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Report on Teacher Education
Needs Analysis
Bulgaria
Sofia University
EUCIM - TE * European Core Curriculum for Mainstreamed Second Language Teacher Education
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Table of Contents
0. A FEW INTRODUCTORY WORDS 2
1. STATISTICAL DATA 2
2. SURVEY OF THE EDUCATIONAL SYSTEM 5
3. SURVEY OF PRE‐ AND IN‐SERVICE TEACHER TRAINING 11
4. DOCUMENT REVIEW 13
5. ESTIMATED VALUE OF SECOND LANGUAGE LEARNING 15
6. OVERVIEW OF THE CURRENT MAIN PROBLEMS/
OBSTACLES IN EDUCATION AND TEACHER EDUCATION 21
7. GOOD PRACTICES 24
8. CONCLUSIONS 27
9. RESOURCES 29
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0. A FEW INTRODUCTORY WORDS
- The National language, Bulgarian – a South Slavonic language, is spoken throughout the country by almost 100% of the population. By constitution it is the official language of administration, public relations and services, and instruction in schools. Other languages used in the country are Turkish and Romany. There are ethnical minorities speaking other languages as their mother tongue. These are Gypsies (they speak Romany and some Bulgarian), Turks (they speak Turkish and some Bulgarian), Jews (they speak Modern Hebrew and Bulgarian) and Armenians (they speak Armenian and Bulgarian).
- The language of instruction is the official language – Bulgarian. Beside this in the foreign language schools (called “Language high schools”) the instruction in different subjects is carried out in the corresponding language (for example‐English, German, French, Spanish, and Russian).
- There are no special second language reading programs in Bulgarian for emigrants. But for Roma children and for children who do not speak Bulgarian well, there are additional classes.
- Minorities can study their mother tongue at public schools in the form of free elective instruction.
1. STATISTICAL DATA
The Bulgarian educational system is centralized. The Ministry of Education and Science is a specialized body of the Council of Ministers charged with determining and implementing a unified government policy in the field of education and science.
In the Republic Bulgaria, since the ratification of the Geneva Convention relating to the status of the refugees in 1992 till early 2008, the State Agency for Refugees and its predecessor The National Bureau for territorial Asylum and Refugees have:
- granted status to 1, 441 people, including 333 children; - issued reasoned refusal for granted status to 4, 679 people - granted humanitarian protection to 3, 944 people, including 773 children
In 1993‐2008, claims for granting protection in the Republic of Bulgaria have been lodged by 16 000 aliens.
According to 2004 total number of learners in Bulgarian schools is 1 007 305. Total number of schools is 3192, and total number of teachers is 79700. For last years total number of closed school is 172.
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There are schools with pupils with Roma origin and pupils with Turkish language as L1 and we hope that these schools might be affected by the European Core curriculum.
The1 pupils with Roma origin constitute approximately 10% of the 6‐18 year‐old children in school; approximately 7‐10% of Roma children in that age group do not attend school. Most of these children are bilingual, given that those who speak Romany language and Turkish are more than those who speak Romany language and Bulgarian. Some Roma, especially those in the northwest parts of the country, seldom speak Romany language even among themselves.
With the exception of Smoljan and Blagoevgrad regions, where the figures are smaller, everywhere Roma pupils comprise 10‐15% of children attending elementary school (1‐4 grade); around 10% of pupils in elementary school (4‐8 grade); and around 1% of those who attend secondary school (8‐12 grade).
Roma receive most of their education in elementary schools (1‐8 grades). The research results show that part of the girls leave school in 5‐6th grade, while most of the boys somehow complete 7th grade. After leaving school the girls get married, and boys enter the "business" ‐ collect scraps, deal in the neighborhood; the most nimble become the apprentices of the regional bosses.
In the cities most of the children attend professional training in specially designed classes, usually in Roma schools. In most cases those who finish 8th grade have a chance to continue their education. However, in the villages, the 8th grade is the highest level a Roma student can achieve. Immigrating to a city in order to continue education is a very rare phenomenon; even when this happens; completing high school is even less possible, mainly because of financial difficulties. (The desire to get education provides unfortunate examples: runaways, attempts for suicide, marriages, and selfless family commitments: all a result of a pursuit for a higher level of education).
Most Roma complete their education in a Vocational Secondary Schools (VSS); around 500 graduates from Secondary Schools (SEC) or from high schools without specialized profile; around 50 graduates from language schools and departments.
1 This Information on the situation of the Roma in Bulgarian schools is quoted from http://www.osi.hu/esp/rei/romaschools.bg.osf/en/the_problem.html .
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Map 1: Bulgaria Districts Map: Approximate percentage of Roma students aged 6‐18 (www.osi.hu/esp/rei/romaschools.bg.osf/en/maps/map_bulgaria.html)
Between2 50% and 100% of the students are Roma coming from purely Roma villages, neighborhoods, and ghettos in the cities (this is common in more than 60 elementary, 350 primary, and 9 secondary schools in the country, particularly in Shumen, Stara Zagora, Sliven, Pazardjik; also in the ghettos of Stolipinovo in Plovdiv; Fakulteta, Tatarli, Filipovzi in Sofia; Tokaito in Pazardjik; Lozenetz in Stara Zagora; Charodeika in Russe; and others).
Attracted by the financial aid and shelter offered by the government, physically and mentally healthy Roma children study in programs for mentally challenged and handicapped students (this is the case in almost all of the 85 relief schools, where more than 50% of the pupils are Roma, the only exception being the region of Smoljan where the number goes down to 20%).
In general girls leave school upon turning twelve, while boys study until turning fourteen (the trend holds everywhere).
Out of 100 Roma in the first grade, only five ‐ three girls and two boys ‐ have a slim chance to graduate from secondary school, and only 10% of those who finish secondary school receive a university degree (especially if they live in Sofia, Plovdiv, Shumen, Stara Zagora, Sliven, Varna, Lom, Provadia).
2 This information on the situation of the Roma in Bulgarian schools is quoted from http://www.osi.hu/esp/rei/romaschools.bg.osf/en/reality.html
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It is not uncommon for a fourth grader to be illiterate; or for thirteen year old boys and girls in the first grade to move to so called institutions for abandoned children (a total of 35,000 children live in such institutions in the country, out of these more than 60% are Roma); teenagers leave school to give birth and raise children, to prostitute, to turn homeless (the trend holds everywhere).
Second group learners are students with Turkish as L1. They speak Turkish in home for communication with parents. These learners speak Bulgarian only in school ‐ in classes According to 2002/2003 the number of these students is 25 000, the number of schools with such kind of students is 420, and the number of teachers, who teach Turkish as mother tongue is 588. So we hope that these schools might be affected by the European Core curriculum too.
2. SURVEY OF THE EDUCATIONAL SYSTEM
Education population and language of instruction3
In 2006/07 school/academic year, the number of learners of compulsory school age and of those enrolled in all types of schools (6 – 15 years including) was 634 780. The number of children aged 6 who have embarked on 1st school grade was 4 420. The percentage of population aged between 0‐29 years that undergoes education and/or training within the system of education and training amounted to 52.7 %. The official language of instruction is Bulgarian. Educational system – Description of structure
- Pre‐primary education
In Bulgaria kindergartens (detska gradina) and schools are public, municipal or private, depending on the type of their funding. In Bulgaria, the early education and care is delivered at two levels:
• 0‐3 years of age (nursery school) • 3‐6 years (kindergarten)
Pre‐primary education is considered to be the first level of the school system and caters for children aged between 3 and 6.
- Compulsory education
Compulsory education refers to all children aged between 7 (or 6 at the discretion of their parents) to 16. Children complete their compulsory education in upper secondary schools.
3 This information on the Bulgarian educational system is a quote from http://eacea.ec.europa.eu/ressources/eurydice/pdf/047DN/047_BG_EN.pdf .
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General Educational institutions: kindergartens, primary schools (1st to 4th grade), lower secondary schools 5th to 8th grade), basic schools (1st to 8th grade), general upper secondary schools (9th to 12th grade), upper secondary schools of specialized studies profile (8th or 9th to 12th grade), general secondary schools (1st to 12th grade). 11th and 12th grades of secondary education can be defined as post compulsory secondary education. According to the National Program of School and the Pre‐school Education Development and Preparation (2006‐2015), it is envisaged that the education structure will be implemented during 2008/09 school year. Only since then, the secondary education will be officially provided in two stages at school, with the second stage encompassing the so‐called post‐secondary education in 11th and 12th grade. The changes will come into effect not earlier than September 2008.
Phases:
Начално училище/Natchalno uchilishte (primary school) 4 years; 1st to 4th grade Основно училище/Osnovno uchilishte (basic school) 8 years; 1st to 8th grade Гимназия/Gimnazija (Upper secondary education) 4 years; 9th to 12th grade СОУ/Sredno obshtoobrazovatelno uchilishte (General secondary school) 12 years; 1st to 12th grade Профилирани гимназии/Profilirani gimnazii (Upper schools of specialized studies profile) 8th ‐ or 9th ‐‐ to 12th ‐ grade
- Class size/student grouping
Groups and classes are mixed of boys and girls of the same age. No discrimination by gender, ethnic origin or religion is tolerated.
- Higher Education
According to the Higher Education Act, the Bulgarian system for higher education provides education and training after completion of secondary education. It consists of the following degrees:
1. Bachelor • ‘Professional bachelor in...’ degree (ISCED’ 97, level 5B) – with a duration of 3 years minimum (180 ECTS credits minimum are required, as 10 out of them are acquired for successfully passed final examination or defended diploma thesis). • Bachelor’s degree (ISCED level 5A) – with a duration of 4 years minimum (240 ECTS credits minimum are required, as 10 out of them are acquired for successfully passed state exam or defended diploma thesis)
2. Master (ISCED’ 97, level 5А): • 2‐year minimum Master’s courses (120 ECTS credits minimum, as 15 out of them are acquired by successfully passed final examination or defended diploma thesis), after acquisition of ‘Professional Bachelor in...’ degree;
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• 1‐year minimum Master’s courses (60 ECTS credits minimum, as 15 out of them are acquired by successfully passed final examination or defended diploma thesis), after acquisition of Bachelor degree; • 5‐year Master’s long study courses (300 ECTS credits minimum, as 15 out of them are acquired for successfully passed final examination or defense of diploma thesis) − in some specific areas of knowledge (Medicine, Dental Medicine, Law, Architecture, Maritime, etc.), only in case when the training is not recommended to be provided by separate Bachelor’s and Master’s courses. • Master’s courses ensure:
extended fundamental training combined with profiled training within a given specialty, in its corresponding field of study;
complementary multi‐profiled and interdisciplinary training for students – holders of Bachelor’s or Master’s degree in another specialty;
extended theoretical training with scientific orientation and specialized training in the specialty and its field of study;
mastering the fundamentals of scientific research, scientific‐applied and/or creative (artistic) activity.
3. Doctor’s degree (ISCED 97, level 6)
– with duration of 3 years minimum in regular form/4 years minimum in extra‐mural form, as well as self‐dependent training. Both of them are accessible after acquisition of Master’s degree. Doctorates’ training is performed in scientific fields.
- Institutions
The administration of education is organized at four levels, national, regional, municipal and school. The Ministry of Education and Science (MES) is responsible for the implementation of the national education policy, plans and organizes the development of education by putting together long‐term programs and operational projects. The municipal bodies in charge of education form part of the national structure, and are entrusted with the implementation of municipal education policy. They are responsible inter alias for the compulsory education of pupils up to the age of 16, pre‐school education and are granted substantial financial autonomy. The autonomy of schools has been considerably extended in recent years. The pedagogical council, the board of management and the heads of school are the administrative bodies of schools, and are expected to meet the necessary requirements in the areas of teaching, organization and methodology. The supervision of the educational process as well as the out coming result, are handled by the respective educational authorities at central and regional level, namely the MES, the regional inspectorates.
Public kindergartens and schools, which are directly supervised and administered by the public authorities, are funded by the state budget. Although the private kindergartens and school entities are not dependent financially by the state budget, they are subject
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to the same national regulations as the public entities, namely the state education requirements, as far as the organization of the learning process is concerned.
Higher education is provided by higher education institutions that are granted full academic and substantial financial autonomy. They are independent in terms of governance and management of the allocated public funds and of their additional revenues.
- Special needs
The care for children with special educational needs and their integration within the school environment is an important component of the policy of the Bulgarian Ministry of Education and Science. This component is set in the School and Pre‐primary Education Development National Program (2006‐2015).
There is widening access to VET, by provision of programs for acquisition of first vocational qualification degree since 2005/06 school year. That measure is oriented towards integration of disadvantaged people into the society.
The number of integrated children with special educational needs into schools and kindergartens has increased substantially. In 2007, this number is 4 380 compared to 1 593 in 2006 (an increase by 175 %).
There is a continuous increase in the number of kindergartens and schools with integrated education and training of children and students with special education needs – 770 schools and 183 kindergartens in 2007, compared to 130 in 2004. A growth percentage of about 6.31 % has been reached, compared to 2004 and 40 % compared to 2006.
- Teachers
Teachers who work in pre‐primary and primary education (general teachers) are trained in non‐university higher education (3‐4 years) or at university level (4‐5 years). Teachers (subject specialists) in lower and upper secondary schools acquire their qualifications through university courses lasting four or five years Teachers work under labor contract and are employed by the head teachers. Total number of teachers is 79 700.
- Curriculum control and content
There are State Educational Requirements (Standards) (on national level) that determine the minimum level of knowledge and skills acquired by students by grade and subject. Compulsory education is carried out through a fixed minimum number of hours in every grade and subject to which more hours may be added from a fixed for every grade number of hours for core curriculum optional studies depending on the type of school and students’ choices. With every grade the hours for core curriculum optional
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studies grow in number from 64 to 806 per year. Besides there are free optional hours in which students may engage either in core curriculum studies or in extra‐curriculum activities if approved by the corresponding financing body.
Textbooks and supplementary materials are chosen by teachers themselves (basically from a list of course books and supplementary materials approved by the Ministry of Education and Science).
For basic school education: I‐IV grade, compulsory subjects are: Bulgarian language and literature, Mathematics, Motherland, Music, Drawing, Creative labor, Physical Education and Sport, Man and Nature, The World Around, Man and Society.
For lower secondary education: V‐VIII grade, compulsory subjects are: I and II Foreign language, History and Civilizations, Physical and Economic Geography, Biology and Health Education, Physics and Astronomy, Chemistry and Environment Protection.
- Assessment, progression and qualifications
Pupil knowledge and skills are regularly tested through oral, written, practical etc. exams and tests throughout the school year on a 6 grade qualitative and quantitative scale (poor 2, fair 3, good 4, very good 5, and excellent 6). Pupils in first grade are assessed only on a qualitative scale (excellent, very good, good, fair, poor) and they do not repeat the year.
National external assessment is carried out at the end of 4th, 5th, 6th, 7th and 12th grades of general education through tests. All 8th grade students of special intensive foreign language studies course complete 8th grade with a national external assessment test, too.
On their completing secondary education students receive diplomas (either school leaving certificates, or, if they intend to continue their education at a higher education institution, diplomas, after sitting for secondary school leaving matriculation examinations) required for admission to higher education.
Bulgaria is participant in
PIRLS ’2001, PIRLS ’2006, PISA ’2000, PISA ’2006, TIMSS ’2003 and now in PIRLS’2011 and TIMSS 2011.
Results for Bulgaria from PISA
In PISA’2006 Bulgaria is in the 43rd place from 55 countries. With 402 points Bulgaria demonstrate lower results in compare to results in PISA’2000 – 430 points, 33rd place from 41 countries.
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In PIRLS’2001 Bulgaria is in 4th place with 550‐ points. Average scale for PIRLS is 500.
In PIRLS’2006 Bulgaria is in 14th place with 547‐ points. According to the International PIRLS’ 2006 Report “The Russian Federation, Hong Kong SAR and Singapore were the three top‐performing countries in reading literacy at the fourth grade level, according to the major report of the PIRLS, one of the most influential global assessments of reading literacy in the world. Luxembourg, Italy, Hungary, Sweden, Germany, The Netherlands, Belgium (Flemish), Bulgaria and Denmark also had higher achievement than the majority of the other participants. In addition, three Canadian provinces‐ Alberta, British Columbia, and Ontario ‐were among the highest achieving participants”.
Bulgarian standards for assessment are in process of creating. So we have to rely on the validity of the inferences drawn results from International and National surveys.
There is need of discussion about philosophy of assessment. 1)Is educational based philosophy for literacy of PIRLS appropriate or 2) should we choose the labour of market orientated philosophy of PISA’s concept of literacy. Is it possible to switch from one possibility to another in different periods: 1) to follow educational philosophy at the age “how to learn to read” e.g. 4th grade and 2) labour of market orientated philosophy and methodology at the age “how to learn to live”, e.g. 11th, 12th grades?
- Legal conditions Law on asylum and refugees National, program for the integration of refugees in the Republic of Bulgaria 2005 ‐ 2007 Ordinance n3 from June 19th 2009 for legal conditions of free of charge education in Bulgarian language and in Mother tongue of pupils, children of European Union Citizens - Legal framework
• Constitution of the Republic of Bulgaria – Article 36, paragraph 2; Article 53, paragraphs 1‐3; Article 54, paragraph 1 • 1951 Convention Relating to the Status of Refugees – Article 22, paragraphs 1‐2 • Law on Asylum and Refugees – Article 26; Article 32, paragraph 1; Article 36; Article 53, items 1 and 4; Article 54, paragraph 4 • Law on National Education • Law on Vocational Training and Education • Decree of the Council of Ministers No 4 of 11 January 2005 Regarding the Establishment of a Center for Educational Integration of Children and Pupils from Ethnic Minorities • Decree of the Council of Ministers No 90 of 26 May 2000 Laying down the Conditions and Procedure for Granting Scholarships to Undergraduate, Doctoral, and Post‐graduate Students at State Higher Schools and Research Organizations – Article 1, paragraph 5
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• Ordinance No 3 of 27 July 2000 Laying down the Procedure for the Enrolment of Refugees in State and Municipal Schools in the Republic of Bulgaria • Ordinance No 2 of 08 April 2003 Regarding the Enrolment of Pupils in Arts Secondary Schools – Article 28, paragraph 1, item 3, paragraph 2 • Ordinance No 2 of 2003 Regarding the Recognition of Completed Stages of School Training or Degrees of Education and Vocational Qualification on the Basis of Documents Issued by Schools in Other Countries • Ordinance No 3 of 26 March 2004 Regarding the Enrolment of Pupils in Basic and Junior High Schools of Arts – Article 21, paragraph 1, item 3, paragraphs 2 and 3 • Ordinance Laying down the State Requirements for the Enrolment of Students in Higher Schools in the Republic of Bulgaria – Article 11, paragraph 1, paragraph 3, items 1 and 2 • Ordinance on the Recognition of Higher Education Acquired and Training Periods Completed at Foreign Higher Schools • Ordinance Laying down the State Requirements for the Enrolment and Training of Doctoral Students – Article 17, paragraph2, item 2 • Instruction No 3 of 05 July 1999 Laying down the Conditions and Procedure for the Provision of Textbooks to Pupils from Socially Disadvantaged Families – Article 1, paragraph 2
- Institutions
Bulgarian State Agency for refugees
Being a full member of the European Union and in pursuance of Recommendation No. 2 adopted by the European Commission, our country shall adapt its domestic legislation to the European Union’s Directives in the field of anti‐discrimination, equal opportunities and equal treatment, by adopting the Protection from Discrimination Act (PfDA) and establishing the Commission for Protection against Discrimination (CPD).
The Protection from Discrimination Act (PfDA) was adopted in 2003 and has been in force since 01.01.2004. Amendments and supplements have been made to it in 2004, 2005 and 2006.
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1755
267509
421
2428
385
633
1185
2888
75 781
646
1549
19 1036
411
1127
17335
257
822
8 386
78
639
12215
83
975
13245
322
746
27381
267
441
17160
100
0
500
1000
1500
2000
2500
3000
2000 2001 2002 2003 2004 2005 2006 2007 2008 2009
Bulgarian State Agency for RefugeesTotal number of decisions on asylum applications,
01.01.2000 - 30.06.2009
Applications submitted Refugee status granted Refugee status refusals Humanitarian status granted
3. SURVEY OF PRE‐ AND IN‐SERVICE TEACHER TRAINING
- Teacher pre‐service training
The primary and secondary teachers in Bulgaria are trained at Universities and colleges, undertaking a four‐year program for undergraduates. Educational systems, including Teacher Education, are centralized and the Ministry of Education has responsibility for the education policy and curricula design.
Standards and curricula are developed by the faculties and scholars (Curricular‐methodical Entity –CME) of the leading Universities – University of Sofia, University of Veliko Tyrnovo, University of Plovdiv, University of Shumen and disseminated to the other smaller universities and colleges after the approval of the Ministry of Education. But there are conceptual differences in curricula depends on author’s framework. Every university has departments for teaching of methodology. The lecturers from the departments teach Bulgarian Language and Literature Teaching, Pedagogical Psychology, Pedagogy, Integrating of ICT in Education. They are researchers in the field of the methodology too.
Teaching at Bulgarian school requires at least a university diploma for a Primary/Secondary Teacher with a bachelor’s degree (4 years of education). The diploma is also a certificate for qualification.
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Professional Training ‐ Core Curriculum Theoretical Aspect • Compulsory courses:
1. Pedagogy – 60 hours 2. Psychology – 60 hours 3. ICT –60 hours 4. Teaching Methodologies – 120 hours
• Facultative courses: two groups: 1. Psychology of communication; pedagogical diagnostic; problems of deviant
behavior 2. School low, health education, educational management, pedagogical rhetoric,
religion and education and so on.
Practical Aspect ‐ pre‐service training: • Observing in School – 60 hours • Teaching Practice‐ first Lessons ‐60 school hours • Practice Teaching – students are probationers. They are trainee in school – 100
hours. They teach independently or by theirs own. But there are tutoring and mentoring ‐ qualified teacher and assistant‐ professor.
• State exam – 3 members Commission with Rector’s ordinance.
- Teacher in‐service training
There are departments for in‐service training for primary teachers. The aims of this training are:
• Periodically upgrading of teacher’s knowledge • Acquiring new methods of teaching • Learning how to use Information and Communication Technologies in education
According to the National Program for the Development of Education there will be few in‐service certificates – junior teacher, teacher, senior‐ teacher, principal teacher and teacher‐ expert. A system for career development will be introduced.
4. DOCUMENT REVIEW
National Program for the Integration of Refugees in the Republic of Bulgaria 2005‐2007
This National Program for the Integration of Refugees in the Republic of Bulgaria has been drafted on the basis of an in‐depth analysis of the legal framework and the
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practice, and contains the main principles and aims with regard to refugees’ integration in Bulgaria.
The Program provides a medium‐term plan of the actions to be undertaken by state institutions, non‐governmental organizations and local authorities aimed at ensuring economic, social, political and cultural prerequisites for the integration of refugees in the Bulgarian society, in line with the 1951UN Convention relating to the Status of Refugees, the 1967New York Protocol to it and other international and European legal instruments in the area of human rights, the Constitution of the Republic of Bulgaria, and the national legislation.
The Program has been developed by an Inter‐ministerial Task Force established by virtue of Order No Р ‐ 4 of 21 January 2005 issued by the Prime Minister of the Republic of Bulgaria. The members of the task force are representatives of state institutions and agencies, as well as local authorities, UNHCR Representation, and non‐governmental organizations working with refugees.
These strategic guidelines are adopted for the period 2005‐2007, after which, depending on the outcomes, the actions along this line can be carried further on, supplemented or adjusted.
Practical aspects of the education of aliens who seek or have been granted protection
The regulation of the procedure for the referral of refuges to schools and their enrolment takes into account some specific aspects of their education related to:
• The differences between the Bulgarian educational system and the one in the country of origin;
• The lack of knowledge or insufficient knowledge of Bulgarian language; • The lack of documents certifying the educational degree completed.
Upon completion of the Bulgarian language training and the examination at the Integration Centre for Refugees with the State Agency for Refugees, refugee children sit for an examination at the Regional Education Inspectorate, which is aimed at determining their level of knowledge and referring them to enrolment in Bulgarian schools.
Commissions of experts, representatives of the Pedagogical Consultation Offices and the State Agency for Refugees are set up with the Regional Education Inspectorates of the Ministry of Education and Science for the purpose of certifying the level of the knowledge acquired by refugee children.
These commissions hold interviews with the refugees; determine the conformity of refugee children’s competence to the educational minimum for the relevant school
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year; refer them to a certain school taking into account the district of residence, their wish, capacity, age and health status.
The commission issues compulsory instructions to the headmaster of the relevant school in relation to arrangements to be made for individual work with refugee children on specific subject areas depending on the knowledge level.
There is an option regulated for refugee children from socially disadvantaged families to receive free‐of‐charge the textbooks needed for classes II‐VIII under the conditions and procedure applicable to Bulgarian nationals.
The Refugee‐and‐Migration Service of the Bulgarian Red Cross (RMS with BRC) renders financial support and assistance to refugee children and their parents for the provision of the necessary textbooks, training aids and materials. In addition, the following have been secured within the framework of the projects implemented by RMS with BRC:
• Tuition for subject areas where the children have difficulties; • Monthly food allowances for refugee children attending Bulgarian schools; • Summer children camps with intensive Bulgarian language learning; • Preparation for the admission exams for Bulgarian higher schools, and other
services.
After graduating from secondary schools, refugees have the right to continue their education at higher educational establishments under the same conditions and procedure as Bulgarian nationals.
The Ordinance Laying down the State Requirements for the Enrolment and Training of Doctoral Students regulates the possibility for refugees to apply for Ph.D. programs under the same conditions and procedure as Bulgarian nationals.
Practical aspects of Bulgarian language training of aliens who seek or have been granted protection
Linguistic competence is an important condition for the more effective and efficient integration of refugees in society.
In view of ensuring the necessary conditions for Bulgarian language learning, the State Agency for Refugees organizes and conducts Bulgarian language courses and vocational training for aliens who seek or have been granted protection.
Bulgarian language training is one of the main activities at the Refugee Integration Centre with the State Agency for Refugees.4
4 Source: Refugee Integration Centre with SAR with the CoM.
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Language training is organized in two groups for adults and an afternoon study‐room for refugee children attending Bulgarian schools.
For the purpose of the language training, a textbook “Bulgarian for Refugee Children” is used; it has been produced by the State Agency for Refugees under a project financed by UNHCR with funds from a German Charity Foundation.
An aid to the Bulgarian language textbook for refugee children is being drafted; it will facilitate the more efficient learning of Bulgarian grammar and vocabulary.
The goals of Bulgarian language training are:
• Literacy; • Creating learning skills and habits; • Learning spoken Bulgarian; • Learning written Bulgarian; • Developing comprehension and communication skills.
Refugee children and adults attending the Bulgarian language courses at the Refugee Integration Center participate in various forms of Bulgarian language practice: preparation of artistic and musical programs, study tours, summer schools for intensive learning of colloquial Bulgarian, cultural and sports events, etc.
With a view to improving the conditions for the integration of aliens who have been granted refugee of humanitarian status in the Bulgarian society, the Refugee‐and‐Migration Service of the Bulgarian Red Cross has been organizing and conducting Bulgarian language courses for adults, as a part of the Program for Social Counseling and Integration of Refugees in Bulgaria implemented by the Service.
5. ESTIMATED VALUE OF SECOND LANGUAGE LEARNING5
Proportion of 15‐ year old pupils who say that at home they mainly speak a language other than the language of instruction. 2005‐2006
Bulgaria – Language of instruction‐ 89.5 Another language of the country with or without official status ‐ 5. 8 Any other languages – 4.7 Provision of mother tongue tuition for immigrant pupils, general education (ISCED 1‐3), 2007/08
5 This information is a quote and compilation from http://eacea.ec.europa.eu/about/eurydice/documents/KDL2008_EN.pdf .
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Bulgaria: In 2007/08 the regulatory framework of mother tongue tuition has been in the process of definition, however schools have not yet implemented such provision so far.
Tuition organized by the host country for all immigrant pupils: often dependent on availability of resources
This tuition may in principle cover a diverse range of different languages.
Bulgaria, the Czech Republic, Denmark, Lithuania and Norway have established specific definitions for the categories of immigrant pupil entitled to mother tongue tuition.
In Bulgaria, the National Education Act was modified at the end of 2006, laying down that all pupils from the EU and the EEA member states or Switzerland whose parents are employed on the territory of the country, are entitled to mother tongue tuition if they wish so. A working party was set up at the end of 2008 by the Minister of Education and Science, in order to prepare a draft legislative act on the educational provision for mother tongue and culture.
Proportion of 15‐year‐old immigrant pupils (whose parents were born abroad) and the proportion of pupils of the same age who say that at home they mainly speak a language other than the language of instruction, which is not one of the country’s official or indigenous languages, 2005/06
For Bulgaria – Immigrant pupils whose parents were born abroad‐ 0.2 Pupils who at home speak a language other than the language of instruction, which is not one of the country’s official or indigenous languages‐ 4.7
Vienna is the outstanding example in Europe of a 'megalopolis' in which there is an exceptionally high proportion of pupils whose mother tongue is not the language used for teaching (the same is also true of London but not to quite the same extent).
In Bulgaria, the situation is the opposite. Pupils aged 15 whose mother tongue is not the language of instruction are under‐represented in Sofia, whereas they are densely clustered in villages or small towns of under 15 000 inhabitants to a greater extent than might be expected from a random distribution across different types of area.
Proportion of 15‐year‐old pupils who say that at home they mainly speak the language of instruction, or a language other than the language of instruction, by type of area in which they attend school, 2005/06
Village –23, Town – 39 , City – 22, and large city – 15
Proportion of 15‐year‐old pupils attending a school that enrolls at least 20 % of pupils who say that at home they mainly speak a language other than the language of instruction, 2005/06
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The data also reveal that countries such as Spain, Italy, Slovakia and Liechtenstein face a very complex situation in their schools as far as the languages spoken by their pupils are concerned. The intake at over one in four schools in these countries reflects a distinctive pattern of language diversity. The same phenomenon is also apparent to a lesser extent in Belgium (the French Community), Bulgaria and Germany.
Number of foreign languages taught and the duration of this provision in pre‐primary, primary and general secondary education, 2006/07
Figure 1: Excerpt from Figure 1 "Number of foreign languages taught and the duration of this provision in pre‐primary, primary and general secondary education, 2006/ 07”, p.28
Foreign languages as a compulsory subject (CS) for all pupils and in certain branches of study/types of school (relevant age groups)
There is flexible curriculum for foreign language teaching in Bulgaria.
In Bulgaria, the Czech Republic, Germany, Portugal, Slovakia and the United Kingdom (England), CLIL type provision focuses on non‐indigenous languages. In Bulgaria, school subjects are taught in a foreign language only in schools profiled as 'foreign languages oriented'. In Slovenia, the United Kingdom (Wales, Northern Ireland and Scotland) and Norway, CLIL type provision is generally associated with one or more regional or minority languages.
Between 2003 and 2007, changes occurred in around ten countries. In Belgium (the German‐speaking Community), the legislation adopted in 2004 made compulsory preprimary play activities in a foreign language, and language learning from the first year of primary education – both features of early education that had been optional but practised in the majority of schools for several decades. Countries in which changes
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have been greatest are also those in which foreign language teaching began at a later stage (Flemish Community of Belgium and Bulgaria).
The teaching of two foreign languages in the curriculum for pre‐primary, primary and general secondary education, 2006/07
In Bulgaria: An entitlement for all (to learn a minimum of two foreign languages): in general, the first language is included in the curriculum as a compulsory subject and the second one as a core curriculum option.
Pilot projects to introduce the teaching of a foreign language not provided for within the minimum level of educational provision (Figure B1) have currently been established in 14 countries. Organised and funded by the education authorities, most of them are aimed essentially at introducing foreign language teaching at levels at which this is not yet compulsory, namely in pre‐primary and primary education.
Figure 2: Excerpt from Figure B5 "Age at which foreign languages are first taught as part of a pilot project and the duration of this provision in pre‐primary, primary or general secondary education, 2006/07”, p. 39.
In Bulgaria, the Czech Republic, Germany, Portugal, Slovakia and the
United Kingdom (England), CLIL type provision focuses on non‐indigenous languages. In Bulgaria, school subjects are taught in a foreign language only in schools profiled as 'foreign languages oriented'. In Slovenia, the United Kingdom (Wales, Northern Ireland and Scotland) and Norway, CLIL type provision is generally associated with one or more regional or minority languages.
In six countries, namely Bulgaria, Spain, Hungary, Poland and the United Kingdom (Scotland), the curricula or official documents do not contain lists of foreign languages. In practice, therefore, schools may offer those languages they wish, in accordance with the preferences of pupils and parents and the availability of qualified teachers. This may, in certain cases, reflect a policy for diversity in language learning, since no priority is attached to any one language and pupils may in principle choose those languages they wish to study.
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Bulgaria, Spain, Hungary, Poland and United Kingdom (SCT): The curricula or official documents do not specify which languages schools may offer.
Ancient Greek, Latin and Biblical Hebrew are taught in special language school – for ancient Languages and cultures. For Bulgaria, Germany, Malta, Austria and Liechtenstein: These languages have foreign language status in curricula.
In Bulgaria, pupils are entitled to learn more than one foreign language and most of them avail themselves of this provision although this complementary provision is not a compulsory one.
In 2006 in Bulgaria, over half the school population in primary education learned a foreign language – 83.2. and English is the most widely taught language in primary education. At over 20 percentage points, the increase in English language provision was especially marked in Bulgaria, Germany, Greece, Italy and Portugal.
Secondary education
Almost all pupils in general secondary education learn at least one foreign language.
In Bulgaria, Russian is often taught as a second language when pupils choose it as an optional subject while English, German and French are mostly taught as obligatory subjects.
German, French, Spanish, Russian are obligatory in such kind – language schools in Bulgaria.
German‐ ISCED 2 ‐ 17.4 ISCED level 3‐ 40.3, English ISCED 2‐ 69.1 ISCED level 3‐ 86.1 French ‐ ISCED 2 – 10.4 ISCED level 3‐15.3 Español ISCED 2 ‐ 1.4 ISCED level‐37.6 Russian ‐ ISCED 2 28.7 ISCED level 326.8.
The percentage of pupils learning English has been increasing markedly since 2002, especially in the countries of central and Eastern Europe. The trend is particularly noticeable in Bulgaria, the Czech Republic, Hungary and Slovakia, but also in Portugal.
Language teachers in Bulgaria are typically subject specialists.
Foreign language specialist teachers can be trained to teach two different subjects including a foreign language, or solely foreign languages (just one foreign language or two or more foreign languages).
The initial teacher education of foreign language teachers lasts four years.
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Qualification
Further qualification/foreign language certificate testifying to the minimum proficiency acquired either at university or a school for secondary education with intensive foreign language instruction.
The amount of taught time for foreign languages as a compulsory subject in primary education and/or lower secondary education has increased. In six of these countries, namely Bulgaria, the Czech Republic, France, Latvia, Slovenia and Norway, the increase has been introduced at both primary and lower secondary levels.
However, differences between countries remain substantial in secondary education. Four countries (i.e. one more than in 2002/03) provide 200 hours of foreign language teaching or more in a notional year, namely Bulgaria, Denmark, Luxembourg and Malta, whereas four countries – the Czech Republic, Greece, Poland and Romania (Şcoala de arte şi meserii) – recommend less than 100 hours in a notional year.
The overall amount of time (in hours) devoted to teaching foreign languages during compulsory education provides a basis for assessing the minimum total length of time that all young people in a given country spend learning languages.
Over 1 000 hours are devoted to foreign language teaching during compulsory education in just six countries, namely Belgium (the German‐speaking Community), Bulgaria, Germany (for pupils whose lower secondary education is in the Gymnasium), Luxembourg, Hungary and Malta.
Allocation ‐ 1st language‐ 120 hours, second language – 96 hours.
Maximum group or class size norms for teaching most subjects including foreign languages may vary significantly from one country to the next, but never exceed 36 pupils, the maximum in secondary education in Bulgaria and Estonia. In a dozen countries, class size norms in primary and compulsory general secondary education are identical. In the seven countries in which they differ, the maxima are greater at secondary level with the biggest differences between educational levels observed in Bulgaria and Estonia.
Bulgaria: The general maximum class size for upper secondary education is 26 students.
Foreign language component in certificates awarded on the completion of full‐time compulsory general education, 2006/07 Foreign language skills are most often assessed by marks throughout the year.
Education authorities in Bulgaria refer to the CEFR in strategic programs and in other non‐binding documents.
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6. OVERVIEW OF THE CURRENT MAIN PROBLEMS/OBSTACLES IN EDUCATION AND TEACHER EDUCATION
- Concerning Roma pupils6
0.3% of Roma pupils take interest in the national exam for admission to language and other specialized schools after 7th and 8th grade (the trend holds everywhere).
Since parents do not attend school council meetings, the teachers visit the families at their homes, simultaneously accompanying the children home (especially in autumn and spring). The trend holds everywhere.
The future prospect of going to jail (for boys) or working on the highway as prostitute (for girls) is much more probable than that of going to a university or finding a real job (almost everywhere, especially in the regions of Pazardjik, Plovdiv, Sofia, Varna, Sliven, Russe). To a certain extent this grim image is due to the following facts:
• Elementary education is not accessible to all children (at the moment elementary education is accessible to 54% of Bulgarians, 38% of Turks, and 12% of Roma).
• 100% access to elementary education does not exist. • Schools lack modern equipment. • Lack of public support on a nationwide scale, which is needed to stir the
educated Roma, and attract them to work on all educational levels. • Lack of property protection measures, boards of trustees, community
involvement, adequate employment strategies.
Dealing with the above problems should be a long‐term priority in any educational strategy, where Roma do not only participate but also play an active role in the nationwide campaign against poverty. More specifically, such an educational strategy should include:
• Wide public hearing for the problems of educational segregation according to economic, social, ethnic, and demographic characteristics.
• Tax preferences for companies and individuals, which sponsor educational programs, provide educational facilities and materials in schools with prevailing number of Roma pupils.
• Financial and methodical support for poor children who wish to continue their education, especially seventh and eighth graders, and those who apply for a university or college degree.
6 This information is a quote from http://www.osi.hu/esp/rei/romaschools.bg.osf/en/reality.html .
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• Programs for additional education and qualification of poor children, and their inclusion in educational and relief employment structures.
• Creation of national cross‐regional network for educational cooperation. • Improved teacher qualification in accordance with national and regional needs
and increasing the number of Roma teachers, and respectively offering university courses in Roma language, culture, and history. Coordination and transparency of NGO's activities on a national and South East European scale.
• Using community centers, libraries, and gyms for out‐of‐class educational and recreational activities.
Graphic 1: Main Educational Problems of Roma Students According to the Authorities (http://www.osi.hu/esp/rei/romaschools.bg.osf/en/charts/chart_01.html)
- Concerning migrant pupils7
Problems in the area of education and Bulgarian language training of aliens who have been granted refugee or humanitarian status in Bulgaria
7 This information is a quote from http://www.aref.government.bg/docs/Education.doc (10th UNHCR Round Table on Bulgaria's EU Integration, European Asylum Harmonization and International Refugee Protection in cooperation with the State Agency for Refugees, the Human Rights and Religious Affairs Committee with the National Assembly).
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Regardless of the well‐developed legal framework and the regulated procedure for the enrolment in the Bulgarian state and municipal schools, there are a number of difficulties in the process of training refugee children.
The reason for the above relates to the difference in terms of the subject areas included in the curricula of Bulgaria and those of the countries of origin. Such problems emerge in relation to History, Geography, Biology, and other subjects. The provision of additional training for improving Bulgarian language skills and the knowledge in other subject areas is not a common practice at schools.
A part of adult refugees who have been granted refugee or humanitarian status in Bulgaria is illiterate or with a low educational background. Their access to Bulgarian schools is not regulated. The insufficient education and the scarce knowledge of Bulgarian are the main reasons for these refugees to be unable to find a job and integrate in Bulgarian society.
Practice shows that most of the refugees, when fleeing their country of origin, do not take with themselves the necessary documents certifying their educational background.
Pursuant to Article 2 of the Ordinance on the Recognition of Higher Education Acquired and Training Periods Completed at Foreign Higher Schools “The right to the recognition of higher education acquired or training periods completed at foreign higher schools belongs to any Bulgarian nationals, aliens and recognized refugees who have attended higher schools established and functioning in compliance with the legal requirements in the country where the higher education has been acquired or the training periods have been completed.”
There are serious issues with regard to the implementation of this right, as the ordinance does not regulate the procedure for the recognition of higher education acquired by refugees.
The lack of documents certifying the completion of secondary education in the country of origin is an obstacle to those who wish to enroll in a university or seek employment on the basis of their professional qualifications.
The legislation does not contain provisions requiring Bulgarian language training for aliens who have been granted refugee or humanitarian status. During the initial months after the receipt of the decision granting refugee or humanitarian status, refugees have no incentive for attending Bulgarian language courses, as they have to rent a dwelling and pay the rent by themselves, seek a job and ensure their income.
There are specific problems in relation to the possibility for refugee girls and women to continue their education, which are determined by social, cultural and other reasons.
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In some refugee families, parents are often reluctant to let their daughters attend school and continue their education. This problem has a long‐term negative impact on the process of integration for this group of refugees.
7. BEST‐ PRACTICES8
They are connected with teacher education.
Enhancement and expansion of the system for control on higher education
All high schools have their own internal assessment systems for evaluation of education quality and of the academic team, mechanisms for improvement, periodic review and monitoring of the proposed training syllabi, as well as crucial importance of the structure and subject matter of the taught education material, the resource provision, reporting of feed back with students and periodic review of syllabuses.
With the adopted by the Parliament amendments of the Higher Education Act, the procedure of accreditation has been improved in 2007. The availability of academic premises and academic team has been emphasized as absolute pre‐requisites for accreditation. An express legislative prohibition for training in non‐accredited units and specialties has been introduced, as well as a prohibition of one lecturer to participate in the accreditation of more than two higher schools.
Stimuli for the relationship between the educational institutions and the business companies
With the most recent amendments in the Higher Education Act, enacted May 2007, the establishment of a Trustees’ Council has been envisaged to each public higher school. In the Trustees’ Council only external to the school individuals are granted participation, which includes also organizations. The main function of the Trustees’ Council is to assist the higher education institution in achieving transparent and effective governance and management.
A project ‘Overcoming of Discrepancies between the Education System and the Needs of the Public Sector’ is underway, initiated in 2007. The project is aimed to build up a mechanism for dialogue between the representatives of the academic community and the public administration institutions. Elaboration and implementation of a survey of the results of the academic syllabuses has been envisaged so that the real needs of the administration in specialists be met. They need to be equipped with specific competences and skills in order to perform successfully and to ensure their career advancement in public administration.
8 This information is a quote from http://eacea.ec.europa.eu/education/eurydice/documents/eurybase/national_summary_sheets/047_BG_EN.pdf .
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Establishment of career centers in Bulgarian universities
Since 2006, 34 career centers in total have been established. The career centers are designated to play a crucial role in organizing students’ practical training in a certain field and they contribute to the professional orientation of the students. Furthermore, career centers benefit the higher education institutions in terms of quality assurance and attract the interest of prospect employers.
Development of a National Strategy for Lifelong Learning
By the technical assistance of the European Union a National Strategy for Lifelong Learning has been developed. It has to be adopted by the Council of Ministers in 2008.
In the field of General Education
Over the last couple of years, as of 2005 until the end of 2007, strategic documents were adopted, directing major efforts to meeting the requirements of European educational standards and the demands of modern life, aiming mainly at making access to school better and easier for all and raising the quality of education. All planned measures view education as an essential factor both for people’s personal development and for general social prosperity. The mentioned documents are National Plan on the Integration of Children with special educational needs and/or suffering from chronic diseases in education, National Strategy on ICT implementation in Bulgarian schools, Strategy on the Educational Integration of children and students from ethnic and cultural groups, National school and pre‐school education program (2006‐2015).
Some processes that have already started continue like optimization of the school network, free of charge supply of course books and supplementary materials (the tendency being to broaden the scope including more than 1st to 4th grade students), supply of free of charge breakfast to 1st to 4th grade students, supply of computers and Internet access for all schools, supply of school buses etc. Others have begun like turning Bulgarian partial experience in external assessment into national standardized external assessment test‐based system, decentralization of education management, change of secondary education structure, as of 2006/07 school year a new school education structure was implemented.
According to it primary education will finish with 7th grade and a national external assessment test.
Secondary education is divided into two stages: First upper secondary (3 years; 8th to 10th grade) ending with a graduation/school leaving certificate for first upper secondary education after which students may continue their education or leave the education system, and Second upper secondary (2 years; 11th and 12th grades) which ends either with a second upper secondary certificate or, if students decide to sit for school‐leaving matriculation exams (2 compulsory + 1 optional), with a diploma and then continue
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their education at a higher educational institution). As it has been officially announced, the national matriculation exams were held 2008, 2009.
There are good practices in teaching based on active methods of learning, as follows International project Reading and Writing for Critical Thinking and program “Step by Step” for primary schools ( Regions‐ Rouse, Silistra, Kjustendil, Pernik).
Still, other reforms are to be introduced after a pilot period nationwide like differentiated payment of teachers, delegated school budgets, term of office for school heads etc.
8. CONCLUSIONS
- The emphasis in modernization of Bulgarian education is on teacher’s status and professional development ‐ Introduction of a system for qualification of the pedagogical staff9
A plan for teacher’s career development has been designed. It has been discussed with the social partners and will be subjected to public discussion subsequently.
In 2008, new programs are envisaged to be given a start, such
• Qualification upgrading for teachers program • Program for elaboration of qualification training plans for school directors
The respective activities of these programs will be:
• Organization of training courses aimed at acquiring initial, intermediate and upgrading the qualification of teachers and educators at all educational levels;
• Elaboration of a program aimed at pedagogical staff professional competences development according to the European qualification framework reference levels (regular knowledge updating, mastering new teaching and learning methodology in ICT, foreign language learning, complementary skills for working in intercultural environment, adult education etc.)
• Establishing of a functioning model for horizontal and vertical development of pedagogical staff;
• Setting up of a national pedagogical staff qualifications register; • Elaboration of school heads governance skills development programs; • Access to special databases of the education and scientific institutions in all
educational fields.
9 This information is a quote from http://eacea.ec.europa.eu/education/eurydice/documents/eurybase/national_summary_sheets/047_BG_EN.pdf .
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Training of teachers for acquisition of basic computer skills has been carried out along with elaboration of computer‐based lessons.
Implementation of a differentiated system of remuneration for teachers, bound with the assessment of the teaching capability quality and the results of the students.
We hope that created Core Curriculum for mainstream language L2 learning will be implemented as part of these processes.
- Proposals for improving the legal framework and practice10
1. Improve the legal regulation of the additional training provided to refugee children for Bulgarian language and other subjects on the curricula.
2. Introduce compulsory Bulgarian language training for aliens who have been granted protection in view of improving the integration of refugees in Bulgarian society; it will be part of the Program for the Integration of Newly Recognized Refugees in the Republic of Bulgaria. Attending a Bulgarian language course should be a condition for receiving housing assistance, social assistance, health insurance assistance within a one‐year period after the receipt of the decision granting the status.
3. Introduce compulsory courses for social and cultural counseling as a part of refugee integration activities.
4. Organize and conduct, jointly with the Ministry of Education and Science, seminars for teachers with a view to improving their knowledge and skills for working with refugee children.
5. Ensure that a training module for providing pupils and teachers at Bulgarian schools with some information and knowledge about the life, rights and obligations of refugees in Bulgaria is developed by the Ministry of Education and Science, jointly with the State Agency for Refugees.
6. Propose that the Ministry of Education and Science, jointly with the State Agency for Refugees ensure the regulation of the procedure for the recognition of educational degrees acquired and professional qualifications of aliens who have been granted refugee or humanitarian status in Bulgaria.
7. Ensure the regulation of the possibility for aliens who have been granted refugee or humanitarian status and are aged above 18 to have access to the Bulgarian state and municipal schools.
8. Ensure that the Refugee Integration Center with the State Agency for Refugees and the non‐governmental organization working with refugees facilitate organizing training courses for refugee children in their mother tongue with a view to preserving the national culture and customs. Representatives of the
10 This information is a quote and compilation from http://www.aref.government.bg/docs/Education.doc (10th UNHCR Round Table on Bulgaria's EU Integration, European Asylum Harmonization and International Refugee Protection in cooperation with the State Agency for Refugees, the Human Rights and Religious Affairs Committee with the National Assembly).
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refugee communities in Bulgaria who have teaching experience and skills need to be involved in this process.
9. RESOURCES:
- The Eurydice report “Key Data on Teaching Languages at School in Europe. 2008 Edition” (http://eacea.ec.europa.eu/education/eurydice/documents/key_data_series/095EN.pdf )
- The Eurydice report “Integrating Immigrant Children into Schools in Europe” (http://eacea.ec.europa.eu/education/eurydice/documents/thematic_reports/101EN.pdf)
- Eurybase ‐ the database on education systems in Europe with its national reports – (http://eacea.ec.europa.eu/education/eurydice/eurybase_en.php )
- National summary sheets on education systems in Europe and ongoing reforms. 2008 edition – Bulgaria (http://eacea.ec.europa.eu/education/eurydice/documents/eurybase/national_summary_sheets/047_BG_EN.pdf )
- 10th UNHCR Round Table of Bulgaria’s EU Integration, European Asylum Harmonization and International refugee protection in cooperation with the State Agency for refugees, the Human rights and religious Affairs Committee with the National assembly 10Report drafted by SAR with COM, Dr. Kina Sabeva (UNHCR) and Ms. Marinela Radeva. (AIRM) 19th April 2005 (http://www.aref.government.bg/docs/Education.doc )
- Roma Schools in Bulgaria (http://www.osi.hu/esp/rei/romaschools.bg.osf/en/introduction.html )
- International Association for the Evaluation of Educational Achievement http://www.iea.nl/pirls2006.html
- International Association for the Evaluation of Educational Achievement http://www.iea.nl/pirls2006.98.html
- Progress in International Reading Literacy Study 2006 http://isc.bc.edu/pirls2006/
- National Program for Development of School Education and pre‐school Education (2006‐2015). Ministry of Science and Education. Sofia
- Ordinance №3 for Assessment from Ministry of Science and Education. Sofia 2003
- PIRLS’2006 International Report. Boston College,
http://timssandpirls.bc.edu/pirls2006/intl_rpt.html
