Anti-crisis management in Higher Education institutions of Ukraine during the Covid-19 pandemic

. The article provides an overview of the anti-crisis managerial strategies of the Ministry of Education of Ukraine and educational authorities of Ukrainian higher education institutions in the context of the COVID-19 pandemic. The study comprises results of the on-line survey conducted between the 1st of March 2021 and 11th of April 2021 and covering 380 respondents (faculty members of 12 major higher education institutions in various regions of the country). The statistical and descriptive analysis of the challenges faced by Ukrainian teachers was carried out. The review makes clear that anti-crisis management activities (organizational, socio-psychological, technical, etc.) during corona-based closures have not yet been the object of sufficient surveys and therefore remain an unexplored phenomenon. The review presented proves the urgency of the problem of development of anti-crisis management activities and is intended to facilitate educational anti-crisis management. In addition, the study provides a relevant information basis for decisions and action in politics, administration and academic practice.


Introduction
The impact of the COVID-19 pandemic on the education sector is unprecedented.The challenges emerging from this health emergency have caused a devastating blow to education systems in both developed and developing countries (Adnan & Anwar, 2020;Melnyk et al., 2020;Toquero, 2020).
At the time of the "Corona crisis", the primary task of the Ministries of education in different countries was to ensure the continuity of the educational process, which led to the mandatory shift from the traditional face-to-face form of education to the remote format at all school levels in various countries (Ahmed et al., 2020;Panev, 2021) educational process (Lepp et al., 2021), others left their teachers without any methodological support, and they were pushed "to learn new virtual instruction pedagogy and platforms" (Pressley, 2021).
The pandemic has revealed the shortcomings of the existing higher education system and highlighted the need  impoverishment of a student life, etc., all of which impede effective e-learning and teaching.
The urgency of the research topic is due to modern challenges in the period of the COVID-19 pandemic and the need for rapid anti-crisis management decisions to improve the distance learning in the system of national education and "to maintain the critical teaching workforce" (Pressley, 2021).
After overcoming the pandemic crisis, distance learning and virtual education may become an integral part of the higher education system (Yelinska, 2020).

Purpose of the study
The paper aims to provide insight into the impact of the COVID-19 pandemic on the educational process in

Data analytical procedure
The results of the survey were processed by methods of mathematical data processing.The obtained data were subjected to statistical analysis, followed by qualitative interpretation and meaningful generalization.

Theoretical framework and background
The pandemic has led to significant

Lack of access to high-speed Internet and equipment needed for training
This problem has affected both

Diverse demands of teachers
50% of teachers indicate that not all students attend their classes, which can lead to "decline in academic success" (Huang, 2020).For online education to be successful, it is necessary to provide a clear two-way communication channel between teachers and students (Panev, 2021). As

Other difficulties
Other aspects of distance learning that cause essential difficulties to educators are shown in Fig. 5. what might well be the "new normal" for quite a period of time (Allen et al., 2020).
Given this concern, teachers require support during this unprecedented time.
Administrators need to provide supportive environments and instructional guidance to teachers to ease anxiety.Support might include instructional, technology, or emotional support (Pressley, 2021).outbreak" (Pressley, 2021).It is recommended to gather systematic feedback from the students and faculty members and take it into account while planning and conducting the educational activities and setting up goals (Lepp et al., 2021).

Academic integrity
Despite the fact that in 2017 the concept of academic integrity finally appeared in Ukrainian legislation, and universities were obliged to establish a system for its provision, this issue is still not given enough attention.The findings of the questionnaire are concerning, since less than half of the surveyed educators check students' works for plagiarism.Many teachers are unfamiliar with assessment methods that would make it impossible for students to practice dishonesty.It is imperative that universities work systematically to develop an effective system that will ensure academic integrity.

Conclusions
The education policies and response to COVID-19 must acquire a long-term perspective (Wan, 2020) and, therefore, need to be "strengthened, funded and improved" (Cunha De Araujo, 2020).In to improve teacher training to adapt to the rapidly changing global educational climate.The transition to distance learning has emphasized the inequality between students in villages and cities in accessing information resources: more than 4 million Ukrainians live in villages without highto the lack of specific trainings on the use of the digital tools of distance evaluation, professional burnout of teaching staff, radical reduction of live and direct communication and Fig. 2.

