This chapter draws on the direct experiences of schools in France, Germany, Poland and Sweden to provide practical insights for Ukraine as it designs and implements reforms in upper secondary education. In this chapter, insights from school leaders illustrate how student choice is organised, how students are supported when undertaking projects and how they are guided to make informed decisions about their future pathways.
Transforming General Upper Secondary Education in Ukraine
Insights from International Experiences
Abstract
Reforming Academic Lyceums implies major changes. To support Ukraine’s Academic Lyceums who will be piloting these changes, the OECD Secretariat interviewed schools from OECD countries with direct experiences in some of the aspects of upper secondary reform that Ukraine is considering. Chapter 3 discusses how these aspects of the reform draw on international evidence, national policy discussions and priorities in Ukraine. Based on the OECD Secretariat’s networks and knowledge of upper secondary organisation and practices across systems internationally, the Secretariat identified systems with strong experience in these topics. Box 3.1 sets out the schools that volunteered to be interviewed.
The information in this chapter is based on information collected from schools collected by the OECD during interviews. It draws on interviews with the following schools:
Lycée Sevigné Tourcoing in Lille, France
Bavarian International School (BIS), Germany
Copernicus High School in Lódz, Poland
Bromangymnasiet school in Hudiksvall, Sweden
Vimmerby Gymnasium in Vimmerby, Sweden
One of the central goals for Ukraine in reforming its Academic Lyceums is providing greater choice and flexibility so that students can focus on areas of interest and strength for them, and which will provide value for society. Chapter 2 suggested options for Ukraine to provide greater choice: identifying a focused range of compulsory subjects, providing some student choice and delivering key content at diverse levels. This chapter draws on insights from upper secondary schools in OECD countries who already provide choice at this level.
Choice provides students with flexibility to change and adjust their plans
In France, upper secondary schools – lycées – implemented a reform in 2019 to provide greater scope for students to adjust the content they study in line with their interests and future career plans (Ministère de l'Education Nationale et de la Jeunesse, 2023[1]). The 2019 reform enabled students to try out different subjects and even change specialisations as they move through upper secondary, enhancing flexibility and promoting students’ engagement.
The Head of Lycée Sevigné Tourcoing in Lille (France) set out some of the implications of the reform for students and teachers (Table 3.1). Lycée Sevigné Tourcoing is a general school in France serving students from ages 15-18.
Choices and flexibility mirror changes in the professional world where individuals may change professional paths multiple times
The Head of Lycée Sevigné Tourcoing in France noted that the changes to the lycée and baccalaureát reflect a fundamental shift in perceptions of the role of education. The 2019 reforms purposefully link student choices to post-secondary education and employment by providing students with guidance about the kinds of skills and knowledge future careers typically require. These changes reflect a shift in traditional mindsets in France. Education is no longer seen as a purely academic pursuit for its own sake, but as a mechanism to help students access a future career.
The changes enable students to adjust their choices and combine subjects from different disciplines – such as mathematics and languages – which was previously not possible. This reflects a new appreciation for acquiring different yet complementary skills, and an understanding that a well-rounded and broad set of skills enable individuals to change professional paths during their careers. The Ukraine’s Strategic Plan of Education to 2027 also reflects this ambition; one of the strategy’s aims is that individuals in the workforce will be able to switch career paths in response to personal needs and evolving economic demand (MoES, 2024[2]).
In France, a challenge for some teachers was the new expectation that they provide students with accurate career guidance. For many teachers, it can be difficult to give advice related to the job market and the changing nature of hiring.
Introducing choice – which means that some subjects are no longer compulsory – can be a challenging change for some teachers
The French system, like many systems with a long history, prides itself on the study of classical subjects. The value placed on certain subjects for general knowledge can lead to resistance when those subjects are no longer compulsory. In France, reforms at the collège level (lower secondary education) which removed Greek and Latin from the mandatory core in 2016 led to resistance from some teachers. The Head of Lycée Sevigné Tourcoing in France explained the importance of ensuring that everyone felt listened to when managing changes and that their concerns are not dismissed. By deciding to provide Greek and Latin as an “initiation” offer for students in the collège where she worked at the time, teachers’ concerns were listened to and paved the way for Greek and Latin to become optional subjects in subsequent years.
