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2020/6, стр. 614 - 624

THE PURPOSE OF THE SUBJECT PHYSICAL EDUCATION AND SPORT IN THE SYSTEM FOR HIGHER EDUCATION IN REPUBLIC OF BULGARIA

Petya Hristova
OrcID: 0000-0002-0236-3185
E-mail: pstojanovh@uni-sofia.bg
Sport Department
University of Sofia
1504 Sofia Bulgaria

Резюме: A number of reports of organizations of world, national and regional levels, state poor health condition of people, and especially of children and youth, due to low physical activity. In response, all existing organizations and national Governments have adopted and signed charters and plans for action.As an expression of the Bulgarian State policy, and in accordance with EU recommendations, the Bulgarian Physical Education and Sport Act defines that the subject Physical Education and Sport is integral part of Bachelor and Master education, in the form of compulsory, elective and optional classes, with a minimum workload of 60 compulsory classes per academic year. In contradiction, the Higher Education Act defines that the subject’s curricula is developed according to the profile of the university and the proposals of the Students’ Council. The study aimed to establish the subject PE and Sport’s status in University “St. Kliment Ohridksi” Faculties programmes’ curricula and how it affects the students’ activity and participation in sport classes. The results show that the subject is included in Bachelor programmes only. Furthermore, each Faculty and even programme apply the Low loosely and selectively, which does not contribute for fulfilling the subject’s main purpose of accustoming young people to regular exercise thus improving their health and creating knowledge, skills and habits for future healthy lifestyle.

Ключови думи: higher education; physical education; purpose; PE and Sport subject’s status

Introduction

The immobilization of humanity is a global problem for which worn scientists from all over the world. A number of studies have long established that the lack of physical activity is a main cause for the non-communicable diseases (NCD) such as coronary heart disease, hypertension, atherosclerosis, diabetes, respiratory diseases, osteoporosis, increased cholesterol levels, cancer neoplasms, metabolism disorders, obesity, muscle atrophy, spinal distortions, Alzheimer disease, etc. It is also bounded to a number of psychiatric problems such as depression, anxiety, low self-esteem, mental and emotional fatigue. It lowers the working capacity. The sedentary lifestyle is now considered as one of the four major causes of mortality in the world1).

Targeted researchеs by UNESCO and many scientific institutes have proven that one of the most powerful factors to combat the arising, due to hypodynamia problems, is the influx of wide spreading the physical exercise and sport into people's lifestyle as a main component of the modern model for a healthy life, in the broadest sense of this notion. The World Health Organization (WHO) defines this model as: “A state of complete physical, mental and social well-being, not just a lack of disease”. For improving or maintaining good health, it recommends for adults aged 18 – 64 years, at least 150 minutes of moderate-intensity physical activity throughout the week, or at least 75 minutes of vigorous-intensity physical activity throughout the week, or an equivalent combination of moderate- and vigorous-intensity activity. For additional health benefits, adults should increase their moderate-intensity physical activity to 300 minutes per week, or equivalent. Muscle-strengthening activities should be done involving major muscle groups on 2 or more days a week1).

In response to the above-mentioned alarming findings, all existing international, continental, intergovernmental and governmental organizations have long adopted and signed charters and plans for actions related to accustoming the population to regular physical exercises and active lifestyle. Since its establishment, European Union also leads an active policy for improving its nations’ health through physical activity, and emphasizes the sociological, physiological and psychological benefits of sport.

The facts about Bulgaria are particularly worrying. The project “It is never too late for a new beginning” of the Ministry of Youth and Sport2), has published the following medical facts:

Eurobarometer – Bulgaria’s study (2010) showed that 82% of the Bulgarian population did not exercise at all or did it once a month and this rate was the highest among the European Union’s member states. Barely 3% exercised regularly (3 to 5 times a week);

A nationwide study on the factors of the risk of non-communicable diseases (NCD), held in 2007, declared similar data regarding the physical activity’s frequency and intensity of our population (aged 25 – 64), as well as their knowledge, skills and will for an active lifestyle. The results showed that more than 80,0% of the respondents had insufficient physical activity during their leisure time.

