Професионално образование
Вход / Регистрация

2016/3, стр. 239 - 249

DOMINO – THE SWISS-BULGARIAN DUAL EDUCATION PROJECT AS AN OPPORTUNITY FOR THE LONG-AWAITED REFORM OF THE BULGARIAN VOCATIONAL EDUCATION AND TRAINING SYSTEM

Резюме:

Ключови думи:

It has been very common among Bulgarian policy-makers in the past fi ve years whenever asked how the Bulgarian Vocational Education and Training (VET) System should be reformed to mention dual education. However, not much has been done in practice to enhance the introduction of dual education in the VET schools than a few legislative amendments. That is why when the opportunity to start with dual education implementation within the Swiss-Bulgarian pilot project DOMINO became a reality in 2015 the business got really interested. The project, fi nanced within the Swiss-Bulgarian Cooperation Programme, aims at showing a model of dual education following the Swiss dual education principles in a small number of Bulgarian schools which could then be replicated into many other VET schools where business is ready to cooperate. We say “principles of the Swiss model” as the aim is not to fully replicate the Swiss dual education system rather to build a Bulgarian dual education system using the best from the Swiss experience.

The need to speed up the reform in the VET system and to increase the quality of VET has been clearly identified in recent Audit Report of the Bulgarian National Audit Offi ce.1

The project started in April 2015 and will end in 2019. It is financed by the Swiss Agency for Development and Cooperation with CHF 3 million plus 15 % national co-financing provided by the Ministry of education and Science. The main Swiss partner for the implementation of the project if the Swiss Federal Institute for Vocational Education and Training (SFIVET).

The project has been given the name DOMINO which is the Bulgarian abbreviation for Dual Education for the Modern Requirements and Needs of Society.

The main activities in this project are the following:

– To introduce a new methodology for curriculum development for dual VET with the participation of professionals from the companies;

– To help establish partnerships between VET schools and companies;

– To train Bulgarian experts in this new methodology;

– To train teachers from the Bulgarian VET schools how to work within a dual education system;

– To train instructors from the companies who will work with the students;

– To promote dual education through a wide communication campaign.

The main partner for the implementation is the Ministry of education and Science and the other partners include the Ministry of Labour and Social Policy, Ministry of Economy and the National Agency for Vocational Education and Training. There is a special appointed Project management Unit which is embedded in the Ministry of Education.

Present context

Bulgaria joined the European Union (EU) in 2007. Presently, the main strategic document of the EU is EUROPE 2020. Three of the five major goals of EUROPE 2020 are directly linked to vocational education: employment for 75 % of the population aged 20-64, percentage of early school leavers under 10% and share of university graduates of 40 %. This is the reason why VET has been mentioned as a priority in the National Development Programme Bulgaria 2020.

What is the present employment situation in the country in numbers:

Bulgaria infiguresNational Statistics InstituteApril 2016Population7 153 784Employment rate (20-64 y)68.1 %Unemployment rate (20-64 y)7.9 %Youth unemployment (15-29 y)14.5 %Youth unemployment (15-24 y)22 %Students in secondary general education schools129 354
Students in vocational schools135 578VET Schools (8/9-12 grade)423Male/Female VET students ratio60 % / 40 %VET Professions239

Table 1.

The figures showing youth unemployment in Table 1 are among the European average, however, the trend for the coming years is quite negative. Also, we have to mention the biggest in the EU number of young people who are not involved neither in education nor in employment.

The main conclusion of the fore mentioned Audit Report of the Bulgarian National Audit Office is that the activities undertaken so far in the area of VET are “not efficient enough for the provision of conditions for quality and effective school vocational education to meet the needs of the labour market”.

The Bulgarian Industrial Chamber announced in April 2015 the results of survey which showed lack of qualified professionals in more than 190 professions. This makes the business and the companies active in pressing the state institutions to reform the Bulgarian VET system and make it much more market oriented.

The present DOMINO Project comes at this very important moment and has the chance to pilot the new dual education model and really adjust the Bulgarian VET system to the needs of the business. Being part of the Swiss-Bulgarian Cooperation Programme with many state institutions involved it should guarantee the sustainability of the system and make it nationally applicable.

Scope

The initial plan for DOMINO project has been to develop new curricula every year for two professions and implement it in three schools per year, staring from the 9th grade:

YearProfessionsSchoolsclasses/professionStudents20152322402016232240201723224020182322402019232240Total10151200

Table 2.

The plan also involved the training of at least 30 dual education experts, 100 to 120 teachers from VET schools and 240-300 instructors from the companies.

In September 2015 the implementation of the dual model started for the professions “machine technician – CNC machines” in Kazanluk and “dairy production technologist” in Sofi a.