Supporting students to make their choices typically begins in the preceding year and requires multiple conversations
At both Lycée Sevigné Tourcoing in France and the Bavarian International School (BIS) Munich in Germany where students can take the International Baccalaureate Diploma, students typically start developing their subject choices in the spring the year before they will study them. The Deputy Head of School at the Bavarian International School explained that as students prepare to enter upper secondary, they start to decide which subjects they will take. Students make their choices based on a conversation with their teachers and parents.
Timetabling student choices is complex and not all choices can be accommodated
The Deputy Head at the Bavarian International School Munich explained that as students’ interests and subject choices emerge over the spring and summer of the year before they are due to study them, staffing and timetabling needs become apparent “in parallel”. Sometimes, the practical realities of subject choices may lead to changes in the courses offered, for instance, if student numbers are insufficient, or if timetabling means that it is not possible to accommodate certain student choices. Students might be asked to identify choices in order of preference so that second or third choices can be accommodated if first choices cannot.
Developing the final timetable is a sophisticated piece of work. The Deputy Head noted that often mathematics teachers might help with timetabling, while some schools collect data about student choices and staff availability and then outsource the job to an external agency or body. In either case, timetabling is typically done by allocating a “core” block for compulsory courses first, leaving more “flexible” parts of the day for different student options. Different student choices mean that within the same school, one student’s timetable may look radically different to that of another student.
Determining how many subjects can be resourced in a given school
Resourcing a wide range of choices can be challenging for schools, especially smaller schools or those in more remote settings. The Deputy Head of Bavarian International School Munich noted that schools can ask themselves some questions before introducing a new course:
1. Is there enough student interest to justify new staff recruitment or re-allocation?
2. Can sufficient staff be ensured and recruited to provide a new programme?
3. How are maximum class sizes and hourly schedules affected by the distribution of students interested in particular areas?
While the International Baccalaureate programme offers over 30 different subjects, in practice (International Baccalaureate Programme, n.d.[3]) few schools offer every course. Schools must provide the Diploma Programme common core – Creativity, activity, service, an extended essay and Theory of knowledge course – as well as some key subjects. Beyond this, schools will typically decide which courses they will provide based on local needs and existing staff expertise.
Online and asynchronous formats can support student agency and fill staffing gaps
The Deputy Head at the Bavarian International School Munich noted that during the COVID‑19 pandemic, online coursework allowed schools to provide options while addressing staffing, presence, and infrastructure limitations. Content delivered online continues to be a way to offer subjects in the absence of physical teachers.
However, online learning requires careful thought and planning to be done effectively. In particular, online and asynchronous learning formats require having teaching staff that have regular face-to-fact contact with students to monitor their learning and meet their social and emotional needs. The Deputy Head at the Bavarian International School Munich noted several key components of successful online course delivery to integrate with the school’s existing offerings (Table 3.2).
While some parents and stakeholders may express concern that this is a form of “outsourcing” of teaching, these modalities are often appreciated by students. The self-directed models of learning enabled by online learning encourages greater autonomy and independence.
Providing content at different levels offers flexibility to adjust content to students’ profile
At the Bavarian International School Munich, the Deputy Head noted that students within the International Baccalaureate Diploma Programme are required to take a combination of Standard and Higher Level courses – three at a higher level and three at a standard level (International Baccalaureate Programme, n.d.[3]). Students can choose which subjects they take at each level. In practice, this means that students may compose their Diploma Programme with courses at a higher level in the subjects which interest them, or which are a particular strength for them, while taking courses at a standard level which are less central to their future study and career plans or which a student finds more challenging. Students consult with subject teachers about which level will best suit them.
Grouping subjects provides the opportunity to offer specialised choice with the resources available
Copernicus High School is an upper secondary school located in Lódz, Poland, serving students from ages 15-18 and offering five general upper secondary programmes. In order to balance student choice and staffing resources, upper secondary schools in Poland offer three subjects at intensive level, and other required subjects at a general level. The combination of intensive subjects form a specific specialisation known as a “profile.” For example, at Copernicus High School, the profiles offered in 2023-2024 are:
Geography, mathematics, and English
Polish, geography, and English
Mathematics, physics, and English
Mathematics, physics, and chemistry
Biology, chemistry, and mathematics.
Schools are allowed to choose which subjects they might group together, based on demand, staffing, student needs, local employment interests, and other considerations. While the school tries not to change profiles much from year to year, it checks demand for various subjects through surveys and interviews, striving to understand the factors which influenced students’ choices.