Similar is the data about the level of physical activity among the Bulgarian population aged 25 – 64 years, in the zones of the program CINDY – Bulgaria (2007). Their study found that only 19,2% of men and 15,3% of women had physical exercise with moderate intensity and lasting for more than 30 minutes, on a weekly basis. The frequency and duration of energetic physical exertion was also low.

In 2015 the Bulgarian Council of Ministers adopted a report on citizens' health status3). The document stated that over 70% of the population, aged 20 years and over, had insufficient physical activity.

The lack of physical activity and the obesity in childhood and adolescent are prerequisites for the emergence of health problems at a later period of life. Therefore, the need for physical activity is much greater in children and adolescents (Peltekova, 2010). Accordingly, in all plans and strategies of the European Union is highlighted that the subject Physical Education and sport should be an integral part of the educational process at all levels of the educational systems in its member States. The Theory and Methodology of Physical Education clearly says that teaching to regular exercises should start at the earliest childhood, so that the sport and active lifestyle can subsequently become a need for a lifetime (Rachev et al. 1998).

Due to a number of well-known problems in the system of Physical Education in Bulgaria, in recent years there has been a tendency ever-increasing percentage of the newly admitted university students to have an ever-lower physical activity and low motivation for active exercise and sport activities. According to the Bulgarian Ministry of Youth and Sport4), the tendency for the ever-growing immobilization of the rising generation is unfavorable – 51.0% of the total adolescents are highly immobilized. The level of their physical development and fitness, compared to previous generations of their peers, is significantly reduced.

Therefore, the purpose of the subject Physical Education and Sport in the system for higher education is to accustom as many young people as possible, to a regular exercise thus preserving and/or improving their health and create knowledge, skills and habits for future healthy lifestyle. Higher education is the final stage of the educational system and accordingly, the last chance to perform this important task (Tumanova, 2016).

As an expression of the Bulgarian State policy, and in accordance with EU recommendations, the Bulgarian Physical Education and Sport Act5) (into force since 18.01.2019), defines:

Art. 57: (1) Physical activity, Physical Education and sport subject at higher education institutions in Bulgaria, is integral part of Bachelor and Master education, in the form of compulsory, elective and optional classes, with a minimum workload of 60 compulsory classes per academic year. (2) The system for assessment and evaluation of students’ skills in physical activity, Physical Education and sport is determined by each university and in accordance to the Higher Education Act.

In contradiction, the Higher Education Act6 defines: “The subject Physical Education and Sport’s curricula is developed according to the profile of the university and the proposals of the Students’ Council”, which gives the universities the freedom of decision on the status of the subject PE and Sport in their curricula.

The consequence of these contradictory texts is that there is no unified policy towards the subject Physical Education and Sport at the Bulgarian higher education institutions. With one exception, the subject presents in Bachelor studies’ programmes, only. Even within one university, there is difference in the subject’s curricula and status in the different faculties and their programmes. In many of them, the subject is only elective, optional or not included at all. Generally, no one university fulfills the Physical Education and Sport Act’s requirement of 60 compulsory sport classes per academic year for the whole course of Bachelor and Master Studies.

University “St. Kliment Ohridksi” of Sofia is thе biggest in Bulgaria, and in its 16 Faculties each academic year educates thousands of young people from all over the country. As professors in PE and Sport in this institution, we consider it very important to analyze what is the university’s policy towards the subject and does it contribute for fulfilling its main purpose, namely: to accustom young people to a regular exercise, and thus preserving and/or improving their health and create knowledge, skills and habits for future healthy lifestyle.

Aim of the study

To establish the subject PE and Sport’s status in University “St. Kliment Ohridksi” Faculties programmes’ curricula and how it affects the students’ activity and participation in sport classes.

Methods and instruments

1. Pre-study methods – informative studies of literary, documentary and internet sources related to the importance of health enhancing physical activity as well as EU and Bulgarian Government policies in the field.

