Timeline
  • 2019Implementation
  • 2020Implementation
  • 2021Implementation
  • 2022Implementation
  • 2023Implementation
  • 2024Implementation
ID number
42605

Background

A brief overview of the context and rationale of the policy development, explaining why it is implemented or why it is important.

Each year, according to the Employment Promotion Act, the Ministry of Labour and Social Policy, together with other ministries and social partners, develops a National employment action plan (NEAP), which is adopted by the Council of Ministers. The plan determines the State's employment promotion actions to be implemented, including protection of the national labour market, vocational guidance, adult education and State subsidies. The NEAP draft is discussed within two consultative councils with the participation of the social partners, including the National Council for Employment Promotion and the National Council for Tripartite Cooperation.

Objectives

Goals and objectives of the policy development.
  1. to improve the level and quality of knowledge and skills of the unemployed from disadvantaged groups in the labour market;
  2. to overcome regional discrepancies in unemployment;
  3. to increase the employment rates of the working age population.

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

According to the requirements of the Employment Promotion Act, the national employment plans are prepared every year by a working group with the participation of experts from the responsible institutions, the social partners and the non-governmental sector. They are agreed by the social partners, members of the National Council for Employment Promotion and the National Council for Tripartite Cooperation and are adopted by a Decision of the Council of Ministers.

Priority target groups of the active labour market policy are:

  1. the long-term unemployed and the unemployed without professional qualifications, regardless of their age group;
  2. unemployed young people up to 29 years of age, with a subgroup up to 25 years of age;
  3. young people not in education, employment, or training (NEETs);
  4. unemployed people over the age of 50;
  5. unemployed people with permanent disabilities;
  6. inactive people wishing to work (including discouraged people).

For each of the target groups and subgroups, the National employment action plan (NEAP) sets up specific programmes and measures.

The plans are co-financed from the State budget and from the European structural and investment funds.

2019
Implementation

On 19 January 2019, the National employment action plan (NEAP) was approved. A complex approach was applied, including provision of training for acquiring vocational qualifications in professions in demand, training for key competences and employment relevant to the acquired qualification. The professions for vocational training were determined based on a preliminary survey of employers and their specific requests, as well as on the annual surveys of employers conducted by the employment agency for the identification of professions and specialties in demand. The training courses were organised in different vocational fields for which a shortage of qualified labour force had been identified. Training for the acquisition of key competences was related to the occupation field. A large percentage of the unemployed who had successfully graduated from vocational training courses were employed in the primary labour market (non-subsidised employment) or through subsidised employment. The NEAP measures were targeted at disadvantaged groups, which are the priority groups of the active labour market policy. The 2019 National employment action plan supported inspirational in-company trainers through additional payments from the State budget, in compliance with the Employment Promotion Act (EPA). The financial support only covered additional remuneration and not training.

The results of the implementation of the NEAP for 2019 exceeded the initial expectations. Instead of training 11 483 unemployed people and for 16 567 unemployed to be employed, by the end of 2019 ,12 546 unemployed people were trained, and 19 489 unemployed people were employed).

The results of the implementation of the NEAP for 2019 exceeded the initial expectations. Instead of training 11 483 unemployed people and for 16 567 unemployed to be employed, finally,12 546 unemployed people were trained, and 19 489 unemployed people were employed).

2020
Implementation

On 6 February 2020, the National employment action plan (NEAP) for 2020 was approved by the Council of Ministers (Council of Ministers Resolution No 83 of 6 February 2020).

In 2020, active labour market policy funding continued for training activities related to the implementation of the Council recommendation on Upskilling pathways: new opportunities for adults, which was adopted in 2016. To ensure the quality of vocational training, the maximum amount of funding for training increased in the following occupational areas and specialities: personal services, public safety and security, physical sciences, informatics, engineering, health, environmental protection, production and processing, architecture and construction, transportation, agriculture, forestry, fisheries and veterinary medicine.

In 2020, training in key competences, such as mathematical competence and competence in science, technology and engineering, personal, social and learning to learn competence, citizenship competence, entrepreneurship competence and for Bulgarian as a foreign language, was financed and organised. Training in digital competence was also financed, as an increasingly important condition for unemployed people to find work.

