to the data<\/a> published by the World Bank.<\/p>\n

    The Minister of Education, Culture and Research, Igor Sarov<\/strong>, recently announced a plan to open schools in a traditional format starting September 1.<\/p>\n

    According to the official’s announcement<\/a>,\u00a07 study models<\/strong><\/span> were proposed for public debate, each school being able to choose the most suitable one in the new academic year:<\/p>\n

      \n
    1. \u00a0100% physical attendance at school<\/strong>
      \nIt is applicable in the case of schools and groups with a relatively low number of students, in accordance with the sanitary and epidemiological requirements.<\/li>\n
    2. \u00a0Learning in 2 shifts<\/strong>
      \nApplicable for schools with many students in the same age group where the educational activity would be performed in 2 shifts.<\/li>\n
    3. \u00a0Blended learning<\/strong>
      \nIt involves dividing school into days of attendance and days of distance communication: one day students come to school, the next day remote online communication takes place.<\/li>\n
    4. Hybrid learning<\/strong>
      \nIt involves dividing the group of students into two parts: one day a part of them come to school, the next day the same students take online lessons. The same thing happens to the other part of students.<\/li>\n
    5. Alternated learning<\/strong>
      \nThe model is based on providing two shifts to the group of students: one week they come to school, the next week they do online lessons.<\/li>\n
    6. Remote learning (including online)<\/strong>
      \nThis model can be applied in certain situations when recording many COVID-19 confirmed cases in a group\/school\/locality.<\/li>\n
    7. Mixed learning<\/strong>
      \nThis model involves combining two or three of the previously-presented models.<\/li>\n<\/ol>\n

      \"\"<\/p>\n

      Equal access to e-learning?<\/h3>\n

      After all schools were closed on March 11, students from the Republic of Moldova were forced to study at home, sitting in front of a computer or being connected to their phone.\u00a0Yet the education system was unprepared to adapt to such changes at such short notice.<\/p>\n

      One of the most important issues of the education system in the Republic of Moldova turned out to be the limited access to devices connected to internet\u00a0<\/strong>both pupils and their teachers encounter<\/span><\/span>.\u00a0According to the National Bureau of Statistics,\u00a047.7%<\/em><\/strong>\u00a0of Moldovan families have not even one computer at home, those from rural areas having a visible disadvantage when compared to families from urban areas. The same source\u00a0said<\/a>\u00a0that only\u00a041%<\/em><\/strong>\u00a0of the population of Moldova has a computer and only\u00a038.7%<\/strong>\u00a0<\/em>have internet access.<\/p>\n

      “Limited access to information technology and internet, especially in rural areas, is a major obstacle in providing remote education for all students. Therefore, a big number of students are not guaranteed access to online education, either due to the high cost of the internet services or due to the lack of infrastructure\/equipment,”<\/em> claimed the representatives of the of the \u201cSolidary Parents\u201d Group.<\/p>\n

      Efforts towards facilitating the access to devices connected to internet are being made.\u00a0Government of the Republic of Moldova has allocated about 20 million lei<\/strong> for the purchase of equipment necessary for a qualitative development of educational process. Also, non-governmental organisations, businesses and foreign partners offered their support to the education system from Moldova.<\/p>\n

      Still, that is not enough. The\u00a0Ministry of Education, Culture and Research<\/strong>\u00a0(MECR)\u00a0<\/strong>has created a map<\/a> presenting the distribution of the demand for computers, tablets and other devices needed for remote learning. Anyone can access the map, check the demand for devices in a certain Moldovan district and donate a device to a student or a teacher who doesn’t have one.<\/p>\n

      See also: Is\u00a0the education system in Moldova prepared for online schools?<\/a><\/span><\/p>\n

      The low rate of internet literacy <\/strong>is another problem of the Moldovan education system that shouldn’t be ignored<\/span><\/span>. Many citizens of the Republic of Moldova do not have the technical skills required to figure out how to download, install and use tools needed for remote learning, the UN Moldova reported<\/a>.<\/p>\n

      Lessons, explanations, conferences, recordings, presentations, discussions, homework \u2013 all of that had to go online at a certain moment and most education system\u2019s employees weren\u2019t prepared for it. Some teachers and students were flexible enough to learn during the coronavirus pandemic, others didn\u2019t.<\/p>\n

      \"\"<\/p>\n

      According to an online survey<\/a> conducted by the Institute of Public Policies (IPP)<\/strong>, where 33 500 students, 22 500 parents, 5 350 teachers and 650 managers participated, 80%<\/em><\/strong> of country’s teachers and 60%<\/em><\/strong> of students needed special training when using online educational platforms.<\/p>\n

      State and private teacher training programs\u00a0were never specifically oriented towards the development of digital skills<\/span>. Even when such training was organised, the obtained knowledge wasn’t put in practice.<\/p>\n

      At the same time, the survey results also stated that 45% of teachers had no problems with the organisation of the remote learning process, as previously, they had the opportunity to try different digital tools and\u00a0implement the most effective ones. However, 20% of teachers who answered the survey questions did not express a concrete point of view, being rather indifferent regarding this subject.<\/p>\n

      \"\"<\/p>\n

      The third problem in the context of the online learning in Moldova during the pandemic period is the lack of a well-developed, unique plan for remote learning.<\/strong><\/span>\u00a0Teachers were given freedom to choose the format they wished to implement, which made things chaotic for students and parents, who had to install a number of different software depending on the course and teacher.<\/p>\n

