Upper secondary
Tertiary

Mobility scheme: Erasmus+ Programme
Source of funds: European
Target group: IVET learners, including representatives of disadvantaged learners

Mobility scheme: In company policy measures
Source of funds: Corporate funds
Target group: IVET learners -employees

Mobility scheme “My first job with EURES”
Source of funds: European
Target group: IVET learners aged 18-35, including representatives of disadvantaged learners

Mobility scheme “Reactivate - Targeted mobility scheme”
Source of funds: European
Target group: IVET learners aged 35

The National Lifelong Learning Strategy (2014-2020) and the VET Development Strategy in Bulgaria 2015-2020 (both documents adopted by the Council of Ministers) set some elements of the overall targets in IVET mobility policy. More specifically, one of the objectives of the National Lifelong Learning Strategy (2014-2020) is “to encourage the mobility of undergraduates, doctoral students, and instructors and the cross-border cooperation among universities”. In addition, some of the activities outlined in the strategy include the “elaboration and introduction of flexible forms and paths for ensuring mobility within the education and training system”. The VET Development Strategy in Bulgaria 2015-2020 calls for an optimal use of the European Structural Funds and Erasmus+ in supporting the mobility instruments in the field of VET. The Action Plan for the implementation of the VET Development Strategy in Bulgaria 2015-2020 puts emphasis on the use of guidance in encouraging VET mobility in Bulgaria. Additionally, the National Youth Strategy (2010-2020) points out the importance of encouraging youth mobility. However, this is still not an overall process, as its elements have not been definitely expressed at the level of implementation. Further plans for completing the process are not evident for the moment, as the education and VET system in Bulgaria is in the process of adopting new legislation, and the implementation plans will be available for future periods.

The process of IVET mobility is coordinated in a centralized way by the Erasmus+ NA through the participation of the respective stakeholders in mobility activities under KA1 and partnership activities under KA2. In addition, the National Agency for Vocational Education and Training is responsible for coordinating and promoting the use of ECVET for IVET in the country.

As the IVET mobility policy is addressed by the National Lifelong Learning Strategy 2014-2020 and the VET Development Strategy in Bulgaria 2015-2020, the monitoring reports for these strategies also tackle the VET mobility issue. Further plans for completing the process are not evident for the moment, as the education and VET system in Bulgaria is in the process of adopting new legislation, and the implementation plans will be available for future periods. The latest amendment to the legislation is of January 2018 and has to do with the documentation and arrangements around the licensing of VET Centres.

In Bulgaria, the international learning mobility of IVET learners has been carried out mainly within projects under Erasmus+ Programme (during the previous period under the LLL Programme (2007 – 2013)). The Human Resources Development Centre (National Agency for LLP and now for Erasmus+ Programme) is the institution responsible for providing information and guidance about the opportunities for learning mobility for students from vocational schools, vocational colleges, centres for vocational training, as well as from universities. The experts employed by the Centre provide detailed information and counselling to the education and training institutions related to the preparation of project proposals for IVET learning mobility. The education and training institutions provide information and guidance to their students related to their participation in the IVET learning mobility projects that are either planned or under implementation. In addition, the Human Resource Development Centre (HRDC) administers and hosts the national Euroguidance Centre, which is a part of the European Euroguidance network, and supports quality guidance services in the country with a focus on enabling international mobility.

In the period 2012 – 2015 a network of 28 career guidance centres in the school education system was established in the frame of a project funded under the Human Resources Development Operational Programme (2007 – 2013). The Programme was evaluated in 2015-2016 and renewed for two more years (2016/2017). The centres provide information and counselling related to individual education and career planning and support the implementation of individual plans to students. The information and guidance for international learning mobility concerns only opportunities for general secondary education and higher education since IVET learning mobility, as pointed out above, has been implemented under mobility projects. The network of career centres is functioning and will continue putting emphasis on the link between IVET and career guidance.

Additionally, the EURES national office situated with the National Employment Agency, encourages the guidance for mobility through the “My first job” Initiative. The “My first EURES job” initiative aims at helping young people aged 18-35 in any of the EU 28 countries + Iceland and Norway (EFTA/EEA countries) to find a work placement (traineeship or apprenticeship) in another EU EFTA/ EEA country.

There are also NGOs which provide practically oriented training for drafting mobility projects.

