educational change in lviv

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THE BOARD OF EDUCATION OF THE LVIV CITY COUNCIL

DEPARTMENT OF HUMANITARIAN AND SOCIAL POLICY

INSTITUTE FOR POLICY STUDIES

EDUCATIONAL CHANGE IN LVIV

(POLICY PAPER)

LVIV-1999

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EDUCATIONAL CHANGE IN LVIV: A Policy Paper.- Lviv: Institute for Policy Studies, 1999. – 48 p.

Authors:

Working group of Pavlo Khobzey, Mykhaylo Komarnytskyi, Halyna Synytska,

Liudmyla Kozak, Liliya Hrynevytch under the guidance of the city of Lviv Mayor

Vasyl Kuybida

English version editors

Mykhailo Stasiv, Mykhailo Bilynskyi, Tetiana Narozhna

Special credit for the support and assistance

in English version preparing to Oksana A.Wynnyckyj, Oksana Kunanec-Swarnyk, Bogdan Kolos

Copy editor

Myroslava Prykhoda

This edition is compiled in the frames of the project “Elaboration of the City of Lviv Educational Policy Strategy”, sponsored by the International Renaissance Foundation. The aim of this project is to involve the public body into the policy elaboration and the preparation of the strategic documents for the local government authorities and the city board of education. The major goal of the project is to create civic, methodological, and intellec-tual possibility for the elaboration of the education reform concept on the municipal level and its dissemination over other regions of Ukraine.

Institute for Policy Studies 8 Rynok Square, Lviv,

79008, Ukraine Tel. (380-322) 720647 Fax (380-322) 722861

Email: [email protected]

Institute for Policy Studies, 1999

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CONTENT

Introduction………………………………………………………………………………….……….

1. The Current State of Education..…………………………………………………………… · Early-Childhood education…………..………………………………………………………. · Primary, Junior and Secondary Education ………………………………………….…. · Leadership ………………………..…………………………………………………………..….. · Educational Content……….………………………………………………………………….. · Extra-Curricular Activities ……………………..……………………………………………. · Special Education ……………………………………………………….……………………… · Educational Evaluation……….……………………………………………………………….. · Professional Development ………………………………..………………………………….. · Budgets and Financing ….……………………….…………………………………………… · Public-Opinion ……………………..…………………………………………………………… · European Integration ………………………….……………………………………………….

2. Why Implement a Change Process?………………………………………………..……… · A Theoretical Framework for the Change Process..………….……………………….

3. Aims and Objectives …………………………………………………………………………...

4. Constraints and Viable Solutions………………………….…………….……….…….…… 5. Outputs and Expected Outcomes ………………………………………………..…..…....

· Leadership and Institutional Development ……………………..……………………… · Budgets and Financing …………………………………………………………………………. · Educational Content .………………………….………………………………………………. · Extra-Curricular Activities ………..………………………………………………………….. · Special Education ………………………………………….……………………………………. · Educational Evaluation ………………………………………………………………………… · Professional Development .…………………………………………………………………… · Public-Opinion ………….……………………….………………………………………………. · European Integration …………………………..…………………………………………..…..

6. Potential Impact …………………………….…….…….…………….……………..………..

7. Management and Coordination ………………..…..……………………..…………………

Addendum...……………………………………………………………………………………….

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5 6 6 9 9 10 11 12 13 14 16 16

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21 22 22 24 26 27 28 28 29 30 31

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INTRODUCTION

The Policy Paper «Educational Change in Lviv» is the result of the co-operation between the Board of Education of the Lviv City Council Department of Humanitarian and Social Policy and the Lviv City public organization «Institute for Policy Studies».

A number of seminars on the major problems of educational policy in the City of Lviv and in Ukraine were held throughout May-December, 1999. The representatives of government, organs of local government, public organizations, scientific and edu-cational institutions, business people, and international experts participated in the seminars.

The project «Elaboration of the City of Lviv Educational Policy Strategy» was supported by the International Renaissance Foundation.

Active cooperation with the Polish experts was possible due to the support of the Know-how Foundation (Poland).

The working group of Pavlo Khobzey, Mykhaylo Komarnytskyi, Halyna Synytska, Ludmyla Kozak, Liliya Hrynevytch under the guidance of the Mayor of the City of Lviv Vasyl Kuybida elaborated the strategic document «The Basics of the City of Lviv Educational Policy».

Vasyl Lashchivskyi, Mykola Svarnyk, Oleksandr Sofiy, and Roman Shiyan worked on separate parts of the document.

The experts and the employees of the International Centre for Policy Studies (the city of Kiev) - Tetyana Dikhtyar, Olga Kolovitskova, Khrystyna Lashchenko, Yuriy Lukovenko, Volodymyr Nikitin - assisted in the preparation of the seminars’ materials, and summarizing their results.

Special credit for the support and assistance in implementing the initiatives of the city of Lviv educators goes to Vira Nanivska - the director of the International Centre for Policy Studies.

We express our gratitude for cooperation to all the participants of the seminars held within framework of the project «Elaboration of the City of Lviv Educational Policy Strategy», namely:

Lidiya Andrushko, Hanna Bayovska, Lesya Bartish, Olena Bekh, Svitlana Boga-tyrchuk, Mykhaylo Bregin, Ivan Vakarchuk, Tetyana Vergeles, Oksana Vynnytska, Ro-man Voroniak, Levko Glukhivskyi, Pavlo Gnus, Mykhaylo Holubets, Kateryna Goro-khovska, Liliya Guk, Halyna Dytyniak, Taras Dobko, Nataliya Drevniak, Orest Drul, Petro Zhuk, Nataliya Zakydalska, Mariya Zubrytska, Yuriy Kluchkovskyi, Sozont Koval, Bohdan Kolos, Anatoliy Kopets, Kostiantyn Korsak, Mykhaylo Kosmyna, Mykhaylo Kravchuk, Yuriy Kryvoruchko, Tetyana Krushelnytska, Stepan Kubiv, Valentyna Kuryliv, Zynoviy Kutelmakh, Kostiantyn Lazurko, Vitaliy Lesiuk, Stepan Lynda, Petro Lisnyi, Nadiya Lutsiv, Zenoviy Mazuryk, Lubov Maksymovych, My-khaylo Makhomet, Olga Myziuk, Iryna Mykytchak, Zynoviy Mykhayliv, Grygoryi Naumenko, Mirka Verbovy-Onukh, farther Oleh Sukhinskyi, farther Mykhaylo Pryshliak, Yulian Pavliv, Natalia Pastushenko, Roman Pastushenko, Vlodzimierz Paszynski, Liliya Pylypenko, Yaroslav Pitko, Volodymyr Poluliakh, Yevgen Prystupa, Yaroslav Prytula, Oleh Prots, Oleh Protsak, Rayisa Remizova, Valentyna Rostopira, Ivan Rudnytskyi, Sergiy Riabov, Yuriy Svatko, Alla Seletska, Oleksandr Sendega, Myroslav Senyk, Yaroslava Sorokopud, Volodymyr Starchevskyi, Yevgen Stasiuk, Valeriy Stepaniuk, Volodymyr Turchynovskyi, Zenoviy Ursul, Ivan Fediv, Volodymyr Khomenko, Halyna Khomyn, Liubov Chuba, Mariya Chumarna, Roman Shust, Olena Shcherbyna, Olga Yakymyk, Yaroslav Yanchak.

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1. THE CURRENT STATE OF EDUCATION

In the modern world, attitudes toward education, its place and role in society, are undergoing significant changes. Education can no longer be simply considered as an instrument of social security. Today, education is seen as a powerful force in an ever changing world and an investment in the future of a nation. In today’s world, an education is a means to ensure prosperity, sustainable development, as well as regional, state and world-wide security.

In Ukraine, there is a basic understanding that today’s educational system must play a fundamentally different role in society than in the past. Nevertheless, since education is viewed as an expense intended to ensure social stability, instead of as a major force in societal change, obsolete stereotypes continue to be applied when attempting educational reform. This view is unacceptable, particularly when considering the current state-in-transition context.

The present system of education in Ukraine is incapable of: providing students with a quality education that builds on their individual abilities and interests, assuring parents that their children can have a viable future, ensuring for its staff opportunities for personal growth and adequate working and living conditions.

The Soviet system created an educational tradition that fulfilled its needs. Today, however, society has undergone significant changes. By attempting to preserve the Soviet system of education in content and instructional practices, Ukraine is recreating the past. This is particularly true of the secondary level. It is not possible to solve new problems using obsolete methods. If we don’t immediately modify the content of education, the ways and means of managing and coordinating it, then the old-social system will remain unchanged.

In Ukraine, over the past few years (1994-1999), despite difficult economic times, 4,2 - 6,0% of the GNP, or 12 - 15% of the overall budget, has been assigned for edu-cational expenditures. This is quite high. For comparison: in 1999, Poland designated 3,21% of its GNP for education. However, in real number, Poland spent five times as much on education as Ukraine. Currently, in Ukraine, we are witnessing a decrease in the percentage of GNP assigned to education, whereas, in Poland the situation is reversed.

At the present time, almost 7% of Ukraine’s labour force works in the educational sphere and 12% of the budget is allocated to education. The only other spheres that receive higher funding are pensions (21%) and social security (over 21%).

Approximately 11 million people or 22% of the population are somehow involved in the educational system. It follows, that circumstances in the educational sphere have significant impact on practically all aspects of society.

Ukrainians accept the notion that education is mainly the responsibility of the state. The results of independent sociological surveys have shown that the majority of Ukraine’s population believes that Ukraine has a high level of education: 80% of those surveyed claimed that our system of education is as good as or better than the education systems of developed countries. However, one need only compare -- our per capita GNP is 8-9 times lower than in developed countries, our overall production levels are 2-3 times lower and our per person energy consumption is ten times higher.

The National State Program “Osvita” (Ukraine in the 21st Century) is a strategic document for comprehensive educational reform. However, much of what is stated is simply a declaration of good intentions.

In the present document, the current educational situation in Lviv, its strengths and weaknesses are put forth under the following subtopics: early-childhood education; primary, junior and secondary education; administration; educational content; extra-

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curricular activities; special education; educational evaluation; professional development; budgets and financing; public opinion and involvement; European integration.

Early-Childhood Education In early-childhood education, we are experiencing a sharp decrease in the number

of early-childhood education centres and in the number of children attending them (in 1990--186 ECECs and 18,200 children; in 1998--112 ECECs and 12,200 children).

It is important to realise that much of the capacity for future learning is established by the ages of 3 to 5. Children, who in the early years have experienced educational neglect, tend not to fully overcome this in later years. This is also true of overall health. In time, such children often become a heavy financial burden to the state. As a result, it may be more cost-effective to have children, who come from socially neglected families, attend early childhood programs. It comes as no surprise that the policies of many European countries are to increase the number of children in early-education programs. In some countries, compulsory education begins as early as 4-5 years of age. The opposite is true in Ukraine.

Positive aspects Negative aspects

A decrease in expen-ditures due to the optimi-zation of the network of ECECs. Implementation of innovative early-childhood program (15% of children are participating). Early-childhood edu-cators became acquainted with innovative practices. The creation of an educational institution, which incorporates early-childhood and primary education. An increase in classes for children with special needs. An increase in classes for minority children.

