Transforming General Upper Secondary Education in Ukraine

2. Defining a vision for transforming Academic Lyceums

Abstract

Drawing on evidence and research about how the design of upper secondary education can support students to achieve their potential and support thriving societies, this chapter sets out policy options for Ukraine as it introduces reforms in its Academic Lyceums. The chapter provides the country with policy options for enhancing student choice, ensuring that students develop solid foundations and deeper skills and knowledge in areas of personal and national importance and developing awareness of the world beyond school to support smooth transitions into work. The chapter illustrates policy options through examples from a range of OECD systems.

In December 2023, stakeholders from Ukraine’s education system came together to reflect on what the country’s Academic Lyceums might look like in the future. National stakeholders were joined by representatives from five countries – England (United Kingdom), Estonia, France, Germany, and Poland. International participants shared insights about how upper secondary education is organised in their systems. Informed and inspired by international experiences, the discussions among Ukraine’s stakeholders recognised the complementarity of greater choice and personalisation with the engaging, active learning that is central to the New Ukrainian School (NUS) reforms. As the Minister of Education and Science of Ukraine emphasised when opening the meeting:

“Education should focus on the development of competencies and skills indispensable for the 21st century, such as creativity, critical thinking, and cooperation” - Oksen Lisovyi, Minister of Education and Science of Ukraine

What might transformed Academic Lyceums look like in Ukraine?

In September 2024, Ukraine published its plans for reforming upper secondary education. These plans include:

• More flexible, individualised education that is responsive to the unique needs and interests of each student.

• Ensuring that young people develop the key competencies essential for success in a rapidly changing word. Such competencies include both knowledge and skills like critical thinking, creativity, collaboration, and adaptability.

• Systematically providing guidance for students to better understand their personal strengths and make informed decisions during their education that support successful pathways into professional life (MoES, 2024[1]).

This chapter brings together insights from national stakeholders in Ukraine, international experiences and evidence about upper secondary education (OECD, 2024[2]) to set out analysis and policy options for Ukraine as it reforms upper secondary education.

Enabling young Ukrainians to identify their talents and contribute greatest value to their society

Choice and flexibility are recognised as essential features of Academic Lyceums in the 21st Century

Central to the Ukrainian Ministry of Education and Science’s Strategic Education Plan to 2027 is that Academic Lyceums focus on the world’s new and rapidly changing needs (MoES, 2024[3]). At the December 2023 meeting, national stakeholders recognised the importance of choice and flexibility to enable young people entering the Academic Lyceums in 2027 to acquire a broad range of competencies, including social and emotional skills, so that they can embrace the swiftly changing world in which they will live. As the OECD’s Director for Education and Skills underscored:

“Today we need to prepare young people for jobs that haven’t yet been created, to use technologies that haven’t been invented, to solve social problems we cannot yet imagine.” - Andreas Schleicher, Director for Education and Skills, OECD

A core of national language, mathematics, history and physical education are critical for all young Ukrainians

In the December seminar, there was wide consensus across national stakeholders on the need for a common core of subjects at the upper secondary level, with a central focus on Ukrainian language and literature and mathematics, as subjects required for all students. The history of Ukraine was also seen as central for all young people’s understanding of their country and their role in its future reconstruction. There was also agreement around the necessity of a foreign language, in particular English given its international importance, and physical education as required subjects. Aside from the inherent value of subjects like physical education, they also provide young people with the opportunity to develop leadership, confidence and empathy, which will be essential social and emotional skills throughout their lives. Digital literacy was also mentioned as an important domain, given the contemporary necessity of digital skills in the economy.

International insights: how do systems across the OECD support students to identify their strengths and talents in line with their societies’ needs?

Identifying a focused range of compulsory subjects

As the last stage of initial schooling, upper secondary education builds on the basic education students have acquired at lower levels to provide learning at greater levels of complexity and depth. All systems face the challenge of managing breadth and depth. Across the OECD, systems typically require students to study between 6-9 subjects (Stronati, 2023[4]).