Small, micro and medium-sized enterprises (SMEs) had the opportunity to request the involvement of their employees in key competence training. Half of the training costs were financed from the State budget. Employers were committed to retain those employees who had successfully completed training for at least six months after completion of training.

Employers (under Article 63 of the Employment Promotion Act) were eligible to apply to the employment agency to organise training for the unemployed, leading to the acquisition of a vocational qualification in the occupations and specialties they required. Employers had the option to select the training provider of their preference; upon successful completion of training, they had to hire the trained individual for a period of no less than six months in a position corresponding to the acquired qualification.

Implementation of the measures under the Employment Promotion Act, including internships (Articles 41 and 46) and apprenticeships (Articles 41a and 55d), continued in 2020. Employers offering internship or apprenticeship positions to the unemployed received part of the remuneration costs of those they employed (under one of the above types) from the State budget, as well as from social security contributions. Under the legal framework for apprenticeship, remuneration costs for mentors were also covered for the employers.

To meet the labour market demands within a certain occupation, the projects of nationally represented organisations of employers and employees were funded. Under these projects, those registered as unemployed were eligible to be trained for the acquisition of key competences in occupations in high demand in the labour market after a request by employers. Upon successful completion, at least 40% of those trained were employed in subsidised or non-subsidised employment for a minimum period of three months.

The results of the implementation of all programmes and measures under the NEAP for 2020 were: 10 397 unemployed had been trained and 15 683 unemployed were employed.

The implementation of the NEAP in 2020 was affected by the outbreak of the COVID-19 pandemic, which delayed the beginning of some training activities and had a negative impact on employment. By order of the health minister, it was forbidden to conduct face-to-face training for an indefinite period, and this led to the postponement of training courses. According to provisions in force of the Vocational Education and Training Act (VETA), distance learning for acquiring professional qualifications was not allowed. With the easing of some of the epidemiological measures in May 2020, it became possible to conduct training under certain conditions.

2021
Implementation

The NEAP for 2021, considered the necessity to rebuild the economy, maintain employment and rethink VET policies and training for the acquisition of key competences. The main emphasis was placed on digital skills and competences. NEAP 2021 was approved in January 2021 by the Council of Ministers (Council of Ministers Resolution No 83 of 29 January 2020).

The National employment action plan for 2021 was developed in three parts. The first part reflected the macroeconomic environment and the development of the labour market in 2020, as well as expectations for 2021. The second part presented the national employment policy in 2021 by setting out: the annual priorities; policy target groups; programmes, projects, measures and actions for employment promotion, as well as for the improvement of the quality of the labour force; expected results from the policy; development of social dialogue and management of active labour market policies.

The third part of the plan contained information that supported its implementation by the responsible institutions and organisations. The information includeds a brief description of each intervention (programmes, projects and measures for training and employment), with funding from the State budget and from the ESF. The description included: purpose of the intervention, main activities, target groups, institutions, organisations, and partners responsible for their implementation, as well as the duration and amount of funding.

In 2021, active labour market policy funding continued for training related to the implementation of the Council recommendation on Upskilling pathways: new opportunities for adults, which was adopted in 2016 to increase the skills of adults to improve their language and mathematical literacy, to increase their competence in digital technologies and to acquire higher qualification levels under the European qualifications framework.

In the context of the 2021 New European skills agenda, in addition to key competences like mathematical competence and basic competences in science and technology, training was also funded to enhance key skills such as: learning to learn, social and civic competences, sense of initiative and entrepreneurship and digital competence.

To limit the spread of COVID-19, many institutions and organisations moved almost entirely to providing electronic services to consumers in social services, health and education. Having a minimum of digital skills became a necessary prerequisite for individuals in terms of learning, communication and work.

To increase the supply of a labour force equipped with skills needed by employers, capable of adapting rapidly and improving continuously, SMEs were eligible to request key competence training for their employees, with half of the training costs financed from the State budget. Employers were committed to retain in employment anyone who had successfully completed training for at least six months after completion.

Under Article 63 of the Employment Promotion Act, employers were eligible to apply to the Employment Agency for organising training for the acquisition of professional qualifications by the unemployed in occupations and specialties of their preference. After the successful completion of training, employers had to ensure that those who had completed training continued to be employed in a position relevant to the acquired qualification for a minimum period of six months. Employers were eligible to select both candidate trainees and the training provider.

