Higher Education in Bulgaria and EU States – Main Indicators for Development

Teofana Dimitrova

doi:doi:10.11648/j.her.20220705.13

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Higher Education in Bulgaria and EU States – Main Indicators for Development

Teofana Dimitrova

Published in Higher Education Research (Volume 7, Issue 5)

Received: 29 August 2022 Accepted: 15 September 2022 Published: 29 September 2022

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Abstract

The signing of the Bologna declaration in 1999 is a turning point which created a new axis for the development of the higher education systems in the different European Union (EU) states by establishing a transnational cooperation for building a better-integrated, high-quality, welcoming, attractive and competitive unified European medium for higher education. Despite the obvious advancement for Bulgaria since Bologna (regarding the improved access and increasing the share of higher education graduates, improving higher education quality, modernizing the higher school management system, et al) there is still a lot to be done to overcome some noticeable differences with the other European systems for higher education. Because of this, the goal of this paper is to present the levels and dynamics of some of the main indicators for higher education in Bulgaria and in the European Union states after dividing them into three groups – involvement and participation in the higher education system, academic staff and expenditure on higher education. The gathering of data for the analysis is performed through the last publicly available data from Eurostat (for eight calendar years) and the National Statistics Institute (NSI) in Bulgaria (for ten school years). Among the more important conclusions that can be made are: the total number of students in the EU is increasing while in Bulgaria there is a lasting tendency of decreasing; the highest relative share of professors is in the age group 55-64 years in just two EU states – Bulgaria and Finland; even though public expenses for higher education in Bulgaria are trending upward, they are still far from the average European levels. The results in this current paper may be useful to the academic community, public institutions, non-government organizations, branch organizations and other interested parties.

Published in	Higher Education Research (Volume 7, Issue 5)
DOI	10.11648/j.her.20220705.13
Page(s)	153-159
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2022. Published by Science Publishing Group

Keywords

Higher Education, Higher Education Sector, Bulgaria, European Union

References

[1]	Minassian, G. (2015). Education as a Factor for Economic Growth [Образованието като фактор за икономически растеж]. Journal of Bulgarian academy of Sciences, 2, 20-25.
[2]	Ruseva, M. (2010). Analysis of the Competitive Positions of HEIs in the Educational Market [Анализ на конкурентните позиции на университетите и висшите училища на образователния пазар], in: Competitive Positions of the HEIs on the Labor Market in Bulgaria, 56-67.
[3]	European Parliament. (2017). Modernisation of Education in the EU-2017/2224 (INI). https://www.europarl.europa.eu
[4]	The Council of Europe. (2022). Human Rights Themes: Education. https://www.coe.int/en/web/compass/education
[5]	Dimitrova-Mineva, E. (2016). The Higher Education system in Bulgaria - Problems and Challenges [Системата на висшето образование в България – проблеми и предизвикателства]. Godishen almanah “Nauchni izsledvania na doktoranti”, 11, 459-470.
[6]	National Statistical Institute of Bulgaria. (2022). Net enrolment rate of the population in the education system. https://www.nsi.bg/en/content/3550/net-enrolment-rate-population-education-system
[7]	Eurostat. (2022). Students enrolled in tertiary education by education level, programme orientation, sex, type of institution and intensity of participation (online data code: EDUC_UOE_ENRT01).
[8]	Eurostat. (2022). Distribution of students enrolled at tertiary education levels by sex and field of education. (online data code: EDUC_UOE_ENRT04).
[9]	National Statistical Institute of Bulgaria. (2022). Academic staff by type of higher school. https://infostat.nsi.bg/infostat/
[10]	National Statistical Institute of Bulgaria. (2022). Academic staff by employment status. https://infostat.nsi.bg/infostat/
[11]	National Statistical Institute of Bulgaria. (2022). Academic staff by academic rank. https://infostat.nsi.bg/infostat/
[12]	Eurostat. (2022). Distribution of academic staff at education level by age groups (online data code: educ_uoe_perd02).
[13]	Eurostat. (2022). Classroom teachers and academic staff by education level, programme orientation, sex and age groups (online data code: educ_uoe_perp01__custom_3138573).
[14]	National Statistical Institute of Bulgaria. (2022). Public and Private Expenditure by Education Level. https://nsi.bg/en/content/3541/public-and-private-expenditures-level-education
[15]	Zhelev, I., Hristova, S. (2020). European Funds and Higher Education Funding in Bulgaria [Европейските фондове и финансиране на висшето образование в България]. Strategies for Policy in Science and Education, 28 (3), 223-236.
[16]	Eurostat. (2022). Public expenditure on education by education level and programme orientation - as % of GDP (online data code: educ_uoe_fine06__custom_3155062).
[17]	Gospodinova. S. (2017). Role of Higher Education to Increase Productivity in Bulgaria [Значение на висшето образование за производителността на труда в България], Ikonomiceski i Sotsialni Alternativi, 3, 140-152.
[18]	Tosheva, E. Dynamics of Main Statistical Indicators for the High Education in Bulgaria and EU Countries (2003-2016) [Динамика на основни показатели за висшето образование в България и страните от Европейския съюз (2003-2016)], Nauchni trudove, 5, 295-322.