      On the other hand, teachers struggled with collecting homework and reviewing progress through such decentralised activities. They used individual chats to share the content, which made the process even more confusing for all involved participants. Teachers were required to report daily to their managers, which turned out to be one more meticulous administrative task.<\/p>\n

      The IPP survey revealed that the lack of a single strategy at the institution level regarding the online tools that were about to be used, as well as the lack of strict decisions of central authorities made the online learning process even more difficult.\u00a0\u00a035%<\/em><\/strong> of respondents considered that there were too many online platforms used<\/span>. Such online platforms as Skype – 53.7%, email – 42%, online Classroom, Zoom, Moodle – 40%; Viber, Messenger – 25%, and other platforms – 21% were used.<\/p>\n

      That is while an e-learning platform called studii.md<\/strong> was created in 2018 through a public-private partnership and the help of the UNDP Moldova. The platform enables displaying grades, uploading homework for review, writing comments by teachers, attaching video lessons and links, holding video conferences, keeping a library of electronic books, accessing students’ profiles with progress monitoring, etc. It also provides statistics on the progress and absences of each student for any period of time.<\/p>\n

      \"\"<\/p>\n

      As of May 2020, 55 schools<\/strong> from all over the country have connected to Studii.md. 68 375<\/strong> user accounts have been registered, which includes around 33 860 parents, 32 000 students and 2 500 teachers, as the UN Moldova informed<\/a>. Later on, the platform was included in the list of recommended distance learning tools by the MECR, but it was never compulsory to use it.<\/span><\/p>\n

      Recently, the MECR announced<\/a> a partnership with Google<\/strong>, through which free access giant’s technologies and tools for education\u00a0from the G Suite Package will be provided to\u00a0teachers and students in the Republic of Moldova.<\/p>\n

      According to the Ministry, among the Google technologies teachers and students\u00a0will benefit from are Google Classroom, Google Meet, Google Drive and Google Sites. In this regard, a training facilitated and coordinated by the National Center for Digital Innovation in Education “Class of the Future”<\/em> will be delivered to over 15 000 teachers across the country.<\/p>\n

      Photos: Moldova.org<\/p>\n

      <\/div>
      <\/div>
      <\/path><\/svg><\/span><\/a><\/path><\/svg><\/span><\/a><\/path><\/svg><\/span><\/a><\/path><\/svg><\/span><\/a><\/div>
      <\/div><\/div>
      <\/div>","yoast_head":"\n7 ways of re-opening schools in Moldova - the present-day problems of the education system - Moldova.org<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/www.moldova.org\/en\/7-ways-of-re-opening-schools-the-present-day-problems-of-the-education-system\/\" \/>\n<meta name=\"twitter:label1\" content=\"Written by\" \/>\n\t<meta name=\"twitter:data1\" content=\"Maria Dulgher\" \/>\n\t<meta name=\"twitter:label2\" content=\"Estimated reading time\" \/>\n\t<meta name=\"twitter:data2\" content=\"6 minutes\" \/>\n<script type=\"application\/ld+json\" class=\"yoast-schema-graph\">{\"@context\":\"https:\\\/\\\/schema.org\",\"@graph\":[{\"@type\":\"Article\",\"@id\":\"https:\\\/\\\/www.moldova.org\\\/en\\\/7-ways-of-re-opening-schools-the-present-day-problems-of-the-education-system\\\/#article\",\"isPartOf\":{\"@id\":\"https:\\\/\\\/www.moldova.org\\\/en\\\/7-ways-of-re-opening-schools-the-present-day-problems-of-the-education-system\\\/\"},\"author\":{\"name\":\"Maria Dulgher\",\"@id\":\"https:\\\/\\\/www.moldova.org\\\/en\\\/#\\\/schema\\\/person\\\/4cd49a1f49c7d48a105c8a4cb7e3a2bf\"},\"headline\":\"7 ways of re-opening schools in Moldova – the present-day problems of the education system\",\"datePublished\":\"2020-07-16T13:52:20+00:00\",\"dateModified\":\"2020-07-17T15:30:23+00:00\",\"mainEntityOfPage\":{\"@id\":\"https:\\\/\\\/www.moldova.org\\\/en\\\/7-ways-of-re-opening-schools-the-present-day-problems-of-the-education-system\\\/\"},\"wordCount\":1251,\"image\":{\"@id\":\"https:\\\/\\\/www.moldova.org\\\/en\\\/7-ways-of-re-opening-schools-the-present-day-problems-of-the-education-system\\\/#primaryimage\"},\"thumbnailUrl\":\"https:\\\/\\\/www.moldova.org\\\/en\\\/wp-content\\\/uploads\\\/sites\\\/2\\\/2020\\\/07\\\/school.jpg\",\"keywords\":[\"Education\",\"Important\",\"learning\",\"Moldova\",\"online\",\"open\",\"schools\",\"system\"],\"articleSection\":[\"Education\",\"Stories\"],\"inLanguage\":\"en-GB\"},{\"@type\":\"WebPage\",\"@id\":\"https:\\\/\\\/www.moldova.org\\\/en\\\/7-ways-of-re-opening-schools-the-present-day-problems-of-the-education-system\\\/\",\"url\":\"https:\\\/\\\/www.moldova.org\\\/en\\\/7-ways-of-re-opening-schools-the-present-day-problems-of-the-education-system\\\/\",\"name\":\"7 ways of re-opening schools in Moldova - 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