A System of Indicators as a Measurement of the Contribution of Science
to Our Social Development
VENELIN TERZIEV
Black Sea Institute, Bourgas,
BULGARIA
Abstract: The definition of social efficiency and social technology is the basis of evaluation methods and models,
taking into account the wide range of objective and subjective factors. The methods for evaluating the
effectiveness of social programs (projects) are related to the orientation of the social system towards social
protection and social services of the population and the use of the process approach and the transition to program-
target methods, outlining basic problems, mechanisms for social services and tasks for measurement, defining
the basic requirements for evaluating the effectiveness of social programming and the different stages.
Considering all these questions, the study proposes a model for evaluating the effectiveness of social
programming based on the approach of “organizational effectiveness”, covering the set of certain elements - a
system for acquiring resources, choosing goals, assessing the impact of the external environment, choosing a
strategy, respecting the “what-if” principle and priorities in social activity resulting from dynamic changes in the
social environment
Special emphasis is placed on the differentiated effect on higher education institutions, depending on the area in
which they carry out teaching and research activities, as well as on the peculiarities of the university business
model in the changing environment for the development of higher education institutions.
Key-Words: Social Programming, Development, Social Economy, Social efficiency, Science, Indicators,
Measurement
Received: May 11, 2023. Revised: May 16, 2024. Accepted: June 19, 2024. Published: July 23, 2024.
1 Introduction
Speaking of efficiency, as a key concept for any
socio-economic activity, the emphasis is traditionally
placed on economic efficiency, the manifestation of
which is in the dependence on “costs-effects
(benefits)”. And since every public activity is carried
out with increasingly limited resources, the approach
should be like an economic activity. Moreover, it is
considered as such “any purposeful activity in which
limited resources are allocated and combined
between alternatives, while it is possible to maximize
the effect or minimize costs[1]. The ratio between
the costs and benefits of a given resource or
combination of resources to reach a given, predefined
goal comes to the fore, and on this basis, the
rationalization of management decisions. In this
sense, the cost-effect relationship can be used as a
“planning method; a decision-making tool and
environment for historical documentation of
decisions made” [2].
This fundamental principle characterizing
economic efficiency is one aspect of studying
business efficiency. But every activity is by its nature
social and determines the need for measurability of
social effects. On this basis, in recent years there has
been more and more talk about the so-called social
efficiency. Unlike economics, social efficiency is not
so direct, it is a more complex category and it is
difficult to give one-dimensional expression [3].
2 Measuring Social Effectiveness
In foreign research practice, a certain amount of
experience has been gained in the measurement of
social effectiveness within the framework of the
predictive assessment of the social consequences of
scientific and technical projects, and economic and
social programs. Thus, in the United States of
America, at the beginning of the seventies, an
independent direction of research was built in the
field of “social impact assessment” (SIA-Social
Impact Assessment), or more precisely, the integral
social consequences of the implementation of various
projects and programs for development. The business
and political circles in the USA realize that every
technological breakthrough brings “unplanned”
losses of an ecological, social, and psychological
nature, which eventually turn into an indirect
economic loss. In the field of scientific and technical
development, both at the level of companies and at
the level of national programs, the entire
methodology for planning and management is being
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restructured. If earlier it was oriented only towards
the purely economic criteria for efficiency, now the
social, psychological, and other consequences in the
implementation of the scientific and technical
projects are starting to be taken into account, already
at the stage of adopting a decision for their
development and implementation. Thus, there is a
need for a complex assessment of the various
categories of impact of technique and technology on
society [4].
The evaluation of the social impact of the
scientific and technical projects and programs in the
United States of America became an independent
direction after, with the Environmental Policy Act in
1969, the mandatory procedure for evaluating their
environmental impacts was created [4].
All state projects that may have a significant
impact on the environment, as well as projects of
private companies and enterprises requiring a special
state sanction, are subject to environmental expertise.
An impressive example of the use of increased
environmental requirements in the implementation of
economic development programs in the United States
of America is the organization of the development
and implementation of the oil pipeline project
through Alaska in the mid-seventies [4].
Project planning was carried out throughout the
period of construction, operation, and dismantling of
the oil pipeline after the field was exhausted.
It should be noted that the entire complex multi-
level program management mechanism is formed and
functions on the basis of the economic law in force in
the United States of America and special legislative
decrees and agreements.
This determines the specificity of the form of this
management mechanism, in which its separate parts
and elements, represented by state bodies, owner
companies, and specialized firms, are connected to
each other in a single organizational system of
bilateral and multilateral agreements and contracts.
From the standpoint of the nation's long-term
interests, the project is recognized as highly effective
and correct.
For a long time, the very formulation of the
problem of social efficiency was considered
debatable in sociology and economics. To date, no
unambiguous and generally accepted definition of the
concept of “social efficiency” has been established.
There are quite a lot of studies of a different nature,
in which the authors try to study the social
effectiveness of various types of activities, including
managerial ones. First of all, most authors develop
the concept of social efficiency, the criteria, and
methods for its evaluation against the goals of social
production.
The monograph of the Bulgarian scientist M.
Markov can be considered a classic work on the
problem of social efficiency. According to him,
effective is what leads to a result, to an effect (in
Latin effectus - action, performance, and afficio - I
act, perform) - effective, that is, effective [5].
A popular model for evaluating efficiency is the
dependence on “resources-costs-result”, whose
characteristic feature is the separation of the role of
resource provision and the costs of increasing
efficiency from management activity.
In R. Likert's model for effective organization, the
following three factors are defined [6-7]:
Internal organizational factors, including the
formal structure of an organization, the economic
structure and social policy, the professional and
qualification composition of the staff;
Intermediate variables such as human resources,
organizational climate, decision-making methods,
level of trust in management, means of stimulation,
and motivation for activity;
Outcome variables, such as growth or decline in
labor productivity and income, degree of satisfaction,
consumer demand, etc.
In such an approach, efficiency is born as a result
of a complex interaction between various factors,
among which human and socio-ecological factors
occupy a dominant position.
Attention is also paid to the approach according to
which effectiveness is assessed by the degree of
protection of the balanced interests of the state and
society. The work of the state apparatus can be
recognized as effective only in this case if it
successfully solves the problem of optimal protection
of the interests of the population, social groups, and
every person. In this dual task, the most important
aspect is the concept of efficiency of the state
apparatus. According to this approach, effectiveness
is expressed in the expansion of opportunities for
active civic life of every citizen, of society and the
effectiveness of the state. It is determined by a well-
functioning system of activity of the state bodies, by
their ability to lawfully implement the state interests,
to implement the state policy for social and public
development.
Another point of view is that which links the
efficiency of state activity with the presence or
absence of an optimal paradigm for administrative-
political management. It is about the opposition of
the traditional technocratic political management
paradigm to the new - participatory one.
In general, the authors directly connect the
effectiveness of state activity with the presence of a
bureaucracy that actually serves society [4, 6-7]. This
is the bureaucracy, which: is under the real control of
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society; expresses the interests of social progress; and
is minimal in its quantitative and qualitative
parameters.
This claim is based on the internal contradiction
of the bureaucracy between the broad public goals for
which it was created and its narrow corporate
interests tending to dominate.
According to the opinion of some authors, the
criteria for the effectiveness of social management
are concluded in the following:
In the degree of conformity of the directions,
content, and results of the activity of the management
structures and of those parameters thereof, which are
determined by the functions and status;
In the legality of decisions and actions
corresponding to management structures and users
(recipients, beneficiaries);
In the reality of the influence of management
activity on the state and development of management
objects;
In the depth of reporting and expression in
management decisions and actions on the specific
and complex needs, interests, and goals of people;
In the nature and volume of direct and “reverse”
relations with the beneficiaries, or in other words - in
the democratization of the activity;
In the degree of authority of the decisions and
actions of the management structures;
In the veracity and appropriateness of information
transmitted to management structures and
beneficiaries;
Influence of the management activity in relation
to the external environment.
