5. Quality of the "people resource", those who teach and those who learn in the higher education institutions in Ukraine now.
I am convinced that only a free, self- sufficient, spiritually rich and developed lecturer can be a leader for the generation of the Ukrainians that are growing now to renovate Ukraine. So it is the time to make a kind of "revision" for those, who are teaching now.
The destruction of the higher education institutions buildings, laboratories, bases of practice, schools and libraries is evident and significant and their rebuilding will need significant funds. The examples of other countries during the war shows that the destruction of the education infrastructure is not accidental, but on the contrary it was purposeful, aimed to destroy the basis of the state governing, cultural and intellectual centres and national identity. This happened in Mozambique, Sudan, Afghanistan, Angola, Guatemala and Columbia. Additional funding will be needed to turn back to ordinary learning process.
Big education institutions, especially universities, can be amalgamated and relocated to safest regions. Obviously, in this way you can not avoid destruction of the material resources that the institution had previously, but it is the way to safe lives of the stuff, safe the documentary and finally to start teaching permanently in the new location. There are examples of this practice during The II World War, Kyiv and Kharkiv Universities were united and evacuated to Kazakhstan and other safe places.
Teaching process can be interrupted during the war. There are examples of conducting lectures at the basement while the fighting takes place. Sometimes the teaching process was interrupted for a long period of time, for example in Palestinian-Israel conflict, when teaching was interrupted for months, this normally happens when the institution is situated at a front line. This prevents from the free movement for both, teachers and students. Due to abovementioned the educational process struggles from the lack of systematicity, the process of assessmenting and receiving documents about education.
Another danger, that education faces is the intension to kill teachers and lecturers as the representatives of the intellectuals, and to destruct completely the education system. Deprivation of the right to education or its significant limitation was a popular strategy for the invaders. These examples took place during the occupation of the Ukrainian territory in the II World War. The education on the occupied territories included 4 years of school for every child. Usually, the local population are rejected to get higher education. The invaders are interested in suppression of any signs of national identity, which involves national language, culture and history, that is linked to education.