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EDUCATION IN UKRAINE

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Page 1: EDUCATION IN UKRAINE - cedos.org.ua › data › pdfs › EDUCATION_CEDOS... · of such expenses in Ukraine is by 14 percentage points lower than it is on average in OECD. This is

EDUCATION IN UKRAINE

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FOREWORD

This digest unites educational statistics and presents them in the form of perceptible graphs. This way we want to popularize basic information about the economics of education, participants of the educational process and the network of educational institutions in Ukraine. The data are displayed in comparison with other countries in order to observe Ukraine’s place in the international context. We hope the digest will be useful to everyone who en-deavours to understand the complex processes in the education of Ukraine.

Digest formed by: Mariana Kavtseniuk, Iryna Kogut, Maria Kudelia, Iryna Shevchenko, Yegor Stadny, Tetiana Zheriobkina

Editing: Yegor Stadny

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EDUCATION FINANCES

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Source: State Statistics Service of Ukraine, OECD

Ukraine’s expenditures on education as the percent of GDP is one of the high-est compared to the developed countries. However, high share of the shadow economy (the percentage of which can be up to 50%, according to different

1.1 ALL EXPENDITURES ON EDUCATION (WITHOUT PRESCHOOL) AS % OF GDP 2008, 2012

1%0 2% 3% 4% 5% 6% 7%

UkraineUSA

KoreaCanadaIceland

ChileDenmark (2008,2001)

BelgiumIsrael

IrelandSweden

AustraliaFinlandFrance

EstoniaPoland

OECD averageMexico

NetherlandsSwitzerland

EU-21 averageSloveniaPortugal

GermanyJapanSpain

ItalyCzech Republic

SlovakiaRussia

2008 2012

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evaluations) must be taken into account. So, the real GDP is higher. Consequent-ly, the actual share of expenditures on education may be lower. Another feature of education funding in Ukraine is its fragmentation — the state finances a wide branched network of schools. Hence, albeit a high index of expenditures on education as a share of GDP, expenditures per one pupil/student and teachers’ salaries are very low, even compared to the countries of Central and Southern Europe.

1.2 STATE EXPENDITURES ON EDUCATION AS % OF TOTAL EXPENDITURES OF CONSOLIDATED BUDGET, % (2000-2014)

10%

15%

20%

25%

2000

2001

2002

2003

2004

2005

2006

2007

2008

2009

2010

2011

2012

2013

2014

Source: State Statistics Service of Ukraine * Without territories of antiterrorist operation

During the last 12 years, the expenditures on education in the consolidat-ed budget (central and local) accounted for one of the largest items and reached 18-21%. As a result, education expenditures are the most vulnera-ble in the attempts to cut the budget expenditures in the times of econom-ic crisis.

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1.3 STRUCTURE OF EXPENDITURES IN PUBLIC EDUCATIONAL INSTITUTIONS, % (2000, 2011)

75% 80% 85% 90% 95% 100%

Sweden

Canada

Lithuania**

United Kingdom

Portugal

Latvia

Finland

Poland

Italy

Czech Republic

Israel

Ukraine

Romania*

Spain

France

Hungary

Norway

Ireland

USA

Netherlands

Turkey

Current 2000

Capital 2000

Current 2011

Capital 2011

* Romania: current and capital expenditures for 2001 instead of 2000 ** Lithuania: current and capital for 2003 instead of 2000Source: UNESCO

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7Most of the developed countries have been gradually increasing the share of the capital expenditures on education, with the exception of Italy, Ireland, and Portugal. In 2000-2011 Canada, Czech Republic, Sweden, Lithuania, and Latvia showed the biggest increase rate. In Ukraine, on the contrary, the share of capital expenditures on education is very low (only Portugal has a lower one). Only 3.5% of public schools funding is used for the logistical re-equipment, renovation of premises, purchase of transport means and equipment. Universities can use funds for capital expenditures from the special funds earned on their own (including money received from tuition fees). Meanwhile vocational, secondary and preschool educational institu-tions do not have such opportunity. At the same time, to improve the quality of education it is essential to restructure the network of schools and make related infrastructural decisions, in particular, transportation of teachers and students, as well as schools’ renovation. The solution of these issues requires great state costs.

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1.4 DISTRIBUTION OF ALL EXPENDITURES ON EDUCATION BY INSTITUTIONS/LEVELS, % (2007-2014)

Source: State Statistics Service of Ukraine

The expenditures on preschool, primary school and vocational institutions were increasing, while there was a decrease in the expenditures on HEI, secondary and especially on high schools during 2007-2014. Around 41% of education expenditures is directed to secondary education in Ukraine, while in developed countries this share is noticeably larger. At the same time, the state spends approximately 2.3% of all education budget to educate at vocational and higher education institution. In the last 8 years the share of expenditures on higher education has decreased by almost 5 percentage points and peaked at 36.8% of all expenditures and at 30,6% of public ex-penditures

0%

40%

30%

20%

10%Pre-primary

Primary

Lower secondary

Upper secondary

Vocational

Higher education

Aftergraduate, PhD

2007

2008

2009

2010

2011

2012

2013

2014

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EXPENDITURES ON EDUCATION IN UKRAINE BY LEVELS (2014)

Source: State Statistics Service of Ukraine

Pre-primary Primary

Upper secondary

Vocational training institutions

Colleges and Technikums

Universities Aftergraduate, PhD

Lower secondary

14%

16%

18%

7%6%

8%

29%

2%

16%

18%

20%8%

6%

8%

23%

1%

1.6 SHARE OF PUBLIC EXPENDITURES, %

1.5 SHARE OF ALL EXPENDITURES, %

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1.7 SHARE OF ALL EXPENDITURES ON EDUCATION BY LEVELS OF EDUCATION, % (2012)

All early childhoodeducation

All primary, secondaryand postsecondarynon-tertiary

Tertiary

40%20%0% 60% 80% 100%

ItalyPortugal

SwitzerlandAustralia

United KingdomBelgium

MexicoNetherlands

New ZealandFrance

EU-21 averageSlovakia

PolandIsrael

ОЕСD averageSlovenia

EstoniaGermany

SpainIceland

Czech RepublicFinlandAustriaJapanLatvia

HungaryNorway

KoreaUS

SwedenChile (2013)

RussiaUkraine

Source: State Statistics Service of Ukraine, OECD

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Developed countries allocate much larger share of costs to primary, second-ary or post-secondary non-tertiary education than Ukraine does. The share of such expenses in Ukraine is by 14 percentage points lower than it is on average in OECD. This is strongly related to the duration of schooling that takes 12-13 years in most developed countries. At the same time, the share of costs spent in Ukraine on higher education is by 14 percentage points higher than it is on average in the OECD. Chile and the U.S. have the closest indexes to the Ukrainian ones because they also have a significant level of private funding of higher education. However, these statistics do not cover two trends that somewhat balance Ukrainian indexes. On one hand, these indicators do not include parents` expenses on tutors and additional classes during school, as well as various semi-official schools fees paid by parents. On the other hand, they do not include partial repetition of the secondary school program in the so-called zero courses (e.g. mathematics) and in other disciplines in universities. Lastly, social stipends make up a third of all public expenditures on higher education in Ukraine while in most countries such stipends are not included in expenditures on educational institutions. In addition, should be considered the fact that the poorer the country is, the more it usually focuses on secondary education expenditures. (Sianesi and Van Reenen, 2002).

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1.8 DISTRIBUTION OF EDUCATION EXPENDITURES BY SOURCE OF FUNDING, % (2007-2014)

Source: State Statistics Service of Ukraine

The share of households in educational expenditures has fallen by almost 9.4 percentage points since 2007. Partly this cutback could be explained by the decrease in number of potential students. Since 2008, children born in the period of drastic and prolonged fall in the birthrate started entering universi-ties, and the number of state funded places in HEIs has been declining more slowly than the number of potential students. Thus, less households had to spend money on higher education. However, even after such decrease, the share of household expenditures on education remains higher compared to the average share in developed countries.

2007

2008

2009

2010

2011

2012

2013

2014

0%

80%

60%

40%

20%

Public

Households

Private companies

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1.9 SHARE OF PRIVATE EXPENDITURES ON EDUCATION (WITHOUT PRESCHOOL), % (2012)

Public Private

40% 60% 80% 100%

ChileJapanKorea

USAustralia

New ZealandCanada

IsraelUnited Kingdom

PortugalRussia

MexicoArgentina*

OECD averageUkraine

HungarySpain

NetherlandsCzech Republic

PolandSlovakiaIcelandFranceIreland

LatviaEU-21 average

ItalyDenmark*

SloveniaSweden

GermanyEstoniaFinland

BelgiumAustria

SwitzerlandLuxembourg

Norway

Source: State Statistics Service of Ukraine, OECD* - data of 2011

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1.10 PUBLIC AND PRIVATE EXPENDITURES ON DIFFERENT EDUCATIONAL LEVELS, % (2014)

Source: State Statistics Service of Ukraine

The share of household expenditures on higher and vocational education is much higher than on secondary education, as usual. In 2014, one third of expenses at universities were covered by out-of-pocket payments. Charac-teristically, the highest level of business participation in the education fund-ing is recorded in aftergraduate education (12%). However, in general terms business participation in education funding remains at an imperceptible level of 0.8%.

