One needs a new paradigm for education, which synthesises the best from Bulgarian traditions and from the education systems of the advanced countries, adjusted to local conditions. Bulgaria has got no future as a nation and state without modern education system. The school must train not only skilled manpower, but also good citizens for a democratic society.

Complex literacy is also needed: to read and write in Bulgarian, solid knowledge in foreign languages, digital literacy, capability to work with other people, analytic and generalising capabilities.

The teachers must apply "the face to face" and "equal to equal" approach with their pupils. Modern teaching methods are needed, based on ICT. The education must cultivate creative and not memorising capabilities. The brains of the pupils and students must be thinking machines and not stores of facts, dates and numbers. The school must become an integral part of the broader system of "life long learning for all"

The fundamental objective is to guarantee an access for all children and young people to dissent education. One should enrol the children of the ethnic minorities. The secondary education should be free of charge for the students. The prevailing portion of the higher education should also be free of charge. Permanent internet links should be provided during the following years for the secondary schools, followed by the primary schools.

The growing economic polarisation leads to social and educational polarisation. This promotes digital polarisation, which in tern strengthens social and economic polarisation. These processes must be taken under control.

The role of the state in education is of fundamental importance. The private capital can also play an important role, but the state should be dominant. The education requires large expenditures. The larger public expenditures however do not produce automatically better education. The system must be modernised along with the provision of additional resources. In addition to the provision of public resources for public schools on a competitive basis, such resources must be provided also to individuals as credits, fellowships, student hostels, canteens and vouchers.

Education and science can not prosper unless the social status and the remuneration of the teachers, the teaching staff in the universities and the researchers in the research institutes are increased considerably. They are miserably low at present. State that treats in such a manner the cream of the national intelligentsia can not prosper.

This strategy must be concretised by educational experts into operational programmes with appropriate resources.