In the context of war, economic challenges and rapid technological changes in Ukraine, a framework document entitled “The Concept of a Different Education for Ukraine” has been published, proposing a review of the goals, content and instruments of education policy. The author of the concept, Vitaliy Khromets, formulates it as a starting point for a new dialogue between experts, the state and educational institutions. “Different” means not just “new”, but a meaningful combination of valuable past experience and adaptation to future challenges.
Historical and social basis for change
The Ukrainian education system operates under special conditions, ranging from mass internal and external displacement to significant damage to school infrastructure. The authors point out that many strategic documents are fragmented and not synchronised with each other, which causes discrepancies in priorities at the level of state policy, local self-government and schools.
In this regard, the concept proposes an approach based on the principle of configurability: the content and methods of teaching should be adapted to local and temporal challenges, but aligned with national goals.
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The goal of education is to develop a well-rounded personality.
At the heart of the concept is not subject knowledge as an end in itself, but the development of a person’s ability to act in conditions of uncertainty. This means that learning trajectories should be built around the development of critical thinking, emotional resilience, digital literacy, interpersonal skills and lifelong learning.
This reorientation requires changes in the setting of learning outcomes, a shift from rigidly standardised control points to more flexible competency profiles that can be assessed in a multi-format and age-sensitive manner.
Educational content and learning pathways
The concept offers multi-vector learning pathways that combine basic general education with modular vocational guidance courses and opportunities for rapid retraining.
The curriculum should become a platform where basic literacy — reading, mathematics, digital competence — is combined with elective modules: project activities, entrepreneurship, technical skills, and humanitarian practices that support national identity. This approach allows the school to act not only as a place for the transfer of knowledge, but also as a local hub for acquiring life and professional skills.
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The role of the teacher and professional development
One of the key aspects is the transformation of the teacher’s role. Instead of a teacher who merely imparts knowledge, we need a tutor, a facilitator of learning trajectories, a project supervisor and a coordinator of interschool resources.
This requires a systematic professional development programme: not one-off training sessions, but long-term programmes with mentoring, supervision and financial support for participation in international internships. At the same time, a mechanism for recognising new professional roles in schools should be introduced, with appropriate motivation and remuneration.
Assessment, certification, and the labour market
The transition to a competency-based approach requires a review of the assessment system: the authors of the concept propose combining formative assessment with certification of modules that will also be recognised in the labour market. Such certification should be modular, transferred to students’ digital portfolios, and allow employers and higher education institutions to quickly and reliably assess skills. This creates conditions for closer integration of education and the local economy, stimulates the development of dual education and partnerships with business.
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Infrastructure and digital transformation
The document emphasises that digital infrastructure is not an end in itself, but a tool for accessibility and flexibility. Investments are needed in connecting schools, equipment for distance and blended learning, and standards for open educational resources. At the same time, the authors caution against technological determinism: live educational interactions, small group work, and mental health support remain important. Therefore, digital solutions should complement, not replace, classroom practice.
Inclusion, humanitarian approach and work with vulnerable groups
Alternative education must be inclusive in nature: adapted teaching materials, special training for teachers, accessible environments and integrated social services. The document emphasises the importance of working with children who have experienced war trauma or internal displacement, giving priority to psychosocial support in educational spaces. For children with special educational needs, a wide range of individual education plans and inter-agency cooperation with health and social services is proposed.
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Management, financing, and implementation stages
The transition from concept to practice is only possible with a clear roadmap, phased funding and a monitoring system. The authors suggest starting with pilot projects at the regional level, evaluating the results, and only then scaling up successful models. At the same time, a transparent financing system is needed that combines public resources, grant investments, and partnerships with business. In the context of public institutions, the Ministry of Education and Science advises ensuring coordination between the ministry, local education authorities, and universities to create a system of continuous professional development.
Risks and mitigation measures
Key risks include uneven access to resources between urban and rural schools, staffing issues, political changes that could alter priorities, and the risk of formally introducing changes without actually transforming teaching practices. To minimise these risks, independent monitoring mechanisms, community participation in pilot evaluations, and clear performance indicators that measure not only knowledge but also skill development and student well-being are needed.
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