The 6-9 subjects that are common in most systems contrast with the currently very large breadth of compulsory subjects, around 20, in Ukraine. Reducing the overall range of subjects in Academic Lyceums in Ukraine could enable students and teachers to go into greater depth in key subjects. This greater depth would provide time for greater conceptual understanding, so that learners not only acquire knowledge of key processes, like trigonometry and photosynthesis, but also deeper conceptual understanding and reasoning. Greater space for deeper understanding could also support learning that is more rewarding and engaging.

Providing choice in subjects and content for young people

While certain subjects are compulsory, most countries across the OECD also provide students with some choice, either around what they study within compulsory subjects or as additional subjects (OECD, 2024[5]). The Deputy Minister of Education and Science of Ukraine summed up Ukraine’s ambitions:

“We must give more choice so students can choose subjects and create their own education profile.” - Andrii Stashkiv, Deputy Minister of Education and Science of Ukraine

Ukraine is not alone in seeking to expand student choice. During the December seminar, representatives from the invited OECD countries shared their recent policies to increase choice in their systems. Representatives from Estonia noted that in 2011, the country implemented a new curriculum in upper secondary education that enabled students to choose one third of their subjects, while the rest remains compulsory. The example of Estonia provides choice is discussed in Box 2.1. Representatives from France also shared their recent reform the lycée and of the baccalauréat in 2019 provided students with greater choice during upper secondary education. The recent reforms in France are discussed in Box 2.4.

Box 2.1. Sharing international experiences - Estonia

Providing choices in subjects and content for young people

In Estonia, each subject is associated with compulsory and optional hours. The optional hours enable students to choose specific topics within each subject. For example, for Estonian, all students must study Estonian language and literature but can then choose from a range of optional courses such as oratory and debate, myth and literature, literature and society, drama and theatre, literature, and film, etc.

In addition to these choices that are common for all students across the country, upper secondary students also choose an additional 11 optional courses related to the particularities of their school and region character.

Source: Government of Estonia (2014[6]) National curriculum for upper secondary schools, State Gazette (Riigi Teataja), https://www.riigiteataja.ee/en/eli/524092014009/consolide (accessed on 8 April 2024)

Being responsive to different levels of competence and future ambitions

Across the OECD, most countries provide content in some subjects, in particular key subjects like mathematics and the national language, at different levels (Stronati, 2023[4]). Most frequently, students can study core subjects like mathematics or national language at two or even three or more levels. In Sweden, for example, students can select modules in core subjects at different levels, such as Swedish three or mathematics two. In Finland, students can choose from Basic and Advanced Mathematics. Schools in Japan might offer up to six different options for mathematics. In Korea, schools offer a choice between three options in mathematics (Stronati, 2023[4]).

The provision of different levels caters to diversity across the student cohort, providing content that is accessible so that all students can develop key skills while providing sufficient stretch and challenge for some students. The diversity of levels also reflects differences in students’ future aspirations. While everyone needs to be competent in some mathematics, only those students who intend to study subjects with extensive mathematical content in tertiary education might need to master advanced mathematics in upper secondary education (OECD, 2024[7]). During the seminar, in December 2023, representatives from Poland shared a recent reform from 2017 to deliver subjects, including Polish, mathematics, and foreign languages, at basic or extended levels which is discussed in Box 2.2.

Box 2.2. Sharing international experiences - Poland

Being responsive to different levels of competence and future ambitions - Basic and extended mathematics in Poland

General Polish upper secondary schools provide students with the option to enrol in either basic or advanced, specialised classes, affording them the opportunity to fulfil the core curriculum requirements across all compulsory subjects while delving more deeply into two to three subjects of their preference.