The UNESCO recommendations on early-childhood social development have not been imple-mented (only 30% of the child population attend early-childhood programs) resulting in children not having school readiness skills and lagging behind once they begin their formal education. Delayed childhood social development. Late intervention for language, sight etc. Defects. Employees of closed ECECs became unemployed. The sale of early-childhood facilities to business and government departments. Renovations and general maintenance of early-childhood facilities is not done. Early-childhood facilities do not receive financing for programming, curriculum development etc. Financing is provided only for staff salaries, energy costs and meals. Early-childhood administrators have little profes-sional training. Due to the increase in per child fees, many parents are unable to pay and their children unable to attend.

Primary, Junior and Secondary Education

Primary Education

In primary education, due to a demographic attrition, we are experiencing a decrease in the number of children coming to school and a yearly drop of 20-30 classes. As a result, schools are beginning to compete for registrations, which is encouraging innovative practices at the primary level, specifically, the introduction of child-centered, activity-based learning.

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It is much easier to implement innovative practices at the primary level, as compared to the junior and secondary levels because only one teacher is involved in the teaching process.

Positive aspects Negative aspects The introduction of new programs: “Step-by-Step” - 2 schools, 6 classes; “Face-to-Face” - 50 schools, 74 classes; “Developmental Learning” - 12 schools, 14 classes; an economics program “Orienteering” - 1 school, 6 classes, the program at Maria Chumarna’s school “The Little Ukrainian’s World”. Placement of primary classes in former early-childhood centres, which resulted in fewer children attending the second shift. The creation of autonomous primary schools; educational institutions, which incorporate early-childhood and primary education; and autonomous elementary schools (gr.1-6). An association of primary teachers, who are creating new manuals and planning schemes for integrated teaching-learning.

The overall health of the children is declining. Only 17% of the needy are receiving subsidized luncheons. Most teachers are not aware of current methodologies and are not prepared to introduce child-centered, activity-based learning. Pupil overload. The school year is too short. Due to lack of funds only 3% of eligible children are parti-cipating in a 4 year primary program. Only 1 after-hours group is maintained in each school. Average classes sizes have increased from 26 from 29 pupils. An increase in delinquent acts by primary aged children. A lack and/or inactivity of child community organizations.

Table 1. Lviv Birth Rate

Year 1990 1991 1992 1993 1994 1995 1996 1997 1998 1999

No. of children

10639 10200 9691 9102 8286 7564 7185 6801 6630 5106/ 10 months

Table 2. Student Enrollment and Graduation

Year 1994 1995 1996 1997 1998 1999

Gr.1 enrollment Including 4 yr. program

10986 10991 10077 9610 9083 8708

Gr.9 graduation 9522 9684 9739 9698 10370 10560 Gr.10 enrollment 5876 6195 6737 7017 7511 7971 Enrollment in vocational schools after gr.9

3660 3255 3281 2660 2579 2022

Gr.11 graduation 5040 5170 5447 5827 6178 7222

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Junior and Secondary Education One of the major inadequacies of the current education system is that today’s

junior and secondary schools emphasize the memorization of facts rather than how to apply such knowledge in practice. This is acutely evident in the senior grades, particularly, since the demands of the secondary and post-secondary institutions are completely different. As the student prepares for his/her final exams at the secondary school and entrance exams to a post-secondary institution, s/he experiences academic overload. This has a negative impact on overall student health.

A new era is being created through access to the internet but our schools, for the post part are unable to benefit from this.

After the Constitution of Ukraine and the Law “On Education” were adopted, there was an increase in the number youth attending grade 10. Nevertheless, over the past 8 years, there have been no qualitative changes in junior and secondary education. The only changes have been in attendance statistics.

Another inadequacy of the current system is the administrative separation of vocational and secondary education, which limits opportunities to effectively utilize resources and facilities. For example, almost 10,000 Lviv junior and secondary students attend the second shift because the facilities of the vocational institutions are not being used for general education purposes. This problem will become more acute, when in accordance with the Law “On secondary education”, schooling will be extended to 12 years and a streamed secondary system will be introduced. Therefore, before this comes into effect, it would be advisable to transfer responsibility for vocational education to the city authorities.

There is a gradual deterioration in the quality and accessibility of textbooks at the senior level. Schools do not have sufficient budgetary allowances.

Positive aspects Negative aspects 6 gymnasium and lyceums opened. 8 private schools opened. Mariya Chumarna School opened. The number of second-language specialized schools increased from 8 to 18. The number of children attending the second shift decreased from 20,000 to 10,000. Schools can choose a limited number of subjects and courses. New optional courses introduced. A variety of textbooks is available. The program “The pupil’s health” introduced.

The state of student health has worsened. In the primary grades 15% and in the senior grades 70%of the pupils have identified health problems. Schools are not autonomous. There is no continuity for those pupils attending innovative primary/elementary schools and entering junior and secondary schools. Content overload, particularly at the gr.9-11 levels. No adequate system of transition from the secondary to the post-secondary level. Final and entrance exam requirements are not consistent. There is a need for additional tutoring. Average class sizes have increased from 26 to 29 students. Most teachers continue to employ traditional teaching methods exclusively, which does not support full student growth. General building maintenance is not done. Financing is provided only for staff salaries, energy costs and meals for needy students.

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The program “Civil education” introduced.

No community control over school activities An increase in delinquency. Student community organizations are inactive The social sciences are not integrated.

Leadership

Serious shortcomings of school leadership at the present time are a lack of cooperation and cohesion between the state and the community, and overcentralization. There have been no provisions made for the participation of municipal or local governments in the shaping or remodeling of the current system of education. School leaders are mostly concerned with the day-to-day aspects of running and financing their educational institutions rather than the strategic objectives and long term goals of the system.


Having a personal vision of the future of education and a willingness to initiate changes in educational leadership. No changes can be made without the approval of the Lviv City Council standing committee on education, science, and professional development Professional directors of the district departments of education and principals of schools. Co-operation with the interna-tional educational organizations and foundations. Co-operation of the Lviv City Council Board of education with the institutions of higher learning in Lviv. Selection of school leaders through open competition. Support of innovative concepts. Introduction of the new method for measuring pupil knowledgeability.

Lack of distinct allocations of powers and functions among the various levels of government: oblast, municipal, and city regions (5 in Lviv). Educational institutions have not yet received full financial independence partly due to the late approval of the budget. Bill payments and rigid indices have further delayed the process. Lack of trained leaders and leaders with a vision for the future. Lack of instruments for measuring the quality of education. The evaluation of the leadership is based primarily on secondary factors such as housekeeping and sanitary conditions, financing, crime prevention, social assistance. Lack of a scientific method for measuring and evaluating the effect of innovations in education. Lack of a single communications network in education.

Educational Content

The hope that it would be possible to completely modernize the content of education by appropriately editing textbooks and by introducing new subjects proved to be an unrealistic dream.

Theoretically, it is possible to change the structure of education, to create perfect models for its administration, to introduce new instructional practices. However, real educational change is not possible without new educational content. Today, with massive, uncontrolled foreign pop culture readily available, there is an increased understanding for the need to develop a Ukrainian national culture, through appropriate educational content.

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Educational overload is the main contributor to the decline of overall children’s health. In order to overcome this, there needs to be greater interaction between the secondary and post-secondary systems of education, determining concrete and specific requirements to the school graduate and post-secondary school applicant.

School courses are overloaded with information. As a result, children lose interest in learning. Therefore, a key route for educational content renewal is a realistic perspective on student requirements.

In a truly contemporary school, it is important to teach children to work with a computer and to use it as an information resource. This is becoming an acute issue: either we will enter the stream of the current information revolution or we will remain behind forever.


Achievements in the teaching of the pure and natural sciences. New methodologies for the primary grades developed, for example, developmental learning and child-centered learning. A choice of programs for the advanced stream. Regional courses “The Basics of Christian Ethics” and “All About Lviv” introduced. New textbooks developed under the sponsorship of the International Renaissance Foundation “Transformation of Humanitarian Education in Ukraine”. Introduction of contemporary second language teaching methodologies. A limited number of schools have access to the internet.

Reproductive learning. Student overload due to a large number of subjects, all taught at the same level. Limited access to information resources. Inadequate opportunities for specialization in the senior grades. The process for integrating school subjects is undeveloped. No resources are provided in order that a variety of effective teaching practices be realised. Textbooks do not meet current needs. Inadequate teaching-learning resources available.

Extra-Curricular Activities

Currently the system of bringing up children does not meet the expectations of society, which themselves are in a state of flux. Values offered by the school are often in opposition to those individuals choose to follow in everyday life. The notion of patriotism has been a type of false patriotism. The public meetings have replaced true civic responsibility for the destiny of Lviv and Ukraine.

Upbring is often considered to be the same as education. Another reason why it is not working is that those who should be helping the young generation to adapt to the ways of an open society themselves lack the experience in having lived in one. Community clubs and organizations which should be providing a leisure -time program for children are not fulfilling their functions. Co-curricular activities and the network of community organizations responsible for leisure-time activities have taken a direction that does not correspond to the priorities of municipal development, the needs of the society, and the transitional state of a country seeking to reach a new stage of civilization.

It is very difficult to promote the organization of co-curricular activities among teachers under the harsh economic conditions of the times: a high level of unemployment among parents, a decrease in the standard of living, etc. Consequently,

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there is an increase in delinquency, drug abuse, prostitution, vandalism, and aggression among the pupils. The relationship between the school and the family is not satisfactory. The issue of teaching values is often left to the schools.


Traditional system of the Ukrainian national fa-mily raising. Raising on the prin-ciples of the Christian values, introduction of the course «Ethics of Christian morality». Introduction of the course «History of Lviv» as a way of cultivating patrio-tism, love to and responsi-bility for your city. The network of the non-school institutions is preserved. Variety of the directions of the non-school education Differentiation and availability. The system of search, development and support of the young talents has been created.

Lack of ideals and values in the youth environment and insufficient level of national consciousness. The remnants of the authoritarian system of raising aimed at the formation of irresponsible, uninitiative, and socially unadapted to the changes person. High level of formalities in the raising activities, their mass character. Insufficient personalization of the raising process. As a consequence the creative potential of the personality is not developed. Neglected socialization and increased juvenile de-linquency. A child is only an object, not a subject of raising National raising is considered as a consumption of national customs and traditions, ignoring the whole range of aspects on the formation of the model of behaviour. Devaluation of the humanitarian values among the young people, domination of the consumption interests. Lack of a distinct coordination of efforts while organizing the non-school education. Lack of the appropriate informational support for the non-school institutions.

Special Education

Children with special needs is a general definition for children with various impairments, such as, intellectual, sensory or motor, delay or disability, chronic illnesses, etc. All of these, including children with multiple disabilities, being citizens of Ukraine, have a right to education. Presently, in Ukraine the norm is still to teach or just maintain such children in special institutions, located mostly in isolated areas. Any Lviv child, identified as having a disability has the option to live in the poor conditions far from home and family, or to be on a so-called home program, which deprives the child of a social environment, necessary for the development of good communication and other skills required for integration into society .

However, the global tendency is towards inclusive education and in Ukraine, Lviv, is the leader in introducing these programs. Even a child with severe disability can attend a mainstream school and study together with peers on an individual program with appropriate support. If such a child had pre-school preparation in a rehabilitation centre, the process of his/her inclusion into the mainstream becomes more natural. Of course, inclusive programs, must be supported by ongoing rehabilitation services. Notable advances in establishing such programs in Lviv have been made by NGOs, such as the “Nadiya” Association, and “Zir” Foundation in co-operation with educational authorities and institutions of higher education. Lviv City

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Council promotes the realization of this system by having approved it as an educational experimental model. There are numerous objective and subjective obstacles to the implementation of this process, but there are also all the preconditions to realize this and to be integrated into European Society.


