Българските училища в чужбина – историко-географско изследване

Author(s): Boian Koulov / Language(s): Bulgarian Issue: 2/2016

At the beginning of the 21st century, about 10% of the schools, teaching Bulgarian language, history, geography and culture, are outside Bulgarian boundaries and are located on all continents that are permanently populated. The subject of this study is to reveal the attitude of the Bulgarian state to these new phenomena, to the increasing number of schools abroad that teach Bulgarian language and culture.

Към читателя

Author(s): Irina Koleva / Language(s): Bulgarian Issue: 1/2020

Анализ на участието на България в програма „Хоризонт 2020“ в периода 2014 – 2018 г.

Author(s): Svetla Boneva / Language(s): Bulgarian Issue: 1/2020

The objective of the research is to present an analysis of the participation of Bulgaria in the EU “Horizon 2020” Program. The research methods used in the study involve comparative and content analysis, table and graphical presentation of data. The results of the research represent generalizations and analyses of the success rate of Bulgarian applicants by type of applicant organization and recommendations for possible policy measures that could contribute to enhancing the effectiveness and quality of the research proposals. The results of the research provide ground for evidence-based recommendations and decisions on the future policy measures in the science sector and their implementation in Bulgaria.

Накъде води този път? Констатации, основани на някои особености на системата на основното и средното образование в България

Author(s): Milen Velushev / Language(s): Bulgarian Issue: 1/2020

The reform of the secondary education is among the declared priorities of the present state government so the public witnesses a great effort in terms of multiple amendments of the regulatory arrangement and of the organization of the pre-school and school education system. One of the most important steps in this endeavour is the attempt to achieve a formal comparison between the International standard classification of education (ISCED 11) and the national curriculum by setting a firm ceiling of 12 grades for the period of school education as well as introducing elements of the PISA tests in the national external examination. The present study is aiming, with the help of economic principles and methodology, to analyse the current stage of development of that reform. The detailed review of the results by means of discussion the available evidence and of the legal arrangement shows that the measures taken lead to an outcome, different than the one expected by the society. The reasons are many and complex but the main one is that the newly introduced law regulating the secondary education system keeps the old-fashioned philosophy of the abolished law and views the compulsory education as a necessity but does not recognize and incorporate contemporary theories about the psychological and social development of the individuals. As a result, the established rules, first, put too steep obstacles for passing between some of the education levels and second, do not correctly estimate the systematic significance of certain study subjects forming key competencies of the young people in connection with the future demand needs of the labour market. The high frequency of changes in the regulations combined with missing transparency in the moves of the administration create preconditions that obstruct students to put together along-term strategy for improvement of their knowledge, skills, and competencies. The existence of these preconditions means that the students will view each consequent change as a treat for their development and that affects the public interest in their education.

Ethnic Upbringing as a Part of the Ethnic Culture

Author(s): Sholpankulova Gulnar Kenesbekovna / Language(s): English Issue: 1/2020

The necessity of studying the problem of ethnic education as part of ethnic culture. Growth of ethnic consciousness of people of Kazakhstan in the modern paradigm of social development has a number of features that are also manifested in the cultural and educational aspects of life. Professional culture – is the art, science, literature, philosophy, theology, etc. All these areas are also quite closely related with ethnicity and are not to designed spontaneously, on a conscious level to serve their people, preserve and develop its ethnic culture. For arts and literature, this function is more important than for philosophy, theology and science, although they have ethno-specific features. Folklore is played very important role, if it is properly comprehended in the professional culture. The level of ethnoculture is directly related with the dialectic development of material and spiritual culture. It means that continuity in the development of spiritual ethnoculture, at firstly master and use heritage of their ancestors, and the secondly, to be critical to him, creatively processing desired samples to use them for the benefit of society. With the changing social, economic and ideological situation, ethnographic images of our life and changed the place of our folk culture and its Ethnopedagogical orientation. Urgency of the problem dictated by the lack of scientific validity of pedagogical conditions of ethnic education of future professionals in a multicultural space in the theory of pedagogy.

Развитие и актуални модели на взаимодействието „образователни институции – семейство“ като мерки за преодоляване на рефлексивни фактори за дискриминация в образованието

Author(s): Lalo P. Kamenov / Language(s): Bulgarian Issue: 1/2020

The modern education system is faced with the challenge, together with its elements, in new realities to carry out its functions and to fulfil all its obligations and responsibilities in accordance with the Law on Pre-school and School Education, and at the same time in an integrated approach to fulfil the requirements of the European and international legislation in the field of education. Not only the concept of relations in the educational system is changing, not only the desires, skills, motivation, goals and needs of the participants in the process are changing – the educational environment itself is changing in order to provide the most suitable conditions for educational integration, tailored to the individual features of each child and student. Educational integration is an institutional process whereby educational entities carrying ethnocultural specificities interact in a unified educational environment, forming intercultural competences and shared civic values in the process of education and upbringing, preserving their ethnocultural identity and receiving equal opportunities for social realization. An indisputable factor in the effectiveness of this process is the provision of a supportive educational environment through the management and implementation of „educational institution – family“ interaction models, as well as the introduction of family-oriented models to overcome reflective factors leading to difficult communication between the actors involved in the educational process.

