17 November 2022
“I believe it is necessary to consider the possibility that students who wish to take an exam to increase their score from the state matriculation exams (SME), should have this opportunity, because it is decisive when applying to a higher education institution and for their future, respectively.” This was stated by Ombudsman Diana Kovacheva at a meeting of the Parliamentary Committee on Education and Science.
The reason for the Ombudsman’s proposal to the MPs are complaints from parents and students who protest against the fact that high school graduates are only entitled to one chance to appear at matriculation exam, and the score, however, predetermines their lives in the future. In one of the complaints, for example, a parent indicated that his child had a fever during the exam and logically the score was not satisfactory to ensure a place in the desired university.
Prof. Kovacheva also supported the proposal for changes in the Act amending and supplementing the Pre-school and School Education Act, relating to matriculation exams in a specific profiling subject upon completion of 12 grade. She outlined a serious problem before the Committee – when applying to certain specialties for which a score from the diploma is required, but the student has not studied that subject as a profiling subject in the upper secondary education stage, such student will be disadvantaged and will not have the opportunity to apply for admission to the specialty in question.
The Ombudsman believes that the secondary education reform envisaged in 2016 with the entry into force of the new Act, reveals its shortcomings just now, when the first graduating class is finishing secondary education.
She stressed that from the analysis of the complaints received related to SME problems and the conditions of admission to universities, a conclusion can be drawn about the need to specify the normative documents so that students are not limited in the choice of profession and specialties when applying to universities in the country and abroad.
“Unfortunately at the moment they could encounter obstacles in their choice, since universities in the country and abroad require for the admission to Computer Sciences specialties, for example, a score from the matriculation exams in mathematics based on the content of the upper secondary education stage, and only in Bulgarian universities there is an alternative to apply with a score from a third SME in the relevant subject studied in general education, but this score has a lower weigth”, the Ombudsman pointed out.
She added that the level of matriculation exams by optional subject is based on the general education level and it is not sufficient for applying to universities abroad, whose requirements are for second-level SME, i.e. based on the syllabus studied in profiling subjects in the upper secondary education stage.
Ombudsman Diana Kovacheva supported the idea of the state providing free textbooks and study kits for all students from 1 to 12 grades. The reason for this are the changes discussed in the Act amending and supplementing the Pre-school and School Education Act.
“The institution of the Ombudsman receives numerous complaints from parents of students who express their position on the provision of free textbooks for students in the country and request that the Ministry of Education and Science provide free textbooks and notebooks to all students”, said Prof. Kovacheva.
She highlighted the fact that by law education in our country is compulsory until the age of 16, hence the state is obliged to provide conditions for the fulfillment of this obligation at least until 10 grade, when students turn 16. Currently the Ministry of Education provides textbooks and aids to students from 1 to 4 grades, only textbooks to students from 5 to 7 grades, and nothing to students from 8 to 12 grades, which puts them at a disadvantage compared to students from other grades.
The Ombudsman added that all parents are faced with the need to buy textbooks and additional classwork aids and pay for additional lessons for their children from an early age. She emphasized that investing in free textbooks is once every three or several years, i.e. they are not purchased every year, and providing them to all students would contribute to equal access and comprehensive inclusion in school education.