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Bulgaria:Quality Assurance in Early Childhood and School Education

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Overview Bulgaria

Contents

Bulgaria:Political, Social and Economic Background and Trends

Bulgaria:Historical Development

Bulgaria:Main Executive and Legislative Bodies

Bulgaria:Population: Demographic Situation, Languages and Religions

Bulgaria:Political and Economic Situation

Bulgaria:Organisation and Governance

Bulgaria:Fundamental Principles and National Policies

Bulgaria:Lifelong Learning Strategy

Bulgaria:Organisation of the Education System and of its Structure

Bulgaria:Organisation of Private Education

Bulgaria:National Qualifications Framework

Bulgaria:Administration and Governance at Central and/or Regional Level

Bulgaria:Administration and Governance at Local and/or Institutional Level

Bulgaria:Statistics on Organisation and Governance

Bulgaria:Funding in Education

Bulgaria:Early Childhood and School Education Funding

Bulgaria:Higher Education Funding

Bulgaria:Adult Education and Training Funding

Bulgaria:Early Childhood Education and Care

Bulgaria:Organisation of Early Childhood Education and Care

Bulgaria:Teaching and Learning in Early Childhood Education and Care

Bulgaria:Assessment in Early Childhood Education and Care

Bulgaria:Organisational Variations and Alternative Structures in Early Childhood Education and Care

Bulgaria:Single Structure Education (Integrated Primary and Lower Secondary Education)

Bulgaria:Organisation of Single Structure Education

Bulgaria:Teaching and Learning in Single Structure Education

Bulgaria:Assessment in Single Structure Education

Bulgaria:Organisational Variations and Alternative Structures in Single Structure Education

Bulgaria:Upper Secondary and Post-Secondary Non-Tertiary Education

Bulgaria:Organisation of General Upper Secondary Education

Bulgaria:Teaching and Learning in General Upper Secondary Education

Bulgaria:Assessment in General Upper Secondary Education

Bulgaria:Organisation of Vocational Lower Secondary Education

Bulgaria:Teaching and Learning in Vocational Lower Secondary Education

Bulgaria:Assessment in Vocational Lower Secondary Education

Bulgaria:Organisation of Vocational Upper Secondary Education

Bulgaria:Teaching and Learning in Vocational Upper Secondary Education

Bulgaria:Assessment in Vocational Upper Secondary Education

Bulgaria:Organisation of Post-Secondary Non-Tertiary Education

Bulgaria:Teaching and Learning in Post-Secondary Non-Tertiary Education

Bulgaria:Assessment in Post-Secondary Non-Tertiary Education

Bulgaria:Higher Education

Bulgaria:Types of Higher Education Institutions

Bulgaria:First Cycle Programmes

Bulgaria:Bachelor

Bulgaria:Short-Cycle Higher Education

Bulgaria:Second Cycle Programmes

Bulgaria:Programmes outside the Bachelor and Master Structure

Bulgaria:Third Cycle (PhD) Programmes

Bulgaria:Adult Education and Training

Bulgaria:Institutions Providing Adult Education and Training

Bulgaria:Main Programmes and Provision in Adult Education and Training

Bulgaria:Teachers and Education Staff

Bulgaria:Initial Education for Teachers Working in Early Childhood and School Education

Bulgaria:Conditions of Service for Teachers Working in Early Childhood and School Education

Bulgaria:Continuing Professional Development for Teachers Working in Early Childhood and School Education

Bulgaria:Initial Education for Academic Staff in Higher Education

Bulgaria:Conditions of Service for Academic Staff Working in Higher Education

Bulgaria:Continuing Professional Development for Academic Staff Working in Higher Education

Bulgaria:Initial Education for Teachers and Trainers Working in Adult Education and Training

Bulgaria:Conditions of Service for Teachers and Trainers Working in Adult Education and Training

Bulgaria:Continuing Professional Development for Teachers and Trainers Working in Adult Education and Training

Bulgaria:Management and Other Education Staff

Bulgaria:Management Staff for Early Childhood and School Education

Bulgaria:Staff Involved in Monitoring Educational Quality for Early Childhood and School Education

Bulgaria:Education Staff Responsible for Guidance in Early Childhood and School Education

Bulgaria:Other Education Staff or Staff Working with Schools

Bulgaria:Management Staff for Higher Education

Bulgaria:Other Education Staff or Staff Working in Higher Education

Bulgaria:Management Staff Working in Adult Education and Training

Bulgaria:Other Education Staff or Staff Working in Adult Education and Training

Bulgaria:Quality Assurance

Bulgaria:Quality Assurance in Early Childhood and School Education

Bulgaria:Quality Assurance in Higher Education

Bulgaria:Quality Assurance in Adult Education and Training

Bulgaria:Educational Support and Guidance

Bulgaria:Special Education Needs Provision within Mainstream Education

Bulgaria:Separate Special Education Needs Provision in Early Childhood and School Education