2. Content analysis of documentary and internet sources related to the subject Physical Education and Sport’s status and curricula, in the different faculties and programmes of University “St. Kliment Ohridksi”.

3. Content analysis of Sport Department’s statistical data on the number of students participating in sport classes for the past three academic years, in correlation with the status of the subject PE and Sport in their programmes’ curricula.

4. Theoretical-logical methods: analysis; synthesis; induction; comparison.

Results and discussion

Our research’s results show that like in most Bulgarian higher education institutions, the subject PE and Sport is included only in the full time Bachelor programmes’ curricula of University “St. Kliment Ohridski”. Master students are not offered to take part in scheduled sport classes. Our further analysis is focusing on the status of the subject in the different Faculties’ Bachelor full time programmes (Table 1):

Table 1. Subject PE and Sport’s curricula in University “St. Kliment Ohridski” full time Bachelor programmes

FacultyProgrammeSemesterCurriculaAssessmentIIIIIIIVVVIVIIVIII1FESAAll programmesOOOOOOOO8 х 30yes2FSSBalkan studiesSlav philologyBulgarian philologyRussian philologyEOO-EO-O------------------------2 х 302 х 303030yesyesyesyes3FPHAll programmesOOOO----4 х 30yes4FLLowInternational relationsCCCCCCCCCCCCCOCO240180yesyes5FPHLISCultural studiesEuropean studiesPhilosophyPublic administrationPolitical sciencePsychologySociologyCCOO-EC-CCOOOEC-CCOO-E--CCOOOE---------C------CC------C---------1202404 х 304 х 302 х 604 х 30240120yesyesyesyesyesyesyesyes6FTHTheologyReligion in EuropeOOOOOOOO--------4 х 304 х 30yesyes7FPAll programmesOOOOОООО8 х 30yes8FMIAll programmesE/ОE/ОE/ОE/ОE/ОE/ОE/ОE/О8 х 30yes9FBBiologyMolecular biologyBiotechnologiesEcologyBiology/ChemistryBiology/GeographyBiology/EnglishBio-managementAgro-biotechnologyOOOOOOOO-OO-O---О-------------------------------------------------------2 х 302 х 30302 х 303030302 х 30-yesyesyesyesyesyesyesyes-10FCPPharmacyAll other 7 programmesEOEOEOEOOOOOOOOO8 х 308 х 30yesyes11FMAll programmesCCCC----120yes12FCMPAll programmesOOOOOOOO8 х 30yes13FEBAAll programmesCCCC----120yes14FJMCAll programmesCCCC----120yes15FGGGeologyGeographyTourismRDPGeography/EnglishEEEOOEEEOOE--O-E--O-E--O-E--O-E--O-E--O-8 х 302 х 302 х 308 х 302 х 30yesyesyesyesyes16FHAll programmesOOOOOOOO8 х 30yesNote:C–compulsorysubject;E–electivesubject;O–optionalsubject;“-“–notincluded

As seen in Table 1, the result of the universities’ autonomy regarding the status of subject PE and Sport is valid for University “St. Kliment Ohridski” too. There is a difference in the subject’s curricula and status in the different faculties and their programmes. Of all sixteen Faculties, only four have the subject set as a compulsory but not in all programmes. Noticeably, even within one faculty, there is no unified policy towards it. In many cases, the subject is only elective, optional or not included at all. Generally, except for the programme Low, no one Faculty (programme respectively), fulfills the Physical Education and Sport Act’s requirement of 60 compulsory sport classes per academic year for the whole course of Bachelor’s studies.