Within the domain of mathematics, students can opt for either a basic or extended level of study. At the basic level, students develop the ability to interpret mathematical text, analyse the results of problem-solving exercises, employ elementary mathematical objects, choose a suitable mathematical model for simple scenarios, and apply strategies derived directly from problem texts. A basic level student can engage in straightforward reasoning encompassing a limited number of steps.

Conversely, at the extended level, students are expected to articulate mathematical reasoning and outcomes using more technical language. They demonstrate a thorough understanding and interpretation of mathematical concepts, proficiently utilise mathematical objects, construct complex mathematical models while considering limitations and reservations, devise effective problem-solving strategies, and formulate coherent chains of arguments with justifications for their correctness.

The level at which students take a subject influences their fulfilment of the requirements of the Matura exam, which certifies upper secondary completion and selection into tertiary education. To complete the Matura, students must complete examinations in Polish, mathematics, and foreign language at the basic level, as a minimum and take at least one subject at an advanced level from a predefined list including mathematics.

Source: Eurydice (2023[8]) Teaching and learning in general upper secondary education - Poland, https://eurydice.eacea.ec.europa.eu/national-education-systems/poland/teaching-and-learning-general-upper-secondary-education (accessed on 8 April 2024).

Policy options for Ukraine: enhancing student choice

The following policy options emerge as being valuable for Ukraine’s consideration as the country seeks to enhance student choice in its Academic Lyceums. These options are based on the analysis and examples presented above, in particular, insights from national and international stakeholders discussed at the December 2023 seminar and OECD evidence and research on upper secondary education (OECD, 2024[2]):

• Identify a focused range of compulsory subjects: Ukraine could consider identifying a set of compulsory subjects that all learners are required to study. In line with international practice (OECD, 2024[5]), and reflecting national priorities, this might cover: Ukrainian; mathematics; national history; sciences; humanities; foreign languages; physical education; arts; personal development and civic awareness (MoES, 2023[9]).

• Provide some choice for students: Ukraine could outline content in key domains that all students are required to study. This structured approach to provide choice reflects the approach across many OECD countries (Stronati, 2023[4]). This would be complemented by options for students to study content within some disciplines at greater depth. At the same time, through the compulsory content, students would acquire solid skills in a range of subjects that are acknowledged internationally as important for upper secondary education.

• Deliver key content at diverse levels: Ukraine could consider providing mathematics and Ukrainian at two different levels to enable students to choose the option that best reflects their needs and future ambitions (OECD, 2024[7]). In choosing which level to take, students could be supported to understand which level might best reflect their strengths and align with their future ambitions for work and tertiary education.

Structured skills deepening as the foundation for complexity in tertiary education and work

Reimagining the first year of upper secondary as a bridge year

During the seminar in Ukraine in December 2023, there was broad agreement among national stakeholders on the value of using Grade 10 as a bridge or transitional year. During this year, students might study a broad range of subjects, trying out new areas to see what they enjoy and where their strengths lie. It was recognised that this transitional period enables students to make informed choices about the subjects where they will focus in the final two years of upper secondary education. Several international speakers, notably from France, Germany and Poland noted that providing breadth of experiences is also an explicit objective of the first year of upper secondary in their systems and inform students’ subsequent choices. How the first year of upper secondary is used to provide breadth in Hessen Germany and France is discussed in Box 2.3 and Box 2.4.

Ensuring that choice does not come at the price of coherence

The role of “profiles” of specialisation was seen by many participants as an effective way of providing coherence so that the subjects students choose are complementary. Participants saw profiles as being important to support students’ trajectories into tertiary education and employment after school. Several participants were inspired by the French model of structured choice, where students take compulsory subjects and, on top of that, choose three specialised subjects, discussed in Box 2.4. The structured approach to choice is also common to several OECD systems (Stronati, 2023[4]). In Ukraine, the concept of developing profiles in upper secondary education is valued for promoting rational choices of subjects and supporting the organisation of teaching and school resources (National Academy of Educational Sciences of Ukraine, 2023[10]).