The provision of information on IVET international learning mobility topics is coordinated countrywide. According to its Rules of Organisation and Activities, the Human Resources Development Centre (HRDC) administers, promotes, consults, organizes and coordinates the participation of Bulgaria in Erasmus+ and the implementation of the Programmes’ horizontal priorities. The Ministry of Education and Science (MES) coordinates the network of guidance centres in Bulgaria in terms of content, structure and monitoring of activities. Regular reports are submitted by the career centres in order to ensure the coordination of the guidance and information activities

The Human Resources Development Centre (HRDC) is the Erasmus+ National Agency for Bulgaria. It sets countrywide policy targets for information and guidance of potential participants in mobility, which correspond to the priorities and targets of the Ministry of Education and Science. HRDC has set as targets in its Working Programme 2015 the promotion of mobility among disabled people at a socio-economic disadvantage. Additionally, the National Euroguidance Centre, hosted by the HRDC, supports mobility-oriented guidance and promotes mobility opportunities in all fields of education and training, including IVET.

Legal provisions in Bulgaria do not specifically include the objective of promoting international learning mobility in IVET. The legal provisions’ objectives concern the VET sector as a whole and do not contain specific provisions and priorities in the given field.

The national Lifelong Learning Strategy (2014-2020) has formulated an activity aimed at “encouraging the application of the European instruments designed to support academic-purpose mobility and lifelong learning”, under impact area “Enhancing the quality of school education and training towards attaining key competences, improving learners’ achievements and personality development”. In addition, the 2018 Action Plan envisages the provision of facilitating mobility at secondary and university level for teachers and students. The limited financial resources of IVET learners and the level of foreign language competences are among the reasons for implementing international IVET learning mobility exclusively in the frames of EU funded mobility projects. The expectation is that the activity that has been pointed out includes measures related to broadening the funding opportunities, improving the quality of foreign language training and information and guidance services for IVET mobility.
The national network of career guidance centres in the field of school education support young people in choosing career and education paths by providing information on international learning mobility.

Considering that the Strategy must be monitored on an annual basis and that a Report on the achieved results should be submitted to the Council of Ministers, it is supposed that there will be conclusions about measures to be taken to support IVET mobility and improve information and guidance. This also holds for the National Strategy for VET development (2015-2020) and its action plan defining the actions in support to the guidance system in Bulgaria.

As IVET international mobility is carried out under Erasmus+, information is provided based on the Programme’s Rules and national priorities.

The information to VET providers is delivered through the websites (1) of the Human Resources Development Centre (National Agency for LLP and now for Erasmus+); through information campaigns conducted in different cities and towns in the country; by experts at the HRDC; and through promotional leaflets and brochures. The HRDC experts provide applicants (education and training institutions and companies) with assistance in writing mobility project proposals and counselling in terms of their implementation.
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(1) www.hrdc.bg
http://euroguidance.hrdc.bg/

Bulgaria has a mechanism in place for providing IVET learners with information and guidance on international learning mobility opportunities. Targets for this policy strand have been set. The provision has been ensured and coordinated countrywide by the Human Resources Development Centre (HRDC), responsible for the activities related to the Erasmus+ Programme at national level. Actions have been taken to improve the provision of information and guidance. The National Lifelong Learning Strategy (2014-2020) was adopted for improving education and training at large. Non-governmental organizations (NGO) are very active in implementing different types of projects in the field of career guidance and in developing web portals which support young people’s choice of education and professional development. The network of Youth Information Centres was also established to support young people’s motivation for further development through formal and non-formal education activities.
What is missing, however, is a systematic mechanism to monitor, review, assess and improve on a regular basis the overall provision of information and guidance.

In Bulgaria there are no policy initiatives to include international learning mobility experiences in the curricula of IVET programmes. Yet, some universities have included study stays in their curricula, based on bilateral agreements with universities abroad, including IVET at tertiary level.

Bulgaria has not set up any policy targets in terms of removing the institutional and administrative obstacles to mobility in IVET. However, no such obstacles have been reported.

As an EU Member State, Bulgaria fulfils its obligations for facilitating the issuance of visas to citizens of Albania, Bosnia and Herzegovina, FYROM, Georgia, Moldova, Montenegro, Serbia, Russia, Ukraine, based on the Visa Facilitation Agreements between the European Community and these nine non-EU countries. Based on these agreements, both EU and non-EU citizens benefit from the facilitation of visa issuance procedures. As of 19 December 2009, the citizens of Albania, Bosnia and Herzegovina, FYROM, Montenegro and Serbia, who have biometric passports, do not need visas to enter and stay in Bulgaria for a period of up to 90 days. The rules corresponding to the policy of the Ministry of Foreign Affairs for the particular country have been applied.

