Adult Education and Training in Europe: Programmes to ... · Web viewAn initial attempt has been made to determine the reasons behind the existing problems in the sector – scope

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MINISTRY OF EDUCATION AND SCIENCE With the Support of EU

Erasm+ Programe

Lifelong Learning “National Coordinators for the Implementation of the European Agenda for Adult Learning”

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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

Project №

554834-

EPP-1-

2014-1-

BG-

EPPKA3-

AL-

AGENDA

"National

Coordinat

ors for the

MINISTRY OF EDUCATION AND SCIENCE

With the Support of EU Erasm+ Programe


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

FORMAL ADULT EDUCATION AND TRAINING

10

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

Adult Education and Training within the Framework of the Formal Educational

System

13

CONCLUSIONS 14

RECOMMENDATIONS 14

SECTION 3. STATE OF ADULT EDUCATION AND TRAINING WITHIN THE

FORMAL EDUCATIONAL SYSTEM – KEY INDICATORS

15

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

Competence Certificate with Admission after Completed VI or VII Grade

23

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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

25

3.2.2.5. Adult Students in General Secondary Education (IX - XII grade) 26

3.2.2.6. Adult Students in Secondary Vocational Education to Obtain II Level

Vocational Competence Certificate

28

3.2.2.7Adult Students in Vocational Secondary Education to Obtain III Level

Vocational Competence Certificate

29

3.2.2.8.Adult Students in Vocational Training after Secondary Education to

Obtain IV Level Vocational Competence Certificate

31

3.2.2.9. Adult Students in Paid Education to Obtain VCC in Vocational High

Schools and Vocational Colleges

33

3.3.Adult Students with Elementary and Secondary Education and Level of

Vocational Training

37

3.3.1. Adult Students with Elementary Education and Adults with I Level

Vocational Training

37

3.3.2. Adult Students Who Completed Secondary Education 39

3.3.3. Adult Students Who Completed Vocational Training to Obtain II, III, IV

Level Vocational Training

41

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

Academic Year

43

Section 4. INSTITUTIONS FOR ADULT EDUCATION AND TRAINING

WITHIN THE FRAMEWORK OF THE SCHOOL EDUCATIONAL SYSTEM

45

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

45

4.2. Types of Schools according to Curriculum Content 45

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4.3. Types of Institutions for Adult Education and Training within the Educational

System

46

CONCLUSIONS 47

SECTION 5. FORMS OF EDUCATION BY TYPE. SCHOOL CURRICULA

AND EDUCATIONAL PROGRAMS FOR ADULT EDUCATION AND

TRAINING WITH THE FRAMEWORK OF THE EDUCATIONAL SYSTEM

48

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 SYSTEM FOR ADULT EDUCATION

50

6.1 Teaching Staff within the Public Education System

6.2 Characteristics of adult educators

50

50

6.3. Legal framework 50

6.4 Trends

6.5 Measures Implemented to Increase the Prestige That the Teaching Profession

Brings.

6.6 Teacher Training

6.7 Financing Sources for Qualification Forms

CONCLUSIONS AND RECOMMENDATIONS

Section 7: FINANCING FOR FORMAL SCHOOL EDUCATION AND

TRAINING FOR ADULTS

51

52

52

52

53

54

7.1 Finance schemes

7.1.1 Public funding

7.1.2. Employer Funding

7.1.3. Private Sources

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:

7.2.2. Implemented Practices with a Stimulating and Motivating Effect

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

54

54

55

56

56

56

57

57

57

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7.3.2. Key Characteristic of the Delegated Budgets

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:

7.3.4. Other Acts on Financing for Formal School Adult Education and Training

CONCLUSIONS

RECOMMENDATIONS

58

58

59

59

Section 8. PROBLEMS IN ADULT EDUCATION AND TRAINING

ACCORDING TO SCHOOL BOARDS AND REGIONAL INSPECTORATES OF

EDUCATION Key Findings from an Inquiry

61

8.1. Goal of the Inquiry and Definition of Formal School Education for Adults

8.2. Key Results of the Inquiry

RESULTS FROM THE INQUIRY AT LEVEL REGIONAL INSPECTORATES

OF 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

62

62

75

RECOMMENDATIONS 81

A APPENDIX № 1

ENROLLED STUDENTS AND ADULT STUDENTS WITHIN THE

FRAMEWORK OF FORMAL EDUCATION BY DIPLOMA/DEGREE UNDER

THE INTERNATIONAL STANDARD CLASSIFICATION OF EDUCATION

82

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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.

