What’s Wrong with the Education System

Tatyana Kovalyonak

March 2023

Pretty much everyone criticizes the Belarusian education system. And there are plenty of reasons to do so: Belarusian education imparts increasingly irrelevant knowledge and skills, and, even worse, it has fused with the authoritarian system. As the whole world digitalizes, introduces innovations, and exercises freedom of speech, Belarusian schools and universities are still coming up with new pen-and-paper reports and even more restrictions. Can we extricate ourselves from this authoritarian and bureaucratic mire? Yes. And we can do it successfully, for the future of the country.

What’s Wrong with the Education System—and How We Can Fix It

Tatyana Kovalyonak

Tatyana Kovalyonak is a Consulting Fellow at the Center for New Ideas. She graduated from the University of Newcastle, Belarusian State Technological University, and Moscow State University of Printing Arts. Since 2015, she has been involved in non-formal youth education, and more recently, in civic education for adults.

What’s wrong with the Belarusian education system?

Strict control instead of reasonable autonomy

Since 2020, Belarusian education has become even more heavily politicized and centralized. Total government control has erased the last remnants of diversity and freedom: in 2022, in just a few weeks, almost all private schools were closed. There weren’t exactly many of them to begin with (only 35), but they were important oases for innovative resource use and accountability.

Why do strict control and uniformity hurt education? Most obviously, they have a negative impact on students’ results. Data from a PISA global research study shows that the more autonomy schools have to allocate resources, and the more accountable they are for results, the more students succeed.

When parents send their children to school or college, they hope that their kids will receive a good-quality education. But in practice, according to the findings of the PISA study, 15-year-old Belarusian schoolchildren display below-average results among the 79 participating countries across all categories: they got 474 in reading compared to an average of 487, and 472 and 471 in math and science respectively compared to an average of 489.

Unfortunately, we won’t be able to track the progress (or lack thereof) of Belarusian school-kids through PISA’s insights in the future, as we were excluded from the project.

Strict control instead of reasonable autonomy

Since 2020, Belarusian education has become even more heavily politicized and centralized. Total government control has erased the last remnants of diversity and freedom: in 2022, in just a few weeks, almost all private schools were closed. There weren’t exactly many of them to begin with (only 35), but they were important oases for innovative resource use and accountability.

Why do strict control and uniformity hurt education? Most obviously, they have a negative impact on students’ results. Data from a PISA global research study shows that the more autonomy schools have to allocate resources, and the more accountable they are for results, the more students succeed.

When parents send their children to school or college, they hope that their kids will receive a good-quality education. But in practice, according to the findings of the PISA study, 15-year-old Belarusian schoolchildren display below-average results among the 79 participating countries across all categories: they got 474 in reading compared to an average of 487, and 472 and 471 in math and science respectively compared to an average of 489.

Unfortunately, we won’t be able to track the progress (or lack thereof) of Belarusian school-kids through PISA’s insights in the future, as we were excluded from the project.

Strict control instead of reasonable autonomy

Since 2020, Belarusian education has become even more heavily politicized and centralized. Total government control has erased the last remnants of diversity and freedom: in 2022, in just a few weeks, almost all private schools were closed. There weren’t exactly many of them to begin with (only 35), but they were important oases for innovative resource use and accountability.

Why do strict control and uniformity hurt education? Most obviously, they have a negative impact on students’ results. Data from a PISA global research study shows that the more autonomy schools have to allocate resources, and the more accountable they are for results, the more students succeed.

When parents send their children to school or college, they hope that their kids will receive a good-quality education. But in practice, according to the findings of the PISA study, 15-year-old Belarusian schoolchildren display below-average results among the 79 participating countries across all categories: they got 474 in reading compared to an average of 487, and 472 and 471 in math and science respectively compared to an average of 489.

Unfortunately, we won’t be able to track the progress (or lack thereof) of Belarusian school-kids through PISA’s insights in the future, as we were excluded from the project.

