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European Studies in Bulgaria

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European Studies in Bulgaria 1 The Role of Education and Training in the European Integration Process in Bulgaria. European Studies in Bulgaria The aim of this paper is two-fold: to present the role of education and training in the process of European Integration of Bulgaria and to put an emphasis on European studies as a major part of this process. I. Education and Training Within the next few years Bulgaria will become part of the European Union, which by 2010 has to be the most competitive and dynamic knowledge-based economy in the world with more and better jobs and greater social cohesion. The National Development Plan of Bulgaria 2000-2006, which was updated in April 2003, emphasizes human resource development, involving quality improvements in education and vocational training as one of the priorities. Bulgaria has committed itself to the Lisbon Strategy adopted by the European Council in March 2000. There is a clear link between levels of education and training and employment prospects. A European vocational education and training policy framework has been established to improve systems, make access to learning easier and raise skills levels. Achieving the goal is a real possibility for Europe, but it requires giving greater urgency to the reforms of education and training underway, especially in Bulgaria. The specificity for the education and vocational training policies is that they bring together other policy agendas including employment and social policy, information and communication technology infrastructure and research to serve one strategic goal. However, education and training are at its heart. That is the reason for the key role Universities should play in promoting quality education that provides higher levels of knowledge, qualifications and skills. In the area of the University development some of the steps to be implemented are the following: • a fundamental reform in teaching structures; implementation of Bologna declaration; introduction of modular instruction; development of e-instruction and e-learning activities; • align education and training more with labour market needs through emphasis on vocational aspects of study programmes and closer cooperation between educational institutions and the business sector to meet the needs of local or regional labour markets; • provide core ICT skills, recognising the importance of the knowledge society, with emphasis on the most vulnerable groups in society; • develop programmes that add to the academic value of education, in such areas as communication skills, flexibility, analytical skills, team-work and interpersonal skills, strategic thinking and planning skills; presentation skills, etc. • increased funding to improve teaching conditions for students; • promotion of a new generation of scientific talent; • quality management in teaching and research; AUBG, Elieff Center for Education and Culture, Studentski grad 1700, Sofia, Bulgaria Tel.: +359-2-960 79 10, Fax: +359-2-961 60 10 http://www.aubg.bg/elieffcenter 2 • promotion of mobility between various study courses by creating possibilities for specific courses in continuing education and Life Long Learning. The overall policy in the area of education and training would address some of the existing challenges: • substantial increase of the annual per capita investment in human resources; • formulating concrete future objectives of education and training systems; • development of a framework to define the new basic skills to be provided through education and Life Long Learning; • providing means to foster mobility of students, teachers and research staff; • improvement of employability and overcoming of skills gaps. Structural shifts in the national economy towards both knowledge-intensive jobs and knowledge-based sectors imply that a general increase in education and skill levels among the students and workforce is needed to meet employment rate targets. Increasing and adapting educational and training levels is a major issue to ensure that the present and future workforce can re-allocate from the declining to the growing sectors, to avoid skills gaps and regional mismatches and to respond to the adaptability required by the ongoing restructuring. Cooperation between companies and universities has to be enhanced. The process of developing new training standards, which respond to the needs of the economic development, has to be continued. Although most net growth in employment is likely to be in higher-grade jobs, there will still be demand for lower-skilled jobs. Despite the continuing shift towards more knowledge-intensive jobs, most of working people will be in jobs requiring lower levels of educational attainment. This does not mean people in these jobs will not require training. The changing structure of the economy will require people to change either their jobs, or the sectors they work in, or both, implying a need to learn new skills and access to the training required. The need to provide training to the lower-skilled jobs is no less important than the need to ensure there are enough people with ICT expertise. Using qualifications and training to raise the status of traditionally low-skilled jobs - as well as making those in them adaptable and employable – has to be in the policy framework as part of improving the quality of work. The expected increase in knowledge-intensive jobs argues for continuing the policy to raise general levels of educational attainment. This means continuing to encourage young people to stay on in education and training beyond compulsory schooling and ensuring they have the capacity and core skills to adapt to changes in demand. New approaches to learning can also bring down its costs. Who pays for education and training is a question that needs to be addressed in more depth. There is no single solution to sharing the costs of training between government, employers, trade unions and individuals - a model could be found to address the national tradition, European best practices and economic factors. The model has to be flexible, inclusive and reliable. AUBG, Elieff Center for Education and Culture, Studentski grad 1700, Sofia, Bulgaria Tel.: +359-2-960 79 10, Fax: +359-2-961 60 10 http://www.aubg.bg/elieffcenter 3 Secondary education and training are crucial for achieving higher efficiency and productivity of the economy as well. One area in which education could play a major role for the development of new businesses and more business opportunities in the economy is entrepreneurship training. Entrepreneurial attitudes and skills have to be encouraged in young people, starting from school. There is a growing awareness in Europe that initiatives should be developed in order to promote the enterprise culture, and to encourage risk-taking, creativity and innovation. Entrepreneurship is reasonably seen as a basis for growth. In particular, the European Charter for Small Enterprises commits the EU to teach business and entrepreneurship at all school levels, and to develop training schemes for managers.(has Bulgaria joined the EU Charter for Small Enterprises If yes, I think, it would be good to mention this commitment of the Government) The reform in education would aim at changing the attitudes and perceptions in young people through the following steps: • develop a National Strategy, policy commitment and system which will encourage strengthening the links between educational institutions and businesses, and developing the spirit of enterprise throughout the education and training systems. • The Government to activate initiatives aiming at promoting the development of entrepreneurial spirit in pupils at the level of primary school and models based on ”learning by doing” – whereby students create and run mini-enterprises. • The Government to create a framework (at national or regional level) for youth entrepreneurship education and translates policy commitment into concrete action (i.e. changing the national curriculum where the system is centralised, and/or providing assistance and incentives where schools are free to establish own programmes). Well-educated and highly qualified work force is vital for the development of the market economy in Bulgaria and for the increased competitiveness of labour and goods. Knowledge based economy is strongly dependant on the high quality of education and is the basis for enhanced economic growth and prosperity. II. The Role of European Studies in Bulgaria The European Studies programmes, established all over Europe, differ significantly in scope, content, organization, concept, etc. The main distinction, however, is between European Studies and European Integration Studies. The latter are considered to be the study of the construction of the European Communities and its related institutional, legal, political, economic and social developments. This is the study of the phenomenon of the integration process as the subject of policies at the level of the European institutions and of the repercussions of these policies at the European and/or national level. The European best practice also suggests that the curriculum of university-level European Integration Studies should be interdisciplinary, i.e. the study of the interrelationship AUBG, Elieff Center for Education and Culture, Studentski grad 1700, Sofia, Bulgaria Tel.: +359-2-960 79 10, Fax: +359-2-961 60 10 http://www.aubg.bg/elieffcenter 4 between legal, political, institutional, economic and social developments in the growth of the European Union. The term European Studies is much broader, relating not only
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