Bulgarian news

Bulgarian tourist attractions

Burgas is situated on the Black Sea, in the south-eastern part of the country. It is the fourth largest city in Bulgaria and is smaller and less crowded than other big city on Bulgarian Black Sea – Varna. The climate here is temperately continental with a distinct impact from the Black Sea

Burgas has a relaxed atmosphere with good shopping and an abundance of restaurants and outdoor cafes.The Sea Park is situated on a high shore, all of it cut by flowerbeds, trees and sculptures. Within the park, there is a casino, a small zoo and an open-air theatre.
The central beach is situated below the Sea Park, a beautiful forked staircase in verdure leads to the beach. The city has a northern beach, too, close to the Izgrev Quarter, adjacent to the salt mines.

Burgas is Bulgaria`s largest port and this is the primary focus of the city, but Bourgas is not only an important industrial centre – it has also considerable resources for tourism. The favourable geographical location and advanced transport infrastructure of Bourgass are good prerequisites for the development of tourism and trade.
The city is a starting point for visiting the seaside resorts in the area – Sunny Beach resort, the town of NessebarThe Elenite holiday village, etc. to the north and The Dyuni holiday villageSozopolKitenLozenets and others, to the south.

The city of Varna is located in North-East Bulgaria. It is third largest city after Sofia and Plovdiv and is called Bulgaria`s Sea Capital. The gem of the Bulgarian Black Sea is situated at the end of the big Varna Bay, with a convenient and well conserved water area a port wich in years handles up to 18 million tons of cargo. Nowadays it is the main port for both naval and commercial shipping and, adjacent as it is to the coastal resorts of Constantine and Helena (Druzhba), RivieraGolden Sands, and Albena, it has a cosmopolitan atmosphere. Sailors on shore-leave in unfamiliar ceremonial uniforms, mingle with foreign tourists and locals as they promenade along shady boulevards, lined by dignified 19th and early 20th century buildings. The city`s peculiar sea charm is sublime and moving. Ancient, medival, renaissance and modern cultures mingle and coexist through the city.
The city is clean and green. Of the green miracles at least three are a must: the Marine Gardens which are the largest in the Balkans; Euxinograd park, the former Royal Palace; the paradise of St.Constantine.
Varna is a city of old culture, living traditions and ambitious undertakings. Some 20 per cent of its population are students in various educational institutions, four of which are higher.

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Capacity Building of VET Staff

The thematic discussion on the topic Capacity Building of VET STAFF was moderated by Ms Darina Petrunova and Mrs Vanya Neycheva from European Center for Quality, Bulgaria.
In total 5 good practices -2 from Bulgaria and 3 from Belgium were presented. The good practices were related to the improvement of VET staff skills through participation in international teaching activities and working meetings and structured VET trainings.

  • Good practice 1 – Vocational High School of Electrical Engineering, Galabovo, Bulgaria
    In February 2020 the team of the school held a working meeting with teachers from the Edirne Vocational High School in Turkey. Some specifics of the Turkish educational system were also highlighted and the teachers exchanged different ideas and best practices of teaching methodologies and techniques in the field of Electrical engineering.
  • Good practice 2 – Diagnose Car – Connectief, Belgium
    It is a collaboration between the private sector and the ministry of education. In this project, private companies give access to the schools to a variety of modern cars with network technology, diagnostic equipment and technical data. All participating teachers receive Train the trainer sessions depending on the cars. 
  • Good practice 3 – RTC East-Flanders, Belgium
    RTC main objective is to activate and reinforce cooperation between education,  companies and other labor market actors by connecting schools and businesses, sharing technology infrastructure and equipment and competence enhancement of teachers and students.
  • Good practice 4 – CREATE project, Syntra West, Belgium
    The project aimed to organize 6 mobilities placement for 20 Belgian teachers in Barcelos, Portugal in the summer of 2019. The focus at CRE-ATE is on ICT-supporting teaching and the train-the-trainer principle. The project goal is not only to provide teachers with ICT skills, but also to give them a practical approach by using coaching methodology.
  • Good practice 5 – FUTURE FOR US, Bulgaria
    The project was implemented by the Vocational high School of Construction and Woodworking “ Nedyo Ranchev „Stara Zagora and the teachers conducted a training placement in Barcelona in 2019. The main aim was to stimulate the use of digital methods by studying and introducing innovative pedagogical approaches and setting up a mediation team at school to reduce aggressive events, conflict situations and the number of dropouts of school children.

