CHAPTER 6
EDUCATION
The educational system in Bulgaria, as in the Balkans generally, began to develop in a real sense only in the nineteenth century, principally because Bulgaria had been under Turkish rule for 500 years. As education was of little concern to the Turks and an educated Bulgarian population would only represent a threat to their regime, the advancement of a formal educational system was either openly repressed or neglected by the Turks. As a result, the literacy rate in Bulgaria was one of the lowest in Europe at the time of liberation in 1878. During the six decades between liberation and World War II, the educational system had made great progress in providing basic education to young people, but there remained a hard core of illiterates in the adult population. After the Communists took over in 1944, a massive drive in adult education virtually eliminated the problem of illiteracy within a decade.
The educational system under the Communists was essentially patterned on that of the Soviet Union, and the desire on the part of Bulgarian authorities to stay within that pattern brought about a general cautiousness as they restructured the system to make it coincide with the newly imposed ideology. Although educational reforms have been enacted with great frequency, they have often dealt with matters of form rather than of substance. The basic adherence to Soviet guidelines has remained intact throughout the years of communist rule.
As in most Eastern European countries, the major objectives of the Bulgarian educational system have been premised on both ideological issues and the demands of the national economy. One of the primary goals of the system—both stated and implicit—is the production of the ideal communist citizen who will work for the realization of "socialist construction" and the betterment of the socialist society. A second major premise of the system is that the demands of the economy must be met; this goal is to be achieved by educating skilled personnel to fill the specific needs of its various sectors. Because of the trend toward industrialization that obtains in all communist countries, a corollary policy is that the study of science and technology must be emphasized over the study of the humanities.
According to established principles, therefore, certain policies are carried out in the process of education. People of worker or peasant origin, who the Communists perceive as having been deprived of their basic rights to an education in the past, are allowed to enter the higher levels of the educational system without the usual prerequisite examination if the necessary places are available. They generally represent between 30 and 40 percent of the total higher education population as compared with 80 percent of the population as a whole.
Certain communist principles form the backbone of the curriculum. Work is perceived to be an integral part of education as are directed extracurricular activities, and a sizable percentage of formal education is allotted for practical and vocational training. Religious education, which was a legacy from the past, has been dismissed as superstitious and archaic, and virtually all religious schools have been banned. The curriculum from the earliest years of schooling to the upper levels of higher education is filled with such courses as Marxism-Leninism, the history of the communist party of the Soviet Union, and the history of the Bulgarian Communist Party (BKP—see Glossary).
Under the many and varied educational reforms legislated under the Communists, the pendulum has swung between relative emphasis on science and technology on the one hand and the humanities on the other. Although overall emphasis has always been on the sciences, that emphasis has increased and decreased at various times since the communist takeover. Between 1944 and 1948, for example, there was little overall emphasis on technology in the curriculum. Between 1948 and 1967, however, these subjects were emphasized to a large degree. Beginning in 1967 some weight was again placed on the humanities. As of 1973 there had been some manifestation of rededication to technology and science, but the latest proposed reform regarding secondary education represented a desire on the part of the government to fuse general education—which of course includes the humanities—and specialized training into one system.
In mid-1973 problems inherent in the educational system of Bulgaria continued to exist. One of the most serious was the inadequacy of funds for education generally but particularly for higher education where the need was the greatest. Another problem was that of overcrowding. Although there was virtually no problem of teacher shortage, there were far too many students in proportion to the number of schools. A third problem lay in the area of foreign student exchange where relatively few foreign students studied in Bulgarian universities and institutes and few Bulgarian students were allowed to study abroad. Another problem on the higher educational level was the discrepancy between students' preference regarding their fields of specialization and government dictates in this area. Although many students at the university level were interested in the arts and social sciences, the government, feeling the weight of the economy's demands, very often preempted their choices and allocated many more places to the sciences than to the arts. The most serious problem, however, in terms of higher education, was that owing to a shortage of places at the university level only 20 percent of the secondary students who applied for admission were accepted. This shortage of places in higher education, coupled with the fact that extremely few Bulgarian students were permitted to study abroad, meant that a large proportion of potential students capable of serious work were turned away from higher education altogether.