1. Preamble

The proposed strategy for the development of logistics training in cooperation with partner universities from Germany and Romania sets out the objectives and relevant measures and actions for the period 2021-2030. It is one of the necessary conditions for achieving of the goals set in the Europe 2030 Strategy and respectively in The National Development Program “Bulgaria 2030”.

The analysis of the achievements in recent years and the new challenges in front of the Higher Education system shows the need to prepare and adopt a new unique strategy for development of logistics training in the Bulgaria, Romania and Germany to outline vision and to ensure sustainable development of the logistics training system in these countries for the period 2021 – 2030.

The aim of the proposed strategy it to improve the quality of higher education and to strengthen the links with the labor market in the sphere of international logistics and transport.

It should support the industry in overcoming crises by applying innovative approaches in the training of students and future professionals. Prominent among the proposed measures to improve training will be game methods. The improvement of logistics training is a long-term big goal, the achievement of which brings a big positive change. A common solution found by the partners in the three countries can be applied at union level, as the logistics and training sector needs to be different in each country. These differences make it possible to cover the overall picture of the whole union, incl. the opportunities for improving the training of future specialists.

Means for achieving the goal – an innovative network for sharing good educational practices, incl. game approach. These include established technical (blog, cloud, shared experience database, publications, etc.) links and IT-facilitated personal connections, i.e a formal and informal community of scientists at the three universities, working together in the field, incl. after finishing the project.

Time horizon – 10 years, as the term is tied to the project costs and the occurrence of the expected results.

The current strategy is developed in compliance with the following regulations documents:

• Law on Higher Education;
• Law on the Development of the Academic Staff in the Republic of Bulgaria;
• Europe 2030 Strategy;
• The National Development Program “Bulgaria 2030”;
• Strategy for development of higher education in Bulgaria 2014-2020;
• National strategy for lifelong learning;
• National Strategy for Research Development in Republic Bulgaria 2017-2030;
• National Qualifications Framework;
• European Qualifications Framework for lifelong learning;
• Communications from the Ministers responsible for higher education in the countries of the European Higher Education Area.

It includes the achievements in the partner countries, Germany and Romania, in following their national strategies for development of higher education and research. The strategy also takes into account the recommendations of the European Commission for the development of higher education, contained in:

EC (2017) Communication on the modernization of higher education “A new impetus for higher education in the EU” – COM (2017) 0247;

• EC (2018) Digital Education Action Plan – COM (2018) 22;
• EC (2018) Proposal for a Council Recommendation on the promotion of common values, inclusive education and the European dimension of teaching – COM (2018) 23;
• EC (2018) Proposal for a Council Recommendation on key competences for lifelong learning – COM (2018) 24;
• EC (2018) Communication on Artificial Intelligence – COM (2018) 237;
• EC (2018) Communication to the European Parliament, the Council, the European Economic and Social Committee and the Committee of the Regions. Building a stronger Europe: the role of youth, education and culture policies. Brussels, 22.5.2018 – COM (2018) 268 final.

The current strategy remains within the scope of these documents, both in terms of the time period to which it relates and in terms of the objectives it sets and the scope of the results for the country and society that it envisages to be achieved. The strategy aims to transform the partner organizations into centers for advanced research and development of new technologies, to attract and retain young talents in the industry, to strengthen the responsibility of science to society through renewal and long-term development of the system of teaching and research in the field of logistics and, as a final result, to contribute to economic growth and the improvement of the quality of life in the partner countries. In this sense, the beneficiary of the strategy is society.

This strategy presents the main principles and priorities in the development of the logistics training and defines specific goals, activities and measures for their implementation. In structural terms, it covers an analysis of the environment and the state of the logistics training system; principles in the development and implementation of the strategy for the development of logistics education; vision for the development of logistics education; main goals, activities and measures of the strategy, as well as expected results from its implementation.

In terms of content, the strategy is constructed according to the identified challenges to the logistics education system, arising from the external environment and internal processes in higher education. The analysis and definition of the goals, activities and measures cover key processes in the functioning of the logistics education system such as higher education management, maintaining and improving the quality of education, development of research and innovation, improvement of funding and admission models, digitalization of the educational process and administrative services in higher education, career development of teachers, internationalization, professional orientation of students, student entrepreneurship, etc.

The analysis of the state of logistics training and the industry itself is based on a number of national and international expert analysis documents, as well as information from statistical sources and official databases, which show the general trends in research and development in this area. A recent innovation that has emerged in the meantime and reflected in the measures of the strategy is the Соvid 19 pandemic, which particularly affects international logistics.  The vision underlying this strategy sets out the main objectives that the EU sets for itself in building the European Research Area and intensifying cross-border research programs to develop research and improve higher education.

Based on these goals, specific measures and tools for their implementation are defined, with special emphasis on game methods as particularly suitable in a pandemic and forced restriction of social contacts. The measures and instruments are directly related to the recommendations of the international panel for assessment of the state of the scientific and innovation system in Bulgaria and are aimed at supporting the implementation of the priorities of the National Strategy for Higher Education and the implementation of the Operational Program “Science and Education for Smart Growth”, as well as the EU Framework Program for Research and Innovation.

The strategy implementation plan is organized according to the specific objectives, ensuring the achievement of the main objective of the strategy and the respective activities and the specific measures and tools for their achievement. The latter are the subject of a detailed operational action plan, which will specify the instruments, indicators and financial framework to the proposed objectives and activities in the main text of the Strategy.

Visible results from the implementation of the strategy are expected by the end of the planned period for implementation of the strategy. Although the main responsibilities for its implementation are with the partner organizations, it should be committed to the relevant Ministries of Education and Science and related scientific and training organizations in the respective countries. This document provides mechanisms for monitoring the implementation of the strategy (including the effectiveness of the invested public funds), as well as for reporting and updating the strategy.

2. Analysis of the condition of logistic industry

2.1. Current situation of the European economy

Since 2008, the EU has entered a series of crises that have dramatically changed the environment in which the logistics industry operates. These are: the financial crisis culminating in 2011, the refugee crisis of 2014, the British referendum of 2016 and the current Covid 19 pandemic. The general economic crisis of the EU is expressed in the following: the GDP of the union falls from 19,163 trillion $ in 2008, to 16,446 in 2015 and after reaching 19100 in 2019, is expected to fall again below 18 trillion for 2020. (https://tradingeconomics.com/european-union/gdp). Unemployment in 2008 is at its lowest level of 7%, rising to 11% in the middle of period and after a new minimum of 7% in 2019, again creeps up. (https://ec.europa.eu/eurostat/statistics-explained/index.php?title=File:Unemployment_rates_EU-28,_EA-19,_seasonally_adjusted,_January_2000_-_July_2020.png)

These events are an expression or catalyst of a global structural crisis in which capital is withdrawn from the loss-making industries of the latest technological wave, destroying their infrastructure and concentrating in a highly mobile financial sector (especially with maximum administrative facilities that created a virtually free global financial market), ready to create investment preconditions for the next technological wave. In this intermediate period, the paradigm, the economic model and the political hegemon changed. There are predictions that after overcoming the crisis, a cycle of 25-year upward development should begin.

In the context of a global structural crisis, boundaries are emerging between those nation-states and alliances that have the capacity and capital to succeed in the world market and those countries that do not have this advantage. In this way, the free world market becomes a threat to social sustainability and local social norms. The reasons for this:

• Reducing barriers to trade and foreign direct investment paradoxically creates new boundaries between communities that can benefit from it and those that are unable to benefit from it.
• Globalization creates conflicts within and between nations over local social norms and social institutions. Techniques and culture are becoming more and more standardized, and different nations do not necessarily accept such collective norms and values ​​that are spreading worldwide in standardized forms.
• Globalization greatly hinders social protection measures in countries. Jobs lost as a result of deindustrialisation are the sole concern of local governments.

2.2. Current problems and challenges the logistic industry

2.2.1. Integration of Eastern Europe and consequences for the redistribution of the labor market

Logistics is a very important part of the economy of the EU. Logistics make up 14% of total gross domestic product in EU countries. Total goods transported in the European Union are estimated at 4 billion tkm. More than 11 million people are employed in the European logistics sector  and the road is the biggest carrier of goods in terms of tonnage, with over 46 million tonnes carried daily.( https://ecommercenews.eu/the-future-of-logistics-in-europe/). In 2015 the top 5 logistics countries in Europe have been Germany, The Netherlands, Belgium, The United Kingdom and Sweden. But this market is changing rapidly.

As result of the “Brexit” the United Kingdom should be excluded and the conditions of the presence of British carriers on the Single market remain unclear.  At the same time there’s an increased manufacturing and spending in Eastern Europe and low cost has had significant impact on the increased market share of Eastern European drivers over Western European, despite the fact that the bulk of the cargo remains in Western Europe. The social problems exacerbated by the crisis are forcing some political leaders to try to protect jobs at home despite the principle of free trade. The result of these attempts is the highly contested “Macron package”.

2.2.2. Ecologic consderations – climate changes

There are other major challenges ahead for road freight. Mileage tax and eco-tax are being rolled out in more European regions, which will add more costs to logistics companies. Also, the European Commission has indicated that 30% of road freight transport over 300 kilometers should shift to another mode of transport such as rail or water by 2030. The so called „Green Deel“ requires new logistic technologies and solutions, so the logistics companies need to be aware of this and adapt to the situation so it can outplay the competition in time.

The negative effects of global warming and climate change for people and the environment are well known in the scientific world for decades, but entered the area of public debate only in recent years. The topic is more relevant than ever, as we are currently passing through a paradoxical period with top level figures and heads of states that promote ‘climate change denial’ on one end, and with the United Nations declaring climate change as ‘the defining issue of our time” (UN, 2020) on another. Air quality in particular became a major area of concern for policy makers, as it influences all other policy areas because it directly impacts human health.

There are multiple actors that join forces to reduce air pollution and recent technological innovations have offered multiple ways to tackle this huge environmental crisis. It is acknowledged that proper solutions for enhancing air quality and fight against pollution require concerted actions at local, national, regional and global level.

The European Union (EU) has always been in a leading position at global level for the fight against climate change and reducing CO2 emissions. For decades it has set ambitious measures and goals to reduce its greenhouse gas emissions and set an example for other parts of the world. In this worrying context, EU has set on itself with the European Green Deal an unprecedented ambition to achieve a 90% reduction in emissions by 2050.

Directly affected by this whole phenomenon of climate change actions in the field of airquality, the EU transport sector is today at a crossroads. A lot of pressure is put on local governments/ administrations, that are faced with the big challenge of transforming into ‘smart cities’ in which public transport and reduced pollution plays a central role. Particularly the issue of reducing personal cars traffic and enhancing use of public transport as ways of reducing pollution are policy areas under direct scrutiny by both NGOs and governments at EU level.

One of the main problems identified by the study, that definitely requires a more careful attention is the constant rise in greenhouse gas emissions from the transport sector, which threatens to jeopardise the EU’s efforts to achieve its Green Deal goals. Thus, in the next 5 to 10 years it is expected that the so-called ‘sustainable mobility’ model will take on even greater importance. Other possible solutions and proposals need to be explored. The main is: how carbon emissions cutting and respecting the new EU transport and mobility policy goals for 2050 would affect the logistic industry. In order to assess this question, the current strategy aims to explore tools from the field of ecoinnovation, that implies using technology and game mechanics to help achieving Green Deal targets and reduce pollution.