The implementation of the measures under the Employment Promotion Act, including internships (Articles 41 and 46) and apprenticeships (Articles 41a and 55d), continued in 2021. Employers offering internship or apprenticeship positions to the unemployed received part of the remuneration costs of those they employ (under one of the above types) from the State budget, as well as from social security contributions. Under the apprenticeship legal framework, the mentors' remuneration costs were also covered for the employers.

To meet the labour market demands within a certain occupation, the projects of nationally represented organisations of employers and employees were funded. Following a request from employers, under these projects the registered unemployed received training for the acquisition of key competences in occupations in high demand in the labour market. Upon successful completion, at least 35% of the trained unemployed were employed in subsidised or non-subsidised employment for a minimum period of three months.

The project Training and employment of young people is implemented with financial support from the ESF. The project aims to integrate unemployed young people up to the age of 29, including those registered at labour offices, into employment by providing training and subsidies for long-term employment. The project supports the transition from education to employment for unemployed young people providing a first or new chance of a job, new or improved professional knowledge and skills acquired in the workplace, as well as the acquisition of professional qualifications, training in foreign languages and training for the acquisition of digital skills (if required by the particular employer).

NEAP 2021 was the driving force for the Development of digital skills project.

By the end of December 2021, 10 124 unemployed individuals were trained and 15 934 unemployed individuals were employed.

2022
Implementation

On 26 April 2022, the NEAP for 2022 was approved by the Council of Ministers (Council of Ministers Resolution No 265 of 2022).

In 2022, one of the main tasks of the active labour market policy was the development of the labour force by providing training to acquire new knowledge and skills in response to changes of the economy as a result of both technological and demographic trends, as well as of the COVID-19 crisis.

In 2022, structural mismatches between labour supply and demand remained, with some sectors unaffected by the pandemic continuing to experience shortages of skilled labour. The deficit in the digital skills of the labour force was also deepening. As part of physical distancing measures due to the COVID-19 pandemic, many workers were encouraged or required to work remotely. The New European Skills Agenda, adopted by the European Commissions, also emphasis on increasing skills in the field of digital technologies and creating the necessary conditions for training in these skills. In response to these challenges, in 2022, the organisation of training activities for the acquisition of digital competences (as part of the key competences identified in the European context) was funded and encouraged.

In addition to digital competences, training activities for the acquisition of other key competences, e.g. multilingual competence - Bulgarian language, Mathematical competence and competence in science, technology and engineering, personal, social and learning to learn competence, citizenship competence and entrepreneurship competence were also eligible for funding under NEAP 2022.

In 2022, the main priority was the employability of young people not in employment, education or training (NEETs) and unemployed individuals without vocational qualifications, as well as those who had recently registered as unemployed due to loss of employment because of the COVID-19 effect on economy, to ensure their faster integration to the labour market through up-re-skilling courses.

To meet the needs of the labour market for a workforce with specific qualifications, projects of the nationally representative organisations of employers and employees were financed. The projects provided training for unemployed registered persons for the acquisition of key competencies and professional qualifications in occupations in demand on the labour market after a relevant request by employers. After successful completion of training, at least 35% of these persons were provided with subsidised or non-subsidised employment according to the acquired qualification for a period of not less than 3 months.

More courses for the acquisition of the second and third degree of professional (the degrees of professional qualification depend on the complexity of the acquired professional competences. There are four degrees in total) qualification in professions/specialties with demand on the labour market, as well as training for the acquisition of key competences that contribute to increasing the employability of individuals, were held in the State Enterprise Bulgarian-German Vocational Training Centre. The State Enterprise also held trainings for adult trainers - teachers in vocational high schools, teachers in vocational training centres and mentors in companies. In 2022, the application of an innovative approach to vocational guidance continued, providing individuals with opportunities to test their practical skills in a profession of their choice in order to be able to take informed decisions in selecting their career path/development. It is precisely this practical testing which makes the approach innovative in the Bulgarian context.