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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 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

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with the project’s Steering Committee which includes representatives of different interested parties.

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

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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 been specified as follows:

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

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Statistical regionRegion

Northwestern Vidin, Vratsa, Lovech, Montana, PlevenNorthern Central

Veliko Tarnovo, Gabrovo, Razgrad, Ruse, SilistraNortheastern Varna, Dobrich, Targovishte, ShumenSoutheastern Burgas, Sliven, Stara Zagora, YambolSouth Central Kardzhali, Pazardzhik, Plovdiv, Smolyan, Haskovo

Southwestern Blagoevgrad, Kyustendil, Pernik, Sofia-region, Sofia-capital




to access formal adult education and training. There are different regulatory acts in Bulgaria that govern the social relations in formal adult 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

ActThe 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:

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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 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.

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Validation of professional competencies, skills, and knowledge acquired though informal education and/or self-learning as the basis of professional or practical experience;

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

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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 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

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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

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

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Lithuaniaа Czech Republic

Slovakia Estonia Poland Latvia



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.

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)

Fig. 3.1. Educational demographics of the population aged 25 – 64 in the EU in 2013

1 Source: EUROSTAT/NSI, Average annual data from Labour Force Survey

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Lithuaniaа Czech Republic

Slovakia Estonia Poland Latvia



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 2009 - 2013

■ 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 DegreeData 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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Adult students in the age group

20-24 19.2%

Adult students in the age

group16- 19

5.3%



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%

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Table 3.1. Adults in elementary education2009/10 2010/11 2011/12 2012/13 2013/14

Adults in elementary education (I-IV grade, ISCED -1) - number

260340 255086 252372 253675 258840

Adult students in this number 124 246 600 453 560

Of them: evening studies42 122 468 267 270

Part-time or self- learning

82124 132

186290

Relative percentage of adult students (%)

0.1 0.1 0.2 0.2 0.2

Source: NSI




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 yearsSource: 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.

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Table 3.2. Students in lower secondary education of general school education


I Относителен дял на учащите възрастни (%)

2009/10 2010/11 2011/12 2012/13 2013/14



2009/10 2010/11 2011/12 2012/13 2013/14

Lower secondary education (V-VIII grade, ISCED-2) - number

222968 217850 219372 219860 218548

Adult students in this number 997 1315 2332 3856

Of them: evening studies163 98 416 199 188

Part-time or self-learning

834 1217 1916 2871 3668

Relative share of adult students (%) 0,4 0,6 1,1 1,4 1,8

Fig. 3.6. Relative share (%) of adults of the total number of students in lower secondary education as part of general education.

Source: NSIDuring 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

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Relative share of adult students (%)

Source: NSI



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%


2013/14 academic yearAdult students show preference for non-participation forms of education – part-time and self-learning which cover 3,668 persons or 95.1% of the total number of students in lower 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 training with admission after VI и VII (ISCED-2) - number

2087 2130 1902 1979 2386


Of them: evening courses 110 125 60 160 271

Part-time or self-learning47 102 189 188 318

Relative share of adult students (%)7,5 10,7 13,1 17,6 24,7

Source: NSIDuring 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.)

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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%


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).

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

Page 25 of 83

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

785 691 841 1011 831


Of them: evening courses90 77 172 181 102

Part-time or self-learning 0 54 42 139 66

Relative share of adult students (%)11,5 19 25,4 31,7 20,2

Source: NSI

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Ministry of Education and Science

With the Support of EU Erasmus+ Program

19,0%

12,5%

56,0%

Engineering sciences and professions

Extraction and production technologies

Personal services

Other/undefined specialties

12.5%

Lifelong Learning“National Coordinators for the Implementation of the European Agenda for Adult Learning”

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

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.