The implementation of sustainable and innovative means of transport plays an important role both in the EU’s energy and climate objectives. One of the main challenges of all EU policy makers is changing people’s mobility behaviour. Assuming this task, in this exploratory policy research, the purpose is to deepen up-to-date knowledge on the emerging concept of ‘green gamification’ aiming to provide possible policy making solutions to influence pro-environmental behaviour for cutting carbon emissions in the EU.

2.2.3. Covid 19 threat

The logistics sector is also not immune to the economic pressures caused by the Covid-19 recession. When compared to pre-crisis times, truck traffic fell by more than 50% in Spain, 46% in France and 37% in Italy during a single week in mid-April as lockdowns took effect across Europe.( https://sixfold.com/news/effects-of-covid-19-on-europe-s-road-freight-market) Whilst virtually all of Europe was affected, the impact had distinct phases and the effects of lockdowns and border crossing restrictions evolved not only as time passed but also as the market adjusted to the new rules of the game. When measured in congestion and border crossing times, the impact was most acute in the early stages of lockdowns and restrictions, but over time the effects regionalised, with problems varying in degree and intensity in different parts of Europe. Forecasts for industrial and logistics rental growth and capital growth have been revised down significantly for the coming 2021. Global trade volumes dropped by 20% year-on-year, which exceeds the drop during the global financial crisis. Many occupiers will be affected by this and that will weigh on the outlook for the sector. Nonetheless, оnce the economic recovery begins to take hold, the structural dynamics that have made it a standout performer in recent years are going to be accelerated. The crisis also stimulated finding new solutions, for instance the Sixfold’s Covid-19 map etc.

2.2.4. Situation in the industry in the individual Member States

The market of logistics services in Bulgaria is competitive against the background of other countries in the region. Bulgaria ranks 63rd with 2.83 points and 58.8% coverage of the criteria compared to the best country in the sector – Germany. This shows a study by the World Bank, published in August 2010. Before Bulgaria in the ranking is Romania (59). The World Bank survey covers 155 countries, which are assessed for the speed of customs and logistics services provided, the quality infrastructure and the competence of the employees performing the service activities. Bulgaria receives high marks for the provided logistics services (52nd place) and the competence of employees (55th place), but lags behind in infrastructure (94th place). This lag was not bridged ten years later. The provided customs services are at a relatively good level (65th place). At the same time, Bulgaria is a preferred destination in Europe for outsourcing and offshoring and will remain so for the next three years. The biggest advantage of Bulgaria is the cheap labor, incl. in transport and storage.

Germany – Located at Europe’s center, Germany is the continent’s largest economy and most important logistics hub, offering world-class infrastructure and cutting-edge logistics services. The location provides companies with opportunities for convenient Europe-wide distribution and easy access to the EU’s 500 million consumers. Germany connects you with European markets – both in West and East. Germany ranked #1 three times in a row by World Bank’s bi-annual Logistics Performance Index (LPI) rating of 160 countries.

With almost EUR 280bn revenue in 2018, Germany is Europe’s #1 logistics giant, its revenue greater than Europe’s 2nd & 3rd largest logistics markets, France & UK combined. Germany is a global leader in logistics innovation, technology and services with over 3 million industry employees in ca. 60,000 companies.

Germany is the #1 Intralogistics exporter with EUR 15.8bn, followed by China & the USA with EUR 13.4bn and EUR 6.8bn respectively.

Home to global logistics leaders, such as Deutsche Post World Net (Nº 1), DHL, DB Schenker and Dachser.( https://www.gtai.de/gtai-en/invest/industries/logistics#75570)

Romania – The industry is developing rapidly. The stock of modern industrial and logistics spaces in Romania has increased by 50% over the last three years, to 4.6 million square meters, but there is still room for growth compared to other countries in the region.

The segment could thus reach 8 million sqm in the following years, according to estimates by real estate consultancy firm Colliers International. Modern leasable industrial and logistics spaces delivered in 2019 amounted to over 400.000 sqm, which means that 1 in 11 leasable stock was delivered last year. Bucharest accounted for 62 percent or a total of 284,000 square meters of all deliveries. Another 500,000 square meters are expected to be delivered in 2020, with risks to this call tilted rather to the upside.

However, new surfaces delivered last year are already leased, with vacancy rates remaining in the low: around 5 percent in Bucharest, while in other parts of the country, they can be as low as 3 percent, due to the high demand and the small area available in the completed projects. The market remains dominated by projects built according to the specifications of the tenants.

Rents for prime warehouse spaces remained broadly stable in 2019, between €3.9 – 4.0 per square meter in the Bucharest area and €3.8 – 3.9 per square meter in other hubs around the country.( https://www.property-forum.eu/news/romanias-logistics-market-grows-rapidly/5197)

2.2.3. External changes and opportunities

The shift in the burden of the world economy to Southeast Asia, which has been observed for two decades, also requires a corresponding restructuring of the global transport infrastructure to serve the changing world trade. At the heart of this restructuring is the One Belt-One Road project (OBOR by One Belt – One Road) as the only strategic plan for the next 25 years (see Fr. Fukuyama) and a possible structure for World Economy 4.0. The project is to connect China by land by water with its largest trading partner, the EU. The initiative should create an area of ​​economic growth by building infrastructure – rail and road connections, and reformat the main logistics chains on the mainland.

Defining “One Belt – One Road” as a strategic direction can allow the EU to manage its internal crises and successfully fit into the process of transition to a new system of international relations, addressing specific tasks such as regional security, economic growth and energy delivery diversification.

This could expand access to other emerging markets, including India, Pakistan and Kazakhstan in the framework of a common strategy with China, moving to the political level. In addition, the EU’s involvement in the northern section of the OBOR project, which runs through Russia, could become a means of settling strained relations with that country after 2007. The current state of political and economic relations does not meet the potential of the partners. As a result, the strategic trade route Santiago-Novgorod, which originated 1,000 years ago, is estimated to be loaded with between 20 and 40% of its capacity. Geoeconomic logic requires another reopening of the route. If this strategic reorientation occurs, then logistics will take an even more important place in the economy of the union, and the requirements for the industry – technological, environmental, etc., will increase further. This also applies to the training of future specialists.

2.3. The EU general response

The EU general response to the challenges mentioned above could be found in the 6 Commission priorities for 2019-24, among them:

• The European Green Deal: Europe aims to be the first climate-neutral continent by becoming a modern, resource-efficient economy.
• A Europe fit for the digital age: The EU’s digital strategy will empower people with a new generation of technologies.

These two priorities are directly related to the renewal of the logistics industry and hence to logistics training, incl. through the application of innovative approaches.

3. Analysis of conditions of higher education with special attention to logistics training in Bulgaria, Romania and Germany

In recent years, the Higher Education systems in Bulgaria, Romania and Germany have undergone some significant changes under the influence of a number of external and internal factors.

3.1. The Situation in the partner countries

A positive factor for their development were the ones set in the current Strategy for development of logistics training in the Republic of Bulgaria for the period 2014-2020 main goals and the measures taken to achieve them. The progress is result of the strategy for the development of higher education in the Republic of Bulgaria for the period 2014-2020, which was adopted by the National Assembly after a wide public discussion and support from all stakeholders. As a result of the purposeful efforts towards the end of the period for implementation of the Strategy, interventions have been implemented in all identified areas and most of the set activities and measures have been implemented.

The summarized results are briefly:

Objective 1.: Improving access and increasing the share of higher education graduates.

The Higher Education Act was amended and supplemented (in 2015 and 2020), the Academic Staff Development Act (2018) and a number of by-laws to ensure their compliance with European strategic documents and guidelines, as well as with national priorities, goals and programs.

The summarized results are briefly as follows:

As a result, access to higher education was provided to a wide range of people. The share of persons with higher education reached 32.5% for the age range from 30 to 34 years.

However, these measures proved to be unfavorably combined with the demographic changes described in point 2.5 of the analysis below and the lack of funding linked to the quality of training until 2015. As a result, they have partially contributed to lowering the quality of education and training in many HEIs – an effect that has gradually begun to be overcome since 2015 with the implementation of the cited changes in the regulatory framework. The lifelong learning system was also underdeveloped. Bulgaria remains in one of the last places in terms of students in the age range 29-65 with only 3.5% of students compared to an average of 7.5% for the EU. Nevertheless, dept. “Logistics” at UNWE relies on a constant influx of students, because of the attractiveness of the Bulgarian logistic industry and can afford extra efforts for testing and implementing new educational methods to meet the challenges mentioned above.

Objective 2.: Substantially increase the quality of higher education and its compatibility with European HE systems in order to occupy a worthy place in the EHEA

One of the effective measures for improving the quality was the change in the way of financing HEIs, through quality coefficients determined on the basis of objective criteria. This change was regulated by changes in the Higher Education Act in 2016. In 2020, approximately 60% of higher education subsidies are determined by quality criteria. This system needs constant adaptation to the changing environment and improvement, e.g. to take into account the regional peculiarities of HEIs, but it showed its stimulating impact on the higher education system.

The conditions and the procedure for determining the state-subsidized admission were significantly changed, as the admission ineducational fields was reduced, the number of students in which had increased disproportionately to the development of the whole system and the labor market.

Using objective indicators, in the academic year 2018-2019 in 9 HEIs state admission was not approved for 5 non-priority PN, and in the academic year 2019-2020 – in 10 HEIs for 8 non-priority PN, in which there were a small number of students, the training was inefficient and it was difficult to ensure high quality. On the other hand, priority professional fields and protected specialties were defined, which received greater opportunities for admission and targeted funding due to identified needs for scarce staff.

The level of the subsidy for scientific activity remains with a negligible share compared to the subsidy for student education. For this reason, the subsidy for scientific activity has not become a strong enough motive for intensification of scientific activity in most HEIs.

The improvement and further development of the Rating System of the higher schools, which provides annually up-to-date and god-given information about the state of each professional field in each higher school, also contributed to the increase of the quality. Over the years, this information has outlined trends that serve not only as a guide for prospective students, but also for academic management decision-making.

In 2018, NEAA was re-admitted to the European Association for Quality Assurance (ENQA) and entered in the European Register of Quality Assessment Agencies (EQAR), which makes legitimate its accredited HEIs in the European educational area. The entry was made after an assessment by both institutions and reflects the adopted standards, guidelines and criteria for quality assessment as corresponding to the European ones. In this sense, NEAA is also a European agency and has proposals for accreditation of foreign universities – an opportunity that was regulated by the amendments to the Higher Education Act from 2020. However, further work is needed to develop and adopt an effective standardized methodology for quality assessment, which objectively outlines the strengths and weaknesses of the evaluated higher schools and educational programs.

With changes in the Higher Education Act in 2020, the conditions for program and institutional accreditation were updated. An important point is that for the purposes of accreditation a teacher will be able to participate in the accreditation of only one higher school.

The actual implementation of the changes in practice is forthcoming and it is not yet clear what the results will be in terms of improving the quality of higher education. Funds were provided through the OP NERD to support the qualification of teachers, update curricula and programs, and the introduction of e-distance.