International insights: how do systems across the OECD provide structured skills deepening for their young people?

Promoting a broad base early in upper secondary education with progressive specialisation in Grades 11 and 12

The subjects that students take in upper secondary frequently influence – to greater or lesser extent depending on the system – their future options. For example, a student who specialises in natural sciences has the base and sectoral awareness to pursue science in tertiary education and a STEM‑related career. In systems, such as the United Kingdom, the stakes attached with specialisations in upper secondary education are even greater because tertiary institutions may require that a student has studied a certain subject as a pre-requisite to studying it at tertiary level.

Given the stakes attached to students’ specialisations in upper secondary, some countries ensure that students study a broad range of subjects at the start of upper secondary education, so that they can try out different areas and see what they are good at and what interests them. This gives students a taste for the deeper, more specialised type of learning in upper secondary and allows them to try out new subjects (Stronati, 2023[4]). This is the case in both France (see Box 2.4) and England. In England, 14-16-year-old students typically study and gain national certifications (the General Certificates of Secondary Education [GCSEs]), in 9‑11 subjects. Students’ experiences in these subjects, notably their achievement levels, and the guidance they receive then influences the subjects they take at greater depth at ages 16-18, during their A-levels (OECD, 2024[7]).

Some countries shared their views on the benefits of a broader base. Representatives from Germany noted that in their school in Hessen, Grade 10 is an “introductory phase”, where students can try different subjects. During this phase, students also receive feedback to inform their subsequent specialisation in Grades 11 and 12 (Box 2.3). In Poland, the compulsory subjects establish the base that all students are required to cover. Beyond this, students can choose two or three additional subjects to deepen their knowledge in areas of interest. Students may choose from: Polish language, civic education, history of music, history of art, Latin and ancient culture, philosophy, modern foreign languages, history, geography, biology, chemistry, physics, mathematics, and computer science (Eurydice, 2023[8]).

Box 2.3. Sharing international experiences – Hessen, Germany

Grade 10 as the gateway to specialisation

Representatives from a school in Hessen, Germany described how Grade 10 serves as an "introductory phase" where students are provided with the opportunity to explore diverse subjects. Grade 10 acts as a crucial steppingstone towards subsequent specialisation in Grades 11 and 12 – referred to as the "qualification phase". As students engage with various disciplines during the formative Grade 10 year, they gain exposure to different fields and receive feedback on their academic performance and aptitude. This feedback can play an important role in shaping their decisions regarding future specialisation, supporting informed choices aligned with their interests, strengths, and career aspirations. During the qualification phase in Grades 11 and 12, learners can take up until two or three advanced courses, with the number varying across different states, and depending on the tradition of each state.

Source: Eurydice (2024[11]) https://eurydice.eacea.ec.europa.eu/national-education-systems/germany/teaching-and-learning-general-upper-secondary-education (accessed 8 April 2024)

Ensuring profiles of coherent skills

One of the challenges of student choice is ensuring that students’ decisions create a coherent body of learning. Coherence means that subjects are complementary so that students can identify linkages across domains. Coherence also means that overall, students have sufficient coverage of foundational skills and some advanced skills to access more complex learning and employment in related fields after school (OECD, 2024[5]).

To promote coherence, many systems define profiles or suggest certain combinations of subjects such as sciences and mathematics, languages and literature, etc., that students might typically follow. The representative from France set out the choices and progressive specialisation that has been introduced for students in the lycée (upper secondary education in France), which provides students with greater choice while maintaining a clear structure to promote coherent learning (Box 2.4). The school leader from France noted that schools have autonomy to develop their own focus or specialty to respond to the local context or their expertise, such as international languages, music or sports.

