SWOT ANALYSIS OF THE TECHNIQUES AND ENTREPRENEURSHIP FOR THE FIRST CLASS OF PUBLICATIONS "PROSVETA", SOFIA and "PROSVETA PLUS", SOFIA

This article presents results of a SWOT analysis of an educational package / textbooks, teaching aids and notebooks / on technologies and entrepreneurship in the initial educational degree of two Bulgarian publishers. Emphasis is placed on the curriculum content, the accessibility requirements and the science, in line with learners' educational needs. The diversity of educational approaches used and didactic technologies to achieve optimal educational outcomes is taken into account. The law on pre-school and school education creates new, exceptional opportunities for more flexible, creative and independent planning and organization of the process of technology education in primary school age. The curricula of the subject Technology and Entrepreneurship are aimed at building the technological literacy and competence of the students, as an essential element of their general culture and general education. The Ministry of Education and Science determines not only a new name, but also important priorities in curriculum content, time allocation, and technology for learning two key competencies. Along with the requirements for acquiring basic knowledge, skills and relationships oriented towards the world of technology and technology, goals are set with regard to the contemporary economic life, education in initiative, entrepreneurship and responsibility (Ordinance № 5 of 30.11.2015 on general education preparation (Promulgated in the State Gazette, issue 95 of 08.12.2015). At the same time, the Law on Pre-school and School Education creates new, exceptional opportunities for more flexible, creative and independent planning and organization of the learning process. Teachers can freely construct and realize their vision for more effective teaching and learning to cover the expected results at the curriculum level. Emphasis is placed on positive attitude to work, to modern technology and technology. It is very clear that the traditional tradition of training, the new concepts are being introduced on a practical basis and provide an initial level of technological and economic literacy as a basis for building an entrepreneurial culture. There are also conditions for a wide variety of textbooks, methodologies and treks that seek to showcase different didactic technologies to achieve these results. This is a prerequisite for diversity in teaching and learning that each school and teacher can accomplish. They are seen as an essential element of general education. Thus, the European education policy is implemented and all eight key competences are equal (National Strategy for Lifelong Learning 2014-2020 Sofia: MES, 2014). State educational standards and curriculum on the subject are a new challenge for primary teachers and specialists. The learning process is oriented not so much to the final results of the practical work as to the processes and the technology for their achievement.