Keywords
number and qualification of computer science teachers
general secondary education institutions
payment and working conditions of teachers
Ukrainian experience
How to Cite
Abstract
This article describes the Ukrainian experience in the development of teachers’ digital competence, which is the key to students in general secondary education institutions. The authors clarified characteristic aspects of the 2000–2005 and 2016–2020 years when positive changes were achieved in the staff support for school computer science based on the National Doctrine for Education Development and the Concept “The New Ukrainian School”. The authors also show the complications in the content of digital competence in the European interpretation during 2006–2018, especially through intellectualization, as well as the transformation of relevant terminology and strengthening the role of informatization in the state standards of Ukrainian primary and secondary education in 2018–2020 years. In the 2000s, the number of computer science teachers grew rapidly and now ranks third among Sciences and Mathematics teachers by proportion, but last – by qualification. Their share with a Master’s (Specialist’s) Degree depends on salaries in education. The share of highly qualified computer science teachers reacts sharply to the deficit of salaries in education compared to the type of economic activity “Information and telecommunications”. Qualification response to salaries reaches its greatest value in two years, showing a very strong correlation in terms of salaries for this type, considering the two-year inertia. Also, the field of knowledge “Information Technology” is more popular for graduates than the specialization in computer science in the field of knowledge “Education / Pedagogy”. At the same time, computer science teachers have age advantages: 28 % of them under 30 years inclusive, 30% – in rural areas. However, the young age of teaching staff causes increased labour mobility, not in favour of education. It is important to provide competitive working conditions for computer science teachers so that they can efficiently form teaching staff to develop students’ digital competence. There should be either a 20 per cent increase in base official salary or an increased salary grade for them. A similar allowance for the use of digital technologies should be presupposed for other subject teachers. Furthermore, schools, including rural ones, should be 100 % accessible to the Internet. The COVID-19 pandemic updates answer to the challenge of students’ digital competence and its appropriate staffing.
References
Hidalgo, C. (2015). Why information Grows: The evolution of order, from atoms to economies. New York, NY, USA: Basic Books; Идальго, С.(2016). Как информация управляет миром: [перев. с англ.], Москва, Россия: Изд-во «Э».
Биков, В. Ю. , та ін. (2019). Теоретико-методологічні засади інформатизації освіти та практична реалізація інформаційно-комунікаційних технологій в освітній сфері України. Київ, Україна: Компринт. https://lib.iitta.gov.ua/718652/
Гриневич, Л. М, Морзе, Н. В. та Бойко, М. А. (2020). Наукова освіта як основа формування інноваційної компетентності в умовах цифрової трансформації суспільства. Інформаційні технології і засоби навчання. № 3 (77). 1–26. doi: https://doi.org/10.33407/itlt.v77i3.3980.
Кремень, В. Г., Луговий, В. І. та ін. (2020). Відкритість, цифровізація й оцінювання в науці: загальне і особливе для соціогуманітарного знання. Інформаційні технології і засоби навчання, 80 (6). 243–266. doi: https://doi.org/10.33407/itlt.v80i6.4155.
