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Eurydice

EACEA National Policies Platform:Eurydice
Programmes outside the bachelor and master structure
Ukraine

Ukraine

7. Higher education

7.4Programmes outside the bachelor and master structure

Last update: 29 September 2024
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Interdisciplinary educational (scientific) programmes of higher education

Interdisciplinary educational (scientific) programmes (IESPs) in higher education are developed according to several regulations:

IESPs must meet the requirements for the creation of educational programmes in one knowledge branch, two knowledge branches or a group of specialities. These requirements are set out in the duly approved higher education standards (HESs).

Interdisciplinary programmes may be established at all levels of higher education within an interdisciplinary subject area.

The IESP involves the acquisition of knowledge that lies on the border between knowledge branches, specialities and/or belongs to several specialities that define its subject area. Information on the relevant branches and specialities is included in the higher education certificate issued upon the successful completion of the programme, as an element of the description of the educational qualification. The content of an interdisciplinary programme must align with the subject area defined by these branches and specialities.

A programme іs considered interdisciplinary if the volume of educational components in credits of the European Credit Transfer and Accumulation System (ECTS), which can be equated with the relevant specialities (branches) defining its subject area, is about the same. If one of these components dominates, the programme should be classified under the relevant speciality (branch) rather than considered interdisciplinary.

IESPs may be created with the involvement of all branches and specialities in the subject area. However, there are exceptions, as defined in the List of specialities, which sets out the educational qualifications required for access to professions for which additional regulations have been introduced (Наказ Міністерства освіти і науки України ‘Про затвердження переліку спеціальностей, здобуття ступеня освіти з яких необхідне для доступу до професій, для яких запроваджено додаткове регулювання’).

The IESP aims to ensure the following:

The IESP is designed to guarantee all the professional rights established by law, taking into account the interdisciplinary nature of the training received. It grants academic rights equivalent to those of education at the same level in the branches and specialities that make up its subject area.

The choice of the form of the IESP (form of education) is made taking into account the restrictions provided by the HESs for the relevant specialities (branches) and levels of education. The accreditation of the IESP is conducted in accordance with the relevant legislation.

Primary level (short cycle) of the IESPs. At the primary level (short cycle) of higher education, interdisciplinary educational programmes may be developed in the following ways:

  • Within a group of specialities belonging to the same knowledge branch;

  • Within a single knowledge branch;

  • Within a group of specialities belonging to two knowledge branches;

  • Across two knowledge branches.

The introduction of the IESP at this level of education is primarily intended to ensure the formation of learning results that are common to a group of specialities belonging to one or two knowledge branches. Additionally, the programme is designed to facilitate the conscious selection of a speciality for further education by the student.

The content of the IESP covers the subject areas of all specialities that define its profile. This is done in accordance with the HES in these specialities and the level of education.

The IESP does not guarantee the achievement of all learning results defined by the HESs of the relevant levels for all specialities defining its subject area. Instead, it should ensure the formation of a minimum set of specific (professional) and general competences necessary for further study at the first (Bachelor's) level of higher education in any of the specialities defining the subject area of this extended educational programme.

In order to facilitate individual educational trajectories and ensure the exercise of students' right to choose academic disciplines within the IESPs, optional educational components have been developed. The implementation of these components ensures the formation of general competences or specific (professional) competences in any speciality (specialities) among those defining the programme's subject area. The exercise of this right should facilitate the student's informed decisions regarding their future speciality. 

Second (Master’s) and third (educational scientific) levels of the IESPs. At the second (Master’s) and third (educational scientific) levels of higher education, IDEPs may be developed to cover two or three specialities belonging to the same or different knowledge branches.

The implementation of IESPs at these higher education levels is intended to prepare specialists capable of addressing complex tasks under uncertainty to ensure the further development of scientific knowledge.

The IESP at the second (Master's) and third (educational scientific) levels of higher education should meet the standards of this level of higher education in the relevant specialities regarding its subject area. 

However, the programme does not guarantee the achievement of all learning results defined by the HESs at the relevant levels in all specialities that define its subject area in full. The IESP should ensure that students develop specific (professional) competences, as outlined in each of these standards, at levels sufficient to achieve comprehensive competence in a particular subject area. Also, it should develop general competences that are common to the standards that define its subject area.

In order to facilitate individual educational trajectories and to enable students to exercise their right to choose academic disciplines within the IDEP, optional educational components are developed. These components enhance training by improving the level of specific (professional) competences in one of the specialities that define its subject area. They provide an in-depth study of specific aspects of interdisciplinary fields or integrate them into a comprehensive worldview, while also fostering the development of general competences among scientists.

The right of students to choose their academic disciplines should facilitate the acquisition of comprehensive competence, as defined by the educational and scientific programme, which serves as a generalised characteristic of their qualification level.

 

 

Learning areas

The IESPs may be created with the involvement of all branches and specialities in the subject area. However, there are exceptions, as defined in the List of Specialities, Obtaining a Degree in Which is Required for Access to Professions Subject to Additional Regulation (Наказ Міністерства освіти і науки України ‘Про затвердження Переліку спеціальностей, здобуття ступеня освіти з яких необхідне для доступу до професій, для яких запроваджено додаткове регулювання’).

The admission requirements, teaching methods, assessment and progression of students, attestation, and employment opportunities are aligned with those for the first and second cycles of higher education.

