CEU eTD Collection Policies on Civic Education in Bulgaria: National Bulgaria: in CivicEducation Policies on In partial fulfilment of the requirements for the degree of Master ofArtsin ofMaster the degree for oftherequirements In partialfulfilment and European Union Perspectives and EuropeanUnion Supervisor: Professor Liviu Matei Central European University European Central Department of Policy of Public Department Angelina Atanasova Angelina Budapest, Hungary Public Policy Submitted to Submitted 2011 By CEU eTD Collection rights, who will? If we do not perform our civic duties, who can? The fiber of a just society “There canbeno daily democracy without daily citizenship. Ifwedo not exercise ourcivic in pursuit of happiness is a thinking, active citizenry. That means you.” i Ralph Nader, 2004 CEU eTD Collection Union words:Key EU rather than foreducatingon students European citizenship. the about accumulation knowledge the on focus and values European the translate documents the specific requirements in State Education Requirements. Moreover, the Bulgarian policy through into or specificactivities they policy However, translated the are hardly documents. of in statements generic the arepresent competences civic and citizenship active developing documents policy most In case. Bulgarian the in education civic behind motivations the in inconsistency is an there that show results The analyzed. been have Bulgaria level and policyquestions from policy documents framework for education strategic the and trainingatEU documents research answer the to order In identity. European a common of sense the strengthening issued todeveloping citizenship civicand active inBulgariacontribute education policies really by the Ministryif itanalyzes Moreover, inarea. this motivations European reflect motivations and how these of Education, motivationsthe civic behind policieseducation inBulgaria asoneof EUmember states the Youth researchexamines identity This European and citizenship. a common of a sense developing and Science by its the its political in inclusion grounds contributingsocial help to citizens and of in lookedCivic atasimportant hasEU in been an tool education support could that reinforcing Abstract Civic Education, Education Policy, Active European Bulgaria, Citizenship, Civic Policy, Education, Education ii CEU eTD Collection that oneyear. that Finally, Ithank my family,friends and colleagues for being my andsupport inspiration during into insightthe civic she education me. that gave for Bulgaria Yambol, Rachov Slaveikov”, “Petko School of Secondary aHeadmaster Bitzova, Iliana to grateful very am I comments. valuable their for Centre Writing Academic the my thesis supervisor, Professor Liviu Matei as well as to John Harbord and Reka Futasz I wouldfrom like extendto my gratitude to the Public Policy Department atCEU in general, and to Acknowledgements iii CEU eTD Collection Bibliography...... 36 Chapter 5...... 32 Chapter 4 The national perspective on civic education Bulgaria...... 21in Chapter 3 Civic education: The European Union perspective...... 12 Chapter 2 Conceptualization of civic education and active citizenship...... 6 Chapter 1 Introduction...... 1 ...... v List of Abbreviations Table of Contents...... iv ...... iii Acknowledgements Abstract...... ii Table of Contents 4.2 Official policy framework and underlying ...... 24 motivations 4.1 Inherited characteristics of civic education: ...... 21 Historical overview 3.2. Civic education and ...... 13 the EU perspective ...... 12 context andEuropean international education in civic of importance 3.1The increased 2.3 The link between civic education and active citizenship...... 10 2.2 Why isactive citizenship ...... 8 important? 2.1 How iscivic education defined?...... 6 4.2.3 State Education Requirements (SER)...... 29 4.2.2 Strategies and programmes ...... 26 for future development 4.2.1 National Education Acts (NEA)...... 25 3.2.2 Civic education and strengthening the common European identity...... 18 policies...... 15 training and EU education the in education andcivic competencies civic citizenship, Active 3.2.1 iv CEU eTD Collection SER – State Education Requirements NEA – ActNational Education MEYS – Ministry of Education Youth and Science Achievement Educational of Evaluation the for Association –International IEA Civic International – ICCS – EuropeanUnion EU EDESNC – The Education Degrees, Education Standards, and National Curriculum Act EC – European Commission CivEd –Civic Education Study of Abbreviations List and Citizenship Education and Citizenship Education Study v CEU eTD Collection legitimization of the EU institutions’ authority civic institutions’ Therefore, of legitimization authority (Keating EU the 2009;Georgi 2005). also butfacilitatein the to Europe), democracy participation increased (developing Training, and Culture Multilingualism in 2005,3). Eurodyce European citizenship Lisbon Strategy such as stimulating as such Strategy Lisbon in the goals other include to EU the urged institutions, EU the from citizens the of alienation certain a and levels European and national at participation political low from resulting basic goals were andsocial cohesion “full employment”) (even increasedemployment growth, Economic of the Lisbon success” (http://ec.europa.eu Europe’s fundamental to and are training “education Strategy.2000, reaffirmed in by 2020strategy.2010 Europe the The EUformally that recognized In additionmajor policy areas to be developedto in order to achievecore the goals set in the Lisbon Agenda ineconomicto the principle objectives,of subject in mandate this area(formally very its despite constitutional to anationlimited state, subsidiarity), EU education, asawhole.also Union European the (EU) to but Similarly pay particular attention challengeshas focused on education and training as onesense of citizenship (Green1990). of the legitimizingbuilding, authority, values develop the state social helping transmitting a to or function is discussed such goals namelyas nation fulfilling political other of state education less Somewhat cohesion. andsocial development economic to in particular contributing Introduction Chapter 1 The above two are important political objectives meant to support EU citizens’ In the current European context, itis interesting to note that not only do nation states societies, education incontemporary that isrole acrucial plays It accepted largely and identity (Jan Figel, Commissioner responsible for Education, for responsible Commissioner Figel, (Jan active civic participation 1 and building a stronger sense of 2011). CEU eTD Collection precisely, this research answerfollowingseeks precisely,research this the to questions: of a national framework policy on civic in education Bulgaria asmember a More EU state. Furthermore, thestudy howthis influencedexamines Europeanframework thedevelopment for aEuropean developing a tool European framework inpolicy civicwhich civic is as under education, education considered in framework with objectives. education common European in of LisbonStrategy developed context the the policy in other field Theseand documents states educational hasbeenstrengthened. Europeanframework cooperation for ineducation andtraining 2011) the and Training major2011). One steps wasthelaunch ofa of firstthe program common on work Lisbon Agenda,and “education (http://ec.europa.eu have policies impetus” training gained fulfilling the strategicbuilding goal acompetitive setin of andsustainable Europe, the part agenda. of EUeducation the an important become has a education for tool as fostering senseof identity participation and developing active common This thesis seeks to identify and analyze the motivations behind the emergence of a of emergence the behind motivations the analyze and identify to seeks thesis This With the recognition that knowledge and innovation are of great importance for knowledge great With andinnovation areof that recognition the 1. Education andTraining in by 2001 European the Commission Through (EC). adopting the What are the main motivations behind civic education policies What mainmotivationsbehindcivicdeveloped in are the education agenda? andalargerEuropean area, reflect Europeanmotivationsandidealsinthis motivations period?Dothese the EU accession Bulgaria duringandafter has been continued and the cooperation between member hasbetween been cooperation and the continued common sense of identity of common sense 2 de facto created elements of a EU policy a EU of elements created in 2009 (http://ec.europa.eu and active citizenship Education Strategic . CEU eTD Collection policies in this area. In practical dimension, this will allow to point out the weak the EU meets education parts civic regarding policy education in Bulgarian the what extent to the national policies on civic education. Therefore, the study aimsbridge to this gap and research Little has been said, for its ondeveloping of teaching. andtextbooks methodologies education civic process or though, on the complianceHowever, most of these studies have oreither focusedits on recommendations howlack to improve the between from Valchev Open Education Paideia Center, Foundation, Bulgaria). Open Society Institute the EU and Bulgarianis a certain contribution of Bulgarians Moreover, there n.d.). Kazakov, 2010, Vardjiiska (e.g. Bulgaria on focusedones exclusively working for NGOs and writing on the topicCivEd andEUlevel 1999), ( (Roumen in Bulgaria. policies education civic of implementation the in or setting goals and formulation in policy either a problem indicates survey there Hence, countries. European other peersfrom 24 with compared when civicknowledge regards that. These rangesresults from one to three, and one is the lowest level)position and 26,8% of them did not reach even Bulgarian students among the fourth worst EU countries as 53% of the Bulgarian students showed students Bulgarian the 53% of that revealed (IEA) Achievement Educational of Evaluation for the Association International International The One finds many studies on conducted civic educationboth on global ( Bulgaria is ina low achiever civicpromoting knowledge insecondary education. 