Employers continued to be provided with opportunities pursuant to Art. 63 of the Employment Promotion Act (EPA) to apply to the Employment Agency for the organisation of training for the acquisition of professional qualifications for unemployed persons in the professions and specialties which they require/need, and after successful completion of training, provided employment to the trained persons for a period of not less than 6 months corresponding to the acquired qualification. Employers selected both the unemployed persons for participation in training and the training provider.

In 2022, the provision of subsidies for labour remuneration continued, as well as for funds related with insurance contributions by employers. Also subsidised mentor for the organisation of training through work in the form of an internship (measures under Articles 41 and 46 of the EPA) and apprenticeship under the guidance of a mentor (measures under Articles 41a and 55d) for employed/ unemployed persons continued.

In 2022, practical learning was also promoted by involving unemployed persons in dual VET. Financial incentives were provided to employers who had offered a position for on-the-job training organised according to the provisions of the VETA.

In 2022, SMEs had the opportunity to request the inclusion of their employees in training for the acquisition of key competences, and half of the training cost was financed from the State budget. The employers committed to retain those who had successfully completed training in employment, for a period no less than 6 months.

As a result of the implementation of all of programmes and measures under the NEAP for 2022, 10 717 unemployed were trained and 20 537 unemployed people were employed.

In 2022, the implementation of the 'Skills' scheme, under operational programme 'Human Resources Development 2014 - 20', with a total budget of EUR 16.7 million (BGN 33.7 million) entered an advanced through the implementation of the following types of training activiteis for employed and recently hired unemployed persons:

  1. training for acquiring or improving professional qualifications, including training in professions and specialties in the field of information and communication technologies;
  2. training for acquiring key competences, including digital competences;
  3. specific training related to particular occupational needs, including training related to the rapid introduction of information and communication technologies.

In 2022, 96 persons were involved in training activities under the'Skills' project/scheme.

In 2022, under the co-funded scheme 'Youth employment' -with a total budget of EUR 71.7 million (BGN 144.3 million)-incentives to employers for hiring young up to the age of 29 so that they acquire professional experience and practical skills through internship or training, continued. This included working practical learning in a company for a period of 6 months with a mentor designated by the employer. In 2022, 992 persons were included in activities funded by the 'youth employment' scheme.

2023
Implementation

The National employment action plan (NEAP) for 2023 was adopted by Decision of the Council of Ministers No 621 of 14 September 2023.

The vision of the NEAP for 2023 was to reduce the level of unemployment among vulnerable groups, to increase labour supply by activating economically inactive persons, and to increase the quality of the workforce according to the requirements of jobs, digitalisation, and new technologies.

The main priorities were related to promoting the economic activity of the population, including the youth who do not work and do not study, and all the disadvantaged groups on the labour market, and increasing the quality of the workforce with a focus on acquiring digital skills.

Working with inactive persons, especially young people, was extremely challenging, as it is difficult to make contact with them - they do not study, do not work, are not registered at the labour offices, i.e. are not lsited in registers and subsequently no contact information is available. Given the specificity of this group, and in addition to the traditional employment mediation and information provided by the employment offices, several approaches to work with NEETs were implemented in 2023, such as:

  1. Roma mediators contributed to the motivation of inactive persons, including young people of Roma origin. The work of Roma mediators has proven effective over the years given the easier way for them to gain trust and motivate persons of Roma origin to be active;
  2. youth mediators appointed in the municipalities with the highest number of inactive young people contributed to the motivation process relying on informal communication channels between young people;
  3. case managers assisted persons in need of complex support to overcome obstacles related not only to the employment system, but also to the educational, health and social systems. Employment mediators did motivate persons registered with the labour offices for active behaviour in the labour market by providing knowledge and practical skills for job search;

According to the NEAP for 2023 particular attention was paid to the following groups of unemployed persons:

  1. unemployed youth up to 29 years old without work experience in the acquired qualification;
  2. unemployed persons over 50 years of age;
  3. unemployed with primary and lower education;
  4. unemployed without a vocational qualification;
  5. unemployed persons with disabilities;
  6. persons granted with temporary protection under the Asylum and Refugees Act;

The goals to be achieved because of the implementation of all actions, programmes, projects and measures set out in the NEAP 2023 were the following:

