The schools that underwent institutional audits in 2021 were rated high in the areas of «management of the educational institution» and «pedagogical activity of teachers». However, schools experienced difficulties in developing the educational environment and assessing student learning outcomes.
This is stated in the report of the Head of the State Service for Education Quality Ruslan Gurak for 2021.
Last year, the State Education Quality Service conducted 290 institutional audits of secondary schools.
Institutional audits have identified positive trends in both rural and urban schools. These include the use of competency-based learning technologies by teachers, the development and implementation of action plans to prevent bullying, the creation of an inclusive, developmental and motivating educational space, and work to ensure comfortable and safe learning and working conditions.
Other positive trends include teachers' attention to planning their teaching activities, adapting the curriculum to the characteristics of a particular class, and teachers' use of digital technologies to improve their skills and teach students.
At the same time, educational institutions face difficulties in organising the educational environment, some of which must be resolved by the founders.
Among the difficulties in the Civil Service is the fact that only about 10% teachers use information and communication technologies to master other key competences besides information.
In half of educational institutions, formative assessment is used only in primary school. Almost half of the schools with students with special educational needs do not have resource rooms, but at the same time, only a third of the available resource rooms are fully equipped.
In addition, the architectural accessibility of buildings and premises in the branches of hub schools is worse than in other educational institutions. In 12% schools, the number of students exceeds the design capacity. More than half of the schools with little or no implementation of competency-based learning technologies are I-II and I-III level educational institutions in rural areas.