0% 20% 40% 60% 80% 100%

Private entities

Households

Public

Aftergraduate, PhD

Universities

Colleges and Technikums

High school

Vocational training institutions

Upper secondary school

Lower secondary school

Preschool

Primary

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1.11 EXPENDITURES PER STUDENT/PUPIL, UAH IN PRICES OF 2010 (2010, 2014)

Source: State Statistics Service of Ukraine, author’s calculations* 2010 prices, based on the Consumer Price Index

The real cost per one student increased in all levels of education during the period of 2010-2014. The highest growth rates were observed in vocational (+32%) and higher (+30%) education. This growth is caused not by the in-crease of funding, but rather by the decrease of the number of students in this period by almost 28% in vocational schools and 32% in HEIs. Particularly dramatic reduction occurred due to the occupation of Ukrainian territories. However, the growth of expenditures per one student is not necessarily a positive fact. In Ukraine it is a result of the rapid fall in the number of stu-dents, while the number of teachers and educational institutions is decreas-ing much more slowly. As a result, education of each student becomes more expensive. However, such tendency does not mean education quality improvements, as additional funding is directed on the support of the cur-rent state, not on the further development.

2010 2014

0 10 000 20 000 30 000 40 000 50 000

Aftergraduate, PhD

Higher education

Vocational

Upper secondary school

Lower secondary school

Preschool

Primary

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1.12 PUBLIC EXPENDITURES PER STUDENT/PUPIL, PPP $ (2007, 2011)

Almost all developed countries despite the financial crisis of 2008-2009 increased expenditures per one student/pupil. Chile, Lithuania, Slovakia, Poland, Czech Republic, and Germany demonstrate the highest growth rate concerning primary schools – 32-64%.

2007 2011

0

2 00

0

4 00

0

6 00

0

8 00

0

10 0

00

12 0

00

14 0

00

UkraineChile

RomaniaLithuania

Czech RepublicSlovakia

LatviaPolandEstonia

HungaryIsrael

GermanyFranceSpain

FinlandSlovenia

NetherlandsIreland

ItalyBelgium

United KingdomDenmark

SwedenUS

NorwaySwitzerland

0 2000 4000 6000 8000 10000 12000 14000

Primary school

Source: UNESCO

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Growth rate of 29-70% is observed in figures of Great Britain, Slovakia, Po-land, Chile, Czech Republic, Germany, and Estonia regarding lower second-ary schools.

Lower secondary school

2007 2011

0Ukraine

ChileRomaniaSlovakia

LithuaniaPolandLatvia

HungaryEstonia

Czech RepublicGermany

SpainSlovenia

FranceItaly

United KingdomDenmark

IrelandSweden

NetherlandsFinland

USNorway

Switzerland

2 00

0

4 00

0

6 00

0

8 00

0

10 0

00

12 0

00

14 0

00

16 0

00

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18Upper secondary school

The growth was not so dynamic in upper secondary schools: 26-44% in Chile, Poland, Slovakia, Slovenia, Estonia, and Finland.

2007 2011

0

5 00

0

10 0

00

15 0

00

20 0

00

RomaniaUkraine

ChileSlovakia

PolandLithuaniaHungary

LatviaEstonia

Czech RepublicSlovenia

ItalySpain

GermanyNetherlands

FranceUnited Kingdom

USIrelandFinland

SwedenDenmark

NorwaySwitzerland

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2007 2011

0

5 00

0

10 0

00

15 0

00

25 0

00

30 0

00

20 0

00

ChileUkrainePolandLatvia

LithuaniaRomaniaSlovakiaEstonia

HungarySlovenia

IsraelItaly

Czech RepublicSpain

United KingdomUS

FinlandIrelandFrance

BelgiumSweden

NetherlandsSwitzerland

DenmarkNorway

Higher education

In higher education the expenditures increased in Lithuania, Poland, Chile, Latvia, Hungary, Slovakia, UK, and Estonia by 33-71%. Expenditure rate per student has increased in Ukraine as well: the growth amounted to 27% in 2007-2011.

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1.13 THE ANNUAL SALARY OF A FULL-TIME TEACHER AT THE BEGINNING OF CAREER, EUR (2014)

0

10 000

20 000

30 000

40 000

50 000

60 000

70 000

80 000

Luxe

mb

our

gN

orw

ayG

erm

any

Den

mar

kFi

nlan

dN

ethe

rland

sSp

ain

Bel

giu

mA

ustr

iaSw

eden

Irela

ndFr

ance

Icel

and

Uni

ted

Kin

gd

om

Italy

Cyp

rus

Port

ugal

Mal

taSl

ove

nia

Gre

ece

Turk

eyEs

toni

aC

zech

Rep

ublic

Cro

atia

Slo

vaki

aH

ung

ary

Pola

ndLa

tvia

Lith

uani

aRo

man

iaU

krai

nePrimary Lower secondary Upper secondary

Source: Eurydice; State Statistics Service of Ukraine

Explanation: For the EU countries the annual full-time salary of a lower sec-ondary school teachers in 2014 is taken, including taxes but without pay-ments for additional work duties and surcharges for qualification, work ex-perience, etc. For Ukraine the full-time salaries of teachers according to the Unified wage table of categories and coefficients for employees of public institutions and organizations is used. Position of a school teacher with grad-uate diploma corresponds to the 9th wage level. 20% of additional payment for the prestige of the teacher’s work, which was received by all teaching staff in 2014, is taken into account. EUR-UAH exchange rate is as of the first half of 2014.

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Ukrainian teachers are paid several or even up to ten times less compared to teachers in Western Europe, as well as throughout the post-Soviet and post-socialist camp (the Baltic countries and Central Europe). Standard teacher’s salary is 58% of GDP per capita, while in Western Europe the fig-ure is at least 80%, sometimes reaching 135% (in Portugal) or even 140% (in Germany). However, Ukraine’s neighbours - Poland, Hungary, Romania and the Baltic countries - do not display such big numbers (for example, in Lat-via it is only 32%). Interestingly, in most Western European countries upper secondary school teacher (sometimes - lower secondary as well) has higher salary than primary school teacher while they have the same workload. In the post-Soviet and post-socialist countries, teachers at schools of all levels have equal salary.

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HIGHER EDUCATION FINANCES

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HIGHER EDUCATION FINANCES

2.1 AMOUNT AND SIZE OF STATE AND LOCAL UNIVERSITIES

Source: Unified state electronic database on education, without colleges and technikums

As of December 2015 there were 393 public and private universities and their affiliates which are separate legal entities. Most of them have fewer than 1000 full-time students. Quarter of universities has fewer than 100 full-time students. 102 universities have less full-time students than distance ones. Those are mainly private universities, Ministry of Internal Affairs uni-versities and ones which were transferred from the occupied territories. 29 universities have no full-time programs. Private universities are mostly small - almost all of them have fewer than 1,000 full-time students. Various public opinion polls show that reduction of universities in numbers is often associ-ated with improvement of quality of higher education. However, this link re-

0-10

0

101-

1000

1001

-200

0

2001

-300

0

3001

-400

0

4001

-500

0

5001

-600

0

6001

-700

0

7001

-800

0

8001

-220

00

0-10

0

101-

1000

1001

-200

0

2001

-300

0

3001

-400

0

4001

-500

0

5001

-600

0

6001

-700

0

7001

-800

0

8001

-220

00

0

20

40

60

80

100

According to number of students, full-time programs

According to number of students, distance programs

0

20

40

60

80

100

According to number of students, full-time programs

According to number of students, distance programs

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AMOUNT AND SIZE OF PRIVATE UNIVERSITIES

0-10

0

101-

1000

1001

-200

0

2001

-300

0

3001

-400

0

4001

-500

0

5001

-600

0

6001

-700

0

7001

-800

0

8001

-220

00

0-10

0

101-

1000

1001

-200

0

2001

-300

0

3001

-400

0

4001

-500

0

5001

-600

0

6001

-700

0

7001

-800

0

8001

-220

00

0

20

40

60

80

100

According to number of students, full-time programs

According to number of students, distance programs

0

20

40

60

80

100

According to number of students, full-time programs

According to number of students, distance programs

mains unproven. Moreover, if someone decided to close 218 smallest HEIs, it would affect only 6% of all full-time students, so the absolute majority of students and teachers would not face any changes at all.

Source: Unified state electronic database on education, without colleges and technikums

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2.2 PUBLIC AND PRIVATE FUNDING OF HIGHER AND VOCATIONAL EDUCATION, MLN UAH IN 2007 PRICES, (2007-2014)

Source: State Statistics Service of Ukraine. Author’s calculations based on the Consumer Price Index

Public and private expenditures on higher education nominally increased in Ukraine during 2007-2014. At the same time, indicators in prices of 2007 reveal that mainly state funding was growing. The state increased expenses on vocational and technical training (+14%), on colleges and technikums (+31%) and on universities (+10%). While households and business increased expenses only on aftergraduate education (+14%) and cut expenses colleges (-38%) and universities (-34%). Growth of public expenditures in colleges and technikums questions a stereotype about the low level of its state funding. During 2007-2014 colleges and technikums share grew from 17% to 20% in the structure of public expenditures on the higher education while the share of other decreased or remained the same. Looking ahead in the planned reform of professional education (combing vocational schools, colleges

2007 2008 2009 2010 2011 2012 2013 2014

2007 2008 2009 2010 2011 2012 2013 2014

0

2 000

4 000

6 000

8 000

10 000

12 000

0

2 000

4 000

6 000

8 000

Vocational schools

Colleges and Technikums

Universities Aftergraduate, PhD

Vocational schools

Colleges and Technikums

Universities Aftergraduate, PhD

Public funding

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2.3 PUBLIC AND PRIVATE FUNDING OF HIGHER EDUCATION, % (2012)

Private funding

Source: State Statistics Service of Ukraine. Author’s calculations based on the Consumer Price Index

and technikums in professional education branch), it is possible to say that planned professional education branch can accumulate up to 37% of all public expenditures and up to 18% of all private investments on post-sec-ondary education.