As a result of the listed measures, UNWE retains a leading position among the universities in Bulgaria. The overall decline in quality has been identified as a problem and this problem is gradually being addressed. Accreditation is successfully passed at all levels, incl. the accreditation of logistics training. The availability of sufficient students provides peace of mind and an opportunity for medium-term planning of the further development of education. Expanding links with business make it easier for the Department of Logistics to find the right solutions to improve the quality of training.

However, the problem of insufficient payment for teaching and research remains, although in this respect the conditions at UNWE are better than the national average. A partial solution to this problem may be to expand joint training and research projects with companies in the industry, by applying the results of the implementation of this strategy.

Objective 3. Building a sustainable and effective relationship between higher education institutions and the labor market and achieving a dynamic match between supply and demand of specialists with higher education.

The conditions and the procedure for approving the number of students and doctoral students admitted to study in the state higher schools were changed, a list of the priority professional directions and a list of the protected specialties were introduced. For this purpose, the forecasts for labor supply and demand were used, as well as requests from the nationally represented employers’ organizations. Financial incentives were created for prospective students and for higher education institutions to study in these professional fields and specialties. The public space systematically explained the benefits for prospective students and society in training more students in STEM fields (science, technology, engineering and mathematics). In general, as a result of these efforts, in recent years there has been a significant change in the share of admitted students in the direction of more balanced admission in the various educational fields and better compliance with the expected implementation. The education in logistics covers all the STEM fields, mentioned above, but this coverage is not sufficient in many cases. More engineers, both from the technical universities and from the business should be engaged in improving the training.

In recent years, there has been an accelerating and difficult to predict labor market dynamics, although the requirements of the logistic industry are more or less well known (see above). Technological changes and the speed of innovation significantly change the requirements for the competencies necessary for this sector of the labor market. Such a traditional profession as truck driver is obtaining new technologies, automation is leading to polarization between employees and there is an increased demand for professions that require high analytical and social skills, even at lower management stage. The competition for labor and talent today is global. So the main challenges related to the accelerating dynamics of the labor market are:

• Mismatch between the needs of the labor market and the nature of the training received in higher education in terms of both knowledge (need for interdisciplinary knowledge and interdisciplinary training) and skills and competencies (need to focus the educational process on the acquisition of analytical, digital, political and social competences), as mentioned above.
• The need to create a permanent and effective mechanism for timely changes in curricula in view of the dynamic technological changes.
• Need for the development of more flexible forms of education, including the online training, as well as forms of education with the active participation of business representatives.
• Lag in time and lack of flexibility in the introduction and management of modern disciplines and specialties.
• Need to promote lifelong learning as a priority in the development of higher education.
• The need to ensure higher qualification of the entire academic staff, by constantly updating the knowledge, skills and competencies of teachers.
• Need to promote distant learning as a temporary solution in emergency.

Related to the logistic industry there are specific problems: the shortage of drivers is the biggest problem for companies in the industry. There is an aging staff and raising inability to perform professionally. According to forecasts, the difference in volume for 2024 is estimated at 300,000 compared to currently available truck drivers.

One of the reasons is that after 1990, specialized secondary schools for drivers were demolished. In this way the opportunity for training of students with preliminary specialized, incl. technical, training and minimum practice. Currently in Bulgaria drivers are trained within two-month training courses. Thus, the training in logistics is started by young people who have no idea about the industry and by the end of the study they are formed as future office workers with a poor idea of ​​the real problems that the logistics companies solve every day. One solution is to rehabilitate specialized secondary schools for drivers – this can be achieved by lobbying and using the university-ministry of education-legislature links. The task is long-term and its solution depends on too many external factors.

The second solution presupposes close relations with the companies offering training courses and with the logistics companies themselves. These connections should be expressed in the exchange of information, in the conduct of full-fledged student internships, incl. as support staff for trips abroad, cargo handling, documents, etc. The department, for its part:

• offers advanced training of the staff of the companies through bachelor’s and master’s degrees;
• attracts company managers as lecturers and develops together with them training methods, incl. educational games.

The situation in Germany is different because as a federal republic, universities (and schools)are federally organized, i.e. the detailed structure of the training is primarily a matter for the institutions (schools and universities). The 16 federal states and the central government with its ministries for science and education provide a framework for the administrative and financial requirements.

With the novel of the Hochschulrahmengesetz (university framework law) in 1998, the central government withdrew from the tight control of the universities. With a greater autonomy of the universities the hope was that there would be more quality, efficiency, flexibility and better competitiveness. However, performance-related payments of government funds from a so-called global budget are now tied to evaluation and accountability.

Since government funding is scarce, universities are now forced to replenish their budgets through other sources of finance.

So the stage is set for ongoing innovation in the Higher Education system. Universities are forced to offer a contemporary and innovative syllabus, especially in fast changing subjects like logistics. Otherwise they might run into troubles acquiring enough students and enough budget.

The situation in Romania is similar with the situation in Germany, in the sense that the trainings are conducted mainly by universities and/or schools or private training companies. This is a case for transport and logistic related courses.

3.2. Results of measures implemented for the development of Higher Education in the partner countries

The strategy for the development of higher education in the Republic of Bulgaria for the period 2014-2020 was adopted by the National Assembly after and gained  support from all stakeholders. As a result of the purposeful efforts towards the end of the period for implementation of the Strategy most of the set activities and measures have been implemented.

The summarized results are briefly:

Objective 1.: Improving access and increasing the share of higher education graduates

The Higher Education Act was amended and supplemented (in 2015 and 2020), the Academic Staff Development Act (2018) and a number of by-laws to ensure their compliance with European strategic documents and guidelines, as well as with national priorities, goals and programs.

As a result, access to higher education was provided to a wider range of graduates. The share of persons with higher education reached 32.5% for the age range from 30 to 34 years.

However, these measures proved to be unfavorably combined with the negative demographic changes and the lack of funding linked to the quality of training until 2015. As a result, they have partially contributed to lowering the quality of education and training in many universities. The lifelong learning system remained also underdeveloped. Bulgaria remains in one of the last places in terms of students in the age range 29-65 with only 3.5% of students compared to an average of 7.5% for the EU.

The education in logistics at UNWE still remains relatively unaffected by the negative changes- while there are sufficient candidates the level of education remains high and there is still no danger of lowering the standards in order to attract more students. This is to large extend due to the attractiveness of the industry and the career opportunities after graduating. However in long term the education in logistics could not remain isolated from the negative tendencies both within Bulgaria and the industry at EU- level. It should adapt to the new treats and opportunities mentioned above. The education in logistics should count with less candidates with lower high school education level and lower motivation. At the same time the education should be prepared for the midterm restrictions, caused by the Covid 19 pandemic, while raising the educational level, adding new curricula in the field of geopolitics, new informational and transport technologies etc.

Objective 2.: Substantially increase the quality of higher education and its compatibility with European HE systems

One of the effective measures for improving the quality was the change in the way of financing the universities, through quality coefficients determined on the basis of objective criteria. This change was regulated by changes in the Higher Education Act in 2016. In 2020, approximately 60% of higher education subsidies are determined by quality criteria. This system needs constant adaptation to the changing environment and improvement, e.g. to take into account the regional peculiarities of HEIs, but it showed its stimulating impact on the higher education system.

The conditions and the procedure for determining the state-subsidized admission were significantly changed, as the admission in educational directions was reduced, the number of students in which had increased disproportionately to the development of the whole system and the labor market. The level of the subsidy for scientific activity remains with a negligible share compared to the subsidy for student education. For this reason, the subsidy for scientific activity has not become a strong enough motive for intensification of scientific activity in most universities.

The improvement and further development of the Rating System of the higher schools, which provides annually up-to-date and god-given information about the state of each professional field in each higher school, also contributed to the increase of the quality. Over the years, this information has outlined trends that serve not only as a guide for prospective students, but also for academic management decision-making.

Using objective indicators, in the academic year 2018-2019 9 universities had to abandon 5 non-priority educational directions, and in the academic year 2019-2020 – 8 non-priority directions more, in which there were a small number of students, the training was inefficient and it was difficult to ensure high quality. On the other hand, priority professional fields and protected specialties were defined, which received greater opportunities for admission and targeted funding due to identified needs for scarce staff. The education in logistics so far is considered as priority, but this position must be defended, as in the conditions of reduced funding the competition between the directions and universities intensifies. The Covid 19 pandemic raises additional demands on quality improvement in conditions of difficult communication between teachers and students. For this purpose you need:

• constant assimilation of the innovations in the information technologies and development of new digitized teaching materials, incl. textbooks, readers and other stuff;
• creation and updating of information networks for the needs of training;
• renewing of curricula, incl. with the inclusion of additional training in: geopolitics and geoeconomics, ecology, with more emphasis on the analysis of technical, economic and environmental parameters of vehicles, loading and unloading facilities and warehouses;
• more synchronization of teaching through enhanced communication with guest teachers on the basis of updated curricula, taking into account all the above changes in the industry environment.

In this regard, there is a wide field for cooperation with the project partners by sharing good practices through a common communication network, joint research and joint management of doctoral studies, exchange of teachers and students.

In 2018 The National Evaluation and Accreditation Agency, NEAA, was re-admitted to the European Association for Quality Assurance (ENQA) and entered in the European Register of Quality Assessment Agencies (EQAR), which makes legitimate its accredited universities in the European educational area. The entry was made after an assessment by both institutions and reflects the adopted standards, guidelines and criteria for quality assessment as corresponding to the European ones. In this sense, NEAA is also a European agency and has proposals for accreditation of foreign universities – an opportunity that was regulated by the amendments to the Higher Education Act from 2020. However, further work is needed to develop and adopt an effective standardized methodology for quality assessment, which objectively outlines the strengths and weaknesses of the evaluated higher schools and educational programs.

With changes in the Higher Education Act in 2020, the conditions for program and institutional accreditation were updated. An important point is that for the purposes of accreditation a teacher will be able to participate in the accreditation of only one higher school.

The actual implementation of the changes in practice is forthcoming and it is not yet clear what the results will be in terms of improving the quality of higher education. Funds were provided to support the qualification of teachers, update curricula and programs, and the introduction of e-distance learning and digital resources. These activities have contributed to increasing the training of teachers, and hence the quality of education. On this basis, national programs to support teachers are currently being developed, incl. in terms of career development and professional realization.

So far, the departments providing logistics and transport training have successfully passed the institutional accreditation. Given that these quality checks are periodic, success in the future is not guaranteed. The system for accumulation and transfer of credits is documented at all levels, but its full capacity is still not used due to the insufficient motivation of other higher education institutions to ensure the recognition of credits obtained through student mobility. Also, the opportunity for career development of the members of the departments is limited by the budgetary possibilities of the university (dependent on state funding), as well as by the lack of specialized Bulgarian periodicals, included in the highest category of database. Cooperation between partners can help solve this problem, as publications and teaching abroad, joint research projects with external partners are highly valued according to internal career criteria.

Objective 3.: Building a sustainable and effective relationship between higher education institutions and the labor market and achieving a dynamic match between supply and demand of specialists with higher education.