Ideology and militarization instead of creative thinking

New ideology courses at universities, ideology hours in schools, and military clubs all saturate the educational process in the military-patriotic tones that the regime insists on, clogging students’ already overloaded schedules. The government is trying to instill authoritarianism into young citizens from childhood, without leaving room for creative thinking.

Given that honesty and cheerfulness are the core values of Belarusian Zoomers, it will be pretty difficult for the government to disseminate its philosophy, and mistrustfulness towards educational institutions will only grow. Furthermore, young minds will be subjected to ideological pressure, which will only increase tension in society.

Ideology and militarization instead of creative thinking

New ideology courses at universities, ideology hours in schools, and military clubs all saturate the educational process in the military-patriotic tones that the regime insists on, clogging students’ already overloaded schedules. The government is trying to instill authoritarianism into young citizens from childhood, without leaving room for creative thinking.

Given that honesty and cheerfulness are the core values of Belarusian Zoomers, it will be pretty difficult for the government to disseminate its philosophy, and mistrustfulness towards educational institutions will only grow. Furthermore, young minds will be subjected to ideological pressure, which will only increase tension in society.

Ideology and militarization instead of creative thinking

New ideology courses at universities, ideology hours in schools, and military clubs all saturate the educational process in the military-patriotic tones that the regime insists on, clogging students’ already overloaded schedules. The government is trying to instill authoritarianism into young citizens from childhood, without leaving room for creative thinking.

Given that honesty and cheerfulness are the core values of Belarusian Zoomers, it will be pretty difficult for the government to disseminate its philosophy, and mistrustfulness towards educational institutions will only grow. Furthermore, young minds will be subjected to ideological pressure, which will only increase tension in society.

The education system is no longer a social elevator

A close look at Belarusian education reveals profound inequality. The latest findings of PISA-2018 indicate that socio-economic factors in Belarus account for up to 51 points in reading performance; this was the highest gap out of 79 countries. Researchers from the IPM center reached a similar conclusion: only 38.5% of pupils from food-insecure families displayed good performance; meanwhile, families who don’t have difficulties making expensive purchases were 1.7 times more likely to display good performance.

In other words, the family and environment in which a young Belarusian is raised is a strong determiner of their success in school, and, most probably, later in life.

The education system is no longer a social elevator

A close look at Belarusian education reveals profound inequality. The latest findings of PISA-2018 indicate that socio-economic factors in Belarus account for up to 51 points in reading performance; this was the highest gap out of 79 countries. Researchers from the IPM center reached a similar conclusion: only 38.5% of pupils from food-insecure families displayed good performance; meanwhile, families who don’t have difficulties making expensive purchases were 1.7 times more likely to display good performance.

In other words, the family and environment in which a young Belarusian is raised is a strong determiner of their success in school, and, most probably, later in life.

The education system is no longer a social elevator

A close look at Belarusian education reveals profound inequality. The latest findings of PISA-2018 indicate that socio-economic factors in Belarus account for up to 51 points in reading performance; this was the highest gap out of 79 countries. Researchers from the IPM center reached a similar conclusion: only 38.5% of pupils from food-insecure families displayed good performance; meanwhile, families who don’t have difficulties making expensive purchases were 1.7 times more likely to display good performance.

In other words, the family and environment in which a young Belarusian is raised is a strong determiner of their success in school, and, most probably, later in life.

The government is incapable of maintaining educational infrastructure in good condition across school districts, a function which it has basically been outsourcing to parents via fundraising: they are constantly being asked to donate “to fix up the classroom,” “to buy printer ink,” and so on throughout the entire school year. In other words, it’s parents who are responsible for ensuring equitable conditions in education rather than the state.