2007 2008 2009 2010 2011 2012 2013 2014

2007 2008 2009 2010 2011 2012 2013 2014

0

2 000

4 000

6 000

8 000

10 000

12 000

0

2 000

4 000

6 000

8 000

Vocational schools

Colleges and Technikums

Universities Aftergraduate, PhD

Vocational schools

Colleges and Technikums

Universities Aftergraduate, PhD

Ukrainian HEIs received mainly public financing (69.9%). This figure coincides with the average level in the developed countries of OECD (69%), however it is below the average EU-21 (79%). The closest neighbours of Ukraine finance their universities mainly from state funds: Czech Republic (79.3%), Estonia (78.2%), Slovakia (73.8%), Poland (77.6%), Russia (63.5%), and Latvia (63.6%). Yet universities in the USA, Great Britain, Australia, Korea, and Japan are mostly financed by households. Share of households was 29% in Ukraine in

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Source: State Statistics Service of Ukraine; OECD * - data of 2011, ** - Universities, *** - Colleges and Technikums

Public Private companiesHouseholds

0% 20% 40% 60% 80% 100%

KoreaJapanChileUSA

AustraliaIsrael

New ZealandPortugalCanada

United KingdomRussiaLatvia

Italy Ukraine***

OECD, averageMexicoUkraine

NetherlandsSpain

SlovakiaArgentina Ukraine**

PolandEU-21

EstoniaCzechFranceIreland

GermanySloveniaSwedenBelgium

Denmark*Austria

NorwayFinland

2012. At the same time there are countries where business actively invests in higher education: Korea (28.6%), Canada (21.7%), Israel (18%), USA (16.4%), Japan (14.1%), Netherlands (13.9%), Russia (12.7%), Czech Republic (12.3%), and Sweden (10.4%). Ukrainian business investments in higher education are extremely low and make up about 1% of all financing of the higher edu-cation.

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2.4 THE STRUCTURE OF EXPENDITURES IN PUBLIC INSTITUTIONS OF HIGHER EDUCATION, % (2000-2011)

* for Romania and Lithuania operating and capital for 2001 instead of 2000Source: UNESCO

Ukraine has reduced the share of costs on equipment, construction and mod-ernization in the general structure of expenditures on higher education from 17% to 4% during 2000-2011, while neighbouring countries of the Central Eu-rope have increased it: Czech Republic (up to 20%), Poland (up to 22%), and Lithuania (up to 25%). Lacking proper capital expenditures Ukraine will not be able to launch modern medical, engineering and natural science programs.

75% 80% 85% 90% 95% 100%

Spain

Turkey

Latvia

Hungary

Italy

Ukraine

Ireland

Portugal

Romania*

France

Norway

Netherlands

USA

Czech Republic

Israel

Poland

Finland

Lithuania*

Sweden

Operating 2000

Capital 2000

Operating 2011

Capital 2011

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2.5 EXPENDITURES ON STATE-FUNDED PLACES, MLN UAH (2007-2015)

Source: Decrees of Cabinet of Ministers of Ukraine on the amount of state-funded places

Nominal expenditures on the state-funded places are growing on all levels. The decline in costs spent on vocational education in 2011-2014 is explained by transfer of financing sources from the level of the state (central) budget to the level of local budgets. However, funding of higher and aftergraduate education in the prices of 2007 was dramatically reduced after 2013 due to high inflation level. A certain level of stability in real prices remained only in vocational training.

2007

2 000

4 000

6 000

8 000

10 000

12 000

14 000

16 000

18 000

2008

2009

2010

2011

2012

2013

2014

2015

0

Higher education

Vocational education

Aftergraduate education

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30

2.6 EXPENDITURES ON STATE-FUNDED PLACES, MLN UAH IN PRICES OF 2007 (2007-2015)

Source: Decrees of Cabinet of Ministers of Ukraine on the amount of state-funded places

2007

2 000

4 000

6 000

8 000

10 000

2008

2009

2010

2011

2012

2013

2014

2015

0

Higher education

Vocational education

Aftergraduate education

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2.7 STATE-FUNDED PLACES FOR BA FULL-TIME PROGRAMS ACCORDING TO ISCED, %** (2007-2015)

Source: Decrees of Cabinet of Ministers of Ukraine on the amount of state-funded places Branches are united according to ISCED-2011. IT is separated from Sciences ** including Medicine and Pharmacy programs for Specialists level

Total amount of state-funded places has significantly changed within the last 9 years, but the distribution of places among fields of learning remained

2007

2008

2009

2010

2011

2012

2013

2014

2015

0

20%

40%

80%

60%

100%

Social Sciences, Business and Law

Education

IT

Humanities and arts

Engineering, manufacturing and construction

Sciences

Health and welfare

Agriculture

Others

Services

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constant. There was an insignificant reduction of Social sciences’ share in fa-vour of Engineering and Health Care at full-time programs. However, leaders remain the same: Engineering (34%), Social sciences (19%), and Humanities (12%). Changes are more notable at distance learning. For example, in 2015 the weight of Social sciences increased a little. Leaders of the distance form are Social sciences (35%), Engineering (20%), Humanities (12%), and Edu-cation (12%). Long-term status quo in the conditions of dynamic changes in labour market leads to the deepening disagreements between universities, economy and society demands. Hence, one could confirm the need to rede-sign current model of so-called post-soviet state order system and distribu-tion of public funds.

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2.8 STATE-FUNDED PLACES FOR BA DISTANCE LEARNING PROGRAMS ACCORDING TO ISCED, %** (2007-2014)

2007

2008

2009

2010

2011

2012

2013

2014

2015

0

25%

50%

75%

100%

Social Sciences, Business and Law

Education

IT

Humanities and arts

Engineering, manufacturing and construction

Sciences

Health and welfare

Agriculture

Others

Services

Source: Decrees of Cabinet of Ministers of Ukraine on the amount of state-funded places Branches are united according to ISCED-2011. IT is separated from Sciences ** including Medicine and Pharmacy programs for Specialists level

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2.9 STATE-FUNDED PLACES FOR DIFFERENT DEGREES, FULL-TIME PROGRAMS (2007-2015)

Source: Decrees of Cabinet of Ministers of Ukraine on the amount of free of charge places

The quantity of entrants has been falling faster than the quantity of state-funded places. Therefore, even within the reduction of state-fund-ed places during the last four years, the competition among entrants for state-funded places at various educational levels did not grow in general terms.

2007

2008

2009

2010

2011

2012

2013

2014

2015

0

50 000

100 000

150 000

200 000

250 000

300 000

Specialist on the basis of bachelor studies

Junior specialist

Master

Bachelor

PhD

Specialist on the basis of secondary education

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2.10 STATE-FUNDED PLACES FOR DIFFERENT DEGREES, DISTANCE LEARNING (2010-2015)

Source: Decrees of Cabinet of Ministers of Ukraine on the amount of state-funded places

2010

2011

2012

2013

2014

2015

0

10 000

20 000

30 000

40 000

50 000

60 000

70 000

Specialist on the basis of bachelor studies

Junior specialist

Master

Bachelor

PhD

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2.11 AMOUNT OF APPLICANTS, FULL-TIME AND DISTANCE LEARNING ALTOGETHER (2013-2015)

Source: Unified state electronic database on education

0

200 000

400 000

600 000

800 000

1 000 000

Specialist on the basis of bachelor studies

Junior specialist

Master

Bachelor Specialist on the basis of secondary education

2013 2014 2015

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2.12 COMPETITION FOR STATE-FUNDED PLACES, FULL-TIME AND DISTANCE LEARNING ALTOGETHER (2013-2015)

Source: Unified state electronic database on education. Decrees of Cabinet of Ministers of Ukraine. Author`s calculations

0

0,5

1

1,5

2

2,5

3

3,5

4,5

4

Master

Junior specialist

Bachelor

Specialist on the basis of secondary education

Specialist on the basis of bachelor studies

2013 2014 2015

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SCHOOLS

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SCHOOLS 3.1 OCCUPANCY OF INSTITUTIONS OF PRESCHOOL EDUCATION, THS (1990-2014)

Source: State Statistics Service of Ukraine * Without temporarily occupied territory of AR of Crimea and Sevastopil city, and territories of anti-terrorist operation

The number of places in kindergartens was greater than the number of chil-dren during the first 15 years of Ukraine’s independence, even despite more than double reduction of the number of such places during this period. This situation is explained by the sharp birthrate fall in the early and mid-1990s. However, when the birthrate increased significantly in the second half of the 2000s, the number of children in preschool institutions started to prevail the number of places, since then this shortage of places had continued to grow.