Our further analysis show how such a policy affects the students’ activity and participation in sport classes (Tables 2, 3, 4):

Table 2. Students’ participation in sport classes during 2017 – 2018 academic year

ALLSPORTS2017-2018 ACADEMIC YEARFacultyyearFPHFSSFHFCMFFGGFEFESAFCFFMIFBFPHFEBAFJMCFLFMFMEnglFTHTOTALBachelorІ22562234452183311710229751531894091433801 712ІІ654131631211743816361221783521193601 113ІІІ108954939218119118367520580ІV81351617474176471229514270519Master studentsown choice844312210125233068Total students insport classes487825083109286219918562125295392144628410303 992Bachelorstudents3 924BachelorCompulsory4791911112753671423262743 182BachelorElective/optional78468010927606175621318201929742Total students2018 - 201914482Total withoutTeacher in PEstudents14355

During 2017/2018 academic year, the total number of Bachelor and Master students (after secondary education and in a full time form of studing) in Sofia University “St. Kliment Ohridski” was 14 482, of which 127 were in the programme “Teacher in Physical Education and Sport” (14 482 – 127 = 14 355). The Sport Department’s statistical data shows that only 3992 of them took part in sport classes, which is 27.81% of all students. As seen (Table 2), there were 68 Master students, who participated by their own choice and 742 Bachelor students, who chose the subject as elective or optional, which is only 20.29% of all participants in sport classes and only 5.64% of all students for that academic year. Noticeably, the majority – 3182 participants were Bachelor students, for who the subject was compulsory, which is 79.71% of all who took part in sport classes but only 22.17% of all students in the university for that year.

For 2018/2019 academic year (Table 3), the total number of Bachelor and Master students (after secondary education in a full-time form of studing) in Sofia University “St. Kliment Ohridski” was 14 566, of which 163 were in the programme “Teacher in Physical Education and Sport” (14 566 – 163 = 14 403). The Sport Department’s statistical data shows that only 2852 of them took part in sport classes, which is 19.80% of all students. For that academic year (Table 3), 15 Master students, participated by their own choice, and 451 Bachelor students chose the subject as elective or optional, which is only 16.34% of all participants in sport classes and the tiny 3.24% of all students for that academic year. Again the majority – 2386 participants were Bachelor students, for who the subject was compulsory, which is 83.66% of all who took part in sport classes but only 16.57% of all students in the university for that year.

Table 3. Students’ participation in sport classes during 2018 – 2019 academic year

ALLSPORTS2018 – 2019ACADEMICYEARFacultyyearFPHFSSFHFCMFFGGFEFESAFCFFMIFBFPHFEBAFJMCFLFMFMEnglFTHTOTALBachelorІ162231123616887602466132177316109261 291ІІ684210153348596421101353118984917ІІІ54269711914721121212356ІV321315131566332021273Master studentsown choice511113315Total students insport classes3213023448811151461394311625633910441993442 852Bachelorstudents2 837
BachelorCompulsory3161351082423121041198342 386Bachelor Elective/optional30224388111510138438142414451Total students2018 - 201914566Total withoutTeacher in PEstudents14403

For the present 2019/2020 academic year (Table 4), the total number of Bachelor and Master students (after secondary education in a regular form of studing) in Sofia University “St. Kliment Ohridski” is 14 674, of which 177 in the programme “Teacher in Physical Education and Sport” (14 674 – 177 = 14 497). The Sport Department’s statistical data shows that 4146 of them participate in sport classes, which is 28.60% of all students. For this academic year, 26 Master students, take part by their own choice, and 815 Bachelor students chose the subject as elective or optional, which is only 20.28% of all participants in sport classes and the tiny 5.80% of all students for this academic year. And again, the majority – 3305 participants are Bachelor students, for who the subject is compulsory, which is 79.72% of all who take part in sport classes, but again only 22.80% of all students in the university for this year.

Table 4. Students’ participation in sport classes during 2019 – 2020 academic year

ALLSPORTS2019 – 2020ACADEMICYEARFacultyyearFPHFSSFHFCMFFGGFEFESAFCFFMIFBFPHFEBAFJMCFLFMFMEnglFTHTOTALBachelorІ17922334070211395811987143187343131371501ІІ8781716224785549761434744161332711418ІІІ108349133483541624472961111587ІV4975147350919441331209263453Master studentsown choice71111124826Total studentsin sport classes43040608011232741971903718332574312723016824 146Bachelorstudents4 120BachelorCompulsory4231801632866611264264643 305
BachelorElective/optional405979112317417189362037783742815Total students2019 - 202014 674Total withoutTeacher in PEstudents14 497