Any action, social phenomenon, or quality,
including social efficiency, are characterized by
quantitative and qualitative aspects. And although
these two sides of the object exist in an inseparable
unity and interrelationship, they are still different
characteristics of the social reality surrounding us. In
the scientific literature, it is accepted that the
qualitative side of the obtained result (effect) is
indicated by the term “criterion”, and the quantitative
side by the term “performance indicator”.
In other studies, a slightly different interpretation
of the term “riterion for social effectiveness” is
offered, considering it from the point of view of the
relationship between the quantitative and qualitative
determination of the studied and evaluated object. On
the quantitative side, the criterion appears as a
method, tool, and reference measure for movement
towards the desired result, and on the qualitative side,
as an opportunity to separate “positive sides, forms
of this movement in space and time”.
Despite all the differences in the understanding of
the term “criterion” in the indicated approaches, a
semantic unity is observed. Moreover, their synthesis
gives us a new, deeper understanding of the social
nature of social efficiency.
Thus, the “performance indicator” (quantitative
criterion) fixes the objectified and integral, mainly
quantitatively expressed (for example, from the point
of view of the natural volume of social goods and the
time interval for their provision) assessment of the
achievements of the social system of each rank.
The “criterion of effectiveness” (the qualitative
criterion) is more focused on the study of the internal
mechanisms for achieving the given result, including
the degree of limitation and the so-called activation
of the human factor, as a condition for self-
development, effective activity, the social cost of
what has been achieved, the degree of its limitation,
etc.
This distinction is essential and important for the
development of the social activity assessment
system.
In whatever magnitude the effectiveness of the
functioning and developing social system is
expressed, it is always the result of the actions of all
factors of the system in their totality, presented as
integrative effectiveness. At the same time, it is
important to emphasize that no matter how
extraordinarily effective the activity of individual
factors in the social system may be, its high
efficiency can only be ensured by the corresponding
quality of systemic social interaction. It originates as
its irrevocable organic property and serves as a
general algorithm and a universal motivational
mechanism for activity for all factors in the given
system.
The relationship between economic and social
efficiency is complex. The growth of economic
efficiency is usually based on the following
methodological principle, according to which the
implementation of the social program in itself must
become a catalyst for effective economic
development.
The funds spent by society to satisfy social needs
are eventually returned in the form of an increase in
social and labor activity. In this system, the
implementation of social management ultimately
appears as one of the subordinate factors for
achieving economic efficiency.
The attempt in an analogous way to consider the
impact of the economic factor in reaching integral
social efficiency inevitably suffers from a simplistic
approach. It is already recognized as completely
obvious that with a certain essence of social
efficiency, the classic criterion (the “cost-profit”
ratio) is clearly insufficient. Another approach is
needed, with the help of which the effectiveness of
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one or other social actions could be evaluated. The
degree of achievement of social effectiveness is
determined by the position of movement towards a
socially significant strategic goal, which is
meaningfully revealed as a state of maximally
complete realization of man's needs and the self-
realization of his essential powers, in other words, his
personality. Human well-being, as the highest value
for society, becomes an end in itself for social
development. Hence, the projective goal of any
development usually arises as a requirement to
determine the complete well-being and free all-round
development of all members of society, the
realization of which is primarily in the creation of
human-worthy conditions for life and creativity.
In doing so, it is necessary to make a number of
important methodological clarifications. The notion
of social efficiency as performance, evaluated from
the positions of approaching the socially significant
goal, must necessarily relate to the changes
corresponding to the general line of progressive
development of the social system, i.e. with her
gradual transition from less to more perfect existence.
We can note that before comparing each achieved
social result with the costs, it is necessary to clarify
the significance of the very fact of reaching this
result, first of all from the point of view of its
compliance with the goals of social development. It
is also important to consider the time interval needed
to achieve the set goal.
The importance of this clarification for the
understanding of the basic principle of social
efficiency and its criteria, expressively emphasizes
the specific experience of social policy. The
American scientist D. Rothblatt emphasizes that in
the United States of America in the thirties, a
fundamental rethinking of the principle of effective
social policy was done [6-7]. The government's
measures to expand unemployment insurance funds
and increase the number of welfare recipients, which
were initially seen as completely progressive, in the
long run increasingly show their ineffectiveness,
insofar as they have little impact on the improvement
of human resources. Experience has shown that
“providing well-being without offering viable
alternatives” for human development and initiative
becomes a brake on social development, insofar as it
generates “reproduction of the culture of poverty
from generation to generation”. Obviously, to the
same extent that the time element allows to more
precisely reveal the main line of social development,
the evaluation of the social activity of the activities
carried out can be radically changed. So let's say that
it is more effective to include people in need of social
support in the labor process, bringing a promising
result both from an economic and a social hunger
point, than to give aid aimed at short-term
"smoothing" of social tensions in society.
Examining the problem of social efficiency
depending on the notions of social development and
its ideal gives rise to additional difficulties. In those
cases when the social effect is difficult to measure
quantitatively, the only reliable criterion for its
evaluation can only serve the degree of approaching
the goal, to the realization of those values that are
foreseen by it.
In a number of works, the substantive side of the
concepts of social effect and social effectiveness" is
considered. As a rule, the authors of publications
agree that the social effect is a certain social result, a
purposeful activity carried out in life by economic
decisions.
Moreover, in some cases it is understood as
“something related to human development” which
“forms new features in the image of life and activity,
both individual and collective, testifies to an increase
in social activity, supports all-round development of
personality and the formation of a new type of
worker”. In another case, it is treated as a “result
meeting the objectives of social development”. In the
third case, as “the degree of increasing the socio-
psychological or sanitary-hygienic comfort of the
person”. In the latter cases, in fact, it is not the social
result as such that is meant, but the efficiency, i.e. the
ratio between the result and the goal, the initial and
subsequent state of social comfort [4, 6].
The proposed definitions make it possible to
capture the essential differences between the
concepts of “social effect” and “social effectiveness”.
The first reflects a finding of reaching certain,
quantitatively or qualitatively evaluable results of
social activity in an independent sense. In the second
case, there is a correlation of these results with the
measure or degree of realization of the normatively
set goal or ideal for social development. This
measure of evaluation of social effect, in turn, serves
as an important indication of this qualitative side of
social activity integrated into its systemic
organization. Thanks to the same, social efficiency
itself is achieved. This inherent efficiency of social
activity - the constitutive quality characteristic - can
be defined as a principle of social efficiency. It is
directly related to the criteria of social efficiency, as
specific qualitative signs and determinants of
meanings, on the basis of which, as a kind of “zero
reporting points”, social activity is evaluated as
effective or ineffective. Looking at the signs
distinguishing social efficiency from the result, they
relate it either to the goals or to the needs. It should
be noted that “the most effective, other things being
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equal, will be an activity in which the goal maximally
depicts human needs.” Along with this, the question
of the specific social results (effects) of its
managerial impact is not raised, although it is
presented in the given context as very essential. The
thing is that the examination of the issue of
assessment of social effectiveness and the very
content of this concept is inseparable from the
specific analysis of both the normatively or
ideologically set goals of social development, as well
as the needs (expectations, interests, ideals) of the
various social subjects.
It seems that social efficiency cannot be thought
of in the categories of an abstract social good or only
in terms of the movement of the social system
towards some extremely generalized goal of social
development.
The social object and this is the object of
management, to which the concept of social
efficiency refers, is sufficiently complex in its
structure. It encompasses the entire set of social
relationships and relationships existing in society.
The very goals of social management inevitably
affect the entire “space” of these connections and
relations, including the social system (society) as a
whole, social groups (communities), and individual
individuals (personalities). Based on this and the
effectiveness of the social management activity, one
should think in the overall assessment of the
development of all countries, aspects, and
components of the social system.
It is obvious that the above-considered correlation
of effective social activity with the goals of social
progress indicates one of the important moments of
social connection and interdependence between the
system-wide, social-group, and individual-personal
dimensions of social activity, of the aggregate and, as
a rule, long-lasting nature of its manifestation.