Кабінет Міністрів України. (2018, Січ. 17). Розпорядження № 67-р, Про схвалення Концепції розвитку цифрової економіки та суспільства України на 2018 – 2020 роки та затвердження плану заходів щодо її реалізації. https://zakon.rada.gov.ua/laws/show/67-2018-р
Цілі сталого розвитку: Україна: національна доповідь 2017. Київ, Україна: Мін-во економ. розвитку і торгівлі України. 32–37. https://bit.ly/3iNlvCL
Recommendation of the European Parliament and of the Council of 18.12.2006 on key competences for lifelong learning. (2006). Brussels, 30.12.2006 L 394/10, the European Parliament and the Council of the European Union. http://data.europa.eu/eli/reco/2006/962/oj
Council Recommendation of 22.05.2018 on key competences for lifelong learning. (2018). Brussels, 4.6.2018 C 189/1, the Council of the European Union. https://bit.ly/3ffVcUT
Кабінет Міністрів України. (2016, Груд. 14). Розпорядження № 988-р, Про схвалення Концепції реалізації державної політики у сфері реформування загальної середньої освіти «Нова українська школа» на період до 2029 року. https://www.kmu.gov.ua/npas/249613934
Верховна Рада України. (2145-VIII від 05.09.2017). Закон України “Про освіту”. https://zakon.rada.gov.ua/laws/show/2145-19
Кабінет Міністрів України. (2019, Лип. 24). Постанова № 688, Про внесення змін до Державного стандарту початкової освіти. https://zakon.rada.gov.ua/laws/show/688-2019-п
Кабінет Міністрів України. (2020, Вер. 6). Постанова № 898, Про деякі питання державних стандартів повної загальної середньої освіти. https://zakon.rada.gov.ua/laws/show/898-2020-п
Кабінет Міністрів України. (2011, Квіт. 20). Постанова № 462, Про затвердження Державного стандарту початкової загальної освіти. https://osvita.ua/legislation/Ser_osv/17911/
Кабінет Міністрів України. (2011, Лист. 23). Постанова № 1392, Про затвердження Державного стандарту базової і повної загальної середньої освіти. https://zakon.rada.gov.ua/laws/show/1392-2011-п
Baynes, G. and Hahnel, M. (2020). Research Practices in the wake of COVID-19. Springboard – Springer Nature, Aug. 7, 2020. https://bit.ly/3iQ7t3e
Portillo, J., Garay, U., Tejada, E. and Bilbao. N. (2020). Self-Perception of the Digital Competence of Educators during the COVID-19 Pandemic: A Cross-Analysis of Different Educational Stages. Sustainability, 12(23). doi: https://doi.org/10.3390/su122310128.
Dzhurylo, A. and Shparyk, O. (2019). ICT competence for secondary school teachers and students in the context of education informatization: global experience and challenges for Ukraine. Information Technologies and Learning Tools, vol. 70, no. 2. 43 – 58. doi: https://doi.org/10.33407/itlt.v70i2.2438.
Bender, E., Schaper, N., Caspersen, M., Margaritis, M. and Hubwieser, P. (2015). Identifying and formulating teachers’ beliefs and motivational orientations for computer science teacher education. Studies in Higher Education, vol. 41, no. 11. 1958 – 1973. doi: https://doi.org/10.1080/03075079.2015.1004233.
Lee, W., Neo, W., Chen, D-T. and Lin, T-B. (2021). Fostering changes in teacher attitudes toward the use of computer simulations: Flexibility, pedagogy, usability and needs. Education and Information Technologies, vol. 26, issue 2. doi: https://doi.org/10.1007/s10639-021-10506-2.
Jimenez-Hernandez, D., Gonzalez-Calatayud, V., Torres-Soto, A., Mayoral, A. and Morales, J.(2020). Digital Competence of Future Secondary School Teachers: Differences According to Gender, Age, and Branch of Knowledge. Sustainability, 12(22). doi: https://doi.org/10.3390/su12229473.
Saikkonen, L. and Kaarakainen, M. (2021). Multivariate analysis of teachers’ digital information skills – The importance of available resources. Computers & Education, vol. 168. 104206. doi: https://doi.org/10.1016/j.compedu.2021.104206.
Claro, M.et al. (2018). Teaching in a Digital Environment (TIDE): Defining and measuring teachers’ capacity to develop students’ digital information and communication skills. Computers & Education, vol. 121, 162–174. doi: https://doi.org/10.1016/j.compedu.2018.03.001.
Ghomi, M. and Redecker, C. (2019). Digital Competence of Educators (DigCompEdu): Development and Evaluation of a Self-assessment Instrument for Teachers’ Digital Competence. Proceedings of the 11th International Conference on Computer Supported Education. doi: https://doi.org/10.5220/0007679005410548.