Box 2.4. Sharing international experience - France

Progressive specialisation and coherent skills profiles

In 2019, the certification at the end of upper secondary education (baccalauréat) in France was reformed, changing the compulsory and optional subjects that students pursue. Following the reform, students study a set of compulsory, common subjects (les enseignements communs). In addition, towards the final year of their first year of upper secondary education (seconde), students choose three specialised subjects (enseignements de spécialité) from a list of options, that will be studied in more depth in their remaining two years at school.

To support students to make decisions about their specialised subjects, they are exposed to a variety of subjects in their first year of upper secondary. This helps them make informed decisions about their academic and career interests. Students stop one of their specialisations in their final year to provide more time for skills deepening. In addition to their specialisations, students can also pick up to two optional subjects. Optional subjects can be used to explore a new area of study or to deepen knowledge in a domain. Options include physical education and sport; foreign languages; languages and cultures of antiquity; and arts.

The specialisations and sometimes the optional subjects can have an impact on tertiary education and career options after completing upper secondary education. To support students in their choices, the Ministry of Education in France has developed a number of resources. The latter includes an online platform “Parcoursup” that centralises information about career prospects and professional opportunities, helping students to explore, choose, and make informed decisions about their tertiary education paths.

Source: Ministère de l'Education Nationale et de la Jeunesse (2023[12]), Les programmes du lycée général et technologique, (General and technological high school programmes) https://www.education.gouv.fr/les-programmes-du-lycee-general-et-technologique-9812 (accessed on 8 April 2024).

Pursuing individual interests at depth

Across the OECD, several countries provide upper secondary students with the opportunity to undertake a project. Projects often involve students engaging in an extended investigation of an issue – typically in an area of interest for them – and producing a written output or artefact (OECD, 2023[13]). Projects are a feature of upper secondary education in England (United Kingdom), Poland and Sweden.

Projects can provide a number of positive contributions to upper secondary education. First, students tend to engage well with projects – they are excited to work on projects, enjoy working on them and are engaged in their learning when undertaking projects (Grossman et al., 2021[14]). Research from England found that the projects seem to be catalysts for learner engagement (Stephenson and Isaacs, 2019[15]).

Second, when developing a project, students draw on multiple skills in a range of unfamiliar and varied contexts. They are required to apply their knowledge and skills to demonstrate different competencies, including transversal competencies like planning, self-organisation and regulation, and structured enquiry to solve problems and produce a final output (OECD, 2023[13]).

Finally, projects can promote student achievement. Research from England finds a positive relationship between the performance of students who take the Extended Project Qualification (Box 2.5) and their achievement in the country’s general upper secondary certification – A-Levels. Research concluded that there are specific, transferable skills that students develop while undertaking the project that they transfer to their subject-based examinations (Drummond, 2017[16]).

Box 2.5. Sharing international experiences – England (United Kingdom)

Pursuing individual interests at depth – the Extended Project Qualification

The Extended Project Qualification is a single piece of work that aims to assess a wide range of skills and requires a high degree of planning, preparation and autonomous working. The project is usually taken alongside the main general upper secondary qualification (A-levels).

To develop and deliver their project, students are required to:

• Choose an area of interest – this might develop and extend from one or more of their study areas or it could be an area of personal interest or activity outside their upper secondary studies.

• Plan, research and carry out the project.

• Deliver a presentation to a non-specialist audience.

• Provide evidence of all stages of project development and production for assessment. All projects must produce a written report and the exact length will depend on the nature of the project and other evidence provided.

The specifications for the Extended Project Qualification note that students receive 120 guided learning hours to help them to develop their project. Of these 120 hours, 30 hours are expected to focus on teaching learners the skills they need for the project. The specific skills to be taught depend on the student and their project, and likely include research skills, skills or techniques around risk assessment, ethical conduct and research methodology, information technology, project management, the format and structure of academic research, referencing and preventing plagiarism, and presentation skills.