The thematic room gathered in total of 33 participants – many VET teachers, project coordinators; 3 management representatives and other stakeholders.  Representatives from Belgium, Italy, Bulgaria, Albania, Ukraine joined the discussion. According to the participants the most suitable types of staff, mobilities are structured VET training and job shadowing. Moreover, 22 participants responded and highlighted that the main obstacles they face for participating in VET staff mobility projects are the language barriers and insufficient opportunities.

To conclude it can be stated that the content presented during the event was engaging and beneficial for the participants and space for networking was provided.

Capacity Building VET Staff: Resources available

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Sustainable Development Goals

ENNE Project coordinated an international online conference on November the 9th named VET4FUTURE.

The conference introduced to the future of vocational education thanks to Mr. Luca Pirozzi Policy Officer for VET at EAECA (Education, Audiovisual and Culture Executive Agency of the European Commission)

The ZOOM event organized into 5 breakout rooms each of these dedicated to a specific thematic:

  • Recognition/validation of competences in WBL (Work Based Learning – national traineeships/transnational mobility/etc.)
  • Social Inclusion in VET (Disabilities, migrants, economic disadvantages, etc.)
  • Digital transformation / Distance Learning
  • Sustainability and contribution of VET to the achievement of UN Agenda 2030 SDGs
  • Capacity building of VET Staff

In the ZOOM breakout room dedicated to “Sustainability and contribution of VET to the achievement of UN agenda 2030 SDGs” the VET European schools members of the ENNE Network presented and shared their “best practices” in order to show how it is possible to boost ideas and collect contributions for the 17 Sustainable Development Goals of the United Nation.

  1. Sandro Pertini Institute of Afragola (Naples, Italy) presented its motto: “Sustain sustainable school”. The institute established a “free plastic week” and arranged interactive exhibitions where students can experiment the condition of being costumers and citizens passing through production activities. An opportunity to raise awareness on reducing waste through prevention, reduction and recycling;
  2. The Alfonso Casanova Institute of Napoli (Italy) – in order to encourage students in engagement in favor of disadvantaged people – planned the realization of packaging for removable dental prosthesis for prisoners. This allows the development of transversal skills;
  3. The National High school in Finance and Business of Sophia (Bulgaria) dedicates a school area to those students who have ideas in terms of contributing to the achievement of the UN goals arranging drawers to collect the students’ views. Other activities concern the realization of usable objects or art creations using only trash or garbage items.
  4. The Orfini Institute of Foligno (Perugia, Italy) promoted the involvement of VET-schools in the development of sustainable urban centers establishing VET education programs relevant to the development of sustainable urban centers. The activities also concern the enhancement of cooperation and entrepreneurship creative skills among students.

Sustainable Development Goals: Resouces Available

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Recognition and Validation of Competences in WBL

To celebrate the formal establishment of the 5 VET networks, ENNE’s project partners have decided to organise an online Conference, during the European Vocational Skills Week, to foster a first meeting between their VET communities, where they could interact and work towards their common goal – the Enhancement of VET quality and attractiveness

Arts & Skills was responsible for moderating the thematic session “Recognition and Validation of Competences in Work Based Learning”.

National or international WBL programs are targeted to bridge the gap between the learning environment and real work environment, and different WBL strategies provide career awareness, career exploration opportunities, career planning activities and help students attain competencies such as positive work attitudes and other employable skills.