There exists international legislation and numerous foreign models in the sphere of inclusion, rehabilitation, and de-institutionalization. Some of these models are quite young, as for example in Poland. There is several years of positive experience of our local non-government organizations working in co-operation with educational authorities and institu-tions of higher education in introducing various programs for children with special needs. Solving the problems of children with special needs and other vulnerable groups of people is a continuous priority of the majority of international humanitarian funds which offers the possibility to obtain additional funding. Lviv offers potential human resour-ces, thanks to innovative training prog-rams for students of: rehabilitation, so-cial work, psychology, special edu-cation, social work assistants working with children with special needs. With the implementation of inclusive educational programs and rehabilitation significant impact in social attitudes and public awareness is anticipated as well a melioration in the sphere of human rights in the European and world context. In Lviv numerous seminars, training workshops and consultation with specialists from abroad as well as training abroad for professionals and civic leaders, related to education and rehabilitation of children with special needs have been organized.

Insufficient and slow formation of policies and standards in the sphere of special education, rehabilitation, rights of children, interdepartmental financing, state and public co-operation. Some guidelines, instructions and actions of administration block the development of programs. The majority of schools and other insti-tutions are constructed without considera-tion for accessibility of the environment. The old buildings do not allow for realistic renovations that would give children with special needs access to study there. Bygone principles in the approach to the needs of children with developmental disabilities, negating the rights of children and citizens take precedence over the consciousness and activities of the majority of administrators and teachers. Principals and the employees of institutions, medical-social and psycho-medical-social commissions resist new programs that imperil the full occupancy of these institutions. With the order from the "top" to implement inclusion and rehabilitation programs appears the problem of poorly qualified, irresponsible and incompetent specialists, that plan inadequate programs for their students and call out the negative reaction of children, parents and teachers. Seminars, courses, and training abroad involving international assistance are often organized according to the principle “each supports himself and his people”, and have insufficient public participation, which would insure maximal benefit for the children.

Educational Evaluation

The current system of evaluation does not meet today’s needs. All evaluation in schools concentrates on testing factual retention and not on assessing the student’s

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developmental process. Current evaluation practices are not objective and are, therefore, highly questionable. They don’t compare students’ results with their capabilities. Such inadequacies don't encourage children’s development and don’t motivate further learning.

A persistent problem is the evaluation of teacher performance. The qualification and performance criteria are no longer relevant and, therefore, do not encourage professional growth.

The outmoded school evaluation criteria and the absence of a quality-control monitoring system do not encourage healthy competition among schools.


Introduction of a discrete system of pupil factual retention testing. Attempts to provide variety in types of testing techniques. A systematic approach to the reaccreditation of teachers. New approaches to evaluating educational programs (“Face-to-Face”, “First Steps”, “Learning How to Think”), developmental learning. A school rating system in the Zaliznychnyj district.

Testing is limited to factual retention with no attention to development. No techniques available to provide a prognosis of student capabilities and then compare these with actual results. No techniques available to evaluate the innovative programs currently in schools. No diagnostic techniques created for effective prognosis. Imperfect criteria for determining the capabilities of teachers. The public is not involved in the evaluation process.

Professional Development

There are some contradictions in the system of preparation and professional development of teachers which must be overcome in order for further development of the educational system in general to take place. The most evident are the differences in the training of educators in the three major types of the educational institutions. The classic universities deal with graduate students with a high level of professionalism in their subject areas but with insufficient psychological and pedagogical preparation. The pedagogical universities and institutes provide very conservative courses leaning in a didactic-methodological direction. Pedagogical schools and colleges provide a generally insufficient theoretical preparation of their students.

The concept of pedagogical education recently adopted by the Ministry of Education, unfortunately fixed the system with all of its faults. The western model of the teacher training greatly differs both in structure and content from the adopted concept. It is preceded, as a rule, by the prerequisite of an university education (3-4 years) and, in fact, is a second “higher education”. It usually lasts 2 years! Deep theoretical preparation is enriched by the additional courses on the development of the curriculum and teaching strategies; the major part of the educational process takes place in the schools.

Today, in Ukraine, there is a desperate need to change to a post-graduate level of teacher training. It is within this framework that new approaches to teacher training could be approved.

The system of post-graduate education is in itself very flexible and innovative. The procedure of accreditation of teachers, however, requires further study both with regard to teacher evaluation and monetary compensation based on the system of accreditation.

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Positive aspects Negative aspects Implementation of the system of the selection of the teachers and the managers of the basis of the competition, and the contract form of agreement. Implementation of the several educational programs due to the support of the different founda-tions related to the personal deve-lopment of the educators. Formation of the city associ-ation of the subject-educators and psychologists. Mutual understanding between the university and the Board of Education as to the necessity of changes in the preparation of the future educators. Creation of the new system of after-Diploma education for the teachers. Involvement of the teachers-volunteers for the study of the foreign languages.

Unpreparation of the leavers of the higher education institutions (HEI) for the work at school. The teaching at HEIs is conducted according to the old rules, which is projected on a school. The burden of old stereotypes in teaching and in the objectives of education. Personal crisis of many teachers. Poor choice of methodologies. Combined lesson remains the basic form of teaching, which leads to the reproductive study. Lack of criteria in defining the level of qualification of a teacher (the diagrams show that 60 per cent of the teachers have higher education and the first category, but the level of teaching leaves much to be desired). Lack of motivation for the creative tea-chers, level of teaching depends on the perso-nal conscientiousness. Orientation on tutorship. Low salaries for the educators. High qualification personnel drain from the sphere of education.

There is a large number of unemployed educators in Lviv. Those employed

usually work 85 per cent of the full-time. Qualitative and quantitative characteristics are presented in the diagram 1 (appendices).

Budgets and Financing

In today's world, there seems to be a general consensus that the most profitable investment is investment in education. However, the Ukrainian government operates on the "the left-over" principle as far as the financing of education goes.

The financial situation in our country is defined by the idiosyncrasies of the educational leadership which operates primarily on a planned administrative distribution of resources.

Characteristics of financial management: A lack of clearly defined policy objectives. The principle of paying back losses

still dominates; Planning only for the current financial year; A lack of consistency and coordination between the financial controllers over

the budget implementation resulting in differences in opinion as to what constitutes the problem. There is a lack of financial analysis and strategic planning;

Strict financial frameworks restrict school principals in implementing innovative processes.

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Analysis of the current education financing policy in Ukraine An analysis of funding tendencies in the formation of the state budget leaves no

room for optimism as far as an increase in the funding of educational programs goes. That is why the better approach is to concentrate on maximizing the use of local budgets to finance changes in education.

A lack of a clear strategy for financing education in Lviv has reduced the city system of education below the minimal levels needed for its functioning.

The city of Lviv education financing dynamics for the last three years: - 1997 - 43 million UAH (24% of the municipal budget) - 1998 - 38 million UAH (19 %), - 1999 - 46.5-47 million UAH (23.6 %), - projection for the year 2000 - 48-49 million UAH is planned, which is 23.5 % of

the municipal budget. For the smooth functioning of the Lviv educational system 64 million UAH are

required. The limit of the satisfactory functioning is 55 million UAH (based on 1999 prices). The difference between the required and the available sum is17 million UAH (30 % of the budget). This illustrates how quickly the educational system has declined and general social conditions as well. Furthermore, lack of funds and inconsistency in their transfer, lack of legal mechanism for incorporating non-budgetary, supplementary funds, and lack of accountability in the use of sponsor and parental funding have had a destructive effect on the educational system.

And so the gap between the constitutional rights for an education and the reality of financial support and the level of educational services, widens.

Positive aspects Negative aspects Education is recognized to be the prior branch of the Lviv city development. The normative financing system is established. The tea-chers’ wages in the budget for education in the year 1998 was planned proportionally to the number of pupils. Involvement of the non-budget costs for the finan-cing of the charity school foundations. The program “Energy saving” was. Worked out. Pilot pro-jects establishing both the heat control and regulation appliances were implemen-ted. Under such a complex approach expenses for heat decrease for 40 per cent.

Limited costs. Only wages, subsidies, energy carriers, and pupils from poor families meals are financed. Ineffective mechanism of the education financing. The starting number for the formation of the yearly budget are the last year expenses, on the one hand, and the control number of the regional financing board, on the other. Lack of the normative approach to the budget distribution. The formation of the budget is not consistent with the Law “On the local government”. Lack of interaction between the Board of Finances and the Board of Education. Low level of finance management in education; lack of strategic planning. Low level of motivation for the teachers. Lack of fi-nancing hinders the school initiatives. Non-transparency of budget expenses; lack of public control over the use of costs. Decrease of the education services quality, talented creative teachers drain. Deterioration of the material and technical support for the educational institutions, ruining of the infrastructure. Shadow sector in education.

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Public-Opinion

It can be said that the situation in the city of Lviv encompasses the whole spectrum of social problems occuring in the entire country. In the early nineties, there was a lot of public activity as a first reaction to freedom from a totalitarian system. However, today we can see general DISENCHANTMENT and catastrophic ALIENATION of the citizens from the authorities, politics and social processes.

Positive aspects Negative aspects Quantitative increase of the public organizations, founda-tions, movements, political par-ties, and the broader spectrum of their interests. Experience in co-operation with international programs. Nu-merous grants for both the insti-tutional development and the practical activities. Search for the dialogue with Ukrainian power structure and state institutions. New professional non-state organizations with their own staff, property, etc.

Activity decrease. Disappointment among the citizens, alienation from “our own” repre-sentative organs. Lack of the practical activity on the primary level (schools, local communities, etc.) Insufficient number of youth and school organizations. Politization of the youth move-ments. Frequent change of the directions depending on the changes of the international programs priorities. Rigid internal competition. Domination of the “beggar’s” mentality. Mutual mistrust. Lack of financial support on behalf of authorities and state structures. Repeti-tion of the same kind of activities. Increase of the number of service organiza-tions “for all”. Alienation from the interests of the average citizens.

European Integration

The European traditions of Lviv, as well as those of Western Ukraine in general, provide perfect grounds for democratic changes. In the last few years, horizontal ties with the West have strengthened, be they of a political, business or social nature. This has been particularly apparent in the field of education. Lviv educators are in favour of supporting Ukrainian schools beyond Ukraine.


Pro-European foreign policy of Ukraine Increased number of horizontal part-nerships and enlargement of the spectrum of the co-operation spheres. Support for the Ukrainian schools beyond Ukraine. Support for the national-cultural or-ganizations, Sunday schools, teaching of subjects for the national minorities. Un-derstanding of the significance of the present years by the local authorities. Integration of Ukrainian institutions into international organizations, associ-ations, trade unions, etc.

Insufficient support from “below”. Declarative character, insufficient prac-tical steps and results. Insufficient level of youth organizations, school communities, educators’ trade unions partnership. Lack of the central organs of the edu-cation management. Lack of the state financial support. Insufficient financing of education and lack of costs for the national minori-ties education. Non-transparency of information. Unwillingness to share the contact infor-mation with other Ukrainian institutions.

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2. WHY IMPLEMENT A CHANGE PROCESS? Political stability ensures the success of economic reforms. It is difficult to deceive

a well educated, politically competent population. Conversely, it is easier to sway a poorly educated, politically passive population through manipulation and by implementing populist slogans. This leads to corrupt forces coming to power and to a deteriorating economic situation.