Examining the issue of the socio-economic
efficiency of the targeted complex programs, it was
found that “the main purpose of calculations and the
assessment of social efficiency within the framework
of the program-target method is the justification of
the adopted planning and management decisions”
[8]. Taking into account the need to predict the social
consequences of economic activities, which must be
considered in the general assessment of their
effectiveness, several authors note that for this “the
persistent quantitative or (albeit sequential)
dependencies between production-technical and
social changes, between the characteristics of the
targeted events and indicators reflecting the
corresponding target norms” [9-10].
Some authors link the social efficiency of the
economy with the problem of efficiency. In
economics and sociology, even the question of the
legality of this concept, such as “social efficiency”
(as opposed to the more or less clear economic
maximum production at minimum costs) is
debatable.
Those scholars who consider this concept
legitimate try to give it a more specific definition. In
particular, the criterion of social efficiency is the
degree to which ripe social problems can be solved in
minimum terms and at minimum costs to society. The
given definition is debatable because the
development of a criterion for optimality in the social
sphere would significantly advance the
understanding of the criterion of social efficiency,
whatever final formulation this concept receives [9-
10].
Posing the question of the optimality of social
activity as an integral criterion for its effectiveness is
promising precisely because of the complexity of
each social object, its dependence on multiple
variables, and also the presence of multi-vector
internal system contradictions.
We should bear in mind that optimization in the
mathematical theory of optimal processes is called
the process of choosing the best option from the
possible ones, bringing the system, the object, to the
best possible (optimal) state, a process in which it is
maximized the quantitative characteristic of the most
desirable property of the object and vice versa, the
most undesirable is minimized.
The issue of optimality criteria (the optimum) is
an important theoretical result for the optimization of
the national economy. In the most general form, the
criteria for optimality in economics are defined as
particular economic and mathematical models
expressing public attitudes. In other words, they are
a special type of formalization of the goals of
economic development in the form of an analytical
and, in this sense, a priori set function.
The problem of the ratio of optimality and
efficiency problems is also debatable. One group of
economists actually equates them, while others try to
separate these concepts. This is where targeted
research work is needed. For now, one thing is clear:
between the criteria for optimality and efficiency,
there is unconditionally the closest relationship and
the theoretical clarity in this regard allows us to
achieve significant success in the objective
assessment of the consequences of the
implementation of plans, programs, projects, and
decisions. It is obvious that, for example, social
efficiency can be thought of narrowly pragmatically,
as the best outcome in solving an urgent social
problem. Within a broad social approach, the
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strategic and long-term consequences of the
measures taken are taken into account.
Certain contradictions and divergences may arise
between these approaches. Under these conditions,
the task of achieving overall social efficiency should
be formulated primarily as a task of optimization of
the social management activity.
Social and economic efficiency has two aspects.
Each bearer of a certain type of work is treated as part
of the general, direct social work. Concerning the
product of any given labor, it manifests itself as a
quality or property capable of satisfying a rising
need.
Economic efficiency applies its criteria for
evaluating the results of labor to solving the question
of how much it costs us to achieve the obtained effect
for social activity, and to whom and how this effect
serves. Proceeding from this, it can be assumed that,
unlike the criterion of economic efficiency, the
criterion certifying social efficiency is not understood
only within the given “closed” system of social
action, rather than having an externally set
normative-ideal character. This greatly complicates
the assessment of the social effectiveness of each
management institute, as it forces it to take into
account in its field, the “internal environment” of its
activity within which the performance can be
correctly assessed and measured. At the same time,
the measurement is exclusive to the quality of the
given social-management system, as well as with the
“external environment”, which is not in the sphere of
its control. Nevertheless, it is a task of normative
goals from which the integral evaluation of social
efficiency is derived.
It is appropriate to emphasize the distinction and
interrelation between the categories of efficiency and
quality. The criterion of effectiveness is the ratio of
costs and results, and the criterion of quality is the
ratio between the effect and the goals, the goals and
the means to achieve them. An expression of the
principle of efficiency is less cost - greater result. The
manifestation of the principle of quality is the highest
degree of achieving the goal with rational and
optimal use of the available means. It is obvious that
with such consideration of the principle of social
efficiency, it is taken from the standpoint of the
quality of social activity, and not as a “cost-effect”
ratio.
The problems of the social efficiency of the
activity are considered directly in the specific
management. The social consequences of
management activity in the broadest sense of the
word are clarified by the already mentioned
American system for assessing social consequences
SIA (Social Impact Assessment - SIA). American
authors include economic in the narrow sense of the
word, political, cultural, and psychological impacts.
From the point of view of the one who is affected,
social entities and organizations are distinguished.
Such are society, social groups, socio-territorial
communities, and individuals. From an
organizational-institutional point of view, the
impacts to which the activities of management
bodies, ministries, industries, and companies are
subjected are analyzed [9-10].
From the point of view of the spatial scales of the
impact, the consequences for the country, the region,
the district, the municipality, the territorial unit - the
population of the object of impact or the specific
target group of beneficiaries are evaluated.
Social impact in the narrow sense of the word
means the impact on employment, the creation of
new jobs, education and training, self-education,
health and quality of life, communication within and
between social groups, social cohesion, and social
segregation. within the local territorial community.
In this case, the task is to answer the questions of
who gains and loses if the supposed action takes
place, what these are, and how the social costs and
benefits are distributed.
To assess the social effect of management
decisions, it is necessary to have criteria that allow us
to assign social consequences to goods or costs. In
other words, the presence of certain benchmarks and
value orientations is assumed.
The procedure ends with the determination of
what some authors call “target and “need”
efficiency, i.e. efficiency, understood in a normative-
ideal dimension.
The indicated experience allows us to realize
several simple truths, without the consideration of
which one cannot proceed to the creation of socially
significant programs and projects, namely:
Before proceeding with the implementation of
any management decision, it is necessary to assess its
social meaning, and therefore its expediency;
Insofar as there are no universal criteria for social
efficiency, each specific management decision must
be accompanied by a justification of its expected
social effect and defined criteria for its evaluation;
The interpretation of the social effect depends on
the scale of the management decision, on the level of
consideration of the subjects experiencing the impact
of the innovation, on the motives and the pursued
goals, and also on the time interval during which the
expected result is expected to be obtained;
It is important to distinguish the social effect in
the broad and narrow sense of the word, taking into
account that there is a dependency between them.
The justification of management decisions increases
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if the concept of social effect is complex and includes
economic, social, psychological, socio-cultural, and
other significant consequences;
Evaluating the supposed social effect, it is
necessary to orient ourselves against certain value
benchmarks, allowing us to thoughtfully judge the
social “value”, and the social “continuity of
decisions”. Such an assessment is possible only in the
case of comparing the social effects of several
alternative solutions.
The problem of the social effectiveness of
management began to be actively studied in the late
sixties and early seventies of the last century.
Previously, it was related to the development of the
theory of social management, which raises the
question not only of the economic but also of the
social effect of management activity. The question of
the effectiveness of the management system, as the
effectiveness of the activity of the subject of
management or the management subsystem, is
necessary to focus on the following questions: what
is the contribution of the management system in
solving these or those socially significant tasks?
What is its contribution to the achievement of the
goals facing the particular organization?
The primary criterion is the degree of impact of
the managed subsystem. But insofar as the
management system is relatively independent and
functions as a complete complex, one more set of
criteria can and should be defined. It is formulated
based on the primary criterion and answers the
questions related to the internal state of the
management system, with its ability to act with an
increasing degree of efficiency.
Along with the evaluation of the effectiveness of
the management system in the general aspect, the
effectiveness of the main components of the
management can and should be determined - the
functions, functional structures, and technologies.
Efficiency can be considered not only as a
phenomenon from the economic sphere. Moreover, it
is a relatively independent social phenomenon. It is
based on the consideration of the multi-level
structure of elements, value criteria, and indicators.
They fix the effectiveness of social programs and
events, the activities of different population groups,
and the social consequences of the implementation of
economic, scientific, and technical projects. Social
efficiency indicators are considered tools for
evaluating the realization of the interests and needs
of society, the state, the collective, and the individual.