 

 

State voucher for training

A training voucher is issued by employment centres on a one-time basis to individuals who are not registered as unemployed and meet certain criteria. These criteria include:

  • Individuals aged 45 years or above,

  • Have accrued at least 15 years of pension insurance,

  • Have completed vocational education and training, professional non-tertiary, or higher education,

  • Have not yet reached the retirement age established by the Law on Compulsory State Pension Insurance,

  • Are not registered as unemployed at the employment centre,

  • Have not undergone retraining at the expense of the Fund of Compulsory State Social Insurance of Ukraine for Unemployment within the last three years,

  • Have not received a voucher before.

The value of the voucher is set at a level that is within the cost of training, but may not exceed ten times the subsistence minimum for able-bodied persons established by law. 

The payment for the voucher is made at the expense of the Compulsory State Social Insurance Fund of Ukraine in case of unemployment, based on its financial capabilities.

If the cost of education at an educational institution exceeds the maximum value of the voucher, the individual or employer may cover the difference in tuition fees. 

Training provided under the voucher covers the following areas:

  • Retraining in a working profession,

  • Training in a speciality to obtain a Master’s degree based on a Bachelor’s or Master’s degree obtained in another speciality,

  • Training at the next level of education (except for the third (educational scientific/educational creative) and scientific level of higher education),

  • Specialisation and advanced training in professions and specialities by priority economic activities.     

Training is conducted by vocational, professional non-tertiary, and higher education institutions, as well as by enterprises, institutions, and organisations licensed to provide educational services and are residents (in accordance with the Order on Approval of the List of Professions and Specialities for which a Voucher may be Issued, Наказ Міністерства розвитку економіки, торгівлі та сільського господарства України ‘Про затвердження Переліку професій, спеціальностей, для навчання за якими може бути виданий ваучер’).

 

 

Advanced training programmes for pedagogical and scientific pedagogical of educational institutions

Pedagogical staff of preschool, out-of-school, and VET institutions should improve their qualifications at least once every five years according to the Procedure for Upgrading the Qualifications of Pedagogical and Scientific Pedagogical Staff. This is regulated by special laws (e.g., Постанова Кабінету Міністрів України ‘Деякі питання підвищення кваліфікації педагогічних і науково-педагогічних працівників’)

According to the Laws on Education, on Complete General Secondary Education, and on Professional Non-Tertiary Education, all members of the pedagogical and scientific pedagogical staff of general secondary and professional non-tertiary education institutions are required to enhance their qualifications every year. This should be done in consideration of the specifics outlined in the Procedure for Upgrading the Qualifications of Pedagogical and Scientific Pedagogical Staff.

It is imperative that the qualifications of pedagogical staff in preschool, out-of-school, and VET institutions be enhanced at least once every five years. Also, annual updates are necessary for pedagogical and scientific pedagogical staff in general secondary and professional non-tertiary education institutions. This is a fundamental requirement for their assessment in accordance with established legal procedures.

The main areas of upgrading qualifications are as follows:

  • Development of professional competences (knowledge of the subject, professional methods, technologies);

  • Formation of skills common to the key competences defined in the Law on Education;

  • Psychological and physiological characteristics of students of a certain age, the basics of andragogy;

  • Creation of a safe and inclusive educational environment, features (specifics) of inclusive education, provision of additional support in the educational process for children with special educational needs;

  • Use of information and communication, and digital technologies in the educational process, including e-learning, information, and cyber security;

  • Speech, digital, communication, inclusive, emotional, and ethical competence;

  • Formation of industry-specific professional competences; 

  • Mastering the latest production technologies, knowledge of modern equipment, machinery, technology; 

  • Learning the state and trends of the development of the economy, enterprise, organisation and institution; 

  • Complying with requirements for the level of qualification of employees in relevant professions (for employees of VET institutions);

  • Development of managerial competence (for heads of educational institutions, scientific and methodological institutions, and their deputies), etc.

In the case of teaching several subjects (disciplines), the pedagogical and scientific pedagogical staff independently determines the sequence of professional development in certain areas during the inter-certification period within the total amount (duration) of professional development following the legal procedure.

The total amount of advanced training of a pedagogical and scientific pedagogical staff of a general secondary, VET institution must be at least 150 hours per five years.

In accordance with the Procedure, pedagogical and scientific pedagogical staff in higher and postgraduate education institutions are obliged to enhance their qualifications at least once every five years. The pedagogical (academic) councils of these institutions are responsible for organising and overseeing the qualification improvement process for staff at their primary workplace.

The results of qualification improvement should be considered during the attestation of pedagogical staff in higher and postgraduate education institutions, as well as during the selection process for positions through competition or when entering into employment contracts with scientific pedagogical staff in such institutions.

Pedagogical and scientific pedagogical staff in higher and postgraduate education institutions may enhance their qualifications through procedures established by their respective institutions. It is not necessary for the academic  (pedagogical) council to recognise the results of qualification improvement.

The minimum volume of qualification improvement for pedagogical and scientific pedagogical staff in higher and postgraduate education institutions over a five-year period should be no less than 6 ECTS credits.

Upon their initial appointment, the head and deputy head of higher and postgraduate education institutions, as well as those in leadership positions within faculties, institutes or other structural units, departments, and postgraduate or doctoral programmes of a HEI, are required to undergo qualification improvement within the first two years of assuming their roles. The scope of such qualification improvement is determined by the pedagogical (academic) council of the relevant educational institution (Постанова Кабінету Міністрів України ‘Деякі питання підвищення кваліфікації педагогічних і науково-педагогічних працівників’).