2. Do civic education policies in Bulgariareallycontributetodeveloping identity citizenship Civic ? and Citizenship Education Study (ICCS 2009, 47) conducted bythe 47) conducted 2009, (ICCS Study Education Citizenshipand andwork strengthening the for sense ofa e.g. Eurydice 2005,DGEducation and Culture 2007)aswell the Proficiency level 1 3 of civic knowledge (the scale common Europeancommon e.g. ICCS 2009, active CEU eTD Collection perspective on civic education in order to answer the question what are the motivations are the what question answerthe to in order education civic on perspective level.introduces The third the Bulgarian chapter case exploring the national policy EU formulation at policy and related education on civic summarizes perspective theEU part a common haveidentity European importance in such gained Moreover, EUcontext. the this in globalizing the toexplainin world order why active citizenship and developing asenseof education of role civic ontheincreasing focuses chapter Thesecond between them. relation main and civic the education active citizenship and foundations, concepts, thetwo defining in practice. implementation education civic for practical guidelines linked havebeen to mission statements how analyzing has to beengiven particular attention policy documents, Bulgarian case of education as well as specific goals and objectives from thedefinitions of and citizenship unitcivic The mission of process. analysis are statements, the above documents. In the specific Requirements (SER2000) which are bridging the policy setting andtheimplementation Education State the in and education, focus government’s the thatreveal strategies and programmes system; education Bulgarian the of characteristics main the outlines (NEA 2010) that Act National arethe documents Education case of Bulgaria, selected level.EU In at for andtrainingthe education framework strategic whichsetthe documents Education,and Youth Science inBulgarialook at areexamined. Firstly, thepolicy I of andMinistry UNESCO Europe, of Council from Commission, European the area sourced in education the documents key policy research questions, answer to the order In analysis. and helpsin bringing upstudents as active and responsible citizens. improvement its to lead – makers policy by if applied and policies education civic Bulgarian The research is organized in three parts. The first chapter lays down theoretical the laysdown chapter first The in threeparts. is organized The research is document employed tool main research asthe sources, secondary uses The research 4 CEU eTD Collection education. The final chapter discusses the researchresults. discusses the final The education. chapter civic of implementation of results the upwith ends chapter the framework, education differenthistorical periods whenciviceducation has beentaughtpolicy current tothe inbehind civiceducation Starting from Bulgarian the framework. characteristicpolicy the of 5 CEU eTD Collection “matter itbasic thefacts about institutions life“matter learningpolitical of of procedures and also the asa She education citizenship virtues. defines for indemocratic educating asatool education political 287).At thesameparticipation” (1999, time, Kymlicka (1999)points out tocivic fornecessary knowledge, skills and virtues, the of cultivation as “the it describes perspective political a presenting Gutmann Amy example, For implications. broader as well as have can their roles and responsibilities as citizens”6). (Kerr 1999, for young people of thepreparation encompass to “broadly as is emphasized civic education responsible citizens. young be socialization well values equippingthem civic and people’s as as to preparing with As a specific subjecttheir community beyond.and However, education is acknowledged as one toolsforthe of of educational system,people’s personality and attitudes as well as their propensity participateto in thethe social life of role of citizenship or 2.1How is civiceducation defined? activepromotes citizenship. civic models education citizenshipand active through explaining howcivic education itlink providedones concepts bytheEUpolicies. the Furthermore, examines the of between the with them contrasts and citizenship active and education civic of definitions different discusses this chapter Therefore, employedindefine this mainconcepts research. the Conceptualization ofcivic education and active citizenship Chapter 2 Civic education is often Civic is with while foritassociated education education often engagement, political Differentinstitutions such as family,church and media help informing young understandIn order to civicthe is education policy, at there least aneedbriefly, to, 6 CEU eTD Collection competences and fostering whichcompetences and citizenship active at this study will focus. civic for developing are aswell responsible of education civic specific objectives These “key themes”. three of theidentified specifically andmore thecountries across support. One of Commission with European the conducted Europe schools across at education citizenship the aspects thatThis definition civic hasof education been by adopted Eurydice inits comparative study on the study looked at was the variations of that definition by education Eurydice: as presented Harris Scheerens2005) and beemployed.(1999) will Iwill understandingof use the civic people. knowledge but also develop skills, transmit values and promote activism among young Consequently, not education should only values” (Scheerens 2006,156). transfer citizenship and democratic attitudes andfoster make adequately judge decisions competency and to “develop the maincivicwell as asto rational/analytical thinkingas education goals enhance students’ role inbuilding ademocratic society Moreover,(2006). heidentifies one of up with practicethe of democratic citizenship” (Kymlicka in 2005,2).Harris involves acquiringimmediately of and arange virtues loyalties dispositions, areboundthat In this study, a definition of civic education complying with these of Kymlicka (in Kymlicka,Scheerens, identifies similarly the main to goal education citizenship of to attitudes andvalues and(c) active participation.(Eurydice 2005,10) towards (a)political literacy, (b) critical thinking and the development of certain pupils guide to meant normally is education Citizenship interest. particular While its aims and contentmay be highly diversified, three key themes are of contributing to the development and well-being of the in society which live.they to ensure that theybecome active and responsible citizens seeks capable of which people, young for education school to refers education Citizenship 7 CEU eTD Collection the aim the developingof active citizenship in not caseof the includeEU does only political isunderline important to It beneficial that goals. public inand achievingcommon pursuing perspective” interestsbeyond or be ownnarrow one’s et al. (Colby can 2007,27)which reciprocity, “socialsee fosters andthe ability to trust, wholethe society. Civic participation citizenship not only does enhance the democratic processes but also has beneficial effects for Pateman inlegitimacyand etal. Colby 2007,27) providesstate. Moreover,active tothe Marcus; (Hanson democracy” of and isbecause itqua democracy a“defining characteristic 2007, 26). nonparticipation 2007, 26).Moreover, Dye andZiegler“[p]olitical evenassumedthat among apathy and the masses contribute mass electoral than al. isincapable “[t]he (Colby action of et other Schumpeter a stampede” to the survival isonly favorable unavoidable butalso for society. the whole AccordingJoseph to of democracy” healthy Some control academicsargue by the sustaining that democracies. notelites political (Colby et al. doindeed so beingpractice, to equal nor on equipped (www.ec.europa.eu terms” in so doing to equivalent not is life social and political in economic, participate to right “having the acknowledges for citizenship learning active on of Commission European the different Asreasons. apolicy dueto canbe paper of actual challenged citizens participation obligations, asense identity,of and social bonds” (Ichilov in Cecchini 2004, 