The conditions and the procedure for approving the number of students and doctoral students admitted to study in the state higher schools were changed, a list of the priority professional directions and a list of the protected specialties were introduced. For this purpose, the forecasts for labor supply and demand developed by the MLSP were used, as well as requests from the nationally represented employers’ organizations. Financial incentives were created for prospective students and for higher education institutions to study in these professional fields and specialties. The public space systematically explained the benefits for prospective students and society in training more students in STEM fields (science, technology, engineering and mathematics). In general, as a result of these efforts, in recent years there has been a significant change in the share of admitted students in the direction of more balanced admission in the various PN and better compliance with the expected implementation. The education in logistics covers all the STEM fields, mentioned above, but this coverage is not sufficient in many cases. More engineers, both from the technical universities and from the business should be engaged in improving the training.

Situation in Romania

The Strategic Framework for education and professional training in Romania includes five sectorial strategies:

• Strategy for the reduction of early school leaving.
• National strategy for tertiary education 2015-2020.
• Lifelong learning strategy 2015-2020.
• The education and vocational training strategy in Romania during 2016-2020.
• Strategy for educational infrastructure 2018-2023–  currently submitted to the inter-ministerial advice procedure

For the period 2021-2027, the Ministry of Education and Research is responsible for meeting the condition referring to the existence of a Strategic Policy Framework for the Education and Training System at All Levels, related to the Policy Objective 4: “A more social Europe through the implementation of the European Pillar of Social Rights”. This precondition covers both the ESF and the ERDF investments which contribute to improving the quality, the effectiveness and the labor market relevance of the education and training systems, ensuring flexible advanced training and re-training opportunities for all and improving the access to quality and inclusive services in education, training and lifelong learning, including through the infrastructure development.

The Ministry of Education and Research is conducting the contracting phase of the project New Perspectives in Education (SIPOCA 398, 24 months), which schedules the development of the public policy Education 2030. The strategic policy framework at national level pursues to update and extend the existing national strategies up to 2030, so that the update measures are appropriate for meeting the favoring condition. The national strategies taken into consideration are: (i) the Strategy to Reducing Early School Leaving in Romania, (ii) the Romanian Education and Training Strategy, (iii) the National Strategy for Lifelong Learning, (iv) the National Strategy for Tertiary Education, (v) the Strategy on the Modernisation of the Educational Infrastructure 2019-2023, which is now subject to inter-ministerial endorsement. Additionally, a national strategy on the of the education system shall be drawn up.

Project goal

To optimise and raise the quality of services provided by the public administration in the field of education through the creation of a predictable and stable regulatory framework and the development of a public policy based on strategic guidelines in school education and higher education with the 2030 horizon.

Project specific objectives

• To conduct a system analysis of regulatory documents in school education and higher education so as to improve the quality of regulations and optimize decision making processes by providing them with a basis.
• To make a public policy in the field of education with the 2030 horizon for the implementation of a unitary strategic framework.
• To systemize, simplify and improve the efficiency of 5 regulatory documents in the field of education, school education and higher education, for the development of a predictable and stable regulatory framework in the education public administration.
• To conduct the ex –ante impact study on the implementation of the strategic framework which has been proposed in order to assess the impact on society and on the budget and raise the quality of regulations.
• To develop the skills of 77 employees of the Ministry of Education so as to improve the public administration processes.

Expected outcomes

• A system analysis of the active corpus of regulatory documents in the field of education (school education, higher education).
• A public policy document Education 2030.
• An ex-ante impact study on the implementation of the systematized/simplified regulatory documents and the public policy Education 2030.
• Systematized and simplified regulatory documents in the field of school education and higher education.
• Trained staff having their skills improved, which shall be evidence to decision making in public administration – the education area with regard to four relevant key aspects:
  • the rationale for legislative intervention,
  • its nature and scope,
  • resource prioritization and allocation, and
  • institutional programs and roles.

The Educated Romania project

Responsible institution

The Presidential Administration, the Ministry of Education and Research, UEFISCDI

Content of action

Educated Romania is the national project of the President of Romania which represents the beginning of the repositioning of the society on values, the development of a successful culture based on performance, work, talent, honesty and integrity.

Stages

During the period 2016-2018, the Presidential Administration develops an extensive public debate regarding the education and research in Romania, structured in three stages: 

• The first stage (2016-2017)devoted to a debate, wishing to direct the entire society in building a long term vision regarding the national education and research system, which should then support the identification of Romania’s strategic options and their transformation in country objectives. The debates were part of the consultation process to which student organizations, professional associations, trade union federations, representative NGOs, the Romanian Orthodox Church, large companies, teachers participated.
• The second stage (2017) will start from the vision and objectives previously undertaken, in order to draft a strategy and an operational plan for education and research.
• The third stage (2018)implies the elaboration of a mix of clear public policies, of a governance model for the education and research sector and, to the extent that it is necessary, the support of a possible normative repositioning. 

Several instruments are going to be used: an online consultation, 8 regional debates initiated by the Presidential Administration and events organized by stakeholders in the education and research field, under the auspices of the national debate.

The method of consultation used for building the vision and the country objectives is of foresight type, combining the imagination with the prospective thinking. 

7 Working Groups were organized that will develop the previously obtained outcomes, into a set of strategic proposals: 

• Teaching career
• Equity of the educational system
• Professionalization of the educational management
• A quality vocational and technical education
• Autonomy, quality and internationalization in higher education
• An early education accessible to everybody
• The evaluation of pupils and students.

At present, the Working Groups are making a synthesis of the proposals and observations which resulted from the debates. 

The following was completed in 2018: 

• The country vision and the country goals for education and research in Romania, for the next 12 years (2018-2030)
• The education and research strategy for 2018-2030
• A series of public policy proposals for the topics considered a priority within the project, which will also include elements concerning the financing and governance of education and research.

Vision

The Educated Romania vision will provide a desirable and realistic image of the Romanian education system, an image that we assume as a landmark of the system reform and of Romania’s transformation.

The approach used for building the vision is of foresight type, that is:

• Participative, with the involvement of the experts, the key stakeholders and the society in general
• Prospective, aiming the anticipation and the connection to the tendencies and transformations in the society
• Systematic– by using structured debate techniques, face to face and online, both for understanding the current situation, and for exploring the possible solutions and building the consensus on the desirable options
• Systemic – by considering the interdependencies between the proposed courses of action and their impact on the education and research sectors
• Action-oriented– the entire construction aims at the identification of the courses of action, which should start in the forthcoming period.

The pillars of the education system Educated Romania

1. Personalization and quality assurance of the educational process for all students.

Priorities of national investment in education:

• Improving the access to quality and inclusive education and training.
• Designing and providing support services to prevent and fight school dropout and early school leaving (monitoring and warning, career counselling and guidance, adapted to the needs of students belonging to vulnerable groups etc.).
• Improving the access to quality education (at all levels) and training for people with disabilities.

2. Flexibility of the education system to understand and respond appropriately to changes.

Priorities for national investment in education:

• Updating and adjusting the education and training offer to the demands of the labour market.
• The correlation between the needs of school students and university students, counselling services, support, accompanying measures and the trends on the labour market.

3. Adaptability to external changes and future trends.

Priorities for national investment in education:

• Improving teacher training so as to increase the quality and effectiveness of the educational process.
• Reinforcing the participation of population in lifelong learning and in the re-training for a new profession process in order to facilitate transitions and mobility on the labour market.  

National Strategy for the Reduction of Early School Leaving

Responsible institution

Ministry of Education and Research

Action content

The strategy will ensure the coordination of all national policies in the area and more European funds for projects aimed at reducing early school leaving. In the medium term, it will ensure a constant descendent curve of the ESL rate. The strategy will also result in the development of an efficient system for the collection and the analysis of data and information on participation in school.

General Objectives

• Long-term Objective

To contribute to the efforts of the Government of Romania to enhance economic growth, increase productivity, and foster social cohesion by reducing the share of young persons aged 18 to 24 years old who have finished no more than lower secondary education and are not involved in further education or training (early school leavers). The goal is to reduce this share at most 11.3% by 2020. 

• Medium-term Objective

To strengthen the government’s capacity to design, implement, and manage evidence-based policies that are both efficient and effective in reducing Early School Leaving by putting in place early warning and early intervention strategies both in education institutions and within economies. 

• Short-term Objective

To offer prevention, intervention and compensation programs that will begin to address the major causes of early school leaving, with a focus on reaching those youth already in the 18-24 age range.

The main thematic areas

Prevention

Prevention Policies aim to reduce the risk of early school leaving before problems start. Such measures the provision of education and training to support better learning outcomes and to remove obstacles to educational success. They aim to lay a solid foundation early, for children to develop their potential and to integrate well into schools.

Prevention policy tools include:

• (a) Providing high-quality early childhood education and care.
• (b) Increasing the educational offer by providing education and training opportunities beyond the age of compulsory education.
• (c) Promoting active anti-segregation policies and providing additional support for schools in disadvantaged areas.
• (d) Value of linguistic diversity and supporting children with a different mother tongue to improve their proficiency in the language of instruction.
• (e) Enhancing the involvement of parents.
• (f) Increasing the flexibility and permeability of educational pathways.
• (g) Strengthening high-quality vocational pathways and increasing their attractiveness and flexibility.
• (h) Social measures. 

Intervention

Intervention Policies aim to avoid ESL by improving the quality of education and training at the level of the educational institutions, by reacting to early warning signs and by providing targeted support to pupils or groups of pupils at risk of early school leaving. They address all educational levels, starting from early childhood education and care to upper secondary education.

1. Intervention policies at the level of the school or training institutioncould include:
   • (a) Developing schools into learning
   • (b) Developing early-warning systems for pupils at risk
   • (c) Networking with parents and other actors outside school
   • (d) Supporting and empowering teachers in their work with pupils at risk.
2. Intervention policies at the individual level could include:
   • (a) Mentoring
   • (b) Tailoring teaching to pupils’ needs
   • (c) Strengthening guidance and counseling
   • (d) Ensuring that young people whose economic circumstances may result in their dropping out of education are given access to appropriate financial support. 

Compensation

Compensation Policies aim to help those who left school prematurely to re-engage in education, offering routes to re-enter education and training and gain the qualifications they missed.

Compensation policies could include:

        (a) Successful second chance education programs

• (b) The provision of various routes back into mainstream education and training
• (c) Validating prior learning
• (d) Targeted individual support – remedial education. 

In order to extend the prevention and intervention measures concerned with early school leaving, the Ministry of Education and Research has completed an inventory of the School after School interventions implemented at national level, and the methodology for the organization of this program has been reviewed by Order of the Minister of National Education no. 4802/31.08.2017. The purpose is to implement such School after School programs that include educational activities which complement the teaching activity and are correlated with student support and personal development activities. The program may be funded from

• The budgets of local authorities
• Programs receiving financing from EU or national funds
• School activities and extracurricular activities
• Donations
• Sponsors
• The financial support provided by parent associations, NGOs, etc.   

A set of procedures for identifying and monitoring the children who are not included in the education system is now in the development phase within the project Early Warning System for the Reduction of Early School Leaving, with 15,000 EURO funding from the European Commission through the Structural Reform Support Service within the Structural Reform Support Program.    

The Technical Working Group connected with the Action Plan, established by an Order of Minister, analyses the indicators and determines how the data are collected and reported. The 2018 Progress Report has been drawn up. 