In addition to domestic inequality, limited access to innovation in education gives rise to external inequality: young Belarusians are falling behind their peers in different countries. Rather than being creative, students learn by rote memorization; rather than initiative and creative thinking, they are taught complete obedience; rather than encouraging cooperation, the school system alienates students. This useless assortment of skills makes it harder for graduates of our schools and universities to compete on the international labor market; meanwhile, the local labor market is too slow to integrate new innovations into the economy.

Poor teacher training and floundering competition lowers the quality of education

Although teachers may be trying their hardest to keep their skills up to date, their ability to do so is limited by the amount of time they must spend on administrative tasks, and the materials at hand are low quality. As a result, only 2% of Belarusian school teachers have a master’s degree, and our teachers are the least likely out of the 79 countries in the PISA study to pursue professional development.

Studies by the Organization for Economic Co-operation and Development point to a direct correlation between quality of training, ongoing professional development of teachers, and the results of pupils in all subjects studied. The more attention is paid to teacher selection, the better students perform. Looking at data from Belstat, it becomes obvious that school administrations don’t have much choice: the number of professionals on the market is constantly shrinking, meaning that selecting candidates based on their aptitude is quickly becoming a dream.

Poor teacher training and floundering competition lowers the quality of education

Although teachers may be trying their hardest to keep their skills up to date, their ability to do so is limited by the amount of time they must spend on administrative tasks, and the materials at hand are low quality. As a result, only 2% of Belarusian school teachers have a master’s degree, and our teachers are the least likely out of the 79 countries in the PISA study to pursue professional development.

Studies by the Organization for Economic Co-operation and Development point to a direct correlation between quality of training, ongoing professional development of teachers, and the results of pupils in all subjects studied. The more attention is paid to teacher selection, the better students perform. Looking at data from Belstat, it becomes obvious that school administrations don’t have much choice: the number of professionals on the market is constantly shrinking, meaning that selecting candidates based on their aptitude is quickly becoming a dream.

Poor teacher training and floundering competition lowers the quality of education

Although teachers may be trying their hardest to keep their skills up to date, their ability to do so is limited by the amount of time they must spend on administrative tasks, and the materials at hand are low quality. As a result, only 2% of Belarusian school teachers have a master’s degree, and our teachers are the least likely out of the 79 countries in the PISA study to pursue professional development.

Studies by the Organization for Economic Co-operation and Development point to a direct correlation between quality of training, ongoing professional development of teachers, and the results of pupils in all subjects studied. The more attention is paid to teacher selection, the better students perform. Looking at data from Belstat, it becomes obvious that school administrations don’t have much choice: the number of professionals on the market is constantly shrinking, meaning that selecting candidates based on their aptitude is quickly becoming a dream.

How education reform can be a strategy for success

Education is a fundamental social institution; therefore, in a democratic Belarus it will be imperative to empower schools and universities to act as a social elevator and guarantor of equal opportunities.

How education reform can be a strategy for success

Education is a fundamental social institution; therefore, in a democratic Belarus it will be imperative to empower schools and universities to act as a social elevator and guarantor of equal opportunities.

How education reform can be a strategy for success

Education is a fundamental social institution; therefore, in a democratic Belarus it will be imperative to empower schools and universities to act as a social elevator and guarantor of equal opportunities.

A foundation in dialogue

To make sure that any new vision for education is developed and implemented smoothly, there needs to be a space for discussion where all key groups are represented: experts, school and university students, parents, administrators, and employers. In other words, there needs to be dialogue. If all key groups can express their needs and incorporate them into a single vision, they will become active regulators of the vision’s implementation in the future.

A foundation in dialogue

To make sure that any new vision for education is developed and implemented smoothly, there needs to be a space for discussion where all key groups are represented: experts, school and university students, parents, administrators, and employers. In other words, there needs to be dialogue. If all key groups can express their needs and incorporate them into a single vision, they will become active regulators of the vision’s implementation in the future.