4).However, “legal, cultural, socialto realize what is understoodand by the latterpolitical term. Ichilov defines it as a concept elements that consists of and provides citizens2.2 Whyisactivecitizenship important? with defined rights and On the other hand, researchers are arguing that citizens’ participation is important participation citizens’ that arguing are hand,researchers other On the isit crucial active citizenship, to contributes explore education howcivic to In order Indeed, active citizenship has not always been perceived as a positive tool for tool been asapositive perceived always not has citizenship Indeed, active 8 2006). CEU eTD Collection that Bulgaria is Bulgaria that democracy. acaseof reestablished thefact intoit hasconsidering translated been and active citizenship framework how policy is factwhen Bulgarian the That analyzing animportant 59). Education and Culture2007, issues other is (DG shiftedfocus to of citizenship active traditions indemocracy, the emphasized (DGEducation and Culture 2007,59). On otherthe hand,in with countries is achievetransformation social to citizenship of role the reestablished established or is newly in wheredemocracy hascountries been that observed It of country. situation the “transnationalpromote community wellas identity” as (Georgi 2005, 4). not only as a “legal status,human and rights democracy” (Hoskins 2006,5).European iscitizenship seen byresearchers a set of rights and life,political by mutual characterized andin respect andnon-violence with accordance duties” and/or butcommunity society, incivil moreoverparticipation is] citizenship “[Active Commission: as a way to form and oftheEuropean Centre Research of Jointthe part Learning, onLifelong Research but also awider range of values such as rule of law and human rights. involves fact not active only toemphasizethat participation important the citizenship political difference in livein” communities itthe Anhereisthey context (in 2009,7).Inthat policy enabling feel them culture, comfortable andto indemocratic make feeling that they a can defines practicingthe of active citizenship asinvolvementof “empoweringindividuals, for them are overlapping. but necessary often skills are different both for motives participation Colbyalsobut nonpolitical According al. civicengagement. 27) to et (2007, the However, theunderstanding of mayactive citizenship depend onthegeopolitical for Centre the by given one the by complemented is understanding above The Commission European The level? policy EU at defined citizenship active is How 9 CEU eTD Collection civic education, civic competences and active citizenship. According to the model model the “learning to According citizenship. andactive competences civic education, civic between prove therelationship in to components order (values) affective the (knowledge) and detailed model (developed byNFER 2006 for involving project)this the cognitive andBarberVillalba, haveuseda Nijlen organizations, Hoskins, European EC with other behavior 2010, 19). (Cohen knowledge toinstill butalso values, the combination a changeof leads which to inthe only nottransfer has to education civic participation of enhancing effective interms be to order In activities. voluntary and extracurricular environment; school the and methods Ehrlich 2007, Cohen its2010). However, impact depends onits nature including the teaching in 2002, behavior civic students’ influences of participation that (Finkel terms education still, consider researchers But other and competence (1998). literacy enhances theirpolitical itcivic even expressesparticipation doubts that students’ though influence can education behas further to for in researched example (Campbell McAllister Hoskins et al. 2008,13). box”that a “black remains both still between theconnection some academics to According country.the of educational policies however, will focus on the formal civic education in Bulgaria which is a result of the official secondary school or also in different trainings for young people and adults. My study, enhanced through formal,non-formal and informal ineducation pre-school, elementary, isprovide to linkbetween the skillsactiveleadingthem. civic to The citizenship be can citizenship and active of education civic concepts the defining after step next the citizenship, 2.3 Thelink between citizenshipcivic education and active How does civic education affect students’ attitudes for active participation? for active students’ attitudes civic affect does education How developing civicexplore policiestoactive contribute howeducation In order to Under a recent research Measuring Civic Competence in Europe, a joint project of of the jointproject a in Europe, Competence Civic Measuring research Under arecent 10 CEU eTD Collection chapters. next inthe framework policy educational Bulgarian the in level policy on explored be will andactivebetweenwhich civic citizenship main connection education the and definitions consideration socio-demographicthe characteristics of students(Hoskinsthe etal.13). 2008, into taking aswell drive citizenship” active that civic competences certain develops To sum To review based chapter up, this literature on the of civic education the provided 11 CEU eTD Collection “low levels of electoral participation”; “increased intolerance”, “xenophobia and racism”; tool for tackling these Timmerproblems. and Veldhuis identified followingthe concerns as as a education civic of perception interest andthe that drove that the world across societies in be the afewproblems identified common can some there researchers to According years. in the recent education civic towards interest increased forthe provide evidence effects and Civic 2008,ICCS2009) in Competence thatEurope have for beenconducted exploring the the effectiveness of civic in of globalization. context the discussed educationpolicies and of thethe EU, thepublic importance of civicdiscussions educationcontext on global and onEuropean the 3.1The increasedimportanceof levelcivic education in international and European topic will be benchmarksthe upon which Bulgarian policies will be measuredin nextthe chapter. and social life of their communities, countries and the EU as a whole. This analysis providesparticipate in political the to actively ability civic theirenhancing and students competences for indeveloping states implementation EUmember its of necessity and education the civic of importance the whichrepresent documents policy it EU analyzes Moreover, context. in andmore EU civicspecifically the interestglobally education towards increased the Union perspective TheEuropean Civic education: Chapter 3 After introducingAfter this the mainconcepts, focuseschapter onthemotivations driving The studies (CivEd1999,Citizenship Education School in 2005,Measuringat Europe biggerexploreIn recognition to gainedin whycivic educational order education the 12 CEU eTD Collection national educational systems but also in the limited constitutional mandate of the EU in the in EU the of mandate constitutional limited in the also but systems educational national only in the historical, cultural 3.2.Civiceducation and the EUperspective and social differences active participation. for countries which formed of a common identity European and preparing young people from newly the democratic the traditions development of European the Union” (Fogelman 1997,17)including strengthening the sense the on debate informed an of and of “understanding the theirenhancing are These context. European challenges. However, two more elements can be added to the civic education objectives in the Education (UNESCO). Education”through and 2005(Council Europe) of World Programme for Human Rights - Decadefor Rights from 2004and Education Human Citizenship1995 to “European Year of promotion initiativesregarding education civic own developed their have democratic process, result UNESCO and the Council educational morethe and specifically in As the civiceducation (Kerr 12). a curriculum 1999, of Europe,in responsibilities focusing citizens’ the to as well as justice and cohesion social society, in diversity on the elements of human rights11). All(1999, of furtherthem directed respecting attention fundamental to human rights, and information and communications technologies”, “the creation of new forms of community” in of “the inarevolution effect role women of “thesociety”, changing minorities”, and and across national boundaries”, “growing recognition of the rights of indigenous peoples society” (Fogelman 1997, 17). from of young mainstream the some people of andmarginalization alienation “apparent Civic education has no unified form in the EU member states. The reason for it is not is it for reason The states. member EU the in form unified no has education Civic As a part of a global community the EU as well addresses the above mentioned the above addresses EUaswell the of community a global As apart Kerr adds to these challenges some more such as “rapid movement of people within 13 CEU eTD Collection framework; the EU lifelong learning strategies and the developing school developing theEUlifelong andthe education policies framework; learning school strategies