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Higher Education in Ukraine: Agenda for Reforms KAS Policy Paper Table of Contents Foreword .................................................................................................................... 3 Chapter 1. New agenda for higher education in Ukraine: the first stage of changes (Inna Sovsun) ............................................................................................. 4 Chapter 2. Ukrainian higher education in 1991–2013: successes and failures of the reforms (Petro Kostrobiy, Yuriy Rashkevych) ......................................... 15 Chapter 3. What has been achieved by the third anniversary of the new Law on Higher Education? (Yevhen Nikolaiev) ................................. 21 Chapter 4. Internal quality assurance system in Ukrainian higher education: adopting the European Standards and Guidelines (Oleksandr Dluhopolskyi) ....... 29 Chapter 5. External quality assurance system in Ukrainian higher education: historical background and development opportunities (Sergiy Kurbatov) ............ 35 Chapter 6. Academic integrity as a prerequisite and instrument for ensuring effective education reforms (Volodymyr Satsyk) ........................... 42 Chapter 7. Student rights protection in Ukraine: KNUprotest case (Olena Nikulina) ............. 50 Chapter 8. Efficient universities — challenges in Germany and in the European Union (Norbert Arnold) ......................................................................................... 54 Authors of the publication ......................................................................................... 58 Executive summary .................................................................................................. 59 1 Higher Education in Ukraine: Agenda for Reforms Edited by Yevhen Nikolaiev, Candidate of Economic Sciences, Associate Professor of Political Economy Department, Vadym Hetman Kyiv National Economic University. The publication is dedicated to covering major reforms in higher education in Ukraine. Achievements and problems in this sector since the time of Ukraine gaining independence until 2013 are briefly presented. The main focus is on the reforms, which started by the adoption of a new version of the Law On Higher Education in 2014. The issues of state higher education policy, the introduction of internal and external quality assurance system in higher education, the changing perception of academic integrity principles within the educational community are examined. The experience of several student initiatives related to their rights protection is generalized. Key challenges faced by the development of high quality higher education in Germany and the European Union are covered. Publication is prepared by authors from universities and Ukrainian and German academic institutions with the participation of Educational Trends analytical agency. The publication is sponsored by Konrad-Adenauer-Stiftung Ukraine Office. Project coordinator: Iuliia Skok, Konrad-Adenauer-Stiftung Ukraine Office. The authors are responsible for the information given in the chapters. Translated from Ukrainian by Yana Husak. Cover photo: https://pixabay.com/. © Konrad-Adenauer-Stiftung Ukraine Office, 2017 KONRAD-ADENAUER-STIFTUNG 5 Akademika Bohomoltsya str., office 1 01024, Kyiv http://www.kas.de/ukraine/ [email protected] 2 Foreword An active group of indifferent teachers and students, officials, experts, civil activists, and organizations gathered around the higher education reform. Starting 2014 the agenda of the necessary changes in this area was determined by the newly adopted Law of Ukraine On Higher Education which was prepared by experts representing leading universities with minimum official participation and influence from the Ministry of Education and Science of Ukraine. Since that time the majority of the expert discussions about the events and changes in higher education in Ukraine are mentioning implementation, realization and introduction of certain regulations of this document. Are the changes of the last two and a half years tangible in this area? Sometimes there is an opinion expressed about the fact that all novelties are minor, that almost nothing critically new is introduced in Ukrainian education, especially under the influence of the state policy. I think, such opinion is a natural consequence of obscurity of every separate change: we do not pay attention to small everyday steps, and sometimes our attention is switched to other more important events. Nevertheless, having read this publication, one can see the prominent transformations in higher education. We witness the development of new educational standards. Some of us already study or teach at new postgraduate programs for future PhDs. Universities create departments of internal quality assurance and spend hard cash on connecting to commercial anti-plagiarism systems. In the framework of Ukraine’s Ukraine to the European Union according to the Association Agreement, the National Agency for Higher Education Quality Assurance was established, which, to be honest, does not yet work at full capacity. Educators started to actively learn foreign languages and participate in exchange programs with foreign HEIs. Students are getting involved in solving the current problems in their educational institutions and protecting their rights. In May 2017, when this policy paper was in preparation, three thousand of Ukrainian medicine students of the sixth year of education were for the first time taking an independent international test in medicine which was developed by American professionals. 97% (sic!) of these students failed the test, which proves the case for the urgency of fundamental reforms of Ukrainian education. New terminology is spreading. We have already almost got used to the term “competency-based approach”, but “academic integrity”, “mixed” and “online-education”, “anti-plagiarism systems”, “academic writing courses”, in general, are new notions and phenomena for Ukrainian educational environment, which, however, already become new topics for discussions and pave new ways for themselves. Therefore, the higher education reform is far from an outright failure. There are achievements, there are obstacles. The speed of constructive changes is, possibly, slower compared to how we want it to be. All this creates current and future agenda for higher education in Ukraine. Its assessment from the perspective of leading Ukrainian and German experts can be found in this publication. On behalf of all the authors and the publisher, I would like to express a most sincere gratitude to Dr Anatoly Oleksiyenko, Ms Hy T. Quach-Hoang and Ms Nguyen Ngoc Quynh Nhu for reviewing this publication and helping to polish its English translation. Yevhen Nikolaiev May-August 2017 3 Chapter 1 New agenda for higher education in Ukraine: the first stage of changes Inna Sovsun Introduction The new law on higher education became the first large systemic reformatory bill, adopted by the Verkhovna Rada after the Revolution of Dignity in summer 2014. Intensive work on the bill had been conducted for several years. The Ministry of Education was developing their version of the bill. The community, including the most progressive universities, was developing their versions of the draft law. The attempts of then-leaders of the Ministry of Education and Science to create a law, which would further centralize the governance of the higher education system, became the ground for multiple student protests and forced the leadership of the country to impose pressure on the Ministry of Education and Science to search for the compromise between different positions. The situation changed dramatically in March 2014, when the new Government was formed, and Serhiy Kvit, a former rector of Kyiv-Mohyla Academy, one of the most progressive higher education institutions in the country, became the Minister of Education and Science. The Minister invited me to take the position of the First Deputy Minister and supervise the higher education reform. Despite the fact that several years prior to that I had actively worked in different working groups for the development of higher education reform bills, the appointment became an unexpected challenge for me. In fact, the finalization of the law became the first step of that challenge, as the bill was initially developed as a compromising, rather than radical or reformatory one. When preparing for the second reading of the bill, we managed to make certain changes, balance areas of responsibilities, add autonomous rights for the universities. We managed to make some other changes, which seemed to be smaller but were the driver for further reforms. For example, it was my initiative to add a regulation on the necessity to publish texts of the PhD and Doctorate theses online to simplify the checking process for plagiarism and academic integrity. However, in general, the bill was prepared for a different political situation, a situation in which groundbreaking changes were improbable. Eventually, even though the bill was not overly radical, its implementation was complicated and constantly faced unreadiness for changes from the larger part of the university community. On the other hand, a different part of the community demanded more decisive and groundbreaking actions. The process of transformation of higher education in Ukraine was launched while balancing between these different interest groups, against a background of additional challenges connected with war, economic crisis and ineffective
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