Page 27 of 83



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

Lifelong Learning “National Coordinators for the Implementation of the European

Agenda for Adult Learning”

2009/10 2010/11 2011/12 2012/13 2013/14

General secondary education (IX - XII grade, ISCED-3) - number

148889 147193 141490 135125 132731

Adult students in this number3922 3959 4201 4681 5032


Part-time of self-learning 1257 1449 1847 2269 2682

Relative share of adult students (%)2,6 2,7 3 3,5 3,8

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

Table. 3.5. Students in general secondary education

Source: NSI

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Fig. 3.11. Relative share (%) of adult students of the total number of students in vocational training to obtain II level VCC


academic year (Table 3.6). The constant and considerable growth in the number and relative share of adult students makes an impression

Source: NSI

2009/10 2010/11 2011/12 2012/13 2013/14

Vocational training – II level vocational competence certificate (ISCED-3) - number

44430 43225 40285 35469 32785





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.).

Table 3.6. Students in vocational training to obtain II level vocational competence certificate

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Personal services

Agriculture, forestry, and fishery

Architecture and construction

Extraction and production technologies

Engineering Sciences and Engineering Professions

Information studies

Economic studies and administration

Fig. 3.11. Relative share (%) of adult students of the total number of students in vocational training to obtain II level VCC


Agenda for Adult Learning”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

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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Environmental protection


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).Fig. 3.14. Demographics (%) of adult students in vocational training to obtain III level VCC in

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

112821 112266 99896 101893 102879



Part-time or self-learning11602 14011 6433 6475 7203


Source: NSIIt 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.).

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With the Support of EU Erasmus+ ProgramEnvironmental protection


Agenda for Adult Learning”narrow fields of education during the 2013/14 academic year 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.

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.

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

4716 3224 2804 2381 2001

Day-time programs in this number 1039 679 578 546 452

Evening courses 0 0 14 2 0Part-time and self-learning 3677 2545 2212 1833 1549

Source: NSI

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Safety and security

Transportation services

Personal services

Healthcare

Engineering sciences and engineering professions

Economic sciences and administration

Social sciences

Arts


Agenda for Adult Learning”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).

Demographics (%) of adults students in vocational training to obtain IV level VCC in narrow fields of education during the 2013/14 school year

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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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).

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

1648 1495 1424 980 4034

In this number.:To obtain - I level VCC (ISCED-2)

167 305 31468

190

To obtain - II level VCC (ISCED-3) 266 199 226 87 497

To obtain – III level VCC (ISCED-3) 1094 895 793 742 3182

To obtain - IV level VCC (ISCED-4) 121 96 91 83 165

Relative share of adult students in paid education of the total number of adult students (%)

5,7 4,7 5,2 3,3 11,3

Source: NSI

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IV VCC-paid

III VCC -paid

II VCC -paid

I VCC paid

16,4 29,1 54,5 Arts■ Economic studies and administration Information sciences

н4,8 8,7 4,9 61,8 0,4

21,3 8,9

44,8

65

26,8 28,4

■ Engineering sciences and engineering professions

■Extraction and production technologies

■ Architecture and construction

■ Agriculture, forestry, and Fisheries

■ Healthcare

■ Personal services

■ Transport Services


Agenda for Adult Learning”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

1. Arts2. Economic studies and administration 3. Information studies4. Engineering sciences and engineering professions5. Extraction and production technologies6. Architecture and construction7. Agriculture, forestry, and Fisheries 8. Healthcare9. Personal services10. 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 (%) of adult students in paid education by age and levels of vocational

training during the 2013/14 academic year

4 VCC – paid

3 VCC – paid

2 VCC – paid

1 VCC - paid



Page 36 of 83




Agenda for Adult Learning”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 (Number)

2009 2010 2011 2012 2013

COMPLETED ELEMENTARY SCHOOL (ISCED 2) number

63557 61014 56753 53929 54116

Adults in this number* 119 381 465 462 944

The relative share of adults of the total share with completed elementary education -%

0.2% 0.6% 0.8% 0.9% 1.7%

Elementary education in general and special schools – numbers

54620 51507 45593 42976 42807

Adults in this number 107 353 405 561 885



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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.