Falloon, G. (2020). From digital literacy to digital competence: the teacher digital competency (TDC) framework. Educational Technology Research and Development. vol. 68. no. 5. 2449 – 2472. doi: https://doi.org/10.1007/s11423-020-09767-4.
Sentence, S. and Csizmadia, A. (2017). Professional recognition matters: Certification for in-service computer science teachers. Proceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education. doi: https://doi.org/10.1145/3017680.3017752.
Loudova, I. (2021). Competence of an ICT Teacher Concerning Didactic and Methodological Support in Teaching ICT at Primary School. Learning Technologies and Systems.70–81. doi: https://doi.org/10.1007/978-3-030-66906-5_7.
Engeness, I. (2019). Teacher facilitating of group learning in science with digital technology and insights into students’ agency in learning to learn. Research in Science & Technological Education, vol. 38. no. 1, 42–62. doi: https://doi.org/10.1080/02635143.2019.1576604.
Кабінет Міністрів України. (1993, Лист. 3). Постанова № 896, Про Державну національну програму “Освіта” (“Україна ХХІ століття”). https://zakon.rada.gov.ua/laws/show/896-93-п
Президент України. (2002, 17 Квіт.). Указ № 347, Про Національну доктрину розвитку освіти. https://zakon.rada.gov.ua/laws/show/347/2002
Кабінет Міністрів України. (2001, Трав. 6). Постанова № 436, Про затвердження Програми інформатизації загальноосвітніх навчальних закладів, комп’ютеризації сільських шкіл на 2001 – 2003 роки. https://zakon.rada.gov.ua/laws/show/436-2001-п
Кабінет Міністрів України. (2002, Бер. 28). Постанова № 379, Про затвердження Державної програми “Вчитель”. https://zakon.rada.gov.ua/laws/show/379-2002-п
Кабінет Міністрів України. (2015, Бер. 3). Постанова № 179, Про затвердження Національної економічної стратегії на період до 2030 року. https://bit.ly/2UJ04e6
Національний класифікатор України “Класифікація видів економічної діяльності ДК 009:2010”: прийнято та надано чинності наказом Держспоживстандарту України від 11.10.2010 р. № 457. https://zakon.rada.gov.ua/rada/show/vb457609-10
ISCED Fields of Education and Training 2013 (ISCED-F 2013), Montreal, Quebec, Canada: UNESCO Institute for Statistics, 2014. https://bit.ly/2Wnq6UA
Schleicher, A. (2019). PISA 2018. Insights and Interpretations, OECD. https://bit.ly/3rMXjEJ
Hidalgo, C. (2015). Why information Grows: The evolution of order, from atoms to economies. New York, NY, USA: Basic Books; Hidalgo, C. (2016). How information rules the world: [transl. from English], Moscow, Russia: Izd-vo «E». (in Russian).
Bykov, V. Yu. , et al. (2019). Theoretical and methodological foundations of informatization of education and practical implementation of information and communication technologies in the sphere of education of Ukraine. Kyiv, Ukraina: Komprynt. https://lib.iitta.gov.ua/718652/ (in Ukrainian).
Hrynevych, L. M. , Morze, N. V. , & Boiko, M. A. (2020). Scientific education as a basis for the formation of innovative competence in the context of digital transformation of society. Informatsiini tekhnolohii i zasoby navchannia, № 3 (77), 1–26. doi: https://doi.org/10.33407/itlt.v77i3.3980 (in Ukrainian).
Kremen, V. H., Luhovyi V. I. et al. (2020). Openness, digitalization and evaluation in research: General and special issues for social studies and humanities. Informatsiini tekhnolohii i zasoby navchannia, 80 (6), 43–266. doi: https://doi.org/10.33407/itlt.v80i6.4155 (in Ukrainian).
