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Bulgaria:Support Measures for Learners 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

Definition of the Target Group(s)

  • Children of migrants;
  • Children of citizens from member-states of the European Union, the European Economic Area and Switzerland;
  • Children and pupils from ethnic minorities.

Specific Support Measures

There are regulated terms, conditions and order concerning migrant children, children of citizens from member-states of the European Union, European economic Area and Switzerland for provision of free training in Bulgarian language, as well as learning the mother tongue and culture of the pupils at compulsory school age. Bulgarian language training is arranged at the request of the parent or guardian. It is conducted on an individual basis or in a group depending on the needs of any child, place of residence, age and his/her health condition. The Minster of education, youth and science approves curriculums and teaching aids for education in Bulgarian language. Learning mother tongue and culture is performed at the request of the parents at the school where the relevant child is trained or at another appropriate place, determined by the diplomatic representation of the state of origin. Arrangement for learning the mother tongue and culture is conducted by the diplomatic representation of the state of origin.

The Strategy for educational integration of children and pupils of ethnic minorities (2005-2015) was approved in 2004. It was another step in the efforts to reform the education system and for quality assurance of education of all children in Republic of Bulgaria. It is based on a number of international and national documents to combat discrimination in the field of education and to protect the rights of the individuals who belong to national or ethnic, religious or linguistic minorities.

Responsible Institutions

The institutions in the pre-school and school education system shall provide personality development support to children and pupils, together with the national and local authorities and structures and the social service providers. 

It shall work out on their own and implement comprehensive policies aimed at:

  1. personality development support to the child or pupil;
  2. development of a positive organizational climate;
  3. promotion of positive discipline;
  4. development of the school community.

The development of a positive organizational climate shall require the creation of conditions for cooperation, effective communication and relations of care and concern among all participants in the education process.

In their work with children and pupils, the institutions in the pre-school and school education system shall develop their activities on the basis of the principle of positive discipline which is related to measures and approaches that guarantee hearing the child and the pupil, getting aware of the causes for the problematic behavior and providing opportunities for mastering good behavioural models with regard to oneself and to the others.

These measures shall apply to all pupils in a common room under the terms and conditions laid down in the state education standard for the inclusive education (Is adopted by Council of Ministers Decree №  № 286 от 04.11.2016 г. – Ordinance promulgated for inclusive education. - SG. 89 on 11/11/2016).

The personality development support shall be applied in accordance with the individual educational needs of each child and pupil. Kindergartens and schools shall employ a psychologist or a pedagogical advisor, a speech therapist, a social worker, and resource teachers.

The personality development support shall be divided into general and additional support. It shall be provided at the place where the child and the pupil are: at kindergartens, schools, personality development support centres, at home or in the hospital.

The general support shall be provided by kindergartens, schools and personality development support centres. It shall include the following:

  • teamwork of teachers and the other educationalists;
  • additional teaching of various subjects;
  • additional modules for children who do not have command of the Bulgarian language;
  • additional consultations in various subjects, which are held outside classwork;
  • consultations in various subjects;
  • career orientation of pupils;
  • interest-based activities;
  • library and information services;
  • healthcare;
  • accommodation;
  • encouragement with material and moral incentives;
  • activities to prevent violence and to overcome problematic behavior;
  • early assessment of needs and prevention of learning difficulties;
  • speech therapy.

Kindergartens, schools and personality development support centres shall carry out activities for the prevention of harassment and violence, as well as activities for motivation and overcoming problematic behavior, which are the expression of the common will and the concerted efforts of all participants in the educational process.

The types and the content of the activities for motivation and overcoming problematic behavior shall be determined by the kindergarten and by the school.

Additional support shall be provided on the basis of the assessment of individual needs, which shall be carried out by a personality development support team at the kindergarten or the school.

The additional personality development support shall include the following:

  • work with a child and a pupil on a specific case;
  • psycho-social rehabilitation, hearing and speech rehabilitation, visual rehabilitation, rehabilitation of communicative disorders and of physical disabilities;
  • provision of an accessible architectural, general and specialized supportive environment, technical aids, specialized equipment, didactic materials, methods and specialists;
  • provision of instruction in special subjects to pupils with sensory disabilities;
  • resource support.

It shall be provided to children and pupils:

  • with special learning needs;
  • at risk;
  • of outstanding talent;
  • suffering of chronic diseases.

The personality development support team at the kindergarten or the school shall:

  • identify the strengths of the child or the pupil, the difficulties in relation to his or her development, education and behavior, and the reasons for their occurrence;
  • assess the individual needs of the child or the pupil;
  • work out and implement a support plan;
  • monitor and assess the development in each specific case;
  • perform also other functions set out in the state education standard for inclusive education.

Regional personality development support teams shall be established to support children and pupils with special learning needs at the regional centres for inclusive education support .

The terms and conditions for the provision of general and additional support shall be laid down in the state education standard for inclusive education.

For the purposes of the general support provided by a personality development centre without financing from the state budget, fees may be charged in accordance with the Local Taxes and Fees Act.

The education of children and pupils with special learning needs at kindergartens and schools shall be supported by a resource teacher, depending on the needs of the child and pupil.

The regional governor shall make arrangements for the development of a regional personality development support strategy for children and pupils on the basis of a needs analysis made in each municipality within the region. The strategy shall include also a description of the challenges, strategic objectives and required support activities.

The mayor of the municipality, acting upon a decision of the municipal council, may delegate personality development support activities.