Bulgaria:Support Measures for Learners in Early Childhood and School Education

Bulgaria:Guidance and Counselling in Early Childhood and School Education

Bulgaria:Support Measures for Learners in Higher Education

Bulgaria:Guidance and Counselling in Higher Education

Bulgaria:Support Measures for Learners in Adult Education and Training

Bulgaria:Guidance and Counselling in a Lifelong Learning Approach

Bulgaria:Mobility and Internationalisation

Bulgaria:Mobility in Early Childhood and School Education

Bulgaria:Mobility in Higher Education

Bulgaria:Mobility in Adult Education and Training

Bulgaria:Other Dimensions of Internationalisation in Early Childhood and School Education

Bulgaria:Other Dimensions of Internationalisation in Higher Education

Bulgaria:Other Dimensions of Internationalisation in Adult Education and Training

Bulgaria:Bilateral Agreements and Worldwide Cooperation

Bulgaria:Ongoing Reforms and Policy Developments

Bulgaria:National Reforms in Early Childhood Education and Care

Bulgaria:National Reforms in School Education

Bulgaria:National Reforms in Vocational Education and Training and Adult Learning

Bulgaria:National Reforms in Higher Education

Bulgaria:National Reforms related to Transversal Skills and Employability

Bulgaria:European Perspective

Bulgaria:Legislation

Bulgaria:Institutions

Bulgaria:Bibliography

Bulgaria:Glossary

Responsible bodies

The processes related to quality evaluation are carried out at three levels: national, regional and within the school. In the normative documents (National Education Act, Regulations for implementation of the National Education Act, Law on the Level of Schooling, the General Education Minimum and the Syllabus, Regulations for the structure and activity of the Regional Inspectorates on Education, ordinances) control functions of the institutions are clearly distinguished at these three levels

If required joint inspections are carried out by the Ministry of Education, Youth and Science with representatives of the local self-government. The control resource for quality assurance system is implemented as follows:

  • At national level the specialized administration of the Ministry of Education, Youth and Science performs control functions with regard to the system of school education and pre-school training in the units: Inspectorate of the MEYS, Internal Audit Unit and Control and Inspection Directorate. Their functions are specified in the Rules of Procedure of the MEYS.
  • At regional level quality assurance and evaluation of the system of school education is carried out by 28 Regional Inspectorates on Education through comprehensive, topical and current checks under an annual plan, affirmed by the Minister of education, youth and science. The rules of procedure and activities of the Regional Inspectorate on Education determine the rights and obligations of the Head and civil servants in the Regional Inspectorate on Education regarding the implementation of control and quality assurance system. Under Article 36 of the National Education Act municipalities execute control over the means of support, building, furnishing and overhaul of municipal schools, kindergartens and service units and funds for the implementation of the governmental educational requirements under the same act. Mayors of municipalities exercise control over the way of spending of provided funds for the kindergartens, schools and service units.
  • At school level quality assurance and evaluation at the secondary education is executed by the headmasters and deputy-headmasters of the schools under a control activity plan for the relevant school year. The results of this evaluation are reflected in an annual analysis report for its implementation.

Approaches  and   Methods  for  Quality  Assurance

National External Assessment:

  • National external assessment after 7th grade was first introduced in 2007, covering 4 subjects:  Bulgarian language and literature, mathematics, man and nature, man and society;
  • Top ranking students in the national round of competition after 7th grade were given the option to use their results as an examination mark for the respective subject and not sit an entry examination;
  • State school-leaving examination (Matura-matriculation examinations) was piloted in April 2007 pursuant to the requirements of the Public Education Act. The Matura is in Bulgarian language and literature and a subject of the student's choice; They are entitled to sit for another matriculation exam of their choice in the other subject. The results from the Matura are accepted by some higher education institutions in place of an entrance exam. An informational website integrating the Matura information has been launched.

There is a Quality Control and Evaluation Centre (QCEC) within the structure of the Ministry of Education, Youth and Science. The main activities of the QCEC are as follows:

  • Preparation of examination materials and standardized texts;
  • Quality check of the texts (difficulty, reliability, validity) and certain test assignments (difficulty, discriminative force, effectiveness of distracters) vis-à-vis accepted standards of testing in education;
  • Approbation arrangement of examination materials for various types of examinations;
  • Setting up organization for conducting different types of examinations at national level, coordinated with the Headquarters - News of the MEYS and Regional Inspectorate of Education;
  • Establishment, support and actualization of data base with test assignments and examination materials;
  • Assurance of true reproduction of examination materials in qualitative and quantitative terms;
  • Data scanning, processing and analysis from previously carried out evaluations.

