[23] This section analyses the results obtained for objectives d, e and f of the programme and which are designed to foster the mobility of teachers and students and to promote better relations between pupils.

G. whereas according to a November 2012 OSCE report, there are eight Latin-script schools that are able to continue teaching with the help of the Ministry of Education, six of them on Transnistrian-controlled territory and two relocated to neighbouring Moldovan-controlled territory on the left bank, resulting in serious daily transport problems for the pupils; whereas the report highlighted that the situation of these schools remains urgent, issues of concern including rental contracts and conditions of premises, freedom of movement, transport of goods, health, safety and sanitary inspections, declining pupil numbers, pressure or intim ...[+++]idation towards parents and teachers, legal status, and the specific situations of the property in Rîbnița and the schools formerly located in Grigoriopol and Dubăsari;

G. whereas according to a November 2012 OSCE report, there are eight Latin-script schools that are able to continue teaching with the help of the Ministry of Education, six of them on Transnistrian-controlled territory and two relocated to neighbouring Moldovan-controlled territory on the left bank, resulting in serious daily transport problems for the pupils; whereas the report highlighted that the situation of these schools remains urgent, issues of concern including rental contracts and conditions of premises, freedom of movement, transport of goods, health, safety and sanitary inspections, declining pupil numbers, pressure or intimi ...[+++]dation towards parents and teachers, legal status, and the specific situations of the property in Rîbnița and the schools formerly located in Grigoriopol and Dubăsari;

The programme has generated genuine enthusiasm amongst students and higher education institutions (“HEIs”) alike, suggesting high relevance to identified needs.

This is the line taken in both the report’s declarations of principle and its practical recommendations: it focuses especially on the need to root and ground these recommendations in the changes currently taking place in the world of communications and in new teaching methods and, above all, to facilitate the climate and conditions necessary for the need for a higher level of quantity and quality of education for all to be met.

[26] This includes learning methods, school rhythms, timetables, teaching methods, syllabus contents, relations between teachers and learners, the organisation of the establishments and classes, hierarchical relationships, evaluation of pupils and staff, their initial training and their continuing training, evaluation and recognition of skills, etc.