This start gave a positive sign to all stakeholders and for the next school year 2016/2017 there has been a decision to develop curricula for three instead of two new professions: electrical technician, gas technician and cook. There are requests from VET schools and companies from over 14 new cities which proves the fi ndings of different studies that the business in Bulgaria really suffers from insuffi ciently trained staff.

Table 3.

The main criteria used for the selection of professions and schools are:

– Evidences of strong commitment for cooperation between the companies and the VET schools;

– Evidences for suffi cient interest from students to get enrolled in dual education and suffi cient demand for employees in the specific profession on the side of the companies;

– High added value, produced in the sector;

– High demand by business/companies and insufficient supply of skilled workforce;

– Critical mass of workforce and businesses, sufficient for disseminating the project experience.

Model for implementation

The introduction of dual education in the VET schools starts from the admission campaign. It is accompanied by a wide range of promotion activities which aim at attracting students and their parents to this new type of vocational training. These activities include work with local authorities, media, and meetings with students/ parents/teachers/companies.

The students enrolled should pass the full four year education cycle – from grade 9 till grade 12.

Here the main differences with the existing Bulgarian vocational education system are the increased number of hours for practical training as well as the fact that during the last two grades – 11th and 12th students spend two days at school and three days in the company working under labour contracts which means they receive a salary for these three days.

The distribution of days in the week for theoretical and practical training is shown in Table 3:

9th10th11th12thDays perWeekÎÎ1.01.01.01.0General Education4.03.01.01.045.0%In-Company-Training0.01.03.03.035.0%Professional Theory1.01.01.01.020.0%1.03.03.01.03.01.04.0grade

Table 4.

At the beginning of the project it has been assumed that work in the companies could start at grade 10th. However, due to amendments in the Bulgarian VET Act and Labour Code students can have labour contracts only when they reach the age of 16 which automatically means in the grades 11th and 12th. The day provided in the above table for practical training in the companies will still be used for initial practical training in the 10th grade but students will not have labour contracts yet. The students in grades 11th and 12th sign labour contracts with the companies. They receive a salary which minimum has been fi xed in the Labour code and amounts to at least 90 % of the country’s minimal wage with respect to the time spent at work.

At the end of the training the students pass exams for obtaining a level of professional qualification in line with the State Educational Requirements.

Although it has been planned to only start with 9th grade students, due to the fact that business requested sooner to see the results of such a model, experimentally it has been decided to also started with 1 class of 11th grade students for machine building and 1 class of 10th grade students for dairy production technologists along with the two 9th grade classes for the two professions. The training hours for these extra two classes could not be increased as the students have been admitted following a different curricula but through regrouping of educational content it is possible even for these students to spend 1 day in the company per week in the 11th grade and 2 days in the company in the 12th grade.

It is the company’s responsibility to appoint an instructor in the company who should be responsible for the practical training of students. According to the Ordinance on dual education issued by the Ministry of Education and Science in September 2015 companies should appoint at least 1 instructor to every 5 students. This is a minimal requirement, if the type of work is more complicated or requires bigger attention companies can appoint more than 1 instructor to every 5 students depending on their own decision.

It is company’s responsibility to provide working places for the students and have them equipped with the necessary machines. They should strictly follow the health and safety regulations and provide good working environment for the students. The companies should also take part in the practical exams of the students.

Approach for developing curricula for dual vet

With the expertise and participation of experts from the Swiss Federal Institute for Vocational Education and Training (SFIVET) a new approach for development of curricula for dual vocational education has been set up. The approach consists of the following steps:

During workshops organized within the project, professionals having at least 5 years of professional experience in the profession list down all professional situations covering the profession with which a graduate student with the same level of professional qualification should be able to cope with and perform. When this is done the immediate superiors of the same professionals review the list and descriptions of situations and give their approval or comments for improvement. The final multitude of professional situations forms the Situation profile of the profession.

In another workshop, this time involving not only professionals but also teachers in professional theory and experts from the Ministry of Education and Science and from the National Agency for Vocational Education and Training under each professional situation the knowledge, skills and social competences are listed which are needed by the student to cope with this situation. This document is called a Qualifi cation Profi le.

Here is an example of a professional situation developed within the project for the profession “machine technician – CNC machines”:

Table 5.