Kabinet Ministriv Ukrainy. (2018, Sich. 17). Order № 67-r, On approval of the Concept of development of the digital economy and society of Ukraine for 2018 – 2020 and approval of the action plan for its implementation. https://zakon.rada.gov.ua/laws/show/67-2018-р (in Ukrainian).
Sustainable Development Goals: Ukraine: National Report 2017. Kyiv, Ukraina: Min-vo ekonom. rozvytku i torhivli Ukrainy. 32–37. https://bit.ly/3iNlvCL (in Ukrainian).
Recommendation of the European Parliament and of the Council of 18.12.2006 on key competences for lifelong learning. (2006). Brussels, 30.12.2006 L 394/10, the European Parliament and the Council of the European Union. http://data.europa.eu/eli/reco/2006/962/oj (In English).
Council Recommendation of 22.05.2018 on key competences for lifelong learning. (2018). Brussels, 4.6.2018 C 189/1, the Council of the European Union, 2018. [Online]. Available: https://bit.ly/3ffVcUT (In English).
Kabinet Ministriv Ukrainy. (2016, Hrud. 14). Order № 988-r, On approval of the Concept of implementation of state policy in the field of reforming general secondary education “New Ukrainian School” for the period up to 2029. https://www.kmu.gov.ua/npas/249613934 (in Ukrainian).
Verkhovna Rada Ukrainy. (2145-VIII vid 05.09.2017). Law of Ukraine “On Education”. . https://zakon.rada.gov.ua/laws/show/2145-19 (in Ukrainian).
Kabinet Ministriv Ukrainy. (2019, Lyp. 24). Resolution № 688, On Amendments to the State Standard of Primary Education. . https://zakon.rada.gov.ua/laws/show/688-2019-п (in Ukrainian).
Kabinet Ministriv Ukrainy. (2020, Ver. 6). Resolution № 898, On some issues of state standards of complete general secondary education. .https://zakon.rada.gov.ua/laws/show/898-2020-п (in Ukrainian).
Kabinet Ministriv Ukrainy. (2011, Kvit. 20). Resolution № 462, On approval of the State standard of primary general education. https://osvita.ua/legislation/Ser_osv/17911/ (in Ukrainian).
Kabinet Ministriv Ukrainy. (2011, Lyst. 23). Resolution № 1392, On approval of the State standard of basic and complete general secondary education. https://zakon.rada.gov.ua/laws/show/1392-2011-п (in Ukrainian).
Baynes, G. and Hahnel, M. (2020). Research Practices in the wake of COVID-19. Springboard – Springer Nature, Aug. 7, 2020. https://bit.ly/3iQ7t3e
Portillo, J., Garay, U., Tejada, E. and Bilbao. N. (2020). Self-Perception of the Digital Competence of Educators during the COVID-19 Pandemic: A Cross-Analysis of Different Educational Stages. Sustainability, 12(23). doi: https://doi.org/10.3390/su122310128.
Dzhurylo, A. and Shparyk, O. (2019). ICT competence for secondary school teachers and students in the context of education informatization: global experience and challenges for Ukraine. Information Technologies and Learning Tools, vol. 70, no. 2. 43 – 58. doi: https://doi.org/10.33407/itlt.v70i2.2438.
Bender, E., Schaper, N., Caspersen, M., Margaritis, M. and Hubwieser, P. (2015). Identifying and formulating teachers’ beliefs and motivational orientations for computer science teacher education. Studies in Higher Education, vol. 41, no. 11. 1958 – 1973. doi: https://doi.org/10.1080/03075079.2015.1004233.
Lee, W., Neo, W., Chen, D-T. and Lin, T-B. (2021). Fostering changes in teacher attitudes toward the use of computer simulations: Flexibility, pedagogy, usability and needs. Education and Information Technologies, vol. 26, issue 2. doi: https://doi.org/10.1007/s10639-021-10506-2.