Bulgaria has put in place a procedure for the electronic submission of applications for international learning mobility of IVET learners funded by the Erasmus+ Programme. This procedure includes applications by IVET providers and IVET learners. Besides a system setting clear requirements and a reasonable schedule for implementing all stages of the selection procedure was established, which resulted in shortening the time from submitting the application to mobility implementation.

The travel of Bulgarian citizens under 14 years of age and under 18 years of age, in particular when exiting Bulgaria, is regulated by the Law on Bulgarian Identity Documents (LBID). Police authorities have specific control functions both at the stage of issuing the passport and at the stage of the journey (exit) from Bulgaria. According to Art. 76, item 9 of LBID, citizens under the age of 14, under the age of 18, and persons under legal disability may not be permitted to leave the country if they do not have a notarised written consent for travel abroad from their parents, adoptive parents or guardians (2), even if they possess a valid passport or identity card.

Apart from Bulgarian notary offices, the declaration may be legalised by a registry judge in the respective district court, the mayor of the settlement if it does not function as a municipal centre, - the mayor, deputy-mayor, secretary of the municipality if it functions as a municipal centre, and the mayor's substitute when there is no notary in the area. Abroad, this declaration may be legalised by the Bulgarian consular officials in the consular services of the embassies. This declaration may also be legalized abroad by a local notary, but it must be legalised with the "Apostille" if the country is a party to the Hague Convention for Abolishing the Requirement of Legalisation for Foreign Public Documents. If the country is not a party to that Convention, the declaration of consent legalised by a local notary must be legalised in the manner described on the website of the Ministry of Foreign Affairs (3). The lack of a declaration legalised in the manner described provides a ground for refusing the exit of a minor Bulgarian citizen from Bulgaria. At the border, the original declaration should be submitted, usually along with a (uncertified) copy, which remains at the border crossing point.
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(2) The legal text can be found at: http://www.nsgp.mvr.bg/NR/rdonlyres/827F5101-3BB0-4FB6-9C88-E61D631B83AC...
(3) http://www.mfa.bg/bg/pages/view/75

Social security
In Bulgaria there is no specific legislation for the social protection of IVET students and apprentices involved in international learning mobility. According to the European Health Insurance Card, all EU learners have the same access to medical services as all nationals. Bulgaria has signed agreements with 13 non-EU countries which include the terms for providing medical treatment to foreign citizens in Bulgaria, which are applicable to IVET learners.

Labour protection
There is no specific legislation related to the protection of IVET students and apprentices in terms of labour standards and safety, but all these issues have been provided for in the Labour Code and are applicable in case the respective person is an EU citizen, or a citizen of non-EU countries with official permission for short- or long-term residence in Bulgaria.

There is no coordination mechanisms covering possible actions targeted at facilitating mobility.

The actions targeted at facilitating mobility are subject to regular monitoring. The Human Resources Development Centre (HRDC), i.e. the Erasmus+ National Agency for Bulgaria, prepares and submits an early report on its activity, including the actions aimed at facilitating learners’ mobility. The reports are submitted to the European Commission which evaluates these actions. In addition, within the HRDC, a dedicated Accreditations, Monitoring and Checks Department was created, responsible for monitoring and controlling the mobility activities of sending organisations.

In the thematic area of Administrative and Institutional issues Bulgaria appears to be committed to supporting learning mobility in IVET as it has been indicated by the target set in the 2015 Action Plan for the implementation of the National Lifelong Learning Strategy (2014-2020). However, no targets in terms of removing the administrative and institutional obstacles to mobility have been set. Bulgaria has taken measures to reduce the administrative burdens induced by organising mobility which are subject to some monitoring. However, there is no mechanism to ensure the countrywide coordination of actions in this area. An explicit policy initiative to include international learning mobility experiences in the curricula of IVET programmes could be a step to better meet the requirements of the “Youth on the Move” Recommendation, and further promote IVET mobility, . In the future, it could also be investigated ( e.g. by means of user/ stakeholder surveys) whether the existing requirements for delivering visas and residency permits to IVET learners from third countries and for ensuring the exit of minor learners are easy to meet, or on the contrary, they require the putting in place of support measures aimed at assisting learners (or their institutions) in the mobility process. On the basis of the results of this investigation, the setting of policy targets could be considered in terms of removing the administrative and institutional obstacles to mobility and putting in place systematic coordination and evaluation of the respective actions.

