This publication provides a comprehensive overview of teacher professional learning from the initial steps of a teacher’s career to supporting their sustained development and excellence. The publication considers four high-level ambitions for policymakers: how teachers are selected to and prepared for the profession, how a career structure can incentivise and reward excellence, how to effectively provision and deliver ongoing teacher professional learning, and how to develop an infrastructure that can create an ecosystem of learning across schools. For each of these, the publication synthesises OECD and wider research and highlights powerful policy examples from different systems. The publication concludes by considering the current context of teacher professional learning in Ukraine. The publication can provide relevant insights to those, like Ukraine, interested in reimagining their approach to professional learning and how to strengthen the policy environment that allows teachers to thrive.

Ukraine's New Ukrainian School (NUS) reform aims to make schooling engaging and stimulating by focusing on each student's personal development and their acquisition of key competencies. At the upper secondary level, implementing the NUS implies major changes in the country's Academic Lyceums. The OECD has developed this report to provide insights and advice for Ukraine’s reforms based on international evidence and experience. It combines analysis of international data, research, the experiences of country peers and Ukraine’s own recent experiences of implementing reforms. It provides policy options to support Ukraine’s ambitions to transform general upper secondary education in the country.

The countries of the Eastern Partnership (EaP) - an initiative between the Member States of the European Union and Eastern European and South Caucasus countries - are navigating significant challenges while striving for sustainable economic growth and social cohesion. Education plays a crucial role in unlocking the potential of digitalisation and the green transition, offering pathways for economic diversification and innovation. This report, developed in co-operation with the European Commission and UNICEF, analyses PISA data for the EaP countries and economies that participated in PISA 2022: Baku (Azerbaijan), Georgia, Moldova, and Ukrainian regions. It identifies the strengths and challenges within these education systems and provides recommendations on how to build more resilient, equitable, and high-performing systems to support economic and social goals. This report will be of particular interest to policymakers and stakeholders dedicated to advancing education across the Eastern Partnership region.

The OECD Programme for International Student Assessment (PISA) examines what students know in reading, mathematics and science, and what they can do with what they know. It provides the most comprehensive and rigorous international assessment of student learning outcomes to date. Results from PISA indicate the quality and equity of learning outcomes attained around the world, and allow educators and policy makers to learn from the policies and practices applied in other countries. This country note provides a country-specific overview of the Ukrainian regions (18 of 27).

Countries in Eastern Europe and Central Asia have clear aspirations to strengthen civic participation and increase prosperity for all. A highly skilled and knowledgeable population is critical to achieving these goals, which makes creating and maintaining high quality and equitable education systems a vital part of regional development efforts. Results from the Programme for International Student Assessment (PISA) show that learning outcomes in the region have generally improved, but that the improvement has not been equitable. While countries in the region are producing some of the top performing students in the world, many other students are being left behind. This report, jointly developed by OECD and UNICEF, analyses PISA data in detail to identify the strengths, challenges and unique features of education systems in Eastern Europe and Central Asia. Drawing upon a rich knowledge base of education policy and practice in the region, it makes recommendations about how systems in the region can provide an excellent education for all students. This report will be of interest to regional policy-makers as well as individuals who wish to learn more about education in Eastern Europe and Central Asia (Azerbaijan, Belarus, Bulgaria, Croatia, Georgia, Kazakhstan, Moldova, Romania, Türkiye and Ukraine).

Education in Ukraine is marked by integrity violations from early childhood education and care through postgraduate study. In the past decade policy makers and civic organisations have made progress in addressing these challenges. However, much remains to be done. OECD Reviews of Integrity in Education: Ukraine 2017 aims to support these efforts. The review examines systemic integrity violations in Ukraine. These include: preferential access to school and pre-school education through favours and bribes; misappropriation of parental contributions to schools; undue recognition of learning achievement in schools; paid supplementary tutoring by classroom teachers; textbook procurement fraud; and, in higher education, corrupt access, academic dishonesty, and unwarranted recognition of academic work. The report identifies how policy shortcomings create incentives for misconduct and provide opportunities for educators and students to act on these incentives. It presents recommendations to address these weaknesses and strengthen public trust in a merit-based education system. The audience of this report is policy makers, opinion leaders and educators in Ukraine.