Institutions, level and models of training
Early childhood education and care (ECEC)
Some regulatory acts, primarily the Laws of Ukraine on Education and on Early Childhood Education, define the qualification requirements for teaching staff working in the field of early childhood education and care (ECEC).
An educator or other teaching staff member of an early childhood education istitution (ECEI) must hold a higher education degree in the relevant specialty (typically A1 ‘Early education and Care’) at least at the bachelor’s level, and for certain positions – a master’s degree. An additional requirement is undergoing a medical examination and providing a certificate of no criminal record. Individuals without a specialised pedagogical education may be employed only temporarily, provided they obtain the required qualification within a specified period.
In accordance with Article 59 of the Law of Ukraine on Education, there is a requirement for ECEC educators to undertake professional development at least once every five years. This serves as the basis for their regular certification, which may affect their salary level and the awarding (or confirmation) of their qualification category.
The training of professionals for the ECEC in Ukraine is carried out within the framework of formal higher education based on state standards of educational and professional training. The main types of institutions providing such training are:
- Vocational colleges and pedagogical professional pre–higher education institutions – they offer programmes leading to the educational and professional degree of Professional Junior Bachelor (formerly Junior Specialist) in the specialty ‘Early Childhood Education and Care’. Graduates may work as educators, educators’ assistants or physical education instructors in ECEIs.
- Higher education institutions (HEIs) – universities, academies and institutes – train bachelor and master degree holders in the specialty A1 ‘Early Childhood Education and Care’ within the field of knowledge A ‘Education’. The bachelor’s level programme lasts four years, while the master’s program typically takes 1.5 years to complete. Graduates are qualified to work as ECEC educators, methodologists and heads of groups or educational institutions.
The training programs combine theoretical preparation (pedagogy, psychology and methods of teaching ECEC learners) with practical training (teaching practice in kindergartens). Developing inclusive, digital and language competences gets particular attention in line with the requirements of the modern educational environment.
Admission to teacher training programmes is competitive and takes place through the national admission campaign. Studies may be state-funded or fee-based (contractual).
General secondary education
The Laws of Ukraine on Education, on Complete General Secondary Education as well as the professional standards for teachers, define the qualification requirements for teaching staff working in general secondary education institutions (GSEIs).
A teacher must have a higher pedagogical education at least at the bachelor level, while teaching core and specialised subjects in upper secondary school generally requires a master degree. Additional requirements include undergoing a medical examination and providing a certificate of no criminal record.
Teachers in general secondary education (GSE) must complete professional development at least once every five years, which is a mandatory condition for regular certification. Teacher certification is also available as a voluntary form of external assessment of professional competence, granting the right to a salary bonus.
The training of future teachers is carried out in HEIs (universities, academies, institutes). Graduates receive a bachelor or master degree in the field of knowledge A ‘Education’ or in a subject specialisation with additional pedagogical qualifications. The training includes fundamental disciplines, teaching methodology, psychology, pedagogy, inclusive education, digital technologies and practical teaching experience in schools.
There is a competitive selection process for admission to ‘pedagogical’ programmes through the national entrance campaign, with the option to study by the state order or on a contract basis.
Vocational education and training and professional pre-higher education
Pedagogical staff in the field of vocational education and training (VET) and professional pre-higher education (PPHE) must have higher or professional pedagogical education and relevant experience in industrial or teaching activities, in accordance with the Laws of Ukraine on Education, on Vocational Education, on Professional Pre-Higher Education, as well as professional standards.
Instructors of general education subjects in VET institutions and professional colleges are generally required to hold a bachelor or master degree in the relevant pedagogical or subject-specific field. Masters of industrial training, in addition to professional education, must have work experience in their profession, pedagogical knowledge and complete appropriate training or retraining.
Specialised universities provide training for VET and PPHE instructors, as do dedicated institutions that offer retraining and professional development programmes. Curricula include pedagogy, methods of skilled teaching, inclusive approaches, digital technologies and mandatory teaching practice, and some modules focus on dual education.
Professionals who hold a higher education degree in another field may also enter the teaching profession in VET or PPHE. They can follow alternative pathways such as retraining courses, master’s programmes or internships.
Professional development for teachers is mandatory and must cover at least 150 hours over five years, taking into account innovative changes in educational programmes and labour market requirements.
Admission requirements
Early childhood education and care
Under martial law conditions, the basis for admission to ECEC programmes is the results of the National Multisubject Test (NMT) or professional entrance exams (for junior specialists/bachelor programmes). Applicants must have completed secondary education. For master programmes, there is a requirement for a bachelor degree in a pedagogical or related field.
General secondary education
Admission to teacher training programmes for GSEIs is also competitive, based on the results of the NMT. For admission to master’s programmes, applicants must present the results of the Unified Entrance Exam (UEE) in a foreign language and a professional entrance examination. Applicants must have completed GSE to enter bachelor’s programmes, or hold a bachelor’s degree to enter master’s programmes.
Vocational education and training and professional pre-higher education
In the system of VET and PPHE, instructors and master trainers typically undergo training at pedagogical universities or colleges. A certificate of complete GSE (or basic secondary education for certain professional colleges) is a basis for admission to such programmes. It also depends on the results of the NMT, creative competitions, or interviews (depending on the programme format and admission requirements). For master level programmes, a bachelor or specialist degree in the relevant field is mandatory.