Professional Competence AreaManufacturing partsSituation TitleManufacturing parts with conventional machinesExample of a Situation:Todor has been assigned to manufacture a rotation part using a conventional lathe. Hereceives the technical documentation and the rotation workpiece. He studies the technicaldocumentation and prepares the necessary tools. He adjusts the work mode on the lathe(revolutions, cutting/feeding depth). He puts the protective goggles on and mounts theturning steel into the turning-steel-holder. He sets the turning machine in motion andcentres the turning steel. He starts processing the front surfaces and proceeds withlongitudinal turning. After turning the lathe off, he measures the dimensions obtained toassess if they meet the requirements in the drawing.Knowledge required– knows how to use and interpret technical documentation– is familiar with the tolerance system– is familiar with the structure and mechanism of action of the lathe, the universal millingmachine– is familiar with the type and purpose of cutting tools used on a universal lathe,universal milling machine, drilling machines– is familiar with the structure and application of measuring instrumentsSkills required– applies occupational safety and health regulations– applies technical documentation– is able to adjust a universal lathe– maintains the parameters of the lathe knife and milling tools– is able to use measuring instrumentsSocial competencies required– follows the rules– works autonomously– work well in a team– works efficiently– works accurately/precisely– facilitates communication

On the basis of all knowledge required for all situations in the Qualification Profile the content for theoretical training is planned while all skills needed are included in the in-company training plan. The social skills required are distributed accordingly in the education programmes and in the in-company training plans.

Once the Qualifi cation Profile is ready then the necessary amendments in the curricula for the respective profession are elaborated and then approved by the Minister of Education and Science. Thus all schools planning to introduce dual education for this same profession regardless of the fact whether they are part of the DOMINO project or not can use this same curricula and teach dual education.

One of the findings in the Audit Report “Vocational Education for Employment” of the National Audit Office says: “The Ministry of Education and Science has not developed rules and procedures for elaborating curricula and syllabi. The educational content is written by authors without preliminary approved criteria”.

To overcome this fi nding the Ministry of Education and Science could use the approach for elaborating curricula for dual education developed within the DOMINO project and incorporate it the legislation.

Trainings

Swiss experts from SFIVET carry out trainings for Bulgarian experts, teachers and instructors in order to build capacity for implementing the dual VET system in Bulgaria.

1. Dual Track Education Experts are trained with knowledge and skills mostly in curricula and syllabi development but also on pedagogy, didactics and professional aspects.

2. Teachers are trained to acquire knowledge on pedagogy and didactics but also to work with the Qualifi cation Profi le.

3. Instructors from companies are trained to acquire knowledge on the business/professions/technology transfer at real working conditions.

Vet stakeholders involvement

The Forum on Dual Education

To ensure equal participation of all stakeholders in the project implementation, the so-called „forum“ approach is applied. It is based on the methodology developed by the Swiss Development and Cooperation Agency and Bulgarian experts for leading structured discussions between a broad range of stakeholders (citizens, organisations, central and local government institutions) in the course of elaborating and implementing various policies and programmes of mutual interest. The objective is to reach a decision acceptable for all stakeholder adopted with consensus.

The specifi c objectives

The Forum on Dual Education coordinates the efforts of all stakeholders aimed at implementing the dual-track system in Bulgaria: to ensure consensus among them on the main parameters of the secondary vocational education and to coordinate the utilisation of the resources, allocated to reform this system.

The elements of the Forum are:

– The participants – representatives of all stakeholders described in Table 6.

– The clear structure and rules of work – each stakeholder group occupies a separate table (see Table 6) with 6 to 9 participants. The tables are arranged in a circle, which symbolises their equality. Usually, the members of each table discuss among themselves the stated topic or sub-topic and after they reach a common standpoint, they present it to the other participants. At the second level, the discussion is led between all tables, where each participant can take a stand not only as a representative of their group but also based on own experience and conscience as a citizen. The discussion is guided by a moderator who summarises the expressed opinions, identifies common elements between them and support the consensusbuilding process. As a rule, the moderator is an external person, not involved in the topics and issues discussed, which guarantees his/her neutrality. At the beginning of the work, the participants adopt unanimously the Rules of Work (Code of Ethics) and are bound to observe certain norms and behaviour, which contribute to the constructive work intended solely to the achievement of the Forum goals. The work of the Forum is organised in 7 sessions within the first two years of the project implementation;

– The topics of discussion are directly related to the Forum goals. Each session is devoted to a specific topic, where in the course of project, changes may be introduced. These are: main parameters of the secondary vocational education system and the place of dual education; types of professions suitable for dual-track education, priorities; legislation amendments required in relation to the dual-track education; engagement of the branch organisations, their role in the planning of enrolment, funding opportunities for training in enterprises, etc.

– Reaching a specifi c result as an ending of the discussion, adopted with consensus. The result represents recommendations addressed to: the Project Steering Committee – regarding the project implementation; the Education and Science Committee at the National Assembly – regarding the legislation amendments required; the Ministry of Education and Science – regarding the vocational education system; the social and economic partners – regarding their involvement and engagement, etc.

The overall organisation and management of the process is assigned to the Bulgarian-Swiss Chamber of Commerce.

Structure of the Forum on

Dual Education

Financing micro projects

The budget of the DOMINO project contains an Endowment Fund for fi nancing micro projects of VET Schools. The funding for schools covered 100 % of their costs. These include:

– Scholarships for students in the grades 9th and 10th;

– Small equipment for schools;

– Insurance costs;

– Promotional and visibility activities costs.

