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Eurydice

EACEA National Policies Platform:Eurydice
Organisation of the education system and of its structure

Ukraine

2.Organisation and governance

2.3Organisation of the education system and of its structure

Last update: 26 September 2024

The structure of education in Ukraine is based on the European model and includes the following integral components, as set out in the Law on Education (закон України ‘Про освіту’):

  • Early childhood education and care;
  • Complete general secondary education;
  • Out-of-school education;
  • Specialised education;
  • Vocational education and training;
  • Professional non-tertiary education;
  • Higher education;
  • Adult education, including postgraduate education.

 

The levels of the Ukrainian education system include:

  • Early childhood education and care;
  • Primary education;
  • Lower secondary education;
  • Upper secondary education;
  • First (initial) level of vocational education;
  • Second (basic) level of vocational education;
  • Third (higher) level of professional non-tertiary education;
  • Initial level (short cycle) of higher education;
  • First (bachelor's) level of higher education;
  • Second (master's) level of higher education;
  • Third (educational scientific / educational creative) level of higher education.

In the system of out-of-school and adult education, including postgraduate education, individuals have the opportunity to acquire partial qualifications.

 

 

 Early childhood education and care

The aim of early childhood education and care (ECEC) (дошкільна освіта) is to support the integral development of children by fostering their physical, intellectual, and creative abilities. This is achieved through a multifaceted approach that includes education, training, socialisation, and the acquisition of essential life skills.

In accordance with the State Standard for Early Childhood Education, older children of pre-school age are required to participate in ECEC programmes.

Parents are responsible for ensuring that their children receive early childhood education. They are free to choose the methods and forms by which their children's right to ECEC is realised.

Local self-government bodies facilitate the provision of ECEC by establishing and expanding a network of educational institutions, providing training for teachers, implementing non-formal education programmes for parents and undertaking other supportive measures.

The procedures, conditions, forms and specifics of providing ECEC are regulated by a special Law on Early Childhood Education and Care (закон України ‘Про дошкільну освіту’).

 

 

  Complete general secondary education

The purpose of complete general secondary education (повна загальна середня освіта) is to promote the versatile development, upbringing, training and socialisation of the individual. It aims to equip pupils with the knowledge and skills necessary for effective participation in society and responsible interaction with the environment. This education encourages personal growth and lifelong learning. It also prepares pupils to make informed life choices, to fulfil their potential, to take responsibility, to secure employment and to participate in civic life.

In Ukraine, complete general secondary education is a compulsory component of the national education system. It may be obtained in either institutional or individual forms, as defined by the relevant legislation. It is usually provided in educational institutions.

The complete general secondary education system consists of three levels:

  • Primary education lasts 4 years and is the first level of complete general secondary education. It requires pupils to achieve the learning outcomes specified in the State Standard for Primary Education. 

  • Basic secondary education lasts 5 years and is the second level, requiring pupils to achieve the learning outcomes specified in the State Standard for Basic Secondary Education.

  •  Specialised secondary education lasts 3 years and is the third level, requiring pupils to achieve the learning outcomes specified in the State Standard for Specialised Secondary Education. 

In order to ensure territorial accessibility, local self-government bodies are responsible for creating and maintaining a network of general secondary education institutions and their branches.

Primary, basic secondary, and specialised secondary education may be provided in separate educational institutions or structural subdivisions of a legal entity (educational institution).

In general, primary education begins for pupils at the age of six. Children who are seven years old at the beginning of the school year must start primary education in that year.

For pupils with special educational needs (SEN), primary education may start at a different age and the duration of both primary and basic secondary education may be extended by adding a corrective and developmental component to the curriculum. Specific regulations outline the conditions under which pupils with SEN may receive complete general secondary education.

In primary and basic secondary education, the educational process may be organised in cycles defined by specific legislation, taking into account the age-specific characteristics of children's physical, mental and intellectual development.

Specialised secondary education encompasses two main directions

1) Academic: this direction involves a combination of the curriculum defined by the State Standard for Specialised Secondary Education with in-depth study of selected subjects. It is designed to meet the abilities and educational needs of the pupils and focuses on preparing them for further education at higher levels.