The World Bank has developed and delivered the Unitary framework for monitoring and evaluating the implementation of education strategies. 

National Lifelong Learning Strategy

Responsible institution

Ministry of Education and Research 

Action content

The strategy will ensure the coordination of national policies in the area and more European funds for projects aimed at enhancing access to all forms of formal, informal and non-formal education, with positive implications for the work productivity and the competence level.

Strategic Vision

The strategic vision for lifelong learning in Romania encompasses both social and economic aspects of the benefits of lifelong learning. It is based on close dialogue between the Government of Romania and social partners as well as in the development of partnerships between all relevant stakeholders in the lifelong learning arena. Romania’s lifelong learning vision is to provide all individuals, throughout their lives, with opportunities to improve needed competencies for successful performances in the labor market and for constructive relationships in society.

Strategic goals 

The strategic goals are to increase the participation in lifelong learning and improve the relevance of the education and vocational training systems in the labor market. The main strategic target for 2020 is at least 10% of the adult population (ages 25-64) participating in lifelong learning activities.

The goals of the strategy for lifelong learning relate to both the inclusion and productivity agendas.

The  strategy was determined considering the existing challenges of integrating out-of-the-labor force working age individuals as well as addressing a shrinking and aging population. 

The productivity objective was established to help the Government of Romania close the observed skills gaps and better compete with knowledge-based economies in a context of rapid technological changes.

Strategic pillars

Access

Access to lifelong learning opportunities should be facilitated and be as wide as possible.

For Romania to reach the proposed target of 10% by 2020, several measures should be planned and implemented, which include:

• (i) The recognition of prior learning
• (ii) Participation of underrepresented groups
• (iii) Utilization of flexible forms of service provision
• (iv) Broader access to mobility programs, as well as
• (v) Other initiatives to stimulate the demand for lifelong learning, such as counselling support and financial incentives.

Relevance

Lifelong learning should be relevant to individuals and the labor market. Accountability and quality assurance are two core aspects of the LLL strategy covered by the measures proposed in this pillar.

Learning attitude

A favorable attitude towards learning should be promoted. The measures being proposed under this strategic pillar include the promotion of functional literacy and the development of key competencies, which are those mainly characterized by their ability to be used in new situations.

Partnerships

Lifelong learning should be developed in close collaboration with social partners and all relevant stakeholders. 

National Strategy for Romanian Tertiary Education

Current status

Approved, under implementation.

Responsible institution

Ministry of Education and Research 

Action content

The strategy will ensure the coordination of national policies in the area and more European funds for projects aimed at enhancing access to tertiary education and increasing its quality.

Objectives

Long Term Objective

To contribute to the Government of Romania’s efforts to develop Romanian society, to energize economic growth, increase productivity, and promote social cohesion by investing in the human capital and research foundations of a knowledge-based economy.

Medium Term Objective

To strengthen the government’s capacity to design, implement and manage evidence-based policies seeking improved quality and relevance of the tertiary education sector and promote broader access by under-represented groups (including, but not limited to Roma, language minorities, rural students, disabled students, and women). 

The methodology and the tools for the monitoring and evaluation of sector strategies have been developed.  

Two training sessions have been conducted to train the key members of the Working Group for the Coordination of Strategy Implementation and Monitoring. 

Education and vocational training strategy in Romania during 2016-2020

Responsible institution

Ministry of National Education, National Center for Development of Technical and Vocational Education (NCDVTE) 

Action content

The strategy is the framework document for the policies in the initial and continuous vocational training field – considered as being essential factors of the national economic development in the context of the European economy and of the globalization. The vocational training strategy proposes the development of a competitive system, which is to provide a relevant and fast response to the requirements of the economy, in a pro-active approach and by measures implemented in various partnerships. 

Key concepts

The vocational training strategy is developed around four key concepts:  

• Relevance
• Access and participation
• Quality
• Innovation and cooperation

Strategic objectives

Strategic objective 1

It aims to ensure the relevance of the FP systems with regard to the demand and the trends of the labor market and actually expresses the philosophy of developments in the professional training by which this sector makes an important contribution to the national and European – local – regional economic development. The strategy will consider the regional character of the economic development and the existing disparities in terms of access and participation to FPA.

Strategic objective 2

It defines the way in which the professional training system addresses to the direct beneficiaries, either by initial training or by continuous training, actually encouraging lifelong learning. The strategy will try to provide an appropriate response to the persons, employers and communities’ needs with regard to quality professional training in the labor market. By the directions for action corresponding to this strategic objective we aim a significant contribution to the achievement of the major objective of the EU2020 Strategy, namely the increase of the employment rate, with a target of 75%.

Strategic objective 3

It considers the quality assurance requirements for the entire professional training system, an essential requirement for an acknowledged contribution to the increase of the national and European which may be achieved only by processes, systems and mechanisms assured in terms of quality, in an approach that is harmonized with the European quality systems.

Strategic objective 4

It highlights the essential features of all the actions in the professional training sector which, in order to be efficient and relevant, have to be performed in cooperation, within functional partnerships at all the action levels, and with the philosophy of encouraging creativity and of the innovation These principles are present and pervade all the concrete priorities for action, but their definitions within a distinctive objective will emphasize their strategic importance in the current context. 

The advisory partnership structures for VET and the economic operators have been informed of the phases for establishing groups of study in dual education and the timetable for the admission to dual education. 

For the 2017/2018 school year, the companies offered 3,466 places in dual education classes/groups.

The National Qualifications Framework in Romania

Current status

The Government Decision no. 132/2018 for amending and complementing the Government Decision no. 918/2013 on the approval of the National Qualifications Framework has been adopted.

As from 1 January 2019, all documents related to studies/qualifications issued by the competent authorities for different qualifications, namely certificates, diplomas, certificate supplements, diploma supplements, and/or all qualification registers, shall contain a clear reference to the corresponding level in the National Qualifications Framework. 

Responsible institution

Ministry of Education and Research, National Authority for Qualifications (ANC)

Action content

The establishment of the national qualifications system will integrate all national qualification sub-systems, adjacent instruments (qualifications registries) and all institutions with responsibilities in the area of education and training.

• The National Register of Qualificationscomprises the National Register of Qualifications in Higher Education (is operational) and the National Register of Vocational Qualifications in Education (RNCPE) (it has been approved)
• Since January 2015, the National Centre for the Accreditation of Qualificationsis operational, a specialized body within the ANC.  
• The National Qualifications Framework (CNC), supplemented by GD No. 567/2015, transposes a part of the commitments undertaken by Romania at EU level in terms of quality assurance in education and professional training (EFP). 
• The Order (OMEN 3973/2014) on the equivalence of the qualification levels acquired before the entry into force of the new National Qualifications Framework has been approved.
• Government Decision No. 461/2017 regarding the approval of the content and of the format of the study documents which will be issued to the graduates and to the teaching staff in the national pre-university education system.
• According to Government Decision No.  607/2014 on the approval of the content and format of the diplomas that will be issued to the graduates of the Ist cycle – Bachelor studies, additional information is inserted in the Diploma Supplement regarding the competencies acquired by the graduates. 
• According to the Government Decision no. 728/2016 on the approval of the content and format of educational documents that will be issued to graduates of the second cycle – master degree – and graduates of the first and second cycles of university studies provided together, the Diploma Supplement shall include additional information on the competencies acquired by the graduates.

Improving the National Qualifications Framework and strengthening coordination between stakeholders:

• Promoting media campaigns on non-formal and informal learning
• Approving the Methodology for the development, validation, approval and management of occupational standards and the model of occupational standard (Order of Minister no. 3712/1721/2018 Ministry of National Education and Ministry of Labour and Social Justice)
• Conducting, together with representatives of the Sector Committees, an analysis of occupational standards, which resulted in a list of occupational standards (OS) that are a priority for review (99 standards).

The Strategy for Lifelong Learning provides a course of action for the improvement of the National Qualifications Framework and the strengthening of the coordination of the interested parties as well as creating a joint quality assurance, monitoring and evaluation system for lifelong learning (courses of action that will be funded from the Operational Programs 2014-2020). 

A joint Order of the Ministry of Labor and Social Justice and the Ministry of Education and Research has approved the List of and advanced training areas for which adult training providers may training programs leading to the award of certificates with national recognition for higher education graduates.

Strategy for Infrastructure Investments in Educational Institutions

Responsible institution

Ministry of Education and Research – National Centre for Technical and Vocational Education Development 

Priorities for investments in education infrastructure

​Priorities for investments are presented in the Partnership Agreement, include: 

• Nurseries, kindergartens and schools in areas where the enrollment rate or educational achievement level is lower, or where school dropout or early school leaving (ESL) is higher, compared with the national/county average.
• Restructuring the school and initial Vocational Education and Training (VET) network, including enhancement of Permanent Learning Community Centers’ infrastructure, aimed at increasing the efficiency of the system to improve the quality of education and ensure regular attendance.
• Ensuring or improving basic conditions (e.g. , proper water supply, heating) for rural schools and isolated schools in disadvantaged areas.
• Providing specialized facilities and teaching equipment for disadvantaged students, including those with special educational needs, and
• Investing in infrastructure to modernize and internationalize university centers in areas with growth potential by building and upgrading research and innovation infrastructure, learning materials, new technologies, and ICT support. 

The strategy includes prioritization criteria of the investments for each education level. 

Strategic pillars

The strategy is structured on 3 strategic pillars which include specific directions for action that contribute to the strategic objectives.

Based on these pillars, the Strategy provides for a medium-term action plan, until 2023, considering the need to access the European Structural and Investment Funds (ESIF) based on criteria which are relevant to the investment priorities in the Romanian education and training system approved by this Strategy.

An overview of the education reform process and drivers

For the school year 2019-2020 the following priorities of the education and professional training system are aimed at:

Development directions and priorities for school education – 2020

• Ensuring equal access to and participation in education for every Romanian child.
• Development of early childhood education and care.
• Ensuring quality at all levels of education and training.
• Development of technical and vocational education and training.
• Support for education in the languages of national minorities.
• Ensuring and modernizing the educational infrastructure; the digitalization of education.
• Teacher training and improvement of school management.
• Appropriate funding for the education and training system.
• Improving the transition from upper secondary education to tertiary education. 
• Support for school counselling and guidance; fighting violence in schools.
• Development of the international dimension of Romanian education.

Development directions and priorities for higher education 2020

• Ensuring the regulatory framework for the optimal functioning of the higher education system.
• Ensuring equal access to and the participation in higher education.   
• Increasing the quality of academic programs and the competitiveness of universities.
• Correlation of academic programs with the requirements of employers.
• Developing the international dimension of higher education.
• Predictable financing, consolidating the infrastructure, using the new technologies, developing and integrating computerized systems.
• Professional and transparent governance, decentralization, autonomy and responsibility.

