How Can Bulgaria Improve Its Education System? An Analysis of PISA 2012 and Past Results

Bulgaria's performance on all three disciplines of the program for international student assessment (PISA) 2012 was slightly better than its PISA 2000 performance, after having dropped between 2000 and 2006. The improvements in performance between 2006 and 2012 promoted shared prosperity, but equality of opportunities is still a major challenge. In fact, disaggregating students' PISA scores across a number of variables for example, location and ethnicity - shows that large inequalities exist in Bulgaria's education system. Peer characteristics and school segregation are the key drivers of the Bulgarian education system's performance. An in-depth analysis into math and reading skills shows imbalances in performance in Bulgaria. The main areas in which Bulgaria can further improve its educational system involve: delaying the tracking of students to reduce segregation in schools; continue improving the quality of educational resources to ensure that all students learn in an environment with books, lab equipment, and technological hardware and software; encouraging longer pre-primary education for all children; learning from successful schools to improve accountability mechanisms for schools countrywide, particularly in rural areas; reevaluating the curriculum and assessment framework to better align student learning to the envisaged country goals; and promoting effective classroom management and strengthening teaching practices.

Bibliographic Details

Main Author:	World Bank
Language:	English en_US
Published:	Washington, DC 2012-09-26
Subjects:	ACADEMIC PERFORMANCE, ACCESS TO INFORMATION, ADMISSION POLICIES, ASSESSMENT FRAMEWORK, AVERAGE SCORE, BASIC EDUCATION, BASIC READING, BETTER LEARNING, BETTER SCHOOLS, CHILD DEVELOPMENT, CLASS SIZE, CLASSROOM, CLASSROOM ENVIRONMENT, CLASSROOM MANAGEMENT, CLASSROOMS, COGNITIVE DEVELOPMENT, COGNITIVE SKILLS, COMMUNICATION TECHNOLOGIES, COMPULSORY EDUCATION, COURSE CONTENT, CURRICULUM, CURRICULUM DEVELOPMENT, DECENTRALIZATION, DECISION MAKING, DEGREES, DISADVANTAGED GROUPS, DISADVANTAGED STUDENTS, DISCIPLINES, DROPOUT RATE, DROPOUT RATES, EARLY CHILDHOOD, EARLY CHILDHOOD EDUCATION, ECONOMIC DEVELOPMENT, ECONOMIC GROWTH, EDUCATION AUTHORITIES, EDUCATION ECONOMICS, EDUCATION FOR ALL, EDUCATION MANAGEMENT, EDUCATION POLICY, EDUCATION SECTOR, EDUCATION STUDENTS, EDUCATION SYSTEM, EDUCATION SYSTEMS, EDUCATIONAL ATTAINMENT, EDUCATIONAL INSTITUTIONS, EDUCATIONAL OPPORTUNITIES, EDUCATIONAL PERFORMANCE, EDUCATIONAL RESEARCH, EDUCATIONAL RESOURCES, EDUCATIONAL SYSTEM, EDUCATIONAL SYSTEMS, EFFECT ON STUDENT ACHIEVEMENT, ELITE SCHOOLS, END OF GRADE, ETHNIC GROUPS, ETHNIC MINORITIES, EXAM, EXAMS, FORMAL