Jimenez-Hernandez, D., Gonzalez-Calatayud, V., Torres-Soto, A., Mayoral, A. and Morales, J.(2020). Digital Competence of Future Secondary School Teachers: Differences According to Gender, Age, and Branch of Knowledge. Sustainability, 12(22). doi: https://doi.org/10.3390/su12229473.
Saikkonen, L. and Kaarakainen, M. (2021). Multivariate analysis of teachers’ digital information skills – The importance of available resources. Computers & Education, vol. 168. 104206. doi: https://doi.org/10.1016/j.compedu.2021.104206.
Claro, M.et al. (2018). Teaching in a Digital Environment (TIDE): Defining and measuring teachers’ capacity to develop students’ digital information and communication skills. Computers & Education, vol. 121, 162–174. doi: https://doi.org/10.1016/j.compedu.2018.03.001.
Ghomi, M. and Redecker, C. (2019). Digital Competence of Educators (DigCompEdu): Development and Evaluation of a Self-assessment Instrument for Teachers’ Digital Competence. Proceedings of the 11th International Conference on Computer Supported Education. doi: https://doi.org/10.5220/0007679005410548.
Falloon, G. (2020). From digital literacy to digital competence: the teacher digital competency (TDC) framework. Educational Technology Research and Development. vol. 68. no. 5. 2449 – 2472. doi: https://doi.org/10.1007/s11423-020-09767-4.
Sentence, S. and Csizmadia, A. (2017). Professional recognition matters: Certification for in-service computer science teachers. Proceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education. doi: https://doi.org/10.1145/3017680.3017752.
Loudova, I. (2021). Competence of an ICT Teacher Concerning Didactic and Methodological Support in Teaching ICT at Primary School. Learning Technologies and Systems.70–81. doi: https://doi.org/10.1007/978-3-030-66906-5_7.
Engeness, I. (2019). Teacher facilitating of group learning in science with digital technology and insights into students’ agency in learning to learn. Research in Science & Technological Education, vol. 38. no. 1, 42–62. doi: https://doi.org/10.1080/02635143.2019.1576604.
Kabinet Ministriv Ukrainy. (1993, Lyst. 3). Resolution № 896, On the State National Program “Education” (“Ukraine of the XXI century”). https://zakon.rada.gov.ua/laws/show/896-93-п (in Ukrainian).
Prezydent Ukrainy. (2002, Kvit. 17). Decree № 347, On the National Doctrine of Education Development. https://zakon.rada.gov.ua/laws/show/347/2002 (in Ukrainian).
Kabinet Ministriv Ukrainy. (2001, Trav. 6). Resolution № 436, On approval of the Program of informatization of secondary schools, computerization of rural schools for 2001 – 2003. https://zakon.rada.gov.ua/laws/show/436-2001-п (in Ukrainian).
Kabinet Ministriv Ukrainy. (2002, Ber. 28). Resolution № 379, On approval of the State program “Teacher”. https://zakon.rada.gov.ua/laws/show/379-2002-п (in Ukrainian).
Kabinet Ministriv Ukrainy. (2015, Ber. 3). Resolution № 179, On approval of the National Economic Strategy for the period up to 2030. https://bit.ly/2UJ04e6 (in Ukrainian).
National Classifier of Ukraine “Classification of types of economic activity DK 009: 2010”: adopted and entered into force by the order of Derzhspozhyvstandart of Ukraine from 11.10.2010 р. № 457. https://zakon.rada.gov.ua/rada/show/vb457609-10 (in Ukrainian).
ISCED Fields of Education and Training 2013 (ISCED-F 2013), Montreal, Quebec, Canada: UNESCO Institute for Statistics, 2014. . https://bit.ly/2Wnq6UA (іn English).
Schleicher, A. (2019). PISA 2018. Insights and Interpretations, OECD. https://bit.ly/3rMXjEJ (іn English).
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Copyright (c) 2021 Василь Кремень, Лілія Гриневич, Володимир Луговий