The recognition and validation of competencies in WBL environments refer to the identification and appreciation of the skills and competencies that an individual acquires through a work-based learning experience.
Although, WBL experiences can have different forms ((apprenticeship, internship, service learning, school-based enterprise, or industry projects) they should be well planned, monitored and assessed properly to become relevant for 

The European Credit System for Vocational Education and Training (ECVET) is one of the most relevant EU frameworks developed to help the VET community implementing high-quality WBL programs:   

  • ECVET provides a framework for the assessment, validation and recognition of learning outcomes, alongside a series of common tools and instruments able to support quality in mobility. 
  • ECVET promotes the integration of mobility into existing learning pathways. 
  • ECVET contributes to the development of a common language for use by different VET stakeholders and promotes mutual trust within the wider VET community. 
  • ECVET supports the valorisation of key competences (such as foreign language skills or intercultural competence) alongside those that are more technically – or vocationally – oriented. 

The implementation of ECVET was referred during the best practices presented by six of our network members, from Portugal, Italy and Germany, who shared with the audience good practices implemented by their VET organizations and related to WBL experiences.

Ms. Sonia Barani, from the “Italienische Handelskammer für Deutschland”, Germany, presented the MeMeVET project (mechatronics and metallurgical VET for sectors’ industries) and its outcomes. The project, implemented in 5 countries (DE, IT, ES, BG, SK) aimed at tackling some of the main issues impeding free mobility of workers and VET learners of the sector in Europe. One of the main issues is related to the difficulty of having one’s competencies and know-how recognized in another EU country. Another one, concerns the gap between the training and learning offer of VET institutions and the real needs of the labour market.

Ms Joana Soares from EP Felgueiras, Portugal, shared with the participants their experience in VET-Business cooperation at local and regional level concerning Curriculum development; Matching supply and demand of technicians; Development of technological devices (e.g. Robots) for the local industry; Social Inclusion and Monitoring of trainees after the completion of the course.

Ms. Margherita Battaglini, from ITE SCARPELLINI – Foligno, Italy, offered an overview of their experience with the implementation of ECVET not only on Transnational, but also National WBL experiences.

Ms. Alessia Montanucci, from I.O. Salvatorelli Moneta Marsciano, Italy, presented a mobility experience developed in Malta in 2019, that involved 15 students from the 3rd and the 4th year of high school. The internships  were held at local businesses: museums, shops, state agencies, cruises for tourists, etc. which she had the opportunity to accompany for the whole training period.

From Portugal, Mr. Edgar Costa, from Vocational School Bento Jesus Caraça, shared how they adapted mandatory WBL experiences that should have been developed in a real working context, to a successful simulated business context due to the confinement imposed by COVID 19. 

Mr Ferenc Naacke from “Berufliches Schulzentrum für Wirtschaft in Dresden, Germany, presented the “Healthy Lifestyle” Project and the approach that allowed their organization to implement 70 internships abroad, in 8 different countries, for students from the Social Insurance Course, whose training focuses mainly on administrative work of social insurance clerks, but not on the background knowledge in advising insured people on the prevention of diseases.

This session showed us how diverse work-based learning strategies can be and how multiple approaches can be addressed by VET organizations to improve and enhance VET quality and attractiveness.

We hope we have brought some inspiration to our audience for further projects and cooperation among our VET Community. 

Recognition and Validation of Competences in Work-Based Learning: Resources available

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Digital transformation and distance learning

Digital transformation and distance learning have been a hot topic since the Covid-19 outbreak.
This was also clear during the inscriptions for this theme at VET4FUTURE.
We give you a brief overview of the good practices that were shared.

BLEFT is an EU project for the development of e-learning modules in forestry. In Saxony (Germany) the official LernSax was put into service during the lockdown. Students and teachers worked online and found each other on this well-equipped platform for lessons, meetings, etc.
In Portugal, the Escola profissional C.J. de Campanha should find a new way to publish student work in graphic media. For this they used a virtual exhibition. Italian Fondazione Lepido Rocco bundled a lot of good practices on the website from which we discovered a CLIL training and the Sherwood project.
Finally, we have introduced to google classroom thanks to the tourist vocational school Aleko Konstantinov from Bulgaria.

Digital transformation and distance learning: Resources available

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Social Inclusion in VET

The first out of 20 principals of the European Pillar of Social Rights is devoted to education, training and life-long learning: 

Everyone has the right to quality and inclusive education, training and life-long learning in order to maintain and acquire skills that enable them to participate fully in society and manage successfully transitions in the labour market.”