changes in education worldwide during 2020 .
At the beginning of quarantine in the spring of 2020, the vast majority of countries announced the temporary closure of all educational institutions for at least some time.As of April 6th, UNESCO reported that switched from full-time to distance learning since March 12, 2020, when the epidemic began in the country and the first cases of the disease were confirmed.According to the Resolution of the Cabinet of Ministers № 211 of March 11 (2020), quarantine was introduced throughout the country, and students were prohibited from attending educational institutions.Initially, the quarantine was set for 3 weeks -until April 3, 2020.Lately, it was RBEC Tocantinópolis/Brasil v. 6 e12838 10.20873/uft.rbec.e128382021 ISSN: 2525-4863 8 extended three more timesuntil April 24, May 11 and May 22.Eventually, after the quarantine restrictions were eased, educational institutions began to resume educational activities.During the period of strict quarantine at the end of March, the Ministry of Education and Science sent explanations to the educational institutions on the organization of the end of the 2019/2020 academic year.The letter emphasized the autonomy decision making on forms of distance learning at its own discretion, however, recommended not to change the end of the academic year, so all educational institutions had to complete the educational process by July 1.Unfortunately, the Ministry did not offer any guidelines and advice that teachers could follow "to assure that the academic experience of students continued unencumbered by the pandemic"(Lynn & Ward-Smith, 2021).The situation was similar in other countries(Mikušková & Verešová, 2020).From July 2020, adaptive quarantine was introduced in Ukraine.According to the Resolution of the Cabinet of Ministers of Ukraine № 641 of July 22, 2020, depending on a number of indicators (dynamics of the number of patients, number of places in hospitals, etc.) it was decided to assign one of 4 statuses to each administrative unit, which determined the degree of quarantine restrictions.The responsibility for deciding whether an educational institution switches to distance learning was assigned to the management of the educational institution.There is a difference between government decisions in spring and autumn.During strict quarantine, when the number of patients in Ukraine was officially more insignificant, "education authorities have urged for classes at all levels to be moved online" (Eder, 2020), and it was not until early summer that some of them gradually opened to the public.In autumn, when the number of patients began to grow faster, the government tried to avoid distance learning and left the question of transferring the institution to a distance form of work at the discretion of educational management.Before the current academic year, the Ministry of Education and Science released letters to higher education institutions regarding the organization of the 2020/2021 academic year.However, , 2020, Regulation on updated conditions for the organization of distance education developed by the RBEC Tocantinópolis/Brasil v. 6 e12838 10.20873/uft.rbec.e128382021 ISSN: 2525-4863 9 Ministry of Education and Science came into force.This document was rather a belated response, as it was issued more than a month after the start of the new academic year and contained brief explanations of the organizational processes of distance education.It lacked guidelines for distance education for different types of academic institutions, a list of minimum requirements and recommendations for the learning process.Findings The process of remote education still remains frustrating for all participants in the educational process: teaching staff, students, their parents, educational authorities.As we recognize students and faculty staff going back to full-time study, institutions were not prepared for the possibility that corona outbreaks may still occur, resulting in a potential lockdown and once again experiencing the inconvenience of continuing study via alternative means (Enterkin, 2020).Due to the lack or insufficient prior experience ).Underneath is a list of some of them, which is chiefly based on an online survey on distance learning management in Ukrainian educational institutions.It should be noted that the survey was conducted a year after the strict quarantine introduction, when all the institutions were first transferred to distance learning, and therefore show problems that are still relevant and unresolved.The summarized findings of the questionnaire survey show that 18.4% of respondents who were initially negative about distance learning changed their opinion and would like to continue teaching in the online mode after quarantine restrictions, as such a format proved to be a convenient tool, especially in the context of the development of digital technologies.73.7% of the teachers are categorically against online learning and prefer only face-to-face classes.However, according to Ida PANEV (2021) teacher's favorable attitude is one of the key elements in the process of transforming classical onsite teaching into an online teaching.7.9% of respondents consider blended type of education to be optimal nowadays, as the transition to online learning has granted broader autonomy, enough freedom for self-development and self-improvement, and has culminated in the emergence of innovative technical solutions in the teaching activities.survey, the rapid transition to distance learning has been a problem in most universities as teachers previously had no experience of such educational activities, so they lack awareness and training for developing "engaging digital educational content, which can exaggerate the problem" (Hammond et al., 2020).68.4% of teachers (260 respondents) reported that they did not formerly use distance learning technologies in their teaching activities.With the advent of the pandemic, rapid shift to remote education "would challenge even the well-prepared, stable, and experienced teacher workforce", therefore, it is critically beneficial that educators be "well supported in confronting the challenges that they face" (Darling-Hammond & Hyler, 2020).It would be valuable for teachers to receive advice on how to "move teaching content and materials into the online space" (Allen et al., 2020), give feedback, train skills, assess progress and determine the duration of educational activities in distance learning.We may assume that teachers faced the problem of lack of experience and skills of distance learning, absence of recommendations on distance teaching during quarantine and were forced to master online teaching skills on their own, which was noted by 92.1% of faculty members (350 respondents).The list of the most popular resources for self-education of teachers is presented in Fig. 3.
of teachers (106 respondents) shared distance learning gadgets with their children or other family members.Diversity of educational platformsMuch of the material is left for selfstudy.In many educational institutions, distance learning initially looked like delivering material for self-study from textbooks, written assignments to assess knowledge and evaluate results without discussion, feedback and explanations.The results of the survey on the most commonly used tools for the interaction between teachers and students also confirm the attempts of some teachers to pass selfstudy as distance learning due to lack of

Figure
Figure 4 -Resources for remote education.
that only 13.2% of teachers use exclusively own learning materials for training students online.2.6% use materials from the public domain on the Internet.84.2% combine their personal learning materials with materials found in the Internet.
Special trainings and workshops for teachers may prevent burnout, stress development, promote self-regulation and development of time management skills and support their positive emotional state.Technical provision and training Efficient distance learning requires considering two urgent problems.The first is that not all students and/or teachers have computers at home (or they are not enough for all family members) and high-speed Internet access.The reality has shown that distance education at their university, therefore, prompt training should be provided in all the universities for all faculty members "to become sufficiently adept in navigating the requisite software" (Allen et al., 2020); to arrange the development of e-courses and learning materials.It is immensely beneficial to establish the system of corporate consulting support for teachers to ensure a high quality of education.into a written formatsending them written assignments and actually refusing to conduct classes; others did not communicate with students at all.At the same time, the degree of involvement of teachers in distance learning does not affect their salaries.The situation prioritizes the need for distinct coordination and control of the educational process, monitoring of students' participation in the educational process "to enable the high level of student engagement" (Allen et al., for online and hybrid modes of course delivery need to be unified within one educational institutionand be kept to a minimum(Lepp et al., Nenko, Y., Orendarchuk, O., Rudenko, L., & Lytvyn, A. (2021).Anti-crisis management in Higher Education institutions of Ukraine during the