Education has to become a key factor in societal progress. It is an instrument for the development of a responsible and consistent democracy. Educational policy must be strategic and long-term. This ensures that a country will go from a state of existence to a process of intense development. In short, educational reform is a precursor to economic reform.

The following strategic aim of educational reform is stated in the national State Program “Osvita” (Ukraine in the 21st Century): “to lead education in Ukraine onto the level of developed countries through a complete reform of its conceptual, structural and organizational principles; to eliminate the state monopoly in the educational sphere...” Among the Program principles, the following should be emphasized: “prioritization of education, ...ensuring a democratic process within the system of education by involving a process of decentralization, followed by the development of regional, educational administration, ...transition to a system of collaborative educational administration between the state and the public... educational transparency,.. integration into international educational bodies,... multi-level and choice within education...” etc.

Therefore, the principles of the Sate National Programme “Osvita” are completely consistent with current tendencies in world-wide educational reform.

Unfortunately, as has become apparent, the Program “Osvita” is not a blueprint for action, but a wish-list. Although it contains many positive aspects, it lacks a comprehensive policy proposal, an analysis of constrains, an overview of alternative policy recommendations, etc. As a result, the Law of Ukraine “On Secondary Education”, which was passed in May, 1999 contains only state control of education and basically does not allow for any change.

Current knowledge indicates that reforms can either be “top-down” or “bottom-up”. Examples of reforms initiated by the central authorities are Japan, Korea, Poland. Alternatively, it is important to initiate changes at the local level, since successful reform practices can then be reflected in laws adapted at the state level.

We are proposing that initiating reform at the local level will be most successful because:

the policy of self-government allows for decisions to be made locally; fewer resources for reform implementation are needed at the local as com-

pared to the state or oblast levels, and therefore, they are easier to obtain; the local community is more compact, homogeneous and team-like; it is easier to evaluate the individual states of the reform process. The people of Lviv want their city to become the spiritual centre for Ukraine’s

European self-determination. Lviv maintained its individuality while being part of a variety of European monarchies throughout its history. The Soviet heritage impacted on Lviv for half the time as compared to the eastern regions of Ukraine. The Lviv City Council has experience in Ukrainian national and cultural heritage renewal within western civilization.

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Lviv has a critical mass of scientific potential, which must be utilized in order to overcome the past Soviet and Communist consequences and to facilitate Ukraine’s integration into Europe.

Lviv has a pragmatic City Council. Foreign experts have noted that Lviv has been successful in implementing

reforms. According to a sociological study conducted within a framework of socioeco-

nomic monitoring (28 - 30.09.99), 59% of the inhabitants of Lviv feel that educational reforms are necessary, 54.4% feel that the public must be actively involved in moni-toring the application of the law as it applies to education and 46.4% feel that such public monitoring should also be applied to ensure that real changes are occurring within educational institutions.

The present proposal is a concrete demonstration of the determination and willingness of the Lviv City Council to take responsibility for the future of its local system of education. This is presaged by the belief that such a move will lead to the development of Ukraine’s civil society through growth in its sociological, economic and spiritual spheres.

A Theoretical Framework for the Change Process

The aim of the proposed educational policy is to implement productive educational change. We propose to move from the old, reproductive model of education, in which the school is the agent for maintaining societal status-quo, to a new, dynamic model, in which the school and the entire education system are capable of growing and developing, while helping to produce greater capacity for social change.

Therefore, the key issue is one of development, for which it will be necessary: to create conditions that stimulate personal growth in individuals; to creat and implement mechanisms for the internal growth and development

of the educational system; to transform the educational system into one that is capable of being a social

change agent. Quality educational change can only be realised by its direct stake holders.

Ultimately, we must encourage the independent spirit of each educational process participant -- the child, the teacher, administrator, the parent.

The principles for educational reform are set forth in the National State Program “Osvita” (Ukraine in the 21st Century).

The educational change process presupposes a two-fold paradigm shift: at the ideological and philosophical level -- from a totalitarian to a

democratic world-view; at the curriculum and instructional level -- from a dehumanized to a people-

centered perspective, from a unified to a pluralistic outlook, from one that adapts to one that acts on its environment, from knowledge to capacity based.

Underlying principles form the basis of the proposed educational policy. At the ideological and philosophical level these principles move education toward a civil society paradigm and develop:

a democratic orientation in education; variety and choice; a national character; a decentralized system of education;

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transparency within the educational process. At the curriculum and instructional level these principles form the fundamentals

of a new paradigm that ensures a relevant and active educational experience through certain teaching-learning conditions:

a people-centered perspective; allowances for individual difference; developmental and activity-based learning; continuity. In the present-day educational system in Ukraine, we are witnessing two opposing

processes. On the one hand, budget cuts in education lead to less money being available for capital and resource needs precipitating an overall decline. On the other hand, we are witnessing a spontaneous renewal, a growth in internal capabilities and a development of educational services, all of which act to avert total decline.

At this transitory stage in the development of an educational policy, internal growth and renewal are the key tendencies. Such a process is necessitated by the market economy, changes in daily life and new societal demands on education. In essence, the foundation for this are the internal resources of the educational system: freedom, creativity and innovative movements from within.

Today, there are two main tendencies in the internal growth process and renewal of the system of education: diversity and decentralization.

Therefore, the educational policy change process needs to ensure three main images:

a new ideological paradigm - ie. civil society; a new learning paradigm - ie. people centered; a new social paradigm. This will mark the formulation of a new mind set for education. It will become a

laboratory for human creativity, a component of social action and an agent for society’s transformation. Schools must become centres of democratic thought, initiators of good social practice and law-abidding experience. In order that schools truly become agents in the development of a civil society, they must be institutions that are ahead of society, that model the desired world.

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3. AIMS AND OBJECTIVES

Aims

The creation of a contemporary municipal system of education that would: ensure the implementation of the National State Program “Osvita” (Ukraine

in the 21st Century) in the City of Lviv; facilitate opportunities for personal fulfillment and free choice as citizens; be capable of constant renewal; ensure continuity among generations, by maintaining, disseminating and

developing a national culture; ensure that education becomes an active participant in social development and

society’s transition to a civil society; meet world standards, national interests and the interests of the citizens of

Lviv; will promote the creation of the innovation space and the transformation of

education into one of the main means of the city development. Key Objectives Policy Determine what interests the community has in municipal education. Engage various interest groups as participants in the development of a

municipal educational policy. Develop proposals for changes to the state educational policy. Educational process Develop a nationally conscious citizen of Ukraine through a cohesive system of

education. Develop new educational programs that will correspond to the priorities of the

City of Lviv. Develop a mechanism for introducing effective teaching techniques. Develop new approaches to the organization of free time for youth and to

ensure the social adaptation of youth. Reform the system of education for children with special needs. Develop an effective system of pretesting and evaluation in order to motivate

change. Develop a municipal system of cooperative educational administration between

the state and public and introduce contemporary management techniques. Establish a system of institutions to ensure the continued functioning of the

municipal system of education. Propose changes to the laws, by-laws etc. in order to ensure the functioning of

the municipal system of education. Develop new principles of financing the system of education. Develop a system of teacher education that will meet the needs of the

municipal system of education. Influence public opinion about the current state and continued development of

education in the City of Lviv through the mass media.

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4. CONSTRAINTS AND VIABLE SOLUTIONS

Constraints Viable Solutions 1. Excessive centralisation: - indefiniteness of functions of

education control; - lack of experience and knowledge

to analyse the policy and control at the central and local levels.

1. De-centralisation: - openness and transparence in adop-

ting the control decisions and in dis-tributing the budget expenses;

- differentiation of functions and po-wers between the control sections.

2. Misunderstanding by the state authorities of the meaning of edu-cational reforms:

- absence of the proper support in conducting educational reforms on the part of the state and the public.

2. Persuasion: work with mass media, drawing into the concrete activities.

Imperfection of the financing sys-tem and Lack of money. Absence of mechanisms of acquiring the money from the private sources.

3. Change-over to the standard finan-cing:

- search for the alternative financing sources, introduction of the up-to-date management.

4. Imperfect and out-of-date legislature. 4. De-regulation: initiation of the introduction of changes to legislature.

5. The content of education does not meet the requirements of the demo-cratic society.

5. Renovation of the content in line with the modern conditions.

6. Absence of the traditions of active participation on the part of the public and the representatives of the system of education in the process of changes initiation:

- authoritarism, low level of the public consciousness, passivity of mentality, unpreparedness to the changes;

- absence of elite, leaders capable of taking the responsibility for the educational policy and reforms.

6. Democratisation: - new approaches to training and retraining of the personnel; - studying, analysis and forming of the

public opinion; - dialogue with NGO’s.

Traditional system of estimation and absence of the instruments of management of the level and the quality of education.

7. Creation and introduction of the alternative estimation systems.

8. Restricted access to the information. 8. Creation of the information network. 9. Absence of the system in introduc-

tion of the innovation technologies. 9. Creation of the innovation space.

10. Low institutional development. 10.Creation of the new institutions and the reinforcement of the old ones.

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5. OUTPUTS AND EXPECTED OUTCOMES

Leadership and Institutional Development

The current municipal system of education is undergoing a process from one that is state controlled to a partnership between the state and the public.

Currently, there is a need to create a system, which would not permit important decision making without public consultation. As a result, there would be less dependency on and susceptibility to the whims of individuals in positions of power. Therefore, we are proposing that the public be actively included in the administration of the education system.

It possible to achieve this while working in two areas: an openness and transparency in educational policy; institutional development. We envision three levels for administering the municipal system of education: schools (educational institutions); local school districts; city (educational administration and a series of institutions).

School Level Main objectives: to overcome the formalistic aspect of organizations that function within

schools; such as parent committees, staff meetings and student self-government councils.

to create school councils, with the aim of overseeing the work of the school. It is not necessary to create such councils in all of the schools immediately. On

the contrary, it would be advisable to begin, whether there is a desire and understand of the need for such a council on the part of the school administration, parent body and local citizens. The school council would react to parental staff and student requests, participate in the creation and acceptance of institutional development programs, create a school support fund, determine school development priorities and support them financially, audit the use of funds, influence the hiring and firing of staff.

It is anticipated that there would be a public defense of proposed institutional development programs.

Local School Districts It is anticipated that local school districts will be created when all the schools in a

particular district (micro-rajon) have established well functioning school councils and when the citizens of the district have an understanding of the need and a desire to create a local school district.

The local school district will serve a two-fold purpose. Firstly, at the time when the education process changes to a 12 year and streamed system, it will be necessary to create a variety of schools within particular subject and ability levels to meet the required educational needs of the student population. Secondly, each district will have the opportunity to create a stable community, which will be able to address not only issues of education, but also upbringing, avoiding delinquency, social issues and district development issues. It is anticipated that the local school district would have is own elected body, which would present proposals to the city educational and other departments. The creation of local school districts would occur in conjunction with the proposed city administrative reform.

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City Level Two guidelines should be distinguished in the education management:

administering of the educational establishments and working out of the educational policy and the project control of the implementation of the educational policy. It is expedient to re-organise the Board of Education of the Lviv City Council, leaving only the branch which manages and the branch which administers. The district departments of education shall administer the educational establishments, which are subordinate to them.

Two public institutions are planned to be created to form the educational policy: the Educational Council at the Lviv City Head and the Centre of Educational Policy.