In Bulgaria, the learning outcomes acquired through IVET mobility are recognised as part of the training programmes in the framework of project agreements under the Erasmus+ programme.

There is a Regulation on the recognition of the stages and levels of education and the degrees of vocational qualifications on the basis of documents issued by schools in other countries which lists the documents that should be submitted to the school. The recognition decision is taken by an expert commission. Art.13 states that the recognition of vocational qualifications is done on the basis of recognizing a stage or level of education.

IVET learners involved in international learning mobility have an easy access to recognition of learning acquired abroad.

The mobility of students from secondary vocational schools and vocational training centres for adults (persons above the age of 16 – employed and unemployed) is carried out within projects under the Erasmus+ Programme. Any learning acquired abroad is recognized on the basis of agreements between the sending and host organisations. The agreements guarantee that students will receive recognition for the activities successfully completed abroad.

Holders of vocational qualifications acquired abroad in professions that are not regulated in Bulgaria have direct access to the labour market. The recognition of such qualifications is at the discretion of employers. For practicing professions that are regulated in Bulgaria, the provisions of Directive 2005/36/ЕО applied. The recognition of such qualifications is carried out by the competent body for the respective regulated profession.

The procedure for recognition of higher education acquired in foreign higher education institutions is organized by:
1. The Minister of Education and Science through the National Centre for Information and Documentation, when the recognition is aimed at facilitating access to the labour market.
2. The universities, when the recognition is aimed at continuing one’s training at a higher education institution, including doctoral programmes. The recognition procedures have been outlined in the Internal Regulations of universities. The rector of the university at which the candidate intends to continue his/her education is responsible for the recognition of periods of training abroad.

This procedure applies also to tertiary IVET programmes.

Bulgaria has not set any targets for the recognition policy. According to the Vocational Education and Training Act (amended in July 2014) the terms and procedures for assigning, accumulation and transfer of credits for units of learning outcomes acquired shall be defined by an ordinance of the Minister of Education and Science. However, at this stage no such ordinance has been approved.

In Bulgaria, the recognition approach in Bulgaria applies to the following learning components acquired abroad:
• Courses
• Credit points
• Modules
• Programmes
• Qualifications / diplomas / degrees

Although the recognition approach applies to all learning components listed above, the last two (programmes and qualifications / diplomas / degrees) cannot be acquired through short-term mobility. Instead, programmes and qualifications / diplomas/ degrees can be recognized in case of long-term mobility at tertiary level. The recognition of units is in the process of elaboration.

The recognition approach is coordinated countrywide within the framework of the ECVET system.

The recognition of learning outcomes acquired during an IVET mobility period is done by vocational schools on the basis of a Memorandum of Understanding, signed by the sending and receiving organisations willing to apply the ECVET system (1). The Memorandum of Understanding (MoU) is an agreement between two (or more) competent institutions, which sets the framework for students’ mobility during their education/ training as well as for transfer of credits that students achieved outside the home institution. The MoU formalises the ECVET partnership by stating the mutual acceptance of the status and procedures of the involved competent institutions. The partner organizations mutually accept their criteria and procedures for quality assurance, assessment, validation and recognition of learning outcomes for the purpose of transfer of credits. An agreement is reached on the evaluation procedures and the procedures of validation and recognition. The countrywide coordination of the recognition approach is carried out by the National Agency for Vocational Education and Training (NAVET), which is a National ECVET Coordination point. Control over the implementation of the recognition procedure is carried out by the Regional Management Units of Education (regional structures of Ministry of Education and Science) for vocational schools and by NAVET for licensed VET centres. In addition, a team of ECVET experts provides support to organisations who would like to apply the ECVET system in recognising IVET mobility activities within their organisations.
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(1) ECVET serves as a technical framework for the transfer, recognition and (where appropriate) accumulation of individuals' learning outcomes with a view to achieving a qualification. Guided by a European-level Recommendation, ECVET tools and methodology comprise a description of qualifications in terms of units of learning outcomes, a transfer and accumulation process and series of complementary documents such as learning agreements, personal transcripts and user guides.

