The Bulgarian National qualifications framework for lifelong learning (BQF)

Policy development
Regulation/Legislation
Bulgaria
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Timeline
  • 2015Approved/Agreed
  • 2017Implementation
  • 2018Implementation
  • 2021Implementation
  • 2022Implementation
  • 2023Implementation
  • 2024Implementation
ID number
28057

Background

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

The Bulgarian national qualifications framework for lifelong learning (BQF) was adopted in 2012. It is an eight-level framework that includes qualifications from all levels and subsystems of formal education and training, including pre-primary education. The framework was linked to the EQF (European qualifications framework) and QF-EHEA (qualifications frameworks in the European higher education area) in June 2013. EQF levels are to be indicated on qualifications from 2014-15 onwards.

Description

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

Since the academic year 2017/18, the EQF/NQF level of the occupation in which the qualification is acquired is stated in the completion documents: the 'vocational qualifications certificate' and the 'vocational training certificate for part of the profession'. This applies both for young and adult learners. Changes to legislation are still needed to support the setting up of the BQF. A working group has to be established to prepare these amendments. The framework is not yet operational. The National Agency for Vocational Education and Training (NAVET) has been involved in developing and updating the list of VET qualifications included in the BQF. For the BQF to achieve its aims, sustained implementation efforts are required. NAVET is responsible for coordinating VET institutions at national level; according to Art. 42 of the vocational education and training Act its functions are related to developing/updating the list of professions for VET and State education standards for professional qualifications, describing the relevant knowledge, skills and competences in accordance with the BQF level descriptors. In this way NAVET promotes this important tool among different stakeholders, especially among pedagogical staff.

2015
Approved/Agreed

A Pre-school and School Education Act was adopted in 2015, according to which amendments to the BQF were needed.

2017
Implementation

Following the adoption of the amendments to EQF Recommendation (May 2017), a working group was mandated to update the BQF but there are no updates since then.

2018
Implementation

As of 2018, all documents issued in VET (certificates for professional qualification obtained through training or validation, certificates for vocational training obtained through training or validation) included information about the respective EQF/BQF level.

2021
Implementation

In 2021, a decision was taken to link all future competence profiles -developed under the project- Development of digital skills to the BQF/EQF levels.

2022
Implementation

In 2022, the BQF continued to be in force, being a recognisable tool in the documents that are issued in the VET system - certificate of professional qualification and certificate of vocational training. Vocational training certificates were issued for the acquisition of part of the profession or partial qualification. After conducting a study on the introduction of micro-credentials in Bulgaria, it was established that the certificates for vocational training for partial qualifications are micro-credentials, because they bear all the characteristics described in the Council Recommendation of 16 June 2022 on a European approach to micro-credentials for lifelong learning and employability, including showing EQF/BQFlevel.

2023
Implementation

In 2023, all officially recognised professional qualification documents were issued with an indication of the qualification level at the Bulgarian qualifications framework(BQF) and at the European qualifications framework(EQF).

In March 2023, the Industrial Capital Association of Bulgaria (ICAB) developed and presented pilot models for the introduction of individual learning accounts and micro credentials as a solution to the problem of the low adult participation in lifelong learning. These three pilot models contained an analysis for the introduction of micro-credentials offering different solutions which were relevant to specific target groups and also had to do with the control of micro-credentials by public authorities. The labour ministry considered the possibility of testing the presented models through the Human resources development operational programme and allocated financial resources but no nationwide project began.

2024
Implementation

In 2024, the concept of applying an approach to micro-credentials was tested on a project basis only (e.g. the GreenMicred pathways transnational project in which NAVET is a partner which isn't national in scope). No regulation or other type of guidance for the official introduction of this approach into the VET system was issued.

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 Education and Science
  • National Agency for Vocational Education and Training (NAVET)

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
  • Adult learners

Education professionals

  • Teachers
  • Trainers
  • School leaders
  • Adult educators
  • 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.

Transparency and portability of VET skills and qualifications

European principles and tools, such as EQF, ESCO, ECTS, Europass and ECVET, provide a strong basis for transparency and portability of national and sectoral qualifications across Europe, including the issuing of digital diplomas and certificates.

This thematic category looks at how individuals are supported in transferring, accumulating, and validating skills and competences acquired in formal, non-formal and informal settings – including learning on the job – and in having their learning recognised towards a qualification at any point of their lives. This is only possible if qualifications are transparent and comparable and are part of comprehensive national qualifications frameworks. Availability of qualifications smaller than full and acquirable in shorter periods of time is necessary; some countries have recently worked on developing partial qualifications, microcredentials, etc.

Comprehensive national qualification frameworks

This thematic sub-category concerns all developments related to national qualification frameworks (NQFs). As in most countries NQFs are in place and referenced to the European qualifications framework (EQF), the thematic sub-category covers updating and expanding the frameworks, developing new qualifications and using NQFs as catalysts for other reforms.

Learners' possibilities of accumulation, validation and recognition of learning outcomes acquired non-formally and informally

This thematic sub-category refers to validation mechanisms allowing individuals to accumulate, transfer, and recognise learning outcomes acquired non-formally and informally, including on-the-job learning, or in another formal system. In case they are not automatically recognised, a learner can have these learning outcomes validated and recognised through a particular process with a view to obtaining a partial or full qualification. This thematic sub-category covers such provisions and mechanisms. 

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

  • Flexibility and progression opportunities at the core of VET

Subsystem

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

Country

Bulgaria

Type of development

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

Cedefop, & ReferNet. (2025). The Bulgarian National qualifications framework for lifelong learning (BQF): Bulgaria. In Cedefop, & ReferNet. (2025). Timeline of VET policies in Europe (2024 update) [Online tool].

https://www.cedefop.europa.eu/de/tools/timeline-vet-policies-europe/search/28057