Ukraine's New Ukrainian School (NUS) reform aims to make schooling engaging and stimulating by focusing on each student's personal development and their acquisition of key competencies. At the upper secondary level, implementing the NUS implies major changes in the country's Academic Lyceums. The OECD has developed this report to provide insights and advice for Ukraine’s reforms based on international evidence and experience. It combines analysis of international data, research, the experiences of country peers and Ukraine’s own recent experiences of implementing reforms. It provides policy options to support Ukraine’s ambitions to transform general upper secondary education in the country.
Transforming General Upper Secondary Education in Ukraine
Insights from International Experiences
Abstract
Executive Summary
Despite the highly testing context created by Russia’s ongoing war of aggression, Ukraine continues to advance reforms in its education system. The New Ukrainian School (NUS) reform, launched in 2016, aims to create a system where all children have a safe, modern learning environment with ample opportunities for self-realisation, and access to high quality education. As Ukraine moves to implement the NUS in the final years of school – upper secondary education - the Ministry of Education and Science has set out its ambition that each student pursues their own educational trajectory, based on different subject profiles and clusters. The OECD is supporting Ukraine as it designs, develops and implements this major reform of its Academic Lyceums - general upper secondary education. This report provides insights and advice for the country’s reform based on international evidence and experience. The report also draws on direct experiences in upper secondary education from peer countries across the OECD, notably England (United Kingdom), Estonia, France, Germany, Poland and Sweden.
Chapter 1 provides a preliminary diagnosis of the Ukrainian upper secondary system, based on analysis of international data. It notes the strengths of Ukraine’s system, notably high completion in upper secondary education, and resilience when comparing the performance of 15-year-old students in the regions of Ukraine that participated in the OECD’s Programme for International Student Assessment (PISA). Between 2018 and 2022, performance in Ukraine’s 18 regions in mathematics fell less than the OECD average, despite unprecedented disruption to learning. The Chapter notes the value of extending upper secondary education by one year in Ukraine to bring the duration of education closer to the practice across many OECD systems. Based on international data, the Chapter also provides reflections for Ukraine as it reforms upper secondary. Notably, the importance of promoting education that is engaging and motivating; providing choice so that students can focus on the skills that matter for the future; supporting young people to develop ambitious, realistic aspirations that reflect national needs and demand; and helping young people to develop productive attitudes and actions.
Chapter 2 draws on international evidence about upper secondary education and insights shared by representatives from five countries – England (United Kingdom), Estonia, France, Germany, and Poland – at an international peer learning seminar in December 2023 to set out policy options to Ukraine’s ambitions. It suggests policy options for enhancing student choice; supporting structured skills deepening; and developing awareness of the world beyond school.
Chapter 3 discusses practical experiences from peer countries – France, Germany, Poland and Sweden – who have implemented policies to provide choice, student projects and enhance student guidance in recent years. Interviewed schools noted the value of subject choices for developing student agency, keeping students motivated and engaged in school, and building connection to their future careers. Yet, managing choice and resources requires careful consideration and trade-offs. For example, it is not necessary to provide all choices at every school, especially in small schools. Online courses (when carefully planned) can address gaps or shortfalls in staffing. Schools with experience of student projects highlighted them as a potentially valuable way for students to deepen their skills, organise and direct their learning. Engaging in enquiry over a sustained period without a teacher mandating how the outputs should look can also promote students’ independence. Schools provided reflections on organising projects so that they are feasible and achievable for students. Thinking about career support, schools highlighted that providing dedicated, timetabled time to advise and guide students about their options and how they connect with future education and jobs is essential. Such timetabled, structured time can help students to make informed decisions about the subjects they take and start to develop their own personal pathways connected with national and local economic needs and opportunities.
In line with best practice, Ukraine is planning to reform progressively, with the most critical stakeholders, schools and students, at the centre. In 2024, preparation and small-scale piloting began with approximately 25-30 pilot Academic Lyceums across the country. The initial small‑scale pilot will pave the way for large-scale piloting over 2025/26, followed by national roll out from 2027.
Chapter 4 draws on international research and Ukraine’s own experiences implementing reforms in primary and lower secondary school in recent years to suggest key objectives as the reforms are piloted and implemented. It outlines eight key objectives to prepare for change in Ukraine’s Academic Lyceums:
1. Identify what your school – teachers, students and families – can gain from change
2. Build an alliance for change
3. Develop a realistic vision for your school
4. Be inclusive and co-create
5. Embrace professional development opportunities
6. Draw on external support
7. Monitor and invest in staff and student well-being
8. Regularly review progress
The Chapter also outlines the roles and responsibilities of the central stakeholders – notably Ukrainian schools and the Ministry of Education and Science.
