Moldova performs worse than most other EECA countries in reading, maths and science.
Moreover, Moldova lags behind most OECD countries.
Socio-economically advantaged students and girls perform better than disadvantaged students and boys.
Policies are needed to help all students succeed.
Urban students in Moldova perform better than rural students at rates exceeding those of similar students across the OECD.
Moldova's expenditure on education is far less than the OECD average. More spending could contribute to better outcomes.
Students spent roughly five fewer hours per week in class than students across the OECD.
Spending more time in class can be related to higher performance.
50% of students skipped class or skipped school in the previous two weeks.
Truancy is related to lower academic performance and can lead to high risk behaviour such as dropout.
Compared to the average across OECD countries:
Teachers in Moldova use more teacher-directed instruction (e.g. lecturing to classes)
And slightly less adaptive methods that focus on meeting students’ individual needs.
More teacher-directed instruction is generally associated with lower reading performance and more adaptive instruction is generally associated with higher performance.
Teachers are more likely to:
Not meet individual student needs
Professional development can be important to help teachers continuously improve, but only 34% of teachers in Moldova participated in the last three months.