The [non] visible socio-economic barriers before access to compulsory school education
Despite the right to free education and the obligation of institutions and parents to provide the presence in pre-school and school education of each child from 4 to 16 years of age, families are forced to cover many “hidden” educational costs. Examples of this are textbook provision and student nutrition, as well as payment on transport to school and back, when continuing their education after 7th grade. If these costs cannot be covered, the access and full participation of children in education process is restricted.
A recent study by the Trust for Social Achievement presented in June 2022 aims to open a discussion on the issue of the full access to education in Bulgaria, to raise awareness of institutions, civil society and families about policies and practices related to the “free education”.
The barriers that are currently being addressed are an obstacle to the full participation of many families in the education system – namely the costs of education and their disproportionate impact on families with low income. Also, the analysis examines how the vague application of the principle of free education has a negative impact and deepens educational inequalities.
Despite the right to free education and the obligation of institutions and parents to provide the presence in pre-school and school education of each child from 4 to 16 years of age, families are forced to cover many “hidden” educational costs. Examples of this are textbook provision and student nutrition, as well as payment on transport to school and back, when continuing their education after 7th grade. If these costs cannot be covered, the access and full participation of children in education process is strictly blocked or restricted.
At the same time, the state does not have exact data on how many students between 8th and 10th grade (compulsory school age) do not have access to textbooks, have difficulty continuing their education due to lack of convenient and free transport or do not receive at least one complete nutrition per day. These are basic needs that have a significant impact on students’ involvement in the educational process, their motivation for high achievements and their successful completion of secondary education.
Education in high school classes as well as school choices remain strongly influenced by the ability of families to cover the costs of transport, food and textbooks in a high school in a larger city where they wish to study. Most often students from small towns continue their education at the nearest high school, without having the opportunity and right to consider their desire for profession and career. There are also territorial inequalities in access and quality between urban and rural schools. For example, in the capital and districts cities, most of the representatives of the Roma communities receive secondary education, while in small towns and villages their share is lower.
Indirect profiling is also observed to students from rural areas in the field of agriculture and animal husbandry, and to students from urban areas – in STEM profiles (training focused on science, technology, engineering and mathematics). Whilst at the heart of good motivation to learn is personal choice, which means that students from both urban and rural areas must have access to various specialties and professions.
Trust for Social Achievement is a grant-making, nongovernmental organization dedicated to reducing poverty and decreasing achievement gaps. Toward this end, it supports activities in four program areas: First Foundations, Early Learning and Care, Educational Achievement and Family Economic Success. The full report (in Bulgarian only) is available HERE.
