Abstract:

The modern dimensions of higher education show common characteristics of higher education, laid the foundations of the common space for higher education. In this respect, the Bologna process has played a positive role: the three-level education (bachelor, master, doctor) has been introduced, the credit system works to support students' mobility and academic staff, quality assessment criteria, etc. The Erasmus and Erasmus + programs, as well as other financial mechanisms and programs to support higher education, have been successfully implemented. Of course, financial mechanisms should be expanded by stimulating global, regional and national problems.

At the same time, however, there are also some negative trends that require rethinking, even new solutions. As a general guideline, the area of higher education is inseparable from the development of university-type education. This is where the Bologna process is taking place. It turns out, however, that the tendency towards increased enrolment in higher education in a number of countries does not affect the development of non-venerable forms. They should offer shorter-term programs with a clearer professional qualification.

On the other hand, in terms of university education. The analysis shows that the rapid introduction of three-tier higher education in most countries worsens the quality of higher education. In most cases, four-year bachelor programs fail to cover the fundamental issues, for example in the humanities or other fields related to regional and national themes. This requires, for the Master's degree, to clarify aspects of fundamental knowledge. A challenge to the higher education area is how to ensure the diversity of forms and programs for humanitarian fields and also for fields that are related to national and regional issues.

The example with Bulgaria shows that in the absence of business opportunities to finance higher education, this should be a responsibility of the state. Public funds should be used for the development of higher education researchers.

The next challenge is to stimulate the creation of networks of higher education institutions (universities and non-university types) at regional and transnational levels and also to strengthen the relationship between universities, the state and the business. This type of network should not be contingent on political controversy or on the policy of sanctions. Conversely, their development should be sufficiently seriously stimulated. In view of the future perspectives, it is of global importance that the young generations communicate and develop, rather than remain in an environment of political conflicts and mistrust.

In a number of respects, the higher education system in Bulgaria is indicative of both the advantages in the building of Higher Education Area, but also the negative tendencies. In this respect, the review of the Bulgarian higher education system, its functioning as part of the higher education area, and the successful projects can serve as a reference for the future challenges facing the Higher Education Area.

Keywords:

Challenge, higher education, university, humanities.