  1. the employment rate for the 15-64 age group should reach 71%(it was 70.7% in 2023);
  2. the employment rate for the 20-64 age group should reach 76%(it was 76.2% in 2023).
  3. the employment rate among older persons (55-64 years) should reach 70%(it was 69.5% in 2023);
  4. the unemployment rate should be 4.1% (it was 4.3% in 2023);
  5. the unemployment rate for the age group 15-29 should be 7%(it was 8% in 2023).
  6. over 9.8 thousand unemployed to be provided with subsidised employment funded by the State Budget(13883 unemployed persons started work through programmes, measures, and schemes in 2023) and over 9.4 thousand unemployed and employed persons to be trained(9 355 were trained in 2023).
2024
Implementation

The National employment action plan (NEAP) for 2024 was adopted by Decision of the Council of Ministers No 327 of 9 May 2024.

The vision of the NEAP 2024 was to maintain the unemployment rate at low levels, including among disadvantaged groups in the labour market, to increase the labour supply by activating economically inactive individuals, and to enhance the quality of labor resources in line with job requirements and the challenges posed by the green and digital transitions.

The priority areas of the NEAP 2024 were:

  1. increasing the quality of the workforce in the context of the digitalization of the economy and the just transition to climate neutrality, while maintaining employment and improving employee adaptability.
  2. increasing the labour supply by encouraging the economic activity of the population and improving access to the labour market for workers from abroad, including those of Bulgarian origin.
  3. promoting employment and creating opportunities for the integration of disadvantaged groups into the labour market.

In 2024, the priority target groups of the active policy were young people under 29 years of age who are not working or studying, as well as long-term unemployed individuals. Particular attention was given to the following groups of unemployed persons:

  1. young unemployed individuals under 29 years of age (inclusive) without previous employment.
  2. unemployed persons over 55 years of age;
  3. unemployed persons with primary or lower education;
  4. unemployed persons without vocational qualifications;
  5. unemployed persons with disabilities;
  6. persons benefiting from temporary protection, registered with the labour offices.

Unemployed persons should be included in training programmes, projects, and measures under NEAP 2024, according to their individual action plans. These actions should be be tailored to the person's profile and their likelihood of finding employment.

As a result of the implementation of all actions, programmes, projects, and measures outlined in NEAP-2024, the following outcomes were expected:

  1. the employment rate for the 15-64 age group should reach 71%;
  2. the employment for the 20-64 age group should reach 77%;
  3. the employment among older people aged 55-64 should reach 70%;
  4. the unemployment rate (based on data from the National Labor Force Survey) should reach 4%;
  5. the unemployment rate for the 15-29 age group should reach 7.6%.

Bodies responsible

This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
  • Ministry of Labour and Social Policy(MLSP)

Target groups

Those who are positively and directly affected by the measures of the policy development; those on the list are specifically defined in the EU VET policy documents. A policy development can be addressed to one or several target groups.

Learners

  • Learners in upper secondary, including apprentices
  • Young people (15-29 years old)
  • Young people not in employment, education or training (NEETs)
  • Learners with migrant background, including refugees
  • Learners at risk of early leaving or/and early leavers
  • Learners with disabilities
  • Adult learners
  • Older workers and employees (55 - 64 years old)
  • Unemployed and jobseekers
  • Persons in employment, including those at risk of unemployment
  • Low-skilled/qualified persons
  • Learners from other groups at risk of exclusion (minorities, people with fewer opportunities due to geographical location or social-economic disadvantaged position)

Education professionals

  • Guidance practitioners

Entities providing VET

  • Companies
  • Small and medium-sized enterprises (SMEs)
  • VET providers (all kinds)

Other stakeholders

  • Social partners (employer organisations and trade unions)

Thematic categories

Thematic categories capture main aspects of the decision-making and operation of national VET and LLL systems. These broad areas represent key elements that all VET and LLL systems have to different extents and in different combinations, and which come into focus depending on the EU and national priorities. Thematic categories are further divided into thematic sub-categories. Based on their description, policy developments can be assigned to one or several thematic categories.

Governance of VET and lifelong learning

This thematic category looks at existing legal frameworks providing for strategic, operational – including quality assurance – and financing arrangements for VET and lifelong learning (LLL). It examines how VET and LLL-related policies are placed in broad national socioeconomic contexts and coordinate with other strategies and policies, such as economic, social and employment, growth and innovation, recovery and resilience.