Conclussions

The specific environment of sport classes place big challenges to participants. The active physical activity requires a motivated attitude and voluntary efforts. As mentioned earlier, due to a number of problems in the system for Physical Education and Sport in Bulgaria, the majority of today’s young people do not have established habits for regular exercise, which results in an ever-lower fitness level and low or no motivation for exercise and sport activities. Therefore, the purpose of the subject Physical Education and Sport in the system for higher education to accustom as many young people as possible, to a regular exercise thus preserving and/or improving their health and create knowledge, skills and habits for future healthy lifestyle, is very important.

Our analysis shows that most Faculties and progammes in University “St. Kliment Ohridski” do not comply with the Low’s requirement of 60 compulsory sport classes per academic year for the whole course of Bachelor and Master Studies, and have the subject PE and Sport in the form of elective, optional or not included at all in their curricula. In practice, very small number of students choose the subject, when it is set up as an elective or optional discipline (Tables 2, 3, 4). Such a policy does not contribute to stimulating students to be active and exercise on a regular basis and thus to create habits and knowledge for future healthy lifestyle.

Recommendations

In order to fulfill the purpose of the subject Physical Education and Sport in the system for higher education in Republic of Bulgaria, we consider that there should be a firmer State policy in the field, expressed in:

1. Clearer definition of the form for applying the minimum curricula of the PE and Sport compulsory classes in the art. 57 (1) of the Physical Education and Sport Act‘s text, by specifying that they should be carried out “in classroom (sport hall)”.

2. The same clear definition presenting and in the Higher Education Act, explaining the options for the implementation of "compulsory and optional PE and Sport‘s classes with minimum workload of 60 compulsory classes per academic year: as compulsory only; as a combination of compulsory and elective/optional, but never as only elective/optional.

3. An effective system and control mechanisms on the compliance with art. 57 of the Physical Education and Sport Act to be established by the government’s bodies such as the Parliament’s Commission for universities’ accreditation.

4. Implementing a theoretical element as a compulsory part of the Physical Education’s process for educating young people on the importance of health enhancing physical activity (Vasileva,. 2015).

5. Adopting a unified national testing battery for annual determining and evaluating university students’ fitness levels (Plyakov, 2017).

6. Clarifying and adopting a clear and regulated system for funding the Physical Education and sport activities at the universities.

7. Adopting a national programme for preserving and modernizing the existing sport facilities, used by the universities.

NOTES

1. www.euro.who.int/en/health-topics/disease-prevention/physical-activity/activities/ hepa-europe

2. http://mpes.government.bg/Documents/PressCenter/News/nikoga_ne_kusno_221120 11/Medical_facts.pdf, 2011.

3. https://ncpha.government.bg/files/doklad_zdrave_-17-10.pdf

4. http://mpes.government.bg/Documents/Documents/Strategii/Strategia_2012-2022.pdf

5. http://mpes.government.bg/Documents/Documents/Zakoni/2018/ZFVS_NEW.pdf, 2019.

6. https://www.mon.bg/upl.oad/22058/zkn_VO_izm25022020.pdf, 2019.

REFERENCES

Plyakov, S. (2017). Eurofit test battery as a methodological basis in estblishing unified standards in the field of Physical Education and sports: Eastern Academic Journal, ISSN: 2367-7384, Issue 1(1), pp.1 – 7, Varna. [In Bulgarian].

Peltekova, I. (2010). Monitoring of the physical activity in the young generation’s daily life. The pedagogical environment at the university as a space for professional-personal development of future specialists, pp. 555 – 557, Gabrovo: EKS-PRESS. [In Bulgarian].

Tumanova, B. (2016). Studying the motivation for physical activity during spare time and in sport classes of university students who have never exercised. The pedagogical environment at the university as a space for professional-personal development of future specialists, Book 2(1), pp. 423 – 427, Gabrovo: EKS-PRESS. [In Bulgarian].