Students choose which profiles they will take in their first year, after attending a school Open Day which offers interviews with present students and teachers of each subject and profile. Career days are also available, and universities also offer events at different times of year. Students also have the option to change profiles if not satisfied with their initial choice if they can find another student who is willing to volunteer to change places with them.
Leadership from the Polish school highlighted that this system is generally appreciated by students, especially as there are options which provide a good balance of key skills and specialisation for most future pathways. However, they also shared that students who do not know what they would like to do after graduating struggle with this system and picking a specialisation.
School leaders at Lycée Sevigné Tourcoing in France, the Bavarian International School Munich in Germany and the Copernicus High School Poland see subject choices as a way to develop student agency, keep students motivated and engaged in school, and build a connection to their future careers.
Key considerations from these schools’ experiences for Ukraine’s Academic Lyceums as they start to introduce choice include:
Understanding and communicating the fundamental value of choice for student engagement and for future employment.
Providing students with flexibility to change plans, correct and reevaluate choices – which mirrors the contemporary reality of working life where individuals will change career paths.
Supporting students (and their parents) to make their subject choices, typically at least six months before they will actually study their options.
Acknowledging that it is not necessary to provide all offers at once in every school, especially if resources are stretched. Granting autonomy for schools to provide additional short courses or decide which options to provide in response to local economic needs and staff expertise.
Providing online courses can address gaps or shortfalls in staffing, particularly in small schools. Online courses can also support student agency by allowing students to determine how learning takes place. However, effective online teaching needs to be carefully planned. It is important to have a coordinator who can monitor students’ progress and maintain a connection to the physical school as well as students’ families.
Enabling students to develop depth of knowledge and skills in some targeted areas offers young people the foundations for greater complexity in tertiary education and work. Chapter 2 suggested several ways in which Ukraine’s Academic Lyceums could support students to acquire some specialised skills that are coherent with their broader skills set: promoting a broad base in Grade 10 and specialisation in the later years, developing profiles of coherent skills, and providing an optional student project so that students can pursue their individual interests at depth. This section draws on insights from upper secondary schools in OECD countries who already provide student projects.
Projects can offer students one of the few opportunities to develop their independent investigation skills
A mandatory student diploma project is a long-running feature of upper secondary education in Sweden in both general and vocational education (Skolverket, n.d.[4]). The Head of International Relations at Bromangymnasiet, an upper secondary school in Hudiksvall and a civics, English, and Swedish teacher at Vimmerby Gymnasium in Vimmerby also in Sweden both noted that the project offers students a way to deepen their learning and practically apply their skills. Projects nurture student agency, develop students’ ability to reflect upon their learning, and provide an opportunity for students to connect their learning to their own interests. The representatives from Sweden noted that in most subjects in upper secondary, students are taught in a very structured way that specifies what they should do and when. In contrast, the project requires students to develop their own personal organisation and research skills which helps prepare them for tertiary education.
The representatives from the Swedish schools also noted that there are no limits on the topics of projects as long as students can produce an academic reflection and essay about them. Examples of projects entailed structured academic or scientific enquiry, work-based experience with an employer, and practical outputs with accompanying reflection (Figure 3.1).
Note: Based on OECD interviews with Bromangymnasiet school in Hudiksvall and Vimmerby Gymnasium in Vimmerby, both in Sweden
School representatives noted that projects develop a variety of critical professional skills, including self‑directed learning, creative thinking, critical thinking, presentation skills, managing time and outputs, and engaging in introspection and analytical reflection when given feedback. Projects were also deemed to be an important component for entrance to tertiary education. For instance, projects at the Bavarian International School Munich in Germany can be used when students apply to tertiary education.
Motivation and ability to undertake self-directed projects varies among students
Representatives from the Swedish schools noted that although the student project is an excellent opportunity for students who are self-directed, have clear aspirations and interests, and resources to independently pursue their lines of questioning, some students struggle with project requirements. These include students who do not have clear ideas or interests, and students whose time outside of school is disrupted or under-resourced in some way (for example, through caregiving responsibilities or limited access to reliable internet or studying facilities).
To support the ideation process, the teachers also suggested providing lists of ideas, encouraging students to explore ChatGPT and other tools, and connecting with employers who could formulate or pre‑fabricate tasks for the students to complete on their own. Some schools in Sweden also encourage group or pair projects, which might be helpful to encourage stimulate ideas, organise work, support motivation and encourage peer learning to complete projects successfully.