To ensure sustainability and cover the greater need for dual education implementation projects the Ministry of Education and Science should take the opportunity to use the European Structural Funds and namely the Operational Programme “Science and Education for Intelligent Growth” and plan calls for projects to be financed under the Operational Programme using the model and experience gained under DOMINO project. A National Programme for Introducing Dual Vocational Education could also be a good guarantee for the sustainability of the system.

Assessment of risks and potential for the dual education in bulgaria

Risks:

The introduction of dual education in Bulgaria carries the following risks:

– The commitment for the introduction of dual education should be stable regardless of the dynamic political changes in state institutions as it is strongly supported by the business.

– Vocational education continues to stay in the shadow of general education.

– Lack of confidence and cooperation between companies and vocational schools.

– Concerns of parents that VET is not a prestigious choice and may block the way to university for the students.

– Concerns of teachers that the dual track system may reduce their working time and lead to loss of jobs.

However, the introduction of the dual-track system carries a lot of potentials.

Potentials:

– To reform the entire Bulgarian vocational education system and bring it closer to the needs of business and companies;

– To establish a model to be introduced and replicated in many vocational schools;

– To use the European Structural Funds (2015–2020) to widen the scope for the implementation of dual education in the country.

But the most important goals should be to provide students with the skill and competences they should have to enter the labour market and to provide business and companies with the qualified staff they expect.

NOTES

1. Audit Report “Vocational Education for Employment” for the period 01.01.2012– 31.12.2014, Bulgarian National Audit Office, 18 May 2016

2025 година
Книжка 1-2
2024 година
Книжка 5-6
Книжка 4
Книжка 2-3
ДА НАВЛЕЗЕМ В НАУКАТА С ИГРИ

Д-р Стефан Петров

Книжка 1
2023 година
Книжка 6
ПРИЛОЖЕНИЕ НА ЕЛЕКТРОННИТЕ ОБРАЗОВАТЕЛНИ РЕСУРСИ В ИНTЕРДИСЦИПЛИНАРНИТЕ STEM УРОЦИ

Д-р Емилия Лазарова , Веселина Иванова , Ирина Костадинова , Анета Кинева , Георги Йорданов

Книжка 5
Книжка 4
SCHOOL LEADERSHIP

Dr. Phil Budgell

Книжка 3
ИЗКУСТВЕНИЯТ ИНТЕЛЕКТ В ЗДРАВНИЯ PR

Гергана Дончева Янков

Книжка 2
Книжка 1
NOT SO MUCH AN AXIOMATIC SYSTEM, MORE A TAXONOMY OF EDUCATIONAL OBJECTIVES

Phil Budgel , Mitko Kunchev Education Leadership Consultancy – Sheeld (UK) Ruse (Bulgaria)

2022 година
Книжка 6
Книжка 5
CREATIVE REFLECTION

Eng. Janneke Camps

Книжка 4
STEM В КЛАСНАТА СТАЯ

(Ролята на технологиите и играта като част от образователния процес) Ива Григорова

Книжка 3
ПРИЛАГАНЕ НА PERMA МОДЕЛ В ИНОВАТИВЕН STEM ПРЕДМЕТ „КОСМИЧЕСКИ ИЗСЛЕДВАНИЯ“

Михаил Бориславов Ненов, Севил Юсуф Иванова, Грета Димитрова Стоянова, Таня Маркова Сребрева

ПАНАИР НА НАУКАТА

Грета Стоянова

Книжка 2
THE CURRICULUM

Phil Budgell

Книжка 1
ТРУДНО ЛИ Е ПОРАСТВАНЕТО В ИСТОРИЯТА

Иво Точевски, д-р Бистра Таракова

2021 година
Книжка 6
Книжка 5
ПРОУЧВАНЕ НАГЛАСИТЕ НА УЧИТЕЛИТЕ ОТ НАЧАЛЕН ЕТАП ОТНОСНО ЗДРАВНОТО ОБРАЗОВАНИЕ НА УЧЕНИЦИТЕ

