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I. Likarchuk: distance learning requires money

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?

The original

blogsInna Sovsun


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, 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.

* * *

Photo – from Euronews, Cecilia Fabiano / LaPresse via AP

The original

coronavirusblogsInna Sovsun


08/02/2021 I. Likarchuk: The DPA in Ukrainian schools needs to be liquidated The DPA falsifies the real state of quality of general secondary education in Ukraine
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02/02/2021 I. Likarchuk: many schools will not become gymnasiums Changing the name and sign does not mean changing the essence, as evidenced by the Ukrainian experience
01/28/2021 I. Likarchuk: discussion on reforming the school network Reforming the school network, if implemented for the people, requires significant investment
12/24/2020 I. Likarchuk: paper or electronic magazine? What will change in school education with the advent of the ezine?
12/15/2020 Igor Likarchuk: was it worth starting from the end? We should rejoice at the appearance of the All-Ukrainian school online, but the three main tasks have not been solved
12/11/2020 I. Likarchuk: who will finance the new sanitary regulations? Although the new sanitary regulations are pretty, they are very far from life
12/7/2020 I. Likarchuk: three features of the educational bureaucracy The main product of the life of education authorities – a variety of papers
11/23/2020 I. Likarchuk: Viktor Shatalov was an extraordinary person Shatalov’s experience is widely used by teachers in Japan, Finland, Korea and other countries
11/18/2020 Igor Likarchuk: there are and will be more pearls in textbooks What should be the examination of textbooks, the publication of which costs hundreds of millions from the budget
11/11/2020 I. Likarchuk: certification and institutional audit? Many types of educational institutions appeared, but all of them remained a general education school
11/4/2020 I. Likarchuk: Olympiads are a tradition of the Soviet system No law or regulation obliges each school to participate in the Olympiads
11/3/2020 I. Likarchuk: why there are no real reforms in education The biggest problem with Ukrainian education is that each new minister rejects what his predecessors did.
11/2/2020 I. Likarchuk: Did the MES directorate affect education? Experts not by job title, but by the level of experience, knowledge, responsibility, in the Directorates of the unit
10/29/2020 I. Likarchuk: it is necessary to fight “bureaucratic rage” For the authors of the project on institutional audit, the concept of “pedagogical freedom” is a kind of UFO
10/19/2020 I. Likarchuk: distance learning requires money The document on the remote control is a purely office work, far from the possibility of its implementation in schools
09/30/2020 I. Likarchuk: about the celebration of the Day of vocational education The historical consciousness of the people cannot be manipulated by helping anti-Ukrainian forces in propaganda
09/25/2020 Igor Likarchuk: in education we have what we have Only in totalitarian societies are state systems invented to evaluate the work of teachers by officials
08/19/2020 I. Likarchuk: we are not ready for blended learning Without discussion, it is already clear that blended learning will inevitably be independent of our desire
07/27/2020 I. Likarchuk: how accurate is the EIT tool? How effective is the external evaluation to measure the level of academic achievement of applicants

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 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.

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