Source: NSI

Tables 3.11. Completed vocational training for I VCC (Number)

2009 2010 2011 2012 2013

COMPLETED VOCATIONAL TRAINING I VCC - number

763 873 694 667 770

Adults in this number* 200 311 227 159 364

Relative share of adults of the total number who obtained I VCC -%

26.2 35.6 32.7 23.8 47.2

Completed vocational training – I level vocational training with admission after VI and VII grade – number

333 376 318 367 251

Adults in this number 12 0 3 14 0Of them: evening courses

12 0 3 0 0


Completed paid vocational training for adults – I VCC – number

181 279 190 81 221

Completed vocational training – I level vocational training with admission after VIII grade (ISCED-3) – number

249 218 186 219 298


Elementary education in vocational, sports, and art schools with admission after VII grade – number

8591 9090 10791 10581 10976

Adults in this number 0 0 0 0 0Completed elementary education under

programs for vocational training - I VCC, with admission after VI and VII grade – number

346 417 369 372 333




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Of them: evening courses

7 32 21 37 58


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.

Source: NSI

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Source: NSI

Table 3.12. Completed secondary education(Number)

2009 2010 2011 2012 2013

COMPLETED SECONDARY EDUCATION (ISCED 3)

69302 63043 62500 59741 56316

ADULTS in this number* 929 1060 1526 1875 2175

Relative share of adults of the total number of students completed secondary education -%

1,3 1,7 2,4 3,1 3,9

General secondary education – number 35853 32481 32070 30365 28953



Part-time and self-learning113 152 320 334 342

Secondary education under programs for II VCC - number

7677 7498 8288 8903 7400



Part time or self-learning 102 219 264 354 601

Completed paid vocational training for adults – III VCC – number

25772

23064 22142 20473 19963




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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 2010 2011 2012 2013

Obtained II VCC 17166 15145 8536 8413 7421Adults in this number 649 494 656 876 1568



Paid education for adults 350 311 265 317 731

Relative share of adults of the total number who obtained II VCC -%

3,8 3,3 7,7 10,4 21,1

Obtained III VCC 9153 9998 19176 16224 17921Adults in this number 1685 3260 3452 1155 2955



Paid education for adults821 632 548 412 2510

Relative number of adults of the total number who obtained III VCC -%

18.4 32.6 18.0 7.1 16.5

Obtained IV VCC 1716 1866 1564 1265 1270Adults in this number 1716 1866 1564 1265 1270

Of them: day-time courses302 389 256 369 286

Evening courses 0 0 19 0 0


Paid education for adults 65 0 17 37 117

Source: NSI

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3.3.3.2. Obtained III VCCCounteracting 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 VCCWe 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

Districts TOTAL (ISCED 1+2+3+4)

ADULTS in this number*

Unit of Measurement Number Number Relative share (%)

Country-wide 755035 35679 4,7%

Blagoevgrad 35220 1564 4,4%Burgas 46542 2601 5,6%Varna 50352 2050 4,1%Veliko Tarnovo 25223 1785 7,1%Vidin 9624 291 3,0%Vratsa 19753 377 1,9%

Gabrovo 10647 228 2,1%Dobrich 19125 701 3,7%Kardzhali 1 6240 970 6,0%Kyustendil 1 2386 610 4,9%Lovech 15211 604 4,0%Montana 15516 568 3,7%Pazardzhik 30413 1687 5,5%Pernik 11777 594 5,0%Pleven 28487 2081 7,3%Plovdiv 69244 2211 3,2%Razgrad 13980 914 6,5%Ruse 22398 1539 6,9%Silistra 12021 952 7,9%Sliven 23257 1167 5,0%Smolyan 10809 344 3,2%Sofia (District) 25 3 62 1355 5,3%Sofia (Capital) 122153 4268 3,5%Stara Zagora 36849 2181 5,9%Targovishte 12634 417 3,3%Haskovo 25401 1293 5,1%Shumen 19802 1115 5,6%Yambol 14609 1212 8,3%

