Preschool Education in Ukraine
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JUNE 2018 | COUNTRY STUDY SUPPORTING THE EARLY CHILDHOOD WORKFORCE AT SCALE Preschool Education in Ukraine The Early Childhood Workforce Initiative (ECWI) is a global, multi-sectoral effort to mobilize countries and international partners to support and empower those who work with families and children under age 8. This initiative is jointly led by Results for Development (R4D) and the International Step by Step Association (ISSA), and supported by a consortium of funders including Bernard van Leer Foundation, Open Society Foundations, ELMA Foundation, and Jacobs Foundation. This report was written by Vidya Putcha and Michelle Neuman at Results for Development (R4D), Natalia Sofiy at the Ukrainian Step by Step Foundation (USSF), and Olena Zaplotynska at the Institute for Education Development (IED). The following individuals provided invaluable guidance on this report: Mark Roland (R4D), Robert Francis (R4D), Tangut Degfay (R4D), Kimberly Josephson (R4D), Maggie Gratz (R4D), Nina Omelyanenko (Association of Preschool Educators – Ukraine), Yulia Naida (USSF), Oleksandr Androshhuk (IED), and Nurbek Teleshaliyev (Open Society Foundations). The authors are also grateful for assistance from Natalia Dyatlenko (Borys Grinchenko University), Svitlana Yefimova (Lviv In-service Teacher Training Institute), Natalia Zayerkova (Center for Inclusive Education, Borys Grinchenko University), Olena Osmachko (Local Education Department), Galyna Silina (Kharkiv Academy of On-going Education), and Oksana Fedorenko (Institute of Special Pedagogy, National Academy of Pedagogical Sciences) in carrying out data collection efforts. This study would not have been possible without the support of officials from the Ministry of Education and Science in Ukraine and local and national government officials, preschool teacher educators and trainers, staff in preschool institutions, parents, and experts, who generously shared their time and thoughts for this study. We extend deep appreciation to the Early Childhood Program at the Open Society Foundations for their generous support of this work. Suggested citation: Putcha, V., Neuman, M., Zaplotynska, O., & Sofiy, N. (2018). Supporting the Early Childhood Workforce at Scale: Preschool Education in Ukraine. Washington, D.C.: Results for Development. Institute for Education Development Copyright © 2018 Results for Development Institute 1111 19th Street NW, Suite 700, Washington, DC 20036 Table of Contents Introduction 3 Research aims 4 Methodology 5 Overview of ECD in Ukraine 6 Background on preschool education in Ukraine 7 Background on preschool personnel in Ukraine 11 Preschool Teachers in Ukraine 13 Findings 16 Recommendations 24 Lessons for Policymakers and Program Managers 27 References 28 Supporting the Early Childhood Workforce at Scale: Preschool Education in Ukraine 1 2 Introduction growing body of evidence shows that early This study, the second in this series, focuses on the role A childhood development (ECD) services have a of preschool teachers in Ukraine. The country, with a strong impact on children’s development, significantly predominantly public network of preschool education, improving childhood development and later adult has achieved coverage for a significant proportion of outcomes. Although access to early childhood the population. Although it has commendably offered development programs has expanded, challenges affordable preschool education services to many, Ukraine remain around ensuring that they are of high quality and still struggles to meet demand and experiences a number provide healthy and stimulating experiences for children. of quality challenges. Increasing attention in the country One major factor contributing to the quality of ECD to improving the quality of preschool education and programs is the early childhood workforce. A recent supporting inclusion, elevated in recent policy reforms, meta-analysis of global studies focused on center-based offers a unique moment to gain a more comprehensive early childhood education and care programs found understanding of the system. Accounting for the current that higher teacher qualifications are associated with policy environment and the significance of the workforce improvements in supporting children’s development to access and quality in preschool education in Ukraine, in areas such as supervision and the scheduling of this study aims to gain insight into the experiences of activities, providing varied social experiences for children, preschool teachers, including their backgrounds, the and creating a warm and friendly environment for support that they receive, as well as the challenges that interactions.1 Despite its importance for delivering quality they face in their role to support young children and their services, relatively little is known about this workforce. families. Through the Early Childhood Workforce Initiative – a It is hoped that the findings and recommendations multi-stakeholder effort to support and empower emerging from this study can support officials within those who work directly with young children led by the Ministry of Education and Science (Ministerstvo the International Step by Step Association (ISSA) and osvity i nauky) in Ukraine, as well as local education Results for Development (R4D) – R4D is carrying out a departments, in order to strengthen and support series of country studies to understand the experiences the policies and programs that are both relevant to and challenges faced by those in particular workforce preschool personnel and geared toward improving the roles in several countries. The country studies intend to quality of preschool education. In addition, it is hoped focus on a range of roles including professionals and that this study will further contribute to the developing paraprofessionals, paid and unpaid workers, and frontline knowledge base around the early childhood workforce workers and managers, from the education, health and by supporting researchers, program managers, advocates nutrition, social protection and child protection sectors. and policymakers across a range of contexts. 1 Manning, M., Garvis, S., Fleming, C., Wong, T. W. G., (2017). The relationship between teacher qualification and the quality of the early childhood care and learning environment. Campbell Systematic Reviews. Supporting the Early Childhood Workforce at Scale: Preschool Education in Ukraine 3 Research aims his study aims to illustrate the experiences of • What types of guidance and mentorship support are Tpreschool teachers in Ukraine and identify the available to preschool teachers? What are the strengths size and scope of the challenges they face, including and challenges of these mechanisms? their ability to support children with special educational • What career advancement opportunities do teachers needs and from diverse backgrounds. Key questions have? underpinning this study include: • How do incentives and working conditions motivate • How are teachers prepared to enter into their roles? teachers to enter and remain in the profession? What are the strengths and challenges of this system? • What resources do teachers have to support children • What types of ongoing training and professional with special educational needs? What challenges do development opportunities are provided to teachers? they face and what additional resources are needed? What are the strengths and challenges of these opportunities? Based on the experiences illustrated and challenges identified through this research, the study aims to develop actionable recommendations for policymakers in Ukraine that support and strengthen the workforce delivering the country’s preschool education services. This study also identifies lessons for other countries similarly seeking to scale up preschool education. 4 Methodology s a first step, the research team carried out a for this study. Also, while efforts were made to ensure Adesk review of policies relevant to the preschool diversity in schools and personnel sampled, interview education sector and corresponding personnel involved in and focus group discussion participants were primarily its delivery in Ukraine, with a specific focus on preschool drawn from urban areas. In addition, as the study did teachers and teacher assistants. The research team also not include observations of teaching and learning, it is carried out a review of ECD services provided to young difficult to comment on classroom practices. Data were children and families from birth to age six across the collected in Ukrainian and then translated to English for health and nutrition, education, and child and social analysis. Although Ukrainian members of the research team protection sectors to map the broader system in which reviewed the findings to mitigate the risk that the intention preschool is embedded. or meanings of the data were not altered or misunderstood, it was not feasible to carry out back-translation. Based on issues surfaced in the desk review, a group of key stakeholders was identified to participate in interviews and focus group discussions. These stakeholders included Ministry and local officials responsible for TABLE 1: preschool education in the country, teacher educators at Number of stakeholders interviewed by type3 pedagogical universities and colleges, trainers at regional in-service training institutes, school-level personnel, Stakeholder Stakeholder No. parents, and members of civil society knowledgeable of Type/Level the strengths and challenges of the preschool education Officials from