1990

1995

2000

2005

2008

2009

2010

2011

2012

2013

2014

*

0

500

1 000

1 500

2 000

2 500

Number of children (thousand persons)

Number of seats (thousand)

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3.2 SCHOOLS, THEIR PUPILS AND TEACHERS (1990-2015)

1990

-199

1*

1995

-199

6

2000

-200

1

2003

-200

4

2004

-200

5

2005

-200

6

2006

-200

7

2007

-200

8

2008

-200

9

2009

-201

0

2010

-201

1

2011

-201

2

2012

-201

3

2013

-201

4

2014

-201

5**

2015

-201

6**

15 000

10 000

20 000

25 000

All schools Rural schools

1990

-199

1*

1995

-199

6

2000

-200

1

2003

-200

4

2004

-200

5

2005

-200

6

2006

-200

7

2007

-200

8

2008

-200

9

2009

-201

0

2010

-201

1

2011

-201

2

2012

-201

3

2013

-201

4

2014

-201

5**

2015

-201

6**

2 000 000

0

4 000 000

6 000 000

8 000 000

All schools Rural schools

Number of schools

Number of pupils

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1990

-199

1*

1995

-199

6

2000

-200

1

2003

-200

4

2004

-200

5

2005

-200

6

2006

-200

7

2007

-200

8

2008

-200

9

2009

-201

0

2010

-201

1

2011

-201

2

2012

-201

3

2013

-201

4

2014

-201

5**

2015

-201

6**

200 000

400 000

0

600 000

All schools Rural schools

Number of teachers

The number of pupils has been gradually reducing in Ukrainian schools since mid-1990s despite the moderate end of so-called “demographic gap” that began in the mid-2000s. At the same time, a reduction of the number of schools and teachers was observed, but it significantly lagged behind the rate of pupils’ reduction. The number of pupils has decreased by 47%, number of schools – by 22%, and teachers - by 25,5%. Thus, the average number of students per school declined from 327 in 1990-1991 school years to 218 in 2014-2015 school years. The pupil-teacher ratio changed from 13.3 (1990) to 8.5 (2015) pupils per teacher. This index is lower than in the ma-jority of developed countries. It should also be taken into account that the dramatic reduction in the number of schools was affected by the occupation of Ukraine’s territories. Thus, 3% of Ukrainian schools with 4.3% of students enrolled and 3.7% of teachers employed at them were in the Autonomous Republic of Crimea at the beginning of 2013-2014 academic year. 5.7% of Ukrainian schools with 8% of pupils and 6.4% of teachers were in Donetsk oblast at the beginning of the year 2013-2014. Those numbers reduced to 3.2%, 4% and 3.4% respectively. Luhansk region: from 3.6%, 4% and 3.6% to 1.8%, 1.4% and 1.4% respectively. Some students and teachers left the tem-porarily occupied territory, as for the number of schools – we may conclude that a reduction by almost 7.3% (out of 10.1% compared to 2013-2014 aca-demic year) is explained by occupation.

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1990

-199

1*

1995

-199

6

2000

-200

1

2003

-200

4

2004

-200

5

2005

-200

6

2006

-200

7

2007

-200

8

2008

-200

9

2009

-201

0

2010

-201

1

2011

-201

2

2012

-201

3

2013

-201

4

2014

-201

5**

2015

-201

6**

4

8

0

12

All schools Rural schools

Source: State Statistics Service of Ukraine *in 1991-2003 data on some academic years are missing** Without temporarily occupied territory of AR of Crimea and Sevastopil

city, and territories of anti-terrorist operation

Pupil-teacher ratio

Despite the fact that 70% of Ukraine’s population lives in cities, most schools used to be and still remain rural. Since gaining independence, their share had declined somewhat, but it still accounts for almost two thirds of all sec-ondary schools. Moreover, less than a third of pupils are studying in these schools. The slight increase in the proportion of rural schools took place in early and mid-2000s, but then this index began to fall and returned to 30%. This is consistent to the general trend of rapid reduction of the num-ber of rural population compared to the urban one - since 1990 the urban population has decreased by 10%, rural population – by 17%. It should be noted that the proportion of teachers in rural areas has gradually increased since 1990, and they make up almost a half of Ukrainian educators now. This means that there is a small number of pupils at rural schools, but they are taught by many teachers. Such organization of educational network is highly resource-consuming.

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3.3 SCHOOLS, THEIR PUPILS AND TEACHERS OF AR OF CRIMEA, LUHANSK AND DONETSK OBLAST (2013/2014)

Number of schools Number of pupils Number of teachers

Donetsk oblast AR of Crimea

1 099

Luhansk oblast

The rest of Ukraine

332 803 32 146

Source: State Statistics Service of Ukraine

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3.4 AGE DISTRIBUTION OF SUBJECT-TEACHERS, THS PERSONS (2000-2014)

2000

2001

2002

2003

2004

2005

2006

2007

2008

2009

2010

2011

2012

*

2013

2014

**

0

50 000

100 000

150 000

200 000

250 000

300 000

350 000

400 000

under 30 years old

over 55 years old

31-40

51-54 55-60 over 60 years old

41-50 51-55

Source: Ministry of Education and Science of Ukraine * Pension reform ** Without temporarily occupied territory of AR of Crimea and Sevastopil city, and territories of anti-terrorist operation

The age distribution of subject-teachers since 2000 has changed quite noticeably — the proportion of teachers aged over 55 has almost doubled (from 11.8 to 21.8%), while the proportion of those under 30 fell from 22.7 to 17.9% and the teachers aged 31-40 years decreased from 27.6 to 21.9%. That means that today one of every five subject-teachers is of pre-pension or pension age.

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3.5 PUPILS WHO ENTER 10TH GRADE (2005-2015)

2005

-200

6

2006

-200

7

2007

-200

8

2008

-200

9

2009

-201

0

2010

-201

1

2011

-201

2

2012

-201

3

2013

-201

4

2014

-201

5*

2015

-201

6*

0

20 000

40 000

Urban. Number of pupils who have completed 9th grade

Urban. Number of those of them who continue studying in the 10th grade

Rural. Number of pupils who has completed 9th grade

Rural. Number of those of them who continue studying in the 10th grade

Source: State Statistics Service of Ukraine * Without temporarily occupied territory of AR of Crimea and Sevastopil city, and territories of anti-terrorist operation

Over the past 10 years the proportion of pupils who continue education in the 10th grade of secondary schools decreased by 8.8 percentage points. In rural areas, where the percentage of students who remain in school, was quite low, this reduction is much more manifested, so the gap between ur-ban and rural areas has increased: from 7.9 percentage points in 2005-2006 school years to 14.5 percentage points in 2015-2016. Also, one could note a sharp decline (by 9.1 percentage points) in proportion of pupils of city schools who have continued their education in the 10th grade in 2010-2011 academic year. Perhaps this is connected with the new policy of entering universities according to the results of external independent testing (EIT), introduced two years earlier. Whereas college graduates can enrol in uni-versities without testing, studying in colleges and technikums after the 9th grade became the method to avoid independent external testing on the way to higher education

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3.6 TEACHERS, PUPILS, URBAN AND RURAL SCHOOLS (2015/2016)*

Number of secondary schools

Teachers/schools ratio

Pupils/schools ratio

Pupil/teacher ratio

Number of pupils

Number of teachers

Urban Rural

RuralUrban RuralUrban RuralUrban

0

4

8

12

0

150

300

450

0

15

30

45

33%

67%

32%

68%

47%

52%

Source: State Statistics Service of Ukraine * Without temporarily occupied territory of AR of Crimea and Sevastopil city, and territories of anti-terrorist operation

The number of teachers per pupil in rural schools was twice less than in ur-ban ones at the beginning of the last school year. The average number of students in the Ukrainian rural school is about 100, while in the city this num-ber is 4.5 times bigger. One rural school accounts 18 teachers, and one city school - 41.

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3.7.1 THE RESULTS OF EXTERNAL INDEPENDENT TESTING (EIT) IN THE UKRAINIAN LANGUAGE AND LITERATURE: A SHARE OF GRADUATES FROM RURAL AND URBAN AREA WITH RESULTS ABOVE 123.5 (INCL.) AND 180 AND MORE COMPARED TO ALL THE STUDENTS WHO TOOK THE TEST (2008-2014)

Source: Ukrainian Centre for Educational Quality Assessment

Throughout all the period of existence of the external independent testing the results of graduates from rural and urban areas have differed consider-ably. Graduates from rural schools show worse results every year – share of those who receive less than 150 points is greater among them than among urban ones, and vice versa - a larger percentage of graduates from city schools receives 150 points and more. For some subjects this disparity is different. We took the results of testing in basic subjects that are required by most universities for admission, and minimally depend on material and tech-nical condition of the school

Urb

an

Rura

l

Urb

an

Rura

l

Urb

an

Rura

l

Urb

an

Rura

l

Urb

an

Rura

l

Urb

an

Rura

l

Urb

an

Rura

l

Urb

an

Rura

l

Urb

an

Rura

l

Urb

an

Rura

l

Urb

an

Rura

l

Urb

an

Rura

l

Urb

an

Rura

l

Urb

an

Rura

l

0

2

4

6

8

10

12

0

2

4

6

8

10

12

less than 123,5 points

180-200 points

2008 2009 2010 2011 2012 2013 2014

2008 2009 2010 2011 2012 2013 2014

less than 123,5 points

180-200 points

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3.7.2 THE RESULTS OF EXTERNAL INDEPENDENT TESTING IN MATHEMATICS: A SHARE OF GRADUATES FROM RURAL AND URBAN AREA WITH RESULTS LESS THAN 123.5 (INCL.) AND 180 AND MORE COMPARED TO ALL THE STUDENTS WHO TOOK THE TEST (2008-2014)

Source: Ukrainian Centre for Educational Quality Assessment

Urb

an

Rura

l

Urb

an

Rura

l

Urb

an

Rura

l

Urb

an

Rura

l

Urb

an

Rura

l

Urb

an

Rura

l

Urb

an

Rura

l

Urb

an

Rura

l

Urb

an

Rura

l

Urb

an

Rura

l

Urb

an

Rura

l

Urb

an

Rura

l

Urb

an

Rura

l

Urb

an

Rura

l

0

2

4

6

8

10

12

0

2

4

6

8

10

12

less than 123,5 points

180-200 points

2008 2009 2010 2011 2012 2013 2014

2008 2009 2010 2011 2012 2013 2014

less than 123,5 points

180-200 points

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3.8 VOCATIONAL SCHOOLS, THEIR PUPILS AND TEACHERS (1990-2014)

1990

1991

1992

1993

1994

1995

1996

1997

1998

1999

2000

2001

2002

2003

2004

2005

2006

2007

2008

2009

2010

2011

2012

2013

2014

**

0

200

400

600

800

1 000

1 200

0

10 000

20 000

30 000

40 000

50 000

2008200720062005 2009 2010 2011 2012 2013 2014**

1990

1991

1992

1993

1994

1995

1996

1997

1998

1999

2000

2001

2002

2003

2004

2005

2006

2007

2008

2009

2010

2011

2012

2013

2014

**

100 000

0

200 000

300 000

400 000

500 000

600 000

700 000

Source: State Statistics Service of Ukraine*Data for the period of 1990-1994 are presented as vocational schools of Ministry of Education and Science of Ukraine (MES), from 1995 - institutions of MES and other Ministries are included.** Without temporarily occupied territory of AR of Crimea and Sevastopil city, and territories of anti-terrorist operation

Unlike the higher education system, which has been rapidly expanding, pro-fessional education has declined since 1990: the number of schools and the number of those who studied there has significantly reduced (by 35% and 50% respectively). This is partly explained by the transformation of vocational schools into the units of universities and colleges and technikums. However, such noticeable reduction of the number of vocational students alongside with the immense increase in the number of university students indicates appli-cants’ loss of interest in vocational education.