Source: NSI

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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

SmolyanVidin

Gabrovo Vratsa

8,3%

7,9%

2,1%1,9%

4,0%

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%

0,0% 2,0% 6,0% 8,0%


Agenda for Adult Learning”Relative share (%) of adults of the total share of students within the school educational system by district

Source: NSI

Section 4. INSTITUTIONS FOR ADULT EDUCATION AND TRAINING WITHIN THE

FRAMEWORK OF THE SCHOOL EDUCATIONAL SYSTEM

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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Agenda for Adult Learning” 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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Agenda for Adult Learning”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

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according to curricula, approved by the Minister of Education and Science. 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.

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Agenda for Adult Learning” 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. 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 TrendsThe 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

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Agenda for Adult Learning”Qualification is an act of initiative on side of employers as well as the teachers themselves.

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-

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training. Training of specialists to train teachers of adults (multiplicators etc.)

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 policiesFor 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

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Agenda for Adult Learning”requirements.

Funding scheme under the central (state budget): Funding offered by the government to the primary budget spending units (BSU) –

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

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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 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.

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Agenda for Adult Learning”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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Agenda for Adult Learning”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 of staff, the use of new teaching methods, development of extracurricular activities, etc.)

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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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Agenda for Adult Learning” 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.

RECOMMENDATIONSThe 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 accordance with the priorities of interested parties.

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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

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Agenda for Adult Learning”education 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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Have persons aged 16 or older been enrolled in a day-time form of education of those who are currently engaged in self-learning?

21,6%

13,6%

35,9%

28,9%

Yes, the majority of students

Yes, only a small share

No

There are no students engaged in self-learning



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.

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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Agenda for Adult Learning”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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How good are the facilities for adult education?

84,3%

Yes 84.3%■ To some extent 15.3%■ No - -.3%

15,3%

0,3%



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.

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%

1,0%

■ No – 1.0%

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Fig 8.5.


Agenda for Adult Learning”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.

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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Do teachers/lecturers in your school who are involved in adult education have special

qualification on adult education?

50,9% 27,9%

2121,3%


Agenda for Adult Learning”Fig. 8.6.

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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■Yes – 25.8%

■ Only occasionally – 61.0%

■ No – 13.2%

Do you have information on the participation of adults in the labor market after they

complete education at your school?

Фиг. 8.8.


Agenda for Adult Learning”Fig.8.7.

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.

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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Teachers under-qualified to work with adult students42 14,6% 245 85,4%

Other 56 19,5% 231 80,5%



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 view?

Responded Yes Responded No

Number Relative share No. Relative shareLack of motivation of students 118 41,1% 169 58,9%

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Teachers under-qualified to work with adult students42 14,6% 245 85,4%

Other 56 19,5% 231 80,5% Lifelong Learning “National Coordinators for the Implementation of the European

Agenda for Adult Learning”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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Agenda for Adult Learning”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 institutionLack of motivation of studentsAccess 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 OtherVocational 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 studentsAccess 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 OtherState Municipal Private

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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 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 involved in adult education and the demographics of those teaching 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.

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.

”

Fig. 8.9.

0% 10% 20% 30% 40% 50% 60% 70% 80%

Inappropriate forms of education

Table 8.2. Teachers involved in adult education by gender and completed level of education as of 01.12.2014

TotalWomen in this number

Bachelor or Master’s

Vocational Bachelor

Teachers involved in adult education - number

5181 3801 4822 359

Relative share - % 10073,4 93,1 6,9

Of them: teachers in paid education to obtain VCC 972 646 918 54

Relative share - %100

66,5 94,4 5,6

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Age demographics (%) of teachers involved in adult education

60%

40%

20%

0%

30,4%

Under 30

30-54 55-64

2,6%

65 or older


Agenda for Adult Learning”Fig. 8.11.