A foundation in dialogue

To make sure that any new vision for education is developed and implemented smoothly, there needs to be a space for discussion where all key groups are represented: experts, school and university students, parents, administrators, and employers. In other words, there needs to be dialogue. If all key groups can express their needs and incorporate them into a single vision, they will become active regulators of the vision’s implementation in the future.

Recruitment and professional development

Reforms are carried out by people, which means that ensuring a younger and more highly qualified workforce is a key success factor. This can only be achieved by increasing the financial appeal and career perspectives of the teaching profession. This, in turn, means revisiting the education budget and overhauling the political decision-making process for determining a human capital strategy for Belarus.

Finland, which has become the world leader in quality education, is one model to emulate, although we must keep in mind that its reforms took several decades to implement. While promising young people may not be in a rush to become teachers at first, diligent work could slowly change the image of the profession.

Recruitment and professional development

Reforms are carried out by people, which means that ensuring a younger and more highly qualified workforce is a key success factor. This can only be achieved by increasing the financial appeal and career perspectives of the teaching profession. This, in turn, means revisiting the education budget and overhauling the political decision-making process for determining a human capital strategy for Belarus.

Finland, which has become the world leader in quality education, is one model to emulate, although we must keep in mind that its reforms took several decades to implement. While promising young people may not be in a rush to become teachers at first, diligent work could slowly change the image of the profession.

Recruitment and professional development

Reforms are carried out by people, which means that ensuring a younger and more highly qualified workforce is a key success factor. This can only be achieved by increasing the financial appeal and career perspectives of the teaching profession. This, in turn, means revisiting the education budget and overhauling the political decision-making process for determining a human capital strategy for Belarus.

Finland, which has become the world leader in quality education, is one model to emulate, although we must keep in mind that its reforms took several decades to implement. While promising young people may not be in a rush to become teachers at first, diligent work could slowly change the image of the profession.

Autonomy and trust

According to researchers from the World Bank, one of the key factors in the Finnish education system’s success is its foundation in trust. After a vision has been developed and new teachers gradually begin to enter the profession, the implementation phase begins. This is when we finally let administrators, schoolteachers, and professors reinvent themselves professionally, create new evaluation systems, and take responsibility for the quality of education.

Autonomy and trust

According to researchers from the World Bank, one of the key factors in the Finnish education system’s success is its foundation in trust. After a vision has been developed and new teachers gradually begin to enter the profession, the implementation phase begins. This is when we finally let administrators, schoolteachers, and professors reinvent themselves professionally, create new evaluation systems, and take responsibility for the quality of education.

Autonomy and trust

According to researchers from the World Bank, one of the key factors in the Finnish education system’s success is its foundation in trust. After a vision has been developed and new teachers gradually begin to enter the profession, the implementation phase begins. This is when we finally let administrators, schoolteachers, and professors reinvent themselves professionally, create new evaluation systems, and take responsibility for the quality of education.

Equitable infrastructure for diverse social groups

No matter how much autonomy educational institutions have, they can only function with the proper infrastructure: well-equipped classrooms, high-speed internet, barrier-free environments, and clean, hygienic conditions. Better infrastructure will help rectify the socio-economic factors currently pulling so many Belarusian pupils down. By creating equitable and developed educational infrastructure, we give Belarusian children the opportunity to compete and win on the global labor market.

Equitable infrastructure for diverse social groups

No matter how much autonomy educational institutions have, they can only function with the proper infrastructure: well-equipped classrooms, high-speed internet, barrier-free environments, and clean, hygienic conditions. Better infrastructure will help rectify the socio-economic factors currently pulling so many Belarusian pupils down. By creating equitable and developed educational infrastructure, we give Belarusian children the opportunity to compete and win on the global labor market.

Equitable infrastructure for diverse social groups

No matter how much autonomy educational institutions have, they can only function with the proper infrastructure: well-equipped classrooms, high-speed internet, barrier-free environments, and clean, hygienic conditions. Better infrastructure will help rectify the socio-economic factors currently pulling so many Belarusian pupils down. By creating equitable and developed educational infrastructure, we give Belarusian children the opportunity to compete and win on the global labor market.

