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IIZ/DVVRecent publication:
Adult Education in Bulgaria

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South Eastern European countries are continuously becoming more integrated into political and economical structures of the EU. In one or two years (2007 or 2008), Bulgaria and Romania as next candidate countries will join the Union.

A recently edited volume of the IIZ/DVV series “International Perspectives on Adult Education“ now provides a wide range of information about adult education in Bulgaria, including its structures and most recent developments.

The authors – Johann Theessen and Christian Geiselmann – analyze the state of adult education in Bulgaria as well as current attempts of educational reform. The book especially asks which of the existing institutions and traditions help carry out EU policies for lifelong learning, or, respectively, which are the obstacles to be dealt with.

The book’s 245 pages are divided in six chapters. Chapter 1 deals with historical aspects of adult education in Bulgaria, emphasizing the 1980s – the late years of the socialist People’s Republic – as direct predecessor years of post communist Bulgaria.

The second chapter is an introduction into the system of formal education, describing types of schools, curricula and degrees. Here the socialist heritage is particularly strong.

The third chapter deals with educational legislation and authorities. It also scrutinizes governmental strategies and other political documents which have been drafted in order to further develop and modernize the Bulgarian educational system.

The core of the book is chapter 4. It explains the role of schools, universities, associations, trade unions, reading centres, and profit oriented providers which represent the current system of adult education and training. The chapter also describes recent developments of adult education, with respect to the new situation of market economy and sometimes poor state governance.

Additionally, the fifth chapters provides mainly statistical data on users and providers of adult education and vocational training and on the economical situation of Bulgaria in general.

A conclusion is delivered in chapter six. It sheds light on what is to be done if Bulgaria wants to catch up on European standards and to implement the recent EU strategies for education and training.

The book provides with various tables on numbers and types of educational institutions, students, teachers, degrees, ethnic factors and data to compare Bulgaria with other European countries or an EU average. The bibliography lists the most important academic studies on Bulgarian adult education. An index helps to find more specific topics in the book.

Sources of information were both statistical data from Bulgaria and the EU, and available academic work. An even more important source however are interviews with representatives of various adult education providers and state authorities. In general, the book takes advantage of the experiences which have been gathered by the IIZ/DVV office in Bulgaria in the field of educational policy and practice during the past five years.

At the moment, the book is available in German. An English version is currently being prepared and will appear in print in mid 2006.

Christian Geiselmann, Johann Theessen: Erwachsenenbildung und Bildungspolitik in Bulgarien. Grundlagen, Entwicklungen, Perspektiven. Bonn 2005. (= Internationale Perspektiven der Erwachsenbildung Bd. 48). ISBN 3-88513-805-0. 245 Seiten.

Internet BasicsInternet Basics (Internet Explorer 6.0)

The manual “Internet Basics” deals with the capability, the possible application and the functions of Internet. It imparts knowledge for setting up an Internet access, using browser functions, searching for web sites and using e-mail services, chat rooms and newsgroups as well. The readers can apply the new knowledge in numerous practical exercises thus prepare themselves optimally for the Xpert certificate examination.


LLW 2004Lifelong Learning Days 2004

Our publication, containing the materials from the second "Lifelong Learning Days 2004" conference was recently published. You can get it from the IIZDVV - Sofia office at:
1000 Sofia
147 Knjaz Boris I Str.
Tel: +359 2 9836543
e-mail: info@iizdvv-bg.org

More information:
www.lifelonglearning-bulgaria.org


Brochure Second ChanceThe Book of the „Second Chance - Social Inclusion Through Adult Literacy“ Project is published

The book comprises the shared experiences of the teachers in their work in the literacy courses, opinions of the students, as well the achieved results within the project.


LLW 2003Lifelong Learning Days 2003

Our publication, containing the materials from the third "Lifelong Learning Days 2003" conference was recently published. You can get it from the IIZDVV - Sofia office at:
1000 Sofia, 147 Knjaz Boris I Str.
Tel: +359 2 9836543,
e-mail: info@iizdvv-bg.org
Publication materials can also be found on the Lifelong Learning initiative web site:
www.lifelonglearning-bulgaria.org


LLW 2002Lifelong Learning Days 2002

Our publication, containing the materials from the second "Lifelong Learning Days 2002" conference was recently published. You can get it from the IIZDVV - Sofia office at:
1000 Sofia, 147 Knjaz Boris I Str.
Tel: +359 2 9836543,
e-mail: info@iizdvv-bg.org
Publication materials can also be found on the Lifelong Learning initiative web site:
www.lifelonglearning-bulgaria.org


LLW 2001Lifelong Learning Days 2001

The publication contains reports, presentations and statements of the participants in the forum "Lifelong Learning Days", Sofia, September 2001, organized with the support of the Institute for International Cooperation of the German Adult Education Association and in cooperation of ministries, state institutions and non-governmental organizations.