abovepart of mentioned nextof The EUstrategic examines the citizenship. active thesis this its role of and importance of development and education for values civic civic enhancement forframeworkdiffer, educationmemberstates andtraining EUstrategic the addressesthe be paidtothis observation whilelooking atthe educational inpolicy framework Bulgaria. will Special citizenship. attention forfulfill European active educating not main goal of the institutions integration EUstructure, factsthe about does and (KeatingLearning 2009,163). institutionsEuropean and is processes prevailing over educating forEuropean citizenship observingEurope in most of that memberstatestransmittingthe factsand knowledge about curricula. school of development for guidance and documents policy national in the implemented are identity of Bulgaria policies andhow for enhancing citizenship andstrengthening active the European case atthe look will I chapter next In the as well. member states EU other to be applied can one, European on than rather citizenship national on focus systems education national that educatingfor citizenship in Itcan (Keating 2009,173). Ireland be arguedthat this conclusion, to within adjusted as a“supplementary” and haseducation been citizenship the set Irish citizenship multi-level European citizenship”, of concept the andendorsing “acknowledging his study in civicKeatingexample, from thatdespite concludes on Ireland education For prioritiesemphasize andFinn depending2006,61). on on their (McCann goals different national governments the and ways” in in“variousdifferent contexts ispromoted education educational area. The conclusion of Gerard McCann and Peter Finn is that citizenship Moreover, Keating Europe and distinguishes between educating about for educating Even though the focus and the implementationEven focus and in the strategiesthough the of civic education EU 14 CEU eTD Collection rights in the EU still remain the focus of focus the remain still EU in the rights CommunitiesHowever, 2003, 8). social inclusion, conflict solving andpreservinghuman European the of (Commission workplace” in the and society in civil responsibility political and social of level raise the has thepotential to education citizenship “Active addressed: active citizenship, social inclusion in diversethe environment of European the Community.While considering xenophobia”Parliament, (European Council theof EU2006,47).Moreover, itshall foster and racism including forms, its in all exclusion against “fight to tools main the of education “Education and trainingand Active citizenship isperceived Training 2020”. asone promoting equality and sustainable development. “rightmix of skills and competences” (Council theof EU 2011, 3) to foster active citizenship European Council concludes thateducation and trainingresponsible for are providing the and implementation of strategies, 2000).As of the European Council these a part withsustainablejobs andgreatersocialcohesion economicgrowth moreandbetter world, economyinthe capableof most competitivemarketanddynamicknowledge-based education and training area as a key area for achieving the strategic goals to turn EU into“ education policies and training Activecitizenship, 3.2.1 and civic education in the civiccompetencies EU beeducation will analyzed. of whose EUthrough the perspective the Bulgarian promotingpolicy documents civic active citizenship Active citizenship The Lisbon Strategy and the followingit after Europe 2020 strategy has recognized that are set in the strategic framework for European cooperation in for European cooperation framework in the strategic set thatare in the policy documents low political participation of citizens is also is citizens of participation political low documents policy in the are set as important policy objectives that have to be fostered. The be fostered. have to that policy objectives as important areset is one of thefour main objectives together with active citizenship 15 . The broader scope of of concept the scope broader . The social cohesion social inclusion ” (Lisbon and the CEU eTD Collection 2001, 31). We2001, can from conclude that Communities European the of (Commission community” their in and a whole as society in the citizens of participation social and/or political/democratic economic, “cultural, it: civic competences. It aims for being intheEU, citizens active It students civic atpreparing competences. enhancing of aspect political the to limited not is education civic Nevertheless, cohesion. citizenship is framecombined in fulfillinga with goal the of equal opportunitiesand social can be obtained 2005, 11) (Regioplan of citizenship” active interpretation “more political Art.6B).Therefore, from 2006b, EU the of Council Parliament, (European levels” all at thedecision-making definitionFurthermore, itinvolves promoting tolerance and“willingnessparticipate to in democratic of civic Council andof objectives EU2006b,Art.6B). (European values” the Parliament, competence.political “knowledge movements”, integration of European mainand of EU’s the structures, In theevents”, main historical events, “awarenessEU of the aims, values anddocuments policies of social and citizenship, and civil Moreover,rights”. itshouldinclude “knowledge for contemporary active of justice, of equality,democracy, “knowledge concepts shallencompass the competence civic that states andCouncil EUParliament of the Recommendation The specific. TheArt.6B). EU 2006b,it definition ofcivic include competence and shall what isvery cohesion social and citizenship, active employability fulfillment, “personal achieve to aims It learning. lifelong for in a knowledge competences key on andCouncil EUParliament the of in theRecommendation competence society” (European 13).“Social Council EU2006a, aseparate aredefined competences” the Parliament,of as and civic Council forelement enabling active citizenship andof social achieving cohesion (European Parliament, the in citizens European the Community. of active citizenship The key competences for lifelong learning are considered as another important asanother lifelong areconsidered forThe learning key competences can be observed also in the way that the European Commission defines Commission European the that way in the also be observed can active citizenship 16 embraces all spheres of life of the CEU eTD Collection competences, revising the curriculum of subjects through civiccompetences, canbe curriculum subjectsthrough which the education revising of for change furthereducation muchmoreand teacher efforts qualifications involving requires civic subject as a is cross-curricular that recognized It 2009, 99). European Communities the of (Commission competences civic promote to inorder is necessary area” subject ineach skills andattitudes knowledge, a morecombining approach dynamic knowledge, to itis required a“shiftfrom viewing as education transmissionthe of a static body of states The that Commission 64). CommunitiesEuropean the2009, (Commission of European in reality experience participation democratic isit to possible where environment provide such moreoveran to students issues)but civic social directly and teaching subjects in only (not curricula whole in the it integrate is to people” young all for competence this providing way “surestof the that is suggested It competences. civic social and (Eurydice 2005,7).Moreover,civic is education suggestedasone of toolsthe for promoting whichimpartthrough and demonstrate to principlesthe of inclusionequity, and cohesion” any substantial change in schools (Commission of the European Communities 2009, 17). for as keyfactor the stated is explicitly ofteachers importance The key civic competences. (Commission Communities European the of 2009,17)in of process the developing social and pedagogies” “innovative and role teachers the of theimportant stress policy documents learninglife” andadult (Commission European the Communitiesof 2009,v17).The EU further as for ofschool key providing indicates essential education role competences the explicitly that strategy lifelong learning has“national have a to acountry competences, and (see2.1). tolerance andfor values humanrights andcertain such asrespect attitudes developing critical thinking Education systems in EU member states are considered the “most important medium important “most the areconsidered inmember states systems EU Education civic developing for states member EU in the process implementation the Regarding 17 CEU eTD Collection education policy” (2006, 52). civic participation and recognition various the throughout facets of emergingthe EU come fore, with tothe encouragingaimedhas increasingly identity education a process at “encouragingEuropean framework adistinct that in EU policy the education citizenship process research ofthedevelopment the of in their Gerard McCann andPeterFinn concluded using in tostrengthen civic education order sense identity.the of Asa common European 19 the between citizenship, schooling, the and emergenceof modern-nationthe statein 18 the relationship close the reflects which “atradition nation-state, ofa for citizenship educating is education civic Green and Hobsbawm