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Teofana Dimitrova. (2022). Higher Education in Bulgaria and EU States – Main Indicators for Development. Higher Education Research, 7(5), 153-159. https://doi.org/10.11648/j.her.20220705.13

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Teofana Dimitrova. Higher Education in Bulgaria and EU States – Main Indicators for Development. High. Educ. Res. 2022, 7(5), 153-159. doi: 10.11648/j.her.20220705.13

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AMA Style

Teofana Dimitrova. Higher Education in Bulgaria and EU States – Main Indicators for Development. High Educ Res. 2022;7(5):153-159. doi: 10.11648/j.her.20220705.13

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@article{10.11648/j.her.20220705.13,
  author = {Teofana Dimitrova},
  title = {Higher Education in Bulgaria and EU States – Main Indicators for Development},
  journal = {Higher Education Research},
  volume = {7},
  number = {5},
  pages = {153-159},
  doi = {10.11648/j.her.20220705.13},
  url = {https://doi.org/10.11648/j.her.20220705.13},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.her.20220705.13},
  abstract = {The signing of the Bologna declaration in 1999 is a turning point which created a new axis for the development of the higher education systems in the different European Union (EU) states by establishing a transnational cooperation for building a better-integrated, high-quality, welcoming, attractive and competitive unified European medium for higher education. Despite the obvious advancement for Bulgaria since Bologna (regarding the improved access and increasing the share of higher education graduates, improving higher education quality, modernizing the higher school management system, et al) there is still a lot to be done to overcome some noticeable differences with the other European systems for higher education. Because of this, the goal of this paper is to present the levels and dynamics of some of the main indicators for higher education in Bulgaria and in the European Union states after dividing them into three groups – involvement and participation in the higher education system, academic staff and expenditure on higher education. The gathering of data for the analysis is performed through the last publicly available data from Eurostat (for eight calendar years) and the National Statistics Institute (NSI) in Bulgaria (for ten school years). Among the more important conclusions that can be made are: the total number of students in the EU is increasing while in Bulgaria there is a lasting tendency of decreasing; the highest relative share of professors is in the age group 55-64 years in just two EU states – Bulgaria and Finland; even though public expenses for higher education in Bulgaria are trending upward, they are still far from the average European levels. The results in this current paper may be useful to the academic community, public institutions, non-government organizations, branch organizations and other interested parties.},
 year = {2022}
}

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TY  - JOUR
T1  - Higher Education in Bulgaria and EU States – Main Indicators for Development
AU  - Teofana Dimitrova
Y1  - 2022/09/29
PY  - 2022
N1  - https://doi.org/10.11648/j.her.20220705.13
DO  - 10.11648/j.her.20220705.13
T2  - Higher Education Research
JF  - Higher Education Research
JO  - Higher Education Research
SP  - 153
EP  - 159
PB  - Science Publishing Group
SN  - 2578-935X
UR  - https://doi.org/10.11648/j.her.20220705.13
AB  - The signing of the Bologna declaration in 1999 is a turning point which created a new axis for the development of the higher education systems in the different European Union (EU) states by establishing a transnational cooperation for building a better-integrated, high-quality, welcoming, attractive and competitive unified European medium for higher education. Despite the obvious advancement for Bulgaria since Bologna (regarding the improved access and increasing the share of higher education graduates, improving higher education quality, modernizing the higher school management system, et al) there is still a lot to be done to overcome some noticeable differences with the other European systems for higher education. Because of this, the goal of this paper is to present the levels and dynamics of some of the main indicators for higher education in Bulgaria and in the European Union states after dividing them into three groups – involvement and participation in the higher education system, academic staff and expenditure on higher education. The gathering of data for the analysis is performed through the last publicly available data from Eurostat (for eight calendar years) and the National Statistics Institute (NSI) in Bulgaria (for ten school years). Among the more important conclusions that can be made are: the total number of students in the EU is increasing while in Bulgaria there is a lasting tendency of decreasing; the highest relative share of professors is in the age group 55-64 years in just two EU states – Bulgaria and Finland; even though public expenses for higher education in Bulgaria are trending upward, they are still far from the average European levels. The results in this current paper may be useful to the academic community, public institutions, non-government organizations, branch organizations and other interested parties.
VL  - 7
IS  - 5
ER  -

