Modelling for a value-added educational service delivery within a first-cycle degree institution: A Bulgarian case

Abstract

The purpose of this paper is to represent a model for implementing value-added educational service delivery within a fi rst-cycle degree institution in Bulgaria. The model has been elaborated answering two overriding questions: when and how to implement and disseminate
venture model, considering both institutional environment and exogenous economic, social and environmental factors and attitudes. Although the question why appears to be rhetorical one, the author has yielded some insights, having unfolded external and internal environment settings as possible futures and their impact on the model demand. Consequently, challenges before the
higher education in Bulgaria are to ensure that it has been addressing understanding and skills needed to enable learners to leave and work in a sustainable way and to take a lead in decisionmaking for sustainable future. By that reasoning the author responds to the when-question, or at what stage to implement the model. The latter question – how – has been envisioned as the
essential one of the actual model implication. Approaching the education as a service of intangible
actions directed at peoples’ mind – both learners’ and tutors’ – the author represents at whom or what the service is directed, and moreover, at the categories that collectively cover the entire service arena. From profession-oriented educational perspective and by strict manipulation on the variables given, the model has been basically stated on the convergence of three pillars: 1)
alert learners’ segmentation, 2) curriculum innovation, and 3) education-to-business cooperation. Segmentation of the attentive learners aims at establishing a powerful body of young people who are capable to “broadcast” sustainable education patterns from inside to outside the core. Curriculum innovation has been elaborated to bridge the chasm between theory and practice when collide into real-life context, and to result in performing an educational service for life skills built-up towards sustainable education. For the big challenge in the educational service to be overcome a business model of education-to-business cooperation is to be rehearsed and
applied properly.