Gellner, as such someresearchers to According nation. respective the of identity the solidify to and level national and local on engagement Civiceducation3.2.2 thecommon and strengthening identity European inmember education states. EU the civic improving for efforts the behind motivations and goals main as set are participation humanfor tolerance, rights, promotingincreasing inclusion, social equality, political system for developingin civiccompetencesand fostering students active citizenship. Respect Communities 2009,101). being actualwithout promote ableto change inbehaviorof (Commission European the its systemsand dimension mainly addressthe“knowledge aspects attitudinal” somewhat educational countries EU in many that identified is it education civic of implementation assessment(Commission of European the Communities 2009,99).As a main in problem the involving intaught, actors processlearning community of the student newmethods and of th Civic has education been usedas a tool promotepolitical to participation and civic elementeducational important of an the sum as isconsidered To up, civic education centuries” (in Keating 2009, 161). Even if not so explicitly has been EUaswell ifnot centuries” Keating161). Even (in the 2009, 18 th and CEU eTD Collection rights, rights, also Europe 2020 directly inmulti tolerance tothe connected but environmentdiverse states. The motivations behind that are not only universal values such as respect for human education and development of civic competences in young people across the EU member of EUneededthe to be marked by a shared civic identity” (2006,54). citizenship andeconomic linked, integration prosperity were inexorably the that of people the that clear itwas quite theCommission “[f]or noticed Finn and Peter McCann As Gerard thecultural integration support Europe. social across transnational will which curriculum and citizenship European requires aEuropean a common developing aimof Moreover, the and fortraining. education creation framework the a EUstrategic of whichfostered solutions commonthe challenges in and goals European the Community findingrequired common hand, other the On responsibility. state a always been has education therefore and legitimacy education has been an important “weapon” for supporting thenational identity and acquiring hand, one On the states. member EU of the identities national the to a threat considered still is identity European that fact is the documents policy EU the through promoted explicitly so (Delanty,4.10). 1998, non-European” is the point reference the when a supranationality, exclusion, of identity education, Marshallexample,European. For while between distinguishing global citizenshipand European points out process the identity fostering toexclusionof leads thatis this common everything of not that “there suitnation-building to Keating (in theirFurthermore, techniques own purposes” 2009,161). is “a growing sense European education and“the in policies EUpolicies havesome adopted particular of these of the need to express an To sum up, this chapter presented the EU educational policies which promote civicsum presented theTo which EUeducational chapter policies promote up, this not is identity European acommon of sense the strengthening why reasons the of One the that claim Hansen Peo and Sultana Ronald as such researchers some Moreover, 19 CEU eTD Collection to the EU institutions and will promote further integration of the whole union. political goals such asfostering European identity common will which add more legitimacy strategy inclusion such associal Furthermore, citizenship. and they active include some 20 CEU eTD Collection hidden behind the contentduring the differentperiods, this time interval can be intodivided than eighty history and civic books education published during this long period. linkthe between history the and education from civic 1878 the till present, examiningmore Albenafindings of Hranova(Hranova2011)willbeused.ThisBulgarianresearcher explored up-to-date most in theprocessof development the To track education of Bulgaria civic to educatechildren youngand people in values the of given that (Owen period 2004). under differentnames,methodologies and ways it butof alwaysteaching has one main goal: historicalexisted and models.differentgiven times values of It andgovernance principles been the reflecting has that mirror a social to canbecompared education Bulgaria. Civic 4.1 Inherited characteristics ofciviceducation: Historicaloverview main findings which are putdown in finalthe part of thesis.the itcompare the and lead perspective.enhanced through This with to them will European the of concepts the how reveal to inin education Bulgaria civic order regarding framework analysis of contemporary the policy has contemporary civic from inherited education focuses The secondthem. mainly part on the the characteristics andwhat periods historical in different education of civic motivations changingforprovides the evidence that is historical chapter overview part of The firstthe a The national perspective oncivic education in Bulgaria Chapter 4 In order tomakeIn order abrief ontraditions overview incivic education and the motivations in of school curriculum the secondary asapart history long hasa education Civic discussesThis behind the motivations inchapter civiceducation theBulgarian case. active citizenship active 21 and sense of a common Europeanidentity are CEU eTD Collection obedience and convey Therole new the of was to solidifying new state the education citizenship. to the laws of the country and to reinforce the connection “citizen – state” Daskalov, arespectedhistorian inwrites his study of Bulgarian society between 1878-1939: “enemies” who are challenging the national mission of the Bulgarians. Furthermore, as countries European of therepresentation side other andonthe as avalue, Roumen of state-building representation the and ideals national of education the on emphasis the side one on uncovers way they restored the their defeated national in achieving war, “The European participated Bulgarians the their saying goal, a Hranovahistory quotes from book 1918 whenBulgarian people were“on way”of the which is in reflected history Bulgariantextbooks, belletristic and civicthe books. education The division of the country Principality parts: three Bulgaria,of Rumelia Eastern andMacedonia (Hranova2011,33). is known as one 1944 is by characterized tounify attempts of territory the of Bulgaria, which was intodivided the saddest moments in Bulgarian history, when Bulgaria was under a Communist Party Rule) and contemporary history. sub-periods:three till from 1944,between (1878) Liberation the period 1944 and 1989(the His analysis reveals what were the motivations behind civic education at that time – time atthat education behindcivic motivations the were what reveals His analysis The first extending period, in from Liberation rulethe from Ottoman the 1878till state). (Daskalov in Hranova 2011, 34) 2011, Hranova in (Daskalov state). to “Christianize” schools) and “civics” emphasis(where was the onduty to the literature,geography. and were the To these added subjects “religion” (designed especiallysubjects, “national” subjects such history, language as Bulgarian and national and A state them. (authoritarian) for himself spirit was to be cultivated sacrifice by teaching particular unconditionally to ready being state, the and respect the authority of leaders the and to have of asense “duty” nationto the had to be above“balgaroznanie”, “balgarouchenie”) was the formationall of “the new citizen”, who “Bulgarian” idealnew BulgarianThe and objectiveof education”“the (calledsome by and “patriotic”. He had to be disciplined, to enemies , and liberated Macedonia, the Morava lands and Dobrudzha. In this In Dobrudzha. lands and Morava the Macedonia, liberated , and great and whole Bulgaria 22 [italics33). This added]” (2011, quotation CEU eTD Collection was to teach democratic values, the know-how and curricula have been adopted from from abroad. adopted and havebeen curricula know-how the values, democratic was toteach Consideringmatter subject this that did exist not assuchduring communism,its aim that and region.of the as in communist Marxistideology the the activities. Themotivations lyingbehind civic education were supranational andto devoted obligatory andother andthestick” of “carrot methods the the through was encouraged “activein citizenship” the democratic sense butparticipation inthe life party and community foryouth Communist not yearsbetween Youth of the Movementage). Thiswas 14-28of ideas organizations in activities suchasKomsomol non-formal youth through (the 8). Besidesmaterialism” (Hranova2011, imposed formal communistparty its the teaching, Science” inintroduced “Marxist-Leninist (Obshestvoznanie), which historical 1970s, taught civic “Social matterto education closestwas in Thesubject activities Bulgaria. related developing a “social of is idea 50years).The teachers Bulgarian the averageageof time of schools the (the man” was at the center during thecommunist regime andmost of teacherstheir werealsoin taught of Marxistthe the communist educational