How does Ukraine compare internationally?

Ukraine performs better than most other EECA countries in reading, maths and science.

However, Ukraine still lags behind most OECD countries.

Education outcomes are more inequitable in Ukraine than internationally

Socio-economically advantaged students and girls perform better than disadvantaged students and boys.

Policies are needed to help all students succeed.

An important factor in student outcomes is where they attend school

Urban students in Ukraine perform better than rural students at rates exceeding those of similar students across the OECD.

Educational spending in Ukraine is low by regional and international benchmarks

Ukraine performs better than expected given its level of funding.

However, its expenditure on education is far less than the OECD average. More spending could contribute to ever better outcomes.

Educational resourcing in Ukraine is more inequitable than international benchmarks

Principals reported greater concerns about resource shortages in:

  • Schools with more disadvantaged students (not statistically significant)

  • Rural schools

These trends are also seen across EECA and OECD countries.

Students in Ukraine spend less time in class than students internationally

Students spent roughly two fewer hours per week in class than students across the OECD.

Spending more time in class can be related to higher performance.

Students in Ukraine are more likely to be truant than students internationally

52% of students skipped class or skipped school in the previous two weeks.

Truancy is related to lower academic performance and can lead to high risk behaviour such as dropout.

Teaching practices in EECA differ from international benchmarks

Compared to the average across OECD countries:

  • EECA countries use more teacher-directed instruction (e.g. lecturing to classes)

  • And less adaptive methods that focus on meeting students’ individual needs.

The practices commonly used by teachers in EECA are associated with lower reading scores

More teacher-directed instruction is generally associated with lower reading performance and more adaptive instruction is generally associated with higher reading performance.

Teachers in Ukraine are more likely than teachers in OECD countries to engage in behaviour that may hinder student learning

Teachers are more likely to:

  • Not be well prepared for classes

  • Be absent

  • Resist change

  • Not meet individual student needs

Fewer teachers in Ukraine participate in professional development compared to international benchmarks

Professional development can be important to help teachers continuously improve, but only 22% of teachers in Ukraine participated in the last three months.