Svetlana Alexandrova
Bulgarian Academy of Sciences (Bulgaria)
https://doi.org/10.53656/for2024-06-09
Abstract. The paper analyzes the impact area of the NSLLL (2014 – 2020), which concerns the improvement of the quality of school education, the raising of student achievement, the acquisition of key competences, and the development of the individual, and which sets the stage for efforts, still relevant today, to change the learning environment and introduce a competence-based approach to education. It seeks answers to the questions of how effective the measures implemented are, and why, during the period of the strategy, there has been a decline in the functional literacy of pupils, the targets in this area remain unachieved and the overall impact assessment of the strategy document reports a complete lack of progress in the quality of school education and the achievement of Bulgarian pupils. The content analysis of the relevant documents showed that the measures implemented are characterized by unsustainability, partial impact on school system factors, inconsistency, inertia, and lack of innovation.
Keywords: National Strategy for Lifelong Learning
(2014 – 2020); quality of school education; key competences; PISA
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