Number of vocational schools*

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50

Source: State Statistics Service of Ukraine

Number of people who studied in vocational schools

Number of teachers in vocational schools

1990

1991

1992

1993

1994

1995

1996

1997

1998

1999

2000

2001

2002

2003

2004

2005

2006

2007

2008

2009

2010

2011

2012

2013

2014

**

0

200

400

600

800

1 000

1 200

0

10 000

20 000

30 000

40 000

50 000

2008200720062005 2009 2010 2011 2012 2013 2014**

1990

1991

1992

1993

1994

1995

1996

1997

1998

1999

2000

2001

2002

2003

2004

2005

2006

2007

2008

2009

2010

2011

2012

2013

2014

**

100 000

0

200 000

300 000

400 000

500 000

600 000

700 000

1990

1991

1992

1993

1994

1995

1996

1997

1998

1999

2000

2001

2002

2003

2004

2005

2006

2007

2008

2009

2010

2011

2012

2013

2014

**

0

200

400

600

800

1 000

1 200

0

10 000

20 000

30 000

40 000

50 000

2008200720062005 2009 2010 2011 2012 2013 2014**

1990

1991

1992

1993

1994

1995

1996

1997

1998

1999

2000

2001

2002

2003

2004

2005

2006

2007

2008

2009

2010

2011

2012

2013

2014

**

100 000

0

200 000

300 000

400 000

500 000

600 000

700 000

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51

ADMISSION TO UNIVERSITIES

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4.1 BIRTHRATE IN UKRAINE (1990-2014)

2014

2013

2012

2011

2010

2009

2008

2007

2006

2005

2004

2003

2002

2001

2000

1999

1998

1997

1996

1995

1994

1993

1992

1991

1990

2020/2021

2019/2020

2018/2019

2017/2018

2016/2017

2015/2016

2014/2015

2013/2014

2012/2013

2011/2012

2010/2011

2009/2010

2008/2009

2007/2008

2006/2007

2005/2006

2004/2005

2003/2004

2002/2003

2001/2002

2000/2001

1999/2000

1998/1999

1997/1998

1996/1997

2031/2032

2030/2031

2029/2030

2028/2029

2027/2028

2026/2027

2025/2026

2024/2025

2023/2024

2022/2023

2021/2022

2020/2021

2019/2020

2018/2019

2017/2018

2016/2017

2015/2016

2014/2015

2013/2014

2012/2013

2011/2012

2010

2009

2008

2007

0Year Year when they enter school

Year when they enter university

100 200 300 400 500 600

Number of births in Ukraine, ths persons

Number of births in Crimea and Sevastopil city, ths persons

Source: State Statistics Service of Ukraine

Birthrate had been declining in Ukraine since the beginning of 1990s, and it reached the lowest point in 2001. 43% less children were born that year com-pared to 1990. The fertility had been increasing in 2000s until the last years when the economic crises of 2009 and 2014 stroke. Before 2001, the vast ma-

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jority of children in Ukraine began studying at secondary school at the age of seven and studied there for 10 years skipping the 4th grade. However, some children went to school at the age of six and studied for 11 years so that the six- and seven-year-old finished schools simultaneously. The 12-year school system was introduced in 2001, and according to it children started school at the age of six. Meanwhile, parents were granted a right to send their kids to school at the age of seven if referring to the peculiarities of their development. Nevertheless, Ukrainian pupils did not have a chance to complete the 12-years of schooling because in 2010 the 11-year school system was returned. This time, it considered all pupils without consideration of the age they have started school. Thus, children who had started with 12-year school program in action mechanically “jumped” to the 11-year school program and were studying in high school for two years instead of three.

4.2 HOW MANY UNIVERSITIES APPLICANTS CHOOSE TO ENTER (2012-2014)

One university

Five universities

Two universities Three universities

Four universities

2012 2013 2014*

Source: Unified state electronic database on education * Without temporarily occupied territory of AR of Crimea and Sevastopil city, and territories of anti-terrorist operation

Most entrants choose only one university to enter, nearly 43% choose only one study program in this university, 5.5% choose two, and 3.6% - three programs. Nonetheless, a tendency to apply to five universities is growing every year. The proportion of such applicants has increased from 12 to 18% during 2012-2014. While the share of those who, apply to the one same study program in several universities remains unchanged - 6%.

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4.3 NUMBER OF APPLICATIONS TO FULL-TIME BACHELOR PROGRAMS IN DIFFERENT FIELDS OF EDUCATION, PERSONS (2012-2015)

2012 2013 2014* 2015*

0

200 000

400 000

600 000

800 000

1 000 000

1 200 000

Social Sciences, Business and Law

Education

ITHumanities and arts

Engineering, manufacturing and construction

Science

Health and welfare

Agriculture

Others Services

Source: Unified state electronic database on educationBranches are united according to ISCED-2011. IT is separated from Sciences* Without temporarily occupied territory of AR of Crimea and Sevastopil city, and territories of anti-terrorist operation

The demand for different programs among graduates has quite an invariable division. Interestingly, Education receives 9% of all applications in distance studying, while only 4% in full-time programs. Most full-time applications in 2015 were submitted to Social Sciences (41%), Humanities (15%), and Engineer-ing (15%). At the same time, demand for Engineering has slightly fallen from 19% to 15% over the past year, what can be explained by disappointing results of external independent testing in mathematics: in 2015 “pass/fail” barrier over-came only 22% of graduates.

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4.4 ADMISSION TO STATE-FUNDED PLACES OF BACHELOR PROGRAMS IN DIFFERENT FIELDS OF EDUCATION, PER-SONS (2012-2015)

2012 2013 2014* 2015*

0

20 000

40 000

60 000

80 000

100 000

120 000

Social Sciences, Business and Law

Education

ITHumanities and arts

Engineering, manufacturing and construction

Science

Health and welfare

Agriculture

Others Services

Source: Unified state electronic database on educationBranches are united according to ISCED-2011. IT is separated from Sciences* Without temporarily occupied territory of AR of Crimea and Sevastopil city, and territories of anti-terrorist operation

The total number of newly enrolled in full-time state-funded higher educa-tion fell by 38% over 2012-2015: from 107,282 to 66,314 people. The decline in the amount of enrolled to tuition fee programs was even greater – by 59% from 98,555 to 40,548 people. The overall decline in full-time programs is 48%. The trend is caused by the demographic crisis, deterioration of second-ary education, which is manifested in low testing results, and occupation of Ukrainian territory. The share of students from Crimea among the enrolled in

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4.5 ADMISSION TO TUITION FEE PLACES OF BACHELOR PROGRAMS IN DIFFERENT FIELDS OF EDUCATION, PERSONS (2012-2015)

2012 2013 2014* 2015*

0

20 000

40 000

60 000

80 000

100 000

Social Sciences, Business and Law

Education

ITHumanities and arts

Engineering, manufacturing and construction

Science

Health and welfare

Agriculture

Others Services

Source: Unified state electronic database on education Branches are united according to ISCED-2011. IT is separated from Sciences * Without temporarily occupied territory of AR of Crimea and Sevastopil city,

and territories of anti-terrorist operation

both state-funded and tuition free forms was 4% in 2012-2013 years. The share of potential students who stayed in the territory of ATO is difficult to calculate due to the lack of data. In general, considering the aligning of amount of faculty wages to the number of students, the reduction in number of wages becomes inevitable, and replaced by further spread of part-time faculty employment and short-term contracts.

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4.6 STATE-FUNDED VS TUITION FEE: ADMISSION TO FULL-TIME BACHELOR PROGRAMS, PERSONS (2012-2015)

0

50 000

100 000

150 000

200 000

State-funded Tuition fee

2012 2013 2014* 2015*

* Without temporarily occupied territory of AR of Crimea and Sevastopil city, and territories of anti-terrorist operation

The share of newly enrolled to state-funded places of full-time BA programs has decreased to 50% in 2013. Yet, in the last entrance campaign state-fund-ed outranked the tuition fee places: 62% and 38% respectively. Moreover, the rate of newly enrolled to the state-funded places could be even higher because the number of unused ones was almost 5 000 as of August 17, 2015. Poor quality of secondary education in Mathematics and Natural Sciences (consequently, underperformed EIT) and the lack of proper equip-ment in most technical universities resulted in low demand among entrants and the “failure” to use 3200 places in Engineering and 300 in IT.

