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Cover -- CONTENTS -- INTRODUCTION -- RECENT ECONOMIC DEVELOPMENTS -- DEBT OPERATION -- MACROECONOMIC FRAMEWORK AND RISKS -- MONETARY AND EXCHANGE RATE POLICY -- A. Background -- B. Policies -- BANKING SECTOR -- A. Background -- B. Policies -- FISCAL POLICY -- A. Background -- B. Policies -- ENERGY POLICY -- A. Background -- B. Policies -- STRUCTURAL REFORMS -- A. Background -- B. Policies -- PROGRAM FINANCING AND MODALITIES -- A. Program Monitoring -- B. Financing Assurances -- C. Capacity to Repay the Fund and Risks to the Program -- STAFF APPRAISAL -- BOXES -- 1. Impact of Social Assistance on Household Utility Cost -- 2. The State-Owned Enterprise Sector in Ukraine -- 3. Exceptional Access Criteria -- FIGURES -- 1. Real Sector Indicators, 2013-15 -- 2. Inflation, Monetary, and Exchange Rate Developments, 2013-15 -- 3. External Sector Developments, 2013-15 -- 4. Debt and Rollover of Debt, 2013-16 -- 5. Banking Sector Deposits and Credit, 2014-15 -- 6. Financial Sector Indicators, 2013-15 -- 7. Structural Reforms -- TABLES -- 1. Program Scenario-Selected Economic and Social Indicators, 2014-20 -- 2. Program Scenario-General Government Finances, 2014-20 (billions of Ukrainian hryvnias) -- 2. Program Scenario-General Government Finances, 2014-20 (percent of GDP) -- 3. Program Scenario-Balance of Payments, 2014-20 -- 4. Program Scenario-Gross External Financing Requirements, 2014-20 -- 5. Program Scenario-Monetary Accounts, 2014-20 -- 6. Financial Soundness Indicators for the Banking Sector, 2014-15 -- 7. Indicators of Fund Credit, 2014-25 -- 8. Proposed Schedule of Purchases Under the Extended Arrangement -- ANNEX -- Debt Sustainability Analysis -- APPENDIX -- Letter of Intent -- Attachment I. Memorandum of Economic and Financial Policies -- Attachment II. Technical Memorandum of Understanding

Changing initial teacher education and lifelong learning experiences has become a real challenge for education as we strive to cultivate 21st-century skills in our students to ready them to become new cosmopolitan learners and knowledge professionals. The concepts inherent to transformative education and reflexive pedagogies, even though they are evolving concepts, have posed some serious concerns for the structure and experiences of preservice teacher education. This article presents a reflexive account of 207 preservice teachers attending a regional city university in Greece. In this study, the prospective teachers adopted the Learning by Design pedagogical framework during their Practicum experience. Their focus was to engage in learning design in a meaningful and collaborative way. A participatory action research methodology was adopted. Major findings revealed 'reflexive deliberations' on planning learning repertoires and making pedagogical choices.