Доц. Ивайло Прокопов, доц. Мирена Легурска, гл. ас. Весела Мирчева

Книжка 4
БЪЛГАРСКА АДАПТАЦИЯ НА ВЪПРОСНИКА ЗА ИЗМЕРВАНЕ НА ДИСТРЕС НА ИДЕНТИЧНОСТТА

доц. д-р Ева Папазова , доц. д-р Маргарита Бакрачева

МОТИВАЦИЯ ЧРЕЗ СЪЗДАВАНЕ НА ЧУВСТВО ЗА ПРИНАДЛЕЖНОСТ

Възможните пътища за успешна реализация Бистра Григорова

Книжка 3
Книжка 2
НАПРЕД КЪМ СЛЕДВАЩАТА МИСИЯ

Милена Маринова-Димитрова

Книжка 1
БИО- И ЕКОПРОДУКТИ

Християна Янкова

2020 година
Книжка 6
БИНАРНИЯТ УРОК РАЗКРИВА ВРЪЗКАТА МЕЖДУ ИСТОРИЯ И ПРАВО

Евдокия Любомирова, Николина Димитрова

Книжка 5
СТАТИСТИЧЕСКА ИЗВАДКА ОТ ПРОВЕДЕНО ИЗСЛЕДВАНЕ ПО НАУЧЕН ПРОЕКТ ЗА ПРОЯВИТЕ НА АГРЕСИВНОСТ И ДЕПРЕСИЯ НА СТУДЕНТИ

Анжелина Янева, Елица Стоянова, Марияна Алберт, Бояна Митрева, Валерия Луканова, Таня Гавраилова

Книжка 4
ЗЛАТНОТО СЕЧЕНИЕ НА ЗЛАТНАТА МАСКА

Денис Сираков, Мариета Сиракова, Николай Сираков

ПРИЛОЖЕНИЕ НА ПРОФИЛЕН ПОДХОД ПРИ НАСОЧВАНЕ НА УЧЕНИЦИ ЗА ВКЛЮЧВАНЕ В ОБРАЗОВАТЕЛНАТА СИСТЕМА

Мария Георгиева, Мая Рогашка, Петя Йорданова, Деница Русева, Емилия Кожухарова, Златомира Михайлова, Петя Георгиева

КАПСУЛА НА ВРЕМЕТО

Йозлем Искренова

УЧИТЕЛЯТ ДНЕС

Надежда Иванова

Книжка 3
ИГРОВИЗАЦИЯТА – УСПЕШЕН МЕТОД ЗА ОБУЧЕНИЕ В ЧАСОВЕТЕ ПО БИОЛОГИЯ И ЗДРАВНО ОБРАЗОВАНИЕ

Мария Веселинска, Атанасия Илиева, Александра Манасиева, Любен Новоселски

ДОБРИ ПРАКТИКИ

Марияна Великова, Пепа Атанасова

STEM УРОЦИТЕ, КОИТО ПРОВЕЖДАМЕ

Мария Велкова, Тодор Добрев

КРЕАТИВНИЯТ УЧИТЕЛ – НАЙ-ЦЕННАТА ИНОВАЦИЯ

Марияна Великова, Станимира Желязкова

Книжка 2
Книжка 1
ПРИКАЗКА ЗА ЕДНО ГОЛЯМО УЧИЛИЩЕ В ЕДНО МАЛКО ГРАДЧЕ

Ана Боргоджийска, Павлина Плачкова

ПОСТИГАНЕ НА БАЗОВА ГРАМОТНОСТ НА УЧЕНИЦИТЕ ОТ II КЛАС

Даниела Говедарска, Мария Котова, Ивелина Масалджийска

ГОЛЯМОТО ПРИКЛЮЧЕНИЕ, НАРЕЧЕНО ДИКТОВКА

Ангелина Генчева, Мая Драгоева

КАК УЧИЛИЩЕН ДВОР В ГРАД РАКОВСКИ СТАНА ЛЮБИМО МЯСТО ЗА ИГРИ, УЧЕНЕ И ОТДИХ

Ана Боргоджийска, Янка Арлашка, Ивана Лесова, Ани Димитрова

ДОБРИ ПРАКТИКИ В ПРЕПОДАВАНЕТО

Милена Лесова, Моника Даржалиева-Косова

УЧИЛИЩЕ НА РАДОСТТА

Павлина Плачкова, Кремена Алексиева

ПЪТЯТ НА ЕДНА МЕЧТА

Люба Сергева

2019 година
Книжка 6
Книжка 5
ЦЕРН – ЕДНА СБЪДНАТА МЕЧТА

Свежина Димитрова, Зорница Захариева

ДУАЛНОТО ОБУЧЕНИЕ – МИРАЖ ИЛИ РЕАЛНОСТ, РЕАЛНОСТ И ПЕРСПЕКТИВА

Мария Георгиева, Надежда Илиева, Петя Йорданова

ГОРАТА – ОЧАРОВАНИЕТО НА ЖИВОТА

Елена Милчева, Игнат Игнатов, Венетка Илиева, Иринка Христова

БАЛКОНЪТ – МОЯТА ГРАДИНА

Деница Русева, Дарина Кирчева, Емилия Кожухарова, Марина Борисова

ПРОГРАМА „ЕРАЗЪМ+“ – СТИМУЛ ЗА УЧЕНЕ ПРЕЗ ЦЕЛИЯ ЖИВОТ

Даниела Мантарова, Станислава Анастасова

Книжка 4
ВЗАИМОДЕЙСТВИЕ МЕЖДУ ЕКИПИТЕ ЗА ПОДКРЕПА ЗА ЛИЧНОСТНО РАЗВИТИЕ С РОДИТЕЛИ НА УЧЕНИЦИ СЪС СПЕЦИАЛНИ ОБРАЗОВАТЕЛНИ ПОТРЕБНОСТИ

