Lidia Londar
https://orcid.org/0000-0002-0873-5664
ENSURING THE CONTINUITY OF THE EDUCATIONAL PROCESS IN UKRAINE DURING WARTIME
Full text (pdf)
Language: Ukrainian
Abstract. In emergencies, especially in wartime, new challenges are being posed to the education system, which have both a direct negative impact on the functioning of the network of institutions and participants in the educational process and long-term consequences. The article shows that the period of wartime education in Ukraine was preceded by changes in approaches to educational management, such as the active implementation of IT technologies (provision of computers for students and teachers, school access to high-speed Internet, etc.) during the COVID-19 pandemic. Pre-war activities and experience seem to have contributed not only to the provision of education during the war, with an emphasis on the transition to non-traditional forms of learning (distance learning, mixed learning), but also to the improvement of the educational process in the 2022/2023 academic year (during the war). Although education in crisis situations is of obvious interest to scholars, the practical experience of schooling during wartime in Ukraine has not been sufficiently studied, and its generalization can give further impetus to the development of our knowledge of the functioning of education in emergencies. The purpose of our study is to identify the features of facilitating the educational process in general secondary education institutions under these conditions, highlighting the problems, factors impacting the formation of resilience to challenges and measures to overcome them. The study used general scientific and special research methods. In particular, a review of scientific literature on related topics was conducted, a systematic approach was applied (to formalize the content of the functioning of the education system during the war); methods of statistical comparative analysis of statistical and administrative information, as well as appropriate methods of synthesis; graphical method (for the purpose of visual and schematic presentation of theoretical and practical results of the study). Improving the quality of education under martial law, and solving organizational, technical and financial issues to ensure the continuity of the educational process, involves the effective development of management technologies and tools, strengthening coordination and cooperation between school administrations, government agencies (education authorities, child protection services), local governments, NGOs, and international partners.
Keywords: continuity of the educational process, digital competence, provision with IT technologies, information technology infrastructure of general secondary education institutions.
https://doi.org/10.32987/2617-8532-2023-1-79-92
Keywords: continuity of the educational process, digital competence, provision with IT technologies, information technology infrastructure of general secondary education institutions.
https://doi.org/10.32987/2617-8532-2023-1-79-92
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3. GTZ. (2004). Education and conflict: The role of education in the creation, prevention and resolution of societal crises – Consequences for development cooperation. Retrieved from https://reliefweb.int/report/world/education-and-conflict-role-education-creation-prevention-and-resolution-societal.
4. Shakya, A. (2011). Experiences of children in armed conflict in Nepal. Children and Youth Services Review, 33(4), 557-563. DOI: https://doi.org/10.1016/j.childyouth.2010.08.018.
5. O’Malley, B. (2007). Education under attack, 2007: a global study on targeted political and military violence against education staff, students, teachers, union and government officials, and institutions. UNESCO. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000186303.
6. Conflict Observatorу. (2023). Russia’s systematic program for the re-education and adoption of Ukraine’s children. Retrieved from https://hub.conflictobservatory.org/portal/apps/sites/#/home/pages/children-camps-1.
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10. Kecmanovic, M. (2013). The short-run effects of the Croatian War on education, employment, and earnings. Journal of Conflict Resolution, 57(6), 991-1010. DOI: https://doi.org/10.1177/0022002712454268.
11. López, H., & Wodon, Q. (2005). The economic impact of armed conflict in Rwanda. Journal of African Economies, 14(4), 586-602. DOI: http://dx.doi.org/10.1093/jae/eji021.
12. Akbulut-Yuksel, M. (2014). Children of war: The long-run effects of large-scale physical destruction and warfare on children. Journal of Human Resources, 49(3), 634-662. DOI: https://doi.org/10.3368/jhr.49.3.634.
13. Blattman, C., & Annan, J. (2010). The consequences of child soldiering. The Review of Economics and Statistics, 92(4), 882-898. Retrieved from https://www.jstor.org/stable/40985800.
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15. Children of war. (2023). Retrieved from https://childrenofwar.gov.ua/.
16. Ministry of Education and Science of Ukraine. (2023). Education under threat. Retrieved from https://saveschools.in.ua/ [in Ukrainian].
17. Ministry of Education and Science of Ukraine. (n. d.). All-Ukrainian school online. Retrieved from https://mon.gov.ua/ua/tag/vseukrayinska-shkola-onlajn [in Ukrainian].
18. Ministry of Education and Science of Ukraine. (2020). Some issues of distance learning organization (Order No. 1115, September 8). Retrieved from https://zakon.rada.gov.ua/laws/show/z0941-20#Text [in Ukrainian].
19. SSI “Institute of Educational Analytics”. (2022). Education of Ukraine under martial law. Retrieved from https://iea.gov.ua/wp-content/uploads/2022/08/education-of-ukraine_2022.pdf [in Ukrainian].
20. Kyrylenko, V., & Chaliuk, Yu. (2022). Assessment of country readiness for distance learning. Pryazovskyi economic herald, 1(30), 24-33. DOI: https://doi.org/10.32840/2522-4263/2022-1-4 [in Ukrainian].
21. Perminova, S. (2021). Creation of EdTech startupises as a factor of online education development. Efektyvna ekonomika, 3. DOI: https://doi.org/10.32702/2307-2105-2021.3.82 [in Ukrainian].
22. Kofi, A.-A. (2017). E-learning, resilience and change in higher education: Helping a university cope after a natural disaster. E-Learning and Digital Media, 14(5), 259-274. DOI: https://doi.org/10.1177/2042753017751712.
23. SSI “Institute of Educational Analytics”. (2023). Basic educational statistical data. Retrieved from https://iea.gov.ua/naukovo-analitichna-diyalnist/analitika/osnovni-czyfry-osvity/ [in Ukrainian].
24. Ministry of Education and Science of Ukraine. (2020). Professional standards for primary school teachers, general secondary education teachers and primary education teachers have been approved. Retrieved from https://mon.gov.ua/ua/news/zatverdzheno-profstandart-vchitelya-pochatkovih-klasiv-vchitelya-zakladu-zagalnoyi-serednoyi-osviti-i-vchitelya-z-pochatkovoyi-osviti [in Ukrainian].
25. Kremen, V. H. (Ed.). (2021). National report on the state and prospects of education in Ukraine. Kyiv. DOI: https://doi.org/10.37472/NAES-2021-ua [in Ukrainian].
26. Diia. Digital Education. (n. d.). Retrieved from https://osvita.diia.gov.ua/ [in Ukrainian].
27. State service of education quality of Ukraine. (2020). Analytical reference on the organization of distance learning in institutions of general secondary education in quarantine conditions. Retrieved from https://tinyurl.com/3u6z2ccm [in Ukrainian].
28. Bandura, Z. L., Kril, Ya. Ya., & Dudnyk, S. V. (2023). Analysis of the level of digital competence development of education process participants: challenges in wartime. Academic Visions, 17. Retrieved from https://academy-vision.org/index.php/av/article/view/231 [in Ukrainian].
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