21^st century skills and innovations

The hard skills that Belarusians are taught in the future will largely depend on the country’s chosen model of economic development. Technology and creativity, systems thinking, foreign languages, pedagogy of discomfort, and self-esteem will be in demand in any sphere. If our graduates practice these skills, they will be able to compete on equal terms in international educational and professional exchange. They will also be able to implement the innovations they learn abroad in Belarus.

Effectively honing soft skills requires communication and teamwork, along with the ability to communicate and reach an agreement with people from various cultures and groups—and all in English. This skill set will allow young Belarusians to thrive on the global labor market and bring innovations to the country.

Sensible reforms of the educational system provide a strong impetus for increasing quality of life. Well-educated, proactive graduates of schools and universities who are engaged in the global context become agents of economic change. The systematic and progressive reform of the educational system can thus catalyze tectonic shifts in social values and the structure of the economy. This, in turn, leads to accelerated development of democratic institutions and their further reinforcement.

One more thing is worth mentioning. Taking responsibility for your own education outside the system and teaching yourself new skills throughout your life is something you can start doing right now. The road may be long and difficult, but these are important tactical steps that must inform our country’s strategy. The more proactive Belarusians become at keeping their skills sharp, the better our chances of successfully implementing future educational reforms.

21^st century skills and innovations

The hard skills that Belarusians are taught in the future will largely depend on the country’s chosen model of economic development. Technology and creativity, systems thinking, foreign languages, pedagogy of discomfort, and self-esteem will be in demand in any sphere. If our graduates practice these skills, they will be able to compete on equal terms in international educational and professional exchange. They will also be able to implement the innovations they learn abroad in Belarus.

Effectively honing soft skills requires communication and teamwork, along with the ability to communicate and reach an agreement with people from various cultures and groups—and all in English. This skill set will allow young Belarusians to thrive on the global labor market and bring innovations to the country.

Sensible reforms of the educational system provide a strong impetus for increasing quality of life. Well-educated, proactive graduates of schools and universities who are engaged in the global context become agents of economic change. The systematic and progressive reform of the educational system can thus catalyze tectonic shifts in social values and the structure of the economy. This, in turn, leads to accelerated development of democratic institutions and their further reinforcement.

One more thing is worth mentioning. Taking responsibility for your own education outside the system and teaching yourself new skills throughout your life is something you can start doing right now. The road may be long and difficult, but these are important tactical steps that must inform our country’s strategy. The more proactive Belarusians become at keeping their skills sharp, the better our chances of successfully implementing future educational reforms.

21^st century skills and innovations

The hard skills that Belarusians are taught in the future will largely depend on the country’s chosen model of economic development. Technology and creativity, systems thinking, foreign languages, pedagogy of discomfort, and self-esteem will be in demand in any sphere. If our graduates practice these skills, they will be able to compete on equal terms in international educational and professional exchange. They will also be able to implement the innovations they learn abroad in Belarus.

Effectively honing soft skills requires communication and teamwork, along with the ability to communicate and reach an agreement with people from various cultures and groups—and all in English. This skill set will allow young Belarusians to thrive on the global labor market and bring innovations to the country.

Sensible reforms of the educational system provide a strong impetus for increasing quality of life. Well-educated, proactive graduates of schools and universities who are engaged in the global context become agents of economic change. The systematic and progressive reform of the educational system can thus catalyze tectonic shifts in social values and the structure of the economy. This, in turn, leads to accelerated development of democratic institutions and their further reinforcement.

One more thing is worth mentioning. Taking responsibility for your own education outside the system and teaching yourself new skills throughout your life is something you can start doing right now. The road may be long and difficult, but these are important tactical steps that must inform our country’s strategy. The more proactive Belarusians become at keeping their skills sharp, the better our chances of successfully implementing future educational reforms.

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