Maрия Стефанова, Пламена Желева, Миглена Стоева Мария Георгиева, Мая Рогашка, Живка Дойчева

КОГАТО УРОКЪТ ЗАПОЧНА…

Ивелина Стамболийска

Книжка 3
СТАТИСТИКА ЧРЕЗ ВЪВЕЖДАНЕ НА ИКТ

Магдалена Каменарова

Книжка 2
Книжка 1
РАЗВИТИЕ НА ТОЛЕРАНТНОСТ ЧРЕЗ СПОРТ

Татяна Янчева, Ина Владова

КАК СЪВРЕМЕННИТЕ РОДИТЕЛИ ОБЩУВАТ С ДЕЦАТА СИ? ПОЗИТИВНИ МЕТОДИ ЗА ВЪЗПИТАНИЕ

Мария Георгиева, Мая Рогашка, Живка Дойчева, Златомира Михайлова

УЧРЕДЯВАНЕ НА КОМИТЕТ „БАБОЛАНДИЯ“

Йоанна Димитрова, Рая Енчева

КУКЕРИ

Йоанна Димитрова, Радина Стоянова

ДЕЦАТА – НАШЕТО БЪДЕЩЕ

Йоанна Димитрова, Мария Кузманова

CONTENT AND LANGUAGE INTEGRATED LEARNING (CLIL)

Надежда Алексиева

2018 година
Книжка 6
НОВИ ПРАКТИКИ В ОБУЧИТЕЛНИЯ ПРОЦЕС

Генка Георгиева, Маргарита Гиргинова

ЩАДЯЩА ПРОЦЕДУРА ПРИ РАЗПИТ НА ДЕЦА

Фахредин Фаредин Молламехмед

Книжка 5
КОИ СА НАЙ-ЕФЕКТИВНИТЕ ПРЕПОДАВАТЕЛСКИ МЕТОДИ В ОБУЧЕНИЕТО ПО ПРИРОДНИ НАУКИ

(И по-големият броя учебни часове означава ли непременно по-високи резултати – по данни на PISA 2015)

SEO И МЕТОДИ ЗА АНАЛИЗ – ТЕНДЕНЦИИ ПРЕЗ 2018

Ивайло Димитров, Слави Димитров

УСПЕШНИ ПЕДАГОГИЧЕСКИ ПРАКТИКИ В ОБЛАСТТА НА ИНТЕРКУЛТУРНОТО ОБРАЗОВАНИЕ

(Описание на педагогически практики) Стойна Делчева

Книжка 4
КАДРОВАТА КРИЗА В ОБРАЗОВАНИЕТО

Свежина Димитрова, Мария Нестерова, Галина Германова

ПОЛОВИ РАЗЛИЧИЯ И ПОЛОВИ РОЛИ

Владимира Иванова

УЧЕБНА ПРОГРАМА ЗА ОБУЧЕНИЕ ПО ГЕОГРАФИЯ И ИКОНОМИКА

(Допълнителна подготовка – профил „Икономическо развитие“, VІІІ клас)

ДОБРИ ПРАКТИКИ И НОВИ ФОРМИ ЗА ЗАНИМАНИЯ ПО ИНТЕРЕСИ И ИЗЯВА НА ДЕЦАТА И УЧЕНИЦИТЕ

(Организиране и провеждане на литературен конкурс от ученици)

Книжка 3
ИЗСЛЕДВАНИЯ, СВЪРЗАНИ С КОНСТАНТАТА НА КАПРЕКАР

Петко Казанджиев, Мартин Иванов, Цеца Байчева, Кинка Кирилова-Лупанова

Книжка 2
АНАЛИЗ НА ЕПИЧЕСКА ТВОРБА

Марияна Георгиева

УЧИЛИЩЕ НА РАДОСТТА

Веселина Тонева

ЕКОЛОГИЧНА ЕКСПЕДИЦИЯ „ДА ПАЗИМ ПРИРОДАТА!“

Татяна Болградова Красимира Мишкова

Книжка 1
В ПАМЕТ НА ПРОФ. МАРИАНА ГЕНЧЕВА

Преди една година внезапно ни напусна проф. д-р инж. Мариана Генчева. Редакционната колегия на сп. „Професионално образование“ и колегиите по

ОБУЧЕНИЕТО КАТО ВЪЗМОЖНОСТ

Диана Илиева-Атанасова

КЪМ РОДИТЕЛИТЕ

(Из педагогическите търсения на една майка)