The Centre of Educational Policy shall be an independent, non-governmental organisation which shall study the experience of the developed countries concerning the educational policy, co-operate with the universities and other scientific-cum-pedagogic institutions, public organisations and the Board of Education, use the independent experts for working out the educational policy as well as the proposals of the City Council regarding the projects for the implementation of the educational policy. The Centre of Educational Policy shall be the intellectual centre of the reforms.

The Educational Council at the city Head shall consist of the authoritative citizens of the city of Lviv and, possibly beyond. The Council shall include the deputies of the City Council, members of the City Executive Committee.

The basic functions of the Educational Council are as follows: organisation of the financial provision of the implementation of the educational

policy; control of the execution of the measures on the implementation of the

educational policy; introduction of changes and additions into the basic tasks of the educational

policy; organisation of the international economic relations, promotion of the

involvement of the foreign investitions; insurance of the elaboration of the package of documents regarding the

creation of the Lviv Educational Centre and other legal acts to be required for the implementation of the educational policy.

The Educational Council and the Centre of Educational Policy shall determine the interests of citizens concerning the municipal education; together with the City Council and the Board of Education they shall form a mechanism of the public influence on the educational policy in the city of Lviv.

The Educational Forum shall become the place where the interests of various layers of the citizens of Lviv will be declared. That will be a regular “round table” with various participants which shall be organised by the Centre of Educational Policy, the Board of Education, the Permanent Committee on Education, Science and Vocational development at Lviv City Council. The educational policy shall be formed during the Educational Forum. The Educational Forum shall be widely highlighted in the mass media.

The task of the Educational Forum shall be to consolidate the city community in the interests of childhood, to build the system of educational activity as a sphere of a solidary responsibility of the entire grown-up population of the city.

The Board of Education plans to re-organise the existing educational structures leaving the following ones: the inspector service (the centre for school certification) meant for the effective administering, an independent testing centre, information-cum-

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analytical centre which shall be connected to the computer network of the educational institutions and establishments.

The way to a greater autonomy of the educational establishments shall be acco-mpanied by a good system of the acquisition, transfer and analysis of the information.

The joint work of the municipal educational establishments, the possible transfer of the part of the vocational schools into the municipal property, the co-operation of the City Council with the institutions of higher learning concerning the preparation of the specialists as well as studying the labour markets shall result in the creation of the Lviv Educational Division (see Table 1).

Budgets and Financing

The plans are underway in the city of Lviv for the change-over from the optimi-sation of the budget expenses to the state-cum-public system of education financing.

At the strategic level it would be incorrect to separate the financial policy from the educational and personnel one. However, since the financial activities of the school are tightly connected with the educational objectives, the management of the finances shall be carried out not only by the experts from the field of finances, but also by the other specialists – educational specialists, officers of the control agencies, representa-tives of the public organisations.

As the result of the discussions, which lasted for half a year, between the Ukrainian and international experts the steps were made regarding the determination of the strategic objectives of education, tasks were formulated for the reformation of the system of education, the problems were analysed and the concrete measures were suggested for their solution, including the new strategy of education financing.

The changes in the financial provision of the municipal system of education envisage two basic principles:

Optimisation of the budget process with respect to education Development of the public sector of education financing

The basic source of the budget allocations is the money which is allotted by the state every year.

The following factors are considered to be the pre-conditions for the introduction of changes into the financial provision of the system of education: putting as a separate clause in the city budget of the money to be required for the reformation of education and fixing of the minimal percentage of the expenses on education in the city budget (tentatively 25 %). The norms shall be established taking account of the specialisation of the school and the number of the pupils.

Such an approach shall ensure the following: Optimisation of the school network Impartiality and transparence in distributing the budget money

The standardised financing will help to perform the de-centralisation of manage-

ment of the educational establishments, ensure the educational independence of the school directors, promote the interest of directors in taking measures on saving the budget money and the reduction of non-productive expenses and help to use the saved money for the development of the establishment.

In order to ensure the change-over from the state system of education ma-nagement to the state-cum-public one, first of all, one should shift to the state-cum-public system of education financing.

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It is advisable to begin such an approach from establishing the Foundation of the development of education of the city of Lviv as well as the corresponding foundations of the schools development, the money from which shall be directed to the deposit accounts in the banks. The money shall be expended based on the decision of the pub-lic councils of the corresponding levels.

1. The Foundation of Education Development shall be formed from the following sources:

- the money from the city budget by way of directing a part of the local taxes on education to this goal;

- the money from the Innovation foundation provided that the city of Lviv will be given the status of the experimental site;

- the money of the enterprises and organisations including the foreign investors allotted to this goal;

- the money from the donor organisations, charity foundations and public orga-nisations allotted to this goal;

- voluntary donations of individual citizens.

The money from the city foundation of education development shall be directed, based on the decision of the Council of Educational Policy at the city Head, to the following:

- implementation of separate projects of the education development in Lviv - awarding grants to the establishments and individual educational officers who

introduce the long-term innovation technologies on education - creation of new educational institutions - re-training of the pedagogical officers - preparation of new text-books and programmes - implementation of measures on integration into the European Community and

formation of the public opinion.

2. The Foundation of school development shall be formed from the following sources:

- counting off the Foundation of the city development to the implementation of the project of school development;

- money of the enterprises and organisations including the foreign investors allotted to the above goal;

- the money from the donor organisations, charity foundations and public orga-nisations allotted to this goal;

- voluntary donations of the parents; - incomes from the paid services rendered by a school (including the room rent)

as well as from the own household activities.

Based on the decision of the guardian-cum-overseeing council the money of the Foundation of school development shall be directed to the following:

- financing of the school development programmes; - fixing of the additional payment and rewards to the pedagogical personnel for

the introduction of innovations; - allotting of the stipends, single-time encouragements and material assistance to

the pupils; - the development of the material-cum-technical base of a school.

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The suggested strategy of education financing solves a number of problems: - creates pre-conditions for the dynamic development of the system of education - deletes a direct dependence on the budget expenses - creates incentives for money investment - ensures the increase of the education quality - reduces the level of the state intervention with the educational process The following criteria shall become the basic ones in estimating the effectiveness

of the new strategy of education financing: - increase of the finances coming from the public sector - increase of the quality of rendering the educational services - general increase of the living level of the city community

(see Table 2)

Educational Content

The renewed educational content shall have the following conceptual base: ideologically it shall acknowledge basic human values; theoretically it shall address civil and human dimensions; academically it shall foster people-centered, communicative and acitvity-

based learning. The content of education, while reflecting the public ideal of an educated person

must present realistic expectations. It must consider the possible in individual capabilities and the probable in educational achievements. It must have realistic expectations in terms of what students are capable of achieving, how the streaming of the educational process can occur and how to provide each student with opportunities to develop his/her personal “trajectory” to the fullest.

In order to ensure full personal development there is a need to go from a teacher-talking, student-listening system of instruction to a teacher-student and student-student interactive system of learning; from a school of “correct answers” to a school of open-ended alternatives; from a subject-oriented to a multiple activity-based and integrated system. Finally, it is necessary to have a realistic transition from the primary to the junior to the secondary levels of education.

The educational content and the subsequent learning process should provide the child with joyful learning experiences. The renewed content must utilize teaching-learning methodologies and practices that increase motivation for further learning and ensure the child’s continued good health.

The renewed content must eliminate overload which is characterized by the large number of subjects and the memorization of disconnected facts. Rather than increase the number of compulsory subjects, it is necessary to integrate additional, regional content into already existing courses.

When an educational institution has a variety of resources, new opportunities for access to information and richer teaching learning experiences are created. It becomes possible to suggest that there be a transition from textbook teaching to utilizing individualized learning materials, which are prepared in accordance with student needs and interests.

While renewing the educational content it is vital that the achievements of the Ukrainians school in the pure and natural sciences be maintained and that the humanitarian sciences be transformed. It is also vital that elements of civilized competency be introduced with the presupposition that secondary school graduates develop the following characteristics:

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spirituality, patriotism, respect for tradition (cultural competency); business sense, responsibility, pride in quality achievements (ethical

competency); acknowledgement in the supremacy of the law, and that all citizens are

equal under the law, love of freedom and openness (legal competency); the right to movement, civil action, respect for majority decisions,

responsibility for civil needs (democratic competency); tolerance, acceptance of other cultures (social competency); effective organization and analysis of information, rational administration

(organizational competency); skilful and safe utilization of contemporary technical equipment

(technological competency); harmonious coexistence with the environment (environmental

competency); respect for others, ability to live with others, readiness to assist others,

care for the anesthetics of surroundings, tidiness. The renewal of the educational content is directly related to the changes in the

length of the educational process. We propose that the length of the secondary school educational process be brought in line with the ”standard” European model. Beginning in 2001 and in accordance with the Law “On Secondary Education”, a secondary education should encompass 12 years of schooling. The emphasis will need to be placed on the senior grades, which will last at least 3 years. During this period, students will need to undergo an intense and streamed learning process, which will facilitate their future post-secondary education (see Table 3).

Extra-Curricular Activities

The change of educational policy in the city of Lviv requires also the adequate family, public and school education of the children and the youth. The basic tasks of such education consist in forming the conscious person – a citizen, the builder of the Ukrainian state.

The education shall be based on the following principles: cherishing of the Ukrainian consciousness and patriotism; harmony of the national an general human values; scientific approaches to education; citizenship; integration into European culture.

In order to achieve the successful education during the transition to the civic society the basic task of the school will be to create the optimal environment in which the creative potential of the teacher and the pupil will be revealed and the atmosphere of the intellectual tension, situation of success and positive emotions in relations will be formed.

In the nearest future we shall need the practical, initiative figure, a goal-oriented master with a strong will and deep trust in the values, which he serves to.

The education shall unite the spiritual force of the national tradition, positive features and inclinations of the Ukrainian character with such a practicism due to which the modern European peoples gained successes.

Combining of the Ukrainian national tradition and the democracy principles is the basic idea of the modern education (see Table 4).

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Special Education

Essential changes shall be carried out in two areas: reforming of the system of special education and rehabilitation; implementation of the inclusive teaching of children with special needs into

the mainstream school system. In two to three years we hope to gain the experience which will be sufficient to

answer the question how to reform the Ukrainian system of special education making it open, fair, democratic, versatile, creative, accessible to various kinds of students including those who until now were silently excluded and on the fringe of society. Beyond education, hence beyond society. Today is the ideal time to open the path to a worthy place in Ukrainian society for them.

It is essential to create: teaching programmes, methodology, procedures for enrollment and testing of students, mechanisms to select and prepare specialists, research groups and information flow. As for the schedule of implementation of the new programmes is concerned, it envisages the preparation stage (6 months), i.e. studying of problems and propositions determined, after that the experimental trial in several educational establishments followed by a period of expansion and mastering and at the end – the summary and compiling of recommendations. These stages are fairly open, because some of educational establishments have already gone quite far with the creation of innovative programmes, whereas others will begin only at the second stage of this schedule.

The new trends in the special education will co-exist and supplement existing ones. In the course of developing new teaching programmes and plans, developing a variety of the individual programmes for students, introduction of the inter-depart-mental approaches to financing, rearing of a cohort of qualified specialists ready to work using new approaches, the above programmes will expand, whereas existing ones will be transformed to enable them to fulfill their functions.

However, in order to change structure one should have the right to experiment. All innovation steps suggested should be legislated as soon as they are accepted. Therefore it is suggested that the whole package of documents should be developed, which would be later submitted for approval by the Ministry of Education, City and Regional Councils and other agencies that are authorized to regulate the activities of the educational establishments.

