That is, it is not only knowledge, but also the ability to apply them to solve practical problems.
And then prove to someone that white is white and black is black.
The pedagogical community hoped that the situation would change with the adoption of the bill. And the teacher will have the right to decide for themselves what assessment to give the student, how to assess his knowledge. Without all the “wise” and “balanced” opinions of visitors and their superiors about the “objectivity of evaluation”.
But we have a norm in the bill that introduces the concept of “biased evaluation” into the educational legal field. And it is considered “deliberate overestimation or underestimation of the assessment of learning outcomes of students” (paragraph 8, part 4, article 42).
But the question arises: “On the basis of which it is possible to establish the fact of conscious or unconscious overestimation or underestimation of learning outcomes?” Based on the complaint of the person being evaluated, or on the basis of the subjective opinion of the person determining the fact of deliberate overestimation or understatement? Are the authors of the bill unaware of the pedagogical technology that provides for the possibility of underestimating or overestimating the grade in order to encourage students to more successful learning?
How does the proposed norm differ from the practice that has existed in the state education system for many decades? And are we doing the right thing if we fix the existing wrong practice forever in the rule of law?
Moreover, after the adoption of the law, all these inspectors, monitors and other attacks on teachers’ heads will have a legal basis to speak of biased evaluation.
But how to be in this context with what in the bill is called academic freedom, or the right to “independence and autonomy of participants in the educational process in the conduct of pedagogical activities”?
Assessment is an important component of this pedagogical activity… It turns out that one norm of the law provides academic freedom, and another – is significantly limited, because someone must assess whether a particular teacher overestimates / underestimates the learning outcomes. WHERE IS THE REFORM?
education lawsecondary education reformblogsIgor Likarchuk
According to the Minister, it is necessary to move from a school of theoretical knowledge to a school of competencies
We must go to school for life, – the minister
Today, it is important to respond to the demands of the labor market and society’s expectations, because today education is behind us instead of ahead. Commenting on some principles of the draft law “On Education” on ICTV, said Minister of Education Lilia Grinevich.
According to her, in the near future employers will be primarily interested in skills and abilities to solve complex problems, the ability to think critically, analyze and at the same time have emotional intelligence.
“Most of these qualities are not formed by today’s school. Therefore, we must move away from the school, where children are stuffed with theoretical knowledge to the school of competencies for the XXI century, the school for life, “said the Minister.
That is, it is not only knowledge, but also the ability to apply them to solve practical problems. She also noted that the new law will change the education management system and approaches to teacher training.
“Everything will remain on paper, unless the methods of work of teachers change. We must move from authoritarian pedagogy to partnership pedagogy. From the 2018/19 school year, children who go to the first grade will go to a new Ukrainian school and we must prepare 20,000 teachers for this process. That is, every teacher who enters the first grade, “the minister said.
She stressed that the law prepares many interesting solutions to motivate teachers and create a new educational environment.
“We are trying to create infrastructure and a new educational environment. If we combine the components: new content, a teacher with modern methods of competency-based learning and an infrastructure that will allow children to learn in normal conditions, we will be able to come to a new quality of Ukrainian school, “said Lilia Grinevich …
In turn, Prime Minister Vladimir Groysman, answering a question about the financial support of the bill in the amount of 87 billion UAH, noted that it is necessary to find money and finance educational reform.
education lawsecondary education reform
Without reform, there will be no transformation, and we will remain at the crossroads between Europe and the USSR
Why adopt the Education Act?
The reform of Ukrainian secondary education is the design of the future of our country, because it is the school that shapes the thinking of the vast majority of our children, who will take over the leadership of the state and take responsibility for its economy. However, the law “On Education”, which was adopted by the parliament compare and contrast essay online 123 help in the first reading almost a year ago and without which systemic reform is not possible, has not yet been voted. Education Minister Lilia Hrynevych tells Ukrainian Pravda why education reform is needed right now and how it will change after the law is passed. Life.