All around Europe, we can find numerous initiatives, projects and programmes supporting the inclusion of disadvantaged people in education and by this into work. They also show that the implementation of social inclusion in education and specifically in VET also depends on the structure of the educational system and relevant national policies in each country.
Following, we are going to introduce three good practices presented during the VET4FUTURE conference

  • Individualised Education Plan
    The Istituto Omnicomprensivo Giano dell’Umbria – Bastardo from Italy started working with Individualised Educational Plans (IEP) in 2019. It is a holistic approach to education enhancing the capabilities of the students, which do not only include academic, but also social competencies and life skills. The approach is carried throughout the whole cycle of education starting from primary school until secondary school including vocational education and training. Moreover, IEPs can be applied not only to disadvantaged but all students. Each student is assessed, individual goals are set and appropriate didactical measures and methods are chosen to achieve them. Based on the IEP Life Projects are developed for disadvantaged students encouraged by their achievements. In order for this approach to work, the social background and community around a student needs to be involved – the school, the family, relevant associations, social services as well as companies – with the goal to support each student in finding a suitable workplace
  • Inclusive Internships
    The keys to successful inclusion of people with disabilities at the workplace were presented by DomSpain Consulting from Spain. It is important to be aware of myths and preconceived ideas, involve the whole company, raise awareness among the staff and implement an effective communication strategy. Especially conscious and unconscious biases can be a challenge for inclusion. It needs to be taken into account that students taking part in an internship at a company have different special needs, which need to be addressed and solutions to be found. For persons with reduced mobility architectural barriers might need to be overcome. Different communication methods and technology can be used for persons with hearing or visual impairments. Companies should also think about the accessibility of their documents and their website. Persons with dyslexia or other learning disabilities will be grateful for easy-reading instructions. Therefore, a careful evaluation of the specific situation should take place in advance in order to meet the needs of the intern and guarantee a successful start of the internship.
  • SEN Students in Mobilities
    An empowering step further can be the participation of students with special educational needs (SEN) in Erasmus+ projects and mobilities, like in the case of the Istituto d’istruzione superiore Ciuffelli-Einaudi, Todi in Italy. Throughout the project “Linking Business, Enterprise & Entrepreneurial Skills Internationally”, the students involved in the project activities also included SEN students in order to foster peer communication and cooperation. The students were able to take part in mobilities in the partner countries of the project.
    The partnership focused on what the students can do and not what they cannot. Learning was facilitated through creative activities, which promote responsibility, teamwork, risk taking and problem solving. Furthermore, the activities were designed to correspond to the different learning styles of the students. Due to these activities and the possibility to take part in mobility among many other things the confidence of the SEN students increased and their communication skills improved

Social inclusion in VET: Resources available

Bulgarian news Uncategorized @bg

VET4FUTURE онлайн конференция

Бъдещето на ПОО в следващата програма Еразъм+ 2021-2027
По повод предстоящата Европейска седмица на професионалните умения 2020, една година от началото на дейностите по проект „ENNE – Европейски национални мрежи за подобряване на ПОО“, партньорите по проекта ще отпразнуват официалното създаване на 5 национални мрежи за ПОО в Италия, България, Германия, Португалия и Белгия с организирането на онлайн интерактивна конференция за бъдещето на ПОО в следващата програма Еразъм+ 2021-2027!

Събитието е планирано за понеделник, 9 ноември 2020 г., от 15.00 до 17.30 часа (брюкселско време) и е отворено за всеки, който се интересува и иска да научи повече за предстоящите дейности за обучение и мобилност, предлагани от консорциума ENNE, както и да се запознае и да работи в мрежа с експерти и специалисти в областта на ПОО от цяла Европа.