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For adults are as follows: Day-time - yes - 14 (51.85%)(Smolyan)Evening form - yes - 24 (85.71%) Part-time - yes - 28 (100%) Self learning - yes 28 (100%) Correspondence - yes- 0

No - 13 (48.15%) No response - 1

No - 4 (14.29%) No - 0 No - 0No - 28 (100%)



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?

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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No - 3 (10.71%)

no - 6 (21.43%)

no - 2 (7.14%)

no - 9 (32.14%)

Yes - 8 (28.57%) No - 20 (71.43%)


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:- BusinessesYes - 25 (89.29%)- Branch organizationsYes - 22 (78.57%)- Territorial structures of the Labor Agency (LA) - Yes - 26 (92.86%)- Non-governmental organizations

Yes - 19 (67.86%)- Other

Data shows that RIE mainly maintains contacts with the regional structures of the Labor Agency

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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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- 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%) No - 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 - 4 (14.29%)

- Teachers under-qualified for work with adult students

Yes - 14 (50%) No - 14 (50%)

- Other

Yes - 4 (14.29%) No - 24 (85.71%)

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.

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

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MINISTRY OF EDUCATION AND SCIENCEWith the Support of EU

Erasm+ Programe


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.

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Other

Teachers under-qualified to work with adult students

Lack of textbooks and school aids

Lack of interest on the part of employers

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%

23,9%

5.0% 10.0% 15.0% 20.0% 25.0%


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%) No - 19 (70.37%) Not responded - 1 – RIE Vratsa

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.

0.0%

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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

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APPENDIX № 1

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form of educationSecondary vocational training II VCE (IX-XII

grade, ISCED-3)44430 43225 40285 35469 32785




Secondary vocational training II VCE (VIII-XIII grade, ISCED-3)

112821 112266 99896 101893 102879




Vocational training for adults – II level vocational training certificate (ISCED-3) – paid education in vocational high schools and

colleges266 199 226 87 497

Vocational training for adults – III level vocational training certificate (ISCED-3) – paid education in vocational high schools and colleges

1094 895 793 742 3182

Vocational training after secondary education in vocational colleges (ISCED-4)

4716 3224 2804 2381 2001


Of them: day-time form of education 1039 679 578 546 452

Evening courses обучение 0 0 14 2 0


Vocational training for adults – IV level vocational training certificate (ISCED-4) – colleges - paid education in vocational high schools and colleges 121 96 91 83 165

Lifelong Learning “National Coordinators for the Implementation of the European Agenda

for Adult Learning”

* Persons aged 16 or older, enrolled in an evening course, part-time or individual form of education; persons to obtain VCC for paid education in vocational high schools and colleges; and persons to obtain IV VCC in day-time form of education in vocational colleges or vocational high schools.

Source: NSI

TABLE 1А. ENROLLED STUDENTS AND ADULT STUDENTS WITHIN THE FRAMEWORK OF FORMAL EDUCATION BY DIPLOMA/DEGREE UNDER THE

INTERNATIONAL STANDARD CLASSIFICATION OF EDUCATION( Number )

2009/10

2010/11

2011/12

2012/13 2013/14

TOTAL (ISCED1+2+3+4) 798684 783160 760387 752373 755035ADULTS IN THIS

NUMBER 28785 32061 27334 29503 35679Elementary education (I-IV grade,

ISCED-1) 260340 255086 252372 253675 258840



Part-time and self-learning 82 124 132 186 290

Lower secondary education (V-VIII grade, ISCED-2) 222968 217850 219372 219860 218548




Vocational training – 1st level vocational competence certificate with admission after VI and VII grade (ISCED-2)

2087 2130 1902 1979 2386




Vocational training for adults – 1st degree vocational competence certificate (ISCED-2)-paid education in vocational high schools and colleges

167 305 314 68 190

Vocational training - 1st level vocational competence certificate with admission after, VIII grade (ISCED-3)

785 691 841 1011 831




General secondary education -(VIII) IX-XII grade, (ISCED-3) 148889 147193 141490 135125 132731




Documents

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