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4.7 UNUSED STATE-FUNDED PLACES IN 2015 AS OF 17.08.2015*

0 100 200 300 400 500 3 236

Source: Unified state electronic database on education Branches are united according to ISCED-2011. IT is separated from Sciences * Without temporarily occupied territory of AR of Crimea and Sevastopil city, and territories of anti-terrorist operation

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4.8 ADMISSION TO FULL-TIME BACHELOR PROGRAMS AC-CORDING TO PAYMENT STATUS (2015*)

0

10 000

20 000

30 000

40 000

50 000

60 000

65/35

State-funded Tuition fee

80/20 90/10 40/60

42/58

56/44

85/15 85/15

Others

81/1983/17

Source: Unified state electronic database on educationBranches are united according to ISCED-2011. IT is separated from Sciences* Without temporarily occupied territory of AR of Crimea and Sevastopil city, and territories of anti-terrorist operation

As usual, a number of new students who pay prevails in Social Sciences, Services and Health Care. Instead, most state-funded students are mas-tering in Engineering, IT, Sciences or Education. Almost equal number of newly enrolment was observed in Humanities. These data prove that if state funding is assigned according to entrants’ choice (voucher system), a radical reduction in funding of mathematics and natural sciences related programs will take place.

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4.9 NUMBER OF THOSE, WHO ENTER BACHELOR PROGRAMS WITH JUNIOR SPECIALIST DEGREE, THS PERSONS (2007-2015)

2007 2008 2009 2010 2011 2012 2013 2014 2015*

0

50 000

100 000

150 000

200 000

Completed junior specialist programs

Entered universities after getting junior specialist degree

Source: State Statistics Service of Ukraine * Without temporarily occupied territory of AR of Crimea and Sevastopil city, and territories of anti-terrorist operation

The amount of those applying to the shortened bachelor programs with junior specialist (JS) degree grows steadily. It reached over 39% of all who graduated with JS in 2015. It contradicts the idea that colleges and techni-kums by giving JS degrees cover an unsatisfied demand for mid-level pro-fessionals (JS degree) in the labour market. More and more young people use JS degree to continue their studies applying to BA programs.

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STUDENTS

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5.1 NUMBER OF STUDENTS BY LEVELS (2011-2015)

0

500 000

1 000 000

1 500 000

2 000 000

2 500 000

full-time distance

2011/2012 2012/2013 2013/2014 2014/2015* 2015/2016*

0

200 000

400 000

600 000

1 200 000

1 400 000

800 000

1 000 000

2011/2012 2012/2013 2013/2014 2014/2015* 2015/2016*

0

200 000

400 000

600 000

100 000

300 000

500 000

700 000

2011/2012 2012/2013 2013/2014 2014/2015* 2015/2016*

Junior specialist

Bachelor

Specialist

Master

Source: State Statistics Service of Ukraine * Without temporarily occupied territory of AR of Crimea and Sevastopil city,

and territories of anti-terrorist operation

Due to the demographic decline of recent years, the number of students has de-creased at both full-time (-21%) and distance (-47%) programs. In the last years, the decline was rapid due to the occupation of Ukrainian territory. For instance, the share of Crimean students in 2013/2014 academic year was 4%. In general, the largest decline is observed within the specialist programs, as more univer-sities start to offer only master programs. However, reduction of the number of full-time teaching and research-teaching staff in the same period of 2012-2016 years took place at a slower pace: 13% and 20% respectively. However, the oc-cupation of the Eastern Ukraine’s territories has led to a sharp decline (16%) in the number of faculty members in colleges and technikums - from 30 to 25 thou-sand people in one year.

Total number of students of all levels

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0

500 000

1 000 000

1 500 000

2 000 000

2 500 000

full-time distance

2011/2012 2012/2013 2013/2014 2014/2015* 2015/2016*

0

200 000

400 000

600 000

1 200 000

1 400 000

800 000

1 000 000

2011/2012 2012/2013 2013/2014 2014/2015* 2015/2016*

0

200 000

400 000

600 000

100 000

300 000

500 000

700 000

2011/2012 2012/2013 2013/2014 2014/2015* 2015/2016*

Junior specialist

Bachelor

Specialist

Master

0

500 000

1 000 000

1 500 000

2 000 000

2 500 000

full-time distance

2011/2012 2012/2013 2013/2014 2014/2015* 2015/2016*

0

200 000

400 000

600 000

1 200 000

1 400 000

800 000

1 000 000

2011/2012 2012/2013 2013/2014 2014/2015* 2015/2016*

0

200 000

400 000

600 000

100 000

300 000

500 000

700 000

2011/2012 2012/2013 2013/2014 2014/2015* 2015/2016*

Junior specialist

Bachelor

Specialist

Master

Full-time programs by years

Distance learning programs by years

Source: State Statistics Service of Ukraine * Without temporarily occupied territory of AR of Crimea and Sevastopil city,

and territories of anti-terrorist operation

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5.2 NUMBER OF STUDENTS BY FIELD OF EDUCATION, % (2007, 2012)

GreeceDenmark

USA*Czech Republic

TurkeyPortugal

AustriaIsrael***SwedenNorway

Azerbaijan*Netherlands

HungaryFranceMexico

SpainIcelandEstoniaKorea**Slovakia

United KingdomJapan

LithuaniaItaly

SwitzerlandPoland

Belarus**Ukraine**

FinlandSloveniaAustraliaBelgium

LatviaChile

123456789

10111213141516171819202122232425262728293031323334

123456789

10111213141516171819202122232425262728293031323334

123456789

10111213141516171819202122232425262728293031323334

0 5 10 15 20 0 5 10 15 0 5 10 15 0 5 10 15 20 25 0 5 10 15 20 25 0 5 100 10 20 30 40 50 60

Education

2012

2007

2012

2007

2012

2007

2012

2007

2012

2007

2012

2007

2012

2007

2012

2007

Humanities and arts

AgricultureEngineering, manufacturing and construction

Health and welfare

Science Social Sciences, Business and Law

Services

0 5 10

The division of students by fields of education is different for various countries. However, there are some common features. In all countries, except Korea and Finland, most students choose programs in Social Science, Economics, and

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5.2 NUMBER OF STUDENTS BY FIELD OF EDUCATION, % (2007, 2012)

GreeceDenmark

USA*Czech Republic

TurkeyPortugal

AustriaIsrael***SwedenNorway

Azerbaijan*Netherlands

HungaryFranceMexico

SpainIcelandEstoniaKorea**Slovakia

United KingdomJapan

LithuaniaItaly

SwitzerlandPoland

Belarus**Ukraine**

FinlandSloveniaAustraliaBelgium

LatviaChile

123456789

10111213141516171819202122232425262728293031323334

123456789

10111213141516171819202122232425262728293031323334

123456789

10111213141516171819202122232425262728293031323334

0 5 10 15 20 0 5 10 15 0 5 10 15 0 5 10 15 20 25 0 5 10 15 20 25 0 5 100 10 20 30 40 50 60

Education

2012

2007

2012

2007

2012

2007

2012

2007

2012

2007

2012

2007

2012

2007

2012

2007

Humanities and arts

AgricultureEngineering, manufacturing and construction

Health and welfare

Science Social Sciences, Business and Law

Services

0 5 10

Law: from 27% in Sweden to 54% in Turkey. Second place: Health and welfare (Belgium, Chile, Denmark, Norway, Australia, Slovakia, Sweden, UK); Engineering (Belarus, Mexico, Portugal, Ukraine, Slovenia, Israel, Greece, Lithuania, Hungary);

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Humanities (Azerbaijan, Japan, USA).

A lot of countries have their own peculiarities. For example, the United Kingdom, Azer-baijan, France, Estonia, Czech Republic, and Austria have the highest average proportion of students studying Natural Sci-ences, Physics and Mathemat-ics, and IT - 11-14%. Belarus has a distinct priority of Agricultural Sciences - 8%, which is twice as high as in other countries. Education is more popular in Israel, Austria, Norway, Azerbai-jan, and Poland - 13-16%. Engi-neering is often chosen by the students from Belarus, Korea, Mexico, Finland, Portugal, and Ukraine - 22-28%. Korea also has one of the largest percent of Humanities students - 18%.

The trend of 2007-2012 years demonstrates that in most of the developed countries the share of Education and Social Science enrolment has decreased, while the share of students studying Engineering and Medicine has increased.