The reform directly affects the interests of more than 22 million people. Among them, almost 4 million are schoolchildren, and 18 million are their relatives (fathers, mothers, grandmothers, grandfathers and other close people).
The discussion on the Law lasted more than 3 years. It was joined by experts, scientists, educators, parents, students and employers – all interested groups.
To bring the reform to the whole society, we explained its essence in the concept of the New Ukrainian School.
School reform has become one of the key priorities of the Cabinet of Ministers until 2020, and it has also been supported by the National Reform Council under the President of Ukraine.
Why does our country need this reform so much right now?
Education remains almost the only field in Ukraine stuck in the Soviet past with its methods of personality formation, the factory principle “everyone should be the same” and the knowledge approach – when children are poured a ton of information, forced to learn it, but do not explain how to use it and why it is needed.
This system has its supporters – it perfectly suited the needs of Soviet society, but the 21st century has completely different requirements (about them – below).
As a result, we currently have the following situation:
Most students lose interest in learning in elementary school; During 11 years of school, almost healthy children have a 40% increase in the incidence of digestive organs, 70% – the nervous system and 30% – the cardiovascular system; 49% of children report being bullied at school; The youth unemployment rate (up to 35 years) is 22.8%. Every sixth unemployed person is a young person (statistics of the State Employment Service for the first quarter of 2016).
When school education ceases to meet modern challenges, it causes damage in almost all spheres of public life.
Instead of uniting society, such a system only widens the generation gap.
Our kids live in a world where gadgets are an extension of their bodies, and Google knows everything. Instead, the school ignores this and continues to “stuff” the student with information that he can find with two clicks.
In a world of high technology, where robots and computers take over the work of humans (for example, once all complex mathematical calculations were done manually, including to launch space rockets), it is important to develop in children qualities that can not take over machines.
At The World Economic Forum in 2016, employers made a forecast of what qualities (competencies) their employees will need to be more successful in 2020.
Among the requirements – the ability to solve complex problems (increase by 52%), critical thinking, creativity, people management, coordination skills, interaction, emotional intelligence, judgment and decision-making (not only quality but also speed of decision-making will be important), customer focus, negotiation skills and cognitive flexibility.
There are very few schools in Ukraine that teach this, and we need to change that.
But without the adoption of the Law there will be no structural changes. Some of the necessary innovations can be made and we are already doing without the participation of parliament and deputies, but some very important elements of the reform need to be spelled out at the legislative level.
What is in the law and why is it so important?
In the concept, we have identified 9 main elements of the New Ukrainian School (NUS), which can be grouped into 4 main blocks:
New content of education aimed at forming the competencies of the 21st century. A new school teacher who has modern teaching methods and is able to implement the pedagogy of partnership. Modern system of school management and administration. New educational environment.
The new content of education and the new educational environment are components of NUS, which we are already working on.
Yes, the work on the new standard of primary school is almost completed.
Together with the Ministry of Regional Development, Construction and Housing, we have launched the New Educational Space project, which envisages a radical modernization of the school environment.
This year’s subvention provides UAH 300 million for the equipment of science and mathematics classrooms and UAH 200 million for the purchase of buses.
In total, the same amount was provided for these purposes last year.
However, all this will be in vain without a strong school teacher who must implement a new educational standard, without a different approach to school management and funding and the creation of a true high school – there are a number of new school components that need the law.
What exactly makes the law possible:
Creating opportunities for the development of competence training.
The concept of NUS and the draft Law set out the key competencies and cross-cutting skills that a student should possess after graduation.
Key competencies include fluency in the state language, mathematical, general cultural and environmental competences, entrepreneurship and innovation, economic competence, etc.
As well as cross-cutting skills – critical and systematic thinking, creativity, initiative, the ability to constructively manage emotions, assess risks, make decisions, solve problems.
How will the school change as a result?
There will be a transition from a school where only information is given to a school where the child acquires knowledge, as well as the ability to apply it and values to assess the world around them and reality.