Education in Ukraine is marked by integrity violations from early childhood education and care through postgraduate study. In the past decade policy makers and civic organisations have made progress in addressing these challenges. However, much remains to be done. OECD Reviews of Integrity in Education: Ukraine 2017 aims to support these efforts. The review examines systemic integrity violations in Ukraine. These include: preferential access to school and pre-school education through favours and bribes; misappropriation of parental contributions to schools; undue recognition of learning achievement in schools; paid supplementary tutoring by classroom teachers; textbook procurement fraud; and, in higher education, corrupt access, academic dishonesty, and unwarranted recognition of academic work. The report identifies how policy shortcomings create incentives for misconduct and provide opportunities for educators and students to act on these incentives. It presents recommendations to address these weaknesses and strengthen public trust in a merit-based education system. The audience of this report is policy makers, opinion leaders and educators in Ukraine.

1. OECD REVIEWS
OF INTEGRITY IN EDUCATION:
UKRAINE 2017
Launch event
27 March 2017, Kyiv, Ukraine
Finding ways to strengthen integrity through
institutional reform and better education policies

2. 1. Why education is important to Ukraine?
2. Why are education systems vulnerable to integrity
violations?
3. How integrity issues affect countries’ education system?
4. What are the key findings and recommendations
of the OECD Integrity Reviews: Ukraine 2017?
5. What is the experience of some OECD countries in
building merit-based and high-performing
education systems?
Outline
2

3. • Human capital development: education improves
the overall skills and abilities of the workforce, leading to
greater productivity and improved ability to use existing
technology, contributing to country’s economic growth
• Innovation: education improves the innovative
capacity of individuals and firms.
• Knowledge transfer: education helps to spread the
knowledge needed to use new ideas and technologies
High quality education is a foundation for
productivity and innovation
3

4. High performing school systems lead to
skilled adult populations
Australia
Austria
Belgium
Canada
Chile
Czech Republic
Denmark
Estonia Finland
France
Germany
Greece
Ireland
Israel
Italy
Japan
Korea
Netherlands
New Zealand
Norway
Poland
Slovak Republic
Slovenia
Spain
Sweden
Turkey
United Kingdom
Indonesia
Lithuania
Russian Federation
200
220
240
260
280
300
320
350 400 450 500 550 600
PIAAC literacy score
PISA 2006 literacy score
Source: OECD, Literacy scores, OECD PISA 2006 and OECD PIAAC, Rounds 1 and 2.
4

5. Skilled adults support high performing
economies
Turkey
Chile
Lithuania
Poland
Estonia
Czech Republic Slovak Republic
Greece
Slovenia
Cyprus¹
Korea
Israel
Spain Italy
New Zealand UK
France
Japan
Australia
Singapore
Canada
Finland
Germany
Austria
Netherlands
Sweden
United States
Denmark
Ireland
Norway
200
210
220
230
240
250
260
270
280
290
300
0 10000 20000 30000 40000 50000 60000 70000 80000
PIAAC literacy score
GDP per capita $ PPP (2005 constant)
Literacy proficiency and GDP per capita
Source: OECD, Survey of Adult Skills (PIAAC) (2012, 2015). 5

6. Education provides individual benefits –
boosting wages, health, and engagement
Correlation between literacy and positive socio-economic outcomes
16
25
22 22
41
0
5
10
15
20
25
30
35
40
45
High levels of
trust
High levels of
political efficacy
Participation in
volunteer
activities
High levels of
health
High wages
OECD Average
Percentage-point difference between Level 4 or 5 and Level 1 or below
Source: OECD, Survey of Adult Skills (PIAAC) (2012, 2015).
6

7. Evolution of employment in occupational
groups defined by level of skills proficiency
-20
-15
-10
-5
0
5
10
15
20
25
Occupations with
highest average scores
Occupations with next
to lowest average
scores
Occupations with
lowest average scores
%

8. 1. Why education is important to Ukraine?
2. Why are education systems vulnerable to integrity
violations?
3. How integrity issues affect countries’ education system?
4. What are the key findings and recommendations
of the OECD Integrity Reviews: Ukraine 2017?
5. What is the experience of some OECD countries in
building merit-based and high-performing
education systems?
Outline
8

9. • The stakes are high
• Education is one of the largest parts of the public sector - in
expenditures, jobs, and use of services by citizens
• People recognize that education credentials carry hope for
better future
• Norms and beliefs contribute to integrity risks and
violations:
• Perceived lack of social recognition and low pay
• Public policies may inadvertently support integrity
violations by creating incentives for malpractice, or
failing to monitor and deter it.
Why are education systems vulnerable to
integrity violations?
9

10. Corruption perception surveys suggest
education is prone to corruption in many
countries in the region
10
82%
69%
58% 58% 55%
37%
22%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
To what extent do you see education system in the
country affected by corruption?
(% of respondents who responded corrupt/ extremely corrupt)
Source: Transparency International Global Corruption Barometer 2013.