Source: AQA (2015[17]) Level 3 Extended Project Qualification (EPQ) 2013 onwards

Policy options for Ukraine: supporting structured skills deepening

Ukraine might consider the following policy options as the country seeks to support structured skills deepening in its Academic Lyceums. These policy options draw on the analysis and examples presented above, in particular, insights from national and international stakeholders discussed at the December 2023 seminar and OECD evidence and research on upper secondary education (OECD, 2024[2]):

• Promote a broad base in Grade 10 and specialisation in Grades 11 and 12: drawing on the experiences of OECD systems who provide progressive specialisation in upper secondary (Stronati, 2023[4]), such as Hesse in Germany and France (see Box 2.3 and Box 2.4), Ukraine could use its additional year of upper secondary to provide learners with the option to learn at a greater depth in a range of subjects. In Grade 10, for example, students might study: Ukrainian, mathematics, a foreign language, sciences, national history, physical education and personal development and civic education, with options to choose some humanities and arts subject such as history or geography; and art, music or theatre.

  In Grades 11 and 12, the number of compulsory subjects might be reduced, creating space for students to pursue areas of interest at greater depth. For example, students might take around 6-7 subjects, choosing from a range of options within broader disciplines like Ukrainian language and literature; mathematics; sciences; and humanities and social sciences. These choices would be complemented by some subjects that would be compulsory for all students. National stakeholders emphasised the importance of Ukrainian history and a foreign language being taught to all students.

• Ensure students develop coherent skills profiles: stakeholders in Ukraine suggested categorising/classifying subjects around:

  • A common set of compulsory subjects for all students (i.e. mathematics, Ukrainian, sciences, history, foreign language).

  • A set of subjects common to a particular profile. For example, students choosing a humanities profile might take geography, economics and history. One option is that the list of profiles is developed nationally by the Ministry and another option is that the options are determined at the school level, perhaps linked to schools’ resources and capacity.

  • Remaining free choices that would not necessarily be related to the student’s profile but might provide contrasting learning. For example, a student with a specialisation in mathematics might choose music or art. The range of free choices could vary across schools, depending on their capacity and resources.

• Offer an optional personal project: Including a project could support competency development, transversal skills and more active approaches to learning that are central to the NUS. The project could be optional for students but still assessed and recognised as part of the any high stakes assessment at the end of upper secondary education – such as the External Independent Test (EIT) which is taken to access tertiary education. National guidance could specify how it can be developed, the kinds of final outputs students might produce and the project deliverables could be marked centrally to ensure reliability (OECD, 2023[13]).

Developing young Ukrainians’ awareness of the world beyond school

Counselling and guidance to support students’ choice is essential

At the December 2023 seminar, participants agreed that choice was not a goal in itself, but rather intended to support student pathways into work and tertiary education. It must be informed and conscious, with students able to make active and purposeful decisions. Students at the start of the Academic Lyceums – at 15-years-old – cannot be expected to have a strong comprehension of all the employment and personal opportunities related to their educational choices. Guidance and counselling to support student decision making are therefore essential. Participants referenced the complexity of student choices, with many stakeholders and experiences influencing this process by recalling the labyrinth of options shared by the school leader from England.

Some Ukrainian school leaders shared how counselling is already being provided in an experimental way in their schools. Beyond these nascent approaches, participants noted that student counselling is not currently provided in most schools, and a new position of career guidance counsellor might be created for this purpose.

Specific time and support for personal development

Participants noted the value of having dedicated time, perhaps through the creation of a specific subject, for students’ personal development. Having a course focused on personal development would be important in building socio-emotional skills, entrepreneurship, resilience, and developing all aspects of students' well-being. At the same time, some participants mentioned that personal development cannot exist in isolation in a single subject and would need to be complemented by coherent support across all subjects and activities.

International insights: how do systems across the OECD help their students to develop awareness of the world beyond school?