3.3. Problems and challenges common to the three partners and to the higher education as a whole

When the problems common to the three partners are identified and opportunities are sought to overcome them through specific measures, the following circumstances should be taken into account:

3.3.1. Increasing the role of science and innovation for the development of a competitive economy and for solving social problems

Prosperous modern societies are distinguished by their ability to use the latest scientific advances to develop a competitive economy, increase the welfare of the population, provide high quality social services (incl. education), effective management of social and political processes. Crucial to the emergence and maintenance of such a “spiral of well-being” (from high quality education, through a competitive economy, to public welfare ensuring the successful development of all spheres of society) are the development of science and skills to use available scientific knowledge of:

• developing new technologies in various fields that provide a key competitive advantage in the global market;
• effectively addressing important societal issues and challenges by applying an expert approach to decision-making, and in formulating and implementing policies.

For the development of such skills it is recommended to use a set of complementary measures, such as training to solve practical problems, teaching and practicing skills for innovation and entrepreneurship, development of certain scientific areas with great innovation potential, cultivation of entrepreneurial educational and business environment, which supports the starting and growing business ideas, etc.

Higher education has a particularly important role in these processes in several aspects

– developing new knowledge, using the available knowledge to develop innovations and competitive technologies, forming an entrepreneurial spirit, supporting companies, administration and politicians to competently and scientifically-based solution of the challenges they face. Despite some successes in these areas Bulgarian higher education has the use wider the opportunities for better involvement in the development of scientific, applied, innovative, entrepreneurial, expert and other related activities for the benefit of the economy and society.

Key challenges related to increasing the role of science and innovation:

• The need to develop a critical mass of human and material resources to provide the necessary base, knowledge and skills to solve important scientific and scientific-applied tasks in various fields of economic and public life.
• Need for activation of the scientific and scientific-applied activity in the through additional development and appropriate balancing of the institutional, program and competitive forms for public financing, as well as of the project activity with company financing.
• Need to stimulate more active involvement of scinetists in solving practical problems, which requires a variety of mechanisms and incentives, incl. by using target criteria for academic growth, improving the rules for salary formation, regulating mixed public-private funding of doctoral students, etc.
• Need for introduction of quality practical training in innovation and entrepreneurship to build an entrepreneurial culture in the next generations of professionals.
• Improving the mechanisms for planning, management and coordination of the scientific and innovation process, as well as the tools for sustainable and effective development of the scientific and innovation ecosystem.

The proposed strategy should address all these challenges.

3.3.2. Universal digitalization and development of educational systems that are alternatives to classical higher education

Digitization is a material process of converting analog information streams into digital streams. In the last years of the twentieth century, many areas of social life have restructured around digital infrastructure, communication and media.

A significant part of these social activities is related to the higher education system, whose mission, dynamics and results have a strong impact on the culture, material prosperity and security of our nation. In this sense, any change in attitudes, methods of management and perception and speed of the process must significantly engage our attention. Besides, digitalization is speeding up in the logistic industry and, together with the Covid 19 pandemic, imposes higher requirements in this respect.

The data for Bulgaria and Romania are alarming. According to the DESI Index for the Entry of Digital Technologies into the Economy and Society in 2019.2 Bulgaria ranks last among European countries, and in 2018 it was ranked 26th.

The same situation in 2020: Bulgaria still ranks last behind Romania and Greece, while Germany is only ranked 12th. Bulgaria and Romania are significantly below the average result in the dimension of “Human Capital”, as the overall level of skills in the field of digital technologies is among the lowest in the EU. Only 11% of the bulgarian people have above-basic skills, which is less than a third of the EU average. With a rank in the middle of the list, Germany is still far behind the expected.

The huge differences between today’s generations of young people must also be taken into account. Since 1980, three different generations have been defined – Y (“Network generation”, the generation of “Millennium” 1983-2002), Z and α, differing enough to have different educational needs and, above all, to need different learning technology, including teaching, learning, knowledge acquisition and application. Y-identified have grown up with computers, mobile phones and video games, while those in the Z generation are much more associated with tablets, smartphones and applications. For the representatives of generation Z and α, the real and the virtual world represent the same reality.Millennials and generation Z base their development on digital technologies, while generation Z are heavy related to the gamification process. Following this perspective, addiction to video-games should be even stronger for the Gen Z.

Video-games massively spread in the 1990s along with personal computers, Millennials and Generations Z are those who grew up or still growing up with games as a part of their lives. Millennials are the first generation that did not have to adapt to new technologies of the digital era—the Internet, mobile technology, and social media. Unsurprisingly, millennials are technologically savvy and avid users of a variety of digital platforms. The PC games were the beginning, now the spread of smartphones opens new and unexplored territories. (Brigham, 2015: 471-472) Millennials and Gen Z are more dependent on game elements in order to properly work and live, comparing with the previous generations. The influence of the computers and video games remains controversial, but “all games involve problem-solving, critical thinking, and strategy” (Porter, 2008: 232). Even more, games also involve a strong competitive and teamworking component, as we have various successful and largely spread MMOG (Massively multiplayer online games). Thus, gamification process embeds elements such us developing strategies, creating competitions and teamwork in order to boost the involvement of millennials and to have them as an active component.

To conclude, from Gen X to Gen Z, as technology evolved, video-games had an increasing impact on their lives. For my analysis, as video-games started to spread in the ‘70s, Gen X was not as relevant in discussing gamification as Millennial and Gen Z. The former two generations grew up with video games, and a gamification of various aspects of “real life” might appear to them as sign of normality.

The need for urgent digitalization of all education caused by the outbreak of the COVID-19 pandemic in 2020 only illustrates how urgent and important changes are in higher education and in all other spheres of life in this direction. What seems to be imposed by an emergency today may turn out to be the mass world standard in the next 2-3 years.

It can be summarized that in recent years digitalization has become a major tool for providing access to better education, for greater internationalization and for updating teaching methods in accordance with the attitudes and interests of the younger generations. Digitalization, if implemented correctly and with the care of the student, can address one of the most difficult problems of modern higher education, namely to provide quality education at lower costs, which are within the capabilities of a much larger number of students with different social backgrounds.

3.3.3. Changes in the role, goals and functions of higher education

Today, universities around the world face challenges that affect not only their functioning but also their very identity as institutions. The development of information technologies, the transition from elite to mass and even universal higher education, the rapidly changing and open labor market cause changes in the role and functions of higher education. The differentiation of the mission, profile and territorial significance of the higher school is seen as a means of adapting to the growing and increasingly diverse requirements of the labor market for a highly skilled workforce. In some cases, however, the purely instrumental role of higher education is affirmed and it is subordinated entirely to the needs of the labor market. This diminishes the role of higher education as a scientific and spiritual institution, which at the same time has significant general social functions.

The traditional model of higher education, based on classroom classes, faces serious competition from mass open online courses, as well as educational programs and practice-oriented courses offered by various platforms and organizations.

Main challenges related to the change in the role, goals and functions of higher education:

1) Lack of clarity in the strategic visions of higher education institutions regarding their main functions related to education and training, the development of science, innovation and entrepreneurial skills, and the social responsibilities of higher education institutions (including national, regional and European).

2) Difficulties in achieving a balance between the increasing and different in nature social requirements to and expectations from higher education.

3) Insufficient competitiveness in terms of rapid development of the market of educational services and lack of sufficient flexibility in the proposed forms of education.

By implementing the proposed strategy, solving a specific problem for higher education as a whole and for the each university engaged – improving the quality of logistics training through innovative methods and tools, the project partners will contribute to the overall response to the above challenges.

3.3.4. Intensifying the global offering educational services in higher education (European Higher Education Area education)

Candidate students who represent the future qualified job strength of our countries are facing a difficult choice of future profession and higher school when assessing the socio-economic advantages and disadvantages of studying within their countries and abroad. The freedom of movement and residence that EU membership provides, allows a wealth of options for choosing a country, university and educational program. Simultaneously with the development of new science and educational technologies are also emerging in large numbers opportunities to combine national research and teaching experience with European and international experience in a broad context. This necessitates the undertaking of measures for internationalization of the higher education and achieving more its great compliance with European and international educational standards.

It is worth noting the presence of a large number of students who find it difficult to adapt to study abroad due to emotional reasons (distance from family, friends, detachment from the typical social environment, dissimilarity in cultures, customs and food), high prices for living in some EU Member States, causing changes in the property and well-being of the learner’s whole family due to the financial support provided. Such students return to their home country after the first or second year of study or change the country, which often leads to a waste of time and money.

Main challenges related to the intensification of the global supply of educational services in higher education (European Higher Education Area):

1) High level of competition from higher education institutions in EU Member States, offering easy access, distance learning and free education, and causing an outflow of prospective students to the most advanced Member States, and at the same time inability of higher education institutions in the peripheral countries to develop a higher degree of international competitiveness, while unable to retain their comfortable position in a nationally competitive academic environment.

2) Insufficient use by the universities in the peripheral countries of the opportunities of the Erasmus + program, which stimulates learning mobility throughout Europe and contributes significantly to improving personal development and intercultural competences, as well as strengthening European identity.

3) Insufficient language training of some of the academics teachers and researchers in the peripheral countries, which hinders the creation of programs and courses in a foreign language, attracting foreign students and doctoral students and participating in research consortia and communities.

4) Insufficient activity in terms of attracting and integrating students, who for various reasons have returned from abroad before finishing their training there.

The joint efforts of the project partners can create a small community for the exchange of good practices, intellectual achievements, students and teachers with the end result raising the overall level of logistics training to the best indicators in the leading partner country and subsequently raising at this overall level above the Union average. Students can be given the opportunity to benefit from the best achievements in partner universities, avoiding the negative consequences of forced emigration. Teachers will facilitate professional and career development through the exchange of experience, publications and good practices with project partners.

3.3.5. Lack of compliance with the needs of the digital generation and with the competencies necessary for successful implementation in the conditions of technological revolution

The strong traditions of the past in the development of higher education and the lag of the academic community from the understanding that in the system of higher education generations enter with completely different educational needs from existing so far, causes intellectual and technological confrontation between teachers and students, leading to professional dissatisfaction of the former and disappointment and withdrawal from the more conservative universities of the latter. The partners in the project are differently affected by this negative trend, nevertheless meeting the needs of the digital generation requires constant efforts due to their variable nature.

The inability of existing educational methods to develop competencies, needed by very rapidly evolving technologies in production and service sector, raise doubts about the ability of universities to offer adequate higher education. The existing EC action plan in the field of digital education aims to help provide education opportunities for young people to express their ideas and to engage, participate and reshape the future of a Europe characterized by democracy, solidarity and inclusion.

Main challenges related to the lack of compliance with the needs of the digital generation and the competencies needed for successful implementation in the conditions of technological revolution:

1) Education systems find it difficult to adapt to rapid changes in technology – not only in terms of how technology is used, but also in the teaching of skills and teacher training.

2) Lack of methods for assessing digital skills.

3) The current education system does not support (from an early age and throughout life) a well-balanced set of skills and competences that guide citizens to the useful interaction between relevant digital and life skills, as well as to key competences, in particular personal, social and entrepreneurial skills).

4) The digital transformation of production and service technologies is not accompanied by educational reform that will allow citizens to make the transition to new professional and social roles.

5) Citizens are not prepared for lifelong learning in a world that is changing faster and more and more digital.

6) Broadband networks with very high capacity, cybersecurity and artificial intelligence is not yet the basis for future forms of education and training.

The strategy aim at meeting all the challenges described above.

