(No) educational

In the last 20 years the Bulgarian education, together with the Bulgarian health slowly but surely zatava. Zanizhiha serious evaluation criteria for quality of teaching, practical orientation and its correlation with the dynamic economic environment. Because of the demographic collapse changed the structure of the school network. Constant lack of money even threatening overhang over schools and compel them to save both singly and who may, in order to survive. This led to some illegal practices, such as – school-entry of „phantoms“ in order to obtain financing kalpak.

The sector is traditionally one of the lowest paid, Feminized and selection of teachers in the past is completely chaotic: teachers do not become the most experienced and quality people to convey their experience of children in schools and young people in high schools and failure to work in other sectors who seek security in terms of state job. This trend is one reason almost disappearing public confidence in educational institutions. In our country education is no longer a value, but rather a binding act, responsibility for the situation is transferred between parents, teachers and the state. Most affected by the dispute remain students – young people who are the future of home economics and grow in an unhealthy environment of constant upretsi and transfer of responsibility.
The entire educational sector can be divided into four categories: primary, primary and secondary education, higher education, science, education throughout life. Impression that both categories are outlined at least mentioned in the election platforms of political parties. In addition, all are made public, a modern, secular and compulsory education. Detailed depiction of the problems, possible solutions to at least some of them and the rationale, however, a coalition leader and blue but not quite managed to escape from too general and some sound populist promises.
Blue coalition have the ambition to propose a new strategy for quality school education, which emphasizes the individual and individual development, not kolektivizma, bring the same „interests“ as well as strengthening professionalisation in education. Leader have been the only party that strictly regulates the program in its future role of the state and municipalities in the educational system: the state will determine the overall policy and vision for the educational process, the selection of personnel, funding and control, while the municipalities will be responsible for construction and maintenance building of schools, organization and regulation of transport and infrastructure, providing free meals to students and their safety and security. Only SSNM fixed deployment of more and more modern information and communication technologies (ICTs) as a step towards a more modern and adapted to modern conditions of Bulgarian education. BSP were promised the creation of a fund to support talented children and establishment of uniform standards for learning English in schools. From Emblem are more oriented towards students and to businesses investing in education as a source of future employees.
Attending higher education as an accent in the NMS programs, BSP, Emblem and Leader. Common platform that promised greater financial autonomy of universities, development and implementation of an adequate system of evaluation and accreditation of a new regulatory model of career development for teachers, better conditions for mobility, early involvement of students in research , development and processes. Science as a separate focus is out programs and BSP leader, but too general a certain direction of development of the scientific sector – accelerated development of research potential. Relationship between science and higher education makes a leader, a proposal for a partnership between public and private sectors in education and business participation in the financing of research.
Impression that the use of the term „lifelong learning“, regardless of the context is totally wrong. Bulgarian politicians meant by „lifelong learning“ for training and retraining of certain social groups at risk. Meaning of the term, however, is another.
In March 2000 the Lisbon Strategy sets as a main strategic goal of becoming the European Union in a competitive and dynamic knowledge economy in the world to ensure sustainable economic development, higher quality employment and active social cohesion. To achieve the Lisbon European Union defines education and lifelong learning as a priority. This leads to the creation of the „Lifelong Learning with a duration of 1 January, 2007 – December 31, 2013, which aims to promote interaction, cooperation and mobility in education and training systems within the community to them make competitive globally, support creativity, learning foreign languages, encourages innovation.
In other words, lifelong learning means creating an environment for creativity, innovation available, more opportunities to expand the view, the general and professional culture of the citizens through courses, workshops and other forms of learning in educational centers. This process is not done without the participation of libraries and museums as centers of advanced knowledge.
Changes to Bulgaria has exclusive library network, but almost 20 years of library professionals working in miserable conditions on the basis of outdated legislation and without sufficient funding. Recently, at least for finding the money created more opportunities to access EU funds, but the rest depends on the country and it does nothing to promote the modernization of libraries and museums. Thus, Bulgaria finally confirmed his place at the bottom among the countries of South nechetyashtiya by about 10 percent of consumers bought books and libraries a year on average around 3 – 4 pieces, the background of the Nordic countries, where over 80 percent of the population use libraries, reading and develop personal culture, ie – competitiveness in terms of a dynamic economic environment.
Given the above, political parties does not create an environment for developing knowledge-based economy and lifelong learning, as represented both platforms, is marked only, no clear responsibility for it and without complying with the accepted values of Europe .
Another problem that can be called a taboo on political parties, this is the emigration of young people. With Europe opening up to the young people more aware of what opportunities are and how much more competitive would be made in another country. Thus slowly and gradually exhausted our human resource and management have so far never managed to build an adequate environment for young people to achieve and we are strong enough and competitive knowledge-based economy.
General problem of secondary and higher education, science and lifelong learning is the lack of adequate environmental legal framework and stable state funding (bel. line. – Highly in countries it amounted to 5 percent of gross domestic product). Hereinafter, the problems can be distinguished depending on the specific needs of the objects and subjects of the educational system:
– Primary, primary and secondary education: „input“ and „exit“ for the degrees, introduction of clear and adequate criteria for external evaluation, matriculation, modernization of curricula, preparation of understandable and relevant to different ages textbooks, and assessment system development of teachers.
– Higher education and science: „input“ for universities, accreditation and assessment activities, funding students based on credit with preferential terms, a clear regulation of scientific degrees, system evaluation and development of teachers and researchers, the development of research in universities „cleaning“ of illegal universities; struggle with the issue of false diplomas.
Any strategy to take the next government, a further experiment with the future of Bulgaria – young people – no. Long enough time several governments undermined long-standing traditions and building confidence in educational institutions. A clear strategy and vision for the Bulgarian education, hard legal rules, and more attention to institutions and centers for lifelong learning.
Undoubtedly, the biggest challenge of the future managers will return to the rehabilitation process of education as a value to return confidence and respect for institutions. However, Bulgaria needs to create an environment for the development of modern and quality education, meeting the needs of the business. This requires greater technical cooperation between business and education institutions and more responsibility on the part of the real sector, but this is a matter of maturity. Strong economy is built on the basis of potential, knowledge and skills, ie – human resource, which requires constant and systematic care. While the state, families and educational institutions no longer flee from its responsibility and do not fulfill any portion of its commitment to children and young people – the human resource will remain and even semi-illiterate, obezveren, nekonkurentosposoben and trudnootselyavasht in terms of attempts to Europeanize and integration to the developed world.

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Miglena Ivanova, expert.bg