11. 1. Why education is important to Ukraine?
2. Why are education systems vulnerable to integrity
violations?
3. How integrity issues affect countries’ education system?
4. What are the key findings and recommendations
of the OECD Integrity Reviews: Ukraine 2017?
5. What is the experience of some OECD countries in
building merit-based and high-performing
education systems?
Outline
11

12. • Financial and human resources available for education are
inefficiently used
• Access to educational opportunities is limited, or unfairly
awarded
• Quality of education is diminished
• Trust in education credentials and institutions is undermined
• Students who come into contact with corrupt behaviour learn and
continue culture of corruption
Integrity violations harm the performance of
education systems
12

13. 1. Why education is important to Ukraine?
2. Why are education systems vulnerable to integrity
violations?
3. How integrity issues affect countries’ education system?
4. What are the key findings and recommendations
of the OECD Integrity Reviews: Ukraine 2017?
5. What is the experience of some OECD countries in
building merit-based and high-performing
education systems?
Outline
13

14. The OECD Reviews of Integrity in Education:
Ukraine 2017 examined nine integrity
violations
1. Access to pre-school education through informal
transactions
2. Misappropriation of parental contributions to
schools and pre-schools
3. Access to school education through informal
transactions
4. Undue recognition of achievement in primary and
secondary education
5. Private supplementary tutoring
6. Corrupt influence in textbook procurement
7. Corrupt access to higher education
8. Academic dishonesty - cheating and plagiarism in
higher education
9. Undue recognition of achievement in higher education
14

15. Access to pre-school education
Closing opportunities for
malpractice
Enhancing security of
software
Fully algorithm-based
assignments without
influence by school principals
Diversifying criteria of
prioritization
Eliminating incentives
Liberalise accreditation
standards to expand capacity
Sustainable financing
Policy options
Shortages of
places
High stakes of
securing a place
Failures in
planning
networks of pre-
schools
Outdated
licensing
requirements
Incentives for
violation
Limitations of
e-queue
Technology
Principles of
prioritisation
Opportunities for
violations

16. Misuse of parental contributions
Closing of opportunities
Better parental involvement
in oversight
More transparency of budget
allocation decisions
Reduce fragmentation in
oversight by strengthening
role and capacity of school
inspectorate
Eliminating incentives
Allow and support more
flexible use of extra-
budgetary allocations
Policy options
Administrative
burden and
limits to school
autonomy
Limited capacity
Rigidity of
budget
commitments
Burdensome
procurement
Incentives for
violation
No
documentation
and management
of parental
contributions
Limited parental
involvement
Fragmentation of
oversight
Lack of
transparency
about budget
allocation
Opportunities for
violations

17. Access to school education
Closing opportunities
Reassess catchment areas
Regulate ‘shadow’ entry
Strengthen school entrance
procedures for all schools
Eliminating incentives
Improve information about
school quality
Revise standards for urban
planning
Policy options
Informal
selection to cope
with shortages in
capacity
Selection as a
means to boost
reputation,
resources and
success
Incentives for
violation
Hybrid primary
and secondary
institutions
Inadequate
regulation of
entrance exams
Ineffective
monitoring and
enforcement
Opportunities for
violations

18. Undue recognition of learning
Closing opportunities
Improve national assessment
framework and practice
(standards, marking scales,
examples, training,
validation)
Wider and earlier use of low-
stakes, external and
independent assessment to
improve integrity of marking
Marking moderation
Eliminating incentives
Raise awareness about EIT
Focus on working conditions
Policy options
Parental
information
(parents
overestimating
marks for HE
entrance)
Perceptions of
inadequate
compensation of
teachers
Dependence on
parental
contributions
Incentives for
violation
Weakness in
assessment
(internal
summative
classroom
assessments)
Weak guidance
on marking to
teachers
Opportunities for
violations

19. Private tutoring
Closing opportunities
Prohibit private tutoring by
teachers to their own
students
Eliminating incentives
Strengthen confidence in the
ability of students to take the
EIT through regular schooling
Policy options
Parental mistrust
in classroom
teaching
Perceptions of
testing and
curriculum
mismatch
Limited remedial
assistance in
school
Financial
incentives for
teachers
Incentives for
violation
Absence of
regulations
against conflict-
of-interest forms
of private
tutoring
Opportunities for
violations