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Author Information

Teofana Dimitrova

Department of Marketing and International Economic Relations, Faculty of Economic and Social Sciences, Plovdiv University Paisii Hilendarski, Plovdiv, Bulgaria

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APA Style

Teofana Dimitrova. (2022). Higher Education in Bulgaria and EU States – Main Indicators for Development. Higher Education Research, 7(5), 153-159. https://doi.org/10.11648/j.her.20220705.13

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ACS Style

Teofana Dimitrova. Higher Education in Bulgaria and EU States – Main Indicators for Development. High. Educ. Res. 2022, 7(5), 153-159. doi: 10.11648/j.her.20220705.13

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AMA Style

Teofana Dimitrova. Higher Education in Bulgaria and EU States – Main Indicators for Development. High Educ Res. 2022;7(5):153-159. doi: 10.11648/j.her.20220705.13

Copy | Download

@article{10.11648/j.her.20220705.13,
  author = {Teofana Dimitrova},
  title = {Higher Education in Bulgaria and EU States – Main Indicators for Development},
  journal = {Higher Education Research},
  volume = {7},
  number = {5},
  pages = {153-159},
  doi = {10.11648/j.her.20220705.13},
  url = {https://doi.org/10.11648/j.her.20220705.13},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.her.20220705.13},
  abstract = {The signing of the Bologna declaration in 1999 is a turning point which created a new axis for the development of the higher education systems in the different European Union (EU) states by establishing a transnational cooperation for building a better-integrated, high-quality, welcoming, attractive and competitive unified European medium for higher education. Despite the obvious advancement for Bulgaria since Bologna (regarding the improved access and increasing the share of higher education graduates, improving higher education quality, modernizing the higher school management system, et al) there is still a lot to be done to overcome some noticeable differences with the other European systems for higher education. Because of this, the goal of this paper is to present the levels and dynamics of some of the main indicators for higher education in Bulgaria and in the European Union states after dividing them into three groups – involvement and participation in the higher education system, academic staff and expenditure on higher education. The gathering of data for the analysis is performed through the last publicly available data from Eurostat (for eight calendar years) and the National Statistics Institute (NSI) in Bulgaria (for ten school years). Among the more important conclusions that can be made are: the total number of students in the EU is increasing while in Bulgaria there is a lasting tendency of decreasing; the highest relative share of professors is in the age group 55-64 years in just two EU states – Bulgaria and Finland; even though public expenses for higher education in Bulgaria are trending upward, they are still far from the average European levels. The results in this current paper may be useful to the academic community, public institutions, non-government organizations, branch organizations and other interested parties.},
 year = {2022}
}

Copy | Download

TY  - JOUR
T1  - Higher Education in Bulgaria and EU States – Main Indicators for Development
AU  - Teofana Dimitrova
Y1  - 2022/09/29
PY  - 2022
N1  - https://doi.org/10.11648/j.her.20220705.13
DO  - 10.11648/j.her.20220705.13
T2  - Higher Education Research
JF  - Higher Education Research
JO  - Higher Education Research
SP  - 153
EP  - 159
PB  - Science Publishing Group
SN  - 2578-935X
UR  - https://doi.org/10.11648/j.her.20220705.13
AB  - The signing of the Bologna declaration in 1999 is a turning point which created a new axis for the development of the higher education systems in the different European Union (EU) states by establishing a transnational cooperation for building a better-integrated, high-quality, welcoming, attractive and competitive unified European medium for higher education. Despite the obvious advancement for Bulgaria since Bologna (regarding the improved access and increasing the share of higher education graduates, improving higher education quality, modernizing the higher school management system, et al) there is still a lot to be done to overcome some noticeable differences with the other European systems for higher education. Because of this, the goal of this paper is to present the levels and dynamics of some of the main indicators for higher education in Bulgaria and in the European Union states after dividing them into three groups – involvement and participation in the higher education system, academic staff and expenditure on higher education. The gathering of data for the analysis is performed through the last publicly available data from Eurostat (for eight calendar years) and the National Statistics Institute (NSI) in Bulgaria (for ten school years). Among the more important conclusions that can be made are: the total number of students in the EU is increasing while in Bulgaria there is a lasting tendency of decreasing; the highest relative share of professors is in the age group 55-64 years in just two EU states – Bulgaria and Finland; even though public expenses for higher education in Bulgaria are trending upward, they are still far from the average European levels. The results in this current paper may be useful to the academic community, public institutions, non-government organizations, branch organizations and other interested parties.
VL  - 7
IS  - 5
ER  -

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