Hetmantsev on EIT for 4th graders: the decision of the Ministry of Education and Science is worrying
17 September 2025 10:23
The Ministry of Education plans to make external independent testing (EIT) compulsory for 4th graders starting in 2027, and in the spring of 2026, it is planned to test the EIT in the form of EIT for 10,000 fourth graders with state funding. This decision has already caused a wave of concern among parents and educators. In his commentary , MP Danylo Hetmantsev outlined a number of key problems with this approach, from contradictions with the philosophy of the New Ukrainian School to the risks of inequality and unnecessary spending in wartime, "Komersant Ukrainian" reports
“I have not yet received a response from the Ministry of Education on the situation with parents’ access to electronic diaries, and parents are already writing about yet another “interesting innovation.” EIT for 4th grade students will become mandatory in 2027. And in the spring of 2026, it is planned to test the state examination in the form of the EIT for 10,000 fourth-graders. Funding will come from the state budget,” Hetmantsev wrote.
The MP outlined in detail the main problems with this decision, dividing them into key points.
The principles of the New Ukrainian School are under threat
First, he pointed out the inconsistency with the principles of the New Ukrainian School (NUS) program, which emphasizes formative assessment without points in the diary.
“In elementary school, education is based on formative assessment – without a grade in the diary. The focus is on feedback and support for the child. The launch of the highly stressful EIT at the age of 10 actually turns this logic upside down, replacing daily pedagogy with “test-training,” Hetmantsev is quoted as saying.
International practice and standards
The second point of criticism concerns the contradiction with international practice. The politician also draws attention to international experience: in OECD countries, selective national assessments without consequences for a particular child are used in primary school, not exams.
“The trend now is low-stakes selective assessments. In the OECD countries, national assessments without consequences for the child prevail at primary school, not exams. For reading in the 4th grade, there is also a powerful selective international benchmark PIRLS. That is, the world has long since separated monitoring of the system from the assessment of a particular child at this age,” he explains.
Thus, Ukraine risks moving away from international trends, where system monitoring is separated from individual child assessment.
The financial issue
The third aspect is financial. Hetmantsev raises the issue of spending priorities in wartime, when every hryvnia counts.
“Even for an electronic diary, my parents and I are fighting to make it free of charge. Instead, here, budget funds will be spent on tests. What tangible benefit will they bring? Is this really a priority in wartime, when we are counting every hryvnia?” asks the deputy, emphasizing the potential inefficiency of such investments.
Inequality and mental pressure on children
Finally, the fourth point concerns inequality and stress for children. Hetmantsev emphasizes the difficult learning environment in Ukraine due to the ongoing war, citing UNICEF data.
“Ukrainian children are already in their 4th year of study in extremely difficult conditions. According to UNICEF, about 4 million schoolchildren have permanent disruptions in the educational process. Some schools are damaged or destroyed (at least 10-15%). Launching a highly stressful test in such conditions will only widen the gaps between children by place of residence, IDP status, access to the Internet, and many other factors,” he said.
International PISA research confirms that the frequency of standardized tests does not improve academic performance, but increases children’s anxiety.
The importance of evidence-based reforms
According to Hetmantsev, any innovation in the education system should be balanced and well-reasoned.
“There must be a convincing argumentation why this change is needed, why it is in this format and right now, what it will change for the better,” the politician notes.
Otherwise, the reform will look like a “reform for the sake of reform” rather than a step with real benefits.
Conclusion
The decision to introduce compulsory external independent testing for 4th graders raises serious pedagogical, social, and financial issues. As Danylo Hetmantsev notes, any innovation in education must be justified and aimed at a real effect for the child and the system. Without careful preparation and evidence of alternatives, the risk of creating unnecessary stress for children and spending public funds without obvious benefits remains high.