3.3.6. Insufficient support and insufficient development of research as an integral part of higher education

A relatively large share of higher education institutions, mostly in the peripheral countries, lacks the necessary critical mass of researchers and facilities that would ensure the conduct of scientific and applied research in accordance with the highest and internationally recognized academic standards. The main reasons can be found in the difficulties after 1990 – low funding for research and education, low prestige of the research and teaching professions in society, difficulties in full participation in the international exchange of scientific ideas, etc. But over the years, some negative attitudes and phenomena internal to higher education have accumulated. Among them: the reduced requirements for academic growth in many universities, which led to the “devaluation” of academic titles; the publication of articles in marginal journals etc. with the sole purpose of accumulating the necessary number for the next step in the academic hierarchy; tolerance of practices that border on or are direct forms of plagiarism, etc.

The task of the management of the universities is to change these negative tendencies and to stimulate the development of internationally recognizable and socially useful scientific activity of the staff. Important steps were taken in this direction in the period 2014 – 2020 through provided funding for leading research centers with modern facilities, introduced national research programs in favour of higher rank issues, a system for evaluating the scientific activities of higher education through objective indicators, objective eligibility criteria for participants in competitions for scientific degrees and academic positions. These positive changes are already yielding results – the scientific production of higher education institutions has started to grow significantly in recent years, as can be seen from the annual editions of the rating system of higher education institutions in the Republic of Bulgaria. Germany? Romania? But important challenges remain, which require systematic measures to realize the full potential of the scientists in the higher education system for the benefit of society and the economy.

Main challenges related to increasing the support and development of research as an integral part of higher education:

1) Need to include research as an integral part of the learning process through its various forms – conducting experiments, theoretical and computer modeling, design and implementation of prototypes, communication for specialized and non-specialized audience, etc.

2) Need to improve and strengthen the role of the system of objective indicators for evaluation of the scientific and scientific-applied activity of higher schools and researchers, without these indicators replacing the need for expert qualitative evaluation of individual scientific achievements.

3) Need for systematic stimulation of publications in referenced and indexed editions.

4) Need for intensification of the international exchange of students and teachers for exchange of ideas, methods and experience, as well as for conducting joint research with partners from leading scientific institutions.

5) Constant development in terms of efficiency and volume of the various forms of financing the scientific and innovative activities – institutional, program, competitive, through public-private partnership and financial instruments, etc.

The project envisages activities that help solve these problems in the teams involved in its implementation. The strategy directs efforts in specific directions – the intellectual products resulting from these activities must meet high EU standards and make it easier for scientists to pursue their high professional goals.

3.3.7. Difficulties in the selection, development and motivation of teachers

Age transformation is an urgent and urgent requirement for Bulgarian higher education due to the emerging deteriorating age structure of scientists and teachers in the country – 23.0% of teachers in public universities are over 60 years old, and in private universities the share of these teachers is 31, 5%. The rapid human development and the constant emergence of new knowledge on the one hand and on the other hand the increasing unattractiveness of teaching, due to low pay, high workload and often unmotivated presence of poorly selected students, stagnates the attraction of young university professors.

Mandatory and rather lengthy and complicated procedures for academic growth do not easily persuade young people to engage in teaching and research. At the same time, there is a deepening misunderstanding between the older generations, using different social languages ​​and symbols. This misunderstanding leads to a delay in the educational process at the expense of unconstructive disputes and disrespected and therefore unperceived theses, opinions, arguments and conclusions.

Main challenges related to the selection, motivation and development of young teachers:

1) Loss of the tradition of accepting the profession of “teacher” as a vocation.

2) The fact that the teacher is no longer the only source of information reduces his prestige and at the same time requires a different and quite complex set of new, insufficiently formulated and justified qualities, new competencies and teaching methods, and hence different work organization.

3) Overload with lectures and seminars exhaust the energy of the young teacher and deprive him of the necessary significant time for personal and professional development, incl. and for research, according to which his work is evaluated in obtaining a scientific degree and promotion to an academic position. This slows down the processes of academic growth and income growth.

4) The poor financial condition of most universities hinders the creation and maintenance of an attractive material environment that does not provide the young teacher with conditions for in-depth research and recovery through appropriate sports and social activities.

5) Insufficient material incentives are also a serious obstacle to attracting and retaining talented and motivated young teachers in many higher education institutions.

3.3.8. Incomplete involvement in the development of economic centers in the country

The most technologically advanced regions in the world are inextricably linked to the presence of leading universities that perform several critical functions – conducting cutting-edge research with the highest potential for innovation and commercialization, training highly qualified personnel in all fields, initiating and conducting intensive two-way exchanges, ideas with practitioners, etc. This model of accelerated technological development of the regions in symbiosis with leading universities is well recognized and attempts to multiply it are being made all over the world.

An attempt was made in Bulgaria to start such a process more systematically through the preparation of the Innovation Strategy for Smart Specialization in the period 2013-2016 and the related operational programs for the period 2014-2020. As a result, significant progress has been made in Sofia and Plovdiv, where the need for coordinated development of economic activities and higher education in the region has been quickly recognized and important steps have been taken to support this coordination. In most regions, however, higher education institutions faced serious difficulties in fully functioning, and in many cases their struggle was for survival rather than for harmonious development with other potential partners – economic, administrative, social and political.

Main challenges related to the full involvement of higher education institutions in the development of economic centers:

1) Uneven distribution of the network of higher education institutions and concentration of students in cities, attracting a large part of the business (Sofia, Plovdiv, Varna), which hinders the effective use of higher education institutions as a tool for conducting regional policy.

2) Very large regional differences in the opportunities for mobilization of investment resources and for professional realization of students.

3) Lack of coordination in goal setting and in the development of coordinated development plans that combine the expertise, interests and capabilities of the various potential partners in the region – regional authorities and administration, business, universities, specialized and general education institutions in secondary education (eg vocational high schools).

4) Very large regional differences in terms of the needs and opportunities for financing education by students and their families with the necessary funds for student fees and support.

The general conclusions from the analysis made in this section of the state of the higher education system, the changes in the environment and the implementation of the Strategy for Development of Higher Education for the period 2015 – 2020 are summarized in the next SWOT analysis and are the basis used for formulation of the presented vision for the development of higher education, priority areas and goals, a set of specific activities and measures and expected results.

3.4. SWOT analysis

3.4.1. Strengths

• High quality rating system of thehigher education institutions, which provides rich objective information about the higher education system.
• Existence of good practices in the partner institutions, which can be multiplied.
• Available expertise in important scientific fields, linked with the logistic indutry.
• Accumulated experience in international cooperation, incl. academic exchange and conduct and publication of research.
• Balanced relative share of women in science and education in the partner institutions.
• Good quality of education in logistics in the partner institutions.
• Good scientific results in in the partner institutions, which allows training of qualified scientific staff and teachers.
• Good scientific infrastructure, provided with funds from the budget, own sources and European programs.
• Adoption and implementation of European quality assurance standards.
• Education remains a value of paramount importance for the population in partner countreis.

3.4.2.  Weaknesses

• Some mismatch between the requirements for active social realization and the needs of the labor market, on the one hand, and the quality of the training received in higher schools, on the other.
• Overall Reduction of the criteria for admission, and for retaining students in the universities.
• Insufficient competitiveness in terms of the rapid development of the market of educational services and lack of sufficient flexibility in the offered forms of education.
• Insufficient number of contracts for joint programs with foreign universities.
• Ralatively low international rank of Bulgarian and Romanian universities.
• Insufficiently developed system to support the research process through various forms of funding: institutional, program, competition, public-private partnership, etc, mostly in Bulgarian and Romanian.
• Extensively developed system of many universities and branches with uncharacteristic professional fields and specialties without traditions and capacity.
• Inability of the system to provide quality education to all admitted students.
• Still too much intake in Bulgaria.
• Insufficient funding of the universities in Bulgaria and Romania.
• to some extend outdated and unrelated to the needs of the labor market curricula in Bulgaria.
• Theoretical orientation in Bulgarian universities, insufficient practical training.

3.4.3. Opportunities

• Creation of a joint sustainable mechanism for updating of the curricula and programs.
• Orientation of higher education not only to high school graduates, but also to non-traditional groups of students for the development of the lifelong learning system.
• Rich opportunities for mobility of students and teachers through the Erasmus + program.
• Involvement in networks of other European universities.
• Increasing the state subsidy for research activities in universities and providing funds for research from coordinated various sources.
• Improving the quality and efficiency through the use of shared resources (teachers, experience, facilities, etc.) within partner universities.
• Creation of interdisciplinary plans and programs, incl. through joint training by the partners.
• Reorientation of the universities from quantity of students to quality by developing educational direction of strategic importance.
• Increasing the number of foreign students.
• Improving the quality and quantity of research.
• Improving the principles and methods for conducting attestation of teachers.
• Introduction of mechanisms for public accountability of the governing bodies and for ensuring transparency and accountability.
• Introduction of information systems to increase transparency.
• Ensuring working internal systems for assessing and maintaining the quality of education and academic staff.
• Mass inclusion of modern digital forms for teaching and testing students.

3.4.4. Dangers

• Demographic processes and the reduction of the number of candidate students – for Bulgaria and Romania.
• Possible increase in the number of young people choosing to study secondary and / or higher education abroad – for Bulgaria and Romania.
• Mass entry into the educational space of online and practice-oriented courses offered by various platforms and organizations, which do not always provide high quality.
• Leaving young researchers due to overwork, low pay and low career opportunities – for Bulgaria and Romania.
• Loss of motivation for development of scientific expertise due to the facts, mentioned above.
• Difficulties in attracting foreign students due to the four-year period of study in the bachelor’s degree – for Bulgaria.

4. Vision for the development of education in transport and logistics in the republic of Bulgaria, Romania and Germany

Development of a differentiated and flexible system of coordination between the partners to fulfill their educational, research and cultural mission for the benefit of society and individuals by conducting an advanced kind training for successful personal and professional realization Building an academic community that shares common principles, values ​​and best practices.

5. Priority areas and objectives for development of education in transport and logistics

The priority areas for the development of education in transport and logistics are:

• Improving the quality by updating the content, methods and forms of education;
• Accelerated modernization and digitalization of educational approaches, methods and practices;
• Using the opportunities of lifelong learning, which supports personal development and professional realization;
• Development of scientific and applied research, innovation and entrepreneurial skills of students and teachers, and transformation of research and innovation into an integral part of the education in transport and logistics.
• Full use of the scientific and innovative potential of the partner institutions and increasing their role for accelerated economic development in the industry at national and regional level;
• Accelerated internationalization and full integration into the European educational and research networks;
• Attracting quality motivated young teachers for renewal and further development of the academic staff.
• Improving the structure, management and accreditation system of the partner institutions.
• Ensuring financial sustainability of the partner institutions and financial incentives for the development of quality education and research;
• Ensuring transparency and accountability in the management of the project;

The specific objectives for improving the education:

Objective 1. Development of a sustainable mechanism for updating existing and creating new curricula – inclusion of more knowledge of geopolitics, international business, environmental issues, communication and transport technology.

Objective 2. Introduction of modern, flexible and effective forms and methods of training – gaming methods, communication network for distant learning and scientific exchange.

Objective 3. Internationalization of the education through establishing international educational and scientific networks and boosting the exchange of students, teachers and intellectual products.