Adult Education in Bulgaria
by Svetoslav Burgasliev

  1. Introduction
  2. Historical development
  3. Situation in adult education after the great change
  4. Legal background
  5. Financing
  6. National programme for adult education

1. Introduction

In Bulgaria there is a lack of a clear outline of the system for adult education and its requirements in different stages of social development. Today the term "adult education" is usually used when thought about continuous vocational education. Further vocational education and re-education are the only areas of adult education which are regulated by law and supported in public. The 120 year old history of vocational education development represents a proof of permanent increase in demand for lifelong learning. The social development - especially in times of economic crisis - is in direct connection with the vocational education, which is an element of the social policy of every country. The continuous vocational education is seen as a requirement for reduction of unemployment, guaranteeing equality of opportunity, mobility as well as adaptability and ability of being competitive on the labour market. In the first place it is important to understand that adult education does not only mean acquisition of a better or new vocational competence, but offers to every person, according to his individual needs, a second or a third opportunity to satisfy his yearning for self-perfection and a higher cultural level.

2. Historical development

Demand for lifelong learning in Bulgaria was recognised already in the past. But for a very long time there was a lack of concrete activities aimed at the improvement of general knowledge and vocational skills.

Some historians of pedagogy think that the founder of adult education as a specially organised activity was St. Kliment Ohridski. His school in Kutmitschewitza was very famous in the ninth century. More than 3 500 pupils were educated there. He organised Sunday schools for adults, where they acquired useful practical knowledge in the fields of agriculture and craft.

After Bulgaria was conquered by Turkey in 1396, new political, economic and cultural forms, which could not be tied to the bulgarian tradition of that time, were forced through. Conditions for economic and cultural improvement were not established until the eighteenth century. The time of the Bulgarian rebirth was characterised by the struggle for ecclesiastical and national independence, development of educational system and creation of national culture.

However, the first Sunday schools for literacy and improvement of adults' general knowledge were established even before the liberation.

A radical change in the whole economic, political and cultural development of the country began with the liberation in 1878.

The historians of the Bulgarian education lay, for a very good reason, a great emphasis on the importance of Marin Drinov's "Temporary Regulations of Basic Primary and Secondary Schools", written in 1878. This piece of work represents the first legislative articles which regulated the education of the principality of Bulgaria. Marin Drinov has contributed a lot to the wide enlightenment of Bulgarian population. Evening and Sunday schools for education and further education were opened for many people who have only finished primary school and for older adults without any regular education. Therefore it could be assumed that "Temporary Regulations" have laid the foundations for continuous education in Bulgaria.

Further development of the idea of continuous education was closely tied to the whole educational policy and its strategy at the end of nineteenth and beginning of the twentieth century, especially to the development of structures of general and vocational education.

In the period 1878 - 1944 the development of vocational education has become more intensive. Its structures were based on compulsory grades of general schools. The education law for trade and industry, which was enacted in 1924, divided all vocational schools in Bulgaria into secondary, practical and additional schools. The purpose of the last ones was raising the education and qualification level in corresponding vocations of workers and employees which had not finished vocational or grammar schools. The vocational education was tied to the evening and Sunday courses for wide audiences where lectures from fields of agriculture, trade, craft etc. were held in order to improve the general and specialized knowledge. Tschitalischta (literal translation: reading rooms, traditional establishment in Bulgaria, which organises libraries and offers for adult education in parts of the town and in the whole country) were a very important part of these courses.

The education of the period 1944 - 1989 was characterized by a too ideological orientation, central administration, weakness of the education structures which were a consequence of many reforms made. This had an impact on the system for adult education which included adult education as a part of the educational system as well as different education and qualification courses which were not part of the educational system. In addition to that there was a multiplicity of informal institutions which offered education in form of lesson courses, rounds and correspondence. The subject matter was mainly concentrated on the improvement of knowledge and proficiencies of workers in concrete fields of work. Further education as well as re-education were usually organised by factories according to changes in their needs for labour power in the economy. Methodical supervision of activities in further education and re-education was performed by the ministry of education. The ministry of labour, its branch ministries and authorities were responsible for their organisation.

The increase of adults' general cultural level was organised by different establishments such as society for spreading of scientific-technical knowledge "Znanie", scientific-technical unions, trade unions, different clubs etc.

3. Situation in adult education after the great change

The great change which entered the social and economic development of Bulgaria after 1989 had a different impact on separate forms of adult education. Because of enormous decrease in production almost all factories closed their centres for education and re-education. All school forms of adult education which were guaranteeing further education and acquisition of vocational qualifications have managed to survive. But in spite of that, the interest for this form of education started to decline because it lasted too long. On the other hand the demand for short re- education courses became bigger due to increasing unemployment. The system of private education and re-education was re-established as an alternative to the state system. It is controlled by state institutions "at the entrance" (approval for opening) and "at the exit" (approval for result with a final document: exam, certificate, written report etc.).

As a consequence of this, a huge market of qualification services which developed itself very rapidly came into existence in Bulgaria in the period 1990 - 1996. At he moment there are over 400 educational establishments with state, public or private legal status registered in the national institution for employment. They offer education, schooling, qualification and re-education on a formal as well as informal level.