The recognition process is not bound to a set time limit for handling the applications but in practice it is usually implemented within a period of one month after the end of the mobility period in accordance with the procedures mentioned above.

In Bulgaria, no actions have been taken to establish, or make more visible, contact points for the recognition of learning acquired abroad by IVET learners.

There is no specific national visibility policy, and respectively no evaluation thereof.

The Europass Mobility document is used by vocational schools and universities in the procedure of recognising periods of training abroad. It is a record of skills acquired during a learning experience in a European country.

The Europass Certificate Supplement is used by employers as a source of information required for the recognition of qualifications acquired abroad in professions that are not regulated in Bulgaria. It is a description of skills acquired by holders of vocational training certificates.

The mobility of students from vocational schools and VET centres is carried out within projects under the Erasmus+ Programme. Usually, ECVET credits and points are awarded to IVET learners upon achieving the planned learning outcomes for the learning mobility period. This type of mobility is regulated through amendments to the VET Act adopted in July 2014. Special sections on Credits in Vocational Education and Training were introduced (*).
For each unit of learning outcomes planned for the learning mobility of students from vocational schools and VET centres vocational training centres, the NQF and the corresponding EQF levels should be defined by the training institutions implementing the learning mobility project.
The learning outcomes approach is used for defining the knowledge, skills and competences to be acquired during the learning mobility period by students from vocational schools and VET centres, usually structured by means of units of learning outcomes. This reference has to do with learning mobility implemented within projects funded under Erasmus+.
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(*) According to Article 32f,
(1) Vocational qualification in a profession shall be acquired when establishing further to assessment or validation that all units of learning outcomes included in the state educational standard for acquisition of qualification in the respective profession have been achieved.
(2) Separate units of learning outcomes included in the state educational standard for acquisition of qualification in the respective profession could be assessed or validated, for which credits shall be assigned.
(3) A credit is a measure of an achieved unit of learning outcomes included in the state educational standard for acquisition of qualification in the respective profession.
(4) Credits shall be assigned by vocational gymnasiums, vocational colleges, sport schools, arts schools and VET centres and shall be certified by a document in a standard form approved by the Minister of Education and Science.
(5) Credits may be accumulated for acquisition of vocational qualification in a profession and/or be transferred for acquisition of vocational qualification in another profession in the same occupational field.
(6) Credits assigned for units of learning outcomes on general vocational studies may be transferred and accumulated for acquisition of vocational qualification in all professions from the List of Professions for Vocational Education and Training.
(7) The terms and procedure for assigning, accumulation and transfer of credits shall be defined by a Regulation of the Minister of Education and Science.

The Regulation, mentioned in item 7 has been under development and therefore assigning of credits is not an obligatory requirement for acquiring a qualification in professions.
For the purposes of mobility ECVET tools are used by vocational schools and universities on the basis of a signed Memorandum of Understanding and a Learning Agreement.
Another document recognising the skills in the field of entrepreneurship for young people is the Entrepreneurship Skills Pass. It is an international qualification certificate for students (15-19 years old), who have had real entrepreneurship experience, and who have gained the required knowledge, skills and competences to start a business or find employment. The pass includes: a full-year in-school, mini-company experience, a self-assessment of entrepreneurial competences, an examination of business, economic and financial knowledge and the possibility to access further opportunities offered by small and large businesses, top higher institutions and international organisations across Europe. As of2018, the Entrepreneurship Skills Pass will also be available in Bulgaria for IVET students.

There is no institution at national level in charge of monitoring the recognition system, checking whether it works or not, and recommending improvements.

Bulgarian IVET learners have easy access to the recognition of learning outcomes acquired abroad, and the recognition approach covers courses, credit points, modules, programmes, and qualifications / diplomas / degrees. The recognition of units is in the process of elaboration. Bulgaria makes use of the available EU tools for the visibility, transfer and recognition of learning outcomes acquired by IVET learners during international mobility periods, i.e. the Europass Mobility Document and Certificate Supplement, ECVET, EQF/NQF and the Learning Outcomes approach. The National Europass Centre in Bulgaria, hosted by the Human Resource Development Centre (NA for the Erasmus+ Programme) is responsible for promoting the use of the EUROPASS. The National Agency for Vocational Education and Training (NAVET) in cooperation with the Human Resource Development Centre (HRDC) ensures the implementation and promotion of visibility and recognition instruments at national level.

