Achieve universal primary education
Where we are?
Although the target set for 2015 in relation to preschool education coverage was met in 2011, many rural children continue to face marginalisation, and about 30% of them do not go to kindergartens. It is unlikely to reduce fundamental disparities in access to preschool education between urban and rural areas, and by income groups.
At the same time, residential disparities in access to education play a significant role in shaping the differences between poverty rates in rural and urban areas. The developments for compulsory education are also mixed. While a number of surveys reveal that the target set for 2015 for gross school enrolment had already been reached, people are still not satisfied with the quality of formal education. The main causes are associated with the precarious legacy of educational materials and school staff –an acute problem in villages, which far from attracting teachers, discourages them from staying, particularly younger teachers. This situation risks endangering enrolment in general secondary education.
Key constraints include significant demographic differences between rural and urban areas; lower access to education for children with disabilities and Roma children, including to preschool education. On the basis of all these drawbacks, the main priorities refer to the efficient use of technical-material basis and financial resources allocated to the educational system, re-evaluation and re-design of the staffing policies in education, and improving the quality of training. Government policy on educational reform aims to tackle both the quality and access to education as indispensable elements in addressing poverty in a sustainable way.