SCHOOLING, FUNCTIONALLY ILLITERATE, GENDER DISPARITIES, GENDER GAP, GENERAL EDUCATION, GIRLS, GRADUATION RATE, GROSS ENROLLMENT, GROSS ENROLLMENT RATE, HIGH SCHOOL, HUMAN CAPITAL, INDEXES, INSTRUCTION, INSTRUCTIONAL MATERIALS, INTERNATIONAL STUDENT ASSESSMENT, INTERVENTIONS, KINDERGARTEN, LABOR MARKET PARTICIPATION, LEARNING, LEARNING ENVIRONMENT, LEARNING OUTCOMES, LIBRARIES, LINGUISTIC MINORITIES, LINGUISTIC MINORITY, LITERACY, LITERATURE, LIVING STANDARDS, LOWER SECONDARY, MATH SCORES, MATH SKILLS, MATHEMATICAL CONCEPTS, MATHEMATICS, MEASURING EDUCATION QUALITY, MINISTRY OF EDUCATION, OLD STUDENTS, PAPERS, PARENTAL EDUCATION, PEDAGOGY, PERFORMANCE IN MATH, PREPRIMARY EDUCATION, PRESCHOOL EDUCATION, PRIMARY EDUCATION, PRIMARY EDUCATION PROGRAM, PRIMARY GROSS ENROLLMENT, PRIMARY GROSS ENROLLMENT RATE, PRIMARY SCHOOL, PRIMARY SCHOOLS, PRIVATE SCHOOL, PRIVATE TUTORING, PROFESSIONAL DEVELOPMENT, PROFICIENCY, PUBLIC EXPENDITURE, PUBLIC EXPENDITURES, QUALITY EDUCATION, QUALITY OF EDUCATION, QUALITY OF LIFE, QUALITY OF PERFORMANCE, QUALITY PRESCHOOL, QUALITY PRESCHOOL EDUCATION, READERS, READING, READING ACHIEVEMENT, READING SKILLS, REASONING, RURAL AREAS, RURAL DISPARITIES, RURAL LOCATIONS, RURAL STUDENTS, SALARY INCREASES, SCHOOL ADMINISTRATION, SCHOOL AUTONOMY, SCHOOL BOARDS, SCHOOL CLIMATE, SCHOOL COMMUNITY, SCHOOL DROPOUT, SCHOOL DROPOUTS, SCHOOL ENVIRONMENT, SCHOOL FACTORS, SCHOOL IMPROVEMENT, SCHOOL INSTRUCTION, SCHOOL LEARNING, SCHOOL LEVEL, SCHOOL LOCATION, SCHOOL OWNERSHIP, SCHOOL POLICIES, SCHOOL POLICY, SCHOOL PRINCIPALS, SCHOOL READINESS, SCHOOL REFORM, SCHOOL SCHOOLS, SCHOOL STUDENTS, SCHOOL SYSTEM, SCHOOL TEACHER, SCHOOL-AGE, SCHOOL-AGE POPULATION, SCHOOLING, SCHOOLS, SCIENCE STUDY, SECONDARY EDUCATION, SECONDARY SCHOOLS, SERVICE TRAINING, SHOW HOW, SKILL ACQUISITION, SKILL DEVELOPMENT, SOCIAL MOBILITY, SOCIAL SKILLS, STUDENT ACHIEVEMENT, STUDENT ASSESSMENT, STUDENT ASSESSMENTS, STUDENT BODY, STUDENT LEARNING, STUDENT OUTCOMES, STUDENT PERFORMANCE, STUDENT POPULATION, STUDENT SCORES, STUDENT-TEACHER RATIO, TEACHER, TEACHER DEVELOPMENT, TEACHER DEVELOPMENT PROGRAMS, TEACHER HIRING, TEACHER MANAGEMENT, TEACHER SALARIES, TEACHER SHORTAGE, TEACHER SUPPORT, TEACHERS, TEACHING, TEACHING FORCE, TERTIARY EDUCATION, TEST SCORES, TEXTBOOK, TEXTBOOKS, TYPES OF SCHOOLS, UPPER SECONDARY, UPPER SECONDARY EDUCATION, UPPER SECONDARY SCHOOLS, URBAN SCHOOLS, VOCATIONAL EDUCATION, VOCATIONAL SCHOOL, VOCATIONAL SCHOOLS, VOCATIONAL SUBJECTS, WORKFORCE DEVELOPMENT, YOUTH,
Online Access:	http://documents.worldbank.org/curated/en/2012/09/20278281/can-bulgaria-improve-education-system-analysis-pisa-2012-past-results https://hdl.handle.net/10986/20776
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