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Center for Social Expertise

A research on how local governments can overcome challenges in the provision of educational services in communities caused by COVID-19 was carried out

A research on how local governments can overcome challenges in the provision of educational services in communities caused by COVID-19 was carried out in December 2020 – April 2021.

The main objective of the research was to study the process of organizing education in the context of the COVID-19 pandemic in rural and township communities, identifying the difficulties and successful practices of responding to the challenges facing education authorities in TGs.

Customer: ULEAD – Together with Europe

National expert: Chepurko Gulbarshin Iskakovna, Ph.D.


The main objectives of the study:

  • analysis of the experience of territorial communities and the best examples of organizing and providing educational services during quarantine measures;
  • analysis of the Ministry of Education and Science on the provision of distance and mixed forms of education, as well as the implementation of education reform taking into account the situation with COVID-19;
  • development of recommendations to ensure the provision of quality educational services in territorial communities, especially for the remote and low-income population.

The field stage of the study was carried out from January to February 2021 in 5 regions of Ukraine – Vinnitsia, Dnipro, Kherson, Chernihiv and Chernivtsi, and covered 22 districts and 54 settlements that make 31 territorial communities. A total of 150 respondents were interviewed.

Thus, it was noted that communities do not fully provide students and teachers with computers and Internet access, which are necessary for distance learning, the use of e-learning materials and work within educational platforms. Territorial communities have problems with ensuring equal access to education for children from families with difficult straits due to the lack of technology and the Internet, as noted by 82% or 49 of the polled officials, as well as children with special needs who do not have the opportunity to receive educational services remotely, on indicating 52% or 31 officials.

These results have been confirmed in surveys of teachers and parents as well. The most pressing problems that teachers and parents faced when organizing training during the quarantine period turned out to be:

  • poor quality of the Internet and mobile connection, especially in remote villages;
  • absence or obsolescence of computer hardware and software both in schools and among students;
  • lack of children’s ability to learn independently.

The results of the study showed that the success of the organization of the educational process under quarantine conditions depends on the active interaction of all participants in the educational process, technical capabilities and, above all, the skills of teachers in modern information and digital technologies.

So, the observance of rights in education in such conditions requires systemic changes in the approaches to its renewal.