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Information and analytical materials “Study on the implementation of the NUS reform in pilot educational institutions (basic school)”
We are pleased to present the information and analytical materials based on the results of the third stage of the monitoring study on the pilot implementation of pedagogical and methodological support at the beginning of the second cycle of basic education – basic subject teaching. These materials summarise the results of a survey conducted among teachers who are piloting pedagogical and methodological support for the implementation of the new State Standard of Basic Secondary Education. These teachers are delivering subjects and integrated courses in 7th-grade pilot classes at 147 general secondary education institutions. The information and analytical materials cover the following topics: the pedagogical and methodological support of the pilot project; the use of teaching tools and equipment in basic school classrooms by pilot teachers, including relevant didactic equipment and materials to facilitate the study of all educational areas and integrated courses; the professional development the project teachers; the specifics of the assessment of pupils’ learning outcomes in the pilot classes; and the overall evaluation of the progress of the pilot project at the beginning of the second cycle of basic secondary education (basic subject teaching). This information and analytical materials were prepared by researchers from the SSI “Institute of Educational Analytics” and project managers from the Recovery and Reform Support Team of the Ministry of Education and Science of Ukraine within the framework of the “Ukraine Reforms Architecture” (URA) programme. The content reflects the views of the authors and does not necessarily reflect the position of the donors supporting the projects of the Ministry of Education and Science of Ukraine. |
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Information and analytical materials Monitoring changes in the network of general secondary education institutions
The presented materials are the result of the monitoring of changes in the network of general secondary education institutions (GSEIs) organised by the Ministry of Education and Science of Ukraine in accordance with paragraph 92.6 “Implementation of systematic annual monitoring of changes in the GSEI network according to regional plans as part of the Action Plan for Implementation of the Recommendations of the European Commission, presented in the Progress Report of Ukraine within the European Union Enlargement Package 2023“. The monitoring includes a number of measures: the annual collection of statistical data (official state statistical reports), including the number of GSEIs of all types; the introduction of an additional regional collection of operational statistical data, including on the GSEI network; the compilation of information and analytical materials on the state of education, including on the GSEIs network; and the implementation of a monitoring study on the formation of an optimal network of GSEIs in the united territorial communities. This is carried out by the SSI “Institute of Educational Analytics”. |
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Information and analytical materials “Organisation of inclusive education in preschool educational institutions“
The information and analytical materials present the results of a monitoring study on the organisation of inclusive education in preschool educational institutions, conducted by the SSI “Institute of Educational Analytics” with the support of the Ministry of Education and Science of Ukraine between May and December 2024. The study used a quantitative approach based on data science technology, collecting statistical data through an online survey of participants in the educational process: heads of preschool educational institutions/units (1,829), educators-methodologists (895), teachers (3,311), assistant teachers (1,339), and parents (or other legal representatives) of children with special educational needs (SEN) in preschool educational institutions/units (2,319). The survey was carried out using the Google Forms platform. Data analytics technology was used to analyse the statistical data collected, allowing the study to address the research questions, summarise the information and identify trends in the organisation of inclusive education in preschool institutions. For the analysis, indicators were defined in the following areas: general orientations; organisation of the psychological and pedagogical support team for children with SEN; organisation of the inclusive educational environment by educators in groups; material and technical provision for the inclusive educational environment; and institutional needs for the effective organisation of inclusive education. These indicators provided an objective assessment of the current state of inclusive education in preschool institutions. For example, the general indicator “Percentage of preprimary education institutions with inclusive groups” shows that 85.3% of the institutions have inclusive groups, 12.0% of the institutions have children attending regular groups and the remaining institutions do not have inclusive groups. Another indicator from the area “Organisation of the work of the psychological and pedagogical support team for children with SEN”, entitled “Percentage of pre-school institutions where the team regularly cooperates with the inclusive resource centre”, showed the following results 78.6% of the institutions reported regular cooperation with Inclusive Resource Centres (IRCs), 20.7% had occasional cooperation and the rest had never cooperated. An additional indicator in the area “Teachers” organisation of an inclusive educational environment in a group’, entitled “Proportion of teachers equipped with methods for working with children with SEN”, was distributed as follows 26.6% of the teachers are capable of organising inclusive education; 62.9% have some knowledge but need further training; 9.1% do not have such methods but are currently undergoing training or plan to do so; and the rest neither have nor plan to acquire such methods. These and other indicators led to the conclusion that most preschool institutions are either fully or partially prepared to implement inclusive education. However, there is still a need for appropriate equipment and methodological support to improve both the development of inclusive environments and the organisation of inclusive education for children with SEN. |
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Information and analytical materials“Operationally Relevant Data on the Functioning of Preschool Education“ This information and analytical report presents summarized data on the functioning of preschool education institutions in 2024 based on key indicators. The source of the information is data from the departments of regional military administrations. The dynamics for the period January-December 2024 have been tracked in the following areas:
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