Curriculum, level of specialisation and learning outcomes
Early childhood education and care
Educational programmes include courses in pedagogy, psychology, child development methods and inclusive education, as well as practical teaching experience in ECEIs. Specialisations may include speech therapy, physical education, music or language education. Expected outcomes include the ability to plan, organise and implement the educational process in line with the developmental needs of children.
General secondary education
Teacher educational programmes for schools cover fundamental pedagogical disciplines, subject teaching methodology, the basics of inclusive and civic education, information and communication technologies, principles of academic integrity, and practical teaching experience in schools.
The development of these programmes complies with the Ukrainian Higher Education Standards for the following specialties: 013 ‘Primary Education’, 014 ‘Secondary Education’ (with specification by subject area: mathematics, biology, history, etc.), and 011 ‘Educational and Pedagogical Sciences’.
The chosen subject competence determines the level of specialisation. For example, the bachelor’s programme A4.15 ‘Secondary Education (Natural Sciences)’. Expected learning outcomes include:
- the ability to design and implement the educational process in schools,
- application of subject-specific, psychological-pedagogical and didactic knowledge,
- work with pupils with diverse educational needs,
- development of key competencies of the New Ukrainian School reform, etc.
Vocational education and training and professional pre-higher education
The training of teachers and VET masters is conducted in the following specialties: A5 ‘Vocational Education’, I10 ‘Social Work and Counselling’, as well as in specific industry sectors such as transport, construction, information technologies, and others. Educational programmes include:
- pedagogy and psychology,
- methods of vocational training,
- fundamentals of the relevant industry technology,
- inclusive education, occupational safety, digital literacy,
- industrial and pedagogical practice.
The programmes have an applied focus and maintain close links with labour market needs. They place special emphasis on dual education, internships at enterprises and the development of professional mobility. Expected learning outcomes include:
- the ability to train skilled workers or junior specialists according to educational-professional standards,
- designing educational trajectories,
- teaching professional-theoretical subjects,
- conducting instructions and practical sessions in a workplace environment.
Teacher educators
Early childhood education and care
Lecturers at pedagogical HEIs, who train students, must have a higher education degree in pedagogy, practical experience in the field of ECEC, and/or an academic degree. There are the following practitioners in the educational process: education specialists, heads of ECEIs, and instructors in inclusive or speech therapy work, ensuring practice-oriented training.
General secondary education
Academic staff of pedagogical universities, academies and institutes train future teacher trainers. They must hold a master or doctoral degree, have teaching experience and meet the requirements of the professional standard. The training process also involves practicing teachers, staff from post-graduate education institutes, and education advisers from centres for professional development of teaching staff. The integration of scientific, methodological, and practical components into the educational process is widespread.
Vocational education and training and professional pre-higher education
Pedagogical HEIs, as well as post-graduate education institutes and sector training centres, prepare future VET teachers and master trainers. Instructors must have a relevant professional qualification, pedagogical training and often practical work experience in the corresponding field. For master trainers, professional experience is particularly valuable. In the training of PPHE teachers, mentors and education advisers from VET centres play an active role.
Qualifications, evaluation, and certificates
Early childhood education and care
Graduates receive state-recognised diplomas confirming the attainment of a Junior Bachelor, Bachelor or Master degree in the specialty A1 ‘Early childhood education and care’. The final grade is determined based on module-based assessments, tests, examinations, pedagogical practice and the defence of a qualification project (at the Bachelor or Master level). The diploma grants the right to hold positions such as educator, education adviser or head of an ECEI, depending on the level of qualification.
General secondary education
Graduates of teacher educational programmes for GSE receive a Bachelor or Master diploma in the field of A ‘Education’ (for example, A4 ‘Secondary Education’ with a specific subject specialisation’). Assessment is based on ongoing performance, school-based practice, and certification or the defence of a qualification project.
A Bachelor’s diploma grants the right to teach in primary and basic secondary school (grades 5–9), while a Master diploma allows teaching in both primary, basic secondary and specialised secondary school (grades 5-11/12) and provides access to positions such as education adviser or head of an educational institution.
Vocational education and training and professional pre-higher education
Graduates of teacher educational programmes for the VET and PPHE sectors receive the qualification of teacher or VET instructor based on a Bachelor or Master diploma, or through retraining programmes. Assessment includes tests, examinations, practical and teaching internships, and the defence of a final project.
The diploma confirms the right to teach general education or vocational-theoretical subjects and to conduct practical training in VET and PPHE institutions. For instructors in professional colleges, it is also possible to obtain a qualification category through certification.
Alternative training pathways
Early childhood education and care
An alternative form is retraining for individuals who already hold higher education in another field, through Master programmes, professional retraining courses, or individualised study plans. Additionally, HEIs or accredited centres offer professional development courses and short-term programmes. Distance and blended learning have become popular during wartime periods as adaptive solutions.
General secondary education
For individuals without a pedagogical background, Master programmes for professional retraining or teacher adaptation courses are available, particularly for specialists in mathematics, computer science, physics, foreign languages and similar fields. Also, there are fast-track educational programmes, combining pedagogical training with mentorship in schools. Some programmes are implemented in partnership with international donors or within the Ministry of Education and Science of Ukraine initiatives. Teacher certification can serve as an element of an alternative pathway into the profession.
Vocational education and training and professional pre-higher education
Alternative pathways include retraining of skilled VET specialists who have substantial practical experience but lack pedagogical qualifications. For these individuals, there are professional development courses, internships, modular programme and pedagogical seminars within VET development projects. These forms are particularly relevant for the preparation of vocational training instructors and teachers of specialised subjects. During the wartime period, blended learning formats and project-based approaches have also been implemented.