ДЕТСКА ЕКОАКАДЕМИЯ

Диана Димитрова

ЕДИН ОБИКНОВЕН ДЕН В УЧИЛИЩЕ

Диана Димитрова, Светлана Бозова, Кина Невенова

ДРЕВНИ ОБРЕДИ И СЪВРЕМЕННИ ПУБЛИЧНИ ПРАКТИКИ

Диана Димитрова, Мариана Чаушева, Силвия Кейванова

СЪХРАНИ БЪЛГАРСКОТО

Мариана Чаушева

АНЕКДОТИ ОТ УЧИЛИЩНИЯ ЖИВОТ

Педагогически екип

2017 година
Книжка 6
ЩАСТЛИВИ И ЗДРАВИ ЗАЕДНО

Гергана Петрова, Анета Русева

ЕК ПРИЕМА ИНИЦИАТИВА ЗА НАСЪРЧАВАНЕ НА ЧИРАКУВАНЕТО В ЕВРОПА

Генерална дирекция „Заетост, социални въпроси и приобщаване“

Книжка 5
УПРАВЛЕНИЕ НА ПРОМЕНИТЕ

Диана Димитрова

ПЕДАГОГИЧЕСКИ ЕТЮДИ

Диана Димитрова

ТРУДНО Е ДА БЪДЕШ РАЗЛИЧЕН

Стефанка Пампорова

ЛИДЕР В ИНОВАЦИИТЕ

Гергана Петрова

КОМПЮТЪРНА ГРАФИКА В МАТЕМАТИЧЕСКА ГИМНАЗИЯ

Румен Манолов, Ваня Шипчанова

Книжка 4
ГРАФИЧЕН МЕТОД ЗА РЕШАВАНЕ НА УРАВНЕНИЯ

Информационните технологии – инструментариум за решаване на математически проблеми

Книжка 3
УЧИЛИЩЕН МЕДИАТОР – ПРЕДИЗВИКАТЕЛСТВО И РЕАЛНОСТ

Марина Николова Бисерка Михалева

ТЕМАТА ЗА ПРИЯТЕЛСТВОТО И ОБЩУВАНЕТО

Детелина Георгиева Христова

Книжка 2
СЪЩНОСТ И ПОЛЗИ ОТ CLIL ОБУЧЕНИЕТО

Иванка Пукнева, Людмила Рижук

СТЪПАЛАТА

Митко Кунчев

НЕ САМО С ЛИНИЙКА И ПЕРГЕЛ

Боряна Куюмджиева

Книжка 1
2016 година
Книжка 6
СПОРТ ЗА КРАСОТА И ЗДРАВЕ

Маргарита Врачовска, Мария Маркова

„БРЕЗИЧКА“ ДИША

Иванка Харбалиева

ДА ИГРАЕМ ЗАЕДНО

Маруся Обретенова

ПОСЛАНИЦИ НА ЗДРАВЕТО

Ученически съвет и IX , IX , X клас Консултанти: Валерия Димова и Цецка Вълкова – учители по биология и здравно образование и география и икономика

ЗАЩО МЕДИАЦИЯ?

Татяна Дронзина, Бисерка Михалева

АСТРОПАРТИ

Радка Костадинова

ДА СИ УЧИТЕЛ

Катя Димитрова

Книжка 5
ПЕТ МИНУТИ СТИГАТ ДА СТАНЕШ ЖУРНАЛИСТ

Дарина Стайкова Хаджийска

ИНДИЙСКИ ПРИКАЗКИ

Марияна Хаджийска

ЧИТАЛИЩЕТО КАТО КЛАСНА СТАЯ

Станимира Никова

Книжка 4
Книжка 3
ПРЕДПРИЕМАЧЕСКИ УМЕНИЯ

Албена Вуцова, Емил Митов

КАНИМ ТЕАТЪРА НА УРОК ПО РУСКИ ЕЗИК

Розалина Димитрова, Румяна Тодорова

Книжка 2
КЛАСНА СТАЯ НА БЪДЕЩЕТО

Даниела Самарджиева, Тихомира Нанева

В ПОДКРЕПА НА EPALE В БЪЛГАРИЯ

Валентина Дейкова

ENTER INTERNATIONAL STUDY WEEK IN VIENNA, AUSTRIA

Daniela Atanasova, Nedyalka Palagacheva

THE SCHOOL IN THE GLOBAL VILLAGE

Svetlana Kalapisheva, Nikolina Koinarska

Книжка 1
2015 година
Книжка 6
Книжка 4
Книжка 3
Книжка 2

Книжка 1
2014 година
Книжка 6
ЕЛЕКТРОННО ОБУЧЕНИЕ И КОМПЮТЪРЕН ДИЗАЙН (CAD) НА ПОДВЪРЗИИ