  • Стаята в ZOOM ще бъде отворена от 14.45 CEST (централно европейско лятно време)
  • 00/15.20: Добре дошли и откриваща реч.
    Г-н Лука Пироци, Експерт по политиките за ПОО в EAECA (Изпълнителна агенция за образование, аудиовизия и култура на Европейската комисия)
  • 20/15.40: Представяне на проект ENNE и международните обучителни дейности за подобряване на ПОО.
    Г-н Алтео Валентини Координатор на проекта, Международна академия за европейски грантове
  • 40/16.00: ENNE MOOК – Как да планирате и реализирате качествени проекти за мобилност в областта на ПОО.
    Г-жа Сабине Рьоринг-Махоу, Управител на Образователен институт Wisamar
  • 00/17.00: Тематични семинари.
    Участниците ще се присъединят към специални стаи, където членовете на националните мрежи ENNE ще представят добри практики в пет различни области, свързани с политиките и инициативите на ЕС:
    • Признаване/валидиране на компетентности в WBL (Учене на база работа – национални стажове / транснационална мобилност / и т.н.)
    • Социално включване в ПОО (хора с увреждания, мигранти, икономически уязвими групи и др.)
    • Дигитална трансформация / дистанционно обучение
    • Устойчивост и принос на ПОО за постигането на целите за устойчиво развитие на ООН до 2030 г.
    • Изграждане на капацитета на служителите в ПОО
  • 00/17.30: Акценти на конференцията и финална кръгла маса за представяне препоръките от тематичните семинари за приоритетите на ПОО, върху които да се съсредоточи през следващия програмен период.

Модератор Г-н Людмил Манев, Управител на Европейски център за качество ООД и  Председател на EAQOM – European Association of Quality Organizations in Mobility

Не пропускайте възможността да се срещнете с общността ENNE!

Bulgarian news Uncategorized @bg

A university-led good practice whereby university faculty reaches out to secondary education to impart knowledge in an attractive field of science

University lecturers visit the secondary schools and make presentations that aim to introduce students to systems based on microcontrollers, Programmable Logic Controllers and mobile robots – the main concepts, devices and their application, the logic of programming. During these presentations, theoretical and conceptual issues are made easier to understand by live demonstration with programmable devices and models. At the end of the activity, the students are given the opportunity to test the devices and models that are used during the demonstrations.
Demonstrations are an essential element of the activity since they capture students’ attention.
The activity achieves its impact in two ways:
Students are attracted to STEM through interesting topics and the opportunity to engage in hands-on exercises
Students have the chance to meet researchers and ask questions related to the discipline in which they are interested in or inquire about what it is like to be a scientist.


Good practice

Photos from a school visit – lecture with demonstration of equipment, and hands-on activities for students

The activity targets students from secondary vocational schools. However, some of the visits were attended by pupils from elementary schools, too. Indirectly, it also targets teachers at the same schools.
For the activity to be commenced in a particular school, the head of the relevant Department or the Dean of the Faculty of Electrical Engineering and Electronics has to establish contact with the director of the vocational high school. The contact can be initiated by either side. There is no department or staff member responsible for this activity. On the side of Technical University – Gabrovo, the organization boils down to identification of the lecturer(s) that will visit the school. The lecturer is responsible for preparing for the lecture itself.
A list of lessons with brief annotations is sent to the vocational school beforehand. The details are negotiated with the receiving school so as to fit the interest of the students and teachers. From the side of the school, the negotiation involves the school director and the teachers in the relevant subject. Typically, it is teachers that are consulted on the topics and details of the presentation and the demonstrations.
The vocational school is responsible for providing a lecture hall and for inviting the students to participate in the activity. The leading role in organizing student participation is played by teachers in the relevant subject.
Higher education students’ involvement in the activity.
In some lectures, university students are also included in the team of lecturers. This greatly increases the effectiveness of the activity and the impact on the secondary school students because young researchers can establish a more effective connection with high school students and serve as role models.
This activity has been conducted for 10 years at various schools in Bulgaria. It faces no serious issues of sustainability since it does not require much financing or special equipment. It can always be continued at the request of a school or a new collaboration with a new school can be established if there is interest on the part of the school. Maintaining links to vocational high schools is a long-lasting tradition of Technical University – Gabrovo. Thus, the activity has always been considered compatible with the development strategy of the university.
Financial sustainability
The activity is funded by Technical University – Gabrovo. The participating lecturers are paid travel expenses, each lecture counts as 4 hours of work. The equipment used for the demonstrations is taken from the laboratories of the university.