Образователна политика при класическия подход на Жан Пиаже в българското приобщаващо образование

Author(s): Milen Zamfirov / Language(s): Bulgarian Issue: 1/2020

The paper offers a tested model which would enhance the effective educational policy in the mainstream schools. Additionally, it would assist mainstream and support teachers in the classroom during the teaching process of students with special educational needs. Using this Model the specialist is able to define the concrete intellectual level of the student based on the Piaget’s phenomena. The suggested Model is experimentally tested with 56 children and students – the results and findings are described in the text of the paper.

В новите броеве на списанията на издателство „Аз-буки“ четете

Author(s): Author Not Specified / Language(s): Bulgarian Issue: 1/2020

Указания за авторите

Author(s): Author Not Specified / Language(s): English,Bulgarian Issue: 1/2020

Справяне с предизвикателното поведение при работа с деца в училищна и извънучилищна среда

Author(s): Tsvetoslav Nikolov / Language(s): Bulgarian Issue: 2/2020

The current publication is focused on the main characteristics of challenging behavior and the possible social-pedagogical approach that pedagogical staff members can use to manage it. The approach is applicable to both – school and out-of-school context. It describes the main logic of the support of children with emotional and behavioral difficulties and can be applied in various ways. In this current publication the challenging behavior is shown as a whole process that can be managed by the pedagogical staff members through different strategies for prevention, intervention and support.

Подобряване процеса на гражданско и интеркултурното образование чрез прилагане на социално партньорство в образователното пространство

Author(s): Delyan Penchev / Language(s): Bulgarian Issue: 2/2020

Social partnership is fairly new way in management of educational institutions. In this way that institutions stay in the center of social and cultural environment and they find various partnerships with another persons, subjects and organizations. The article reveals the ways for applying social partnership for enhancement quality of civil and intercultural education. The author consider and analyze its pedagogic and social dimensions.

Social Status of Disabled People in Russia

Author(s): E. G. Pankova,Tatiana V. Soloveva,Dinara Asymovna Bistyaykina,Olga M. Lizina / Language(s): English Issue: 2/2020

The article raises questions and considers the state, problems and prospects of the system of social security and social protection of disabled people. Legislation realization of social protection for the disabled is a provocative question as the social help and support of the handicapped in a modern Russian society is not at a proper level. Disability is a complex social and medical problem, a problem of realization of human and civil rights. The system of social protection has been formed in the country, and a legal and regulatory framework has been developed as well. On the one hand, Russia has significantly expanded the range of opportunities for the disabled by transforming social practices in various areas, organizing targeted social work, creating conditions for an accessible environment, and expanding the information provision of social services. On the other hand, these measures do not make it possible to completely neutralize the social vulnerability of this category of people.

Desafíos de la Formación del Profesorado Universitario en España en el siglo XXI

Author(s): Mercedes Blanchard Giménez / Language(s): Spanish Issue: 2/2020

In this paper, we identify recent researches, from Bologna (1989) and until 2010 that recognizes a revaluation of the F.P.U. in Spain, and some future challenges, such as, Training in the responsibility or putting science at the service of the transformation of society and towards a more just, more inclusive, more supportive world; Proposing a teacher training in teams, based on the practice reflected and shared among professionals, and for lifelong training; and aiming at a training focused on the Sector, interconnected, which favors the sustainability of European convergence.

TEACHING TOLERANCE AT SCHOOL: THE EXPERIENCE OF MODERN FRENCH EDUCATION SYSTEM

Author(s): Natalya Lysenko,Liudmyla Shtefan,Olena Kholodniak / Language(s): English Issue: 1/2020

The fostering tolerance problem in the modern world is becoming increasingly current in the context of globalization processes and the migration crisis. Following the need to cultivate tolerance in the younger generation, French modern education system aims to install the ‘values of the Republic’ as an element of public school programs. At the same time it turned out that most teachers are not sufficiently trained to carry out educational activities in the sphere of fostering tolerance. The education system reform carried out in 2013 made this training compulsory introducing the so-called ‘Common Core Program’ (Tronc Commun) to future teachers of all specialties. Within the program teachers deepen their knowledge in history, philosophy, law, sociology, pedagogy.

Philosophy as an Integrative Component of Educational Culture in the Situation of the Information Society: Socio-psychological Aspects

Author(s): Vladislav Sheleketa,Natalia Kazintseva,Vasilij Ivakhnov,Valeria Zagovenyeva / Language(s): English Issue: 2/2020

The system-forming significance of philosophical education in the system of humanitarian and technological knowledge, as well as the determining influence of philosophical culture and worldview on the system of meaning and the phenomenon of vitality, is updated in the information society. This problem is especially acute in situations of existential crises especially. The co-authors apply an integrative methodology for combining psychological and philosophical discourses, relying on the conceptual and methodological apparatus of researchers – both psychologists and philosophers, and sociologists. The fundamental existential significance of philosophical worldview in the system of education and training leads to the conclusion that it is necessary to restore the status of philosophical knowledge as an integrative component of educational culture. The considered philosophical sociological and psychological aspects of existential values will help to reveal the axiological potential of the person, which is realized in the process of education and professional activity.