2) Vocational: this direction is oriented towards the labour market, integrating the curriculum defined by the State Standard for Specialised Secondary Education with a vocationally focused approach. It aims to respond to pupils' abilities and needs and to prepare them for future employment.

The acquisition of specialised secondary education in either direction does not limit an individual's right to pursue education at other levels. Educational institutions may offer programmes of specialised secondary education in one or both directions.

State final certification assesses the learning outcomes of pupils at each level of complete general secondary education. This assessment may take various forms, as specified by legislation, including external independent evaluation. In primary education, the main purpose of state final certification is only to monitor the quality of educational institutions and/or the quality of education.

The central executive body responsible for education and science determines the procedure, forms and list of academic subjects of state final certification. 

The procedures, conditions, forms and specifics of providing ECEC are regulated by a special Law on Complete General Secondary Education (закон України ‘Про повну загальну середню освіту’).

 

 

 Out-of-school education

The objective of out-of-school education (позашкільна освіта) is to develop children's and young people's abilities in areas such as education, science, culture, physical education, sports and technical and other forms of creativity. This includes the acquisition of basic professional knowledge, skills and competences necessary for social integration, personal development and/or professional activity.

Out-of-school education may take place alongside early childhood education, general secondary education and vocational or professional non-tertiary education. Competences acquired through out-of-school education programmes may be recognised at the appropriate level of education. 

A variety of institutions offer out-of-school education, including those of different types, ownership and administrative affiliations. These include families, public associations, enterprises, organisations, and other legal entities and individuals.

State out-of-school education institutions are established by central executive authorities and financed from the state budget. Other out-of-school education institutions may be established by local self-government bodies, enterprises, institutions, organisations – including religious organisations with an officially registered charter – and other legal entities and individuals. The establishment of an out-of-school education institution requires the provision of the necessary material, technical, scientific and methodological resources, as well as qualified teaching and other staff.

Local self-government bodies are responsible for ensuring the accessibility of out-of-school education. This is achieved by establishing, maintaining and expanding a network of out-of-school education institutions to meet the educational, cultural and spiritual needs and demands of the local community.

The procedures, conditions, forms and specifics of providing ECEC are regulated by a special Law on Out-of-School Education (закон України ‘Про позашкільну освіту’).

 

 

Vocational education and training 

The goal of vocational education and training (VET) (професійна (професійно-технічна) освіта) is the formation and development of a person's professional competences necessary for professional activity in a specific occupation within a given sector. It aims to ensure competitiveness on the labour market, mobility and lifelong career development prospects.

VET is provided on the basis of either basic or complete general secondary education. If VET is provided after basic secondary education, it is combined with the simultaneous acquisition of specialised secondary education and the corresponding certificate confirming the completion of general secondary education.

VET institutions may also provide training for specialists in certain professions without providing complete general secondary education.

The levels of vocational education and training are as follows: 

  • First (initial) level of vocational education and training;

  • Second (basic) level of vocational education and training; 

  • Third (higher) level of vocational education and training.

These institutions are authorised to provide education at the level of professional non-tertiary education in accordance with the relevant standards. Licensing of such educational activities and accreditation of corresponding curricula are carried out according to the standard procedure.

A person who has acquired VET at the appropriate level may continue to study at the following levels of education, including under a shortened educational programme, as stipulated by law.

VET institutions provide training, retraining and advanced training for individuals, funded by public and/or local budgets, as well as through agreements with enterprises, institutions, organisations, individuals and/or legal entities. 

The procedures, conditions, forms and specifics of providing ECEC are regulated by a special Law on Vocational Education and Training (закон України ‘Про професійну (професійно-технічну) освіту’).

 

 

Professional non-tertiary education

Professional non-tertiary education (фахова передвища освіта) is aimed at the formation and development of educational qualifications confirming a person's ability to perform typical specialised tasks in a given field of professional activity. These tasks may include the performance of production operations of increased complexity and/or limited managerial functions. Such activities are often characterised by uncertain conditions and require the application of relevant scientific principles and methods. This training leads to the acquisition of an appropriate educational and/or professional qualification.

Students acquire professional non-tertiary education based on either complete or basic secondary education. Those who pursue professional non-tertiary education based on basic secondary education simultaneously complete their general secondary education and receive the corresponding certificate confirming obtaining complete general secondary education.