Effectiveness, as a social phenomenon, appears in
the form of the qualitative-quantitative characteristic
for maximum development of human resources,
forms of social life, and management of society,
taking into account the minimum social, political,
economic, and moral costs. This approach allows us
to consider social efficiency as a universal approach
for expressing the degree of effectiveness of positive
and negative functioning in the development of social
institutions and processes. At the same time, the
widely understood principle of social efficiency goes
beyond the limits of the given ratio, insofar as it takes
into account and integrates several more important
dimensions of the effectiveness of social activity. It
is about its orientation towards reaching socially
significant, normatively set goals for the
development of the object for social management, the
assessment of the consistency and the real degree of
approximation to the sought public interest in the
order of “self-development” of the system, the
orientation towards the quality of management
activity. These aspects for measuring social
efficiency should naturally be reflected in the
construction of the general model or principle for
social efficiency.
The analysis of the problem of social efficiency
shows that in the process of birth and development of
science, it naturally receives the necessary attention
in the context of different management systems. In
particular, the importance of this context should be
emphasized with the system of state and local
management of the social spheres of society. The
public character of these systems implies their
limitation in their activity for social effect and its
determining quality of social effectiveness in the
wide range of social needs and goals. Therefore, the
social efficiency of the state management system
objectively requires the application of a polymodal
multiparameter approach to its measurement. The
connection of the entire complex of social and
effective state management with the social safety of
the country as a whole, and also with each region and
territory in its independence, is also essential.
When defining the complex assessment of the
effectiveness of social programs, it is appropriate to
note the following:
The evaluation of the effectiveness of social
programs should be considered in the context of
quantitative and qualitative indicators: the
quantitative indicator is expressed in the natural
volume of social goods, as well as in the material
costs for their receipt, and the qualitative indicator or
criterion is reflected in the internal mechanisms the
achievement of the given result, the quality of the
organizational and management system, the system
norms and values, the norms of law, based on which
the activity in the given social system is considered
effective or not;
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When evaluating the programs, their economic
and social efficiency should also be taken into
account. Economic efficiency is expressed in the fact
that the implementation of the social program in itself
must become a catalyst for effective economic
development. The funds spent by society to satisfy
social needs must eventually be returned in the form
of increased social and labor activity;
The degree of achieving social effectiveness is
determined by the position of movement towards the
socially significant goal, which is meaningfully
revealed as a state of maximally complete realization
of man's needs and self-realization of his essential
powers, in other words, his personality, which is
realized above all in creating human-worthy
conditions for life and development.
In the case of complexity or the possibility of
calculating economic efficiency, the weight in the
assessment is the optimality in achieving the social
effect.
It should be noted that the results of the programs
relate either to the goals of the program creators or to
the needs of those to whom these programs are
directed. To the greatest degree of effectiveness in
the given case, those programs reach those programs
in which the goals of the managers and organizers of
the program most fully reflect the needs of the
subjects of the program [8].
3 Measurement of Science, as an
Indicator of its Significance
In recent years, a lot has been said and written
about measuring science, quality, sizing in some way,
and finding an element for its valuation. An
interesting undertaking, both from a professional and
a research point of view. There are at least two parties
to this process those who create the science and
those who will evaluate it or, more precisely, those
who will consume it. So that all this does not seem
rather primitive and consumerist, we should consider
all this as a process that is too complex, both for its
accounting and even more so for its valuation.
Historically, the benefits of various scientific
discoveries came quite late, even after the death of
their authors.
The challenges of looking for answers to
questions from the point of view of usefulness,
effectiveness, and efficiency are related to a definite
and precise knowledge of these processes and their
reflection on the entire social process in which they
fall or, more precisely, are part of this social process.
Perceiving science as something abstract and
incomprehensible rather harms or at least does not
help the process of its perception and appreciation.
Various state and public institutions deal with this
difficult task, including the Ministry of Education
and Science in Bulgaria, which is called upon to
perform this activity in accordance with its duties. In
the implementation and development of various
models and technologies in this direction, there are
always satisfied and dissatisfied. This should in no
way frighten, offend, or discourage either party.
Achieving maximum justice is a strong enough
motive to go in this direction of objectifying the
essential processes related to scientific and research
activities. Moreover, it has been proven in life that
progress is related to scientific discoveries and they
are part of human development.
Very often we take things quite pragmatically
from our point of view, contenting ourselves with the
explanation that they are still going well or are
acceptable enough for the community to which they
relate. This acceptable way may be relatively good
for a certain period of time, but it is by no means
acceptable and progressive for the development of
these processes.
The concept of “process” is complex enough in
the sense that we use it because, on the one hand, it
has a long duration in terms of time and has a
complex of characteristic features, complexity, and
even contradictions. It must be considered, defined,
and even understood both by all participants in the
process and, above all by those who will consume the
results of this process, i.e. society. The opposite will
be a self-serving game of science and will bring
satisfaction to man for himself without benefiting
others. You will agree that the main benefit in this
direction is the applicability of everything that
scientists and researchers do. Historically, this has
been repeated enough times over the years, and in
quite a few cases, scientific discoveries have been
accepted and evaluated in a much later period of time,
after their realization. Acceptance or denial of certain
results of scientific activity requires understanding,
feeling, or approval by society. This is not always an
easy and achievable task from any point of view.
Usually, scientific discoveries, research, or
developments are published in specialized
publications that are accessible to a limited circle of
users who are engaged in this activity or these
publications are not public enough, i.e. have limited
access or in most cases this access is paid for. This
further complicates the process of approval or
acceptance of these circumstances. The imposed
need for scientific developments to be published in
refereed editions, i.e. those that contain scientific
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information of high value, has turned them into
publications of a closed nature or limited availability
of the published information. This is also
understandable, considering the efforts and work of
the respective teams or specific researchers to receive
feedback for their efforts and to be evaluated in an
appropriate and sufficiently acceptable way.
On the other hand, the work of scientists must
reach a larger community, because it is practically the
potential user of their work. This forces, or perhaps
the correct word obliges, scientists and researchers,
to present their theses, developments, and discoveries
in various forums to reach the user as quickly as
possible through various information channels.
Explained in this way, it sounds rather simplistic, but
it is relatively true. A study is sometimes presented,
advertised, and displayed at dozens of scientific
conferences, roundtables, symposia, and trade shows,
and becomes a complex, difficult, and lengthy
validation process. The resistance from the scientific
community in such cases is very serious because the
search for non-traditional approaches in the
validation of scientific research violates the generally
accepted framework of slowness and closedness of
the academic community. This “irritates” the
scientific community, which is quite introverted and
even rigid in its understanding of the promotion of
scientific works.
It is our understanding that almost all presentation
options are acceptable as long as they produce a good
result and provide reliable and true feedback and
useful information in this direction. The relationship
between the authors of scientific research and
development and users should be more than warm
and sincere, to establish in a sufficiently accurate and
correct way gaps, negatives, or imperfections.
The changes in the Law on the Development of
the Academic Staff and the Rules of its Application
in Bulgaria try to find an answer to these questions
by trying to create a system of criteria that is
measurable for the relevant field of higher education
and professional direction. This system is served by
the National Center for Information and Documents
at the Ministry of Education and Science of Bulgaria.
Whether the quantitative measures that are embedded
in this model can provide the necessary qualitative
coverage is difficult to say and rather the answer is
negative. Despite everything, this system creates a
certain order and visibility of the results, but for
objectivity, it is difficult to even think in this
direction. Especially considering that different
assessment and eligibility systems and requirements
have been in place at different times. Meeting certain
criteria to date sometimes makes it impossible for
some scholars and researchers to present adequate
information, with an additional difficulty presented
by paper-based information from older time periods
that cannot be ignored or denied.
This does not detract from the efforts being made
in this direction to introduce uniform or more
precisely measurable requirements to be taken into
account in the habilitation procedures for associate
professor and professor, as well as for the educational
and scientific degree “doctor” and the scientific
degree “Doctor of Science”.