wereup because educated brought parents their inbeing are students environment which system and current in influencedthe theformation of the factgreatly thedespite endof one-party rule, the education is Communist inBulgaria the Party rule from 1989. This period of 1944 to time, education of in duringcitizens” Europe these (Keatingtimes 146). etal. 2009, the and nation-state the of “legitimacy the between relationship strong a constructing value. civic highest education by was influenced Moreover, of more general the trend yourconfirms eye!” (in Hranova 2011,34) is that state the as presentedtostudents the (Hranova Koychev’s2011, 34). statement“Oyou Bulgarian,your keep state as applethe of The second period of the Bulgarian history which had a great impact on impact on hadcivic history of agreat which The second Bulgarian the period After communism, the tradition of has beentakenupagain. education civic tradition of After communism, the 23 CEU eTD Collection the intended the of role civic partof education This as framework. this providesanswer an tothe will be divided into two parts. The first part analyzes the framework at macro level, exploring It 2). compared (Chapter EUone civicthe education competences, of to and development motivations andunderlying policy framework 4.2 Official Europeanization. underlyingthe motivations of newthe whichcurrently policies, and are democratization achieve Bulgaria’s help to indeed and will be onnational context wouldrespondingthat to Bulgarian context(Mishev, This n.d.,6). of copying policies undermines setting goals policy European countries totheBulgarian understandingschool without andit adjustingto the same oldmethods? teaching canbeis the active achieved using students wonderone howof that it citizenship expected oppression, passivity the were and obedience thatunder thecommunism.taught makes That from farthe are away values is these that apparent It communities. lifeof their political democracy, for ability critical andtoenhancethinking their active participation in social and (Mishev n.d., 6). changed been has “East-West” orientation political the only and 2007 after integration ideas been have infavorof same “propaganda communist clichés” the and theused European in 1989arevery before “Obshtestvoznanie” similar The ideas. their way disseminating of 2002and after “World for and Personality” textbooks study of a comparative the reveals that Education) History of Methodology of field the in researcher (a Mishev Todor unchanged. of remained teachersteaching tools and the a largemethodology, old to However, extent This section analyzes theBulgarian education policy framework regarding civic The other radical approach is transferring curriculum from the USA andother USA the from curriculum is transferring approach radical The other inGenuine understandinghas education todevelop civic democratic of students 24 CEU eTD Collection educating good educatingcitizens good not only Europefor Bulgariaor butfor (art.9) world.the aim acts majorat education the may conclusion that leadtothe identity,which Bulgarian of Bulgaria to Europe or the Europeanfocus affiliation onthe not These do principles (EDESNC 2009,art.8). freedom thoughts” of culture. They emphasizeworld basic human rightsculture; and the children’s rights; 3. Traditions of the Bulgarian culture and education; 5.4. Achievements of the The values compulsory human “1. on education followingthe principles: Fundamental rights; 2. The of the civil society; 6. The freedom of consciousness and Education Standards,andNationalCurriculumAct (EDESNC) tolerance. in students and coincideslanguage religion”, and which some outlines mainof the virtues civicthat education develops with the objectivefree, moral and enterprising personality,of respecting the laws theand rights of others, their culture, EU for educatingthe Act, citizens the State in Education culture management of system the Accordingnational (NEA 2010,art.1). of Art.15 education” to of Requirementsof shall provide the conditions for “formation National 4.2.1 Acts (NEA) Education of a level.school inat be toactivities translated actual areprescribed civic competences how developing their teaching plans andin students.Itprovides assessingthe insightregarding in for teachers formal areamajor which guidance Education Requirements, on State the by Ministry sourced second be focus of Education partwill The will Bulgarian the examined. identity foreducation how more regarding specifically and of education, motivations civic question underlying of Another formal pillar of the Bulgarian educational systems - systems educational Bulgarian the of pillar formal Another The are presented as part of aspart and National arepresented of acts this strategies education framework. National Education Act (NEA) National EducationAct active citizenship and for building a stronger sense of a 25 “regulate[s] the structure, functions and “regulate[s] structure, the – The Education Degrees, The Education grounds thegeneral grounds common European CEU eTD Collection education. This reveals that developing civic competences and thus and developingcivic competences reveals that education. This isposition mentioned asan only forobjective the future developmentunder of strategy adult first chapter pointed out, there are different methods methods in and values of therearedifferent pointed out, chapter educating democracy first As the students. the of anddemocratic culture hinders participatory the relationship seriously information, nor is it beneficial for students’ development. Furthermore, this kind of justified,isany hierarchical asthe teacherisnot neither more relationship the only of source type of rigid this Asthestrategy states, students. the and teacher the between in the relation important but it is notat the top of Bulgarian policy makers’ priority list. leaving2008, 11), out the in languages,communication foreign learn, learning sense to of (MEYS entrepreneurship such digital incorporating keycompetences inas competence, 2011 for school the curricula thedocumentand thefuture for cites undersets asadeadline plannedHowever, activities 2 1 competences” provokingreproducing, nottowards independentfreedom thinking, formingand of Bulgarian iseducation facingis “Orientationthe of memorizing system the towards and – 2015) Education andTraining(2006 citizenship” andactive socialization for [...] necessary andcompetences secondary inschool Bulgaria: “this toacquiring is period related ofbasic knowledge, abilities responsibility formembers of the upper developing students asactive society the to framework was the adoption of the of adoption the was framework Strategies 4.2.2 and programmes for futuredevelopment Author’stranslation Author’stranslation The One of the main steps for including civic competence as a part of the Bulgarian policy Bulgarian the of a part as competence civic including for steps main the of One National Program for Development of School EducationandPreschool Development of National Programfor 2 (MEYS 2006, 3). Another problem is the subordinate position of is thesubordinate position problem Another student the of (MEYS2006,3). social andciviccompetence National Lifelong LearningStrategyin2008. pointed out that one of the main problems that problems main the of one that out pointed 26 . Developing an active citizenship active an Developing . active citizenship 1 (MEYS 2008, 10). (MEYS2008, Itgrants the is CEU eTD Collection Republic of Bulgaria 2009-2013 Republic of their mere copying in the national policy framework. policy national in the copying mere their EU policy of goals Bulgariandeveloping tothe civic competences reality beyondand going hindering the students’ step important democratic adjusting culture. isan This towards the they are stated critical Thefactthat of culture, autonomy thinkingstudents. and personal active citizenship in the policy an for are critical developing Both inthestrategy environment. of problems underlined these framework of democratic an example isnot students their and a teacher between connection hierarchical shows described The environment. school partof ademocratic mostis being effective of one the that policy makers realize the problems does notmentiondoes and Europe in worldthe general. it but Bulgaria, and region their school, the to belonging of sense a developing of necessity part of the European and global community. Moreover, the strategy points out to the makingintendedmeasures for arenot However, there students level incommunities. their local at role active of arepartof students the The envisageddeveloping activities of students. personality of development rolein the important an alsoplays which area, subject curricular main cross- asa not recommendations find these does among aplace asubject education as civic However, activities. in extracurricular students involving and Councils School consideration instudent participation decision-makingthe processes of launching school,the Making includesmoreschool environment democratic into suchas changes taking values (MEYSeducating 2006,13). specific of in spirit to children the andon other the These strategies are dividedinto