This thematic category covers partnerships and collaboration networks of VET stakeholders – especially the social partners – to shape and implement VET in a country, including looking at how their roles and responsibilities for VET at national, regional and local levels are shared and distributed, ensuring an appropriate degree of autonomy for VET providers to adapt their offer.

The thematic category also includes efforts to create national, regional and sectoral skills intelligence systems (skills anticipation and graduate tracking) and using skills intelligence for making decisions about VET and LLL on quality, inclusiveness and flexibility.

Coordinating VET and other policies

This thematic sub-category refers to the integration of VET into economic, industrial, innovation, social and employment strategies, including those linked to recovery, green and digital transitions, and where VET is seen as a driver for innovation and growth. It includes national, regional, sectoral strategic documents or initiatives that make VET an integral part of broader policies, or applying a mix of policies to address an issue VET is part of, e.g. in addressing youth unemployment measures through VET, social and active labour market policies that are implemented in combination. National skill strategies aiming at quality and inclusive lifelong learning also fall into this sub-category.

Optimising VET funding

This thematic sub-category refers to the ways VET is funded at the system level. Policies include optimisation of VET provider funding that allows them to adapt their offer to changing skill needs, green and digital transitions, the social agenda and economic cycles, e.g. increasing the funding for VET or for specific programmes. They can also concern changing the mechanism of how the funding is allocated to VET schools (per capita vs based on achievement or other criteria). Using EU funds and financial instruments for development of VET and skills also falls into this sub-category.

Modernising VET offer and delivery

This thematic category looks at what and how individuals learn, how learning content and learning outcomes in initial and continuing VET are defined, adapted and updated. First and foremost, it examines how VET standards, curricula, programmes and training courses are updated and modernised or new ones created. Updated and renewed VET content ensures that learners acquire a balanced mix of competences that address modern demands, and are more closely aligned with the realities of the labour market, including key competences, digital competences and skills for green transition and sustainability, both sector-specific and across sectors. Using learning outcomes as a basis is important to facilitate this modernisation, including modularisation of VET programmes. Updating and developing teaching and learning materials to support the above is also part of the category.

The thematic category continues to focus on strengthening high-quality and inclusive apprenticeships and work-based learning in real-life work environments and in line with the European framework for quality and effective apprenticeships. It looks at expanding apprenticeship to continuing vocational training and at developing VET programmes at EQF levels 5-8 for better permeability and lifelong learning and to support the need for higher vocational skills.

This thematic category also focuses on VET delivery through a mix of open, digital and participative learning environments, including workplaces conducive to learning, which are flexible, more adaptable to the ways individuals learn, and provide more access and outreach to various groups of learners, diversifying modes of learning and exploiting the potential of digital learning solutions and blended learning to complement face-to-face learning.

Centres of vocational excellence that connect VET to innovation and skill ecosystems and facilitate stronger cooperation with business and research also fall into this category.

Acquiring key competences

This thematic sub-category refers to acquisition of key competences and basic skills for all, from an early age and throughout their life, including those acquired as part of qualifications and curricula. Key competences include knowledge, skills and attitudes needed by all for personal fulfilment and development, employability and lifelong learning, social inclusion, active citizenship and sustainable awareness. Key competences include literacy; multilingual; science, technology, engineering and mathematical (STEM); digital; personal, social and learning to learn; active citizenship, entrepreneurship, cultural awareness and expression (Council of the European Union, 2018).

Reinforcing work-based learning, including apprenticeships

This thematic sub-category covers all developments related to work-based learning (WBL) elements in VET programmes and apprenticeships which continue to be important in the policy agenda. It includes measures to stabilise the offer of apprenticeships, the implementation of the European framework for quality and effective apprenticeships, and using the EU on-demand support services and policy learning initiatives among the Member States. It also covers further expansion of apprenticeships and WBL to continuing VET (CVET), for transition to work and inclusion of vulnerable groups, and for improving citizens’ qualification levels.