GreeceDenmark

USA*Czech Republic

TurkeyPortugal

AustriaIsrael***SwedenNorway

Azerbaijan*Netherlands

HungaryFranceMexico

SpainIcelandEstoniaKorea**Slovakia

United KingdomJapan

LithuaniaItaly

SwitzerlandPoland

Belarus**Ukraine**

FinlandSloveniaAustraliaBelgium

LatviaChile

123456789

10111213141516171819202122232425262728293031323334

123456789

10111213141516171819202122232425262728293031323334

123456789

10111213141516171819202122232425262728293031323334

0 5 10 15 20 0 5 10 15 0 5 10 15 0 5 10 15 20 25 0 5 10 15 20 25 0 5 100 10 20 30 40 50 60

Education

2012

2007

2012

2007

2012

2007

2012

2007

2012

2007

2012

2007

2012

2007

2012

2007

Humanities and arts

AgricultureEngineering, manufacturing and construction

Health and welfare

Science Social Sciences, Business and Law

Services

0 5 10

Source: UNESCO institute for Statistics *2008 instead of 2007 **2013 instead of 2008 *** Services 2008 instead of 2007 Classification according to ISCED-2011

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5.3 DIFFERENCE BETWEEN ENROLMENT AND GRADUATION, FULL-TIME BACHELOR PROGRAMS

0% 20% 40% 60% 80% 100% 0% 20% 40% 60% 80% 100%

0% 20% 40% 60% 80% 100% 0% 20% 40% 60% 80% 100%

2010-2014*2009-2013

2008-20122007-2011

GraduatedEnrolled

GraduatedEnrolled

Classification according to ISCED-2011. IT is separated from Science. In Health and welfare both bachelor and specialist are included. Services, that includes hotel and restaurant business, tourism and domestic services, is absent due to the lack of data. Source: State Statistics Service of Ukraine, author’s calculations

The difference between the number of entrants and graduates does not neces-sary mean dropout as there are many ways to study that go beyond the admis-sion and graduation within 4 years. For example, the admission to a shortened program after getting junior specialist or expulsion with later readmission, the transition from the state-funded to tuition fee or vice versa. This calculation takes into account shortened program applicants. Despite the common stereotype that the Ukrainian universities rarely expel their students, the share of those that had not completed the program at all or in time for various reasons reached 15-18% during 2011-2013. This amount is much lower for state-funded students - 8-11%, while in tuition fee sector it is higher - 24-25%. To some extent, such figures could refute a very common view about stronger motivation and better marks among tuition fee students. However, one must remember that regulations on so-called state procurement encourage universities to keep state-funded places always occupied. So, if a stu-

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68

dent who studies for free gets expelled than the best tuition fee student on the program will occupy this state-funded place. Stats will register it as 1 drop-out from tuition track and won’t register anything about state-funded place. In ad-dition, the state often pays for a place more than a private consumer. Therefore, universities are interested in curbing dropouts of state-funded students rather than those who pay for themselves. This relationship is confirmed by the figures in the Law. This area is an exception, when the state pays less than the level of tuition is. Thus, the dropout of the state-funded students conversely exceeds the dropout of those who pay for themselves. At the same time, applicants’ prepa-ration also affects the dropout. For example, the best entrants usually occupy the programs with a small number of state-funded places. So, even if such pro-gram has many tuition fee students who pay more than the state (for example, International relations), the dropout among state-funded students would still be less common. Let’s look at the dropout rate for 2011 and 2013 in terms of ISCED fields. There is a drastic decline in two major fields of Engineering and Social sciences. At the same time, this figures for Humanities and Science is quite high and stable - 20-25%. Instead, in Education, IT, Agriculture and especially Health and welfare dropout rates have increased in 2011-2013. In 2014, the figure has increased dramatically in almost all fields, what could be explained by the occu-pation of Ukrainian territories. The proportion of entrants from Crimea in 2010 was 2%, while from Donetsk and Luhansk regions - 11%.

0% 20% 40% 60% 80% 100% 0% 20% 40% 60% 80% 100%

0% 20% 40% 60% 80% 100% 0% 20% 40% 60% 80% 100%

2010-2014*2009-2013

2008-20122007-2011

GraduatedEnrolled

GraduatedEnrolled

* Без урахування тимчасово окупованої території Автономної Республіки Крим і м. Севастополя та частини зони проведення антитерористичної операції.

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STUDENT INTERNATIONAL MOBILITY

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6.1 LARGEST DONOR COUNTRIES OF INTERNATIONAL STUDENTS TO UKRAINE AS OF JANUARY 1, 2015*

Source: State centre of international education of Ministry of Education and Science of Ukraine * Without temporarily occupied territory of AR of Crimea and Sevastopil city,

and territories of anti-terrorist operation

Given the fact that the three state agencies submit annual statistics, please pay attention to the source of the submitted data. The majority of foreign stu-dents come from former Soviet countries, mostly from Turkmenistan, Azer-baijan, and Georgia. Overall, post-Soviet countries gave the largest increase of foreign students during 2012-2014 - 28%. Due to the war, the popularity of Ukrainian universities is going to decrease. However, at least 60% of foreign students from the occupied territories transferred to other Ukrainian univer-sities.

9987

12608

16323156

1375

1620

2896832

512

947

475

733

688

23202362

1705

1375

512

481

3213

4238

<1000 1000-3000 > 3000

2388

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6.2 A SHARE OF INTERNATIONAL STUDENTS IN UKRAINIAN HEIS, % (2006-2015)

Irani

ans

Mal

aysi

ans

Syria

ns

Russ

ians

Mo

ldav

ians

Tuni

sian

s

Turk

men

s

Aze

rbai

jani

s

0

2

4

6

8

10

12

14

16

18

20

2006/2007 2015/2016*

Source: State Statistics Service of Ukraine* Without temporarily occupied territory of AR of Crimea and Sevastopil

city, and territories of anti-terrorist operation

In the last 9 years Ukrainian universities have been losing some of the inter-national markets but have found new ones instead. For example, the shares of students from Malaysia and Iran have decreased. Malaysian government has stopped recognizing the diplomas of Ukrainian medical universities. The number of Tunis students have decreased as a result of newly opened French programmes in Romanian universities, which made them more at-tractive. The share of Russians and Moldovans has decreased as well, the latter have also to choose Romanian universities after Romania entered the EU. At the same time, the shares of students from Turkmenistan and Azer-baijan have radically increased.

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6.3 INTERNATIONAL STUDENTS IN UKRAINE (BY REGION OF ORIGIN), AS OF THE END OF THE YEAR (2012-2014)

Source: State centre of international education of Ministry of Education and Science of Ukraine   Regionalization corresponds to United Nations Standard, country or area code, geographical regions with the separation of Post-Soviet countries http://unstats.un.org/unsd/methods/m49/m49regin.htm

Post-sovietcountries Africa

OtherMiddle East Europe

2012 2013 2014*

Asia

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6.4 CITIES WITH THE BIGGEST AMOUNT OF INTERNATIONAL STUDENTS (2014/2015*)

Source: Unified state electronic database on education* Without temporarily occupied territory of AR of Crimea and Sevastopil

city, and territories of anti-terrorist operation

Universities of Kharkiv, Kyiv, and Odesa cover almost 70% of foreign stu-dents in Ukraine. Remarkably, out of almost 6 000 foreign students who were transferred from the occupied territories the biggest part came to Odesa universities, while capacity of Kharkiv and Kyiv universities appeared to be more limited.

Kharkiv

Kyiv

Odesa

Ivano-Frankivsk

Vinnytsa

Ternopil

Sumy

Poltava

Dnipropetrovsk

Lviv

Mykolaiv

Chernivtsi

Other

0% 5% 10% 15% 20% 25% 30% 35%

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6.5 WHERE INTERNATIONAL STUDENTS WERE TRANSFERRED FROM TEMPORARILY OCCUPIED TERRITORIES

791

1015

291 679

296

612

405

601

272

Source: State centre of international education of Ministry of Education and Science of Ukraine

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6.6 LANGUAGE OF STUDIES OF INTERNATIONAL STUDENTS (2014/2015*)

Russian

57%

26%

17%

Ukrainian

English

Source: State centre of international education of Ministry of Education and Science of Ukraine * Without temporarily occupied territory of AR of Crimea and Sevastopil

city, and territories of anti-terrorist operation

Most foreign students study in Ukraine in Russian, which is still widespread in major donor countries. Programs in English require more resources for personnel and logistics. Thus, in the war-caused financial crisis Ukrainian universities do not risk to increase their presence in the international edu-cation market within the segment of English programs. Almost a quarter of foreigners study in distance learning programs which often cover the de-mand for low-quality education.

791

1015

291 679

296

612

405

601

272

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6.7 DISTRIBUTION OF INTERNATIONAL STUDENTS (2014/2015)

6.8 DISTRIBUTION OF INTERNATIONAL STUDENTS BY FORM OF STUDYING (2014/2015)

Private HEIs

State HEIs

88%

12%

Distance

Full-time

75,3%

24,1%

Source: State centre of international education of Ministry of Education and Science of Ukraine * Without temporarily occupied territory of AR of Crimea and Sevastopil

city, and territories of anti-terrorist operation

Source: State centre of international education of Ministry of Education and Science of Ukraine * Without temporarily occupied territory of AR of Crimea and Sevastopil

city, and territories of anti-terrorist operation

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6.9 DISTRIBUTION OF INTERNATIONAL STUDENTS BY FIELDS OF EDUCATION (2014/2015*)

Other

International relations

Natural science

ІТ

Construction and architecture

Transport

Law

Engineering

Humanities

Business

Health and welfare

0% 5% 10% 15% 20% 25% 30% 35%

Source: State centre of international education of Ministry of Education and Science of Ukraine * Without temporarily occupied territory of AR of Crimea and Sevastopil

city, and territories of anti-terrorist operation

More than half of foreign students are enrolled in the medical and econom-ic programs. Typically, the students from the former Soviet Union are more interested in economic programs, while students from Asia and Africa - in medicine.

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6.10 STUDENT IMMIGRATION AND EMIGRATION BALANCE, FULL-TIME (2014/2015)

0

5 000

10 000

15 000

20 000

25 000

30 000

35 000

40 000

45 000

50 000

≥53 000

Foreigners in Ukrainian HEIs

Ukrainian students in foreign universities

Source: CEDOS, State centre of international education of Ministry of Edu-cation and Science of Ukraine

Until recently the number of Ukrainian youth who has been going abroad to study was smaller than the number of foreign students who study in Ukrainian universities. According to the early data, the situation has changed in 2014/2015 - more students left Ukraine than came. The war in Ukraine is only one of the factors of such change as the number of Ukrai-nians in the universities abroad started increasing faster than the number of foreign students in Ukraine far earlier than Russian military aggression against Ukraine had started.