two parts – on the one side they are connected to knowledge Education andTraining The The Programme for Development of Education, Science and Youth Policiesin Education, Scienceand of Development Programme for National Program for Development of School EducationandPreschool Development of National Programfor puts forwardputs addressing strategies for school education problems. also puts an emphasis on “education, upbringing and the and upbringing “education, on emphasis an puts also 27 CEU eTD Collection legitimacy of the authority and the democratic processes. and democratic the of authority the legitimacy for factor whichthe important activity is 32), increasing an (MEYS 2010, electoral the are plan results of this the main in expected strategy stated the As political perspective. The supporting civic youth low organizations. problem is of consideredfrom engagement a operational involves developmentas an of education as oneofitscivic further It goals. strategic goal. One of the main proposed activities are fostering volunteering and “responsible, caring and active members of memberssociety” of the caring and“responsible, active 7 6 5 4 3 focuses on“achievingquality European education”of the for citizen” each success of conditions appropriate create and nation the of capital human the “Develop priorities, many times, p.8,9,12, 22, 28, 32, etc.). mentioned are education” “world of standards the and at aiming applying (in program the about European development of itmakes compatible with education European the policy framework. Furthermore, itis notonly talking but also for education which areaddressed, basic competences of acquiring and knowledge application of practical which is globally oriented civic education. Inthisnational themainprogramme regarding problems globalization, content” integrated fulfillingknowledge. for is step Another “developingschool goal this of with curricula math skills are emphasized but also development of tolerance and practical applying of the personal of development children youngand people” Author’stranslation Author’stranslation Author’stranslation Author’stranslation Author’stranslation The National Youth Strategy 2010 -2020 7 (MEYS2009, 13)emphasizing a fewfundamental includingsubjects, 4 , the programme declares to aim at developing young people as 28 declares Active “Increasingof Citizenship” 6 3 , under which not, under onlylanguage which and (MEYS2009,5). Under one ofits 5 (MEYS 2009, 8).Moreover, (MEYS2009, it CEU eTD Collection with the European with European the and forcitizenship global objectives education. definitely This complies generic statement 2000, 45). environmentandglobalization (SER developing students’ forabilities active citizenship inthe conditions of multicultural aswell as society, in democratic the and self-realization adaptation understanding, for better and Personality upper secondary upper secondary school – society field.in underthat subjects of taught education civic are set all different the goals the fulfilling for requirements minimum field, education education” civic and sciences which“Social is of a part subject is a cross-curricular education civic case in theBulgarian to which teachers havetodevelop their and teaching plans students. Considering evaluate that according requirements state minimal the setting are They level. school the on goals strategic StateEducation4.2.3 (SER) Requirements resources. with current the implement andto easy more concrete are which language communication, foreign and digital the as such competences other on falls emphasis the as implementation, of plan a clear without statement asageneric isformulated often students among Bulgarian civic competences developing Moreover, agenda. European the on concentrate others while identity, national for future development of the same educational system. Some of them focusgoals on setting building are they if even coincide always not do statements main their is that programs ; in the lower secondary school ; in school – lower secondary the On elementary the school level, is civic education taught through the of implementation the towards step further a are Requirements Education State One of the main problems that can be observed in the analyzed strategies and (SER 2000,45). (SER The mission this of group of issubjects definedas educating Philosophy/ PsychologyandLogics History andCivilization 29 , , Ethics andLaw Geography andEconomics Homeland and , Man and World ; CEU eTD Collection active citizenship participation. However, most of the stated requirements inthe requirements most SERare of stated the However, participation. active citizenship oriented. than globally rather is andnation centered Europe civic education that concludedbe partially declared there goals aremuch less linkages with beyondcountries Therefore, it Europe. could nations” andthe nation Bulgarian European shouldvalues bein included curriculum inthe of earlier the stages education. a subjectsuggest, with focus practical aimingatactive citizenship anddeveloping civic 16 till is education (compulsory school and Personality world the them. about Moreover, around formedknowledge stable and representations heir already upper secondary cycle of acquiredhave when students education significant Personality in of society” the life the participation fundamentallaywhich aim their “basicsof introducingthe to civic [students] the culture them to human rights, values of democracy and with the ways for effective social European economic, political and cultural area. andcultural political economic, European Economics 10 9 8 integration” civic basisfor emotional and rational “creates Author’stranslation Author’stranslation Author’stranslation These generic statements are in line with the EU goals for developing a culture of aculture in line aredeveloping EUgoals for with the statements These generic goals One stated civic in“realizing of of is the education SER spiritual unity with the History Nevertheless, both is granted theresponsibility educate aboutintegration to Bulgaria in of the is a with focus forsubject practical supporting students active citizenship. is singled out as a matter issubject develops outthat singled thecitizens’ identity and is introduced in the last grade when not all students are obliged to attend Philosophy and th 9 years). Therefore, as some Bulgarian policy makers as somepolicy Bulgarian Therefore, years). (SER 2000, 46). It is 2000,46). emphasized that (SER World andPersonality 30 10 (SER 2000, 47). It can be noted can beamong 2000,47).It that all noted (SER Philosophy, Ethics andPhilosophy, Ethics Law 8 (SER 2000,45). (SER are subjects introduced in aresubjectsintroduced are the subjects arethe Geography and World and World CEU eTD Collection translated into specific activities or through into or specificin specific the through translated SER. requirements activities for the Bulgarian policy competenceas framework genericare present mission in statements Bulgarian in policy documents order to comply with of favour the hypothesis.Keythis andmore competences specifically civic andsocial EU one. However, they anotherin argument constitute maincompetences, regarding these andstudies comparisons are hardly international in students, Bulgarian of results low actual The education. Bulgarian of development the for in strategies the they are emphasized though even actual competences, citizenship. andjust firstunderstandingnot the enoughfor is of step itaculture developing active “ 11 students have “ to in isreflected are defined: way they This the also competences. andsocial civic considering especially development, competence to than rather knowledge accumulation to related mainly understand Author’stranslation The school curriculum focuses on knowledge accumulation rather than on developing ” 11 (SER 2000, (SER 48–67). However, knowledge accumulation moreand specifically know ”, “ compare ”, “ 31 explain ”, “ formulate ”, “ give arguments ”, CEU eTD Collection promoting the fundamental human rights, tolerance, values of the democratic society, world’s language and religion” (National Education Act 2010, art.15, sec. 2, cl. 1). They are based on moral independence, values, “respecting the lawsand theirrights of others, the culture, motivations values such bringing childrenuniversal andyoungas infreedom, up people EU documents. EU mainly assuchbut from in contextualizednot behind Bulgariaare education civic translated motives the documents these of in some that observed be can it Moreover, documents. policy Bulgarian in development thedifferent for theprescriptions between andsecond education between for developing and actions first, civic Bulgaria:definedspecific policy goals in policy education civic behind motivations the of inconsistency is an there that showed and the common achieving Bulgarianpolicy TheanalysisEU goals. of documents the EUrecommendations with the complying towards works in Bulgaria cooperation education, EU. the that Union andafter Soviet later the European, first – scene international the on with interacting been has Bulgaria that countries in trends on depend also they but authorities national the of only