Good practice
Every year, Technical University – Gabrovo organizes around 15 such educational outreach activities at different schools. In each activity, between 20 and 40 students are present. Unfortunately, due to the limited time available for the lectures and the demonstrations, the impact of the activity has not been formally assessed. The general feeling among teachers and lecturers involved is that students show interest in the topics and hence, it could be expected that the activity also sparks interest for a science career. All in all, this is a practical low-key method of maintaining continuous relationship between universities and schools and exposing students to scientific information and new technological advances. It allows students from high schools that are not endowed with sophisticated equipment to work with such equipment, even if for a short time period.
Factors for success
For the activity to be successful, the following factors have been important:
– The activity has been perceived as part of a long-term strategy of the University to connect with secondary schools in the region
– The success of the activity strongly depends on the relations between the university and the recipient school being characterised by long-term cooperation. This allows the university staff and the school teachers to design and deliver lectures with demonstrations on a variety of topics, often linking these lectures to the compulsory curriculum
– The activity’s relevance increases when the lecturers maintain continuous contact with the relevant teachers in order to determine the interest and the level of prior knowledge of the target students. This can make sure that the participating students benefit from the activity and that the activity can be used to upgrade knowledge received in the classroom

More such good practices can be found at the webpage of DISCOVER project.

Bulgarian news

Национално ученическо състезание „НАЙ-ДОБРА БИЗНЕС ИДЕЯ”

В България под егидата на Министерство на образованието и науката, Дирекция „Професионално образование и обучение” се провежда Национално Състезание „НАЙ-ДОБРА БИЗНЕС ИДЕЯ” за учебна 2019/2020 година. Ежегодното състезание обичайно се състои в периода януари – април, но поради извънредната ситуация възникнала, заради епидемията от COVID-19, предварителната квалификация се проведе през началото на месец юни. Европейски център за качество, партньор в проект ENNE, взе участие в комисията, която оценява ученическите идеи.

Главните цели на състезанието са:

  • Засилване мотивацията на учениците от професионалните гимназии по икономика в страната за пълноценно усвояване на учебното съдържание, базирано на междупредметните връзки в посока предприемачество.
  • Предоставяне възможност на учениците за творческа изява на придобити знания, умения и компетентности в областта на предприемачеството.
  • Стимулиране на иновативността, креативността и екипната работа на учениците.
  • Насърчаване развитието на предприемаческа култура и предприемаческо мислене и поведение.
  • Насърчаване на нагласата за продължаващо и самостоятелно учене чрез стимулиране на състезателното начало.
  • Стимулиране на сътрудничеството между професионалните гимназии, бизнеса и висшите учебни заведения.

Участници в състезанието могат да бъдат ученици от ХІ и XII клас на професионалните гимназии по икономика. Състезанието преминава през три кръга. Първият кръг е училищен и е разделен на два етапа – анонимен, по време на който учениците представят писмено своите идеи, и явен, в време на който учениците представят и защитават устно своите бизнес идеи. Само учениците, класирани на първо и второ място във всяко училище, продължават към следващия кръг – предварителна квалификация. Този етап отново е анонимен, учениците изпращат бизнес идеите си по пощата, а личните им данни са запечатани в отделен непрозрачен плик. Обичайно до този етап достигат над 60 идеи. В състава на комисията, оценяваща идеите достигнали предварителна квалификация, участват:  представители на Института по предприемачество на Университета за национално и световно стопанство, представители на бизнеса и учители по икономически учебни предмети от професионални гимназии по икономика. Експерти от Европейски център за качество ООД често участват като представители на бизнеса в оценителната комисия. 24-те участници получили най-висока средна оценка от журито достигат до финалния национален кръг на състезанието. По време на финалния етап учениците се разделят на 6 отбора от по 4 участника и трябва да работят върху предизвикателство, изтеглено на случаен принцип от няколко възможни теми. Тази година финалният кръг ще се състои в гр. Петрич, а домакин на състезанието ще бъде Професионална гимназия по икономика и туризъм „Проф. д-р Асен Златаров“.