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6.11 NUMBER OF UKRAINIAN STUDENTS ABROAD, FULL-TIME (2008-2014)

2008-2009

2 831 14 951

8 557

9 212

4 236

7151 046

800

8 074

10 433

1 8942 019

2 053

6 029

Other

26 259 28 432 31 713 38 60834 035 46 5912009-2010 2010-2011 2011-2012 2012-2013 2013-2014

Poland

Germany

Russia

Canada

Czech Republic

Italy

Source: CEDOS

Given that the methodology of data gathering does not always coincide in different countries, the submitted figures sometimes have different mean-ings. The number of Ukrainian students enrolled in the full cycle programs (i.e. as a result of its completion graduate gets a degree) is reflected in data

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from most of the countries: Australia, Austria, Azerbaijan, Belgium, Belarus, Bulgaria, Georgia, Denmark, Estonia, Ireland, Italy, Latvia, Lithuania, Moldo-va, Netherlands, Poland, Russia, Serbia, Slovenia, Turkey, Croatia, Finland, France, and Czech Republic. The number of Ukrainian students who are either enrolled in the full cycle programs or are members of various non-de-gree programs (exchange programs, internships, language schools, etc.), is reflected in the data of the following countries: United Kingdom, Canada, Germany, Slovakia, USA, Hungary, Switzerland, and Sweden. France: The number of Ukrainian students, excluding the ones enrolled in institutions known as tertiary schools (grandes écoles). Tertiary schools typically special-ize in one field, they enrol on a paid basis and their studies are considered to be more prestigious. 18% of all students in France study in such schools.

The number of Ukrainians studying at foreign universities was 46 591 people as of the 2013/2014 academic year. Poland, Germany, Russia, Canada, Czech Republic, Italy, USA, Spain, France, and UK were among the countries most preferred for studying. Growth rate from 2009 to 2014 is 77%. Comparing the last two years one can see an increase by 21% or 7 983 people. Ukraini-ans studying in Polish universities account for almost 2/3 of these increase. They have shown the most rapid increase, both in absolute and relative numbers - from 9 620 to 14 951 people. Moreover, Ukrainian applicants are an important strategic source of income for Polish universities as they account for 42% of all foreign students in Poland. In addition, quite signifi-cant increase of Ukrainian citizens has been noted in programs in Canadian, British, Czech and Italian universities, both in relative and absolute numbers. The growth of Ukrainian students in Russian universities (1292 people) raises some doubts, particularly it could occur on account of students from the oc-cupied territories.

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I. Education Finances 1.1. Національні рахунки освіти України у 2013 році — с. 6; Education

at Glance OECD 2015 — p. 234 1.2. Основні показники діяльності ВНЗ 2005–2016 1.3. UNESCO Institute for Statistics 1.4. Національні рахунки освіти України у 2014 році — с. 6 1.5. Національні рахунки освіти України у 2014 році — с. 72; Продовження навчання та здобуття професії 2013 — с. 10;

Основні показники діяльності ВНЗ на початок 2013/14 навчального року — с. 53,54

1.6. Національні рахунки освіти України у 2014 році — с. 72 1.7. Національні рахунки освіти України у 2013 році — с. 6, 56; Educa-

tion at Glance OECD 2015 — p. 233, 335 1.8. Національні рахунки освіти України у 2014 році — с. 6 1.9. Національні рахунки освіти України у 2013 році — с. 6, 56; Educa-

tion at Glance OECD 2015 — p. 235 1.10. Національні рахунки в освіті — с. 11, с. 66–67 1.11. Національні рахунки в освіті 2014 — с. 11; Національні рахунки

в освіті 2008–2010 — с. 11 1.12. UNESCO Institute for Statistics 1.13. Teachers’ and School Heads’ Salaries and Allowances in Europe,

2013/14. Eurydice facts and figures. Дані про ВВП України та кількість населення за 2014 р. — Державна служба статистики

1.14. Основні показники діяльності вищих навчальних закладів України на початок 2014/15 навчального року — с. 89–90; Загальноосвітні навчальні заклади на початок 2014/15 навчального року — с. 58; Міністерство освіти і науки

II. Higher Education Finances 2.1. Єдина державна електронна база з питань освіти 2.2. Національні рахунки освіти України у 2013 році 2.3. Національні рахунки освіти України у 2013 році — с. 59; Education

at Glance OECD 2015 — p. 248 2.4. UNESCO Institute for Statistics 2.5. за Постановами КМУ про обсяги державного замовлення 2.6. за Постановами КМУ про обсяги державного замовлення

REFERENCES

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2.7. за Постановами КМУ про обсяги державного замовлення 2.8. за Постановами КМУ про обсяги державного замовлення 2.9. за Постановами КМУ про обсяги державного замовлення 2.10. за Постановами КМУ про обсяги державного замовлення 2.11. Єдина державна електронна база з питань освіти 2.12. Єдина державна електронна база з питань освіти, Постанови

КМУ про обсяги державного замовлення

III. Schools 3.1. Дошкільна освіта України 2012, 2014 — с. 7 3.2. Загальноосвітні навчальні заклади 2005–2006 н. р. — с. 4;

Загальноосвітні навчальні заклади — 2007–2008 н. р. — с. 8; Загальноосвітні навчальні заклади, звіти за 2008–2016

3.3. Загальноосвітні навчальні заклади, звіти за 2013–2014 н. р. — с. 14. 3.4. дані Міністерства освіти і науки України за статистичним звітом

83-РВК 3.5. Загальноосвітні навчальні заклади України 2005–2016 3.6. Загальноосвітні навчальні заклади 2015–2016 н. р. — с. 14 3.7. Український центр оцінювання якості освіти, Офіційний звіт про

проведення зовнішнього незалежного оцінювання у 2008–2014 роках, ст. у випуску за відповідний рік: 293, 227, 266, 268, 304, 375, 29 (Том 1)

3.8. Продовження навчання та здобуття професії, 2010, 2014, Міністерство освіти і науки

IV. Admission to Universities 4.1. Державна служба статистики України 4.2. Єдина державна електронна база з питань освіти 4.3. Єдина державна електронна база з питань освіти 4.4. Єдина державна електронна база з питань освіти 4.5. Єдина державна електронна база з питань освіти 4.6. Єдина державна електронна база з питань освіти 4.7. Єдина державна електронна база з питань освіти 4.8. Єдина державна електронна база з питань освіти 4.9. Державна служба статистики України, Основні показники

діяльності вищих навчальних закладів України, звіти за період 2007–2015

V. Students 5.1 Основні показники діяльності вищих навчальних закладів

України 2011–2016 5.2 UNESCO Institute for Statistics 5.3 Основні показники діяльності вищих навчальних закладів

України, випуски за період 2007–2015

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VI. Student International Mobility 6.1 Державний центр міжнародної освіти при МОН 6.2 Основні показники діяльності вищих навчальних закладів

України на початок 2015/16 навчального року С.104–107; Основні показники діяльності вищих навчальних закладів України на початок 2006/07 навчального року С.105

6.3 Єдина державна електронна база з питань освіти 6.4 Державний центр міжнародної освіти при МОН 6.5 Державний центр міжнародної освіти при МОН 6.6 Державний центр міжнародної освіти при МОН 6.7 Державний центр міжнародної освіти при МОН 6.8 Державний центр міжнародної освіти при МОН 6.9 Державний центр міжнародної освіти при МОН 6.10 CEDOS, Державний центр міжнародної освіти при МОН 6.11 Австралія — Australian Education International; Австрія — Statis-

tik Austria; Азербайджан — Azərbaycan Respublikasının Dövlət Statistika Komitəsi; Бельгія — Observatoire de l›enseignement supérieur Chargée de projet statistiques Secrétariat général/AGERS, Agentschap voor Hoger Onderwijs, Volwassenenonderwijs en Stud-ietoelagen Afdeling Hoger Onderwijs; Білорусь — Министерство образования Республики Беларусь; Болгарія — Национален статистически інститут; Великобританія — Higher Education Statistics Agency; Греція — Ελληνική Στατιστική Αρχή; Грузія — საქართველოს სტატისტიკის ეროვნული სამსახური; Данія — Dan-marks Statistik; Естонія — Statistikaamet; Ірландія — Department of Education and Skills Statistics section; Іспанія — Servicio de Estadísti-ca Universitaria. Ministerio de Educación, Cultura y Deporte; Італія — Anagrafe Nazionale Studenti; Канада — Citizenship and Immigration Canada; Латвія — Centrālās statistikas pārvaldes; Литва — Lietuvos statistikos departamentas; Молдова — Biroului Naţional de Statistică; Нідерланди — Vereniging van Samenwerkende Nederlandse Univer-siteiten; Німеччина — Statistisches Bundesamt; Польща — Główny urząd statystyczny; Росія — Центр социологических исследований, Министерства образования и науки Российской Федерации; Румунія — Ministerul Educaţiei Naţionale; Сербія — Републички завод за статистику; Словаччина — Centra vedecko-technických informácií SR; Словенія — Statistični urad Republike Slovenije; США — The Institute of International Education; Туреччина — Ölçme, Seçme ve Yerleştirme Merkezi; Угорщина — Nemzeti Erőforrás Minisztérium/ Központi Statisztikai Hivata; Фінляндія — Tilastokeskus; Франція — Ministère de l’Éducation nationale; Хорватія — Državni za-vod za statistiku; Чехія — Ministerstvo školství, mládeže a tělovýcho-vy; Швейцарія — Bundesamt für Statistik BFS; Швеція — Statistiska centralbyrån

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CEDOS is an independent, non-partisan, non-commer-cial think tank based in Kyiv, Ukraine. We research state policy and social processes in education, migration and urban development in order to create progressive institutions and boost citizens’ participation in decision making.

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