The state requirements for the Quality Assurance in the system of pre-school and school education are regulated in the Law on pre-school and school education and in the State educational standard (by the Ordinance on Quality Management in the Institutions - 2016).

The objective is to improve the quality of the education provided in kindergartens and schools and to improve the individual progress of each child and student in terms of its educational results. Thereby is supports the organizational development of kindergartens and schools.

The state educational quality standard is based on the following principles: efficiency and effectiveness; autonomy and self-government; engagement and collaboration between actors.

It shall apply in kindergartens and the schools and regulates the nature, principles and objectives of quality management in these institutions and the framework requirements for quality management.

The minimal binding requirements for the quality management shall be adopted before the beginning of the school year by the Staff Council and are approved by the Public council of the kindergarten or school.

These requirements shall cover seven main areas:

1. Analyzing, planning, implementation of the activities and improvements in the work of the kindergartens and schools. The process is realized within every two years through the development and implementation of the development strategy of the kindergarten / school with an attached action plan and funding which are published on the website of the institution.

The analysis of the quality in the institutions prepares in the basis of data for:

  • the results of implementing the objectives of the institution;
  • strengths and weaknesses, opportunities and risks for the development of the institution;
  • individual progress of each child and student in terms of its educational outcomes;
  • institution-specific key factors that influence in the quality of the education provided, including factors of the social environment.

The planning of activities for quality management shall be based on this analysis and regulates:

  • the specific activities for achieving the objectives of the development strategy of the institution;
  • responsible persons and the deadlines;
  • the necessary resources;
  • indicators for measuring the achievement of the objectives set in the strategy.

2. The areas of self-assessment - The process for evaluating the quality includes two components - self-assessment and inspection. Self-assessment is related to the preparation of an internal evaluation in the quality of the education provided by activities, procedures and criteria determined by kindergarten or the school. The process of self-assessment ending before the end of every second year.

Self-assessment is carried out within the following two areas:

  • management of the institution, which includes efficient allocation, use and management of the resources for improving the quality of the institution; leadership, strategies and planning; interaction between all stakeholders;
  • the educational process which includes: training, education and socialization, and their results. Adequate allowance must be individual progress of each child, the support of children with special educational needs and prevention of dropping out of the education system.

3. The participants in the process of self-evaluation - students, teachers, Director, other pedagogical specialists and parents. A working group of representatives of the institution which:

  • propose to the Director the activities, procedures, criteria, indicators and tools for self-assessment in the quality of the education provided in the kindergarten or school;
  • conducts self-assessment;
  • draw up a report on self-assessment that is submitted to the Director.

Criteria, indicators and tools for self-assessment in the quality of the education provided shall be adopted by the Pedagogical Council and approved by the Director. Compulsory tool in the process of self-assessment is organizing regularly a questionnaire survey for the opinions of the parents about the quality of the education services and the overall activity of the institution.

4. The terms and conditions for carrying out the self-assessment - after conducting a self-assessment information is processed and analyzed results. Proposes measures for improvement in the work of the institution for improving the quality of the education provided. It prepared a final report with the results of self-assessment.

5. The contents of self-evaluation report - The report is approved by the Director before the end of the second year and is part of the biennial implementation report of the action plan for the development strategy of kindergarten or the school.

It contains:

  • Information about the internal and external environment in which it operates institution;
  • data on tools used in self-assessment;
  • details of the results obtained and comparison with the results of previous self-assessment;
  • аn analysis of those results;
  • proposals for measures for improvement in the work of the institution for improving the quality of the education provided, deadlines and responsible persons for their implementation. These measures shall be published on the website of the institution and are available for a period not less than four years of publication.

6. Routes of presenting the results of self-assessment;

7. Period for document storage of self-evaluation - not less than five years.
Improvements to work of the institution are done through the implementation of the action plan to the strategy and recommendations after the assessment the guidelines of the inspection of the director of the kindergarten / school and the chief of the respective regional department of education.

The bodies for quality management are the director and pedagogical advice:

  • The Director organizes controlling and responding about the process of quality management, to conduct information campaign among students, teachers and other pedagogical specialists and parents. Determine the way of stakeholders’ involvement in the process of self-assessment.
  • The Pedagogical Council adopts biennial report to the Action Plan a Strategy Implementation for the development of kindergarten or the school, and measures to improve the quality of education.

Quality management in institutions is an ongoing process of organizational development of based on the analysis, planning, implementation of activities, evaluation and improvements in the work of the kindergartens and schools.

Legislative References

Law for the Public Education

School and Pre-School Development Programme

National Education Act