Ensuring that students have access to good information about future careers

Analysis of longitudinal surveys has identified that some indicators of career readiness are associated with better employment outcomes. This work analysed longitudinal surveys about teenagers including their engagement with career activities and outcomes. Where longitudinal surveys showed evidence of better employment outcomes in three or more countries, potential indicators of career readiness were confirmed (Table 2.1). This analysis also found that when students are supported by their schools to explore their future careers, they tended to have better employment outcomes (OECD, 2021[18]).

When providing more choice for students in upper secondary, it is particularly important that they be given access to objective, accurate information about the possible consequences of those choices. Students and their parents tend to make decisions based on biases or based on parents’ own experiences rather than objective information on the labour market outcomes associated with different pathways (Mann et al., 2020[19]). During the seminar in December 2023, France shared information about how students are supported to make choices within the reformed baccalauréat (Box 2.6). The new French approach combines dedicated lessons as well as other activities (e.g. fairs, mentoring).

Table 2.1. Confirmed international indicators of teenage career readiness

Exploring the future	Experiencing the future	Thinking about the future
Engaging with people in work through career talks or job fairs	Part-time working	Career certainty
Workplace visits or job shadowing	Volunteering	Career ambition
Application and interview skills development activities		Career alignment
Career conversations – including with teachers		Instrumental motivation towards school
Occupationally-focused short programmes

Source: OECD (2021[18]), Indicators of teenage career readiness: Guidance for policy makers, OECD Education Policy Perspectives, n°43, https://doi.org/10.1787/6a80e0cc-en.

International data highlights the specific importance of promoting equitable access to information and aspirations for the future. Across the OECD on average, around 1 in 5 students (20.9%) have misaligned expectations i.e. they aspire to a professional or managerial career but do not plan to complete tertiary education. Students from disadvantaged backgrounds are at greater risk of misalignment. On average across the OECD, more than 1 in 3 students from disadvantaged backgrounds (33.0%) have misaligned career expectations compared to just over 1 in 10 students from an advantaged background (11.6%) (OECD, 2022[20]). While the socio-economic gap has diminished compared with four years ago – in 2018, 34.5% of students from disadvantaged backgrounds had misaligned expectations compared to 9.5% from advantaged backgrounds (OECD, 2019[21]) - the difference remains pronounced.

Students from disadvantaged backgrounds are also more likely to have constrained expectations, even when they are high performers. Almost a third of high (28.4%) performing 15-year-old students from disadvantaged backgrounds do not expect to complete a tertiary education, despite their high ability, compared to less than a tenth (7.9%) of advantaged students (OECD, 2019[22]).

Box 2.6. Sharing international experiences - France

Guidance can play a central role in promoting equity

As part of its ongoing efforts to enhance student choice and promote equity within the 2019 reform of the Baccalauréat, France has implemented reforms aimed at providing comprehensive guidance and support to students. These initiatives are designed to assist students in making informed decisions about their academic and professional paths. For instance, upper secondary students receive 54 hours of personal support each year, which might include meetings with companies and professionals and attending conferences and trade fairs to learn about different occupations, and mentoring.

Initiatives such as trade fairs and career guidance workshops are considered to be particularly beneficial for students from disadvantaged backgrounds, offering them exposure to a wide range of opportunities and helping bridge the gap between education and employment. Mentoring plays a crucial role for students to make informed decisions about their academic and professional paths, fostering success and social mobility.

Source: Ministère de l'Education Nationale et de la Jeunesse (2023[12]), Les programmes du lycée général et technologique, (General and technological high school programmes) https://www.education.gouv.fr/les-programmes-du-lycee-general-et-technologique-9812 (accessed on 8 April 2024).

Dedicated time for personal development and awareness of the world

As well as encouraging students to explore careers, schools also have a role in supporting students’ broader awareness of the world, including awareness of urgent issues, such as climate change. Raising awareness is also about helping students understand the opportunities and risks created by the different global trends and learn how to act responsibly. To this end, some systems set out specific expectations for students to spend time in activities beyond the classroom (OECD, 2023[23]). Seminar participants referenced the Transition Year in Ireland, which is an optional year that learners can take at the start of upper secondary, as an example of such policies/practices. The Transition Year allows learners to sample a wide range of subject areas and undertake some work experience. By experiencing adult and working life, students are exposed to different learning approaches. Ireland have also recently announced a new course for all upper secondary students taking the national Leaving Certification on Social, Personal and Health Education (Box 2.7).