Naturally, they are differentiated according to
certain criteria, with the relative weight being placed
in several main directions: articles and reports
published in scientific publications, referenced and
indexed in world-famous databases with scientific
information; articles and reports published in non-
refereed peer-reviewed journals or published in
edited collective volumes; citations in peer-reviewed
monographs and collective volumes; citations or
reviews in non-refereed peer-reviewed journals;
supervision of a successfully defended doctoral
student; a published university textbook or a textbook
that is used in the school network, etc. Here,
particular importance is given to publications that are
in the referenced systems of Web of Science and
Scopus. It is believed that the requirements for such
editions are high enough and the evaluation of the
published works is high. This, of course, is a matter
of perception by the relevant evaluation body as one
of the main criteria in determining the quality of the
scientific activity of the individual himself and of the
institution as a whole.
All this directly corresponds to different rating
systems, which take into account certain articles in
certain editions and rank the institution according to
these indicators, including citations of these scientific
reports, articles, or announcements. This seems quite
acceptable and adequate as an assessment
technology, but the result does not always correspond
to the reality of the state of the relevant scientific and
research institution. Such an assessment is also made
in Bulgaria and at the end of each year, the results of
the previous year are presented. The time of
assessment was chosen non-randomly. The indexing
of relevant publications in the two main systems is a
lengthy period, in some cases lasting more than a
year. Sometimes in these cases, there is a possibility
that part of the publication activity of scientists and
researchers is not correctly and accurately reported.
In some of the higher schools, progress is due to one
or more scientists who have formed a team and
established themselves in the community and are free
to publish in this type of scientific journal. This in a
certain way distorts the information that is presented
and leads to quantitative accumulations that do not
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correspond to the overall assessment of the
institution. In some cases, if we exclude these few
scientists from the composition of the relevant higher
school, the data that will be obtained is insignificant.
The created Rating system of higher education
institutions in Bulgaria uses a methodology that is
based on a system of indicators.
The main information in the rating system is
represented by a set of indicators. These indicators
were formed as a result of collected statistical
information from centralized registers and surveys
conducted among students, teachers, and
administrative and managerial staff in higher
education institutions, as well as among employers
who hire personnel with higher education. The
indicators are divided into 6 thematic groups
according to the main categories by which higher
schools are evaluated. These groups are: Learning
process; Research; Learning environment; Social and
household and administrative services; Prestige;
Labor market realization and regional relevance.
There are two main types of indicators in the
rating system - rating and informational. Rating
indicators are those that can be used to form rankings
of higher education institutions in a given
professional direction. Information indicators
provide information about a given higher education
institution and its professional fields but are not used
to create rankings. For example, the indicator
“Number of students in professional direction” is
informative. It can serve for comparisons and provide
additional information about a given higher
education institution in a given professional field, but
it cannot participate in the formation of rankings,
since the presence of a larger or smaller number of
students in itself is not an indication of the presence
of a higher or lower quality of the education
provided.
The rating system contains indicators summarized
at three different levels: Professional direction in the
relevant higher education institution; Professional
direction at the national level; and High school. Some
indicators are available in the system at all three
levels, others - at two of them, and others - exist only
at one level, depending on the cognitive meaning of
each of the indicators. The indicators, which are
calculated for higher education institutions as a
whole and participate in some kind of ranking of
higher education institutions by professional fields,
have the same value for all fields in the higher
education institution. The indicators calculated for
the professional fields in a national plan are not used
in the formation of rankings, but they can be used to
make comparisons between the different fields in the
Bulgarian higher education system as a whole (but
not between the different higher schools within the
same field). These indicators carry aggregated
information at the professional level and can be used
for further comparisons and analyses. They can be
viewed in the “Comparisons” section of the system's
website.
Until 2015, two criteria were used for weighing
the data obtained from the sociological survey among
employers from the respective administrative area in
which the respective employer is located and the
number of persons employed by the respective
employer according to data from the National Social
Security Institute. For the 2018 edition, two data
weighting criteria have been used again - the
administrative area in which the relevant employer is
located and the economic activity code (according to
data specified in the survey) according to the
Classification of Economic Activities 2008. For the
2019 edition d. when preparing the weights, in
addition to the “administrative area” and “code of
economic activity” criteria, a third criterion was
added - the number of employees, obtained from data
from the sociological survey conducted among
employers in June-July 2019. When preparing the
weights for the 2020 edition of the Rating System
used the same three criteria as in 2019. No
sociological research was conducted in 2023. For the
standardized rankings, the most up-to-date available
data was used, i.e. those from the 2020 edition of the
Rating System.
Changes in the methodology and the addition of
new or removal of existing indicators may have a
partial impact on the standardized rankings, and this
should be taken into account when interpreting the
changes in the positions of various higher education
institutions in this type of rankings in the different
editions of the rating system.
Information about the indicators and the weight
with which each of them participates in the formation
of a selected standardized ranking can be found by
selecting “Show indicators” in the corresponding
standardized ranking for the relevant year on the web
platform of the Rating System at https://rsvu. mon.bg
/ [13].
When preparing the Rating System of Higher
Education Institutions, indicators were used in
different measurement units (number, scale rating,
percentage, BGN, etc.). Therefore, it is necessary to
unify their values by a statistical procedure called
"standardized z-scores", which brings them to the
same scale and at the same time preserves the order
and proportions between them. Standardization is
performed using a classical method that uses an
arithmetic mean and a standard deviation. The
calculation goes through the following basic steps:
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1. Arithmetic average values are calculated - for
each of the indicators, the arithmetic average is
calculated for the entire studied population in total -
𝑚𝑒𝑎𝑛𝑔𝑟.
2. Dispersions are calculated for each of the
indicators:
where i moves according to the number of units in
the studied population, and the total number of units
in it is denoted by N. This quantity shows how
different, on average, individual cases are from their
average size.
3. Standardized points are calculated:
with this procedure, the distribution of the
indicator values is translated and an average is
obtained 0 and variance 1 (within the studied
population), while the order and proportions between
the values of the individual units are preserved.
To convert the standardized points to points
between 0 and 100, another transformation is done:
𝑍𝑖 = 20 + 50 𝑖
At values less than 0 and greater than 100, i.e.
those differing from the mean by more than 2.5
standard deviations are given values of 0 and 100,
respectively.
In the rankings, the final grade for each institution
of higher education is presented as a score on a scale
from 0 to 100. Since the 2013 editions of the Ranking
System, there have been changes in the aggregates
used, based on which the z-scores are calculated. To
avoid instability arising from the use of small
populations, the entire population of study units is
used in the calculation of z-scores. For example, if
the indicator is based on subject-level data, the z-
scores are calculated using all values for all subjects
in all higher education institutions. This means that
the base on which the z-scores are calculated in this
case includes over 300 values.
Each rating system has its limitations. This one is
no exception. These limitations must be taken into
account when considering the information part of the
system and when analyzing the results of the different
rankings because they can have an impact on the
cognitive characteristics of the information in the
rating system.
In cases where the data collected for a higher
education institution in a given professional field is
not sufficient to allow its ranking in comparison with
other higher education institutions in the same
professional field, the corresponding higher
education institution in the relevant professional field
is excluded from this ranking. In these cases, the data
on the individual indicators for the out-of-ranking for
the relevant higher education institution are available
to users, but this higher education institution is not
included in the standardized rankings for the relevant
professional field. The grounds for placing a higher
education institution in a given professional field
outside the ranking may be related to the lack of a
sufficiently large number of persons who graduated
in the last 5 years, among students in the relevant
professional fields in the respective higher schools,
with denied or expired accreditation, as well as with
the lack of sufficient data in the official registers used
as a source of information for the rating system.
The “detachment” of scientific research from
social development as a whole is also a fundamental
and unimportant problem in its nature. The questions
here are what is this good for, when and how will it
be useful to us, or will it be useful at all. We must
exclude purely theoretical developments, which in
themselves have another meaning and necessity.
In recent years, the Ministry of Education and
Science, in connection with the implementation of
the national policy related to regular monitoring and
evaluation of scientific research activity
(Government Gazette No. 54/29.06.2018), has made
an Evaluation of the scientific research activity
carried out by higher schools and scientific
organizations and the “Scientific Research” fund, and
later the created Rating System of Higher Schools.