The full information about new programmes should be widely accessible to educators and the general public. The steps are planned so that an average citizen will know and understand our plans and actions. In this way the reform will be supported by the positive attitude and approval of parents, children and the employees in education (see Table 5).

Educational Evaluation

The reformed system of student evaluation is to evaluate not only the levels of factual knowledge attained but also the work and progress made by the student.

By focusing on achievements, the process of evaluation will stimulate student development,

More information will be available on student activities, difficulties, progress and abilities as a result of evaluation.

The new system of evaluation should contain: an internal system developed by each school,

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an external system developed by an independent testing centre. In order to achieve this, we are planning the following:

1. To create an educational diagnostic centre with independent experts who will: develop methodologies for the prognosis of student capabilities; diagnose levels of student factual retention; measure pupil development according to personal trajectories; develop a new evaluation scale and a set of tests for the thematic

calculation of knowledge. 2. To create an independent testing center that will:

establish result levels; enroll students in gymnasiums and lyceums; select students for entry into post-secondary education (in agreement

with the relevant institutions). 3. To create an inspectorate that will:

monitor educational quality; establish a school rating system (in cooperation with the public and mass

media); determine the appropriateness of established teacher categories in

accordance with qualification demands.

Professional Development

The increase of the competence of the pedagogical personnel during changes is one of the basic factors of gaining success in all other fields of the development of the system of education.

Deepening and spreading of these transformations that have been carried out in the course of several last years in the field of post-diploma education in Lviv region will promote the intervention of a wide circle of specialists into the process of changes.

This pertains to both: the general issues of education philosophy, education ma-nagement, leadership, etc. And the problems related to the development of the educa-tion content in separate subject fields.

This activity is tightly connected with the certification of the pedagogical officers, which is a formal measure of their professional development. In this field we should take care of the stimulation of the specialists engaged in the innovation activities and increasing of the differentiation in the payment of the work of the teachers of varying qualifications. It is also necessary to use every opportunity for training teachers and school masters abroad, which can be both: the additional means of their stimulation and the effective channel of bringing in the new ideas of the development of the edu-cation system.

The special place in our search is being occupied by the radical transformation of the primary training of teachers. This process shall be implemented on the principles of partnership by the interested institutions with the involvement of the leading western universities and institutions that specialize in the field of pedagogical education (see Table 6).

30

Public Opinion

First of all, the suggested system of formation of the public opinion is not called to start something absolutely new, but to use to the maximum extent the possi-bilities of the existing institutions creating the auxiliary structures, if required, which later can be developed into the independent, self-maintained organizations or “dilute” in the existing ones. The basic requirements are as follows:

Promote to the maximum extent bringing of various information to the notice of as wide a circle of citizens as possible.

Ensure a mechanism of the return communication and reaction to the changes and processes within the public.

Mass media. The basic problem of this issue is the collection of information

and its preparation for spreading in mass media. At first this function will be performed by the “round table” of the reformers and the journalists, who will generalize the in-formation during the regular meetings, reach the consensus concerning the highlighting the course of events, positive and negative results, analytical documents, sociological polling, etc. At the same time it is necessary to adjust the mechanism of interaction with the press centre of the City Council. Further, if the information flows will be in-creased, provision is made for creation of a separate “Education” press centre. Centre of public reaction. The main function of the centre shall be the co-or-

dination of a dialogue between the public and the local self-government agencies; con-ducting of the social polling; interaction with the mass media through the “round tab-le” or the press-centre. It is important to organize the work of such a centre so, as not to restrict oneself to the co-ordination of the information flows, but to ensure a direct communication with the public. This can be reached with the help of creation of the information-cum-consultation service for the public and the “Education” telephone service.

Information-cum-consultation centre. At first this centre can function as a subdivision of the centre of public reaction. Further it will be possible to separate it as an independent, self-maintained unit. The main function of the centre shall be ensu-ring of a direct communication with the public. While creating the Centre of public reaction/information-cum-consultation centre, it is possible to make use of the poten-tial of the existing non-government organizations. It would be logical to investigate the above organizations and float a tender for obtaining a grant from the City Coun-cil/foreign donors for the best model. The obligatory requirements are as follows: re-ception of the citizens, operation of the telephone service, partnership with the corres-ponding number of institutions, additional financing of activities.

Educational seminars for the citizens. It is well-known that the international programmes are actively functioning in Lviv within the framework of which a number of seminars, training, etc. are carried out embracing a wide range of issues including educational issues, issues of public upbringing and protection of human rights... In this situation it is possible to make use of the opportunity and introduce as a constituent of such measures the components of the educational reform in the city of Lviv. It is ne-cessary to elaborate the corresponding courses for the Centre of educational policy which will be regularly conducted at the seminars of the international programmes or at the Centre’s own seminars with the education specialists, parents, pupils, students, representatives of the public organizations and political parties.

Dialogue with the authoritative bodies. There is almost a thousand of public organizations and political parties in Lviv today. And though the majority of them

31

influence the life of the city public very insignificantly a considerable part are the active and constructive forces which in one way or other are related to the educational problems. The adjustment of a dialogue and organization through the above authorita-tive bodies of the joint measures directed to the reform shall be one of the basic tasks of the institutions involved in the educational reform.

Educational channel on the television. The entire activity of the educational reform in the city of Lviv can be represented in a concentrated form both as a separate programme on the television as well as through other programmes, it can be highligh-ted in the columns of the regional newspapers and educational newspaper titled “The School Master” (West) (see Table 7).

European Integration

The desire to achieve the concrete results, obtain the practical experience from the expansion of the horizontal ties and the adjustment of the mutual exchange of information between the Ukrainian participants shall be the main leit-motif of the edu-cational reform in the city of Lviv towards the European integration. The creation of the corresponding structure shall become a logical step for this purpose. Today the non-government organization titled “Institute for Policy Studies” can be such a struc-ture, which can develop these directions in partnership with the other institutions. Further it would be possible to separate a corresponding block of directions into an in-dependent organization titled “International Club “Lviv Education”.

Creation of the analytical service, which shall accumulate the information on the systems of education of the developed countries, do the comparative analysis, work out the recommendations for the deputy commissions, Board of Education, educa-tional establishments, etc.

International seminars and conferences. Using the resources of the interna-tional organizations, it is necessary to introduce the issues related to the educational reform in the city of Lviv as an obligatory element of the above conferences and co-ordinated with the themes of the conferences. The discussions of the reform problems, the exchange of experience, working out of the recommendations, development of the partnership shall be the basic tasks of the above seminars and conferences. Integration into the international organizations, professional associations, prog-

rammes. It is necessary to promote in every way the integration of the Ukrainian insti-tutions into the international associations with a view of gaining the access to the in-formation, grants, training abroad, experts decisions. Development of partnership. The further expansion of the horizontal partner-

ship ties between the Ukrainian and western educational institutions. The basic task here shall be “to open” the information, create the conditions for the free access to the international experience. International state and local programmes. It is necessary to carry out moni-

toring of the existing and the planned international partnership programmes concer-ning the introduction of the educational constituent into those programmes, introduce, if possible, the elements of the educational reform in the city of Lviv, which need to be directly supported by the state institutions or by the local self-government autho-rities, into the plans of these programmes.

The basic directions of the educational activities of the national minorities shall be as follows: Development of Ukrainian schooling in Diaspora. Development of education of the national minorities in Lviv. (see Table 8).

32

6. POTENTIAL IMPACT

1. An educational system dedicated to the development of a free individual who is, able to co-exist in contemporary society respecting the freedoms of others; make appropriate choices from among a variety of options; maintain his/her personal, national and cultural identities.

2. A self-reliant and competent teacher capable of organizing a communicative and activity based educational process.

3. A dynamic environment with innovative educational and teaching-learning programs, textbooks and techniques.

4. A cooperative system between the state and public sectors for educational policy setting and administration resulting in a consolidation of the city community.

5. A system of state and public financing of education, an improvement in facilities and educational materials, greater access to sources of information. The creation of appropriate working and living conditions for teachers.

6. The integration of special needs children into general schools. 7. Continued development of Ukrainian education in the Diaspora and education

of national minorities in Ukraine. 8. The Lviv educational district, as a contemporary system of education. A model

for educational reform at the municipal level and a center for information dissemination to other regions in Ukraine.

7. MANAGEMENT AND COORDINATION

The general control of the implementation of the educational policy shall be accomplished by the Lviv City Council.

The co-ordination-cum-supervision board – the Educational Council at the Lviv City Head – shall be created for the effective management of the implementation of the educational policy, which belongs to the competence of the local self-government.

The decisions of the Educational Council at the City Head adopted within its competence are of the recommendation character and are considered to be a reason for adopting a decision by the City Council, decrees of the City Head, orders of the Head of the Board of Education.

Every year starting from the year of 2000 there shall be done the analysis of the implementation of the educational policy, the results of which will be reported by the Board of Education at the session of the City Council. The same will be informed to the city public.

33

ADDENDUM

Diagram 1. Qualitative and quantitative pedagogical personnel

By sex

15%

85%

MaleFemale

By education

11%

89%

SecondaryspecialHigher

By categories

17%

35%23%

25% First categorySecond categorySpecial categoryHigher category

34

Table 1. Management and Institutional Development

Funding Time Frame

Outputs Required documen-

tation stat

e

loca

l

spon

sors

2000 (6 months)

2000 (12 months)

2001 2002

School Board of Guardians and Super-visors

Resolution of the City Council

- - + Write a statute of the Boards of Trus-tees and Super-visors. Choose the pilot schools. Conduct workshops for the headmasters and Board members, teachers, students self-government and parents

Implementation at pilot schools. Round-table dis-cussions. Workshops for headmasters and Board members

Round-table discussions. Results evalu-ation. Probation schemes

Probation schemes. Round-table discus-sions. Implementation of recommendations. Preparation of the City Council resolu-tion

Local educa-tional areas

City Council resolution

- - + Legislation on local educational areas

Choosing the city area for the pilot pro-ject imple-mentation. Workshops and round- table discus-sions

Pilot project mo-nitoring. Implementation in the city districts. Workshops and round-table discussions

Educational Board at the Mayor’s Office

Decree of the Mayor

- - - Legislation on the local educational area

Sittings of the Educational Board

Sittings of the Educa-tional Board

Sittings of the Edu-cational Board

Centre for Educational Policy

- + +

Writing the Statute, registration. Applying for grants

Writing the pro-jects. Looking for grants. Implementation of the projects. Filing proposals to the education authorities

Writing the projects. Looking for grants. Implementa-tion of the projects

Writing the projects. Looking for grants. Implementation of the projects

Educational Forum

- - + Documentation and schedule

Sittings and media coverage

Sittings and media cove-rage

Sittings and media coverage

Restructuring of the educa-tional authori-ties

City Council resolution

- + - Documentation and delimitation of capacities

Preparing a reso-lution

Re-casting Functioning in the newly created environment

Board of Inspectors (Schools' Attestation Centre)

- + - Documentation Resolution prepa-ration

Setting up Functioning

Independent Testing Centre

+ + + Round-table discus-sions, information collecting

Documentation Applying for grants and funding sour-ces

Setting up

35

Funding Time Frame


tation stat

e

loca

l

spon

sors

2000 (6 months)

2000 (12 months)

2001 2002

Information analytical body for creating computer net-work of edu-cational estab-lishments

- + + Computer network between education administration and district departments. Looking for sponsors