Institutions of professional non-tertiary education may form educational and methodical, educational, research and production and other associations on the basis of sectoral or professional criteria.

A person who has received a degree in professional non-tertiary education may continue to study at the higher education levels, including a shortened educational programme.

The procedures, conditions, forms and specifics of providing ECEC are regulated by a special Law on Professional Non-Tertiary Education (закон України ‘Про фахову передвищу освіту’).

 

 

  Higher education

The aim of higher education (вища освіта) is to enable individuals to acquire a high level of scientific and/or creative, artistic, professional and general competence necessary for activities in a given field of study or knowledge. This level is based on a complete general secondary education. 

The scientific, technical and innovative activities of higher education institutions (including artistic activities for institutions with a cultural and artistic focus) are compulsory and an integral part of their educational activities. 

An important component of the curriculum of higher education in the arts is the assistantship-internship, which is carried out at universities and academies on the basis of a master's degree and serves as the primary method of training highly qualified artistic performers. 

The levels and degrees offered in higher education, as well as the procedures, conditions, forms and details of obtaining them, are regulated by a special law, namely the Law on Higher Education (закон України ‘Про вищу освіту’).

 

 

Adult education

Adult education (освіта дорослих) is an integral part of lifelong learning aimed at realising the right of every adult to continuous learning, taking into account their personal needs, social development priorities and economic requirements. State authorities and local self-government bodies create conditions for formal, non-formal and informal adult education. 

The components of adult education include:

  • Postgraduate education;

  • Professional training of employees;

  • Retraining and/or advanced training courses;

  • Continuing professional development;

  • Other components as provided for by legislation, proposed by educational institutions or independently determined by individuals.

Individuals have the right to freely choose their educational institution, establishment, organisation or other educational entity, as well as the type, form, pace and programme of education within the framework of adult education.

Postgraduate education involves the acquisition of new and the improvement of previously acquired knowledge and skills based on higher education, vocational or professional non-tertiary education, and practical experience.

Postgraduate education includes:

  • Specialisation: focused, specialised training designed to equip individuals with the ability to perform tasks and duties that have specific characteristics within a given field.

  • Retraining: adult education aimed at vocational training to acquire a new profession(s).

  • Advanced training: acquiring new and/or improving previously acquired competences within a professional activity or field of knowledge.

  • Internship: gaining practical experience in performing tasks and duties within a specific professional activity or field of knowledge.

In the health care sector, postgraduate education also includes internships and medical residencies. An internship is a compulsory form of primary specialisation for individuals in the medical and pharmaceutical fields who wish to obtain the qualification of specialist doctor or specialist pharmacist. It is carried out at universities, academies, institutes, scientific institutions and health care institutions recognised by the central executive authority in the healthcare sector as internship bases. A medical residency is also conducted at universities, academies, institutes, scientific institutions and health care institutions recognised as residency bases by the central executive authority in the health care sector. It serves as a form of specialisation for medical professionals in specific fields, leading to the qualification of a specialist according to the list of medical specialties approved by the central executive authority of the health care sector.

The purpose of advanced training courses is to help individuals acquire new competences within their professional activity or field of knowledge.

Continuing professional development is an ongoing process of learning and improving professional competences for individuals who have completed higher and/or postgraduate education. It enables professionals to maintain or improve their standards of practice throughout their careers.

Educational institutions carrying out educational activities for the advanced training of employees as required by law, as well as internships, must obtain a licence for the relevant activities and/or accredit the relevant educational programmes.

The staff of postgraduate educational institutions with a licence for educational activities includes pedagogical, scientific and pedagogical and/or scientific and other staff.

 

 

Education of persons with special educational needs

State and local authorities are responsible for creating conditions that ensure the rights and opportunities of persons with special educational needs (SEN) to receive education at all levels, taking into account their individual needs, abilities and interests.

In the context of education, professional training and retraining of persons with SEN, the types and forms of education are adapted to their specific needs and individual capabilities.

Public authorities, local self-government bodies and educational institutions create conditions for persons with SEN to receive education on an equal basis with others. This includes appropriate financial, personnel, material and technical support, as well as universal design and/or reasonable accommodation tailored to their individual needs as outlined in their individual development programme.