The recognition of qualification acquired abroad is coordinated countrywide by the Ministry of Education and Science (through the National Centre for Information and Documentation, and the Regional Inspectorates of Education) and the National Agency for Vocational Education and Training (NAVET). However, the country has not set any policy targets for the recognition policy, and the recognition mechanism has not been monitored. What is more, the recognition process in Bulgaria is not bound to a regulatory time limit (although in practice applications are handled within a month after the mobility period is over). The putting in place of such a regulatory time frame could be considered in the future, along with setting up policy targets in terms of recognition and developing processes for systematic evaluation of the recognition policy. Another area of improvement has to do with the establishment of dedicated and visible contact points to make information on recognition visible for all relevant target groups, including those that might undertake mobility projects outside the Erasmus+ Programme. It is through the users/ stakeholders’ survey that the need for such a visibility policy could be checked.

The country has not set any policy targets for the area of Partnerships and funding.

There is no countrywide coordination of actions in the area of Partnerships and funding.

Bulgaria has taken measures to support the creation of partnerships for organising international learning mobility projects in IVET. The Human Resources Development Centre (National Agency for the Erasmus+ Programme) is the responsible body for providing information, assistance and support to IVET providers and companies for establishing partnerships as well as for initiating and implementing mobility projects in IVET. HRDC maintains a database with potential partners across Europe and Bulgaria such as schools, NGOs and companies. As far as the tertiary level is concerned, each university is responsible for signing bilateral agreements with foreign universities in order to implement mobility programmes.

The National Agency for the Erasmus+ Programme updates the partnership database by adding new partners and deleting those who turned out to be unreliable. The updating is based on the evaluation of the mobility projects and an analysis of beneficiaries’’ feedback. The universities review the results of the implementation of their agreements with foreign universities on an annual basis. According to the last published 2013 annual report of National Agency for the Lifelong Learning Programme (now National Erasmus+ Agency), the objective “Development of European partnerships as an additional instrument for introduction of good practices” has been achieved.

In addition, the EURES network provides support for students who would like to have an apprenticeship or an internship abroad. The Cross-border Cooperation programmes also encourage international mobility among young people from cross-border areas.

Information not available at this time.

The responsible body is the National Agency for the Erasmus+ Programme. It provides information and assistance to companies, institutions and staff in support of writing mobility projects and successfully implementing them once they have been approved for funding. There are also NGOs which provide training to institutions, organisations and individuals in developing mobility projects. In addition, companies that provide consultancy services on project development and organisation, deliver training on project management, monitoring and evaluation.

The annual evaluation of the National Lifelong Learning Strategy (2014-2020) is in place. Two evaluation reports have been published, respectively for 2014 and 2015, both outlining the challenges for enhancing mobility opportunities in Bulgaria, e.g. the lack of a comprehensive system for monitoring learning mobility.

In the thematic area Partnerships and Funding, Bulgaria has envisaged policy actions to support the establishment of partnerships for international learning mobility projects in IVET through the participation of universities in the Erasmus+ Programme. The Human Resources Development Centre (National Agency for Erasmus+) maintains a database with potential partners in Bulgaria and across Europe. The same body, along with NGOs, provides support to stakeholders and staff involved in organising international IVET mobility projects. IVET learners are also provided with financial support under the Erasmus+ Programme. However, the country has not set up any policy targets for the partnerships and funding policies, and there is no countrywide coordination of actions in this area. Also, although some of these support actions are subject to monitoring, systematic and complete evaluation of policies in this area is lacking. In future, it could be considered putting in place, for all support policies in this area, processes for systematic and complete coordination and evaluation, including translating the observations from the monitoring activities into recommendations that are actually implemented and improve the next generation of actions over time. Setting up policy targets for the area could be considered as well. Also, to better promote IVET mobility, Bulgarian authorities could make sure that sufficient financial support is allocated to IVET learners.

Bulgaria has taken actions to raise awareness on the added value of mobility and promote a mobility culture. Mobility culture is school and universities based, i.e. mobility activities are established first of all within the formal education. Staff mobility culture is promoted through a number of seminars. The Human Resource Development Centre (HRDC) as a National Authority promotes mobility abroad through campaigns, valorisation conferences and competitions. It organises a number of seminars for teachers, and motivates them to promote learning mobility. Awareness raising is in general focused on such types of added value as wider job prospects, and new competences among which intercultural competences and language competences. Awareness raising actions take place for example in the framework of the summer seminars for teachers, which are organized in June each year.