Organizational activities. Computer network between the pilot schools and edu-cational authori-ties. Looking for spo-nsors

Expanding the network over all schools. Looking for sponsors

Running the centre. Extending the net-work over all educa-tional establishments of the city. Looking for sponsors

Lviv Educational District

+ + + Gathering a wor-king group for the preparation of the objectives

Drafting of the docu-ments. Preli-minary mee-tings and co-ordination with the cen-tral authori-ties

Passing the national legislation on Lviv Educational District

Table 2. Funding

Time Frame Steps

Required documen-

tation 2000 2001 2002

City Budget Optimization

Lviv City Council Resolutions

Restructuring the City budget with the purpose of extending education expenses; Reaching the target of the 25 % of the overall city budget for education expenses; Setting up and extending normative funding for education; Meeting the expenses of reforming the educational system from the city budget

Deregulation of education funding; Revisiting previous financial agreements; Reaching the target of the 25 % of the ove-rall city budget for education expenses

Reaching the tar-get of the 25 % of the overall city budget for edu-cation expenses

Extending funding from the central budget

Cabinet Decree

Applying to the Cabinet for funds to run the education reform experiment in the city of Lviv for further municipal education reform in Ukraine

Drawing non-budget funds

Cabinet Decree

Participation in a tender of the innovation fund for the program implementation

Liberalization of the educational establishments financial activity

Opening accounts for the school charity funds for the proper use of sponsors’ money and charity donations

Opening commercial partnership programs

Creation and implementation of partnership programs for co-operation with the banks and other bodies to increase the range of financial instruments; Creation of the co-operation programs with the investors for local educational projects funding

36

Time Frame Steps

Required documen-

tation 2000 2001 2002

Legislation changes

Draft changes in legislation regulating the financial activity of educational establishments; Filing proposals to the Supreme Council of Ukraine regarding the amendments in the law on charity organizations

Transition to the state-public sys-tem of funding

Expanding budget funding; Deregulation and legis-lation initiatives; Creating a favourable environment for edu-cational investments; Extending co-operation with international donors; Implementation of new financial mechanism; Expanding school financial institutions

Setting up the educational finan-cial consortium

Launching a system of edu-cation funding in Lviv from state

Stabilizing the budget expendi-ture on edu-cation; Expanding the network of schools and pub-lic financial insti-tutions; Extending a share of public sources in fun-ding education up to 40 % of the educational services market

37

Table 3. Educational Content

Time Frame Outputs

2000 2001 2002

New three year curriculum plans at the senior secondary level, that will ensure a variety of specializations.

A developed conceptual framework for the programs and courses proposed by the new curriculum plans.

New programs: “Two Foreign Languages”, “Information Technologies”.

Programs for integrating City of Lviv priority content into existing subjects:

civics education; “All About Lviv”; entrepreneurship.

Introduction of new optional courses:

The Basics of Philosophical Thought;

European Studies.

Programs and curriculum plans for gifted children. Programs for the creative development of pupils. Programs for the development of student professional and learning skills.

Teacher preparation and inclusion in program and textbook development.

Seminars for parents, the public and independent experts to discuss individual program sections. The Ministry of Education approves the experimental use of the curriculum proposals.

Round-table discussions, on issues and perspectives dealing with the introduction of new curriculum plans and experimental courses in Lviv schools, together with the Ministry of Education.

Wide discussions and consultations with the public on issues related to the problems and perspectives of transferring to a 12 year system of secondary education.

Development of a proposed state document on the possibility of curriculum plan and program variability in order to enable a transition to a 12 year system of secondary education.

The Ministry of Education approves the proposed programs.

Instructional resource support for the new programs.

Provision of computers to educational institutions.

Round-table discussions, together with the Ministry of Education on monitoring and evaluating the implementation of the new curriculum plans and experimental courses in Lviv, other cities and regions of Ukraine.

A conference to analyze and disseminate the experiences of introducing new curriculum plans and courses in schools.

On site implementation of new curriculum plans and programs in designated pilot schools.

Student health monitoring in designated pilot schools implementing new curriculum plans and programs.

Through conferences and the internet, publication and public access of the experiences of introducing new variable curriculum plans, specialized programs and courses.

38

Table 4. Upbringing Financing Time Frame

Outputs Required documentation

Stat

e

Loca

l

Spon

sors

2000 (6 months)

2000 (12 months) 2001 2002

School branches of children’s and youth organizations

- - + Training instructors

The Assembly of Senior Pupils

Regulations and Charter; Agreement on co-operation; Ordinance of the Education Admini-stration

- - + Setting up the Assembly, drawing its actions plan

Work of the Assembly. Two week work-shops of committees heads and Coordinatory Board

Work of the Assembly

Work of the Assembly

School of the leaders Documentation - - + Activities plan Training schemes

Training schemes

City role games Instructions from the City Council and Education Authorities

- - + Documentation. Organizing measures. Training schemes

Role games on the UN and the Euro-pean Parlia-ment Models, an in-depth look at history: from Mag-deburgh Law to municipal self-govern-ment

Teaching democracy through the public education scheme

Documentation and school structure

- - + Studying experience

Studying experience

Starting school and training in-structors

Running on-line training schemes

Teaching debating through a role simulation game

Ordinance at the Administration of Education

- - + Role simulation game

On a perma-nent basis

On a perma-nent basis

Clubs of intellectuals Recommendations from the Adminis-tration of Educa-tion

- - + Setting up the FOCUS intellec-tual club

Setting up the Young Brain intellectual club

Training club instructors

Legal consulting points Initiating the work of the “street” pedagogues, sociologists and psychologists

Documentation - -

- -

+ +

Opening branches at school Studying experience

Running Branches at schools Organizing measures and training

Field work

39

Table 5. Special Education

Funding Time Frame


Stat

e

Loca

l

Spon

sor

s 2000 (6 months)

2000 (12 months) 2001 2002

Reform of the system of special education/ rehabilitation

Approval of the docu-ments by the Ministry of Education. Mandate from Municipal/Regional Boards of Education. Guidelines for enrollment.

- + + Establish and develop two model centers for children with sight and motion disability

Selection and retraining of staff. Selection and enrollment of students

Drafting of recommen-dations

Progress report regarding the model centers. Submission of recommen-dations to the Ministry of Education

City Council Resolution. Ruling of the Executive Committee of the City Council. Constitutions/ Statutes of special schools

+ + + Government funding for the first stage of the rehabilitation center. Implementation of rehabilitation programs in chosen special schools

Training of staff from chosen special schools at the Education Rehabilitation Centre

Implementa-tion of rehabilitation programs in all municipal special schools

Dissemination of experience throughout Ukraine

Approval of documents by the Ministry of Education. Resolutions made at practical-research conferences

+ + Development and approval of new teaching programs for children with special needs

Training of staff from chosen special schools at the Education Rehabilitation Centre

Implementa-tion of experimental individualized teaching programs. Analysis and presentation of results at seminars and conferences

Collection of recommen-dations of specialists working in the new programs

Research papers and reports

+ Encouragement of pre- and post-graduate students to do research in special education and rehabilitation. The inclusion of these subjects in state research institutes

Holding a research con-ference on special education, integration, rehabilitation

Discussion of preliminary results

Recommen-dations for im-proving special education and rehabilitation in the school system

Resolutions + Round table dis-cussions and workshops with the participation of NGOs, government minis-tries and higher institutions of learning

Holding a scientific confe-rence on spe-cialized education, integration, rehabilitation

Discussion of preliminary results

Recommen-dations for im-proving special education and rehabilitation in the school system

40

Funding Time Frame


Stat

e

Loca

l

Spon

sor

s 2000 (6 months)

2000 (12 months) 2001 2002

Implementa-tion of inclusive education for children with special needs in mainstream schools

Written order from the Ministry of Education Mandate from the City/Region Boards of Education Guidelines for enrollment.

+ + Identification of 5 schools/nursery schools for inclusive programs throughout city districts. Identification of needed environ-mental changes/ technical equipment/ methodologies

Preparation and retraining of staff and hiring of additional personnel. Adaptation and renovation of premises. Se-lection and enrollment of students

Preliminary recommen-dations

Preparation of document of recommen-dations to be presented to the Ministry of Edu-cation on inclusive edu-cation

Agreements of coo-peration with schools from other countries Constitution document for Association of Teachers of Inclusive Schools

+ Study visits of directors/ teachers and resource teachers to inclusive schools abroad. Analysis of international documents, literature and experience

Preparation of all staff, parents and students for the implemen-tation of inclusive prog-rams

Preparation of recom-mendations in planning and imple-mentation of inclusive programs

Analysis and revision of planning and implementation of inclusive education. Bilateral exchange practicums

Guidelines for metho-dological workshops for teachers of inclusive schools Methodological reco-mmendations for tea-chers of inclusive programs Written order from the Ministry of Education

+ + Gathering and implementation of teaching methodologies required for various disabilities (physical, intellectual, sensory)

Preparation of methodological guidelines for the full range of special needs (physical, intellectual, sensory)

Dissemination of methodolo-gical guide-lines for teachers of inclusive programs

Approval of standard me-thodological guidelines by the Ministry of Education

Guidelines for streaming special needs children into appropriate programs Handbook of tests and assessment methods for special needs children

+ + Analysis of literature regarding assessment and streaming of children into appropriate programs

Preparation of guidelines for streaming of children into appropriate programs

Approval of guidelines for streaming children into appropriate programs. Development and adaptati-on of assess-ment methods

Preparation and publication of handbook of tests and assessment methods for special needs children

41

Funding Time Frame


Stat

e

Loca

l

Spon

sor

s 2000 (6 months)

2000 (12 months) 2001 2002

Training of specialists and leadership

Approved resolution of the Council of Rectors of Universities and Institutes. Program “Student – Year 2000”

+ + + Evaluation of training programs for specialists working with children with special needs. Identification of training needs, specifically profession and quantity for new specialists. Training programs abroad

Determining the eligibility of the higher education institutions for developing new curricula. Preparation and submission for funding of Prog-ram “Student –Year 2000”. Impartial choice of contenders for study abroad

Receipt of educational grants from international agencies. Coordination and imple-mentation of new regional training programs of specialists.

