Academic profiles – a significant investment in a successful academic lyceum and the future of the community

«Forming profiles at the community’s academic lyceum. What mistakes are important to avoid?»

The aim of reforming specialised secondary education is to improve the quality of education and enable students to choose a specialisation that matches their interests and future plans. Therefore, specialisation should not be viewed simply as an organisational or personnel decision, but as a means of ensuring children have access to high-quality specialised secondary education.

The founder of the lyceum, in compliance with Article 32 of the Law of Ukraine ‘On Complete General Secondary Education’, must ensure that the municipal lyceum complies with the requirements set forth in this Law, the provisions on lyceums, and licensing conditions in order to establish and conduct educational activities, including the functioning of at least two classes in three profiles of study at the level of specialised secondary education and ensuring that students receive specialised secondary education in accordance with the areas of study with a workload and the possibility for students to choose subjects (integrated courses, other educational components) in the volumes determined by law.

In line with the State Standard for Specialised Secondary Education, approved by Resolution of the Cabinet of Ministers of Ukraine No. 851 of 25 July 2024, approaches to the formation of learning profiles are determined by the standard educational programme (approved by the Ministry of Education and Science)  and educational programmes of educational institutions that provide specialised secondary education (hereinafter referred to as academic lyceums), and are implemented through model curricula and curricula for specific educational components (academic subjects, integrated, in particular interdisciplinary, courses, training modules, etc.).

As this affects the educational trajectory of students, the lyceum’s personnel policy and the effective use of community resources in the long term, the decision on forming profiles at an academic lyceum should be a joint strategic choice between the founder and the lyceum. It should be based on a realistic analysis and partnership with all stakeholders, and demonstrate responsibility for the future of children. Failure to do so could have long-term and costly consequences.

One of the biggest risks is the creation of profiles without real demand from students. Profiles created without considering the educational needs of secondary school students violate their right to a complete secondary education. Such profiles are also likely to remain unfilled, which creates the risk of a shortage of students and may subsequently require additional funding or revisions. For administrators, this means the irrational use of community resources and lost time that cannot be compensated for. Therefore, researching the interests, educational requirements and plans of high school students is essential for the viability of a profile, not just a formality.

Another problem directly related to this is the focus exclusively on available resources rather than on children's needs. The logic of ‘whatever teachers or classrooms are available, that is the profile we will implement’ replaces strategic planning with a superficial compromise, imposing someone else’s decision on students. It is crucial to align the range of profiles offered with demand, including providing tools to reinforce the staffing, material, and technical resources of lyceums. Furthermore, in accordance with the Law of Ukraine ‘On Complete General Secondary Education’, by 1 September 2027, the founders of lyceums must provide lyceums with adequate material and technical resources, equipment and internet access; select teaching staff on a competitive basis; hold a competition for the position of head of the educational institution; and take other necessary actions as specified in the relevant plans and legislation (Section X, Final and Transitional Provisions, clause 5.2).

Another challenge may arise from the extremes in the number of educational profiles. It is important to remember that fewer than three profiles would constitute a violation of the law, specifically Article 32 of the Law of Ukraine ‘On Complete General Secondary Education’ mentioned above. On the other hand, the desire to ‘satisfy everyone’ often leads to a dispersion of resources: a shortage of teachers, overworked educators, and a decline in the quality of education. At the same time, it is important to give students the opportunity to choose profiles from different clusters (language and literature, STEM, social sciences and humanities).

Another mistake would be to introduce profiles in academic lyceums without proper methodological justification. Such justification should take into account educational and sectoral affiliation (clear correspondence to one or more educational sectors), functionality (the name reflects the content and focus of the profile), content integrity (a clear focus on a group of subjects or a single subject), compliance with the cluster model (belonging to one of three defined clusters) and methodological unity (for multi-subject profiles – a common methodological basis for subjects). That is, there cannot be, for example, chemical-philological or historical-psychological, engineering-sociological profiles.

It is also important to avoid situations where a profile is introduced for only one or two years. Specialised secondary education lasts three years and consists of two cycles: a first cycle of specialised adaptation in the 10th year of study, and a second cycle of specialisation in the 11th and 12th years of study. This approach takes into account the age, individual characteristics, needs and interests of students, identifies and makes up for educational losses, and forms an individual educational trajectory for students based on their informed choice (as provided for by the State Standard for Specialised Secondary Education).

Communication with parents and the public requires special attention. A lack of open dialogue can lead to mistrust, rumours and resistance, even to reasonable decisions. Explaining the logic behind profile choices, demonstrating their advantages, and discussing their limitations openly significantly reduces social tension and fosters shared responsibility for the outcome.

In conclusion, it is important to remember that insufficient preparation and errors when creating profiles cost the community much more than making a difficult decision in a timely manner. Well-thought-out, organised, secure profiles are effective and represent a significant investment in the success of the academic lyceum and the community’s future.

The DECIDE project is implemented by NGO DOCCU and PHZH International Projects in Education with the support of the Embassy of Switzerland in Ukraine.