No abstract

Background The prevalence of myopia has increased in recent years, with changes being dynamic and uneven in different regions. The purpose of this study is to evaluate the prevalence of visual impairment caused by myopia in Bulgarian school children, associated risk factors, and health care coverage. Methods A cross-sectional study among 1401 children (mean age 10.38, standard deviation 2.70) is conducted in three locations in Bulgaria from 2016 to 2020. Refractive error is measured with an auto-refractor in the absence of cycloplegia, the visual acuity is assessed without refractive error correction. A paper-based preliminary questionnaire is used to collect data on previous eye examinations, prescribed optical vision correction, regularity of wearing corrective glasses and risk factors. Results Children with myopic objective refraction ≤ -0.75 D and decimal visual acuity ≤ 0.8 on at least one of the eyes are 236 out of 1401 or 16.85%. The prevalence of myopia varies depending on age, geographical location, and school profile. The rate of myopic children in age group 6–10 is 14.2% compared to 19.9% in age group 11–15. The prevalence of myopic children in the urban populations is 31.4% (capital) and 19.9% (medium-sized town) respectively, and only 8.4% in the rural population. Our results show 53% increase of the prevalence of myopia in the age group 11–15 compared to a 2009 report. The analysis of data associated with health care coverage factors of all myopic pupils shows that 71.6% had a previous eye examination, 43.2% have prescription for corrective glasses, 27.5% wear their glasses regularly. Risk factors for higher odds of myopia are gender (female), age (adolescence), and parents with impaired vision. Residence in a small town and daily sport activities correspond to lower odds for myopia. The screen time (time in front of the screen calculated in hours per day) is self-reported and is not associated with increased odds of myopia when accounted for the other risk factors. Conclusions The prevalence of myopia in this study is higher compared to previous studies in Bulgaria. Additional studies would be helpful in planning adequate prevention and vision care.

No abstract

No abstract

Purpose – The aim of the paper is to present the experience of New Bulgarian University (NBU) and the methodology followed for changing its educational programmes and developing new ones according to the labour market needs. Design/methodology/approach – Initially, the paper focuses on the need for adapting curricula for meeting the labour market demands for information and communication technologies (ICT) professional skills. It provides an overview of the ICT skills supply and demand trends in Europe. A special emphasis is made on the dialogue of leading stakeholders in Europe for developing European E-Competence Framework. After introducing the overall picture in Europe, the paper presents the environment in Bulgaria for higher education, research and innovation and the ICT skills challenges in the country. The last part of the paper is based on the project methodology and its results. First, the methodology behind the design of a new Masters programme is given, and next, the concepts for adapting NBU educational programmes according to the labour market needs are presented. Findings – Bulgarian universities seldom introduce multidisciplinary educational programmes. Generally, industry involvement in higher education is at low level, and university programmes are not linked to skills needs of future employees. Some good examples exist in the ICT university – business collaboration. Originality/value – The development of information economy depends on the existence of adequate skills for using and developing ICT. In the last decades, ICT skills supply and demand remains an evergreen issue in many European Union Member States. Bulgaria also faces the challenges of meeting industrial demands for e-competences of its workforce. The paper presents an approach which could be followed by other university teams in designing or changing their educational programmes. At the same time, it provides insight on the overall environment in the country, and the challenges which different stakeholders face in the development of the knowledge-based economy.