Opportunities and offers within the educational system are as follows:

The national institution for employment, which is responsible for the execution of the law for protection of the unemployed and the law for advancement of employment as well as the labour exchange, involved themselves heavily in qualification and re-education of the unemployed through offers and opportunities for:

The disadvantaged persons can be educated and re-educated in hospitals and prisons through such special offer which, even if not fully developed, exists already for a long time.

Though all these offers and opportunities for education cannot cover and satisfy all needs, they still can be seen as very positive regarding the circumstances and very difficult situation caused by the peculiarities of the transition.

Although the education market has extended itself, it is still very chaotic and not competitive enough. Unfortunately, all qualification and re-education courses offered by the labour exchange are concentrated on vocations and vocational qualifications which are of a very low level and can be used only in some areas of the labour market. The unemployed people which have a higher educational level cannot satisfy their needs for further education. The present net of high schools offers education but mostly in the fields of economics, financing and management.

Typical for Bulgaria is the organisation of different study circles and courses in reading rooms which are, unfortunately, today not as developed as at times before 1989.

There are additional offers for general, vocational and civil education in societies "Znanie", structures of the center "Open Education", schools "Europa", "Faros", foundations "Open Society", "Potential", "Development of the civil society", "Incobra", "Time", educational centres of trade unions, Bulgarian union for information technologies, Bulgarian chamber of trade as well as private institutions which mostly offer courses for foreign languages and computers.

The multiplicity of educational institutions does not mean a good relation between price and service. Price competition still rules over the Bulgarian educational market. Labour office often makes invitations for tenders and, as a consequence, public money goes to educational institutions which have applied even for the smallest contribution in the course of which only superficial control follows. This is why there is very often a flow of unqualified workers to the labour market. The quality, its standards, its assurance and development in the educational organisation are also worth discussion.

4. Legal background

The present legislation in Bulgaria regulates many aspects of adult education. In spite of that it could be said that it is very diffused and indefinite and mostly concentrated on further education, re-education and orientation. The following laws are of greatest importance for adult education:

Civil education law: gives right to education and further education, restrictions or privileges based on race, nationality, sex, ethnic or social origin, religion or social position are not allowed.

Vocational education law: passed in 1999. This law aims at a clear legal regulation of vocational education in and out of schools. It defines responsibilities of institutions which are tied to vocational education and whose activities are coordinated through a national agency in the ministerial council. It also offers various national programmes which offer possibilities of acquisition of vocational qualifications for population groups of different ages and educational levels. This includes programmes of continuous vocational education for the modernisation and expansion of the acquired knowledge and skills. It is planned to establish an effective system for control of quality and certification of vocational education which would correspond to national standards. The law regulates activities in the system of vocational orientation that includes centres for information and vocational orientation. These centres serve as special places for methodical advice and information security of the system at the regional level.

Law for protection of the unemployed and advancement of employment: passed in 1997. The authorisation for this law is given to the national institution for employment. The law regulates questions about the insurance policy for the unemployed, advancement of employment and vocational qualifications and re-education, which are realised by state organisations together with the social partners based on a tri-lateral cooperation agreement. The following are the forms of protection of the unemployed which are regulated by this law: services for provision of employment, creation of conditions for minimal employment, vocational qualifications and re-education, advancement of territorial mobility of the unemployed and fundamental conditions for subsistence.

5. Financing

The financing of the educational system is characterised by a very low percentage of budget means planned for education. According to reports of the ministry of finances and the ministry of science and education, the percentage of expenditures in the gross national product are constantly in decrease. There are no precise information about the expenses for adult education. Only vocational further education as a field of adult education is sponsored by the public.

Until 1989 the activities for qualification and re-education were financed only through means of the central fund "Vocational Qualification and Re-education". Later, this fund was renamed in "Vocational Qualification, Re-education and the Unemployed" and the means were distributed by the national labour exchange. The financing of every AE-provider comes from different sources: participation fees, the fund "Vocational Qualification, Re-education and the Unemployed", labour exchange or organizations - donators. The informal adult education which is performed by different institutions is financed by the state budget, participation fees or donators. After 1989 the state support was extremely reduced at the course of which the participation fees became much higher.

The main actors in the continuous vocational education in Bulgaria are the state (government), the employers, educational institutions and adults. According to regulations of the laws for protection of the unemployed and advancement of employment, the financing of the continuous vocational education is done as follows:

Other ways of financing can also be inserted like: sponsorship, EU-Programmes etc.

6. National programme for adult education

A concept for the development of a national programme for adult education in Bulgaria is already accepted. This concept was developed by: the ministry of education and science, the ministry of labour and social policy, the ministry of justice and legal integration in Europe, universities, federation of societies for spreading of knowledge, federation of scientific and technical unions, chamber of trade, trade unions and vocational schools. Such conception creates conditions for the establishment of the national system for adult education in cooperation with social partners. The establishment of such a system in Bulgaria has the following aims: