With the Support of EU
Erasm+ Programe
MINISTRY OF EDUCATION
AND SCIENCE
Lifelong Learning
“National Coordinators for the Implementation of the European Agenda for Adult Learning”
Project № 554834-EPP-1-2014-1-BG-EPPKA3-AL-AGENDA
"National Coordinators for the Implementation of the European Agenda for Adult
Learning"
This project is financed with the support of the European Commission. This publication reflects
the personal view of its authors only, and the Commission cannot be held responsible for any
content used, which is included in this publication.
BIBLIOGRAPHY REFERENCE
Title:
Analysis of the State of the Formal Educational System for Adult Education and Training
Organization:
- Ministry of Education and Science
Authors:
Valentina Deykova – Project Coordinator
Iliyana Taneva, Margarita Gateva, Kerka Andonova, and Dimitar Enchev – team members
working toward project implementation
Stoyan Baev – External Expert
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SECTION 1. INTRODUCTION
1.1. Scope of the Analysis
7
1.2. Structure/Content of Analysis
7
1.3. Methodology
8
1.4. Working Definitions
8
SECTION 2. OVERVIEW OF THE REGULATORY ACTS REGARDING
10
FORMAL ADULT EDUCATION AND TRAINING
Constitution of the Republic of Bulgaria
10
Labour Code
11
Public Education Act
11
Law on Vocational Training and Education
12
Law on Execution of Penalties and Detention
12
The Level of Education, General Education Minimum and Curriculum Act
13
Regulations to Enforce the Public Education Act
13
Regulations
13
IMPORTANCE of the Regulatory Acts to Improve the Quality and Effectiveness of
13
Adult Education and Training within the Framework of the Formal Educational
System
CONCLUSIONS
14
RECOMMENDATIONS
14
SECTION 3. STATE OF ADULT EDUCATION AND TRAINING WITHIN THE
15
FORMAL EDUCATIONAL SYSTEM – KEY INDICATORS
3.1. Educational demographics of the population aged 25 – 64
16
3.2. Involvement of Adults in Formal Education and Level of Education by Degrees
18
3.2.1. Working Definition of Formal School Adult Education
18
3.2.2. Adult Students by Educational Level and Vocational Degree
18
З.2.2.1. Adult Students in Elementary Education (I - IV grade)
19
3.2.2.2. Adult Students in Lower Secondary School (V - VIII grade)
21
3.2.2.3. Adult Students in Vocational Training Studying toward I Level Vocational
23
Competence Certificate with Admission after Completed VI or VII Grade
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3.2.2.4. Adult Students in Vocational Training to Obtain 1 Level Vocational
25
Competence Certificate with Admission after Elementary School
3.2.2.5. Adult Students in General Secondary Education (IX - XII grade)
26
3.2.2.6.
28
Adult Students in Secondary Vocational Education to Obtain II Level
Vocational Competence Certificate
3.2.2.7Adult Students in Vocational Secondary Education to Obtain III Level
29
Vocational Competence Certificate
3.2.2.8.Adult Students in Vocational Training after Secondary Education to Obtain
31
IV Level Vocational Competence Certificate
3.2.2.9. Adult Students in Paid Education to Obtain VCC in Vocational High
33
Schools and Vocational Colleges
3.3.Adult Students with Elementary and Secondary Education and Level of
37
Vocational Training
3.3.1. Adult Students with Elementary Education and Adults with I Level
37
Vocational Training
3.3.2. Adult Students Who Completed Secondary Education
39
3.3.3. Adult Students Who Completed Vocational Training to Obtain II, III, IV
41
Level Vocational Training
3.3.3.1. Obtained II VCC
41
3.3.3.2. Obtained III VCC
43
3.3.3.3. Obtained IV VCC
43
3.3.4. Overview of Adult Students by Administrative Region during the 2013/14
43
Academic Year
Section 4. INSTITUTIONS FOR ADULT EDUCATION AND TRAINING
45
WITHIN THE FRAMEWORK OF THE SCHOOL EDUCATIONAL SYSTEM
4.1. Definition of Schools - educational and training institutions within the system of
45
public education that ensure grade completion and completion of an educational
degree or vocational training
4.2. Types of Schools according to Curriculum Content
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4.3. Types of Institutions for Adult Education and Training within the Educational
46
System
CONCLUSIONS
47
SECTION 5. FORMS OF EDUCATION BY TYPE. SCHOOL CURRICULA AND
48
EDUCATIONAL PROGRAMS FOR ADULT EDUCATION AND TRAINING
WITH THE FRAMEWORK OF THE EDUCATIONAL SYSTEM
5.1 Education by Type.
48
5.2 Framework Programs for Adults.
49
5.3 SCHOOL CURRICULA AND PROGRAMS.
49
Section 6: TEACHERS WITHIN THE FRAMEWORK FORMAL EDUCATIONAL
50
SYSTEM FOR ADULT EDUCATION
6.1 Teaching Staff within the Public Education System
50
6.2 Characteristics of adult educators
50
6.3. Legal framework
50
6.4 Trends
51
6.5 Measures Implemented to Increase the Prestige That the Teaching Profession
52
Brings.
6.6 Teacher Training
52
6.7 Financing Sources for Qualification Forms
52
CONCLUSIONS AND RECOMMENDATIONS
53
Section 7: FINANCING FOR FORMAL SCHOOL EDUCATION AND
54
TRAINING FOR ADULTS
7.1 Finance schemes
54
7.1.1 Public funding
54
7.1.2. Employer Funding
55
7.1.3. Private Sources
56
7.2.Main Trends Related to the European Funding Schemes for Formal School
56
Education and Training
7.2.1. Implemented Practices with a Stimulating and Motivating Effect:
56
7.2.2. Implemented Practices with a Stimulating and Motivating Effect
57
7.3.Key Financing Principles in Formal School Adult Education and Training in the
57
Republic of Bulgaria
7.3.1. Key Financing Principles and Requirements under the Financial Model
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7.3.2. Key Characteristic of the Delegated Budgets
58
7.3.3. National Program for the Development of School Education, Pre-School
58
Education and Training (2006 – 2015) – measures that have an impact on
school-related financing:
7.3.4. Other Acts on Financing for Formal School Adult Education and Training
59
CONCLUSIONS
RECOMMENDATIONS
59
Section 8. PROBLEMS IN ADULT EDUCATION AND TRAINING
61
ACCORDING TO SCHOOL BOARDS AND REGIONAL INSPECTORATES OF
EDUCATION Key Findings from an Inquiry
8.1. Goal of the Inquiry and Definition of Formal School Education for Adults
62
8.2. Key Results of the Inquiry
62
RESULTS FROM THE INQUIRY AT LEVEL REGIONAL INSPECTORATES OF
75
EDUCATION Analysis of the Results of the Inquiry Related to the Capacity of the
Regional Inspectorates of Education to Methodologically Support the Process of
Adult Education
RECOMMENDATIONS
81
A APPENDIX № 1
ENROLLED
STUDENTS
82
AND
ADULT
STUDENTS
WITHIN
THE
FRAMEWORK OF FORMAL EDUCATION BY DIPLOMA/DEGREE UNDER
THE INTERNATIONAL STANDARD CLASSIFICATION OF EDUCATION
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SECTION 1. INTRODUCTION
The current analysis has been prepared within the framework of project №
554834-EPP-1-2014-1-BG-EPPKA3-AL-AGENDA
“National
Coordinators
for
the
Implementation of the European Agenda for Adult Learning”, implemented with financial
support under the Erasmus Program+ of the European Commission.
The project has been implemented during the period 01.11.2014 - 31.10.2015 by the Ministry of
Education and Science – a national coordinator on adult education in Bulgaria in compliance with
Agreement № 2014-2461/001-001 of the Education, Culture and Audiovisual Executive Agency
of the European Commission. The goal of this document is to inform interested parties about the
state of the formal educational system for adult education and instruction in Bulgaria as well as to
give recommendations on how to improve its functioning.
1.1. Scope of the Analysis
The analysis includes a description of different characteristics of the formal educational system for
adult education and training in Bulgaria, as data covers the period between 2009 and 2013 and
information dating back to an earlier period for statistical purposes.
In this way the analysis presents statistical data as well as information reviewed in a specific context
and related to the structure of adult education offered at institutions as part of the formal educational
system.
Statistical data is complimented by descriptions of regulatory acts as well as an analysis of how the
system functions.
1.2. Structure/Content of Analysis
This report is divided into 8 sections:
Section 1 presents the common and specific goals, main activities under the project, as well as the
structure and content of the analysis of formal school education and training for adults in Bulgaria.
The methodology and the main definitions have been presented.
Section 2 offers a general overview of the regulatory framework guiding the formal school
education and training for adults in Bulgaria.
Section 3 describes the state of formal school education and training for adults in Bulgaria by key
indicators and with a focus on adult students enrolled in educational and training programs. The
section includes an overview of the educational demographics of adult learners aged 25 – 64, and
the participation of adults in different types of educational programs by degree awarded. The
section includes information about the number of adults who have completed a level of vocational
training by region.
Section 4 offers an overview of the institutions within the framework of the formal educational
system for adult learning.
Section 5 presents the forms of education as well as the framework programs, school curricula and
their applicability with regard to adult education and training within the framework of the
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educational system.
Section 7 presents the key principles and finance schemes applied to provide financing for formal
adult education and training as well as key tendencies related to European finance schemes.
Section 8 presents a summary of results and conclusions based on an inquiry on the problems of
adult education and training according to school boards and regional inspectorates of education.
The systematic overview of these sections offers answers to the following groups of questions:
 What are the main conclusions based on the current regulatory framework regulating
the formal educational system for adult education and training?
 What is the structure of adult education and training within the formal educational
system in Bulgaria?
 What is the state of the formal educational system for adult learning in Bulgaria by key
indicators?
 What are the main recommendations made to overcome the challenges faced by the
sector?
1.3. Methodology
The investigation and analysis of the state and trends in the formal educational system for adult
learning is subject to the goal and main tasks under the project, the scope, and the requirements set
by the analysis.
The methodology of the analysis complies with the specifics of the main data sources and collection
methods. The document is based mainly on information presented by EUROSTAT and the National
Statistical Institute (NSI). The analysis covers acting legislation, programs, regulations,
statute-books, and other documents, as well as implemented practices in the country.
An initial attempt has been made to determine the reasons behind the existing problems in the sector
– scope of the analysis and to systematize the possible solutions in a conceptual, methodological,
and practical aspect. A second focus and goal of the analysis is to identify the rights and
responsibilities of interested parties, and recommendations are made on possible ways to make
progress in this sector. The analysis highlights the main problems faced by the sector of formal adult
education and training and proposes solutions to overcome them.
Up-to-date information is systematized and summarized, obtained as a result of an inquiry at an
expert level in 28 regional inspectorates of education and among the school boards of 287 schools –
educational institutions for adults during the 2014/2015 academic year.
Initial key conclusions based on the analysis are presented on an educational seminar with a theme
“Monitoring the National Strategy for Lifelong Learning during the Period 2014 – 2020”, which
took place on 25th and 26th June 2015 at the university center Batchinovo to the Southwest
University (Yugozapaden Universitet) in Blagoevgrad. Representatives of state administrative
organs, partners, and headmasters of educational institutions attended the seminar.
The preliminary version of the analysis was presented as open to suggestions and coordination with
the project’s Steering Committee which includes representatives of different interested parties.
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1.4. Working Definitions:
 Formal education and training – Education in an organized and structured environment
(i.e. educational institution or at work) with the clear purpose of educating (in view of goals,
time, and resources). Formal education is a conscious activity from the point of view of the
learner. It usually results in validation and certification. (CEDEFOP 2008);
 Informal education – Education included in planned activities which are not intended for
educational purposes (in view of goals, time, and support for education). Informal education
is a conscious activity from the view point of the learner. (CEDEFOP 2008);
 Adult student – a person aged 16 or older who is enrolled in an evening course, part-time,
or individual form of education. Persons who are enrolled in daily form of education in
vocational colleges are also included;
 Suppliers of education – institutions that offer formal education and informal education;
 Interested parties – organizations, institutions, individuals or groups of people that will be
impacted or can have an impact on the results and the expected effects of purposeful
activities in the adult learning sector.
 Drop-outs – the relative percentage of persons aged 18 – 24 who dropped out or left
secondary school and do not participate in any form of formal or informal education during
a period of four weeks before the study which focuses on persons of the same age. Unit of
measurement - %
 Lifelong learning – every educational activity which takes place during a person’s entire
life to increase knowledge and enhance skills and competencies (EC Memorandum on
Lifelong Learning 2000).
 Competencies – a set of skills, knowledge, attitudes, and behaviors of employees that
help achieve high results (good performance levels) in the role of an employee or in a
certain organization.
 Formal education and/or adult education in the educational system (including
vocational colleges) follows educational manuals for adults (persons aged 16 or
older) to complete a degree program or obtain a vocational training certificate. This
working definition has been developed for the purpose of the present analysis and the
general definition of formal adult education is taken into account as included in the
International Standard Classification of Education as of 2011 (the International Standard
Classification of Education or ISCED 2011). Also taken into account are Bulgarian
legislation in this sphere and the differences in the methodological scope of adult
education and training at the international and national level with regard to age reached.
Adult students are categorized by indicators in section 3 in accordance with the
educational manuals used to educate them.
 Persons enrolled in literacy courses or other short-term courses that fall in the scope of
informal education by definition are not included in the scope of adult students in formal
education. They do not result in a degree or vocational certificate.
 Statistical region – in compliance with order № РД 07-421/11.12.2008 of the Chairman
of the National Statistical Institute, promulgated in State Gazette, Issue 11/10.02.2009
and into force as of 14.02.2009, the territorial units “statistical region” and “region” have
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been specified as follows:
Region
Statistical region
Northwestern
Northern Central
Northeastern
Southeastern
South Central
Southwestern
Vidin, Vratsa, Lovech, Montana, Pleven
Veliko Tarnovo, Gabrovo, Razgrad, Ruse, Silistra
Varna, Dobrich, Targovishte, Shumen
Burgas, Sliven, Stara Zagora, Yambol
Kardzhali, Pazardzhik, Plovdiv, Smolyan, Haskovo
Blagoevgrad, Kyustendil, Pernik, Sofia-region,
Sofia-capital
SECTION 2. OVERVIEW OF THE REGULATORY ACTS REGARDING FORMAL
ADULT EDUCATION AND TRAINING
The analysis of the regulatory acts offers an overview of the regulatory environment, legislation,
and by-laws that govern the social relations in formal adult education and training in the
Republic of Bulgaria.
The analysis of the regulatory environment aims to:
 To systematize the strong and weak sides of the regulatory framework that governs
relations in formal adult education and training and to discover shortfalls related to the
provision of formal education and the existing instruments to influence the state of the
latter;
 To examine the rights and responsibilities of educational institutions that offer formal
adult education and training, which are regulated by codes, laws, statute-books, orders,
standards, manuals, instructions, individual administrative acts, and others;
 To determine the extent to which the regulatory framework is applicable to formal adult
education and training in the Republic of Bulgaria.
Overview of the regulatory framework:
 At systemic level - regarding the regulatory environment that enables the provision of
formal adult education and training and regulates the role and responsibilities of the
educational institutions in this process;
 At level “educational institution” - regarding the set mechanisms at operational level that
enable the provision of formal adult education and training based on the cooperation
between educational institutions, organs of the executive branch, and the local
self-governments and social partners;
 At level “adult students” - regarding the legal right and conditions that enable students to
access formal adult education and training.
There are different regulatory acts in Bulgaria that govern the social relations in formal adult
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education and training.
Constitution of the Republic of Bulgaria
The Constitution of the Republic of Bulgaria ensures that all Bulgarian citizens, regardless of
their age, have the right to enroll in elementary, secondary, and tertiary education and to constantly
improve their qualification.
Elementary and secondary education is free (there are no school fees) in state and public schools
and this is also valid for adult students.
The state creates favorable conditions to gain access to education by financing schools, offering
financial assistance to talented students, creating conditions for professional training and
re-qualification, and exercising control over all types of schools and levels of education.
Labor Code
The Labor Code is a major regulatory act as part of labor legislation in the Republic of Bulgaria.
The Code sets the venues that enables full-time employees to gain access to education as well as
persons who are about to sign an employment contract after graduating. Employees have the right to
education in case of mutual agreement, i.e. both employee and employer agree. This is a negotiable
right. Public Education
Public Education Act
Act
The Public Education Act reproduces the constitutional principle of the right to education for all
citizens and ensures access to elementary and secondary education for persons aged 16 and older.
 The Act specifies the organization, functions, and control over the system of public
education and formal adult education and training in this number.
 The Act establishes that education is secular in nature, free in state and public schools, and
offered in compliance with the principles of transparence of governance and predictable
development of the public education system and formal adult education and training in this
number.
 The Act establishes that limitations and privileges based on race, nationality, gender, ethnic
or social background, and social status cannot be tolerated.
 Establishes state educational requirements and their significance for education and training.
 Defines the forms of formal adult education and training– evening courses, part-time,
correspondence learning, individual, self-learning, distance learning, combined, work-based
(dual education).
 Regulates:
 The terms and requirements to complete studies (elementary or secondary education)
and obtain a vocational competence certificate within the system of formal adult
education and training and the types of documents and certificates to prove successful
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completion;
 The types of schools within the system of formal adult education and training;
 The possibility under law to obtain a higher educational degree and vocational
competence certificate as an adult without the need to obtain a degree of a lower level
more than once.
 The right of every adult to education in a school of his/her choice and type of education
that corresponds to their personal preferences and potential.
 Establishes the rules for control and financing of the system of public education, the powers
of the Minister of Education and Science as a special organ for management and control
over the system.
Law on Vocational Training and Education
The Law on Vocational Training and Education governs social relations related to the provision
of rights such as the right of citizens to education and vocational training that corresponds to their
personal preferences and potential. The provisions also cater to the needs of the state of a qualified
and competitive workforce.
 Sets the goal of the system for education and vocational training – to prepare citizens for
adequate inclusion in economy and society by securing a satisfactory environment to
acquire and improve one’s professional qualification;
 Secures legal opportunities and conditions for the functioning and development of formal
school education and vocational training for persons aged 16 or older based on cooperation
between its institutions, the bodies of the executive authority, the local self-governments,
and social partners;
 Determines the organizational requirements within the system of vocational training and
education – the list of professions for education and vocational training, levels of vocational
training, the terms and requirements to obtain a vocational certificate, the organization of the
learning process, the order and requirements to meet for graduation, and certification and
recognition of academic diplomas;
 Determines the institutions within the formal school system for education and vocational
training for persons aged 16 and older;
 Determines the functions of the state institutions, municipalities, and social partners related
to adult education and vocational training.
The Law Amending and Supplementing the Law on Vocational Training and Education as of
25 July 2014 creates a regulatory environment for:
 Work-based education (dual education) as a form of partnership between vocational
schools, vocational colleges, or vocational training centers and one or more employers;
 Internal system so that educational institutions ensure quality in compliance with acting
legislation and state educational requirements to obtain a certificate;
 Credit system to certify, collect, and transfer credits gained during the course of study.
 Validation of professional competencies, skills, and knowledge acquired though
informal education and/or self-learning as the basis of professional or practical
experience;
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 The list of professions protected by the state – certain professions on the List of
Professions for vocational training and education under art. 6 of the Law on Vocational
Training and Education which are established based on criteria under act of the Council
of Ministers.
Law on Execution of Penalties and Detention
Law on Execution of Penalties and Detention:
 Settles questions related to education, vocational training, and vocational certificates for
persons in detention with a sentence “deprivation of liberty”;
 Establishes equal access of persons in detention to educational and training activities and
activities to improve one’s qualification which are in the form of general education or
vocational training in compliance with the state educational requirements, public education,
and literacy and vocational courses, directed toward illiterate persons.
The Level of Education, General Education Minimum and Curriculum Act
The Level of Education, General Education Minimum and Curriculum Act
 Establishes educational degrees to ensure the necessary level of education as well as
consistency and continuity of education; the order and requirements to meet to graduate and
transition to a higher degree as well as the characteristics of the general education minimum
and curriculum.
 Regulates the development, adoption, and approval of school curricula in the system of
formal education and training.
Regulations to Enforce the Public Education Act
The Regulations to Enforce the Public Education Act specify the organization and procedures
related to formal education and training of persons aged 16.
Regulations
 Regulation № 11 of 28.03.2005 to admit students in state and municipal schools –
determines the requirements and terms to admit students in state and municipal schools.
 Regulation № 4 to admit students in sports schools - determines the requirements and
terms to admit students in state and municipal sports schools.
 Regulation № Н-5 as of 8.09.2008 to admit students in arts schools – admit students in
arts schools under the Ministry of Culture.
 Regulation № 2 as of 18.05.2000 on the school curriculum – determines the proficiency
of students in general education programs at the end of a school period as well as the
educational level as the requirements for school curriculum include general and specific key
groups of competences, integral, interdisciplinary fields of school content depending on the
specifics of the courses and the cultural-educational activities.
 Regulation № 3 as of 15.04.2003 on the system of assessment and grading – determines
state educational requirements for the system of assessment (in this number the structuring
of assessments to identify progress and results in the process of schooling at the completion
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of secondary education or vocational training as part of formal adult school education).
 Regulation № 4 as of 16.04.2003 on documents within the framework of the public
education system establishes state educational standards for documents within the public
education system, their use, content, and filing and storage for documents issued by state,
municipal, and private schools.
IMPORTANCE of the Regulatory Acts to Improve the Quality and Effectiveness of Adult
Education and Training within the Framework of the Formal Educational System
The state, content, and ways to improve the regulatory framework in the sector (ensure it is
up-to-date) is of special importance to ensure better quality adult education and training in the
Republic of Bulgaria. In this sense:
 It is mandatory to develop a normative definition of “quality of adult education and
training” as a category and to implement a system to offer such education.
 In compliance with strategic documents in Bulgaria, programs, projects, and measures have
been implemented to ensure the quality and effectiveness of adult education within the
framework of the formal educational system:
 A National Qualification Framework to Facilitate Citizen Mobility has been developed
and adopted to ensure transparency with regard to education and qualifications obtained
and to enable the recognition of results and outcomes of formal education;
 The state educational requirements to obtain a vocational certificate by profession have
been developed;
 The competencies of teachers and headmasters in schools as educational institutions
have improved.
 In the process of coordination:
 Draft of Regulation to ensure quality of vocational training and education;
 Draft of Regulation on the conditions and procedures to structure and provide
work-based education (dual education).
 Regulation № 2 as of 13.11.2014 has been adopted regarding the conditions and procedures
to validate professional competencies, skills and knowledge – specifies the conditions and
procedures to validate professional competencies, skills, and knowledge gained through
informal education or self-learning with the goal of enabling access to education to obtain
professional qualification and access the labor market.
CONCLUSION
The overview of the regulatory environment in the Republic of Bulgaria aims to examine social
relations and the rights and responsibilities of educators in the sector of adult education and to
discover weaknesses in the existing instruments for impact and allows making the following
conclusions:
 The presence of a relatively well developed regulatory framework to structure formal school
adult education in Bulgaria;
 The following practices are not well developed in legal terms: flexible transition between
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








the separate stages and the possibility for adults to be re-admitted in formal school education
and training.
Regulations on distance and correspondence learning have not been adopted and
implemented in practice.
The regulatory framework does not allow for the institutionalization of the sector of adult
education, there is no special structure for organization, coordinated action of the interested
parties in the sector of adult education, and control over the formal school adult education
and training in Bulgaria at the national, regional, and local level.
After the Public Education Act has been enforced, state educational requirements have not
been developed on: teacher’s certificates and qualifications, facilities and equipment,
healthcare, safe conditions for training, education, and work, academic, informational, and
library services, inspections of the system of public education;
State educational requirements on vocational guidance and career development are absent;
There are no mechanisms to guarantee the stability of the acting regulatory framework;
The large number of legal amendments and subsequent amendments in relevant by-laws are
difficult to adopt and implement in practice and are contradicting in some cases or may
involve additional barriers;
Financial assistance for formal school adult education and training in Bulgaria on the
principle of delegated budgets does not guarantee that they are well-structured;
The acting regulatory framework does not provide for regulations related to: planning and
policies within the framework of the formal educational system for adult education and
training as well as stimuli directed to an increased participation of adults in educational and
training programs;
Lack of knowledge and enforcement of the regulatory framework by interested parties – the
disunited character of the regulatory framework in the sector of adult education makes it
difficult for use. Some employers as well as representatives of different target groups fail to
enforce it due to lack of knowledge. The absence of a comprehensive system for control and
monitoring of the sector is an additional factor which does not contribute to quality adult
education and training due to the acting laws and by-laws.
This state of the regulatory framework poses serious difficulties to the already difficult process of
implementing policies for adult education and undoubtedly is a considerable obstacle to the
successful publicizing of this policy.
RECOMMENDATIONS
Improve legislation on adult education and training based on what is so far achieved and in
compliance with the priorities set out in the renewed European Agenda for Adult Learning:
 Increase the academic venues for adult education and training, including a better access to
tertiary education as well as the opportunity for re-admission within the educational system
for drop-outs who left school.
 Create a new type of institutions for adult training – integral colleges that offer opportunities
for learning as a transition from the system of school education to higher professional
qualifications as well as the system of higher education and the labor market.
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 Improve the opportunities for learning for adults in the context of the active life of adult
people, including volunteering and encouraging innovative inter-generational forms of
learning.
 Implement mechanisms to satisfy the educational needs of persons with disabilities and
persons excluded from the educational system due to specific situations, for example,
persons in detention and orphanages.
 Improved cooperation and partnership between different interest parties related to adult
learning, especially at the regional and local level in the context of the creation of “learning
regions”.
 Legal definition of:
 Definitions of “adult students” and “quality adult education and training” as categories as
well as the adoption of a system to provide such education;
 Criteria and procedures to establish protected professions and confirmation of their
inclusion in the list;
 Framework programs that can be used to educate persons aged 16, depending on the form
and period of education, the entry and exit levels in terms of education and qualification;
 Specify conditions and procedures for obtaining a qualification by educators of adult
students and a successful completion of diploma studies in andragogy in compliance with
the state education standard on the statute of professional development of teachers,
headmasters, and other pedagogy experts.
 Introduce possibilities for distance learning of adult students within the formal school
system.
SECTION 3. STATE OF ADULT EDUCATION AND TRAINING WITHIN THE FORMAL
EDUCATIONAL SYSTEM – KEY INDICATORS
3.1. Educational Demographics for Age Group 25 - 64 Years of Age
During the period 2009 - 2013 the educational demographics of the population1 aged 25 – 64
years continues to improve and follows a clearly noticeable tendency toward an increased
number and percentage of people with secondary and higher education and a simultaneous
reduction of the number and percentage of people with elementary education or lower. During
the last 5 years the relative percentage of persons with elementary or lower education has
decreased by close to 4 percentage points – from 22.1% (2009) to 18.2% in 2013. It is remarkable
that the percentage of people with elementary education or lower is 6.6 percentage points below
the average for the European Union, which is 24.8%, and the country is 13th among the
member-states (Fig. 3.1)
1
Source: EUROSTAT/NSI, Average annual data from Labour Force Survey
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Fig. 3.1. Educational demographics of the population aged 25 – 64 in the EU in 2013
Lithuaniaа
Czech Republic
Slovakia
Estonia
Poland
Latvia
Germany
Finland
Slovenia
Sweden
Austria
Hungary
Bulgaria
Croatia
Luxemburg
Cyprus
Great Britain
Denmark
Ireland
Romania
Netherlands
European Union
France
Belgium
Greece
Italy
Spain
Malta Red: Percentage (%) of population with elementary education or lower
Blue: Percentage (%) of population with high school education or vocational college degree
Portugal
Source: NSI
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At the same time the relative percentage of persons with higher education grows from 23.0% in
2009 to 25.6% in 2013. Despite this relative increase, the percentage of persons with
higher/university education is below the average for the European Union (28.5%), and the state is
19th among the 28 EU member-states. Higher percentages of persons with university education in
the age group 25 – 64 years have Ireland - 41.5%, Finland - 40.5%, and Great Britain - 39.6%.
During the last 5 years, the persons with secondary education or college diploma make the highest
share in the population group aged 25 – 64 in Bulgaria, and in 2013 this share reached 56.3%.(Fig.
3.2.) Their share has increased by 1.4 percentage points compared to 2009. If the percentages of
persons with secondary and higher education are added, the total percentage grows by 4 percentage
points compared to 2009 and reaches 81.9% in 2013.
These positive changes in the educational demographics reflect quantitative results from the
functioning of the educational system and are a good prerequisite for the economic development of
the country in principle. The results of a number of studies (PISA, University Ranking System, etc.)
during the last years, however, indicate that the quality of elementary, secondary, and higher
education is unsatisfactory, and the demographics (persons who graduate) fails to meet the needs of
the economy. This facts show that the educational system is ineffective despite the positive changes
in the educational demographics, and this proves the need to outline new goals and to implement
reforms in the educational sector, based on international experience.
Fig. 3.2. Educational demographics of the population aged 25-64 in Bulgaria during the period
■
■
■
Percentage (%) of the population with higher education
Percentage (%) of the population with secondary education or college degree
Percentage (%) of the population with elementary education or lower
Source: EUROSTAT/NSI, Labour Force Survey
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3.2. Involvement of Adults in Formal Education and Level of Education by Degrees
3.2.1. Working Definition of Formal School Adult Education
Because of the differences in the methodological scope of adult education and training at
international and national level in relation to age and years reached, it was necessary to develop a
working definition for the purpose of the current analysis.
Taking into account the general definition of formal adult education according to ISCED
(International Standard Classification of Education or ISCED 2011), Bulgarian legislation in this
sphere, and the terms of reference of the project, the following working definition was developed:
Education or/and adult education within the school system (including vocational colleges) takes
place in compliance with educational manuals for adults (persons aged 16 or older) to obtain a
degree, educational or vocational, including grade completion. This includes adult students
educated in compliance with educational manuals as follows:
 Persons aged 16 studying toward an elementary school diploma certificate or grade
completion at the elementary school level in all types of secondary schools with the
exception of high schools.
 Persons aged 16 studying to complete secondary school, part-time, in an evening course, or
through self-learning;
 Persons aged 16 studying toward an elementary school diploma certificate and I degree
vocational competence certificate with admission after VI or VII grade completion in an
evening course, part-time, or through self-learning;
 Persons aged 16 studying toward I degree vocational competence certificate after
elementary school and enrolled in an evening course, part-time, or through self-learning.
 Persons aged 16 to complete secondary school or toward II or III degree vocational
competence certificate studying part-time, in an evening course, or through self-learning.
 Persons studying toward IV vocational competence certificate in all forms of education;
 Persons aged 16 to complete elementary or secondary education or studying toward
vocational competence certificate in schools in places of detention;
 Persons enrolled in vocational training courses related to some aspect of their profession or
for I, II, II vocational competence certificate in paid education in a vocational high school or
college.
Students in literacy course or other types of short-term courses that do not result in an educational
degree or vocational degree are not included in the group of adult students within the framework of
formal school education, but these types of education by definition are included in the scope of
informal education. Adult students in Vocational Training Centers (VTC) are outside the scope
of this definition because VTCs are not part of the educational system.
3.2.2. Adult Students by Educational Level and Vocational Degree
Data by NSI shows that during the 2013/14 academic year formal adult education and training
in Bulgaria is offered by 294 general education and vocational schools, vocational high schools,
and vocational colleges. The number of students has reached 35,679 persons (Appendix 1,
Table 1А.)
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During the 2009/10 - 2013/14 academic years, the number of adult students ranges between
27,000 and 36,000 with a tendency to increase in number. More precisely compared to 2009/10
this number has increased with 6,894 or 23.9%, and during the 2013/14 academic year reaches
35679 persons. During the period under review, the relative percentage of adult students of the
total number of students in formal school education also increased from 3.6% in the 2009/10
academic year to 4.7% in the 2013/14 academic year (Fig. 3.3.).
Fig. 3.3. Relative percentage (%) of adult students of the total number of students in formal school
education.
Source: NSI
Source: NSI
During the 2013/14 academic year the majority of adults were in secondary education or studying
toward a II degree vocational competence certificate in vocational high schools – 10,598 persons
or close to 1/3 of adult students (29.7%). Second come adult students in secondary education and
III degree vocational competence certificate, with a total of 8,841 persons or 24.8% of adult
students. Paid education and IV degree vocational certificate are the least attractive options, with
165 students in total or 0.5% of all adult students (Appendix 1, Table 1А). The total increase in
the number of adult students during the reference period is a result of the change in numbers of
the adult students by type and degree. These changes are reviewed below.
З.2.2.1. Adult Students in Elementary School (I - IV grade)
The share of adult students in elementary education is low (I level by the International Standard
Classification of Education) – only 560 persons in total in the country or 0.2% of students in
elementary education during the 2013/14 academic year. This small relative share is constant for the
entire reference period - 0.1 - 0.2% (Table 3.1.).
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Table 3.1. Adults in elementary education
2009/10
Adults in elementary education 260340
(I-IV grade, ISCED -1) - number
Adult students in this number 124
Of them: evening studies
Part-time or self- learning
42
2010/11
2011/12 2012/13 2013/14
255086
252372 253675 258840
246
600
453
560
122
468
267
270
124
132
82
Relative percentage of adult
students (%)
0.1
290
186
0.1
0.2
0.2
0.2
Source: NSI
In adult student demographics the largest percentage take students over the age of 25 - 75.5% during
the 2013/14 academic year, 19.2% are in the age group 20 – 24, and the age group 16 – 19 is the
smallest. (Fig 3.4.).
Fig. 3.4. Demographics of adult students in elementary education by age group during the 2013/14
academic year
Source: NSI
Adult students aged 25 +
75,5%
Adult students
in the age
group
16- 19
5.3%
Adult students
in the age group
20-24
19.2%
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Adult students in elementary education show no preference toward evening studies, part-time
studies, or self-learning. During the 2013/14 academic year 48.2% of 560 adult students were
enrolled in evening courses and 51.8% were part-time or self-learning (Fig. 3.5.).
Fig. 3.5. Adult students in elementary education by type of education


part-time or self-learning
evening courses
Academic years
Source: NSI
In principle elementary education for adults is expected to cover mainly persons who attended
literacy courses to finish a grade from I to IV and adults who left school during the previous year.
Despite the fact that the total number of students has increased from 124 persons during the 2009/10
academic year to 560 during the 2013/14 academic year or more than 4 times, this number is
extremely small in view of the total number of illiterate persons of more than 47.6 thousand aged
20-49 (2011).
3.2.2.2. Adult Students in Lower Secondary Education (V - VIII grade)
Lower secondary school has become a more attractive option for adult students during the last year.
There is a considerable increase in the total number of students – close to 4 times or 3,856 students
(Table 3.2.) in this level (level 2 by ISCED), and their relative share has grown from 0.4%
(2009/10) to 1.8% of students at this level during the 2013/14 academic year (Fig. 6). During the
2013/14 academic year by age adult students are divided as follows: students over the age of 25
have the largest share - 62.1%, 23.1% are aged 20-24, and age group 16 – 19 is the smallest. This
data shows that persons over the age of 25 are more aware of the need of education while younger
persons aged 16 – 19 are unable to appreciate the opportunity given on time.
Table 3.2. Students in lower secondary education of general school education
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Fig. 3.6. Relative share (%) of adults of the total number of students in lower secondary education
as part of general education.
2009/10 2010/11 2011/12 2012/13 2013/14
217850
21937
2
219860
1315
2332
163
98
416
3856
I Относителен
Relative
дял на
share
of учащите
възрастни (%)
adult
199
188
students
(%)
834
1217
1916
222968
Lower secondary education
(V-VIII grade, ISCED-2) - number
Adult students in this number
997
Of them: evening studies
Part-time or self-learning
2009/10
2010/11
2011/12
Relative share of adult students (%)
2012/13
0,4
0,6
2871
3070
218548
3668
2013/14
1,1
1,4
1,8
Source: NSI
Source: NSI
During the 2013/14 academic year by age adult students in lower secondary school are divided as
follows: students over the age of 25 have the largest share - 62.1%, 23.1% are aged 20-24, and age
group 16 – 19 is the smallest (Fig. 3.7.) This data shows that persons over the age of 25 are more
aware of the need of education while younger persons aged 16 – 19 are unable to appreciate the
opportunity given on time.
Fig 3.7. Demographics of adult students in lower secondary education by age group during the
2013/14 academic year
Adult students show preference for non-participation forms of education – part-time and
self-learning which cover 3,668 persons
or NSI
95.1% of the total number of students in lower
Source:



Adult students
Page 2325+:
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Adult students 20 – 24: 23.1%
Adult students 16 – 19: 14.7%
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secondary education. The share of adult students in evening courses is relatively small – 4.9%.
3.2.2.3. Adult Students in Vocational Training Studying toward First Level Vocational
Competence Certificate after Completed VI or VII Grade
During the period covering academic years 2009/10 – 2013/14 the number of students in vocational
training to obtain I level vocational competence certificate with admission after completed VI or
VII grade increased significantly – from 157 (2009/10) to 589 (2013/14) or close to 4 times (Table
3.3). However, this form of education is evidently not attractive in the view of full-time students as
well as adult students, taking into account the total number of adult students – 589 persons in total
for the country during the last year of the period under review. During the 2013/14 academic year
the majority (52.2%) of adult students are over the age of 25, and the share of those aged 16 – 19 is
15.6%. Here conclusion can be made that students become aware of the need of education after they
turn 25. The relative share of adult students of the total number of students is relatively high but this
can be attributed to a larger extent to the smaller number of full-time students in this form of
education. Despite that numbers indicate a relative increase of adult students – from 7.5% (2009/10)
to 24.7% during the 2013/14 academic year (Table 3.3.).
Table 3.3. Students in vocational training to obtain I level vocational competence certificate with
admission after completed VI or VII grade
2009/10 2010/11 2011/12 2012/13 2013/14
Vocational training – 1 level vocational 2087
training with admission after VI и VII
(ISCED-2) - number
Adult students in this number
157
Of them: evening courses
Part-time or self-learning
Relative share of adult students (%)
2130
1902
1979
2386
227
249
348
589
110
125
60
160
271
47
102
189
188
318
7,5
10,7
13,1
17,6
24,7
Source: NSI
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During the 2013/14 academic year, adult students were 589 in number, and despite the small
number, they were mainly interested in professions in the following narrow specialties: (Fig. 3.8.)
Fig. 3.8. Demographics of adult students in vocational training to obtain I level vocational
competence certificate with admission after competed VI or VII grade by narrow specialty
during the 2013/14 academic year
 Engineering sciences and professions – 16.1%
 Extraction and production technologies – 26.5%
 Architecture and construction – 26.5%
 Agriculture, forestry, fisheries – 30.2%
 Others/undefined – 0.7%
Source: NSI
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3.2.2.4 Adult Students in Vocational Training to Obtain 1 Level Vocational Competence
Certificate with Admission after Elementary School
The number of adults in vocational training to obtain 1 level vocational competence certificate with
admission after completed VIII grade is extremely small and non-significant at national level during
the period covering 2009/10 - 2013/14 academic years and varies in the range of 90 persons
(2009/10) and 320 (2012/13) and sharply plummets to 168 (2013/14) (Table 3.4). Students hardly
show any interest toward this form of education, both full-time students and adult students, taking
into account the total number of adult students – only 168 students in total for the country during the
2013/14 academic year. The relative share of adult students of the total number of students is
relatively high (20.2% for the 2013/14 academic year), and this is the result of the small number of
full-time students in this form of education (Table 3.4).
Table 3.4. Students in vocational training to obtain 1 level vocational competence certificate
with admission after completed VIII grade
/Number/
2009/10 2010/11 2011/12 2012/13 2013/14
Vocational training – I level vocational
competence certificate with admission
after VIII grade (ISCED-3) - number
Adult students in this number
Of them: evening courses
Part-time or self-learning
Relative share of adult students (%)
785
691
841
1011
831
90
131
214
320
168
90
77
172
181
102
0
54
42
139
66
11,5
19
25,4
31,7
20,2
Source: NSI
During the 2013/14 academic year the majority (80.0%) of adult students are over the age of 25, and
the share of students aged 16 – 19 is just 7.7%.
During the 2013/14 academic year the demographics of adult students by narrow specialty clearly
shows that they choose to enroll in programs in a narrow range of specialties – engineering sciences
and engineering specialties (56.0%), personal services – 19.0%, extraction and production
technologies – 12.5% and other specialties – 12.5%. (Fig 3.9.). The lack of interest on the part of
adults in this form of vocational training is clearly defined by the declining number of students
during the 2013/14 academic year as well as the lack of courses offered in specialties such as
architecture and construction, agriculture, forestry, and fisheries, and others. It should be noted that
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some vocational high schools plan to offer such forms of education but the small number of students
does not allow them to introduce classes.
Fig. 3.9. Demographics of adult students in vocational training to obtain I level vocational
competence certificate with admission after completed VIII grade by narrow specialty during the
2013/14 academic year
Source: NSI
Engineering sciences and
professions
56,0%
Extraction and
production
technologies
12,5%
Personal services
Other/undefined
specialties
19,0%
12.5%
3.2.2.5 Adult Students in General Secondary Education (IX - XII grade)
During the period covering 2009/10 - 2013/14 academic years a growing number of adult students
show interest in general secondary education despite the fact that the relative share of adults remains
low in view of the benefits that general secondary education offers to every person. Participation of
adults at this stage (level 3 by ISCED) is characterized by a continuous growth of the total number
of students and has grown from close to 4 thousand during the 2009/10 academic year to 5 thousand
during 2013/14. The relative share of students in general secondary education is constantly growing
and reached 3.8% during the 2013/14 academic year (Table 3.5). During the 2013/14 academic year
students over the age of 25 have the largest share - 56.8%, 23.4% are in the age group 20 – 24, and
the age group 16 – 19 has the smallest share 19.8% (Fig 3.10.). This demographics of students
confirms the hypothesis that people feel the need to complete general secondary education after the
age of 25 while younger people do not appreciate this opportunity sufficiently and in time.
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Table. 3.5. Students in general secondary education
2009/10 2010/11
General secondary education (IX - 148889 147193
XII grade, ISCED-3) - number
3922
3959
Adult students in this number
Of them: evening courses
Part-time of self-learning
2011/12 2012/13 2013/14
141490 135125
132731
4201
4681
5032
2665
2510
2354
2412
2350
1257
1449
1847
2269
2682
2,7
3
3,5
3,8
2,6
Relative share of adult students (%)
Source: NSI
Fig. 3.10. Demographics (%) of adult students in general secondary education by age
during the 2013/14 academic year



Adult students 25 +:56.8%
Adult students aged 20 – 24: 23.4 %
Adult students aged 16 – 19: 19.8 %
Source: NSI
Adult students show no noticeable preference for part-time studies or self-learning. The relative
share of adult students in part time studies and those engaged in self-learning (taken together) is
53,3% for self-learning vs. 46,7% for evening studies during the 2013/14 school year.
3.2.2. 6 Adult Students in Secondary Vocational Education to Obtain II Level Vocational
Competence Certificate
By looking at the numbers of students they show the strongest preference for II level vocational
competence certificate (VCC). The number of adult students has grown more than twice during the
reference period – from 5,124 for the 2009/10 academic year to 10,598 for the 2013/14 academic
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year (Table 3.6). The constant and considerable growth in the number and relative share of adult
students makes an impression
Table 3.6. Students in vocational training to obtain II level vocational competence
certificate
2009/10 2010/11 2011/12 2012/13 2013/14
Vocational training – II level
vocational competence certificate
(ISCED-3) - number
Adult students in this number
Of them: evening courses
44430
43225
40285
35469
32785
5124
6676
7987
9137
10598
2441
2790
3018
2926
3090
2683
3886
4969
6211
7508
11,5
15,4
19,8
25,8
32,3
Part-time or self-learning
Relative share of adult students (%)
Source: NSI
The relative share of adult students of the total number of students has grown at an extremely fast
rate which is due to the growing number of adult students as well as the constant decline in the total
number of students (Fig. 3.11.).
Fig. 3.11. Relative share (%) of adult students of the total number of students in
vocational training to obtain II level VCC
Source: NSI
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During the 2013/14 academic year the majority (72.9%) of adult students was over the age of 25,
and the share of students ages 16 – 19 was 9.0%. Adult students enroll in vocational courses and
specialties in 7 narrow fields of education. The largest shares of adult students are in the field of
engineering studies and engineering specialties (32.7%) and agriculture, forestry, and fisheries 26.1%, and the smallest in fields economic studies and administration - 3.4% and information
studies - 0.1%. (Fig. 3.12).
Fig.3.12. Demographics (%) of adult students in vocational training to obtain II level VCC in
narrow fields of education during the 2013/14 academic year
Personal services
Agriculture, forestry, and fishery
Architecture and construction
Extraction and production technologies
Engineering Sciences and Engineering Professions
Information studies
Economic studies and administration
Source: NSI
3.2.2.7Adult Students in Vocational Secondary Education to Obtain III Level Vocational
Competence Certificate
The participation rate of adults in education to obtain III level vocational competence certificate
(VCC) is unstable during the last years and varies considerably. Two periods are representative and
marked by significant changes in this relation. During the periods covering the 2009/10 and 2010/11
academic years the number of adult students grew from 12 thousand to 14.8 thousand or by 23.2%.
A sharp decline in the number of adult students follows – from 14,8 thousand (2010/11) to 7,523
thousand (2011/12) or by more than 50%. A 3-year growth was observed during the second period,
and the number reached 8.8 thousand 2013/14 but was considerably lower than the number during
the initial year of the reference period (12,007 for the 2009/10 academic year (Table 3.7). The
relative shares of adult students of the total number of students follow the same trend during the
period under review.
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Table. 3.7. Students in vocational training to obtain III level vocational competence
certificate
2009/10 2010/11 2011/12 2012/13 2013/14
Vocational training – III level
vocational competence certificate
(ISCED-3) - number
Adult students in this number
Of them: evening courses
112821 112266
99896 101893
102879
12007
14788
7523
8133
8841
405
777
1090
1658
1638
11602
14011
6433
6475
7203
10,6
13,2
7,5
8,0
8,6
Part-time or self-learning
Relative share of adult students (%)
Source: NSI
It makes an impression that the changes in relative shares of adult students correspond to
the changes in the total number of students and are mainly related to the changes in the
number of adult students (Table 1.7 and Fig 3.13.).
Fig. 3.13. Relative share (%) of adult students of the total number of students in vocational
training to obtain III level VCC
Source: NSI
Data on the distribution of adult students by age shows that the majority (65.1%) of students are
over the age of 25 during the 2013/14 academic year, the share of students aged 20 – 24 is 20.7%
and aged 16 – 19 is 14.2%.
During the 2013/14 academic year adult students in courses to obtain III VCC are enrolled in
vocational training and degree programs in 13 narrow fields of education. The largest are the
percentages of adult students in the fields of engineering sciences and engineering specialties
(43.7%) and extraction and production technologies - 16.0%, and the smallest in the fields of
physics and chemistry - 0.2% and transportation services - 0.4%. (Fig 3.14).
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Fig. 3.14. Demographics (%) of adult students in vocational training to obtain III level VCC in
narrow fields of education during the 2013/14 academic year
Environmental protection
Transportation services
Personal services
Social services
Veterinary medicine
Agriculture, forestry, and fisheries
Architecture and construction
Extraction and production technologies
Engineering sciences and professions
Information studies
Physics and chemistry
Economic sciences and administration
Arts
3.2.2.7. Adult Students in Vocational Training after Secondary Education to Obtain IV
Level Vocational Competence Certificate
According to the working definition applied in the present analysis, all students are considered
adults when studying toward IV level vocational competence certificate after completed
secondary education in professional colleges, regardless of the form of education. For the purpose
of the analysis, students in paid education are reviewed separately in item 2.2.9.
The participation rate of adults in education to obtain IV vocational competence certificate
(VCC) constantly and considerably declines during the last years. The number of students
declined from 4,7 thousand during the 2009/10 academic year to 2 thousand during 2013/14 or
more than twice (Table 3.8). During the period under review the number of students declined by
679 persons a year on average and in particular, by 147 persons in day-time forms a year on
average. If this trend remains constant, it is possible that there would be no candidates to enroll
in programs toward IV vocational competence certificate in 4 years.
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Table 3.8. Students in vocational training after secondary education to obtain IV level
vocational competence certificate
(Number)
2009/10 2010/11 2011/12 2012/13 2013/14
Students in vocational training – IV level
vocational competence certificate
(ISCED-4) - number
Day-time programs in this number
Evening courses
Part-time and self-learning
4716
3224
2804
2381
2001
1039
679
578
546
452
0
0
14
2
0
2545
2212
3677
1833
1549
Source: NSI
Similar to the adult students in lower levels of vocational training, the distribution of students in
IV VCC by age group shows that the majority (52.3%) of students during the 2013/14 academic
year is over the age of 25, the share of students aged 20 – 24 is 38.2%, and age 18-19 – 9.4%.
IV VCC trainings for professions and specialties covers a limited range of narrow fields of
education – 8 out of 15 possible. There are no candidates for fields important for the economy
such as Information studies, Extraction and production technologies, Architecture and
construction, and Agriculture, forestry, and fisheries while the share of Healthcare and
Transportation services, taken together, accounts for 1.0 %. There are no students enrolled in
Architecture and construction during the 2012/13 academic year.
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According to the demographics of students in IV level VCC programs during the 2013/14 year, the
largest share is enrolled in vocational programs and degree courses in the fields Economic sciences
and administration (41.8%), Personal services – 24.8%, and Safety and security – 13.8%. (Fig
3.15).
Fig 3.15. Demographics (%) of adults students in vocational training to obtain IV level VCC in
narrow fields of education during the 2013/14 school year
Safety and security
Transportation services
Personal services
Healthcare
Engineering sciences and engineering professions
Economic sciences and administration
Social sciences
Arts
Source: NSI
3.2.2.9. Adult Students in Paid Education to Obtain VCC in Vocational High Schools and
Vocational Colleges
Developments in the field of adult education to obtain VCC in paid education are a separate question
of interest because of the different method of financing for this form of education. Despite the
general unfavorable economic conditions in the country during the last year (low GDP growth,
higher unemployment rate, high youth unemployment, etc.), there is a sharp increase in the number
of students across all levels of vocational training during the 2013/14 academic year after the
constant decline of the number of students in paid education during the period 2009 – 2012. In
comparison to the initial year of the reference period, the total number of adult students grew from
1,648 during the 2009/10 academic year to 4,034 during 2013/14 or close to 2.5 times (Table 3.9).
At the same time the relative number of adult students in paid education of the total number of adult
students sharply increased during 2013/14 compared to previous years. This sharp increase is due to
the increased demand for competent employees in certain economic spheres in which employees and
adults themselves show readiness to pay tuition fees to obtain VCC. The significant increase of adult
students in paid education to obtain III level VCC during the 2013/14 academic year makes an
impression in particular, compared to the previous year.
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Table 3.9. Adult students in paid education to obtain vocational competence certificate in
vocational high schools and vocational colleges
2009/10 2010/11 2011/12 2012/13 2013/14
Adult students in paid vocational training –
number
In this number.:
To obtain - I level VCC (ISCED-2)
To obtain - II level VCC (ISCED-3)
1648
1495
1424
167
305
314
4034
190
68
266
199
226
87
497
1094
895
793
742
3182
121
96
91
83
165
4,7
5,2
3,3
11,3
To obtain – III level VCC (ISCED-3)
To obtain - IV level VCC (ISCED-4)
980
Relative share of adult students in paid
5,7
education of the total number of adult students
(%)
Source: NSI
The demographics of adult students in paid education by narrow fields of education and level
of vocational training in 2013/14 is presented on Fig. 3.16. below.
Paid adult vocational training in the form of III level VCC is best developed in scope and
covers 3,182 adults in vocational and degree courses in 11 narrow fields of education. Over
half of the students in III level VCC are enrolled in Agriculture, forestry, and fisheries –
61.8%. Considerably smaller are the shares of adult students in Engineering sciences and
engineering professions (8.7%), Healthcare (8.6%), architecture and construction (5.2%),
Information sciences (0.3%) and Veterinary medicine (0.1%) have the smallest shares of
adult students.
Second place in its scope is adult paid education to obtain II level VCC, and students are
enrolled in vocational degrees and courses in 6 narrow fields. The majority of adults at this
level are enrolled in Personal services 65.0%, and Information studies have the smallest share
– 1.2%. The smallest number of students and only in three specialties are those enrolled in
paid programs to obtain I and IV VCC (Fig. 3.16).
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Fig. 3.16. Demographics (%) of adult students in paid education by narrow fields of
education and by level of vocational training during the 2013/14 academic year
IV VCC
-paid
16,4
29,1
н
III VCC 4,8
paid
II VCC paid
8,7 4,9
21,3
Arts
■ Economic studies and
administration
Information sciences
54,5
■ Engineering sciences and
0,4 engineering professions
■
Extraction and production
technologies
■ Architecture and
construction
■ Agriculture, forestry, and
Fisheries
61,8
8,9
65
■ Healthcare
I VCC
paid
44,8
26,8
28,4
■ Personal services
■ Transport Services
1.
Arts
2.
3.
4.
5.
6.
7.
8.
9.
10.
Economic studies and administration
Information studies
Engineering sciences and engineering professions
Extraction and production technologies
Architecture and construction
Agriculture, forestry, and Fisheries
Healthcare
Personal services
Transport Services
Source: NSI
Data on the demographics of adult students in paid education by age shows that the majority of them
are in the age group 25 – 34 during the 2013/14 academic year. In this age group are 48.2% of adult
students studying toward III VCC, 37.6% of students studying toward IV VCC, 37.2% of students
studying toward II VCC, and 24.7% of students – for I VCC. The smallest share of adult students in
paid education is that of age group 16 – 19. This finding is valid for students across all levels of
vocational training (Fig. 3.17).
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Fig. 3.17.
Demographics
(%) offor
adult
in paid education
age and levels
of vocational
“National
Coordinators
thestudents
Implementation
of the by
European
Agenda
for Adult Learning”
training during the 2013/14 academic year
4 VCC – paid
3 VCC – paid
2 VCC – paid
1 VCC - paid
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3.3. Adult Students with Elementary and Secondary Education and Level of Vocational
Training
Despite the unstable development of formal school adult education during the last five years
(2009/10 - 2013/14 academic years), the educational system serves its function, and 2,371 adults
completed elementary education, 7,565 completed secondary education, and 25,692 adults obtained
a level of vocational training during this period. This is the key result of the functioning of the school
educational system with regard to adult education during the period under review.
3.3.4. Adult Students with Elementary Education and Adults with I Level Vocational
Training
Given the fact that elementary education is mandatory in Bulgaria, it can be expected that the
number and share of adults who have completed elementary education will be smaller. It is known,
however, that 11 – 12 thousand students or 2% of the total number leave school each year for
different reasons, and a small number of them return to school as adult students to complete
elementary education. During the reference period the number of adults who completed elementary
education grew 8 times – from 119 in 2009 to 944 in 2013 (Table 3.10). The relative increase in the
number of adults who completed elementary education is 1.5 percentage points – from 0.2% in 2009
to 1.7% in 2013.
Table 3.10. Completed elementary education
2009
COMPLETED ELEMENTARY SCHOOL
(ISCED 2) number
Adults in this number*
2010
2011
(Number)
2012 2013
63557 61014 56753 53929 54116
119
381
465
462
944
The relative share of adults of the total share 0.2% 0.6% 0.8% 0.9%
with completed elementary education -%
1.7%
Elementary education in general and special 54620 51507 45593 42976 42807
schools – numbers
Adults in this number
107
353
405
561
885
Of them: evening courses
Part-time or self-learning
Page 38 of 83
107
353
70
56
60
0
0
335
505
825
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Elementary education in vocational, sports,
and art schools with admission after VII grade – 8591
number
Adults in this number
Completed elementary education under
programs for vocational training - I VCC, with
admission after VI and VII grade – number
9090 10791 10581 10976
0
0
0
0
0
346
417
369
372
333
12
28
60
81
59
12
28
27
16
0
0
0
33
65
59
Adults in this number
Of them: evening courses
Part-time or self-learning
Source: NSI
The number of adults who obtained I level VCC during the last years varies considerably – from 200
in 2009 to 364 in 2013 and shows signs that the number is growing (Table 3.11.). The increase in the
relative share of adults who graduated among all persons who obtained I VCC varies from 26.2% in
2009 to 47.2% in 2013 and is due to the low growth of the total number of graduates and the growing
number of adult graduates which increased at a faster pace.
Tables 3.11. Completed vocational training for I VCC
2009
2010
(Number)
2011 2012
2013
763
873
694
667
770
200
311
227
159
364
35.6
32.7
23.8
47.2
376
318
367
251
0
3
14
0
0
3
0
0
0
0
14
0
279
190
81
221
218
186
219
298
32
34
64
143
COMPLETED VOCATIONAL
TRAINING I VCC - number
Adults in this number*
Relative share of adults of the total number
26.2
who obtained I VCC -%
Completed vocational training – I level
vocational training with admission after VI 333
and VII grade – number
12
Adults in this number
Of them: evening courses
12
Part-time or self-learning
0
Completed paid vocational training for
181
adults – I VCC – number
Completed vocational training – I level
vocational training with admission after VIII 249
grade (ISCED-3) – number
Adults in this number
7
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Of them: evening courses
7
32
21
37
58
Part-time or self-learning
0
0
13
27
85
Source: NSI
3.3.2Adult Students Who Completed Secondary Education
The total number of persons who completed secondary education constantly decreased during the
5-year period under review. This decrease is the result of a number of factors, the main one being
unfavorable demographic trends – a lower birth rate and internal population migration during
previous periods. Over a period of just 5 years the number of persons who completed secondary
education decreased by 13 thousand – from 69.3 in 2009 to 56.3 in 2012. Compared to 2009 the
relative decrease is 18.7%. At the same time, the number of adults who completed secondary
education increased more than twice – from 929 in 2009 to 2,175 in 2013 (Table 3.12). These
opposing trends result in a constant increase of the relative share of adults of the total number of
graduates who completed secondary education (Fig. 3.18). Data shows that the majority of adults
(68.8% in 2013) completed vocational secondary school and training, and the share of those
completed general secondary education is 31.2% respectively.
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Table 3.12. Completed secondary education
2009
2010
2011
2012
(Number)
2013
69302
63043
62500
59741
56316
929
1060
1526
1875
2175
1,3
1,7
2,4
3,1
3,9
35853
32481
32070
30365
28953
464
480
756
737
679
351
328
436
403
337
113
152
320
334
342
7677
7498
8288
8903
7400
159
260
390
635
962
57
41
126
281
361
Part time or self-learning
102
219
264
354
601
Completed paid vocational training for
adults – III VCC – number
2577
2
2306
4
22142
20473
19963
Adults in this number
306
320
380
503
534
Of them: evening courses
0
22
13
84
55
306
398
367
419
479
COMPLETED SECONDARY
EDUCATION (ISCED 3)
ADULTS in this number*
Relative share of adults of the total
number of students completed secondary
education -%
General secondary education – number
Adults in this number
Of them: evening courses
Part-time and self-learning
Secondary education under programs
for II VCC - number
Adults in this number
Of them: evening courses
Part-time or self-learning
Source: NSI
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Fig. 3.18. Relative share (%) of adults of the total number who completed secondary education
3.3.3.Adult Students Who Completed Vocational Training to Obtain II, III, IV Level
Vocational Training
3.3.3.1. Obtained II VCC
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During the 2009 – 2013 period the number of persons who obtained II VCC grew considerably –
from 649 in 2009 to 1,568 in 2013 (Table 3.13). On the other hand the significant reduction in the
total number who obtained II VCC makes an impression – from 17.2 thousand in 2009 to 7.4
thousand. It is obvious that the number of students interested in this vocational training is constantly
decreasing. At the same time, although at a lower quantity level, the relative share of adults of the
total number who obtained II VCC increased sharply – from от 3.8% in 2009 to 21.1% in 2013.
Table 3.13. Completed vocational training for II, III, and IV VCC within the system of the
formal education
2009
2013
2010
2011
2012
Obtained II VCC
17166
15145
8536
8413
7421
Adults in this number
649
494
656
876
1568
Of them: evening courses
Part-time or
self-learning
Paid education for adults
Relative share of adults of the total
number who obtained II VCC -%
Obtained III VCC
Adults in this number
Of them: evening courses
28
38
137
287
274
271
145
254
272
563
350
311
265
317
731
3,8
3,3
7,7
10,4
21,1
9153
1685
9998
3260
0
0
94
48
32
864
2628
2810
695
413
821
632
548
412
2510
18.4
32.6
18.0
7.1
16.5
1716
1564
1265
1270
1716
1866
1866
1564
1265
1270
302
389
256
369
286
0
0
19
0
0
1349
1477
1272
859
867
65
0
17
37
117
19176 16224
3452
1155
17921
2955
Part-time and self-learning
Paid education for adults
Relative number of adults of the total
number who obtained III VCC -%
Obtained IV VCC
Adults in this number
Of them: day-time courses
Evening courses
Part-time and self-learning
Paid education for adults
Source: NSI
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3.3.3.2. Obtained III VCC
Counteracting the decline in the total number who obtained II VCC, the number of persons who
obtained III VCC grew considerably during the 2009 – 2011 period from 9.2 thousand to 19.2
thousand and then declined and reached 17.9 during 2013. The number of adults who obtained III
VCC followed the same trend and grew considerably from 1.7 thousand to 3.5 thousand during
the 2009 – 2011 period and then declined and reached 2,995 in 2013 (Table 1.13). The large
increase in the number of adult graduates in paid education studying to obtain III VCC makes an
impression – from 412 in 2012 to 2,510 in 2013
.
3.3.3.3. Obtained IV VCC
We make a clarification that in accordance with the applied working definition all students who
obtained IV VCC are considered adults. Data from statistical research show that vocational
training at this level, which offers good prospects, is affected by the general crisis in vocational
education in Bulgaria. The number of adult students and graduates is in decline, and a significant
number of the private vocational colleges do not function because of the lack of candidates. The
number of persons who obtained IV VCC declined during the 2009 – 2013 period and remains at a
low quantitative level – from 1,716 in 2009 to 1,270 graduates in 2013 (Table 3.13). A positive
change is the increase in the number of graduates in paid education which can be a sign of a
growing interest on the part of businesses toward this type of adult vocational training.
3.3.4. Overview of Adult Students by Administrative Region during the 2013/14 Academic
Year
During the 2013/14 academic year a total of 755,035 students were enrolled within the framework
of the formal school educational system, and of them 4.7% were adults in the sense of the adopted
working definition (Table 1.14). Adult education within the school educational system covers 294
educational institutions – schools and vocational colleges. The analysis of data on adult education
and training by administrative region justifies the following conclusions that are of higher
importance:
♦ The largest number of adults study in districts Sofia-capital – 4,268, Burgas – 2,601, and
Plovdiv – 2,211.
♦ Vocational training to obtain IV vocational competence certificate after completed
secondary education is not offered across the whole Northwestern region, including districts
Vidin, Vratsa, Montana, Lovech, and Pleven.
♦ Adult vocational training to obtain III and IV level vocational competence certificate is not
offered in district Vidin.
♦ In district Pazardzhik there are no adult students in the general education programs for I-IV,
V-VIII, and IX-XII grades (level 1, 2, and 3 by ISCED-2011). This means that general
education is offered only in day-time form.
♦ In district Kyustendil there are no adult students in the general education programs for I-IV
and V-VIII grade.
♦ In districts Vratsa, Lovech, Sliven, and Targovishte adult education is not offered as part of
the general education curricula for I - IV grades.
♦ The largest relative share of adults of the total number of students is in districts Yambol
(8.3%), Silistra (7.9%) and Pleven (7.3%). With a national average of 4.7% for the relative
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share of adults, a larger share have the districts given below on Fig. 3.19.
♦ The smallest shares of adults of the total number of students have Vratsa (1.9%), Gabrovo
(2.1%), and Vidin (3.0%).
Table 1.14. Students in the school educational system during the 2013/14 academic
year by district
ADULTS in this
TOTAL (ISCED
Districts
number*
1+2+3+4)
Relative share
Unit of Measurement
Number
Number (%)
Country-wide
755035
35679
4,7%
Blagoevgrad
Burgas
Varna
Veliko Tarnovo
Vidin
Vratsa
35220
46542
50352
25223
9624
19753
1564
Gabrovo
Dobrich
Kardzhali
Kyustendil
Lovech
Montana
Pazardzhik
Pernik
Pleven
Plovdiv
Razgrad
Ruse
Silistra
Sliven
Smolyan
Sofia (District)
Sofia (Capital)
Stara Zagora
Targovishte
Haskovo
Shumen
Yambol
10647
19125
1 6240
1 2386
15211
15516
30413
11777
28487
69244
13980
22398
228
701
970
12021
23257
10809
25 3 62
122153
36849
12634
25401
19802
14609
Source: NSI
Page 45 of 83
2601
2050
1785
291
377
610
604
568
1687
594
2081
2211
914
1539
952
1167
344
1355
4268
2181
417
1293
1115
1212
4,4%
5,6%
4,1%
7,1%
3,0%
1,9%
2,1%
3,7%
6,0%
4,9%
4,0%
3,7%
5,5%
5,0%
7,3%
3,2%
6,5%
6,9%
7,9%
5,0%
3,2%
5,3%
3,5%
5,9%
3,3%
5,1%
5,6%
8,3%
Ministry of
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Fig. 3.19. Relative share (%) of adults of the total share of students within the school
educational system by district
Yambol
Silistra
Pleven
Veliko Tarnovo
Ruse
Razgrad
Kardzhali
Stara Zagora
Shumen
Burgas
Pazardzhik
Sofia-district
Haskovo
Pernik
Sliven
Kyustendil
Country average
Blagoevgrad
Varna
Lovech
Dobrich
Montana
Sofia-city
Targovishte
Plovdiv
Smolyan
Vidin
Gabrovo
Vratsa
0,0%
8,3
%
7,9%
7,3
% 7,1%
6,9%
6,5%
5,6
% 5,6%
5,5%
5,3%
5,1%
5,0%
5,0%
4,9%
4,7%
4,4%
4,1%
4,0%
3,7%
3,7%
3,5%
3,3%
3,2%
3,2%
3,0%
2,1%
1,9%
2,0%
4,0%
6,0%
8,0%
Source: NSI
Section 4. INSTITUTIONS FOR ADULT EDUCATION AND TRAINING WITHIN THE
FRAMEWORK OF THE SCHOOL EDUCATIONAL SYSTEM
4.1. Definition of Schools – educational and training institutions within the system of public
education that ensure grade completion and completion of an educational degree or vocational
training.
4.2. Types of Schools according to Curriculum Content
 General education – ensures that students master the general education minimum to
complete the initial level of elementary education, for elementary education or for secondary
education.
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 Vocational education – ensures that students master the general education minimum for
secondary education or vocational competence certificate.
Under conditions specified by the Law on Vocational Training and Education, Public Education Act,
The Level of Education, General Education Minimum and Curriculum Act, it ensures the completion
of elementary education or grades of secondary education.
 Vocational training – ensures vocational training or training related to some aspect of the
profession and improved professional competencies. It includes:
 Initial vocational training – to obtain initial vocational certificate or certificate related to
some aspect of one’s profession;
 Continuous vocational training – for improved professional competencies or competencies
related to some aspect of one’s profession.
 The amendments and supplements to the Law on Professional Education and Training (State
Gazette, Issue 61, 2014) introduced opportunities for:
 Work-based education (dual education): a form of partnership between a vocational school,
vocational high school, vocational college or vocational education center and one or more
employers that includes practical training in real work environment and training in a
vocational school, vocational high school, vocational college or vocational education center;
 Validation of vocational skills, knowledge, and competencies related to profession or aspects
of profession through informal education or self-learning with the goal of accessing
vocational training and to facilitate access to the labor market.
 General education schools and high schools introduce vocational training classes in places
with no vocational schools.
4.3. Types of Institutions for Adult Education and Training within the Educational
System
 To complete educational level – set out in the Public Education Act:
 Elementary schools - from I to IV grade inclusive, initial stage of elementary education or
literacy course;
 Lower secondary schools – from V to VIII grade inclusive, of elementary education or
literacy course;
 Elementary schools – from I to VIII grade inclusive, of elementary education or literacy
course;
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 High schools – from IX to XII inclusive, of high school or literacy course;
 Profiled high schools – secondary school classes, secondary education, literacy courses;
 General education schools, from I to XII grade inclusive, of elementary or secondary
education, from elementary or secondary education or literacy course;
 Evening (shift) schools – to complete elementary or secondary education and/or vocational
training for persons aged 16 or older in compliance with the Law on Encouragement of
Employment;
 Evening classes for adults – in general education schools, high schools, and vocational high
schools.
 On adult vocational training and education to obtain or widen the scope of the
vocational competence certificate – specified by programs under art. 12 of the Law on
Vocational Education and Training and offers the following opportunities:
 Vocational schools – offer vocational training for adults to obtain I or II level vocational
competence certificate or certificate related to some aspect of one’s profession;
 Vocational high schools – offer vocational training for adults to obtain I, II, and III level
vocational competence certificate or certificate related to some aspect of one’s profession as
well as IV level vocational competence certificate on the bases of an order by the Minister of
Education and Science in case they meet the requirements set out in the state educational
standards;
Vocational schools and vocational high schools can introduce evening classes for adults.
 Vocational colleges – offer vocational training to persons who completed secondary
education to obtain IV level vocational competence certificate with a duration of study of up
to 2 years;
 Art schools and sports schools;
 Schools in prison – offer the opportunity to complete elementary or secondary education and
vocational training or vocational training related to some aspect of one’s profession to
persons in places of detention;
 Institutions of higher education;
 Vocational training centers – state or municipal service units to the public education system
which are opened, transformed, and closed in compliance with the procedure under the
Public Education Act to build on the competencies of teachers and other persons engaged in
vocational training.
CONCLUSIONS
 There are provided regulatory possibilities in Bulgaria for completing a class, level of
education or literacy course for persons over 16 years of age under the Law on Employment
Encouragement, but there are no fixed flexible ways to transition from one to another type of
school education or training, or alternatives in case of the need to discontinue or continue
education after completing a class or level.
 The professional schools/secondary schools are institutions - suppliers of professional
education and training with a great potential.
In the context of the demographic crisis in Bulgaria, this activity helps them to gain additional means
to the subsidy granted by the State.
On the other hand the school management teams establish stable partnerships of first importance
with local companies.
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 By applying article 26 of the Law on Vocational Training and Education, the vocational
secondary schools have equal opportunities with the centers for professional training for
implementing vocational training for adults.
 The data from the inquiry shows that certain incertitude exists on the part of the school
management teams and that legal possibility is still limitedly applied or they make
systematical/methodical omissions despite all the experience gained by some of them in
implementing such training for adults.
 A regulatory possibility is offered to the state and municipal schools to provide vocational
training to persons over the age of 16, financially secured by legal and natural persons
whereas they independently determine their admission. The organization, implementation
and financing of vocational training are arranged by contract between the headmaster of the
school and the person who funds the training.
 The courses for vocational training offered by the vocational schools and high schools
mainly depend on the human resource and financial resources at the school, but do not
correspond to demand for professional qualifications on the labor market.
SECTION 5. FORMS OF EDUCATION BY TYPE. SCHOOL CURRICULA AND
EDUCATIONAL PROGRAMS FOR ADULT EDUCATION AND TRAINING WITH THE
FRAMEWORK OF THE EDUCATIONAL SYSTEM
5.1 Education by Type.
The training of adults in the school educational system is organized in forms according to the Public
Education Act:
- Day form – attendance form which is conducted for adults after the classes for students in
secondary vocational schools under framework program A to obtain I level vocational
competence certificate.
- Evening form - attendance form which is conducted for adults at suitable for the attendant’s
time, during study days in evening classes and vocational secondary schools to complete
secondary education and/or vocational certificate and a level of secondary education according
to the curriculum.
- Extramural form – includes lessons, self-training and examinations in accordance with the
curriculum. The lessons and the examinations are organized in sessions and include synopsis of
the content on the respective subject and guidance on self-preparation for the examinations. The
conditions and the order to organize and hold examinations are specified by order of the school
headmaster.
- Independent form/self-learning – non-attendance form of training, whereat students prepare
themselves independently and sit for examinations in accordance with the curriculum. It is organized
for students who for health reasons, attested by a medical document, issued by a medical board,
cannot be trained in a daily form of education, for talented students in a mandatory school age after
decision of the school board, for persons over 16 years of age, and for persons who drop out of the
system of school education. The independent form of study cannot be offered to students with
mental disabilities and multiple disabilities.
The conditions and order to organize and hold examinations are specified by order of school
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headmaster.
5.2 Framework Programs for Adults.
They are intended to develop curricula and educational programs for institutions, having the right to
provide trainings for vocational competence certificates acc. to article 9 (the Law on Vocational
Training and Education): vocational schools, vocational high schools, lower secondary, elementary,
and secondary schools of general education, special and sports schools – by order of the Minister of
Education and Science, if they meet the requirements set out in the state educational requirements.
They determine the age and entry educational and qualification level of the candidates, the content
and the duration of the vocational education and training, the form of education and the organization
form, the types of preparation and their correlation, the exit qualification level, as well as the
opportunities to continue education or for realization.
For persons over 16 years old are applied:
Framework program A for elementary vocational training to obtain I level vocational competence
certificate - option A4
Framework program B for elementary vocational training to obtain II vocational competence
certificate - option B2
Framework program C for vocational training to obtain II or III level vocational competence
certificate - option B4 and B5.
Framework program D for vocational training to obtain IV vocational competence certificate;
Framework program E for elementary education to gain qualification related to some aspect of the
profession.
Framework program F for continuous professional education to upgrade or widen the scope of the
professional qualification, as well as to gain I, II, or III level vocational competence certificate after
having obtained a certificate related to some aspect of the profession, I or II level vocational
competence certificate.
5.3 SCHOOL CURRICULA AND PROGRAMS.
 The curricula and educational programs for persons over 16 years of age are approved by the
Minister of Education and Science.
 The curricula and educational programs for persons over 16 years of age are developed by
the educational institution by order of the principal and are approved by the headmaster of
the educational institution. The curriculum for training by profession and specialty are
developed by the educational institution or by the principal requesting training in accordance
with the Law on Vocational Training and Education and the state educational requirements to
obtain qualification for profession and the framework program.
 The content of each school subject (module) for theoretical and practical training is
developed in themes and in school hours in the educational programs.
 The training in the school classes for mandatory vocational training is implemented
according to curricula, approved by the Minister of Education and Science.
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 The training in the school classes for extracurricular training for profession is implemented
according to curricula, developed by the educational institution and approved by its
headmaster.
Section 6: TEACHERS WITHIN THE FRAMEWORK FORMAL EDUCATIONAL
SYSTEM FOR ADULT EDUCATION
6.1 Teaching Staff within the Public Education System
 The teachers at school - organize and implement the educational and instruction process by
subject, check and assess the knowledge and skills of students, and cooperate for their full
integration in school and society.
 Tutors, instructors, consultants, masters and other non-pedagogic stuff.
6.2 Characteristics of adult educators – they relate to the nature of the andragogy process, based
on partnership and cooperation, assuming relations of trust and respect, clear rules and separation of
rights and responsibilities. The teacher is the main figure in the educational process with a leading
role to present school content, develop skills to study and organize the school process as a whole.
He bears professional responsibility for setting up targets, school tasks and assessment of student
knowledge.
6.3. Legal framework – regulates the general minimum requirements for teachers within the system
of public education and toward improved competencies and qualifications. It covers the following
laws and by-laws:
 The Public Education Act – regulates the general requirements for teachers who teach in the
system of public education. A teacher or educator/tutor can be any citizen who has a teaching
qualification. It is a compulsory condition that training for teachers be conducted within the
system of tertiary education.
 High Education Act – regulates the awarding of degrees of higher education by specialty and
vocational competence certificates obtained.
 The position of “Teacher” can be held only by persons who have not been imprisoned, do not
have a sentence for crime committed intentionally, who have not been deprived of the right to
exercise their profession and are not afflicted by diseases and deviations which can endanger
the life and health of students, specified by regulation by the Minister of Education and
Science, coordinated with the Minister of Health.
 The regulations to enforce the Public Education Act specify:
 The responsibility of the state to create conditions for career growth of teachers – the
process of improvement of competences while consecutively holding teaching positions
aiming to increase the quality and the efficiency of the educational and instructional
process.
 The financial resources to enhance one’s professional qualification for teachers come
from the state budget if the current state educational requirements are changed or new
ones are initiated.
 The teaching positions, the conditions and order for holding a position within the system
of public education, the rights and the responsibilities of the teacher.
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 The responsibility of the school to create conditions for teachers to raise their
professional qualification in organized forms of education and in independent training.
 Regulation № 5 as of 29th December 1996 on the requirements to raise the qualification of
pedagogic personnel within the system of public education and the order to obtain
professional training degrees.
 Instruction № 2 as of 29th July 1994 on the requirements to hold the position of “teacher” or
tutor/educator based on completed education, professional qualification and competence.
 The state educational requirements to obtain qualification for professions, in which except
the requirements which the teachers must meet in theory and in practice for the relevant
profession, there is a text on recurrent training of teachers in view of continuing their
professional growth.
A compulsory requirement for teachers involved in vocational training is to have university
education in the respective subject they teach. – article 39, paragraph 3 of the Public Education Act.
The professional training of students can be also conducted by persons with education in the
respective subject.”
6.4 Trends
The analysis of the pedagogic personnel shows:
 Aging of the pedagogic personnel.
The main problem of the school educational system is the lasting negative trend toward a higher
average age of teachers and lower number of teachers, as well as the insufficient interest of young
people in this profession. These processes are related to the decreasing number of students at school;
optimizing the school network; the huge number of merged classes; the rights of school headmasters
to exceed the number of students in classes with 10% over their capacity and the delegated right to
determine the number of employees, to assign school hours that are considerably higher than the
minimum standard teaching job as to increase their remunerations.
 Lasting disproportion of teachers by gender.
The total number of male teachers continually decreases while the number of female teachers
increases. The percentage of male teachers in vocational professional schools is higher than that in
schools of general education, keeping in mind the fact that in these schools the subjects and classes
studied are practiced by men, as well as the fact that mandatory pedagogic education is not required
for teachers – specialists involved in vocational training in this type of school.
 There is an improvement in the education-qualification structure of employees in the
educational sector.
The number and the percentage of pedagogic personnel with university education – degree “Master”
or “Bachelor” also increases, and at the same time the percentage of those with university education
with a degree “Professional Bachelor” decreases.
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6.5 Measures Implemented to Increase the Prestige That the Teaching Profession Brings.
 Increase the remuneration of teachers.
By introducing the integrated expense standard, the system of delegated budgets and the system of
differentiated payment in 2008, the teacher’s average monthly nominal salary increased, which is an
important indicator for the increased social status of teachers, for attracting and keeping young
teachers, as well as male teachers. Regardless of this act of the state, the number and percentage of
male teachers continues to decrease, and the number of young teachers does not increase with the
required pace.
 The assessment of achieved results of the work of pedagogic personnel at schools and the
extra labor remuneration for achieved results.
 Introducing a system for career growth of pedagogic specialists.
During the 2009/2010 academic year a system for career growth of pedagogic personnel was
implemented and a procedure to fill positions “senior teacher” and “chief teacher” was started across
the country.
The position “teacher-specialist in educational methods” is not introduced yet, related to the career
growth as a process of improvement of competences through consecutively holding teacher or
instructional positions with the purpose of raising the quality and effectiveness of the educational
process. No analysis and assessment of this system for motivation and stimulation has been
conducted yet.
 Normative provision to obtain professional-qualification degrees and opportunities for
national and international exchange of good practices.
 Participation in national and international projects/programs.
6.8 Teacher Training
The qualification of teachers is still an object of state policy and not an initiative of the separate
institutions, having in mind the social importance of the profession.
Training to enhance the competencies of teachers involved in adult education is carried out:
 By universities and by their specialized structures to raise the qualification of teachers;
 By means of internal school qualification.
The teacher involved in adult education is required to be aware of his role and function - his
motivation to support and assist the process of learning; to be able to understand the educational
needs of the adult student, to have technical and practical skills to organize the training and to
creating a training environment.
6.9 Financing Sources for Qualification Forms
Qualification is an act of initiative on side of employers as well as the teachers themselves.
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It is a responsibility of the administration of the Ministry of Education and Science and the Regional
Inspectorate of Education to have good knowledge of qualification activities and to offer guidance to
anyone wishing to obtain a higher qualification, especially those from “narrow” groups - young
specialists and males, in foreign languages, for students with special educational needs, information
technologies, etc.
 National programs for qualification - annually approved by the Council of Ministers and
funds provided from the state budget.
In compliance with article 42, paragraph 3 of the Public Education Act after the approval of funds for
every child and student per year in state and municipal kindergartens, schools and servicing units of
the Ministry of Education and Science, coordinated with the Ministry of Finance, compliance with
the state educational requirements, MES allots the budgetary funds for capital investments to
subsidize scientific research in the field of education and for qualification of teachers and
headmasters.
 Operative program “Development of the Human Resources”.
 School budgets - funds to raise the professional qualification of teachers are provided from
the state budget, if the existing state educational requirements are changed or new ones are
initiated.
According to the Collective Labor Agreement for the public education system as of 2014, the
Ministry of Education and Science, the employers and syndicates ought to discuss and work on
matters related to the financial provision of: front running professional qualification for teachers who
will teach new school content; setting up a system for qualification and career growth of pedagogic
specialists; extra qualification of pedagogic specialists for building skills to work on projects and
programs within the system of education; strengthening the position of tutorship with the purpose of
rendering systematical support to the newly appointed young teachers and school headmasters;
keeping fit and raising the professional qualification of workers and employees. The
employers-headmasters sent invitation to the syndicates when developing a plan for qualification
activities.
The annual funds for qualification of pedagogic personnel are guaranteed by the Collective labor
agreement in the amount of no less than 0.8/100 of the annual funds for salaries of the pedagogic
personnel and are provided for their inclusion in vocational courses, agreed in advance with the
social partners, discussed at the pedagogic council and approved by the headmaster.
 Personal funds of teachers, donations, sponsorship etc.
CONCLUSIONS AND RECOMMENDATIONS
 There is no organized national system in Bulgaria to train and enhance the competencies of
teachers teaching adults.
This problem can be solved by creating a system for extra qualification and/or qualification and/or
specialty in andragogy.
 Development of methodical guidance/manuals for teachers of adults, also suitable for
self-training.
 Training of specialists to train teachers of adults (multiplicators etc.)
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 Stimulate the suppliers of education to provide their own methodical instruments and
teaching personnel. A key factor in the policy of selection and growth of pedagogic
personnel at schools is the headmaster of the educational institution.
 The improvement of instruments for motivation and assessment - the headmaster of the
school, in the framework of the delegated budget and/or at the expense of targeted funds
secures extra remunerations for teachers, depending on position, on condition that there are
no factors that limit the possibility to increase costs for salaries in budget organizations.
 The analysis proves the necessity of training for all participants involved in adult teaching:
 For teachers - with methods of teaching for adults by providing additional knowledge,
mastering interactive educational technologies, supporting qualifications, exchange of
experience and good practices;
 For teachers and students - company training to introduce novelties in the respective
profession (modern technologies, machines, materials etc.), periodical training in leading
companies.
 For school headmasters - in management, marketing, information and communication
technologies, entrepreneurship etc.
Section 7: FINANCING FOR FORMAL SCHOOL EDUCATION AND TRAINING FOR
ADULTS
7.1 Finance schemes
Under the conditions of a market economy, quality education and training require adequate funding.
Possible sources and schemes of funding for formal school education and training of adults are:
public funding, employers and private sources.
7.1.1 Public funding
The public authorities in all European countries provide funding first of all for the formal education
and training of adults, which is offered either as a result of decisions related to the educational policy
or through labor market and employment policies
For programs up to secondary education level funding is usually transferred from the central
government to the local administrations which in turn finance the suppliers.
In the Republic of Bulgaria the public authorities use different mechanisms to finance formal adult
education and training:
 The financial support for each adult student in state or municipal schools per year
is determined by the Ministry of Education and Science, as coordinated with the
Ministry of Finance in compliance with the relevant educational requirements.
 Funding scheme under the central (state budget):
 Funding offered by the government to the primary budget spending units (BSU) –
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municipal administrations that finance the suppliers – municipal schools that offer
elementary or secondary education or vocational training;
 Funding under the budgets of ministries as BSUs: Ministry of Agriculture and Food,
Ministry of Youth and Sports and Ministry of Culture;
 Implement requirements under the Public Finance Act;
 Funding provided by the BSUs to secondary budget spending units State schools and colleges for vocational training and education, arts, and sports;
 Direct financing for suppliers of formal education and training;
 Direct financial support for certain persons.
 Funding from the central budget can be combined with other sources:
 Funding from the municipal budget as a combination of state funding and local taxes
 Complementing national sources of financing with money from EU funds;
 Additional funding for educational institutions based on social criteria – depending on
the share of students who are unemployed or receive minimum age, to hire teachers,
reduce the number of students in classes or groups or improve the material conditions;
 The level of public financing for an adult student offered to local administrations
or suppliers of education is most often calculated as a percentage of the expenses
for a student at mandatory school age.
7.1.2. Employer Funding
 In all European countries employers contribute considerable financial resources
toward adult education and training which are usually directed toward informal
educational activities – courses, conferences, and seminars on new technologies,
language proficiency, etc.
Despite that employers are interested in human resource development to contribute to company
success, there are still a few cases in which they pay the expenses to obtain vocational competence
certificates within the formal educational system. Applicants for training specify the type, volume,
and duration of training based on specific needs, and the educational institution develops and offers
the respective educational program and organizational form of education.
In many countries employers only have limited legal responsibilities to continuously train
employees. Each financial contribution of employers toward formal employee training or education
usually boils down to company policies, initiatives in the sector in which the business operates or
agreements between the employer and employee.
In the majority of European countries the employer is usually required to cover the expenses in case
the employer has asked the employee to join a certain program for education or training.
In some countries businesses are required to make mandatory contributions toward collective funds
for continuous adult education and training. The funds collected through contributions are used not
only for financing of activities related to informal training and education but often for formal
programs as well.
In Spain under regulations companies are required to finance formal vocational training for
employees and unemployed. The funds contributed by businesses are combined with funding by the
European Social Fund and the Public State Employment Service (Servicio Publico de Empleo
Estatal - SPEE). The Ministry of Labor and Emigration distributes these funds annually to pay for
initiatives related to management and education.
In France companies are required to contribute to continuous training and legislation by law. The
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amount of the financial contribution varies based on the type of company, number of adult students,
and policies and practices for employee training.
Businesses can meet their obligations by paying the full amount or a portion of the contribution to
organizations accredited to collect employer contributions.
The funds are used to finance different training and education schemes, including the “right to
self-learning” and “leave for self-learning”.
7.1.3. Private Sources
 Payment of fees by adult students by using their own sources of cash to enter the
formal educational system and take part in the payment of educational expenses,
especially those who are not at risk of social exclusion or exclusion from the labor
market. Training is offered in private schools and colleges, vocational training
centers and in school when studying toward a vocational competence certificate and
not educational level.
 Fees paid using donations, wills, private funds, etc.
Joint financing by suppliers, consumers, and employers would have an important role to play in
wide-range targeted interventions with regard to components of the policy for adult training, but its
manifestations are still incidental in Bulgaria.
7.2. Main Trends Related to the European Funding Schemes for Formal School Education
and Training
7.2.1. Implemented Practices with a Stimulating and Motivating Effect:
 Free programs “second chance” to complete elementary or lower secondary education for
persons over the age of 18 who pay only an admission fee calculated on the bases of duration
and level of the program of choice, and some categories of adult students (such as persons
with disabilities) are offered access to free education (Belgium).
 Free education and high school completion in public institutions for education and training
through alternative regimes, regardless of age (Czech Republic, Estonia, Spain, Sweden, and
Norway).
 Adults belonging to the most vulnerable groups are exempt from admission fees or pay
reduced fees when attending high school (organized high school education). Funding is
provided by private or public institutions and adult education centers. In the United Kingdom
(England, Wels, and Northern Ireland) students over the age of 19 pay fees but the Education
and Skills Act of 2008 guarantees access to the training course and exempts adults from fees
until they obtain a certificate. The Act offers opportunities to apply for a loan guaranteed by
the government under the “Lifelong Learning Account”. Colleges also implement their own
policies regarding fees for adult education.
In Scotland adult students with a low household income and those who use certain forms of state
assistance and meet the residency requirements are exempt from high school education fees.
In Finland there are no fees for initial training for adults, and reduced fees apply while attending
nationally accredited vocational courses that require the completion of vocational high school.
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7.2.2. Implemented Practices with a Stimulating and Motivating Effect
 Adoption of financial mechanisms for motivation and discipline in the sector – in Hungary
part-time students over the age of 18 pay an additional school fee in case they repeat a class.
 The fee can be reduced depending on the performance of the student.
 In some countries financial assistance by public sources is only offered for the standard
duration of the program while others take into account the individual circumstances of
students, their specific educational needs, family responsibilities, work, disabilities, looking
after children, and so on.
 An example of shared responsibility between the public authorities and suppliers of adult
education is refinancing by the government to compensate for fees not paid by exempt
persons because they are exempt or partially exempt – in Belgium.
7.3. Key Financing Principles in Formal School Adult Education and Training in the
Republic of Bulgaria
7.3.1. Key Financing Principles and Requirements under the Financial Model
The financing process in the sector is secured by the Organic Budget Law Act and other legal acts.
By implementing a financial policy a balance between the two key approaches to financing must be
achieved: on one side, the state follows to carry out its function to guarantee the right to education of
citizens and on the other, to implement the principle of economic efficiency which assumes that
more funding must be provided in places with an optimized network, necessary materials available,
and organizational and methodological requirements that are met to ensure a quality educational and
instructive process (investments in development).
It is a challenge to structure the financial model is such a way as to create stimuli to continuously
improve the conditions for equal access and the quality of education. The key principles and
requirements of the financial model are:
 Horizontal equality in the financing of an educational service as a projection of equal
access to education
 This does not necessarily mean equal financing for everyone but assumes that all
inequalities in access must be accounted for and compensated.
 Clarity and plainness of the financial model and its correspondence with the goals of the
educational policy
 Priority of the internal stimuli to improve effectiveness over the administrative approach
and competition among units of the system
 Sustainability of the model and financial principles
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A clear understanding of the nature of funding invested in the educational system is required.
These are funds for social development and their gradual increase as a percentage of GDP during
the next years is justified and necessary.
To implement an effective policy for educational development, political will and clear vision are
not the only prerequisites but also a significant financial resource which ought to be secured on the
bases of expenses restructuring and curtailed spending.
7.3.2. Key Characteristic of the Delegated Budgets
The schools in the public education system apply a system of delegated budgets as of 01.01.2008
which is a continuation of the reform toward financial decentralization to transfer from BSUs to
the school authorities the right to make independent decisions related to the administrative,
organizational, and financial functioning of schools as well as the responsibility for the results of
their actions.
The powers and responsibilities of BSUs shift from direct management to coordination of the
activities of school, methodological support, and training and control over their functioning;
 The delegated budgets resulted in significant changes in the powers and responsibilities of
school headmasters. Headmasters develop school budgets and are responsible for
bookkeeping. The result of the increased powers to develop and implement their own
budgets is salary payment regularity and improvement of facilities, goal-oriented spending
of funding and curtailed spending as well as the opportunity to carry out school projects in
the long term.
 The adoption of delegated budgets in schools resulted in a positive trend toward improved
financial, organizational, and management responsibilities of the school headmasters with
regard to: expense planning, making payments by observing budget discipline, running
auctions to rent out property, for repairs and supplies; improved employee competence;
shared responsibility and mutual control among school staff at all levels with regard to
expenses made.
7.3.3.National Program for the Development of School Education, Pre-School Education and
Training (2006 – 2015) – measures that have an impact on school-related financing:
 Determining the number and types of vocational schools – powers were delegated to the local
authorities in stages and with regard to determining the number and types of vocational and
special schools to develop a school network in correspondence with the specific
socio-economic characteristics of the separate regions. It is envisioned that only a certain
number of vocational and special schools would continue to function as state schools because
of their key importance at the national level.
 Adoption of the system of delegated budgets in all schools – supposes a complete vision for
decentralization of the system which includes a clear division of responsibilities among the
central, local, and school levels of governance. The municipalities will have the opportunity
to transfer additional aids to facilitate access – grants, interurban transit, school cafeteria and
board.
 The adoption of financial stimuli for effective governance and higher quality of the
educational process in schools that meet certain qualitative and quantitative criteria (the
absence of undersized classes, optimal size of classes, optimized structure and composition
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of staff, the use of new teaching methods, development of extracurricular activities, etc.)
The integration of this element assumes the development and functioning of the system of internal
self-assessment and external quality assessment.
 Affirming program financing for the school system – since 2007 each year financial planning
in the central budget aims to delegate financial assistance to national programs for the
development of secondary education, approved by the Council of Ministers on the proposal
of the Minister of Education and Science and the Minister of Finance and in compliance with
the priorities set out in strategic documents on school education. These programs offer
schools the opportunity to develop projects and apply to be approved for financing for the
development of certain activities and to be able to achieve goals and priorities in a more
effective manner which goals and priorities could not have been achieved in the desired
scope or of the desired quality in the framework of institutional financing.
7.3.4 Other Acts on Financing for Formal School Adult Education and Training
 With decisions of the Council of Ministers standards have been adopted for activities
delegated by the state with real indicators of value for the function Education and in this
number, standards for the forms of education are specified (evening courses, part-time,
self-learning, and individual form of education), which can be applied within the formal
educational school system to 1 adult student.
The standards for a 1-year financial assistance for students in the state and municipal schools
ensured equality in terms of the provision of financial assistance for the state and municipal schools.
 An increased effectiveness of education-related spending, together with the implementation
of the system for delegated budgets, can be also achieved through an optimized school
network. The implementation of the national program Optimization of the School Network
at the national level secures access to education and widens the range of students.
CONCLUSIONS
The results of the analysis show:
 The key advantage, provided by the state to each citizen, is free elementary and secondary
education, regardless of age, in cases when the suppliers of education are state and municipal
schools.
 The availability of different financial instruments to finance components of the policy of
adult education (priorities, spheres of intervention, activities, measures, and so on) has not
yet resulted in an integrated approach to financing. Each of the financial instruments has the
power to affect a positive change within the limits of its own target framework which
contains only separate components of the policy of adult education.
 In Bulgaria the number of financial support schemes is insufficient – schemes for re-entry,
return, and retention of adult students in formal education and training.
 Bulgaria falls behind in terms of availability and financing of flexible forms of education,
which are suitable for adults, such as short-term courses, distance learning, or components of
e-learning.
 Not issued:
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 Order by the Minister of Education and Science on qualification and art activities,
education, and other services;
 Order of the Minister of Education and Science to establish the requirements and terms for
activities outside the scope of the state educational requirements in state and municipal
schools as well as for vocational training after completion of secondary education and in
paid education;
 Specific economic standards approved by the Minister of Education and Science in
coordination with the Minister of Finances for the fulfillment of activities by units in the
system of public education.
 One of the main difficulties that schools for adult education face is the shortage of funding to
modernize the facilities and improve teacher competencies, especially related to new
technologies and competencies to perform in real work environment.
 The below forms are not offered:
 State-guaranteed bank loans, special subsidies, and tax relief;
 Partial support to pay for expenses made on training and education (for example, transport
and rent expenses in cases when programs of study require relocation, school-related
materials, and so on);
 Keep social assistance for unemployment in place or substitute this form of assistance with
other schemes of financial assistance for the unemployed who are enrolled in a program
within formal school education or training;
 Support for persons looking for employment who are enrolled in a formal program for
education or training;
 Partial or full exemption from educational fees.
 Study leave is the only financial support scheme that is widely applicable and available to
adults who would like to re-enter the system of formal education and training. Offering
workers/employees the opportunity to invest part of their work time in the attendance of
formal programs for general and vocational training is an important step in support of higher
vocational training and educational level. There are specific regulations on study leave for
adult students;
Components of the financial measures, presented in the analysis, are integrated in the policies
recently implemented by the Ministry of Labor and Social Policy and namely policies implemented
in European countries to motivate the inclusion of adults in different forms of lifelong education as
well as to offer stimuli for successful completion.
RECOMMENDATIONS
The further development of adult school education and training requires measures such as:
 Structure the financing model in such a way as to create stimuli for continuous improvement
when it comes to equal access to education and quality of education.
 The growing importance of:
 Shared financing among the institutions – suppliers of school education and training and
employers;
 A program-oriented approach to financing for funding from the state budget with the
possibility to spend funds in the most efficient manner.
 The efficient use of the possibility of financing within the formal school system for education
and training of adults supposes a high level of coordination in the use of sources in
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accordance with the priorities of interested parties.
 With regard to financing by or through the state and offered to private vocational high
schools and colleges – there are three options to choose professions to be financed: by citizen
choice, by proposal made by an employer (stated need), or at the initiative of state institutions
or social partners to the National Employment Action Plan with regard to identified needs in
the region.
 Provide financing to publish up-to-date educational vocational and reference-only books,
handbooks and practical school aids, and didactic aids for adult education.
 Develop instruments and platforms for e-learning to engage new target groups in learning,
especially those with specific needs and persons in remote regions.
 Adopt specific schemes for direct and indirect financial support for adult students:
 Refinancing for educational fees to enroll in formal programs for adult education;
 Allowance for education and training in varying amounts based on individual
circumstances such as marital status or work experience of the beneficiary;
 Bank loans with repayment relief and assistance;
 Grants based on age and social circumstances;
 Scholarships, subsidies, and educational vouchers;
 Special subsidies to pay expenses or reimburse expenses made by adults on education and
training – textbooks, school aids, transportation, and rent in cases when educational
programs require relocation, food expenses, as well as daycare expenses or child care for
children of students with children and so on.
 Tax initiatives
 Tax relief for adult students upon filing the annual tax return form for expenses made for
later-life education and training, including programs that result in formal certificates being
granted.
 Tax relief for employers on expenses made for educational and training services for their
workers/employees.
To initiate changes in by-laws after the adoption of the new Law on Pre-school and School
Education with the implementation of financial measures to facilitate the inclusion of adults in
different forms of education and training within the formal educational system and to offer stimuli
for successful completion.
Section 8. PROBLEMS IN ADULT EDUCATION AND TRAINING ACCORDING TO
SCHOOL BOARDS AND REGIONAL INSPECTORATES OF EDUCATION Key
Findings from an Inquiry
RESULTS FROM AN INQUIRY AT THE SCHOOL LEVEL
Analysis of the results of an inquiry at the school level to study:
 The opinion of headmasters of school institutions regarding adult education;
 The motivation and attitudes of the school authorities on the provision of adult education.
In accordance with the planned activities under the project, a statistical inquiry was conducted in
April 2015 to study the opinions of headmasters of educational institutions regarding adult education
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offered by these institutions.
8.3. Goal of the Inquiry and Definition of Formal School Education for Adults
The goal of the inquiry is to establish the key problems and the state of adult education within the
formal educational system. We will immediately clarify that the formal educational system includes
all types of schools and vocational colleges. On the other hand, it was necessary to develop and apply
a working definition of school adult education for the purposes of the inquiry and project, presented
in Section 2, item 2.1. of the present analysis.
8.4. Key Results of the Inquiry
During the 2014/15 academic year 294 schools and vocational colleges offer education and/or
training to adults (persons over the age of 16). Due to technical issues, 7 schools were unable to
complete the WEB-based inquiry form. 287 educational institutions participate in the inquiry of
which 218 are vocational schools, 40 are general education schools, 27 are vocational colleges, and 1
is a specialized school. Based on the form of ownership, all 287 educational institutions can be
divided as follows – 199 state, 56 municipal, and 32 private.
The results of the conducted inquiry are presented below.
Question 1. Which forms of adult education and training are offered by your school?
Adult education and/or training is offered under different forms of education in all 287 schools and
vocational colleges, and the most common ones are self-learning – 250 educational institutions,
part-time – 211 institutions, and evening courses – 77 educational institutions. Education or training
is offered in daily form of education in 27 vocational colleges and 6 schools to prisons.
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A separate question (№ 2) was asked to establish the share of adult students engaged in self-learning
who were previously enrolled in day-time form of education in the same school.
Question 2. Have persons aged 16 or older been enrolled in a day-time form of education of
those who are currently engaged in self-learning?
It has been established that 1/5 of schools (21.6%) state that the majority of adult students engaged in
self-studying have been full-time students in the same school. More than 1/3 (35.9%) of schools state
that only a small percentage of this category of adults were enrolled in a day-time form in the same
school and the rest (28.9%) come from other schools (Fig 8.1). Hence there are no grounds to
conclude that the majority of persons who turn 16 make a transition to self-learning (Fig. 8.1.) What
is more, statistical data and other studies show that students most often opt for non-attendance forms
of education to return to school after the age of 25.
Fig. 8.1.
Have persons aged 16 or older been enrolled in a day-time form of
education of those who are currently engaged in self-learning?
35,9%
Yes, the majority of
students
21,6%
Yes, only a small share
28,9%
No
13,6%
There are no students
engaged in self-learning
Question 3. Is academic/teaching staff motivated to offer adult education?
Through their headmasters the majority of schools (84.3%) expressed the opinion that their
teachers are motivated to offer adult education and training. Teachers in 43 schools or 15.0% of all
schools show partial or weak motivation. It has been found that teachers show no motivation to
offer adult education and training in only 2 out of 287 schools (Fig. 8.2). Consequently, one of the
conditions to offer adult education and instruction has been met and is the presence of motivated
teaching staff.
Diagram (Fig. 8.2):Is academic/teaching staff motivated to offer adult education?
Yes, the majority of them – 84.3 %
Yes, a small number of them – 15 %
No – 0.7 percent
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Question 4. What categories of adults are enrolled in your school?
It has been established that employed persons are enrolled in about 95% of schools to increase their
vocational or educational level, and unemployed persons are enrolled in 222 schools or 77.4%
percent of them. As expected, the economically active persons (employed and unemployed taken
together) predominate. On the other hand, data shows that more often than not employers are
unwilling to encourage their employees to enroll in a long-term program. There are students referred
by their employer for further studies in about 40% of schools that participated in the inquiry and no
such students in the remaining 60 percent.
Question 5. What types of school curriculum are applied to adult education and instruction in
your school?
The results of the inquiry indicate that the focus of formal school education for adults is on
vocational training toward a vocational competence certificate. Such programs are offered and take
place in 246 schools and vocational colleges or 85.7% of institutions offering adult education or
training. Data on all 287 schools that participated in the inquiry shows that only 18 of them (6.3%)
offer elementary education which is highly insufficient given the huge number of illiterate young
people in the country. The number of institutions that offer elementary education (V-VIII grade) is
insufficient – 35 or 12.2% of the schools participants in the inquiry. General secondary education for
adults is offered by 217 schools or 75.6% that offer adult education.
Question 6. Are adult students motivated to complete the course or program they are enrolled
in?
In the view of headmasters of schools and vocational colleges that offer adult education or training,
only half of them share the opinion that adult students (49.1%) are highly motivated for participation
in a course or training. The other half of headmasters (49.8%) state that adult students are motivated
to some extent, i.e. not motivated enough (Fig. 8.3). The insufficient motivation of adult students is a
sign that they are enrolled to obtain a certificate and not to gain knowledge, skills, and competences.
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Fig. 8.3.
Are adult students motivated to complete the course or program they
are enrolled in?
■ Yes, to a large
extent – 49.1%
■ Yes, to some
extent – 49.8%
■ No – 1.0%
1,0%
Question 7. How good are the facilities for adult education?
According to 84.3% of the headmasters who participated in the enquiry, the facilities for adult
education are of good quality. This positive answer can be considered true only in view of the
financial resources available to schools during the last year. In general, however, it is known that
the facilities in vocational schools and colleges are not entirely up-to-date and this cannot be
achieved without support on the part of businesses. According to 15.3% of the schools participants
in the inquiry the facilities for adult education could be of better quality (Fig. 8.4).
Fig. 8.4.
How good are the facilities for adult education?
84,3%
15,3%
0,3%
Page 66 of 83
 Yes 84.3%
■ To some extent 15.3%
■ No - -.3%
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Question 8. Does adult education involve textbooks and school aids adapted for adult
education?
Over half of the schools participants in the inquiry (56.1%) state that adult education does NOT
involve textbooks and school aids adapted for adult education while 23.7% use such textbooks and
school aids for some subjects only. Some 20.2% of schools participants in the inquiry use the full set
of textbooks and school aids for adult education (Fig. 8.5). Therefore the problem of securing
textbooks and aids adapted for adult education has not been solved, and it is recommended to
conduct a respective investigation and analysis and to develop a program with the appropriate level
of financing.
Fig 8.5.
Does adult education involve textbooks and school aids adapted for adult education?
Yes, for all subjects – 20.2%
No – 56.1%
For some subjects only – 23.7%
Question 9. Do teachers/lecturers in your school who are involved in adult education have
special qualification on adult education?
The results of the inquiry clearly show that teachers need additional special qualification on adult
education. Only 27.9% of the headmasters who participated in the inquiry state that the majority of
teaching staff involved in adult education has special qualification while 50.9% state that teachers
have no such qualification (Fig. 8.6.). In light of the fact that the Teacher Training Center does not
offer courses to obtain such qualification, the need for training for teachers involved in adult
education is clearly visible.
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Fig. 8.6.
Do teachers/lecturers in your school who are
involved in adult education have special
qualification on adult education?
50,9%
27,9%
21,3%
21
The majority of them – 27.9%
Only some of them – 21.3%
No – 50.9%
Question 11. Please list representatives of interested parties involved in coordinated action
with your school to offer adult education.
The relationship between educational institutions and business is of utmost importance for adult
education and training. Close to ¾ (73.5%) of the headmasters who participated in the inquiry state
that adult education involves coordinated action between schools and businesses. At the same time
this result shows lack of action or sufficient effort on the part of 26.5% of inquiry participants to
establish a lasting relationship with the business sector. Given that the process of maintaining
contacts with businesses involves both parties, this result shows lack of action or sufficient effort on
the part of businesses. Contacts with other interested parties are also important for adult education.
Some 36.9% of the schools and vocational colleges participants in the inquiry report coordinated
action with branch organizations, and 46.3% report reciprocal action with the Employment Agency.
The extent of coordinated action is lower for syndicates – 15.7 % and non-governmental
organizations – 22.3%. A significant share – 38.7% of headmasters participants in the inquiry report
reciprocal action with other interested parties involved in adult education.
Question 13. Do you have information on the participation of adults in the labor market after
they complete education at your school?
A lasting weakness of educational institutions is their lack of interested in participation in the labor
market of students and adult students who complete education in the sense of the above definition for
formal adult education and training. There is not a single legal act to require that educational
institutions collect data about this process but it is a matter of professional duty and pride for
educational institutions to present such data on an annual basis, for example, to provide information
on their website about the labor market participation of their graduates. Of the 287 headmasters of
educational institutions only 74 or 25.8% state that they receive feedback on labor market
participation of adults who have completed education or training. The majority 61.0% receive
feedback only occasionally, and do not receive feedback and probably do not seek feedback (Fig.
8.7.)
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Fig.8.7.
Do you have information on the participation
of adults in the labor market after they
complete education at your school?
■Yes – 25.8%
■ Only
occasionally
61.0%
–
■ No – 13.2%
Question 14. Do you receive feedback on whether graduates from your school continue their
education or get further training?
The extent to which educational institutions are informed and show interest in whether their
graduates continue their education is higher compared to the issue of labor market participation.
Close to 40 percent of headmasters receive feedback on this, and half – 51.6% receive feedback only
occasionally while 8.7% do not receive feedback (Fig.8.8.). But these results, as a whole, indicate
that schools show insufficient interest despite the fact that feedback on further education and labor
market participation is invaluable for each presentation the school or vocational college makes.
Фиг. 8.8.
Do you receive feedback on whether graduates from your school continue their education or get
further training?
Yes – 39.7%
Only occasionally – 51.6%
No – 8.7%
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Question 15. What problems does adult education and training face in your view?
Formal school education for adults faces many problems and requires considerable
improvements. One of the most important problems with no solutions over a long period is the
lack of interest on the part of employers. Two thirds of headmasters participants in the inquiry
(65.9%) state that employers show no interest in formal adult education and training. The
distribution of responses by type of educational institutions shows that general education
schools are affected the most – 70.7 % of them. About two thirds of vocational colleges and
vocational high schools also report this problem (Fig. 9). The reason for this situation are
many, diverse in nature and two-directional, but one of the most important is that in the view
of employers length of study of 4 years for II and III VCC is unacceptable given that the
necessary skills and knowledge can be gained over a period of several months through
informal education – courses combined with work-based education. Entrepreneurs need
workers and engineering staff in 3 – 4 months and not in 3 – 4 years. The form of ownership of
the educational institution does not have a significant impact on the opinion of the
headmasters-respondents regarding the lack of interest on the part of employers. About two
thirds of headmasters of state, municipal, and private schools and vocational colleges
independently and separately point out that lack of interest on the part of employers is a
problem – for state schools 63.8% of them, for municipal schools – 71.4%, and for private
schools – 68.8% (Fig 10).
The lack of motivation on the part of adult students has been presented as a problem by 41.1%
of headmasters-respondents (Table 8 . 1 . ) . This opinion is held by 43.9% of headmasters of
general education schools, 44.5% of directors of vocational high schools and to a much lower
degree – 11.1% by headmasters of vocational colleges (Fig 8.9). The responses of educational
institutions by form of ownership have the same distribution patterns – lack of motivation is a
problem for 44 public educational institutions – 46% of them while this is a problem for only
12.5% of private schools and vocational colleges (Fig. 8.10.). Therefore the highest levels of
motivation are found among adult students in vocational colleges which are private and offer
paid education. Levels of motivation are considerably lower in institutions that offer free adult
education.
Table 8.1.
Question 15. What problems does adult
education and training face in your
Responded Yes
Responded No
view?
Number Relative share No. Relative share
Lack of motivation of students
41,1%
169
58,9%
118
Page 70 of 83
AccessWith
morethe
because
school
to
Сdifficult
подкрепата
на location/distance
Support
of Еразъм+
EUofErasmus+
Програма
наProgramschool
Ministry of
25,4%
214
Education and
74,6%
7,0%
267
93,0%
73
25,4%
214
74,6%
cannot afford it
113
39,4%
174
60,6%
Lack of interest on the part of employees
189
65,9%
98
34,1%
37,6%
179
62,4%
42
14,6%
245
85,4%
56
19,5%
231
80,5%
Европейския съюз
73
Lifelong Learning
Inappropriate forms of education
20
Science
“National Coordinators for the Implementation of the European Agenda for Adult Learning”
Time schedule not convenient for adult students
Paid education is too expensive or the majority of students
Lack of school aids
Teachers under-qualified to work with adult students
Other
108
The headmasters-respondents position the problem of expensive paid education and inability of most
students to afford it on the third place. Close to 40% of headmasters share this opinion (Table 8.1.)
The responses of headmasters of the three types of educational institutions show considerable
differences. This opinion is held by the majority of headmasters of vocational colleges - 63.0%.
While less than half of the headmasters of vocational high schools (39.9%) share this opinion.
General education schools are least affected by this problem – 22.0% share this opinion but it must
be taken into account that these schools do not offer paid vocational training for adults (Fig. 8.1). The
conclusion here is that the state could offer assistance within reasonable limits based on budgetary
considerations to show support for the so called paid adult education in public educational
institutions by paying expenses such as textbooks and school aids, for example.
Another major problem of the formal education and training of adults is the lack of textbooks and
school aids. For lack of textbooks and school aids warn 37.6% of the headmasters respondents
(Table 8.1). This problem is more serious at the vocational secondary schools – in 42.2% of them and
in schools of general education amongst which 39.0% warn about the problem’s presence.
Remarkable is the fact that at the professional colleges this problem is completely solved (Figure
8.9). The form of ownership is an essential factor why the problem of lack of textbooks and aids
exists and for its solution. For about 42 – 45% of public institutions, this is a problem while for
private educational institutions that problem does not exist (Figure 8.10). In general the problem can
be solved and the Ministry of Education and Science can take measures in this direction.
One fourth (25.4%) of the inquired headmasters warns about the presence of problems, related to
difficult access because of the remoteness of the school and inconvenient time and schedule for
training of adults. And contrariwise – for 74.6% of the schools and the vocational colleges these
problems do not exist (table 8.1). The results further show that the form of property is a factor
because of distance to the school or college. For each fourth school (26.1%) and for each third
municipal school (33.9%) this is a problem while only two private schools or professional colleges
(6.3%) have the same problem (Figure 8.10). Regarding inconvenient time and schedule, the opinion
of the headmasters of public and the private institutions differs, though not as much, while for the
higher percentage of public institutions this is a problem (Figure 8.10). With more creativity and
effort on the part of headmasters of public educational institutions, as well as on the part of the
Regional Inspectorates of Education, these problems can be solved for the state and municipal
schools. For example training for adults can be organized on-site at big factories where they work.
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The insufficient qualification of teachers appointed to work with adult students, according to the
predominant part of the headmasters respondents – 85.4% presents no problem (Table 8.1). Such a
problem admit 17.1% of the headmasters of schools of general education and 15.6% of the
headmasters of vocational secondary schools. According to the opinion of their directors, in the
professional colleges this problem is solved (Figure 8.9). The form of ownership also plays a role
here, because there is a considerable difference in the number of public educational institutions
which admit the problem (16.1%) and the number of private institutions – 3.1% (Figure 8.10). Lack
of awareness of the necessity of special qualification of teachers to work with adult student, leads
only to negative outcomes – de-motivation of students, worsening the quality of training, not
admitting the lack of normative requirements for such a qualification, and a trend to keep the current,
personnel etc.
Only 20 directors or 7.0% of the inquired 287 consider that for the education and training of the
adults, improper forms of training are proposed. The opinion is acceptable, if these 20 directors have
in mind the lack of remote form of training. It is matter of time to introduce this contemporary and
modern form of training, which has proven its efficiency in other countries. On the other hand must
have in mind that a form of training of adults (for example extramural) is not offered by one part of
the school institutions because of imperfection in planning or because of the insufficient number of
candidates. The form of ownership of the educational institution has no impact on the responses of
headmasters regarding the problem of inappropriate forms of education. The shares of headmasters
of state schools who confirmed the problem (7%), of municipal (5.4%), and private schools and
vocational colleges (9.4%) are low and there are no significant differences. (Fig. 8.10).
Fig. 8.9
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Fig. 8.9:
Relative shares of those who responded YES to the presence of problems in the
implementation of education and training of adult students by type of the educational
institution
Lack of motivation of students
Access more difficult because of school location/distance to school
Inappropriate forms of education
Time schedule not convenient for adult students
Paid education is too expensive or the majority of students cannot afford it
Lack of interest on the part of employees
Lack of school aids
Teachers under-qualified to work with adult students
Other
Vocational high school/school Vocational college
General education and special school
Fig. 8.10
Fig. 8.10
Relative shares of those who responded YES to the presence of obstacles in the
implementation of education and training of adult students according to the form of
ownership of the educational institutions:
Lack of motivation of students
Access more difficult because of school location/distance to school
Inappropriate forms of education
Time schedule not convenient for adult students
Paid education is too expensive or the majority of students cannot afford it
Lack of interest on the part of employees
Lack of school aids
Teachers under-qualified to work with adult students
Other
State Municipal
Private
Page 73 of 83
Ministry of
Education and
Science
With the Support of EU Erasmus+ Program
Lifelong Learning
“National Coordinators for the Implementation of the European Agenda for Adult Learning”
”
Question 17. Teachers involved in adult education by gender, age, and education as of
01.12.2014
The purpose of this question is to establish the total number of teachers engaged in adult
education
Fig. 8.9.within the formal school system and their key social and demographic characteristics
– gender, age, and completed level of education. The question relates to the total number of
teachers involved in adult education and those of them teaching in paid education to obtain
VCC. The collected data on this question shows that the number of teachers involved in adult
education is 5,181, which represents 15.0% of the total number in school education and
training. It has been also established that there are no significant differences by age in the
demographics of teachers involved0%in adult
education
and
the 40demographics
of those
teaching
10%
20%
30%
%
50%
60%
70%
80%
in paid education. This means that no additional selection is made for teachers in paid adult
education when it comes to level of education, and this is not surprising given that the share of
teachers involved in adult education who hold a Bachelor or Master’s Degree is 93.1% of the
total number of teachers involved in adult education (Table 2). Only 6.9% of teachers involved
in adult education hold a Vocational Bachelor Degree. Hence the educational demographics of
teachers involved in adult education can be considered flawless.
Table 8.2. Teachers involved in adult education by gender and completed level of education as
of 01.12.2014
Inappropriate forms of education
Teachers involved in adult education number
Relative share - %
Of them: teachers in paid education to
obtain VCC
Relative share - %
Women in
Total this
number
3801
5181
100
972
100
Bachelor
or
Master’s
4822
Vocational
Bachelor
359
73,4
93,1
6,9
646
918
54
66,5
94,4
5,6
There are differences in gender demographics between teachers involved in adult education
and those in paid education. The relative share of women of the total number of teachers
involved in adult education – 73.4% is significantly higher than female teachers in paid
education – 66.5%. Despite the fact that the share of women involved in adult education
remains high, this indicates a preference for male teachers in paid education.
The age demographics of teachers involved in adult education is unfavorable. One third of
teachers are aged 55 or older while the share of young teachers under the age of 30 is just
3% (Figure 8.11.). This age demographics of teachers involved in adult education shows a
quickly growing need for teachers in the next 5 – 10 years as a result of the larger number of
teachers retiring and leaving the system compared to the inflow of young teachers.
Page 74 of 83
Ministry of
Education and
Science
With the Support of EU Erasmus+ Program
Lifelong Learning
“National Coordinators for the Implementation of the European Agenda for Adult
Learning”
Fig. 8.11.
Age demographics (%) of teachers involved in adult education
60%
40%
30,4%
20%
0%
2,6%
Under
30
30-54
Page 75 of 83
55-64
65 or older
With the Support of EU Erasmus+ Program
Lifelong Learning
Ministry of
Education and
Science
“National Coordinators for the Implementation of the European Agenda for Adult
Learning”
RESULTS OF THE INQUIRY AT LEVEL REGIONAL INSPECTORATES OF
EDUCATION
8.3. Analysis of the Results from the Inquiry Related to the Capacity of the Regional
Inspectorates of Education (RIE) to Methodologically Support the Process of Adult
Education
Question 1. Do RIEs exercise control or monitoring over adult education and instruction
which is offered in schools and colleges in the region? The following response came from
28 RIEs:
Yes - 20 (74.07%)
Sometimes - 5 (18.52%)
No - 2 (7.41%)
No response - 1,
Which show that 25 RIEs exercise control and monitoring over adult education and training in
their respective region and 5 of them do not exercise regular monitoring. 2 RIEs (Pernik and
Sofia-district) are not involved in such activities. RIE Smolyan did not answer the question.
Question 2. Does RIO have comprehensive information about adult education and
instruction within the school system on the territory of the region?
The following response came from 28 RIEs:
Yet - 22 (78.57%)
Incomplete - 6 (21.43%)
22 regional inspectorates receive comprehensive information about the state of adult education
in the region but information is incomplete in 6 inspectorates (Dobrich, Montana, Smolyan,
Sofia-capital, Shumen and Burgas).
Question 3 Which forms of education are offered by schools?
For adults are as follows:
Day-time - yes - 14 (51.85%)
(Smolyan)
No - 13 (48.15%) No response - 1
Evening form - yes - 24 (85.71%)
No - 4 (14.29%) No - 0 No - 0
Part-time - yes - 28 (100%)
No - 28 (100%)
Self learning - yes 28 (100%)
Correspondence - yes- 0
Data shows that the most commonly offered forms of adult education and training in all
regions in the country are part-time and self-learning, followed by evening courses (not offered
in 4 regions – Vratsa, Razgrad, Silistra, and Smolyan).
The day-time form is offered in half of the regions in the country while the correspondence
form is not offered at all.
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Science
“National Coordinators for the Implementation of the European Agenda for Adult
Learning”
Question 4 What type of methodological support does RIO provide to schools in terms of
structuring and offering adult education? Responses:
- Aids the inclusion of adults in education in terms of admission (state admission plan for
schools)
Yes - 27 (96.43%)
No - 1 (3.57%)
- Popularizes through media the opportunities for trainings for teachers involved in adult
education at the regional and local level
Yes - 22 (78.57%)
No - 6 (21.43%)
- Organizes regional initiatives in support of trainings for teachers involved in adult education
Yes - 21 (75%)
No - 7 (25%)
- Functions in the role of mediator to create partnerships between school boards and external
economic and non-economic operators
- Yes - 19 (67.86%)
No - 9 (32.14%)
- Assists the organization of trainings for teachers involved in adult education
- Yes - 12 (42.86%)
No - 16 (57.14%)
- Contacts the general faculties of institutions of higher education to guide young
specialists into a teaching career in the sector of adult education in the region
- Yes - 9 (32.14%) No - 19 (67.86%)
Responses show that 27 RIEs (96.43%) offer support for the inclusion of adults in the state
admission plan for schools. With regard to popularizing the opportunities for trainings for
teachers involved in adult education through media at the local and regional level, data shows
that 6 regional inspectorates make no use of the option to reach as large number of potential
students as possible through media channels. 7 RIEs organize no regional initiatives in support
of adult education. 9 RIEs do not offer support to create partnerships between school boards
and external economic and non-economic operators. This data shows significant oversights in
the policy and activities of a large number of inspectorates. An even more serious source of
concern is the fact that more than half of the RIEs offer no support to organize trainings for
teachers involved in adult education which shows inertness and lack of engagement of
executive bodies in problems related to adult education and training. Only 9 RIEs contact the
general faculties of institutions of higher education to guide young specialists into a teaching
career in the sector of adult education in the region.
Question 5 Please list the interested parties that RIE contacts to organize trainings for
teachers involved in adult education in the schools in the region.
Are the following:
- Businesses
No - 3 (10.71%)
Yes - 25 (89.29%)
- Branch organizations
no - 6 (21.43%)
Yes - 22 (78.57%)
- Territorial structures of the Labor
no - 2 (7.14%)
Agency (LA)
- Yes - 26 (92.86%)
no - 9 (32.14%)
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Non-governmental organizations
Yes - 19 (67.86%)
- Other
-
Yes - 8 (28.57%)
No - 20 (71.43%)
Data shows that RIE mainly maintains contacts with the regional structures of the Labor
Agency and representatives of businesses. To a smaller extent they maintain contacts with
branch and non-governmental organizations. A serious source of concern is the fact that
RIE-Plovdiv responded NO to all options, related to contacts with interested parties in support
of adult education.
Question 6 Are school boards and staff motivated to offer adult education and training?
Are the following:
Yes, to some extent - 21 (75%) Yes, to a large extent - 7 (25%)
Data shows that only 7 RIEs (Varna, Gabrovo, Kyustendil, Lovech, Silistra, Targovishte, and
Haskovo) report a high level of motivation of school boards and staff to offer adult education
and training while the remaining 21 RIEs report the lack of sufficient interest in adult education
and training. Motivation of school boards and staff is an important factor that facilitates the
inclusion of adults in different forms of education and learning and for this reason, more efforts
and a higher level of activity are required on the part of RIEs in this direction.
Question 7 Does RIE receive information on subsequent employment, education, or
training for graduates in the region? Are as follows:
Yes - 3 (10.71%) No - 14 (50%) Only occasionally – 11 (39.29%)
Data indicates that a very small number of inspectorates (Varna, Tarnovo, and Gabrovo)
have such information, which represents just 10.71% of all inspectorates in the country.
Half of the RIEs receive no feedback on subsequent employment, education, or training for
adult graduates who completed education or training in the region, and 11 RIEs receive
incomplete or partial feedback.
Question 8 In your view what are the obstacles to adult education and training?
Are as follows:
-
Lack of motivation on the part of students
Yes - 20 (71.43%)
-
No - 8 (28.57%)
Difficult access because of distance to school
Yes – 9 (32.14%)
No – 19 (67.86%)
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Lifelong Learning
“National Coordinators for the Implementation of the European Agenda for Adult Learning”
-
Inappropriate forms of education offered
Yes - 2 (7.14%)
-
No - 26 (92.86%)
Time schedule not convenient for students
Yes - 6 (21.43%)
No - 22 (78.57%)
- Paid education is too expensive and the majority of students cannot afford it
Yes - 14 (50%)
-
Lack of interest on the part of employers
Yes - 20 (71.43%)
-
-
No - 8 (28.57%)
Lack of textbooks and school aids adapted to adult education
Yes - 24 (85.71%)
-
No - 14 (50%)
No - 4 (14.29%)
Teachers under-qualified for work with adult students
Yes - 14 (50%)
No - 14 (50%)
Yes - 4 (14.29%)
No - 24 (85.71%)
Other
The responses to question 8 offered by the regional inspectorates are of special importance to
identify the problems and analyze the system for adult education and training. The results show
that the largest number of inspectorates link problems to the lack of textbooks and school aids
adapted to adult education, listed as a problem by 24 inspectorates, lack of motivation on
the part of students and lack of interest on the part of employees are listed as problematic
by 20 regional inspectorates. It makes an impression that 8 RIEs – Blagoevgrad, Varna,
Gabrovo, Pernik, Pleven, Razgrad, Sofia-capital, and Shumen do not consider the lack of
interest on the part of employees problematic which means a high level of activity and
engagement of local businesses to overcome obstacles in the sector of adult learning. Financial
difficulties that students have in paid education are considered problematic to a lesser
extent, listed by 14 RIEs and teachers under-qualified to work with adult students is listed
by 50% of the regional inspectorates. Difficult access because of distance to school is listed as
problematic by 9 RIEs, and time schedule inconvenient for adult students is considered a
source of concern by 6 RIEs. Only 2 inspectorates have listed inappropriate forms of
education as problematic for their regions.
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Learning”
RIE Ruse responded positively to all questions with the exception of the last two, i.e. whether
there are serious problems related to the sector of adult education and training in region Rouse.
The same problems can be observed in region Silistra and these are obviously problems that are
typical of the Northeastern region of the country. Similar are the responses by RIO-Sliven.
Relatively few are the problems listed by RIE Sofia-district: lack of interest on the part of
employees, lack of textbooks and school aids adapted for adult education, and teachers
under-qualified for work with adult students. Sofia-capital has similar problems as listed by
RIE only as lack of motivation on the part of adult students and the high cost of paid adult
education. RIE Shumen only lists lack of textbooks and school aids for adult education and
teachers under-qualified to work with adult student, i.e. Shumen has considerably fewer
problems related to adult education. Yambol identifies just two problems – lack of motivation
on the part of students and lack of interest on the part of employers.
Question 9 Did RIE organize work meetings with headmasters, deputy headmasters, and
teachers on questions related to trainings for teachers involved in adult education?
Yes - 18 (64.29%)
No - 10 (35.71%)
Obviously 18 regional inspectorates in the country make efforts to solve problems related to
adult education and training – Varna, Veliko Tarnovo, Vratsa, Gabrovo, Dobrich, Kardzali,
Kyustendil, Montana, Pleven, Plovdiv, Razgrad, Ruse, Silistra, Sliven, Stara Zagora,
Targovishte, Haskovo, and Yambol.
In the remaining 10 regional inspectorates the problems and challenges related to adult
education and training are not within the locus of attention of the executive bodies and are not
among the priority activities, RIE Sofia-district and RIE Sofia-capital in this number
Question 10 Did RIE plan thematic checkups related to trainings for teachers involved in
adult education during the last 3 years?
Yes - 20 (71.43%)
No - 8 (28.57%)
No thematic checkups related to adult education and trainings have been planned during the last
three years in 8 RIOs – Burgas, Vidin, Vratsa, Kyustendil, Pernik, Razgrad, Smolyan, and
Shumen.
Page 80 of 83
MINISTRY OF EDUCATION
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Lifelong Learning
“National Coordinators for the Implementation of the European Agenda for Adult Learning”
Въпрос 11 Did RIE make routine checks related to trainings for teachers involved in
adult education during the last 3 years?
Yes - 24 (85.71%)
No - 4 (14.29%) 2, 9, 16, 27
RIE Burgas, RIE Kardzhali, RIE Plovdiv and RIE Shumen are the inspectorates that did not
make routine checks related to trainings for teachers involved in adult education during the last
3 years.
Question 12 During the last 3 years did RIE organize seminars, trainings, and vocational
courses directed toward trainings for teachers involved in adult education?
Yes - 8 (29.63%)
Not responded - 1 – RIE Vratsa
No - 19 (70.37%)
The last 4 questions of the inquiry offer information on the activities of the inspectorates to
facilitate development in the sector of adult education and training in the separate regions. Four
inspectorates gave positive responses – Pleven, Silistra, Haskovo, and Targovishte to questions
9, 10, 11, and 12 which means that they are actively working to overcome challenges and
optimize the sector of adult education and instruction.
The lack of sufficient action to improve the state of this sector is a source of concern in RIE
Burgas and RIE Shumen which gave negative responses to questions 9, 10, 11, and 12 of the
inquiry. This is a sign that the RIEs are not fully aware of the importance of the problems and
show insufficient interest toward adult education and training in the two regions.
Fig. 8.12. Main problems faced by adult education and training according to RIEs.
Other
Teachers under-qualified to work with adult students
Lack of textbooks and school aids
Lack of interest on the part of employers
23,9%
Paid education too expensive
Time schedule not convenient for adult students
Inappropriate forms of education
Difficult access because of distance to school
Lack of motivation on the part of students
0%
0.0%
5.0%
Page 81 of 83
10.0%
15.0%
20.0%
25.0%
With the Support of EU Erasmus+ Program
Lifelong Learning
Ministry of
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Science
“National Coordinators for the Implementation of the European Agenda for Adult
Learning”
RECOMMENDATIONS
 Use the opportunities offered by media to guide unemployed and
under-qualified persons into education or training in accordance with the state
of structural unemployment in the respective region and the needs of the
regional labor market;
 Institutions that offer adult education and training to organize informational
campaigns;
 Strengthen the role of educational institutions, local structures of the Labor
Agency Bureau of Labor, RIE, labor organizations, and non-government
organizations to:
- Focus on schools on the territory of the region that offer opportunities to re-enter the
educational system;
- Validate knowledge, skills, and competencies gained through informal education or
self-learning;
- Organize different forms of support and educational inclusion – educational fairs,
competitions, school fairs, and so on;
- Identify adults who dropped out of school at an earlier stage and those who were never
enrolled in school;
- Training for teachers to work with others – methodology for adult education;
- Use of new forms of education – dual and distance;
- Develop sustainable mechanisms of cooperation between businesses and schools;
- Increase the range of venues with new educational venues of the framework programs for
adult education and training;
- Develop model curricula and programs
Page 82 of 83
Ministry of
Education and
Science
With the Support of EU Erasmus+ Program
Lifelong Learning
“National Coordinators for the Implementation of the European Agenda for Adult Learning ”
APPENDIX № 1
TABLE 1А. ENROLLED STUDENTS AND ADULT STUDENTS WITHIN THE
FRAMEWORK OF FORMAL EDUCATION BY DIPLOMA/DEGREE UNDER THE
INTERNATIONAL STANDARD CLASSIFICATION OF EDUCATION
(Number)
2009/1 2010/1 2011/1 2012/1 2013/14
0
1
2
3
TOTAL (ISCED1+2+3+4)
798684 783160 760387 752373 755035
ADULTS IN THIS
NUMBER
28785
32061
27334
29503
35679
Elementary education (I-IV grade,
260340 255086 252372 253675 258840
ISCED-1)
Adult students in this number
Of them: evening courses
Part-time and
self-learning
Lower secondary education (V-VIII
grade, ISCED-2)
Adult students in this number
Of them: evening courses
Part-time and self-learning
Vocational training – 1st level vocational
competence certificate with admission after
VI and VII grade (ISCED-2)
Adult students in this number
Of them: evening courses
Part-time and self-learning
Vocational training for adults – 1st
degree vocational competence certificate
(ISCED-2)-paid education in vocational
high schools and colleges
Vocational training - 1st level vocational
competence certificate with admission after,
VIII grade (ISCED-3)
Adult students in this number
Of them: evening courses
Part-time and
self-learning
General secondary education -(VIII)
IX-XII grade, (ISCED-3)
Adult students in this number
Of them: evening courses
Part-time and self-learning
124
246
600
453
560
42
122
468
267
270
82
124
132
186
290
222968
217850
219372
219860
218548
997
1315
2332
3070
3856
163
98
416
199
188
834
1217
1916
2871
3668
2087
2130
1902
1979
2386
157
227
249
348
589
110
125
60
160
271
47
102
189
188
318
167
305
314
68
190
785
691
841
1011
831
90
131
214
320
168
90
77
172
181
102
0
54
42
139
66
148889
147193
141490
135125
132731
3922
3959
4201
4681
5032
2665
2510
2354
2412
2350
1449
1847
2269
2682
1257
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form of education
Secondary vocational training II VCE (IX-XII
grade, ISCED-3)
Adult students in this number
Of them: evening courses
Part-time and self-learning
Secondary vocational training II VCE (VIII-XIII
grade, ISCED-3)
Adult students in this number
Of them: evening courses
Part-time and self-learning
Vocational training for adults – II level
vocational training certificate (ISCED-3) – paid
education in vocational high schools and
colleges
Vocational training for adults – III level
vocational training certificate (ISCED-3) – paid
education in vocational high schools and colleges
Vocational training after secondary education in
vocational colleges (ISCED-4)
Adult students in this number
Of them: day-time form of education
Evening courses обучение
Part-time and self-learning
Vocational training for adults – IV level
vocational training certificate (ISCED-4) – colleges paid education in vocational high schools and
colleges
44430
43225
40285
35469
32785
5124
6676
7987
9137
10598
2441
2790
3018
2926
3090
2683
3886
4969
6211
7508
112821
112266
99896
101893
12007
14788
7523
8133
8841
405
777
1090
1658
1638
11602
14011
6433
6475
7203
266
199
226
87
497
1094
895
793
742
3182
4716
3224
2804
2381
2001
4716
3224
2804
2381
2001
1039
679
578
546
452
0
0
14
2
0
3677
2545
2212
1833
1549
121
96
91
83
165
Page 84 of 83
102879
With the Support of EU Erasmus+ Program
Lifelong Learning
Ministry of
Education and
Science
“National Coordinators for the Implementation of the European Agenda for Adult Learning ”
Page 85 of 83