Vasileva, K. (2015). The educational function of the subject Physical Education and Sports at universities. Sport and Science, Book 1(1), pp. 131 – 139, Sofia: NSA PRESS.

Rachev, K. et al. (1998). Theory and Methodology of Physical Education, Sofia: NSA PRESS. [In Bulgarian].

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РАЗПОЛОЖЕНИЕ НА ВИСШИТЕ УЧИЛИЩА В БЪЛГАРИЯ В КОНТЕКСТА НА ФОРМИРАНЕ НА ПАЗАРА НА ТРУДА

Цветелина Берберова-Вълчева, Камен Петров, Николай Цонков

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MODERNIZATION OF THE CONTENT OF THE LECTURE COURSE IN PHYSICS FOR TRAINING FUTURE AGRICULTURAL ENGINEERS

Ivan Beloev, Valentina Vasileva, Vasyl Shynkaruk, Oksana Bulgakova, Maria Bondar, Lesia Zbaravska, Sergii Slobodian

2022 година
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ORGANIZATION OF AN INCLUSIVE EDUCATIONAL ENVIRONMENT FOR THE STUDENTS WITH SPECIAL NEEDS

Halyna Bilavych, Nataliia Bakhmat, Tetyana Pantiuk, Mykola Pantiuk, Borys Savchuk

ДИГИТАЛИЗАЦИЯ НА ОБРАЗОВАНИЕТО В БЪЛГАРИЯ: СЪСТОЯНИЕ И ОБЩИ ТЕНДЕНЦИИ

Теодора Върбанова, Албена Вуцова, Николай Нетов

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ПРАВОТО НА ИЗБОР В ЖИВОТА НА ДЕЦАТА В РЕПУБЛИКА БЪЛГАРИЯ

Сийка Чавдарова-Костова, Даниела Рачева, Екатерина Томова, Росица Симеонова

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DIAGNOSIS AS A TOOL FOR MONITORING THE EFFECTIVENESS OF ADDICTION PREVENTION IN ADOLESCENTS

O.A. Selivanova, N.V. Bystrova, I.I. Derecha, T.S. Mamontova, O.V. Panfilova

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ПУБЛИЧНОТО РАЗБИРАНЕ НА НАУКАТА В МРЕЖОВИЯ СВЯТ

Светломир Здравков, Мартин Й. Иванов, Петя Климентова

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ДИГИТАЛНАТА ИНТЕРАКЦИЯ ПРЕПОДАВАТЕЛ – СТУДЕНТ В ОНЛАЙН ОБУЧЕНИЕТО В МЕДИЦИНСКИТЕ УНИВЕРСИТЕТИ

Миглена Търновска, Румяна Стоянова, Боряна Парашкевова, Юлияна Маринова

2021 година
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SIGNAL FOR HELP

Ina Vladova, Milena Kuleva

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PREMISES FOR A MULTICULTURAL APPROACH TO EDUCATION

Anzhelina Koriakina, Lyudmila Amanbaeva

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ПЪРВА СЕДМИЦА ДИСТАНЦИОННО ОБУЧЕНИЕ В СУ „ИВАН ВАЗОВ“ В СТАРА ЗАГОРА

Тони Чехларова, Динко Цвятков, Неда Чехларова

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METHODOLOGY OF SAFETY AND QUALITY OF LIFE ON THE BASIS OF NOOSPHERIC EDUCATION SYSTEM FORMATION

Nataliia Bakhmat, Nataliia Ridei, Nataliia Tytova, Vladyslava Liubarets, Oksana Katsero

2020 година
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HIGHER EDUCATION AS A PUBLIC GOOD

Yulia Nedelcheva, Miroslav Nedelchev

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НАСЪРЧАВАНЕ НА СЪТРУДНИЧЕСТВОТО МЕЖДУ ВИСШИТЕ УЧИЛИЩА И БИЗНЕСА

Добринка Стоянова, Блага Маджурова, Гергана Димитрова, Стефан Райчев

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THE STRATEGY OF HUMAN RIGHTS STUDY IN EDUCATION

Anush Balian, Nataliya Seysebayeva, Natalia Efremova, Liliia Danylchenko

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МИГРАЦИЯ И МИГРАЦИОННИ ПРОЦЕСИ

