Vocational Education and Training (VET) School Autonomy and Accountability: An analytical framework to contribute on moving forward VET policies and system in Ukraine (original) (raw)

State Order in Vocational Education in Ukraine

2019

The state order in VET in Ukraine is presently reduced to the financing of several "professions of national importance". The report reviews the context of introducing this mechanism of financing of VET, namely the history of state order in Ukraine and the current decentralization process. The report then analyzes in some detail fow the state order in VET functions today, including the weak elements. The report concludes with two policy options of how state order in VET may be reformed. Report written for U-LEAD project in Kiev, executed by GIZ.

Challenges of VET Reform in Ukraine 2016: Inception Report

2016

The report analyzes key challenges facing Ukrainian vocational and technical education (VET), focusing on issues of management and finaning. It review the legislative basis of the sector, recents attempts at decentralization of VET, problems of financing of vocational schools, as well as their social and educational functions. The report includes conclusions for several regional focus groups conducted with local managers of VET sector.

Modernisation of the Education Management System in Kyiv Under the Conditions of Implementing School Autonomy

The Modern Higher Education Review, 2021

The article is devoted to the problem of the functional effectiveness of the system of educational governance in Kyiv, detection of the problems related to the establishing of the schools’ autonomy, and developing the ways of the system’s transformation. The authors have analyzed international experience in constructing an effective system of educational governance on the territorial level. In the vast majority of countries, schools are granted partial autonomy, the granting of which is accompanied by the establishment of bodies, such as, councils with supervisory and control functions consisting of representatives of the school administration, local management bodies and parents. The article demonstrated that such experience can be partly implemented in Kyiv. Several models of creating service centers for secondary schools are considered. For instance, a rational model with full financial autonomy, a balanced model with partial autonomy and outsourcing and a transitional model with the preservation of district education departments with a small staff and the establishment of separate service centers within the district or district of Kyiv. Kyiv has a two-level education governance system, in which the district educational administrations are an intermediary link between the Kyiv Educational & Research Department and the schools. In this respect, the article also analyzes legislation that grants the district education departments their mandate, regulates their functional tasks and relationships with the schools. The authors of the article propose several models of transforming the educational governance system in which the district educational administrations will take on the role of service centers.

Priority Areas for Educational Reform in Ukraine

Labor et Educatio

The Ukrainian system of education has had remarkable achievements and notorious traditions of schooling. However, at this very stage our society requires the changes that have been focused on by the author of this paper. The changes are necessary for the successful development of human recourse in the country in its struggle for the European integration. The mechanisms for the changes are to be introduced in the updated educational legislation. We do not really have time. We should unite and, instead of passively expecting changes, become the explorers and agents of the reform in education.

Reform of the Ukrainian System of General Secondary Education: Trends, Consequences, Conclusions

Polonia University Scientific Journal, 2021

Three stages of implementation of the "New Ukrainian School" Concept are analyzed, namely: stage one (2018-2019), stage two (2019-2022) and stage three (2023-2029). It is determined that the educational environment of the New Ukrainian School is a multidimensional individualized self-organized integrity, saturated with all necessary components, which allows the individual within it to function properly and to develop his/her abilities, including gradual possibility of self-realization and personal growth. The positive aspects of the education system reform have been identified, including the following: school autonomy; in-service training and certification of teachers; reform of the programs related to changing the forms and methods of teacher-student interaction and work; cooperation of central and local education entities with teachers and parents of students; improving the quality of education, which is identified as an "integrated educational process". The key tasks and objectives of a modern teacher, including the basic principles of traditional and modern education, are highlighted.

Autonomy of the system of higher education in the conditions of integration of Ukraine into the European educational area

Problems and Perspectives in Management

In the conditions of Ukraine’s integration into the European educational area, it is vital to follow the trend of democratization of the society and obtaining freedoms in various spheres of the Ukraine’s development. Therefore, the concept of university autonomy is one of the key in development of the Ukrainian higher education system, whereas obtaining additional freedoms in management of the higher educational institutionsenhances its competitiveness. The concept of autonomy has a dual nature, thereby impacting the need to determine such a level of autonomy that would ensure high quality of higher education in the frame of the country’s national development. The article analyzes methodological approaches to calculation of autonomy of the higher education system in Ukraine. As a result, the methods of the European University, which include examination of autonomy by four components: organizational, staff, financial and academic, are chosen for the research. The development level me...

The new Ukrainian school reform: Achievements, developments and challenges

European Journal of Education, 2023

This article describes the New Ukrainian School reform and its conceptual framework. The reform builds on advanced pedagogical experience, best education practices, European competency frameworks and the promotion of national values. The system-wide reform focuses on competency-based content for teacher professional development, safe learning environments, inclusion and the digitalisation of education. Also, it addresses the internal and external quality assessment of education. The reform

National Report on the State and Prospects of Education Development in Ukraine

2021

The publication provides a comprehensive analysis of the state and development of national education over the 30 years of Ukraine’s independence, identifies current problems in education, ascertains the causes of their emergence, offers scientifically reasoned ways to modernise domestic education in the context of globalisation, European integration, innovative development, and national self-identification. Designed for legislators, state officials, education institutions leaders, teaching and academic staff, the general public, all those who seek to increase the competitiveness of Ukrainian education in the context of civilisation changes.

New Methodological Approaches to Review Governance and Financing Arrangements in Vocational Education and Training (VET) and Skill Systems: A Data Collection Tool (DCT) 4.0 for Facilitating Self-Assessment Processes

2020

The European Training Foundation (ETF) is more than aware that effective -good multilevelgovernance arrangements in Vocational Education and Training (VET)-and Skill policies-is key for having sound skills in the labour market. The ETF developed new Data Collection tool 4.0 (DCT) to implement self-assessments working with partner countries (PCs) in governance and financing arrangements involving, at least, seven different categories of policy stakeholders (e.g. governmental actors-public servants-, social partners, private actors, key experts). This -innovativetool contains 65 indicators for self-assessing seven governanceand financingfunctions including institutional coordination mechanisms (e.g. strategic and legislative framework, management of public-private partnerships, VET providers network, evaluation, research and data analysis provision, councils/committee’s system etc.). The DCT 4.0 has been piloted in 5 ETF PCs (Albania, Jordan, Kazakhstan, Moldova and Uzbekistan). The r...

Ukraine education system transformation under conditions of European integration processes

Facta Universitatis. Series: Economics and Organization, 2007

Education is going through a period of revolutionary changes. Becoming a commodity which is circulating in the global market, it is considered nowadays not as totality of skills relations and values necessary for fulfillment of civil duties and participation in society wealth growth, but as a commodity which is being obtained by consumer and it allows to form a system of skills and habits it is possible either to use in the market or to create something that could be bought (or sold) by multinational corporations, academic institutes, which have transformed into business structures or maybe other providers. Nowhere else than in debates about GATS (General Agreement on Trade and Services) is this tendency presented so clearly. The debates are taking place in frames of WTO (World Trade Organization). This is easy to understand because transformation of education into commodity will seriously influence imagination of people about studying at the university, rights of property, giving knowledge and real role of citizenship in modern society. Results of such a step are huge both for the life of states and for globalization and internalization of education.