Росен Петков, Елица Личева, Даниела Атанасова

ПРАЗНИК НА СЛОВОТО

Трудни са времената, в които живеем. Увлечени в борбата за насъщния, притиснати от неизвестността и несигурното, утре забравяме за онази, друга- та храна, която е необходима за духа, която храни душата. Децата ни също но- сят своя кръст, лутат се, търсейки път, а ние, възрастните, често не можем да им помогнем . Не искам да влизам в полемиката с философите кое e по-важно

Книжка 5
ACTIVATING METHODS AND SOCRATIC DIALOGUE

Jan-Willem Noom, Ard Sonneveld

Книжка 4
LEARNING TO GIVE POWER TO THE PEOPLE: COMPETENCES FOR STUDENTS AND YOUNG PROFESSIONALS*

Jeroen de Vries, Frans van den Goorbergh 1. Public Participation in Planning Projects Public participation in the Netherlands is a crucial issue because the public is becoming more aware of their right to infl uence policies, design, management and maintenance. Furthermore the national and local governments have a policy to stimulate public participation to enhance maintenance and development of urban open space. In the aftermath of the credit crunch local authorities and project developers

ЦЕРН – ЕДНА СБЪДНАТА МЕЧТА

Свежина Димитрова

Книжка 3
Книжка 2
ENVIRONMENT AND INNOVATION

Tonya Georgieva

ENTER IN BULGARIA - DIFFERENT APPROACH AND NEW HORIZON

An interview with Jan-Willem Noom, Vice-President of ENTER

Книжка 1
КАК ДА РАЗБИРАМЕ ПОВЕДЕНИЕТО НА ДЕТЕТО ПРЕДИЗВИКАТЕЛНО ПОВЕДЕНИЕ

Звездица Пенева-Ковачева Как да разбираме поведението на дететою Част от ключовите професионални компетенции в педагогическата работа са свързани с умението да разбираме поведението на детето, демонстрирано тук и сега. Разбирането му от страна на педагога означава да си отговорим на въпросите: защо се проявява това поведение, каква е причината за него, как да повлияем на детето така, че ако поведението е нежелано, повече да не се прояви... Въпроси, които си задаваме всеки път, когато сме

ЕФЕКТИВНА НАМЕСА ОТ СТРАНА НА ВЪЗРАСТНИТЕ ПРИ АГРЕСИВНО ПОВЕДЕНИЕ НА ДЕЦАТА

Генадий Матвеев В някои случаи при проява на детска агресия се налага незабавна намеса от страна на възрастните. Този вид намеса цели намаляване или избягване на агресивното поведение в конфликтни и напрегнати ситуации. За по-голям ефект на въздействие срещу агресивното поведение на детето предлагаме ня- колко съвета както към педагозите, така и към родителите. Следващите няколко правила и техники за намеса позволяват при конфликт- на ситуация да се открие позитивен начин за разрешаванет

2013 година
Книжка 6
THE NEW EU PROGRAMME ERASMUS+

Androulla Vassiliou Doris Pack

Книжка 5
ECO BUILDING BECOMES A WINDOW TO KNOWLEDGE

To know not only how to grow a fl ower, but also – where to place it

Книжка 4
Книжка 3
П О К А Н А

На 29 май 2013 г. от 10.00 ч. в БТА ще бъде представен проект BG051РО001-7.0.07 - 0029 „Приложение на ИКТ в образованието –

Книжка 2
Книжка 1
2012 година
Книжка 6
ПРОФЕСИОНАЛНО ОБРАЗОВАНИЕ

ЕDUСATIONAL JOURNAL 14, 2012

Книжка 5
РЕПУБЛИКА БЪЛГАРИЯ Министър на образованието, младежта и науката Д

УВАЖАЕМИ ГОСПОДИН РЕКТОР, УВАЖАЕМИ ПРЕПОДАВАТЕЛИ И СТУДЕНТИ, Приемете сърдечните ми поздрави във връзка със знаменателната годишнина – 90 години от създаването на ВТУ „Тодор Каблешков“, първото специализирано висше

Книжка 4
АСПЕКТИ НА ПРОДЪЛЖАВАЩО ОБРАЗОВАНИЕ НА УЧИТЕЛИ ПО ПРИРОДНИ НАУКИ

(резултати от проучване мнението на учители за интегриране на ин- формационни и комуникационни технологии в обучението)

ПРОФЕСИОНАЛНА ГИМНАЗИЯ ПО СТРОИТЕЛСТВО И АРХИТЕКТУРА ГРАД ПАЗАРДЖИК

Професионална гимназия по строителство и архитектура – град Пазар-

Книжка 3
Книжка 2
Книжка 1
РЕЙТИНГИ, ИНДЕКСИ, ПАРИ

Боян Захариев

©2005 Национално Издателство Аз-Буки ООД. Всички права запазени.