More about the proposed changes in the Law for Pre-school and School Education
On May 23, the Ministry of Education and Science (MES) published a proposal for changes to the main educational law for public discussion. An important part of these changes includes texts related to desegregation, language support, and educational integration: you can find the analysis here. The proposal also addresses many other topics that could affect the entire educational system. Although many of the changes seem relatively small and non-fundamental, they relate to significant topics such as types of schools, textbooks, the qualification of educational specialists, career guidance, and others. Below, I present my thoughts on some of these.
The possibility of repeating the 1st grade
The current text of the Law for Pre-school and School Education does not allow for repeating grades in the primary stage. The reasons behind this decision by legislators have been discussed many times: repeating a grade at such an early age fosters a negative attitude towards the entire educational process, the mindset of the student that “I’m not good enough,” and essentially opens the path for early dropout. Nevertheless, the vast majority of primary school teachers believe that the lack of grade repetition is a prerequisite for the subsequent poor results of students.
The MES proposes that first-graders be allowed to repeat the 1st grade once. This is provided in a new paragraph 1 to Article 124: “1. Students in the 1st grade who have not mastered the competencies outlined in the Bulgarian Language and Literature curriculum will repeat the grade, but no more than once.”
The question remains whether this is the best solution to the objective problem of some students not succeeding. Many teachers observe that the main problem arises primarily when a student is not regularly attending school and misses classes frequently for one reason or another. The proposed draft law does not make a distinction between students who are absent and those who attend regularly. It makes sense that the possibility of repeating the 1st grade should be primarily for students who have not mastered the competencies in Bulgarian Language and Literature and have a certain percentage of school absences, whether excused or not. This would encourage parents to ensure their children’s regular attendance at school. Furthermore, it would encourage teachers to apply non-traditional teaching methods that make the learning process more interesting and at the same time it will lead to effective mastery of competencies in BLL, such as theater, forum theater, etc.
Additionally, the change in the Law for Pre-school and School Education also foresees the possibility of a language class and its repetition. Although theoretical, this would mean that a student could spend two years in a language class and another two years in the 1st grade, which would surely prevent this student from continuing their education into the 2nd grade…
Mathematical high schools and early profiling
The changes in the Law for Pre-school and School Education propose the creation of a “new” type of school, namely mathematical and natural-science high schools. In fact, such schools already exist, but as specialized high schools with admissions starting in 8th grade. During the preparation of the Law for Pre-school and School Education a decade ago, a compromise was made allowing these specialized high schools to admit students starting from 5th grade. However, students still had to apply again after 7th grade. This compromise was not allowed for other types of specialized high schools, such as language schools, humanities schools, etc.
The proposed changes are proof that compromises in legislation should not be allowed, as they deepen the problem and confuse the entire system. According to the changes, Mathematical and Natural-Science High Schools will be able to admit students starting from 5th grade, as well as expand their admissions with new classes after 7th grade. This would have a negative effect for at least two reasons. First, we are talking about too early profiling, which is certainly not in the interest of the children. It may be in the interest of ambitious parents, but a child in 5th grade should hardly be predetermined as a future mathematician or natural scientist. From here, the step to allow admissions to these high schools starting from 1st grade is only one or even half a step away. After that, we might witness the realization of futuristic films like Gattaca and others. Second, such early profiling negatively affects primary schools and other schools: it “drains” some of the best students from them. This leads to deepening educational inequalities, widening the gap between different types of schools, and lowering overall success. The OECD has repeatedly emphasized that PISA results are lowest in educational systems with the earliest profiling.
Separately, we can expect that a similar compromise may be made for language high schools: the same arguments may apply to them…
Diminished role of Public Councils
The changes do not explicitly concern the Public Councils in schools and kindergartens, but they indirectly strip some of their powers. For example, teachers will no longer need to consult with these councils on the textbooks they will use.
It is a fact that currently most Public Councils do not function in the way intended by the Law for Pre-school and School Education. The actual consultation on textbooks with Public Councils is rather an exception (as is the consultation on school budgets and other important powers). Does this mean that these powers should be taken away from the body representing parents? The question is rather rhetorical. Instead of stripping powers from parents, the MES should consider how to empower them and enhance their capacity. After all, parents are one of the three corners of the educational triangle “student-parent-teacher,” and without them, it couldn’t be a triangle…
Introduction of a mandatory subject “Virtues and Religions”
One of the significant changes proposed by the draft Law for Pre-school and School Education is the introduction of a mandatory subject titled “Virtues and Religions,” which has sparked active debates in recent weeks. It is clear that parents, educators, and the public are deeply divided on this topic, but it is also clear that without a change in the Law for Pre-school and School Education, this subject could not be implemented. At the very least, it cannot be mandatory and offer a confessional curriculum.
The proposed changes in the education law introduce the concept for the subject “Virtues and Religions” published by the MES for public discussion on May 7 (more information can be found here). If the changes are approved, the subject will be mandatory, and parents will be able to choose between programs in “Orthodoxy”, “Islam” or the non-confessional program “Virtues/Ethics.” The proposed texts leave many unanswered questions: until which grade will the subject be studied, will parents have the option not to choose any of the three programs, from which year will this subject start, etc. It is clear that mandatory study of “Virtues and Religions” starting this fall is unlikely to happen—timing-wise, the law is unlikely to be changed by then, and even with rapid changes (recall that the last amendment to the Law for Pre-school and School Education on August 7, 2024, occurred in one day during the first and second readings), there will certainly not be enough time to prepare curricula, textbooks, or train teachers. There are also serious concerns about whether this will lead to tension in mixed regions, why it is being done without piloting in many schools, etc.
Until June 23, all interested parties, experts, and citizens can submit comments and proposals on the published draft text to MES at n.tzekova@MES.bg, p.ivanova@MES.bg, or e.kostadinova@MES.bg.
Written by: Deyan Kolev