Objective 4. Stimulating the participation of young teachers and team members.

Objective 5. Building an effective education-science-business relationship.

6. Activities and measures to achieve the objectives of the strategy

Objective 1. Development of a sustainable mechanism for updating existing and creating new curricula – inclusion of more knowledge of geopolitics, international business, environmental issues, communication and transport technology.

Activity 1.1 Establishing the competence approach as a priority.

Measure 1.1.1 Development of the competency profiles of graduates from the point of view of the requirements for successful personal and professional realization in the conditions of digital transformation, mobile societies and dynamic labor market.

Measure 1.1.2 Achieving a balance between the development of cognitive (including analytical and digital) and non-cognitive (including social and emotional) competencies.

Measure 1.1.3 Stimulating the development of key competences for lifelong learning, general digital competences, competence in the area of geopolitics, international business, environmental issues, communication and transport technology.

Measure 1.1.4 Stimulating the development of functional competencies and skills for creative and critical thinking, communication, teamwork, leadership, creation and use of algorithms and coding.

Activity 1.2 Strengthening the training in modern digital technologies, strengthening the interdisciplinary connections in the curricula.

Measure 1.2.1 Inclusion in the curricula of disciplines and practical training of latest digital technologies, as well as basic training for skills development for algorithmic thinking and solving algorithmic problems.

Measure 1.2.2 Strengthening the interdisciplinary approach in the preparation of curricula and introduction of hybrid disciplines, which include teachers from scientific and professional fields, noted above.

Measure 1.2.3 Providing appropriate material base and teaching stuff according to the specifics of the disciplines added.

Activity 1.3 Strengthening the cooperation between the pertners and the business in the discussion of the curricula, the practical preparation and the career guidance of the students.

Measure 1.3.1 Ensuring enhanced practical training of students to acquire competencies and qualities required in the labor market by including in the teaching of specialists from practice, dual training and providing student internships and internships.

Measure 1.3.2 Stimulating the involvement of representatives of business and public administration in the discussion of curricula and study programs in certain disciplines.

Measure 1.3.3 Stimulation of the partnership between the scientific infrastructures with the business for outlining the priority areas.

Measure 1.3.4 Supporting the professional orientation of students through career centers.

Measure 1.3.5 Providing mechanisms for monitoring the realization of graduates and maintaining clubs for graduates.

Objective 2. Introduction of modern, flexible and effective forms and methods of training – gaming methods, communication network for distant learning and scientific exchange.

Activity 2.1 Introduction of standards for good training, guided by European experience and traditions.

Measure 2.1.1 Coperation with university centers for training resources.

Measure 2.1.2 Training teachers in information processing skills, visual literacy, problem solving and thinking at a higher level of ad hoc cooperation and a deep understanding of how technological tools can improve the learning process.

Measure 2.1.3 Organization of inter-university international conferences and seminars for presentation of new teaching methods, incl. gaming.

Measure 2.1.4 Updating the curricula by strengthening the role of students’ independent creative activities such as preparation and presentation of critical analysis on a given problem, preparation of course work, solving practical tasks, participation in research – all this through use of gaming methods.

Measure 2.1.5 Assessment of students’ knowledge through skills for: debating, conducting scientific experiments or theoretical modeling, solving real problems through use of gaming methods.

Activity 2.2 Creating a material base – interactive network, allowing the application of modern and flexible methods of teaching and research.

Measure 2.2.1 Creation of programs for providing materials and means to support the digitalization of the educational process, field research, project activities, etc.

Measure 2.2.2 Intensive provision of equipment enabling interactive and digital teaching.

Measure 2.2.3 Linking the accreditation criteria for academic institutions not only with areas per square meter per student, but also with the saturation of this space with equipment allowing the application of effective educational technologies.

Measure 2.2.4 Providing support for content creation and for providing technological resources for the development of quality distance learning, with interactive access and virtual audiences, incl. for exchanging intellectual products – lectures, scientific articles.

Measure 2.2.5 Support and stimulation of the preparation of distance learning courses with open access students in the partner countries.

Activity 2.3 Use of educational forms, methods and technologies – gaming methods, in accordance with the peculiarities of the trained generation of students.

Measure 2.3.1 Significant increase of the programs for e-distance learning, improvement and updating of the curricula and platforms for e-distance learning, digitalization of content and creation of new interactive digital resources.

Measure 2.3.2 Providing systematic technological training to help university professors in mastering basic and additional technologies for teaching and research.

Measure 2.3.3 Digitization of the educational process.

Measure 2.3.4 Setting a predominant visualization of the study material. Significant reduction of text-based learning materials at the expense of educational games with visual and audio information, which should become the main means of transmitting information to students, as visual and audio information should precede textual.

Measure 2.3.5 Use of personal mobile phones as an assistive technological tool in the audience along with the computer and tablet.

Measure 2.3.6 Widespread introduction of teaching through case studies as a means of intensive discussion by students of the taught subject and the development of their skills for argumentation, verbal debate and decision making.

Measure 2.3.7 Pooling the financial and intellectual efforts to create interactive online educational games with libraries and other digital resources usable at any time, including in class.

Measure 2.3.8 Supporting and stimulating the process of expanding the role of the teacher from lecturer towards moderator, who turns into knowledge previously collected and analyzed by students information on a given topic.

Measure 2.3.9 Increasing the participation of prominent practitioners in academic classes.

Measure 2.3.10 Implementing project training, including a dynamic approach in the audience, to acquire more in-depth knowledge through active research of challenges and problems in the real world, with a focus on what is new, active, useful and interesting.

Measure 2.3.11 Offering open access distance courses for students from the partner countries.

Objective 3. Internationalization of the education through establishing international educational and scientific networks and

Activity 3.1 Building real functioning networks between the partner universities on the basis of jointly implemented activities.

Measure 3.1.1 Encouraging the partner institutions to be involved and actively participate in the initiative for building European universities.

Measure 3.1.2 Expansion of international cooperation and partnership within the newly established research network.

Measure 3.1.3 Stimulation and support for further cooperation in the field of research and participation in more international research projects and infrastructures.

Measure 3.1.4 Stimulating the exchange and publication of scientific articles in leading international databases of scientific literature.

Measure 3.1.5 Stimulation and support of participation in specializations and international forums and membership in international organizations.

Activity 3.2 Internationalization of the social and educational environment in the partner institutions.

Measure 3.2.1 Increasing the ability of the academic staff, the employees in the administration and the students for work in a multicultural and multilingual environment through qualification, especially in ICT and foreign language teaching.

Measure 3.2.2 Encouraging the preparation and publication of textbooks, teaching aids and monographs in English.

Measure 3.2.3 Mutual opening of specialties and programs in English to students from the partner countries.

Measure 3.2.4 Supporting foreign students from their reception, enrollment and accommodation, through training, to the completion and issuance of a diploma.

Measure 3.2.5 Harmonization of the curricula with those of leading foreign universities teaching in the fields of transport and logistics.

Measure 3.2.6 Stimulating the establishment and support of the functioning of joint educational programs between the partner universities, as well as new forms of educational exchange such as double and joint educational degrees, and others.

Measure 3.2.7 Stimulation of the double scientific supervision of doctoral students among the partner universities.

Measure 3.2.8 Support for the introduction of the electronic European Student Card.

Activity 3.3 Promoting the incoming and outgoing mobility of teachers, students and administration.

Measure 3.3.1 Increasing the participation of students and doctoral students in mobility, exchange and internships in the partner universities.

Measure 3.3.2 Inclusion of academic mobility in the curricula.

Measure 3.3.3 Introduction of transparent, consistent and reliable procedures and criteria for fair recognition of completed degrees and periods of study in the partner education institutions and increase of the competence of the personnel performing the recognition.

Objective 4. Stimulating the participation of young teachers and team members in the project.

Activity 4.1 Supporting young teachers to create and use new teaching methods while maintaining high academic requirements.

Measure 4.1.1 Use of master’s programs for preparation of future doctoral theses and transition to teaching work for outstanding students with research attitude and communication skills with the audience.

Measure 4.1.2 Unloading from excessive teaching or administrative activity and providing time and opportunities for expanding the knowledge of teachers, developing new teaching skills, and the preparation and management of research projects, linked with the new gaming methods.

Measure 4.1.2 Providing opportunities for qualification – foreign language teaching, ICT, research skills.

Measure 4.1.3 Involvement in other international projects and university networks for joint research and publication activities.

Objective 5. Building an effective education-science-business relationship.

Activity 5.1 Creating a system for regular updating of the curriculum in transport and logistics in accordance with the latest achievements of science and technology.

Measure 5.1.1 Update the content of the curriculum and programs, as well as the accompanying educational materials, so that they correspond to the modern scientific and technological knowledge.

Measure 5.1.2 Inclusion of training through gaming methods oriented towards solving practical assignments in the curriculum, to build the relevant competencies in students.

Measure 5.1.3 Establishment of a system for periodic review, assessment of the topics and formulation of proposals for improvement of the educational content by external scientists and practitioners.

Measure 5.1.4 Inclusion in the periodical attestation of the teachers of indicators, which objectively take into account the topicality of the taught material from the point of view of its scientific and technological level.

Activity 5.2 Activation of the partnership with the employers and the state in the educational activity and the continuing education.

Measure 5.2.1 Supporting the development of dual training and other forms of joint training (incubators, summer schools, career events, etc.) with employers.

Measure 5.2.2 Closer coordination between HEIs, employers and the state for the implementation of programs for continuing education, training and retraining as the main means of adapting to the changing requirements of the labor market.

Measure 5.2.3 Attracting specialists with extensive practical experience as teachers on temporary basis.

Measure 5.2.4 Stimulation of the intersectoral career development from academic to practical realization and vice versa.

Activity 5.3 Activation of the univerity’s partnership with business in research.

Measure 5.3.1 Creating a legal opportunity and stimulating the development of doctoral programs with mixed funding on topics of interest to business.

Measure 5.3.2 Inclusion of education in innovation and entrepreneurship according to the specifics of the professional field.

Measure 5.3.3. Supporting and stimulating the entrepreneurial activity of students and teachers through appropriate academic and organizational measures.

7. Expected results from the implementation of the strategy

Objective 1 Developed a sustainable mechanism for updating existing and creating new curricula.

Objective 2. Introduced modern, flexible and effective forms and methods of training – gaming methods. Created a communication network for distant learning and scientific exchange.

Objective 3. Established a international educational and scientific networks, raised exchange of students, teachers and intellectual products.

Objective 4. Young teachers included as team members in the project.

Objective 5. Established an effective education-science-business relationship.

8. Organization, control and instruments for implementation of

the strategy

Responsible for the implementation of this Strategy is the consortium which:

• Adopts an operational plan for implementation of the Strategy;
• Coordinates the implementation of the operational plan by the partners;
• Periodically, every years, adopts a report on the implementation of the operational plan and an updated plan for the next period;
• Includes the objectives, activities and measures set out in the strategy for the respective programming period.

8. Timetable

The article is part of the development of a study on the Application of the game approach in logistics and transport training (Output Title O4) under the Erasmus + Strategic partnership project “Building an innovative network for sharing game approaches and good practices in logistics and transport training” , Project number: KA203/HE-25/13.09.2019