20. Textbook procurement
Closing opportunities
Improve confidentiality and
conflict of interest provisions
Provide comprehensive
guidance to teachers
Eliminating incentives
Create dedicated teacher
time for textbook review
Present teachers with
feasible choices
Policy options
Choice of
textbooks as
additional
workload
Incentives for
violation
Deficient
provisions on
confidentiality
and conflict of
interest
Limited guidance
of independence
for teachers
selecting the
textbooks
Opportunities for
violations

21. Access to higher education
Closing opportunities
Consolidate an effective system
of higher education quality
assurance
Standard system for allocating
dormitory places and monitor
adherence
Eliminating incentives
Reduce excess capacity and
reassess state support for
graduate programmes
Policy options
Student incentives:
degree inflation
HEI incentives:
academic standing
and public funding
Incentives for
violation
CEQA is closing
opportunities for
corrupt access to
bachelors degree
Flawed
competition for
access to masters
degrees
Access to student
dormitories
Acceptance of gifts
and bribes
Opportunities for
violations

22. Cheating and plagiarism in HE
Closing opportunities
Make fraud detection a
regular part of assessing
academic work
Increase capacity for detecting
academic dishonesty
Eliminating incentives
Improve regulations to include
cheating
Require institutions to design,
adopt and promote a charter
of ethics
Policy options
Weakly
developed
culture of
academic
honesty
Weak intrinsic
motivation
among students
Incentives for
violation
Limitations in
legislation,
enforcement and
compliance
capacity of HE
institutions
Absence of
ethical norms
Unequal
detection
capacity
Sense of
impunity
Opportunities for
violations

23. Recognition of academic achievement
Closing opportunities
Ensure transparency in
marking and opportunities
for appeal
Ensure that a robust quality
assurance body makes undue
recognition a priority
Eliminating incentives
Remove policy incentives for
over and undermarking
Policy options
Impact of low
pay, multiple
jobs and time
constraints
Policy incentives
for over and
undermarking
Incentives for
violation
Inadequate
assessment and
quality assurance
Cost of failure
Poor attendance
control
‘Everyone is
doing it’
Opportunities for
violations

24. 1. Why education is important to Ukraine?
2. Why are education systems vulnerable to integrity
violations?
3. How integrity issues affect countries’ education system?
4. What are the key findings and recommendations
of the OECD Integrity Reviews: Ukraine 2017?
5. What is the experience of some OECD countries in
building merit-based and high-performing
education systems?
Outline
24

25. Assessment practices that ensure a fair
recognition of learning achievement in
secondary education
• Teachers examine their own students through continuous
classroom assessment
• Teachers from another school are responsible for marking
written examinations leading to diplomas or certification
France
• Centrally appointed external examiners correct examination
papers and are assisted through national guidance materials
such as performance criteria, exemplars, rubrics and keys.
• Moderation of marking is performed by external examiners
who attend oral examinations.
Denmark
• Examinations are corrected by the students’ own teacher
and moderated by a teacher from another school using a
central scoring protocol. The school boards are responsible
for the proper handling of the procedures.
• In case of disagreement, external moderation by a
competent body is provided.
The
Netherlands
25

26. OECD experience in regulating private
supplementary tutoring
• Teachers may be prohibited from providing private tutoring
to their own students, other students in their schools and/or
students from other schools.
Prohibition
(South Korea and
Japan)
• Practices may be governed by codes of ethics rather than by
regulations, with strong signals that teachers should not
undertake private tutoring
Discouragement
(China)
• Permission may be granted at the school level or by the wider
education authorities, on a range of conditions
Permission if
approved (Singapore
• The school and education authorities do not have policies on
the matter, leaving decisions to the teachers themselves and
to their clients
Laissez faire (Hong
Kong, the Philippines and
Thailand
26

27. • Reform policies that incentivise integrity violations
– Example: creating more pre-school places could avoid families to bypass
prioritisation rules through non-regulated contributions
• Balancing autonomy with accountability to reduce
integrity violations
– Example: providing schools with more flexible use of parental
contributions while establishing a legal right for parental donors and other
responsible bodies to oversee how donations are managed and used.
• Build capacity for integrity
– Example: better support, guidance and training for teachers can lead to
better marking practices and make textbook selection process more
independent and fair.
Stakeholders can employ three broad
strategies to strengthen integrity in education
27

28. THANK YOU
• Andreas SCHLEICHER
• OECD Director for Education and Skills
• Special Advisor on Education Policy to the OECD Secretary-General
http://www.oecd.org/edu/