The opinion of Celia Luterbacher from
Switzerland is interesting, and she makes interesting
interpretations in this direction. She says that in the
scientific international community, there is a ruthless
principle “I publish, therefore I exist”. In this
direction, the thoughts are that special importance is
given to the quantitative measures that take into
account the number of publications and their
references. In Switzerland, a reform is being
prepared, which is related to a change in this
direction. “In recent years, quantitative indicators are
increasingly used at the expense of qualitative ones,
and so there is practically no way to motivate
scientists, not to mention that this process can lower
the quality of scientific research. All this should be
linked to a change in the national strategy, which
takes into account the diverse disciplinary and
institutional requirements, applying differentiated
assessment practices”.
The most serious problem turns out to be the
creation of a relatively good system of indicators and
evaluation criteria that would provide accurate and
reliable information about the state of scientific
research and the overall state of higher education and
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research institutions. Mathematical interpretation
would be a far easier problem and doable quickly if
we could find the most accurate and measurable
indicators.
The main problems are outlined in several main
directions:
1. Building a sustainable and effective
relationship between higher education institutions
and the labor market.
In connection with the implementation of
Contract No. D03-26/23.07.2020. with subject:
“Performance of analytical activities based on the
annual results of the Rating System of Higher
Education Institutions in the Republic of Bulgaria”
under project BG05M2ОP001-2.005-0001
“Maintenance and improvement of the developed
rating system of higher education institutions - phase
1”, financed under the Operational Program “Science
and Education for Smart Growth” 2014-2020,
between the Ministry of Education and Science and
“Global Metrics” EOOD, the following problems and
proposals are defined.
The quantitative expression of mismatches
between demand and supply can be presented for
several key areas where we have the opportunity to
trace emerging imbalances at the national level in the
horizon up to 2027:
Specialists with a pedagogical profile are
expected to be in the first place with the greatest
shortage by 2027. The main factors that influence the
shortage of this type of specialist are aging of the
teaching staff and a higher share than the national
average of teaching specialists who are of pre-
retirement age; the smaller number of graduating
specialists (on an annual basis) compared to the needs
of the educational system; still a high share of
specialists graduating from pedagogical specialties
who are employed in positions that do not require
higher education (on average between 42 and 58% in
different higher education institutions do not work in
positions that require higher education). A reserve of
specialists in this professional field are both
graduates who are employed in other positions,
Bulgarians who live abroad, and specialists from
practice (especially for teachers in secondary
vocational schools);
In the next place the greatest discrepancy between
the real needs of the sector and the specialists
graduating on an annual basis will be the sectors of
human health care and medico-social care with
accommodation and social work without
accommodation. The shortage on an annual basis is
expected to be around 2,000 specialists (from all
professional fields related to these two sectors).
There is a reserve in this direction among the
graduates of the professional fields of health care”
and “public health”, where the share of persons
employed in positions that do not require higher
education varies between 13 and 30% in the
individual higher schools for the professional field of
“health care” and between 11 and 41% for the
professional field of “public health”. Reserves among
graduates of dentistry, pharmacy, and medicine are
almost non-existent, as they occupy positions that
require higher education;
The next sectors in which a clear shortage is
emerging are activities in the field of information
technology and information services and the
production sectors related to engineering activities. A
reserve for this type of specialist is again the persons
working in positions that do not require higher
education. Despite the demand for this specialty on
the labor market, in all higher education institutions
outside of Sofia, the share of graduates in
"information technologies and information services"
majors who occupy a position for which higher
education is not required varies between 42 and 65%.
The share of engineering graduates occupying
positions for which higher education is not required
is similar (58%). This shows that, in addition to
territorial imbalances, there are also imbalances in
the quality of training and acquired skills, which do
not allow graduates to realize themselves in more
attractive positions, despite the shortage of personnel
in these sectors.
The needs of high-tech industries and knowledge-
intensive services from personnel with higher
education in specific professional areas outline the
role of pedagogics, humanities, social sciences,
economics, and law for sectors dominated by public
participation, such as education, health, and public
administration. The role of business sciences can also
be traced to the manufacturing industry and the
service sector. The importance of the so-called
STEM professional fields in almost all spheres of the
economy.
To overcome these imbalances, it is necessary to:
To improve the quality of secondary professional
education, so that it is not necessary to hire persons
who have completed a bachelor's or master's degree
in positions that do not require higher education;
To improve the quality of secondary education in
other fields in the country (language, science,
mathematics, etc.) to meet the necessary standards
for a full and qualitative continuation of education in
the next levels of education;
To develop learning skills, including the attitude
of lifelong learning, which will give flexible
adaptation of graduates of higher education to
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different fields and activities, including adaptation to
rapidly changing working conditions;
To develop STEM skills and the conditions for
teaching subjects from the group of natural sciences,
mathematics, and informatics in secondary
education, to create better prerequisites for training
and professional development of a wide range of
professional areas, to which currently there is little
interest in the growing demand and needs of the labor
market;
To create more flexible forms of training and
interdisciplinary programs (especially in the initial
years of training) to enable the development of a mix
of skills relevant to the future labor market. Among
them, in addition to specific professional skills, are
also important for employers skills for learning new
knowledge and skills, self-organization, discipline,
teamwork, communication skills, initiative and
entrepreneurship, working with information, writing
text, etc.;
To improve the quality of higher education in
professional fields for which there is a high demand
on the labor market, but also a high proportion of
persons who have graduated from this professional
field, who are employed in positions that do not
require higher education. These imbalances give
reason to assume that, despite the demand for
specialists with a similar profile, despite the acquired
diploma and education, the available training is not
sufficient for labor mobility or realization of a
position that requires higher education;
It is necessary to improve the connection between
the educational content and the real needs of the labor
market (not only business but also the needs of
employers from the public sector), paying particular
attention to joint partnership initiatives between
employers and the relevant HEIs (joint projects,
research, open-door days, participation of guest
lecturers from practice, initiatives to “change places”
with the aim of better mutual understanding and
familiarization, etc.;
To improve career guidance to minimize the
irrational choice of education and the waste of both
public and personal resources that could be directed
in other forms of personal and professional
development. In this way, non-rational choice can be
transformed into appropriate training for
implementation purposes, which will be much more
effective and less resource-intensive, including
shorter duration. At the moment, 49.7% of the
graduates of higher education (average value based
on the realization of the graduates of all professional
fields) occupy a position for which higher education
is not required. An interesting additional analysis to
be carried out in the future could look for an answer
to the question of whether this share changes with the
progression of work experience (through a study
among graduates in the 10th and 15th year after their
graduation), as well as what is their career, what
additional training and qualifications have they
received, etc.
The key professional areas identified above, from
the point of view of the long-term needs of the labor
market in Bulgaria, provide grounds for carrying out
targeted measures for:
Stimulation of applications to Bulgarian higher
education institutions by increasing the level of
awareness of the labor market, the required skills, the
realization of students who have graduated from
Bulgarian higher education institutions, and the
reputation among employers of individual higher
education institutions;
Encouraging interest in the key professional fields
and stimulating realization of the Bulgarian labor
market with targeted information campaigns both to
parents and to the representatives of a given
generation of student candidates in general;
Promotion of less attractive professions among
young people and implementation of an adequate
income policy for employees in the budget sector;
Selection of the best candidates in these key
professional areas;
Provision of scholarships - sufficient in size,
subject to high success and realization of the
Bulgarian/regional labor market in the medium term
(e.g. five years), covering a smaller number of
learners to motivate them to fully engage in the
educational process and achieve high academic
results;
Reducing the number of subsidized places in
certain fields and/or modernizing the less attractive
fields for young people (but at the same time no less
needed on the labor market) in the direction of
developing digital skills and working with digital
applications;
Linking the subsidized study places for students
with the quality of education and science in higher
schools;
Stimulating the development of both narrow
specialization in the identified fields and
interdisciplinary specialization for example,
combining STEM fields with humanities, social and
economic sciences;
Stimulation of the research and development
activities of teachers in higher schools, including its
implementation in practice (business, financial
sector, public administration, etc.).