Supporting lifelong learning culture and increasing participation

Lifelong learning refers to all learning (formal, non-formal or informal) taking place at all stages in life and resulting in an improvement or update in knowledge, skills, competences and attitudes or in participation in society from a personal, civic, cultural, social or employment-related perspective (Erasmus+, Glossary of terms, https://erasmus-plus.ec.europa.eu/programme-guide/part-d/glossary-common-terms). A systemic approach to CVET is crucial to ensure adaptability to evolving demands.

This broad thematic category looks at ways of creating opportunities and ensuring access to re-skilling and upskilling pathways, allowing individuals to progress smoothly in their learning throughout their lives with better permeability between general and vocational education and training, and better integration and compatibility between initial and continuing VET and with higher education. Individuals should be supported in acquiring and updating their skills and competences and navigating easily through education and training systems. Strategies and campaigns that promote VET and LLL as an attractive and high-quality pathway, providing quality lifelong guidance and tailored support to design learning and career paths, and various incentives (financial and non-financial) to attract and support participation in VET and LLL fall into this thematic category as well.

This thematic category also includes many initiatives on making VET inclusive and ensuring equal education and training opportunities for various groups of learners, regardless of their personal and economic background and place of residence – especially those at risk of disadvantage or exclusion, such as persons with disabilities, the low-skilled and low-qualified, minorities, migrants, refugees and others.

Financial and non-financial incentives to learners, providers and companies

This thematic sub-category refers to all kinds of incentives that encourage learners to take part in VET and lifelong learning; VET providers to improve, broaden and update their offer; companies to provide places for apprenticeship and work-based learning, and to stimulate and support learning of their employees. It also includes measures addressing specific challenges of small and medium-sized enterprises (SMEs) willing to create work-based learning opportunities in different sectors. Incentives can be financial (e.g. grants, allowances, tax incentives, levy/grant mechanisms, vouchers, training credits, individual learning accounts) and non-financial (e.g. information/advice on funding opportunities, technical support, mentoring).

Providing for individuals' re- and upskilling needs

This thematic sub-category refers to providing the possibility for individuals who are already in the labour market/in employment to reskill and/or acquire higher levels of skills, and to ensuring targeted information resources on the benefits of CVET and lifelong learning. It also covers the availability of CVET programmes adaptable to labour market, sectoral or individual up- and reskilling needs. The sub-category includes working with respective stakeholders to develop digital learning solutions supporting access to CVET opportunities and awarding CVET credentials and certificates.

Lifelong guidance

This thematic sub-category refers to providing high-quality lifelong learning and career guidance services, including making full use of Europass and other digital services and resources.

Ensuring equal opportunities and inclusiveness in education and training

This thematic sub-category refers to making VET pathways and programmes inclusive and accessible for all. It concerns measures and targeted actions to increase access and participation in VET and lifelong learning for learners from all vulnerable groups, and to support their school/training-to-work transitions. It includes measures to prevent early leaving from education and training. The thematic sub-category covers measures promoting gender balance in traditionally ‘male’ and ‘female’ professions and addressing gender-related and other stereotypes. The vulnerable groups are, but not limited to: persons with disabilities; the low-qualified/-skilled; minorities; persons of migrant background, including refugees; people with fewer opportunities due to their geographical location and/or their socioeconomically disadvantaged circumstances.

European priorities in VET

EU priorities in VET and LLL are set in the Council Recommendation for VET for sustainable competitiveness, social fairness and resilience, adopted on 24 November 2020 and in the Osnabrück Declaration on VET endorsed on 30 November 2020.

VET Recommendation

  • VET agile in adapting to labour market challenges

Osnabrück Declaration

  • Resilience and excellence through quality, inclusive and flexible VET

Subsystem

Part of the vocational education and training and lifelong learning systems the policy development applies to.
CVET

Further reading

Sources for further reading where readers can find more information on policy developments: links to official documents, dedicated websites, project pages. Some sources may only be available in national languages.

Country

Type of development

Policy developments are divided into three types: strategy/action plan; regulation/legislation; and practical measure/initiative.
Strategy/Action plan
Cite as

Cedefop, & ReferNet. (2025). National employment action plans: Bulgaria. In Cedefop, & ReferNet. (2025). Timeline of VET policies in Europe (2024 update) [Online tool].

https://www.cedefop.europa.eu/da/tools/timeline-vet-policies-europe/search/42605