През 2019 г. идея за изработка и продажба на еко прибори като вилици, ножове, кутии за хранене и шишета, изработени от смола, стана победител в Националното състезание за най-добра бизнес идея. То се проведе в София, а участници бяха 24 от най-добрите ученици предприемачи от цялата страна. С нетърпение очакваме да научим върху какви интересни идеи ще работят тази година участниците на финала!

Bulgarian news

Пандемията не се отрази негативно на резултатите от зрелостните изпити в България

Министерството на образованието и науката, България представи на пресконференция обобщените резултати от държавните зрелостни изпити по български език и литература и по математика, проведени в началото на месец юни. Министър Красимир Вълчев заяви, че „Трансформирането на знания в умения, подготовката на децата за живота и формирането на критично мислене у тях са сред приоритетите на българското  образованието. Всички наши усилия са насочени към това – да осигурим добра образователна среда за децата и да подобрим техните резултати.“

Близо 49 000 ученици са се явили на зрелостния изпит по български език и литература. Изпитът се е състоял в 5162 зали на 722 училища в страната при спазването на противоепидемичните мерки и с осигурено видеонаблюдение.

За да бъдат по-спокойни учениците, от МОН премахнаха от изпита част от творбите, изучавани през втория срок, когато започна дистанционното обучение. До втората задължителна матура по избор бяха допуснати 37 116 дванадесетокласници. Най-много от тях – 11 710, избраха изпит по английски език.

Момичетата са постигнали по-високи резултати от момчетата. Отличните оценки са около 15%, а миналата година – 10%.По региони най-високи са оценките в София-град, Смолян, Варна, Габрово и Велико Търново.

Отличните оценки на матурата по български език и литература се увеличават:





6 283

3 764


5 062

4 302

Източник МОН

Средният успех също се е увеличил спрямо предходната година:




ДОБЪР 4.20


ДОБЪР 4.06

Източник МОН








Източник МОН

Тази година повече 12-класници са се явили на матурите по желание. Причина за това е решението да университетите да приемат първокурсници с резултати от държавните зрелостни изпити. Промяната важи само за тази година.

Зрелостниците, получили по 100 точки на един от изпитите, са 124. Отлични резултати и на двата изпита са постигнали 4525 зрелостници или близо 1500 ученици повече от миналата година. Тази година една зрелостничка e с четири пълни шестици, седем зрелостници с по 3 пълни шестици и 73 зрелостници са получили по две пълни шестици.

Анализът показва, че тази година резултатите са по-добри в девет от четиринадесет предмета. По-високи са резултатите по български език и литература, история и цивилизация, физика и астрономия, география и икономика, биология и здравно образование и по чужди езици – немски, английски, руски и италиански.

Подобряват се уменията на учениците да формулират теза по посочена тема, но срещат трудности при възприемане и извличане на информация от текст и особено при сбито и кратко предаване на основното от съдържанието на текст, посочи директорът на дирекция „Съдържание на предучилищното и училищно образование“ в МОН Евгения Костадинова.

Зрелостниците с най-високи резултати от изпитите ще могат да получат допълнителна стипендия от 100 лева месечно, ако продължат образованието си в университет в професионални направления, които са важни за българската икономика – педагогически, физически, химически и инженерни науки. Право на тази стипендия ще имат студентите, които са сред първите 10% с най-високи оценки на ДЗИ по български език и литература, а на втория ДЗИ имат резултат, равен или над средния за страната. Същата стипендия могат да получат приетите в приоритетни направления във висшите училища, ако са имали равен или над средния за страната успех по БЕЛ и са сред първите 30% по резултат на втори ДЗИ по „Математика“, по „Физика и астрономия“ или по „Химия и опазване на околната среда“. Допълнителната стипендия се отпуска за първи път от предстоящата учебна 2020/2021 година.

 „Резултатите и сесията за нас са успешни. Системата се мобилизира. Отчитаме успешна сесия в неочаквани условия. Учениците и училищата се справиха добре. Нямахме организационни проблеми“, посочи заместник-министърът на образованието и науката Таня Михайлова.

Източник на данните: Министерство на образованието (