Of the listed specialties, those for which there is a
tangible need for support from the state to overcome
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the long-term deficit in the labor market are the
following:
Medicine and health care - the encouragement of
young people to study these specialties should be
supplemented with measures to increase their income
level in the Bulgarian labor market. Otherwise, the
intensive investment in these professional fields will
not benefit the Bulgarian labor market (in other
words, if the production of more medical specialists
is not combined with a significant increase in their
income, the Bulgarian budget will directly subsidize
the health systems in the rest EU member states, to
which the graduating medical specialists in our
country are mainly directed; at the same time, the
existing problems in our country will deepen more
and more);
Pedagogy and Pedagogy of training in... - given
the large number of teachers that are needed in the
long term, and accordingly the large amount of
funding for such training, the provision of subsidies
and scholarships should be tied to the quality of
education.
In all three professional areas, the social and
demographic specifics of the Bulgarian population
and the growing need for long-term care, improving
the access of children and people with disabilities to
quality education and healthcare, etc., should be
taken into account. This means that special attention
should be paid to all those professions which are not
yet regulated and which should be regulated by the
state.
At the same time, the state intervenes, regulating
admissions in specific specialties, and placing them
in the list of priority and protected specialties. In the
Law on Higher Education, protected specialties are
defined as “...specialties of higher education, for the
study of which there is no declared interest or the
declared interest is low, but at a certain stage of the
economic and social development of the Republic of
Bulgaria there is a need to train highly qualified
specialists for these majors.”
2. Stimulation of research activity in higher
schools and innovations oriented towards market
realization.
In connection with the implementation of
Contract No. D03-26/23.07.2020 year with the
subject: “Performance of analytical activities based
on the annual results of the Rating System of Higher
Education Institutions in the Republic of Bulgaria”
under project BG05M2ОP001-2.005-0001
“Maintenance and improvement of the developed
rating system of higher schools - phase 1”, financed
under the Operational Program “Science and
Education for Intelligent Growth” 2014-2020,
between the Ministry of Education and Science and
“Global Metrics” EOOD, the following problems and
proposals are defined.
Based on the analysis, the following conclusions
were drawn:
At the moment, a high-quality rating system of
Bulgarian higher education institutions has been
created, which provides rich objective information
about the higher education system and which
develops and adapts constantly to be in synergy with
the dynamics of the environment;
Over the years, the information provided by the
rating system has outlined trends that serve not only
as a guide for prospective students but also as
academic guides to make managerial decisions;
A serious scientific infrastructure is being created,
provided with funds from the Operational Program
“Science and Education for Smart Growth” and other
programs - these positive changes are already
showing results - the scientific output of higher
schools has started to grow noticeably in recent years,
as can be seen from the annual editions of the Rating
System of Higher Education Institutions in the
Republic of Bulgaria;
The introduced normative changes in the last two
years have their a positive influence on the
development of the higher education system, which
is in continuous dynamics to meet and be in harmony
with the highest international standards;
Acceptance and application by the National
Agency for Evaluation and Accreditation of the
European standards for quality assurance - the
criteria for accreditation of doctoral programs
provide an additional assessment regarding the
quality of the teaching staff, scientific activity,
competitiveness, and realization of the doctoral
students:
Leader among all Bulgarian beneficiary
organizations (universities, private organizations,
non-governmental organizations) under the Horizon
2020 program is a higher school, which is a direct
proof of the high level of scientific capacity of higher
schools;
The applied scientific activity and innovations in
higher schools, which would contribute to the more
intensive development of the Bulgarian economy, are
still lagging.
Recommendations for inclusion of additional
criteria:
Since the indicators included in the Higher
Education Rating System objectively measure the
components of the higher education research activity,
our recommendations are only to consider the
possibility of including indicators aimed at their
technological and innovation activity:
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In the criteria for evaluating the scientific activity,
one could find a place that takes into account the
actual cooperation of the university with business,
and that for the benefit of society and/or the
economy;
Received grants for the research infrastructure
above a certain threshold (not less than BGN 50,000);
Contracts with the industry above a certain
threshold (for example, not less than BGN 50,000);
Level of activity in terms of funding applications
(submitted applications to national and international
instruments).
3. Modernization of the higher education
management system and profile definition of higher
education institutions and educational and
qualification degrees.
In connection with the implementation of
Contract No. D03-26/23.07.2020 with the subject:
“Performance of analytical activities based on the
annual results of the Rating System of Higher
Education Institutions in the Republic of Bulgaria”
under project BG05M2ОP001-2.005-0001
“Maintenance and improvement of the developed
rating system of higher schools - phase 1”, financed
under the Operational Program "Science and
Education for Intelligent Growth" 2014-2020
between the Ministry of Education and Science and
“Global Metrics” EOOD, the following problems and
proposals are defined.
The management of higher education can be
based on different principles. The approach chosen
and applied so far in Bulgaria is based on the
understanding of the rational choice of students and
the economic expediency of funding, linked to
market criteria for efficiency: unemployment, social
security income, realization of the specialty, and
interests of employers.
Due to structural regional inequalities in the
country's economy and the labor market, due to the
specifics of internal migration flows, the universities
based in Sofia receive a competitive advantage in the
ranking, which is not only due to the educational
achievements of the respective higher schools. The
practices and attitudes registered in the course of the
research show that universities offer majors in fields
that do not correspond to their specific profile. This
is motivated by the attraction of state funding and
relies on the attractiveness of these specialties for
students. At the same time, however, there is a risk of
lowering educational achievements and dilution, and
the opportunities for generating scientific production
that meets the global criteria for good academic work
are reduced. In this regard, it can be recommended to
rethink the weights of the rating system and revise it
following global trends, namely - to comply with the
goals of the millennium in education and to give
greater weight and importance to the cultural
specificities of the regions, as well as to gender
equality. One could consider quotas and scholarships
for children from poor and socially disadvantaged
families in prestigious specialties with a high rate of
realization and a high initial salary, as a measure to
overcome poverty through education (similar to the
quotas for male veterans that existed before the
abolition of compulsory military service). Such
measures exist at the moment, but at the moment
there is a strong feminization of professions with low
starting salaries, which should be overcome, it is
important to provide access to this information, as
well as the environment that would support (affirm,
not discriminate) for these students to enter higher
education. A huge part of young people in socially
vulnerable families do not reach higher education,
and the state closes the opportunity to use these
human resources with a higher economic value.
In its current form, the thinking of regional criteria
also does not correspond to social reality, because the
communication links between Vidin and Pleven or
between Vratsa and Pleven, for example, call into
question how correct it is to talk about regional
significance there at all, since the number of higher
schools in Northwestern Bulgaria is extremely
limited compared to other regions of the country. On
the other hand, traditional ties from before Bulgaria's
accession to the European Union call into question
the dividing lines and the definition of a region in
northeastern Bulgaria. One possible way out of this
is some form of redefinition that would take into
account a possible index of educational inequalities,
transport flows, and infrastructural accessibility, as
well as the property market and prices of living in
different municipalities (The standard of living in
Bulgaria is often-related to the municipal levels than
to purely regional specifics at the NUTS 2 and NUTS
3 level. For example, wage levels in Kozloduy
municipality and Radnevo municipality differ greatly
from their neighboring municipalities in the same
administrative areas and the regions as a whole).
In addition, one can think about the calculation of
indicators from the Rating System at the level of
education and qualification level, so that the Ministry
of Education can know how the personnel in the
different qualification levels are realized and apply a
policy to them. Such a classification would allow the
delineation of professional fields in which a higher
degree of qualification is required in the labor market
and such fields in which professional training of 3
years can be completely sufficient to satisfy the
market needs of a specific field. The qualifications
themselves should be clearly and distinctively
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distinguished so that students can choose between
them. Otherwise, their choices may turn out to be
unfavorable to the realities of the labor market, or it
may turn out that the state or the families of the
students themselves pay the price of an education that
is not fully realized.