The education, upbringing, and development of persons with SEN in early childhood, out-of-school, and general secondary education institutions are funded by state and local budgets, as well as other legal sources, taking into account the individual development needs of learners.

Admission to special educational institutions, transfers between different types of institutions and expulsions are carried out in line with the procedures established by the central executive body responsible for education and science.

The Cabinet of Ministers of Ukraine defines the categories of persons with SEN in accordance with international norms and standards.

 

 

Inclusive education

The principles of non-discrimination, respect for human diversity, effective involvement and participation of all participants in the educational process underpin inclusive education.

Educational institutions organise inclusive education at the appropriate educational levels according to the procedures approved by the Cabinet of Ministers of Ukraine.

At the request of a person with SEN or his/her parents, the educational institution must establish an inclusive class and/or group. The head of the institution, in consultation with the founder or the authorised body, establishes the special class and/or group.

Educational institutions must create conditions for the education of persons with SEN according to an individual development programme, and taking into account their specific needs and abilities. In compliance with the law, educational institutions are responsible for organising and/or providing psychological, pedagogical, corrective and developmental services and necessary learning aids for persons with SEN.

Local self-government bodies establish Inclusive Resource Centres (IRCs) with the aim of conducting comprehensive psychological and pedagogical assessments of children's development. These centres also provide a range of services, including psychological, educational, corrective and developmental services, as well as ensuring support for children with SEN (see IRCs портал).

Buildings, structures, and premises of educational institutions and IRCs must comply with the accessibility requirements set out in government building codes and standards. Their design, construction, and renovation should follow the principles of universal design and/or reasonable accommodation.

 

 

Specialised education

Specialised education refers to education with a focus on the fine arts, sports, military arts, or science. It may be provided through formal, non-formal, or informal education and involves the acquisition of competences in the respective field of professional activity through a continuous and integrated educational process at several or all levels of education. This type of education requires the early identification and development of individual talents and abilities. The state creates conditions for acquiring such education, including through specialised institutions at all levels.

Artistic education aims to develop special aptitudes, aesthetic experiences and values through active creative engagement. This education includes the following:

  • Primary artistic education: acquired simultaneously with primary and/or basic secondary education and resides in the acquisition of the initial level competences in the selected branch of art;

  • Filed-specific artistic education: acquired based on primary artistic education simultaneously with complete general secondary education to progress to the next level of artistic education;

  • Professional pre-tertiary artistic education: acquired based on primary artistic and basic secondary education with the simultaneous obtaining of complete general secondary education or based on complete general secondary education alone, with a focus on acquiring professional competences under certain artistic profession;

  • Higher artistic education: acquired based on field-specific or professional pre-tertiary artistic education and complete general secondary education, leading to qualifications at different levels of higher education (e.g. Junior Bachelor, Bachelor, Master, Doctor of Philosophy/Doctor of Arts) in a given artistic specialityby the higher education applicant.

Athletic education involves mastering an educational programme in the corresponding kind of sport, aimed at acquiring professional competences in physical culture and sports. This education supports the formation and development of individual skills, with a specialisation in the chosen sport. It can be pursued alongside secondary, vocational education and training, professional pre-tertiary or higher education.

Military education includes the acquisition of a set of professional competences specific to military specialisation, promoting the development of individual abilities. It may be pursued simultaneously with secondary, vocational education and training, professional pre-tertiary or higher education. The specifics of military education may be determined by Ukrainian legislation. Military education programmes are developed by specialised institutions and approved by the relevant state authorities.

Science-oriented education is a type of specialised education based on research-oriented study and aimed at advanced study of field-specific subjects and attaining competences necessary for further research and experimental, engineering, and inventive activities. It is obtained at two levels:

  • Basic science-oriented education is received in specialised institutions alongside basic secondary education and involves gaining initial competences for research, experimental, engineering, inventive and innovation activities;

  • Field-specific science-oriented education is obtained at specialised institutions alongside complete general secondary education and aimed at continuing education at further levels of education. 

Standards for specialised education, unlike those for higher education, are approved by central executive authorities responsible for the formation and implementation of public policy in the relevant areas.

Specialised education institutions carry out educational activities according to their own educational programmes, including integrated ones, or standard educational programmes approved by the state authorities that manage the relevant educational institutions.