One of the challenges around supporting all students to complete the project in Sweden is its compulsory nature. In Ukraine’s Academic Lyceums, projects could be optional. This would ensure that students who engage in projects are likely to have an idea that they wish to explore or be motivated for individual exploration and study.
Projects can include structured checkpoints for individual mentorship, peer review, and presentation
The two Swedish schools use a structured process to guide students over the project’s development – which lasts around a year – and ensure that students do not leave all the work until the last minute and are able to complete it on time. While the Swedish student project is a national requirement, schools have significant autonomy in how they implement it. At Vimmerby Gymnasium, each student is assigned a tutor that guides them through the projects’ development with multiple checkpoints (Table 3.3). Students also have a logbook where students can record their weekly and monthly activities to keep on track.
Note: Based on OECD interviews with Bromangymnasiet school in Hudiksvall and Vimmerby Gymnasium in Vimmerby, both in Sweden
Time for projects must be allocated within the school day, for both students and teachers
The teacher and Head of International Relations from the schools in Sweden noted that although the majority of work takes place outside of school, it is vital that schools set aside time for students to work on the project – both guided and free working time – within the school day. In Vimmerby Gymnasium, this takes the form of a 100-hour course which teaches writing and organisation skills at the beginning of the course, then later becomes a free study period during which students work on their own projects.
The representatives from the schools in Sweden noted that it is important to be aware of the resources students have at home to engage in their projects in terms of homework time, transportation to and from school or any other sites where project work is necessary, internet connectivity, and time to work on the project in addition to other examination requirements and school obligations.
Marking projects as pass/fail can keep marking time manageable for teachers
In Sweden, both the Head of International Relations at Bromangymnasiet, and the teacher at Vimmerby Gymnasium highlighted the pressure that projects place on teacher workload in terms of additional marking time, mentorship and familiarisation with what students are doing. There is also the difficulty of grading projects against one another, as students’ work may functionally be so different that it is difficult to standardise grades.
Staff at Bromangymnasiet and Vimmerby Gymnasium in Sweden perceive the student project as a way for students to deepen their skills, organise and direct their learning. Engaging in enquiry over a sustained period without a teacher mandating how the outputs should look also promotes students’ independence. Yet, projects can be daunting because they require a great deal of organisation and do not suit all students.
Key considerations from the Swedish experience for Ukraine’s Academic Lyceums as they start to introduce projects include:
Student projects must be structured, and the foundation must be laid early, well before the project begins. Schools can help students by outlining key milestones and checkpoints including initial project ideation, presentation of research and hypotheses, and final seminar defence for peers to keep students focused and on time.
Schools can also help students keep on task by allocating time for project work within the school day. This can also help to address inequities in students’ resources, such as access to digital devices, research materials and adequate time free from distractions.
Student projects are not necessarily the best option for all students, and their ability and inclination to engage in self-directed learning may vary, particularly for those students who are under resourced at home or unfamiliar with this type of learning approach. In Ukraine, the project might be optional so that the students who undertake it are already motivated to engage with it.
To help address the latter issues, schools in Sweden take several practical measures. First, projects are graded pass-fail, so there is less pressure to provide feedback which is taken into account in for certifying achievement. Second, although each student has an individual mentor teacher who is aware of the project’s progression on a week-to-week basis, deliverables at checkpoints such as the initial research plan and seminar-format presentation are marked together in a group of teachers.
To help students access fulfilling and rewarding jobs, upper secondary has to help them understand employment opportunities, how to access them, and how they match (or not) their own skills and interests. Chapter 2 suggested that Academic Lyceums can support young Ukrainians to develop awareness of the world beyond school by expressly dedicating time- perhaps through a course - to personal and career development and by providing students with access to good information on the potential consequences of various subject/programme choices.
Providing mandatory, timetabled career guidance can help ensure it receives sufficient space in students’ upper secondary experience
The Head (proviseur) of Lycée Sevigné Tourcoing in Lille in France noted that one major outcome of the recent reforms to the baccalauréat is the increased time for career and pathways guidance for students. Guidance is provided by a mandatory orientation course timetabled within students’ weekly schedule across the three years of the lycée. During the orientation classes, students receive guidance and advice about their subject choices and how they may support (or not) their post‑secondary education and employment trajectories. Student guidance is also provided by the conseillère principale d'éducation, a member of the leadership team who maintains the link between student well-being and the pedagogical community, and monitors their engagement and motivation.