Although the framework of Bulgarian higher
education has a large oversupply in some
professional fields, decisions on the consolidation
and optimization of the network of higher education
should be made based on the variety of specialties in
the relevant professional fields, as well as based on
the infrastructure accessibility to a higher education
institution within the planning region where it is
located. Last but not least, the existing network of
universities is an important resource for creating
local ecosystems for the development of the
knowledge economy, which places the need to
increase the quality of teaching, develop research and
scientific activity at the regional level, improve
international exchange and even internationalization
of the economy.
A recommendation from part of the rectors is to
reduce the admission of students in general but to
preserve the funding of the university so that they can
continue their activities with a higher quality. The
current way of funding universities does not allow
higher education institutions to reduce their intake
because it would cost a large part of their budget.
One of the recommendations to increase the
quality of education is to encourage universities to
work together with business organizations to provide
scholarships for students. Such a form of joint
activity will allow businesses a greater horizon of
human resource planning, as well as greater
confidence in their knowledge and skills after
completing higher education. For higher education
institutions, it will ensure the better realization of
their students, as well as the opportunity to teach in
more depth with more practical or other hours to meet
the requirements of employers in the region.
In some sectors, which are of strategic importance
to the state, it is possible to establish professional
directions - e.g. “Pedagogy” and “Pedagogy of the
trained in...” in cities where there is an increased offer
of higher education, but in other professional fields.
In other professional areas, the need for educational
and qualification degrees should be assessed.
“Professional Bachelor” so that it can be
designated as a recognized qualification or be closed,
depending on the results that such future assessment
shows.
The promotion of the Rating System, as well as its
results, remain one of the most serious
recommendations. The system contains a lot of rich
information that students - future and current - can
use to navigate the labor market, the quality of higher
education in each of the professional fields, and to be
able to better plan their professional careers for
themselves. development. This promotion should
take place both within higher education - through
higher schools and their websites, and among high
school students. A possibility in this regard would be
to organize a competition for the analysis of the data
from the Rating System together with the National
Statistical Institute. Such a possible approach could
increase interest in certain professional fields, but
also in research, analytical thinking, and critical view
of students.
This, in turn, would support the student's future
academic development. One of the recommendations
related to scientific activity is not only subject to the
policies of the Ministry of Education. It is a policy to
increase the income of scientists upon achieved or
demonstrable success. Rectors say that it is very
difficult for them to retain good researchers at the low
salaries offered in the sector. Investments in foreign
language learning are also very important given the
possibility of international joint publications.
In some sectors of higher education, it will be
more difficult to achieve better results concerning the
realization of the labor market, because the sectors
they supply with personnel are often dominated by
the state as an employer. Therefore, it is a matter of
state policy to raise incomes in these sectors -
pedagogy, medicine, and social activities. This
means that the low results achieved by some
universities in these professional fields are not tied
only to the quality of education or regional economic
specificity, but to a targeted state policy, and in this
sense it is important for the Ministry of Education to
develop these fields and personnel, but it is also
important to work inter-institutionally so that these
same personnel can remain on the labor market in the
country [14-29].
4 Conclusion
Due to the extreme complexity in the reporting and
evaluation of the strategic and long-term
consequences of social events, which is undoubtedly
a scientific activity, within the broad social approach
in determining social effectiveness, we consider the
social effectiveness of the implemented activities in
a narrowly practical manner. And this means the
highest efficiency in solving a specific social
problem. The evaluation of the effectiveness of the
social processes in the given case is reduced to the
task of optimizing the social management activity in
the process of solving specific social programs
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through the program approach. This, more than ever,
requires the definition of criteria for the effectiveness
of social processes and, on this basis, the application
of appropriate evaluation methods.
The introduction of such rating systems would
raise several questions and criticisms. The first of
these is who will do this qualitative assessment and
how. At the moment, the accepted technology is the
h index, which takes into account the corresponding
number of references to a certain article and the other
time indicator, which is used to determine it for the
last 5 years. Different systems would show different
digital dimensions because the information databases
are of different completeness and accessibility. For
different areas of higher education and professional
fields, different ones can be used, which again will
give relatively true and accurate information. Some
will say that it is better to have some kind of system
than none at all, and they would be right. The lack of
a system of measurable criteria led to a series of
paradoxical differences in assessment levels. I could
not say whether this determines the quality of the
candidate himself for a certain academic position, but
it is a kind of certificate of the expertise of the
relevant committee. In this case a scientific jury to
evaluate and rank the candidates. Competitions in our
country are usually held with only one candidate. For
some professional areas, this is simply the lack of
other candidates, but sometimes it is also the
impossibility of filling the relevant position due to a
series of objective circumstances. These
circumstances are related to difficulties in the
development of the academic staff in recent decades,
unattractiveness of the direction, or lack of funding
for scientific research. Sometimes the location of the
respective higher education institution is also
unacceptable for applicants. In another case, only
candidates from the internal environment are
tolerated, even though the possible pool from the
external environment would be large enough. In this
case, the work of the experts would be much more
difficult and the competition would be greater. The
possible choice would come down to more than one
candidate. Another issue of propriety is the
subsequent selection by the academic and faculty
council. In many cases, they are quite heterogeneous
in terms of directions and interests, convincing
becomes difficult and is not always related to an
objective assessment and, in the end, to the right
choice. In this case, it is asked whether they are
competent enough to change the final result with their
plow, even though this is included in their powers.
If we put that aside as a secondary problem, then
finding and finding suitable candidates in this very
limited job market for scientists and researchers leads
to a closed loop. It's no secret that some universities
have been a place of livelihood for entire families for
years. There is nothing wrong with this because the
craft is passed down from generation to generation,
but to what extent our children's capabilities are
covered with our lives and, in particular, scientific
interests? It's hardly the case, but it's an easy enough
option, aided by academic autonomy. Such a study
would yield frightening results of proximity and
interrelationships. Particularly interesting
developments are observed in smaller communities
and the processes there are self-regulated by this
factor.
The change we are moving towards seeks a certain
fairness and accuracy, but we are unlikely to achieve
it with these adjustments in the legislation alone.
Rather, it should be related to those in system
management. It is often talked about mandate,
creativity, strategies, etc., in general, it is related to
modeling the attitudes of the general meetings in a
certain way, which in some cases borders on the
norms of morality and the law. However, the
procedures are legal and not particularly moral.
Evidence in this direction is abundant and constant.
The democratic rules do not always select the
most capable, and sometimes they do not even allow
a part of the scientists to appear for several reasons.
This is a problem of a general nature that applies
more forcefully to the academic community. There
are many individualities here and in different
directions. Unification is sometimes at the expense of
a choice that is related to other circumstances rather
than the qualities of the individual. A change in this
direction is possible if, with this choice, there is a
competition based on maximally objective criteria.
In the current development of society, there is no
way to do science independently, just as the existence
of science by itself is impossible. This requires
working in wider teams and cooperation in different
directions. It also requires the development of an
interdisciplinary approach and the development of
studies in different directions and planes. This does
not make the man/scientist a “penkiller”, but makes
him far better able to respond to the dynamics of the
demands of a rapidly changing environment.
Finding such a system of social criteria, that
describes and values this social process as well and
as fairly as possible is a rather difficult task, which
requires the analysis of a large amount of information
and the conduct of research of a different nature,
which would allow the “construction” of such a
mechanism that would meet expectations on the one
hand, and achieve a relatively accurate and true
assessment of these processes on the other hand
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This scientific article has been presented at the
plenary sessions of the following scientific
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in Natural Sciences, Biomedicine and Engineering
Athens, 2024 [30] and 112th International Scientific
Conference on Economic and Social Development
“Creating a unified foundation for Sustainable
Development: Interdisciplinarity in Research and
Education”, Varazdin, 4-5 June, 2024 [31].
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Contribution of Individual Authors to the
Creation of a Scientific Article (Ghostwriting
Policy)
The author contributed in the present research, at all
stages from the formulation of the problem to the
final findings and solution.
Sources of Funding for Research Presented in a
Scientific Article or Scientific Article Itself
No funding was received for conducting this study.
Conflict of Interest
The author has no conflict of interest to declare that
is relevant to the content of this article.
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