Европейските фондове и финансиране на висшето образование в България

Author(s): Ivan ZHELEV,Sevdalina Hristova / Language(s): Bulgarian Issue: 3/2020

Higher education is a major area of public life that is designed to provide highly skilled human resources. Its development is directly connected to the financing of training, research and innovation costs. The aim of the authors is to study the level of higher education funding in Bulgaria and on this basis to outline the main trends and opportunities for increasing the funding from the European funds of higher education institutions. Some research methods to analyze statistical rows are used such as average values, basic and chain growth rates, etc. A few principal trends are marked and some recommendations for increasing European funding for higher education are indicated.

European and National Measures in Support of Public-Private Partnerships in Higher Education

Author(s): Alexander Valkov,Krasimira S. Valcheva / Language(s): English Issue: 3/2020

The improvement of higher education and its transformation into a source of economic growth and innovation is a shared priority for the EU countries. Public-private partnerships are a successful mechanism that increase and motivate the sharing of resources, knowledge and achievements in response to the under funding of the higher education institutions and improves the efficiency and effectiveness in spending public resources. In the Bulgarian higher education sector, PPPs are an underutilized opportunity in key areas such as research and development and innovative cooperation between the universities and the business sector. In the context of the benefits of PPPs in higher education,the article summarizes the leading European instruments designed to enhance the role of universities in the area of research and innovation. By assessing the implementation of key existing opportunities at national level and summarizing the reasons for the “modest” local capacity for effective use of the designated funding, the article focuses on the need for establishment of an institutional environment that encourages partnerships.

Contemporary Trends of Professional Training Specialists in the Economic Field at Higher Education Institutions of Poland and Ukraine

Author(s): Nadezhda Chernukha,Alla Zagorodnya,Mariana Petrova / Language(s): English Issue: 3/2020

The purpose of the study is to identify the main tendencies of professional training of specialists in the economic field in higher education institutions of the Republic of Poland and Ukraine. Given the interdisciplinary nature of the problem, the methodology of the research is based on a complex-integrative combination of theoretical approaches of a number of sciences, in particular pedagogy, psychology, as well as general scientific methods of system analysis, synthesis, abstraction, generalization and under. Results - common modern tendencies of professional training of economic specialists in higher education institutions of the Republic of Poland and Ukraine (diversification of educational services; mass education of higher education; modernization of vocational training; humanitarianization of vocational education; internationalization of students and undergraduate students; transition from traditional concepts of vocational training to innovative; improvement of pedagogical component of higher education), and in values of different trends in training (training globalization, invigorating training, decentralization of management of the education system). Conclusions - Taking into account the mentality, conditions, time and task sof higher education institutions of Ukraine and in order to reach world standards, a number of important steps should be taken to improve the system of higher economic education of Ukraine. Therefore, it is advisable to introduce a system of professional training of specialists in the economic sector; the link between training and continuity between theoretical training and the conditions for its practical implementation; passing different types of practice in leading financial institutions and enterprises of Ukraine and EU countries; development of academic and professional mobility; creation of research universities with the involvement of leading foreign experts.

Inclusive Education in Pre-University Education in Romania a Case Study: The Eduform Project

Author(s): Roxana Ştefănescu / Language(s): English Issue: 3/2020

The first part of the paper presents the concept of inclusive education, its evolution and the main international and Romanian approaches that are the basis of the process of transition from exclusion to inclusion in schools. The paper starts from the premise that the classroom teaching staff have a fundamental role in the process of inclusion, being responsible for the education of all the students. The attitude of teaching staff towards the inclusive education depends on their experience, their initial training and the existence of some forms of support in the classroom. In order to meet the need of qualified teaching staff and support staff in the pre-university education, from disadvantaged schools, to be transformed into inclusive schools, it was initiated by the “Spiru Haret National Society for Education, Science and Culture” (SNSH) in partnership with the Mehedinți and Caraș-Sever in County Inspectorates, the inclusive quality EDUcation project through lifelong professional training with the acronym EduForm, a project financed by the European Union. The training programmes developed through this project are designed so that the skills acquired by the trained persons become adaptable for the inclusion of all students in the mass education. Among the achievements of this project is the fact that the activities that will be developed by teaching staff, the support staff and school managers through the project,will lead, in the future, to change the mentality regarding the students in vulnerable situations. A viable school-parent-community partnership will be created, teaching staff will be increasingly involved in activities with children, and local authorities will be closer to schools seeing the improvement of the school situation of students and the quality of education implemented in these and will support through various ways, in the future, these schools.

Помощни средства и технологии в приобщаващото образование

Author(s): Pelagia Terziyska / Language(s): Bulgarian Issue: 3/2020