Веселина Р. Иванова

SOCIAL STATUS OF DISABLED PEOPLE IN RUSSIA

Elena G. Pankova, Tatiana V. Soloveva, Dinara A. Bistyaykina, Olga M. Lizina

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ETHNIC UPBRINGING AS A PART OF THE ETHNIC CULTURE

Sholpankulova Gulnar Kenesbekovna

2019 година
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EMOTIONAL COMPETENCE OF THE SOCIAL TEACHER

Kadisha K. Shalgynbayeva, Ulbosin Zh.Tuyakova

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УЧИЛИЩЕТО НА БЪДЕЩЕТО

Наталия Витанова

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POST-GRADUATE QUALIFICATION OF TEACHERS IN INTERCULTURAL EDUCATIONAL ENVIRONMENT

Irina Koleva, Veselin Tepavicharov, Violeta Kotseva, Kremena Yordanova

ДЕЦАТА В КОНСТИТУЦИОННИТЕ НОРМИ НА БЪЛГАРИЯ

Румен Василев, Весела Марева

СЪСТОЯНИЕ НА БЪЛГАРСКОТО ОБРАЗОВАНИЕ

Анелия Любенова, Любомир Любенов

ЕДИН НОВ УЧЕБНИК

Ирина Колева

2018 година
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A NEW AWARD FOR PROFESSOR MAIRA KABAKOVA

Irina Koleva, Editor-in-

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BLENDED EDUCATION IN HIGHER SCHOOLS: NEW NETWORKS AND MEDIATORS

Nikolay Tsankov, Veska Gyuviyska, Milena Levunlieva

ВЗАИМОВРЪЗКАТА МЕЖДУ СПОРТА И ПРАВОТО

Ивайло Прокопов, Елица Стоянова

ХИМЕРНИТЕ ГРУПИ В УЧИЛИЩЕ

Яна Рашева-Мерджанова

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2017 година
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ЗНАЧИМОСТТА НА УЧЕНЕТО: АНАЛИЗ НА ВРЪЗКИТЕ МЕЖДУ ГЛЕДНИТЕ ТОЧКИ НА УЧЕНИЦИ, РОДИТЕЛИ И УЧИТЕЛИ

Илиана Мирчева, Елена Джамбазова, Снежана Радева, Деян Велковски

Книжка 5
ОРГАНИЗАЦИОННА КУЛТУРА В УЧИЛИЩЕ

Ивайло Старибратов, Лилия Бабакова

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КОУЧИНГ. ОБРАЗОВАТЕЛЕН КОУЧИНГ

Наталия Витанова, Нели Митева

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ЕМПАТИЯ И РЕФЛЕКСИЯ

Нели Кънева, Кристиана Булдеева

2016 година
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2015 година
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ПРАГМАТИЧНАТА ДИДАКТИКА

Николай Колишев

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2014 година
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КОХЕРЕНТНОСТ НА ПОЛИТИКИ

Албена Вуцова, Лиляна Павлова

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USING THE RESULTS OF A NATIONAL ASSESSMENT OF EDUCATIONAL ACHIEVEMENT

Thomas Kellaghan, Vincent Greaney, T. Scott Murray

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USING THE RESULTS OF A NATIONAL ASSESSMENT OF EDUCATIONAL ACHIEVEMENT

Thomas Kellaghan, Vincent Greaney, T. Scott Murray

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PROFESSIONAL DEVELOPMENT OF UNIVERSITY FACULTY: А SOCIOLOGICAL ANALYSIS

Gulnar Toltaevna Balakayeva, Alken Shugaybekovich Tokmagambetov, Sapar Imangalievich Ospanov

