Upward trend in educational results masked by subject, age and location disparities, according to the second phase of the educational quality assessment
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The findings focus on mathematics and Ukrainian language and show significant variations in results, with 6th graders on a general upward trend and 8th graders not faring as well, but children across eastern and northern regions and rural pupils lag behind their peers.
KYIV, 09 October 2024 – Despite the intensity of the ongoing war, on average sixth-grade students test results improved slightly over the past year in mathematics and Ukrainian language, but eighth graders showed a decline in test scores, according to the second phase of the educational quality assessment.
The findings, released at an event in Kyiv today, also revealed that results in the eastern and northern regions showed a downward trend in educational outcomes. The assessment was conducted by the State Service for Education Quality of Ukraine in May 2024, through tests of sixth- and eighth-grade students, covering the Ukrainian language and mathematics.
“In the second year of the assessment, we aimed to track potential changes in students' academic performance,” said Ruslan Hurak, Head of the State Service for Education Quality of Ukraine. “The results were similar to last year but it’s encouraging that there were some trends towards improvements. Once again, the direct link between teaching quality and student achievement is confirmed, as is the fact that, despite the full-scale war, teachers have managed to maintain the educational process at a level that kept students motivated and engaged in learning.”
This year, the percentage of sixth graders who achieved sufficient-level test scores increased. The assessment notes that one likely reason for this is the return to in-person learning, with the proportion of students learning remotely dropping from 39 per cent to 24 per cent, compared to the previous academic year.
The decline in eighth graders' average scores is reported to be likely due to the impact of the war on their emotional and psychological well-being, as well as on their motivation.
“We are currently fundamentally reviewing of our work with data and digitalizing education. It is essential that the data we use in our management decisions accurately reflect the situation on the ground. I would like to thank the entire team involved in conducting this monitoring. Today, such research is extremely important,” noted Oksen Lisovyi, Minister of Education and Science of Ukraine.
The findings show that the return to in-person learning had a positive effect on results for some pupils. Conversely, students who continued learning remotely or in hybrid formats demonstrated declining performance. The availability of learning resources and teacher support remains crucial for student success, highlighting the continued need for investment in educational infrastructure and teacher training.
“The resilience of Ukraine’s education system, including its committed and dedicated educational personnel, to keep children learning despite the challenges of war is inspiring,” said Emmanuelle Abrioux, Deputy Representative Programmes OiC, UNICEF Ukraine. “The difficult but gradual transition back to in-person learning has already shown positive, though modest, progress. Beyond learning and helping children to overcome learning losses, schools play a vital role in the holistic development of every child, helping them to better manage the psychological stress of living through war,” added Abrioux.
Despite the general trend towards levelling test scores at the Grade 6 age group, significant regional disparities also persist. Students in Kyiv continue to get higher scores, while results in Ukraine’s eastern and northern regions show a downward trend. This underscores the need to increase focus on some of the most vulnerable living in areas more directly affected by war and displacement.
Similarly to last year’s findings, students struggled with tasks in the cognitive dimensions of ‘application’ and ‘reasoning’. Furthermore, children from urban schools outperformed their peers in rural areas, likely due to better access to IT training, facilities and skills development, as well as self-learning practices.
“Our time has clearly shown that a school is more than just its physical buildings. A capable, self-driven individual is more effective than someone with acquired but ultimately temporary knowledge. The results presented serve as an evaluation of the education system and its influence on students It is essential to continue analyzing the data to clarify the roles of the state and the school. The education process doesn't change solely from the top. At the community level, 80-90% of the effort needed to improve the quality of education can be achieved,” said Oleksandr Savruk, Dean of the Kyiv-Mohyla Business School.
While the findings indicate minor but positive changes, the need for new learning strategies remains, particularly for integrating new technologies, fostering a positive attitude toward learning and encouraging student engagement in the educational process.
The assessment was conducted with the support of UNICEF Ukraine and was funded by the Global Partnership for Education (GPE) and the German Federal Ministry for Economic Cooperation and Development (BMZ), through the German State Development Bank (KfW).
Notes to editors
The representative sample of the study included 225 general secondary schools – 164 in urban areas and 61 in rural areas. The analysis included the test results of 4,579 sixth graders and 4,463 eighth graders in mathematics, as well as 4,448 sixth graders and 4,415 eighth graders in Ukrainian language and literature.
The third and final phase of the national monitoring study is planned for May 2025. It is expected that this systematic approach will help to identify key trends in general secondary education during unstable educational conditions and enable timely responses to emerging challenges.
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