Box 2.7. Sharing international experiences - Ireland

Transition Year

The Transition Year is an optional one-year programme that learners can take following lower secondary (Junior Cycle) and at the start of upper secondary (Senior Cycle) before entering other Senior Cycle programmes. The Transition Year aims to provide learners with the opportunity to sample a wide range of subject areas and undertake some work experience providing new kinds of learning opportunities to students by experiencing adult and working life. For instance, during this year, students may participate in internships within various industries, volunteer for community service projects, or engage in simulations of real-world scenarios. This could involve tasks such as setting up a mini company for business studies, organising events for community service, or producing a play aligned with the English syllabus for drama. These practical experiences not only offer valuable insights but also foster essential skills vital for adult life beyond the classroom.

Social, Personal and Health Education

Social, Personal and Health Education is set to become a compulsory requirement as part of Ireland’s upper secondary certification – the Leaving Certificate, as decided by the National Council for Curriculum and Assessment in 2023. The new course responds to demand from students for more learning in skills for life and broader skills and will provide content on health and well-being, relationships and sexuality and the transition into adulthood. Typically, it is taught through a combination of classroom lessons and other activities such as group discussions and projects. Social, Personal and Health Education frequently integrates components from various disciplines (e.g., biology, psychology, sociology, and ethics) to ensure a comprehensive education on these subjects.

Source: National Council for Curriculum and Assessment (2023[24]), Information note: Draft Senior Cycle SPHE Curriculum, https://ncca.ie/media/6416/information-note-re-draft-senior-cycle-sphe.pdf (accessed on 8 April 2024); Department of Education and Science (n.d.[25]), Transition Year Programmes – Guidelines for Schools, https://ncca.ie/media/2512/ty_transition_year_school_guidelines.pdf (accessed on 8 April 2024).

Policy options for Ukraine: Developing awareness of the world beyond school

The following policy options may be useful for Ukraine’s consideration as the country seeks to develop young people’s awareness of the world beyond school. These options are based on the analysis and examples presented above, in particular, insights from national and international stakeholders discussed at the December 2023 seminar and OECD evidence and research on upper secondary education (OECD, 2024[2]):

• Dedicating time to personal development and awareness of the world: As in some other systems (OECD, 2023[23]), Ukraine could consider providing a dedicated, compulsory course, such as civic education and personal development to:

  • Inform students about types of employment, the availability of jobs in different sectors, opportunities for progression and typical salaries.

  • Educate students on the pathways, notably qualifications and competencies required to enter different types of employment.

  • Support students to define their future aspirations and how they will achieve them. This personal plan would be continually revised over the three years of the Academic Lyceum.

• Ensuring that students have access to good information about the outcomes associated with different pathways: National stakeholders suggested that it could be important to create a new role in schools – school guidance counsellors. Guidance counsellors would be responsible for providing students with information and insights about potential future careers, and the skills and steps needed to get there. Guidance counsellors will need to be supported with up-to-date, accurate sources of information about different employment pathways, including how easy it is to access jobs across different sectors, typical salaries and opportunities for progression.

References

[17] AQA (2015), “Level 3 Extended Project Qualification Level 3 Extended Project Qualification (EPQ) 2013 onwards”.

[25] Department of Education and Science (n.d.), Transition Year Programmes – Guidelines for Schools, https://ncca.ie/media/2512/ty_transition_year_school_guidelines.pdf.

[16] Drummond, R. (2017), Extending into the Future: How extended project work can help prepare students for success at school, at university and in the careers of tomorrow, Oxford International AQA Examinations.

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