I. Likarchuk: distance learning requires money
As a result, schools avoided making decisions about this.
Thus, schools are not always ready to organize an adequate discussion of this issue and make decisions that will benefit the educational process.
Therefore, if we look at it from this perspective, we understand that settling this issue in law will be a step forward. Then schools will be deprived of the need to make this decision at their level.
On the other hand, the fundamental question is: how will schools learn to make such complex decisions at the school level, if in all unclear situations we expect that this issue should be regulated by the Verkhovna Rada / Ministry of Education / by the President?
And for me, the key question here is how to build the institutional capacity of schools, their ability to make complex decisions, establish a dialogue with parents, students and teachers and thus not sacrifice children’s learning in the process.
What are your thoughts on this?
Are there any recommendations for the work of universities during the pandemic? There are, and they are used by everyone except us
I. Sovsun: The Cabinet of Ministers did not prepare universities for training
Author: Inna Sovsun, People’s Deputy of Ukraine.
The Ministry of Education has decided to return universities to distance learning. Officially – only for a month, but in fact – is unknown. This is the result of inaction by the government, which should take care of safe education during a pandemic.
But what did the government do? How much money has the government allocated from the co-fund for schools? None! And how much money for universities? The same amount – that is, zero! How much for kindergartens? Also zero. How much money was allocated for distance learning? Again – zero!
Not a penny was allocated for safe education in schools and universities. And now all teachers and students have to pay a heavy price for such poor government management, risking their health and the quality of education.
Did the government help students with COVID-19 testing? No, it didn’t help. Did you make testing available? The answer is also no.
For seven months, the government failed to prepare Ukrainian universities for study. First, everyone was completely transferred to distance learning, then just as abruptly – transferred to full-fledged offline learning. Instead, the world now practices blended learning with smaller groups and a schedule that minimizes student-teacher contact (when groups take turns; some classes are online and offline are only those that cannot be organized remotely, such as lab work). Why didn’t they do the same in Ukraine? Because there is no adequate process management at the national level.
Are there any recommendations for the work of the university? There are, and they are used by the whole world, except us.
What needed to be done:
Create clear guidelines for universities and schools on safety rules during the COVID-19 pandemic. In particular, a detailed action plan if students or teachers show signs of illness. Allocate money to create safe conditions for study and work, in particular – to equip testing points for COVID-19 in universities. They are available at most universities in developed countries. And at Harvard, students and faculty can take the tests themselves! Constantly monitor the situation in each institution. Then it was possible not to close all universities at once, but only those where there is an outbreak of COVID-19. Allocate money for distance or blended learning – online platforms, virtual labs, https://123helpme.me/buy-compare-and-contrast-essay/ technical support for teachers and access to online learning for low-income students (computer grants for those who cannot afford to buy them themselves). Launch an information campaign – with a clear explanation of the rules of conduct, a telephone number for consultations and the address of the medical center.
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Photo – from Euronews, Cecilia Fabiano / LaPresse via AP
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Deputy Director of the Center for External Evaluation and the importance of literary education
External evaluation in the Ukrainian language: a qualitatively new test
The society should first of all talk about the policy related to the educational process, and only then about the policy at the level of assessment (EIT).
Tatiana Vakulenko, deputy director of the Ukrainian Center for Educational Quality Assessment, spoke about this in a comment to Osvita.ua regarding the introduction of a new test of external independent assessment in the Ukrainian language.
In an interview with Ukrinform, the language ombudsman Taras Kremin expressed some views on the tests of external independent assessment in the Ukrainian language. I think it is necessary to answer them.
First of all, it should be noted that the team of the Ukrainian Center for Educational Quality Assessment understands the importance of Ukrainian literature for the formation of the young generation of Ukrainians as creative, educated, cultural individuals, conscious citizens and patriots. That is why in the information messages we constantly emphasize the importance of studying Ukrainian literature at school, as well as the fact that without mastering the content of this subject to expect high results in testing in the Ukrainian language is impossible.
As we have already emphasized, the position on the importance of students’ work with artistic texts in the learning process is clearly reflected in the new format of certification work – the Ukrainian language test as a separate, independent test tool for external evaluation. It represents a range of tasks that best meet modern approaches to assessing a person’s reading literacy. And most importantly, these tasks are quite similar to the PISA reading tasks mentioned in the commentary by the language ombudsman.
Like PISA, the tasks of the Ukrainian language reading test are not intended to test knowledge of accidental literary facts or any particular details of works. On the contrary, these tasks are aimed at meaningful work with an unfamiliar text, and their successful completion allows us to see how well during schooling the student has formed in literature lessons the skills of what is called reading literacy.
As you can see, we can talk about the similarity of the tasks of the new test in the Ukrainian language not only to the tasks of PISA: in external literature exams, which are held in some foreign countries, there are no tasks to reproduce the content of literary works. Instead, there are tasks to work with unfamiliar texts, to evaluate the content and form of these texts, to compare different texts and so on. In other words, the test in the Ukrainian language is a qualitatively new test, which combines both the experience of testing gained by the Ukrainian Center and foreign achievements.
The content and structure of this test were indeed discussed at a joint meeting of representatives of the Ukrainian Center with the Language Ombudsman Taras Kremen and the Education Ombudsman Sergei Gorbachev.