Accreditation of educational programmes for specialised education, institutional audits and/or institutional accreditation of specialised education institutions is carried out with the mandatory participation of representatives from the relevant field.

Students receiving specialised education through integrated educational programmes progress to the next level of education in accordance with the procedures established by the central authority in the field of education and science, in consultation with the central authorities whose jurisdiction covers the educational institutions concerned.

 

Various types of education

A person may exercise the right to lifelong learning through formal, non-formal and informal education. The state recognises these types of education, creates conditions for the development of educational institutions providing relevant educational services and encourages participation in all types of education.

Formal education refers to education provided through educational programmes according to legally defined levels of education, branches of knowledge and specialities (professions). It includes the achievement of learning outcomes specified by educational standards at the relevant level and the attainment of qualifications recognised by the state.

Non-formal education is usually provided through educational programmes and does not lead to the award of state-recognised qualifications at the level of education. It may, however, lead to the award of professional and/or partial educational qualifications.

Informal education (self-learning) involves the self-organised acquisition of competences by an individual, often through daily activities related to work, civic or other personal interests, including family and leisure activities. 

Learning outcomes achieved through non-formal and/or informal education are recognised within the formal education system according to procedures established by law. 

 

 

Forms of obtaining education

In Ukraine, a person has the right to receive education in various forms or a combination of them. The main forms of education are as follows:

  • Institutional: full-time (day, evening), part-time, distance, network;

  • Individual: external, home (family), pedagogical patronage, on-the-job training (education at the workplace);

  • Dual.

Full-time (day, evening) education is a way of organising the learning process in which the learner participates directly in educational activities.

Part-time education combines full-time attendance at short sessions with independent study of the curriculum between sessions. 

Distance education is an individualised learning process, mainly through indirect interaction between geographically separated participants, using a specialised environment based on modern psychological, pedagogical and information and communication technologies.

Network education is a way of organising learning in which the mastery of the curriculum involves the participation of different educational entities that interact with each other on a contractual basis.

External education allows the student to master the curriculum independently, with assessment and award of qualifications in accordance with the law.

Home (family) education is where parents independently organise the educational process of their children to obtain formal (early childhood, complete general secondary education) and/or non-formal education. Parents are responsible for ensuring that their children's education meets at least minimum educational standards. The assessment of learning outcomes and the awarding of qualifications are carried out in accordance with legal requirements.

Pedagogical patronage is a way of organising the educational process by educational staff in order to ensure that a learner who, due to psychophysical conditions or other legally defined reasons, requires this form, has access to education.

On-the-job training is a form of education in which students master the curriculum, typically in vocational or professional pre-tertiary education, in a workplace through practical training, participating in the performance of work tasks under the guidance of practitioners involved in the educational process.

Dual education combines learning in educational institutions with on-the-job training in enterprises, institutions or organisations in order to obtain specific qualifications, usually on the basis of a contract.

The specific aspects of the application of these forms of education at different levels may be regulated by special laws. The regulations on forms of education are approved by the central executive authority in the field of education and science.

 

 

Home education

Home (family) education is a way of organising the educational process in which children are educated outside traditional settings in order to obtain formal (early childhood, complete general secondary education) and/or non-formal education. The assessment of learning outcomes and the awarding of educational qualifications are carried out in accordance with the legal framework. 

The educational process for obtaining early childhood and general secondary education may be organised by parents through home education. Parents are responsible for ensuring that their children receive an education that meets or exceeds the required educational standards.

Children, including those with SEN, may receive early childhood education within the family through home education at the request of their parents or persons in loco parentis.

In general secondary education, an individual curriculum is compulsory for external forms and under pedagogical patronage, but optional for home education at the request of the learner and/or his or her parents. The decision to transfer pupils from general secondary education to home education is based on their learning outcomes. Final assessments of the learning outcomes of these pupils are carried out at least twice a year.

Students in VET institutions have, in addition to the rights provided for in the Law on Education, the right to pursue an occupation according to an individual curriculum, including an individual development programme for persons with SEN.

For persons with SEN, the content and scope of the educational and production process, as well as the duration of the training, are determined by the working curricula and educational programmes of the VET institution. These can be adapted to the individual curriculum and development plan if necessary.

In higher education, distance learning has become a widespread practice using modern psychological, pedagogical and information and communication technologies.