USING THE RESULTS OF A NATIONAL ASSESSMENT OF EDUCATIONAL ACHIEVEMENT

Thomas Kellaghan, Vincent Greaney, T. Scott Murray

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РЕФЛЕКСИЯТА В ИНТЕГРАТИВНОТО ПОЛЕ НА МЕТОДИКАТА НА ОБУЧЕНИЕТО ПО БИОЛОГИЯ

Иса Хаджиали, Наташа Цанова, Надежда Райчева, Снежана Томова

USING THE RESULTS OF A NATIONAL ASSESSMENT OF EDUCATIONAL ACHIEVEMENT

Thomas Kellaghan, Vincent Greaney, T. Scott Murray

2013 година
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QUESTIONNAIRE DEVELOPMENT

ÎÖÅÍßÂÀÍÅÒÎ

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MASS MEDIA CULTURE IN KAZAKHSTAN

Aktolkyn Kulsariyeva Yerkin Massanov Indira Alibayeva

РЪКОВОДСТВО ЗА СЪСТАВЯНЕ НА ТЕСТОВЕ*

Фернандо Картрайт, Джери Мусио

РОССИЙСКАЯ СИСТЕМА ОЦЕНКИ КАЧЕСТВА ОБРАЗОВАНИЯ: ГЛАВНЫЕ УРОКИ

В. Болотов / И. Вальдман / Г. Ковалёва / М. Пинская

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ОЦЕНЯВАНЕ НА ГРАЖДАНСКИТЕ КОМПЕТЕНТНОСТИ НА УЧЕНИЦИТЕ: ПРЕДИЗВИКАТЕЛСТВА И ВЪЗМОЖНОСТИ

Светла Петрова Център за контрол и оценка на качеството на училищното образование

РЪКОВОДСТВО ЗА СЪСТАВЯНЕ НА ТЕСТОВЕ*

Фернандо Картрайт, Джери Мусио

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Уважаеми читатели,

вет, както и от международния борд за предоставените статии и студии, за да могат да бъдат идентифицирани в полето на образованието пред широката аудитория от педа- гогически специалисти във всички степени на образователната ни система. Благодаря за техния всеотдаен и безвъзмезден труд да създават и популяризират мрежа от научни съобщества по профила на списанието и да насърчават научните изследвания. Благодаря на рецензентите от национално представените висши училища, на- учни институции и

РЪКОВОДСТВО ЗА СЪСТАВЯНЕ НА ТЕСТОВЕ

Фернандо Картрайт, Джери Мусио

2012 година
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DEVELOPMENT OF SCIENCE IN KAZAKHSTAN IN THE PERIOD OF INDEPENDENCE

Aigerim Mynbayeva Maira Kabakova Aliya Massalimova

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СИСТЕМАТА ЗА РАЗВИТИЕ НА АКАДЕМИЧНИЯ СЪСТАВ НА РУСЕНСКИЯ УНИВЕРСИТЕТ „АНГЕЛ КЪНЧЕВ“

Христо Белоев, Ангел Смрикаров, Орлин Петров, Анелия Иванова, Галина Иванова

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ПРОУЧВАНЕ НА РОДИТЕЛСКОТО УЧАСТИЕ В УЧИЛИЩНИЯ ЖИВОТ В БЪЛГАРИЯ

* Този материал е изготвен въз основа на резултатите от изследването „Parental Involvement in Life of School Matters“, проведено в България в рамките на проек- та „Advancing Educational Inclusion and Quality in South East Europe“, изпълняван

ВТОРИ ФОРУМ ЗА СТРАТЕГИИ В НАУКАТА

Тошка Борисова В края на 2011 г. в София се проведе второто издание на Форум за страте- гии в науката. Основната тема бе повишаване на международната видимост и разпознаваемост на българската наука. Форумът се организира от „Elsevier“ – водеща компания за разработване и предоставяне на научни, технически и медицински информационни продукти и услуги , с подкрепата на Министер- ството на образованието, младежта и науката. След успеха на първото издание на Форума за стратегии в науката през

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РЕЙТИНГИ, ИНДЕКСИ, ПАРИ

Боян Захариев

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