site.btaStudy Evaluates Impact of Pre-school and School Education Act, Recommends Revisions

The Pre-school and School Education Act adopted in 2016 certainly needs changes according to an impact assessment commissioned by the Ministry of Education and Science. The assessment was prepared by a working group with representatives of Sofia University, Plovdiv University, the Institute for the State and the Law at the Bulgarian Academy of Sciences, the Syndicate of Bulgarian Teachers, the Union of Heads in the National Education System, the Association of Principals in Secondary Education, the Education Trade Union, the Independent Teachers' Trade Union and experts from the Ministry of Education, the National Publishing House for Education and Science "Az-buki" said on Thursday.

Researchers have addressed the following themes: the resolution of textbook issues; staffing and qualification issues; the effectiveness of government policies to increase spending on school education; policies to cover and include children in pre-school education; and the state's handling of early school leaving. For each, surveys were conducted with teachers, principals and parents.

The overall assessment of the effects of the implementation of the Pre-school and School Education Act for the period 2017-2022 on these specific criteria is negative (-0.05 points). There is a need to streamline and adapt public policies and legislation in the field.

Although there are positive trends, such as the effectiveness of policies to reach and successfully include children in pre-school education, they fail to offset other negative or unproduced impacts of the Law, the researchers note. Issues with curricula and textbooks, and with staffing and their qualifications, stand out as major challenges and have significant negative impacts, they say. Also, the effectiveness of government policies to increase spending on preschool education and early childhood development have failed to produce the much-needed impact, the authors add.

Researchers also point to the need to improve the interaction between higher and secondary education systems to facilitate the transition of learners from one level of education to another in preparation for careers.

Clarification of the status and characteristics of innovative schools and their distinction from traditional schools is also highlighted as a need. Suggestions are made to work towards the creation of experimental schools to test innovative solutions.