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Extra resources for Oecd Reviews of National Policies for Education: Bulgaria (Reviews of National Policies for Education)

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Leaving aside the arguments about the drop-out rate itself – figures were given that ranged from 6% to 30% – it is clear that not enough is being done to SUHYHQW drop-out in the first place, or to get children back in school. 6 Officials at the MoES and the local inspectorates do not seem very concerned, and frequently stated to the OECD team that drop-outs are “mostly Roma”. But the law on compulsory education applies to DOO children in Bulgaria, of DQ\ ethnic origin; moreover, statistics and the team’s own data indicate that the problem is not confined to Roma children.

X The available expertise in assessment and educational measurement is, at present, scattered across a number of organisations and institutions, and there is still no clear strategy for a coherent, identifiable, national quality monitoring function to support Ministry policy-making. The World Bank/Government of Bulgaria “Modernisation of Education” project includes the creation of a national assessment unit, to mobilise and develop available expertise. It was the OECD team's impression that this Assessment Unit, while it now exists in name, has thus far not been given the strong backing of the Ministry hierarchy, nor sufficient staff, nor the professional authority that it needs in order to tackle its daunting work load.

The Law on Public Education requires state standards for textbook provision; these are being drafted by a working group, along with revised 3. Robin Alexander, &XOWXUH DQG 3HGDJRJ\ Blackwell, 2000, p. 142. 4. Books are also free for children in institutions, irrespective of grade level. 52 procedures for textbook evaluation and approval. The process is complex and takes a long time – 18 months or more from the time the MoES announces content standards for a new textbook to the time it appears on a student’s desk.

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