As well as standard information that is provided nationally across all lycées, such as advice for applying to tertiary education and future career paths, career guidance is also influenced by opportunities and employment needs within the local economy. This is why at the Lycée Sevigné Tourcoing students are made aware of companies and employers in the area where they live, and practical guidance about what future opportunities exist in their region.
Student guidance also focuses on reflecting on choices and making changes if necessary
At the Lycée Sevigné Tourcoing, student guidance – through orientation classes – first focuses on helping students to make informed choices on what they want to specialise in the final two years of upper secondary. To this end, France has developed a digital platform – Horizon 21 – where students can explore how their subject choices connect with future pathways. The Horizon 21 platform enables students to enter different combinations of subject choices, and identify the professional sectors and careers that their chosen subjects connect with.
Student guidance also provides students with the opportunity to reflect on their choices, and potentially change options that no longer align with their future aspirations. This has required a mindset shift on behalf of both students and teachers, who may in some cases view continuation along a specific pathway as success, and a desire to change or reevaluate choices as a failure. However, providing students with the “right to make mistakes”, and clearly communicating this encourages students to use the early years of the lycée to try and explore new things. If a student wants to change subjects, this is accompanied by discussions with individual students and their teachers to ensure that it is the right move for the student and that the student is aware of its implications. Students can also click on different professional sectors to find further information about the future studies and qualifications that different options can lead to, and about the specific jobs within sectors and the qualifications required to access them (ONISEP Horizons 21, n.d.[5]).
Ensuring that parents are informed and understand students’ choices can help them to support their children’s pathways
The schools in Sweden and France and the Bavarian International School Munich noted the important role that parents play in influencing students’ awareness of the world, careers available, and the consequences of different pathways of study. At both the Lycée Sevigné Tourcoing in France and the Bavarian International School Munich in Germany, as students are choosing the subjects they will take in upper secondary education, there are specific moments when they are expected to speak to their parents about their choices. The schools also provide dedicated communications for parents to explain the choices that their children are making so that they can support them.
The Lycée Sevigné Tourcoing uses specific moments throughout the year to connect with parents, involve them in their children’s education and inform them about the decisions and consequences of the different choices for their child(ren)’s future. At the beginning of the school year, a breakfast is organised for parents of students entering the lycée and teachers to get to know each other informally. During the school year, lycées in France are encouraged to provide a Maison des parents which is a space for parents - such as a classroom - where parents can organise meetings and events with other parents.
Representatives from Lycée Sevigné Tourcoing, Bromangymnasiet and Vimmerby Gymnasium and the Bavarian International School Munich all discussed the importance of preparing students for life after school. Schools highlighted the value of making students aware of how the options and the competencies they develop during upper secondary school set them up for tertiary education, training and careers after school.
Key considerations from the experiences and practices from international schools for Ukraine’s Academic Lyceums to develop students’ awareness of the world beyond school include:
Providing dedicated, timetabled time to advise and guide students about their options and how they connect with future education and jobs is essential so that students can make informed decisions about the subjects they take and start to develop their own personal pathways that connect with national and local economic needs and opportunities.
Offering digital tools and information that provide students with the opportunity to explore possible subject combinations and individual subjects in their own time.
Parents are an essential part of students’ decision-making process and schools can take steps to ensure that they are informed and involved as students form their aspirations and plans for the future.
Creating flexibility for students to change their choices is important because it can encourage self-reflection and active decision making while accommodating changes in student interest and future aspirations.
References
[3] International Baccalaureate Programme (n.d.), Diploma Programme Curriculum, https://www.ibo.org/programmes/diploma-programme/curriculum/ (accessed on March 2024).
[1] Ministère de l’Education Nationale et de la Jeunesse (2023), Les programmes du lycée général et technologique, https://www.education.gouv.fr/les-programmes-du-lycee-general-et-technologique-9812.
[2] MoES (2024), Strategic Plan of the Ministry of Education and Science until 2027, Ukrainian Ministry of Education and Science.
[5] ONISEP Horizons 21 (n.d.), Horizons 21, https://www.horizons21.fr/#:~:text=Le%20programme%20s%27articule%20autour,%C3%A0%20risque%2C%20patrimoine%20g%C3%A9n%C3%A9tique). (accessed on March 2024).
[4] Skolverket (n.d.), Information about the Swedish Upper Secondary School System, https://www.skolverket.se/download/18.6bfaca41169863e6a659a16/1553964183391/pdf2748.pdf (accessed on March 2024).