Open Dialogue on Vocational Education: How the Rules of the Game are Changing

The purpose of the meeting was to create an open communication space for discussing current transformations in the vocational (vocational-technical) education system, which are taking place in the context of educational reform, the preparation of new legislation, and the challenges of wartime.

The main goal of the NGO ‘Progressive&Strong’ is to create projects to strengthen vocational education, said Bohdan FERENS, head of the NGO ‘Progressive&Strong’, in his speech.

The event was moderated by Yevheniia SHELEST, organisational development coordinator, and Vitalii SVYRYDIUK, coordinator of the ‘Vocational education’ programme, who announced the results of the nationwide campaign to support vocational education, which included a professional development course entitled "Vocational education at a turning point: How to Survive, Renew, and Prepare Specialists for the Reconstruction of the Country‘ aimed at strengthening the capacity of educators to work in conditions of systemic change and wartime challenges, and presented the results of the nationwide study ’What Do Vocational Schools Live On?"

The course was attended by 495 participants, 344 of whom successfully passed the test and represented 24 regions of Ukraine and 120 settlements.

The results of the nationwide study conducted by the NGO ‘Progressive&Strong’ demonstrate the real state of affairs in the field of vocational and technical education. As of 1 July 2025, the majority of respondents were teachers — 40.2%, production training masters — 26.1%, and students — 16.5%.

Among the most pressing problems noted by respondents were low funding (74%), outdated material and technical resources (56.1%), low prestige of vocational education (40.3%), and lack of opportunities for professional development of teachers.

The participants in the study also outlined the key areas that they believe are critical for the development of vocational education. These include: upgrading material and technical resources (84.2%), partnerships with business (48.2%), international cooperation (36.1%) and active promotion of vocational education (32.3%).

The situation with wages is particularly alarming. According to the survey results, 75% of respondents earn no more than 12,000 UAH per month. There are cases where wages are lower than the minimum wage of 8,000 UAH. For comparison, the average salary in Ukraine in July 2025, according to Work.ua, was 25,000 UAH. In such conditions, vocational education institutions face high staff turnover. According to 85.4% of respondents, increasing salaries could stop the outflow of teaching staff.

As for ways to better adapt graduates to the demands of the labour market, 71.7% believe that close cooperation with employers is an effective practice.

According to respondents, modern tools can contribute to the promotion of vocational education: TikTok and Instagram (57.2%), youth work experience (51.4%), cooperation with schools and communities (18%), and relevant advertising of professions (17.5%).

In the context of international cooperation, 42.2% said they lacked support for implementing projects. At the same time, 32.7% are already participating in international initiatives, and 25.2% reported limited access to such programmes.

Due to the war, 52.4% of institutions were forced to switch completely or partially to distance learning. In addition, 45.1% of VET representatives had experience working with students with special educational needs.

Among the qualities that, according to educators, need to be developed in students were: critical thinking, teamwork, responsibility and reliability.

Among the speakers at the open dialogue was Iryna Shumik, Director General of the Directorate of Vocational Education of the Ministry of Education and Science of Ukraine. In her speech, she focused on the analysis of the draft Law of Ukraine ‘On Vocational Education’, which is currently being prepared for its second reading in the Verkhovna Rada. In particular, she outlined a number of new opportunities that the legislative initiative opens up. These include renaming vocational education institutions as ‘vocational colleges’ in order to enhance the prestige and clarity of the education system.

The speaker placed particular emphasis on the need to develop adult education, which requires more active implementation of the principles of andragogy — the science of adult learning. She also drew attention to the challenges facing the education system in the context of rapid technological development. In particular, criticism was voiced regarding the insufficient readiness of educators to integrate artificial intelligence into the educational process and the imperfection of distance learning, which requires deeper rethinking and improvement.

All speakers emphasised that despite the challenges of war, scientific activity in Ukraine continues to develop. Vocational schools are gradually integrating modern scientific approaches and methodologies into their educational programmes.

Svitlana Kravets, head of the Department of Foreign Vocational Education Systems at the Institute of Vocational Education of the National Academy of Pedagogical Sciences of Ukraine, shared the secrets of partnership in vocational education for the creation of new professions and the development of modern professional standards.

When asked which country has been most successful in integrating skills development into the educational process, the speaker noted that Ukraine is on par with world leaders. Ukrainian educational standards clearly highlight communicative competence as one of the key descriptors, so the domestic experience can serve as a model for other countries.

Next, Ihor Dubchak, executive director of the Association of Employers' Organisations of the Odesa Region, presented the experience of implementing joint projects with the NGO ‘Progressive&Strong’ on the retraining of internally displaced persons, emphasising practical approaches to adapting these citizens to new working conditions. He separately noted the existence of incentives for employers, in particular benefits and financial support for the employment of young people in their first job and internally displaced persons, which contributes to social integration and economic recovery. He stressed the need to seek comprehensive solutions for the development of cooperation between state institutions and business in order to create true professionals.

Maksym PEKHOVKA, head of the educational expansion direction of the project ‘Public-Private Partnership for Improving Vocational Education in Ukraine’, EdUP, shared the results of the project's implementation.

Among the achievements are support for the professional training of teaching staff and teaching methodology training, which allows for the rapid implementation of short-term courses tailored to the needs of the labour market.

The speaker emphasised that the content of vocational education should be aimed at providing educational services for different categories of applicants, taking into account their age, experience and requests. Over the years of the project's implementation, 460 teachers have already undergone retraining.

At the same time, he drew attention to the fact that educators are not always able to independently formulate their own learning needs, so professional trainers and invited experts play an important role in helping to identify and develop the necessary skills.

Currently, 29 vocational (technical) education institutions in Ukraine are involved in the project, training specialists in six sought-after construction fields: plumber, facade insulator, welder, electrician, tiler and concrete worker.

Olena TSIVA, director of Lika-Comfort, presented a case study of successful cooperation between business and vocational (technical) education institutions. In her speech, she gave specific examples of effective interaction between vocational (technical) educational institutions and enterprises, but also pointed out certain drawbacks, such as insufficient promotion of partnerships.

According to her, such partnerships allow adapting the content of educational programmes to the current demands of the labour market, organising internships for teaching staff, and creating conditions for graduates to gain practical experience and find employment. She emphasised that it is through well-established cooperation with business that vocational education can become more flexible, modern and effective.

The format of open dialogue proved its effectiveness: lively discussion, exchange of experience, professional conclusions and constructive criticism contributed to the formation of a common vision for the future of vocational education.

‘The quality of change depends on the quality of dialogue. And those who truly want it are the ones who change,’ the organisers emphasised.

Following the meeting, an initiative was put forward to make such dialogues regular and to build a network of horizontal support between institutions, practitioners and managers.

Let's be a qualitative change in education!