Implementation of field practice for students of relevant specialties at sites where specialized/ inclusive/ rehabilitation/ community based programs have been im-plemented efficiently

Guidelines fop performance evaluation of specialists in the experimental model

+ Development of a procedure for hiring of best specialists for key positions in the experimental settings

Performance evaluation on all specialists working with special needs children in the experimental settings

Ensuring improvement of quality of educational, psychological and rehabili-tation services for children with special needs

Improving the quality of education and rehabilitation for children with special needs in all institutions and es-tablishments of the city

Program "Community leader-2000"

+ Encouragement and promotion of community leaders to key positions in new programs, support for young leaders

Ensuring the education individual growth of leaders, encouragement of young leaders and *

Replacement and revision of leadership positions where there is no observed progress, promotion of the effective leadership

Strengthening of the effective community leadership

Recommendation from Commission of City Council Mandate from municipal Board of Education

+ + The establishment in the city municipalities the position of Inspector of Special Education and Inclusion

Series of tra-ining sessions on organization and methodology for the Inspectors. Study visits abroad

Gathering and compiling information from Inspectors

Development of recomme-ndations for the Ministry of Education

42

Funding Time Frame


Stat

e

Loca

l

Spon

sor

s 2000 (6 months)

2000 (12 months) 2001 2002

International and public support

The non-governmental organizations and educational authorities joint projects filed to international foundations

+ Gathering of infor-mation on public and private projects as well as those sponsored by international foundations in the field of special education/ rehabilitation

Creation of a public council supporting reforms in education with representation of special edu-cation/ inclu-sion/ rehabi-litation com-ponent. Filing a major pilot project

Non-govern-mental orga-nizations and international foundations costs coope-rative budge-ting in the strategic implementation of specialized/ integrated/ rehabilitation programs

Monitoring and organizational support of projects im-plementation

Materials and resolutions

+ Holding a Forum on Educational Initiatives with the participation of foreign partners with the section for education of special needs children

Holding an International seminar on inclusion and rehabilitation

Holding a Second Forum on Educational Initiatives in Kyiv

Holding an International Conference on Special Education

International certification of specialists

+ + Selection of institutions for the involvement of international consultants. Submitting pro-jects to internat-ional foundations

On site training, conferring international certificates to Ukrainian specialists/ teachers

Training to broader network of institutions

Education and exchange of experience/ study visits/ practicums

Information, educational- methodological literature and impact on social consciousness

Registration with the State Committee for Press and Information. Obtaining copyright permissions to publish translated works

+ + Gathering and organization of bibliography on the subject. Establishment of a library and resource centre

Planning and equipping a publishing centre to pu-blish information and literature on special education/ rehabilitation

Preparation of the handbook on Education and Rehabili-tation of Children with Special Needs

Translation and publication of priority teaching materials, assessment forms and manuals etc.

Guidelines on publishing a bulletin

+ + Conference meetings with the mass media and specialty areas representatives, compilers of bulletins, collected works etc.

Development of an information bulletin on the subject of spe-cial education, rehabilitation and inclusion

Issuing sepa-rate problem issues on the various asp-ects of reform of special/ inclusive education and rehabilitation

Publication of the experience of program im-plementation as well as problem issues and resolutions

43

Funding Time Frame


Stat

e

Loca

l

Spon

sor

s 2000 (6 months)

2000 (12 months) 2001 2002

Free media coverage + + + Creating a series of broadcasts on the issue of rights of children with special needs

Production and distribution of educational videos for the staff involved in new programs

TV coverage on the first on site experience in Ukraine

TV coverage on the first on site experience in Ukraine

Recommendations for media coverage

Writing recommendations for media coverage of issues related to children with special needs. Preparation of press-releases

Holding press-conferences and round table discussions with media coverage. Preparation of press-releases

Holding press-conferences, round table discussions, interviews

Holding press-conferences, round table discussions, interviews, writing articles

Table 6. Teaching Staff

Funding Time Frame

Outputs Required

documentation

Stat

e

Loca

l

Spon

sors

2000 (6 months)

2000 (12 months) 2001 2002

A network of training facilities

Funding documentation

+ + - Pin-pointing the facilities Writing training programs

Drafting trainees Training teaching staff for adult recipients Specification of teaching plans

Introduction of new courses Preparation of handbooks

Extension of new courses Publication of manuals

In-service training of the teaching staff

Methodological documents

+ + - Experience analysis Determining the in-service training content

Drawing trainees groups in the city areas Introductory courses

To be launched every year

In-service training for experienced teachers and post-graduates in education

Proposals on Attestation documents

+ + - Course papers for the academic year 1999/2000 to be supported openly Teaching programs changes

Drawing trainees groups

Involving post-graduates in education in running courses for young specialists

To be launched every year

Adapting young specialists to the changing environment

Documentation on in-service training Documentation on young specialists contest for in-service training

- + - In-service training programs

Pin-pointing and preparing trainers

Young spe-cialists com-petition for the vacancies in Pustomyty, Yavoriv and Zhovkva dis-tricts Launching in-service training

In-service training continued

44

Funding Time Frame

Outputs Required

documentation

Stat

e

Loca

l

Spon

sors

2000 (6 months)

2000 (12 months) 2001 2002

Education management training scheme

- + + On-running workshop for school head masters

Writing a teaching plan for the speciality “Mana-gement of Edu-cation” Trainers prepara-tion

Translation and publishing of a series of books about educational management

Setting up a school of educational policy

Training teachers to teach new subjects

- + - Training schemes for teachers of concomitant integ-rated regional subjects

Drawing trainees

A new model of teaching education

Documentation on creating a consortium

+ - + Setting up an educational con-sortium Preparing edu-cational teaching program

Launching MD studies

Preparation of manuals

Setting up the Faculty of Education

Table 7. Moulding of Public Opinion

Funding Time Frame


tation Stat

e

Loca

l

Spon

sors

2000 (6 months)

2000 (12 months)

2001 2002

Co-operation with mass media

- - - - Launching the round table discussions Launching a system of collecting and processing information on the part of the reform participation

–“– –“–

–“– –“–

–“– –“–

The Osvita (Education) Press Centre

Documentation on the centre

- + + Establishing co-operation with the City Council Press Centre

Releasing the information through the City Council

Setting up the Osvita Press Centre

Running the Press Centre

A body reacting to public queries

Documentation - + + Initiating a system of gathering information coming from the public

Collection of in-formation and its analysis Drawing a data base of the press materials and people’s queries Devising polling materials Search of partner organizations

Collection of information and its analysis Complemen-tation of the data base Opinion polls Elaboration and dissemination of recommenda-tions

Collection of information and its ana-lysis Complementation of the data base Opinion polls Elaboration and dissemi-nation of re-commenda-tions

45

Funding Time Frame


tation Stat

e

Loca

l

Spon

sors

2000 (6 months)

2000 (12 months) 2001 2002

Information-consulting Centre

Documentation on the centre Documentation on the tender City Council Ruling

- + + Devising documen-tation Setting the system of collecting information from state bodies Devising documenta-tion on the tender A study of the relevant public bodies Conducting a tender

Setting the work the system of col-lecting information from state bodies Running the centre Establishing a te-lephone consulting service

Gathering and dissemination of information Services aimed at consulting people and raising their informedness On-site work-shops at schools of the city districts Running a te-lephone service for educational queries

Gathering and dissemination of information Services aimed at con-sulting people and raising their infor-medness On-site work-shops at schools of the city districts Running a telephone ser-vice for edu-cational queries

Educational workshops for the public

- - - + Devising courses Analysis of the work of international orga-nizations

Working out new courses Holding workshops and training ses-sions

Implementation of courses Holding work-shops and trai-ning sessions

Implementa-tion of cour-ses Holding work-shops and training ses-sions

A dialogue with the NGO’s and political parties

- - - + Preparation for the Forum of Educational Initiatives Education oriented study of public bodies and political parties as regards prospective co-operation

Holding the Educational Initiatives Forum Workshops Joining the activities of the NGO’s and political parties Involving the NGO’s and political parties into the program



Educational TV Channel

Resolution of the City Council

+ + + Finalizing the concept of the program as well as its content and design Contacts with the broad casters Sample broadcast

Changes in the program design Creating a production team Sample broadcast

Changes in the program design Work of the production team Regular broadcasts over local TV

Changes in the program design Work of the production team Broadcast over national TV channels

46

Table 8. Integration into the European Community Funding Time Frame

Outputs Required

documentation

Stat

e

Loca

l

Spon

sors

2000 (6 months)

2000 (12 months)

2001 2002

Setting up an analytical service International workshops and seminars

Documentation Joint agreements

-

-

+

+

+ +

Consolidating a team Documentation Data base Monitoring of on-going activities Preparation of the issues to be con-sidered Participation in the activities, drawing recommendations, extending partnership

Work of the ana-lytical service Complementation of the data base Issuing recom-mendations Publications Driving and ex-tending a data-base Opening a Web-site

Work of the analytical ser-vice Complementa-tion of the data base Issuing recom-mendations Publications Driving and ex-tending a data-base

Work of the analytical ser-vice Complemen-tation of the data base Issuing re-commenda-tions Publications Driving and extending a data-base

Joining interna-tional organiza-tions, professi-onal associations and programs

Documentation of the respective in-ternational bodies

- + + Monitoring of existing activities Monitoring of the potential activities

Driving and ex-tending a data-base Opening a Web-site Publications

Driving and extending a data-base Opening a Web-site Publications

Driving and extending a data-base Opening a Web-site Publications

Extending partnership

- - - + Monitoring of bilateral ties Search of poten-tial partners

Driving and ex-tending a data-base Opening a Web-site Publications

Extending a data-base Publications

Extending a data-base Publications

International state and local programs

- - + + Monitoring of current and planned activities Coordination with the Educational reform issues in the city of Lviv

Monitoring of current and planned actions Development of the Strategy of participating in the programs Participation in the programs

Monitoring of current and planned actions Participation in the programs

Monitoring of current and planned actions Participation in the programs

47

Funding Time Frame

Outputs Required

documentation

Stat

e

Loca

l

Spon

sors

2000 (6 months)

2000 (12 months) 2001 2002

The development of the Ukrainian schools abroad

Development program Co-operation agreements

- + + Writing the deve-lopment program Logistic support Training and study trips Exchange program

Writing the deve-lopment program Logistic support Training and stu-dy trips Exchange prog-ram

Changes and amendments to the development program Logistic support Training and study trips Exchange prog-ram

Changes and amendments to the deve-lopment prog-ram Logistic sup-port Training and study trips Exchange program

Education of the national mino-rities in Lviv

Development program Resolution of the City Council

- + + A study of the needs Workshops and conferences International ties

Workshops and conferences Approval of the development program Expansion of international ties

Workshops and conferences Approval of the development program Expansion of international ties

Workshops and conferen-ces Approval of the develop-ment program Expansion of international ties

48

Resolution no 449 of Lviv City Council 30/12/1999 On the Basics of the City of Lviv Educational Policy

Following the Law of Ukraine «On the General Secondary Education» for the implementation of the Decree of the President of Ukraine «On Measures of Improving the Functioning and the Development of the General Secondary Education» dated 02/06/1998; and Resolution no 348 of the Cabinet of Ministers of Ukraine «On the Ratification of the Complex Plan of Measures Concerning the Development of the General Secondary Education in the years 1999-2012» dated 11/03/1999

1. Education is to be recognized as a primary sphere of the City of Lviv development. 2. «The Basics of the City of Lviv Educational Policy» are to be approved (attach-

ment). 3. The Department of Humanitarian and Social Policy is to work out a package of

measures concerning education reform in the City of Lviv till 15/03/2000. 4. The Department of Humanitarian and Social Policy along with the Board of

Finance are to plan the costs for the implementation of education reform in the draft of the City of Lviv budget.

5. The Lviv City Council Permanent Commission on Education and Science is to control the implementation of the agreement.

The Mayor of the City of Lviv V. Kuybida

49

EDUCATIONAL CHANGE IN LVIV

(POLICY PAPER)

Authors:

Working group of Pavlo Khobzey, Mykhaylo Komarnytskyi, Halyna Synytska,

Liudmyla Kozak, Liliya Hrynevytch under the guidance of the city of Lviv Mayor

Vasyl Kuybida

English version editors

Mykhailo Stasiv, Mykhailo Bilynskyi, Tetiana Narozhna

Copy editor

Myroslava Prykhoda

Cover

Andrij Kis

How to contact us

Institute for Policy Studies 8 Rynok Square, Lviv, 79008

Tel. (+380-322) 720647 Fax (+380-322) 722861

Email: [email protected]

Printed in Ukraine by Misioner Publishing House (OB)

8 Vasyliianska St., Zhovkva

educational change in lviv

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