aspirations not are period time revealed that the national motivations behindcivic education during acertain historical Bulgarian policy documents. All in all, the historical overview of civic education goals across a senseof the strengthening of enhancement the how and framework policy educational Conclusion Chapter 5 The for common the programme under of member EU, the state a Currently, as The behindcivic mainmotivations examined the intheBulgarian paper education National Education Act Education National common European identity regulating the Bulgarian educational system sets as main as sets system educational Bulgarian the regulating 32 are translated from the EU level into level EU the from translated are active citizenship and the and CEU eTD Collection first place laterfirst connections refer andonly with tothe andculture. values European buildingin identity national the the TheSERpromote and attitudes. teachers’ environment promoting enhancingtowards active nevertheless citizenship, is itsufficient notpromote to indeed, tobethefirst competences. needs Knowledge,step of than students development rather accumulation knowledge emphasize level, school at goals strategic the implementing knowledge only at an elementary level. an knowledge only elementary at havegainednotstudents andhave any knowledgecivic 26,3% developed some civic until Bulgarian the that 2009 26,8% of show evidence ICCSconclusions realresults for the documents’ broad statements if they are not implemented through specific As activities. changes recommendedThese policy documentsby thefor their out are pointed development. activities abovementioned whilefewerspecific goals, EU.disclose However, that recentof a theseBulgarian will governors stay focus only on introducing good intentions the in the acquisition of development competences, civic acquisition of copy underlyingthe motivations of from civic education EUpolicythe i.e.documents They intent. different slightly a reveals contrary, the on authorities, Bulgarian the by recently indeedfocus on promotion the of values. universal in civic gobeyond Bulgariaeducation seem to pure compliance with EU agenda and the strengthening the sense of a senseof the strengthening focusnot on they do However, traditions. and culture as asnational achievements well common Europeanidentity common The The analysis of the of analysis The active citizenship active State Education Requirements (SER), Requirements State Education common European identity at the school level depends to a high extent on the school strategies and programmes for development for andprogrammes future strategies . The generic statements of these documents emphasize the 33 active citizenship crucial crucial for teachersfor the guidelines . In . In view,this motivations the behind and strengthening sense the it. Moreover, adopted CEU eTD Collection “education comes in” in order to assist parents to “educate their children ascitizens” “educate their children parents to assist to in”in order comes “education country as well lifeof communities, social inown their the support their participation active to competences as on the European level. Councils. and andinvolves Student activities extracurricular established As the Dutch is which democratic school environment also degreeto but the attitudes, competences and Ministry of teachers the and curriculum the of implementation successful evaluate only to not bewould Education stressesshouldenhancement beincludedin goal internal the of and external schools. Its evaluation measuring for indicator an Thirdly, teachers. the of qualifications earlierwillat increasingage. It education students’ development civic necessarily require competences social civicand to greater can contribute subjects with other connections in subject even in cross-curricular or separate secondary school the and keeping elementary as a education civic introducing Secondly, teachers. for the evaluations) and plans (teaching implementation for guidelines the and policies the of goals generic the between needed reality Bulgarian in the them contextualizing properly withalso but recommendations EU the from only its historicalregarding civic education needs tobemore consistent inits motivations, deriving themnot framework educational policy andBulgarian Firstly, in Bulgaria. field educational in the culturalmakers characteristics.students. Moreover, for developing civiccompetences of responsibility by overthe developed usually take NGOS a greater in andprojects Therefore, activities extracurricular 163). Bulgaria citizenship (2009, consistency for ratherEuropean educating than Europe iscivic about teaching that education whonoted is Overall,be should there anequal for all opportunity students todevelop civic for thepolicy canbemade recommendations several light In the conclusions, of these Keating of conclusion general the with coincide Bulgaria for observations study The 34 active citizenship CEU eTD Collection society. national context of a post-communist country and how this can contribute to the Bulgarian citizenship enhancing how explore to needed is research further topic, the of importance the to consistent activity plans for educating active citizens for Bulgaria, Europe and the world. Due makersneed shoulder to anddesigning thisof responsibility andappropriate goals policy defineneeded to andfurther social (Regioplancohesion” The Bulgarian2005, 9). policy partof the society on are “additional efforts where societies changing in fast especially and strengthening the sense of a 35 common European identity can be fostered in a active CEU eTD Collection 09, 2011] Society? Sociological Research Online European a there Is Transformation: European and Theory Social Gerard.1998. Delanty, 09, 2011] http://www.consilium.europa.eu/uedocs/cms_data/docs/pressdata/en/educ/119282.pdf Meeting. Brussels, 14 February 2011. implementation of the Europe 2020 strategy. 3066 Council ofUnion. theEuropean Councilconclusionson ofeducationthe role and training inthe 09, 2011] http://www.lex.unict.it/eurolabor/en/documentation/com/2009/sec(2009)-1598en.pdf training. Analysis of and implementation at the European education and national levels.in SEC(2009)1598. Brussels.2009. objectives Lisbon the towards Progress world. changing a for competences the Council, the European Economic and Committee Social the and ofCommittee theRegions. Key accompanying document the: Communication to fromthe European Commission to the Parliament, Commission of the European CommissionCommunities. 2009. working documentstaff [Accessed June 09, 2011] 21.11.2001.http://eurlex.europa.eu/LexUriServ/LexUriServ.do?uri=COM:2001:0678:FIN:EN:PDF European Area ofLifelong Learning a Reality. COM(2001) 678 final. Brussels, Commission of theEuropean Communities. Communication from Commission.the Making a [Accessed June 09, 2011] 10.01.200. http://eurlex.europa.eu/LexUriServ/LexUriServ.do?uri=COM:2002:0779:FIN:EN:PDF efficiently ineducation and training: an imperative for Europe. COM(2002)779 final. Brussels, Commission of the European Communities. Communication from the Commission. Investing Carnegie Foundation for Advancement the ofTeaching. Democracy for Colby,Anne, Beaumont,Elizabeth ThomasEhrlich, Bass. and Corngold Josh 2007. Jossey June 09, 2011] of Social Studie Cohen,Aviv. 2010.A Theoretical of Model four Conceptions of Civic Education. http://www.learningmigration.com/files/assignment/5/Cecchini.pdf Challenges forAction. Cecchini, Michaela.2004. [Accessed June 09, 2011] Novemberhttp://www.docstoc.com/docs/74477987/Active-Citizenship-Europak-online 2009. Anhere. Active Citizenship Oy Juvenes Print. Ahokas,Laura. 2010. Bibliography : s 44, 1.http://www2.education.ualberta.ca/css/CSS_44_1_REVISED.pdf Preparing Undergraduates forResponsible Political Engagement. Civic Education and Youth Participation . PPT. Go . PPT. beyond. International20-22 Commissioners’ Forum 2009. Malta, Education for theDemocratic Citizenship inEurope: Concepts and , vol. 3,no. 1,http://www.socresonline.org.uk/3/1/1.html NECE Conference27.10. paper. 36 th .Education, Youth, Culture and Sport Council Sport and Culture Youth, .Education, . Tampere: Tampereen Yliopistopaino [Accessed [Accessed June 09, 2011] Canadian Journal [Accessed June [Accessed [Accessed June [Accessed [Accessed June [Accessed Stanford: Educating CEU eTD Collection Amsterdam. students in24European Countries ICCS.2010. Social Science Education Case. Bulgarian The Education: Civic and Education History 2011. Albena. Hranova, old inSchool. Competence inEurope. 2008. Barber. Carolyn and Nijlen Van Daniel Villalba, Ernesto Bryony. Hoskins, September. Italy, European Commission (Crell) conference, Working towards Indicators onActive Citizenship, Ispra, Hoskins,Bryony. (2006). Democracies. Finkel, Steven. 2002. Civic Education and the Mobilization of Political Participation in Developing 2011] http://www.moec.gov.cy/programs/eurydice/publication.pdf 07.06.2011 accessed Eurydice. 2005. [Accessed June 09, 2011] a)http://eurlex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:L:2006:327:0045:0068:en:PDF lifelong learning. 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