In addition, and through the work of the National Euroguidance Centre, the Academia study exchange project was launched in Bulgaria. It is a European project that gives guidance professionals the opportunity to participate in a learning mobility period in another European country. Academia coordinators are engaged in sending their own guidance counsellors abroad and receiving practitioners from other countries on thematic study visits for a duration of 3 days to one week. The Academia project was launched in 1995 and since then hundreds of guidance practitioners in Europe have benefited from it. Thereby this project has contributed to strengthening the European dimension in guidance by building networks and promoting mobility and professional training. The Academia project promotes the mobility of guidance practitioners in Europe, enhances European networking and cooperation in matters of information and lifelong guidance, and fosters the exchange of good practices and methods among the participants.

Also, the Cross-Border Cooperation programme encourages cross-border cooperation among youth from different countries to develop common understanding of their culture and share experiences.

Erasmus+ NA Staff has undertaken actions to raise awareness and mobility culture all over the country. Coordination is set by arrangements between the responsible NA Staff and the respective counterparts around the country among which are vocational schools, VET centres and other players that are directly involved with the career aspects of the job market.

Awareness raising and mobility culture actions are supported, monitored and evaluated by the Erasmus+ National Agency. The Agency issues a report on the level of achievement of all activities supported at national level.

In the current legislative documents, there are no definitely set policy targets for IVET mobilities.

Bulgaria has in place actions to raise awareness about the added value of mobility, and to promote a mobility culture. The existing actions are countrywide coordinated. They undergo some monitoring within the framework of the overall evaluation of mobility activities carried out by the Erasmus+ National Agency. However, the country has not set up any policy targets for the motivation policy. Steps ahead in future could include extending the awareness raising actions towards learners and their families (not limiting them to teachers only, and outlining for example the benefits in terms of self-fulfilment; development of professional, linguistic, social and intercultural competencies; creativity; active citizenship; future employability; learning about working practices, problem solving, resilience, being a team player; autonomy, self-confidence; setting up systematic, complete and topic-specific evaluation for the awareness raising and mobility culture actions; and defining policy benchmarks for these actions.

The vocational schools foster active participation in mobility and partnership projects. As part of the preparation for the implementation of these projects a number of additional hours have been planned for developing specific intercultural and linguistic classes. The aim is to better prepare the participants in the mobility for the peculiarities and specificity of the country they are going to visit as well as to encourage further development of their language skills. Some schools also attract additional funds (from sponsors or parents’ bodies) to finance the additional linguistic and intercultural preparation.
Additional optional teaching hours are arranged in the schools to develop digital competencies adequately up to the standard so that a comprehensive participation in mobility projects could be assured.
Participating in- and implementing mobility and partnership projects help the internationalisation of the curricula of the partnering schools. New methods and teaching practices are exchanged which contribute to the qualitative improvements in the teaching curricula, especially in the VET curricula.

Coordination of the linguistic, intercultural, digital and internationalisation actions exist but with a restricted scope. Coordination takes place only when strictly necessary for the implementation of the mobility or partnership activities to take place.

The long-term preparation actions undergo some monitoring within the general framework of the overall evaluation of mobility activities. Information about the linguistic and intercultural, digital and internationalisation actions is collected through feedback questionnaires filled out by mobility participants.
In the evaluation process, the HRDC follows the European educational guidelines:
1. Addressing the challenges of credit and degree mobility imbalances and institutional cooperation
2. Recognise the growing popularity of work placements and build options to combine
them with language and cultural skills training and study abroad.
3. Support the important role of administrative staff ;
4. Foster greater education and industry collaboration in the context of mobility
of students and staff;
5. Pay more attention to the importance of ‘Internationalisation at home’, integrating
international and intercultural learning outcomes into the curriculum for all students;
6. Remove the barriers that impede the development of joint degrees;
7. Develop innovative models of digital and blended learning.

No countrywide policy targets have been set for the long-term preparation policy.

Different types of activities including info days, seminars and training sessions are carried out to inform users on the actions undertaken and how to access them. The HRDC carries out regular monitoring visits, in order to assist users to overcome various difficulties during the project life cycle. Direct and remote contact are maintained. In addition, the HRDC enables the grant beneficiaries to visit its premises and receive advice from related experts at least twice a week.

Different types of activities including info days, seminars and training sessions are carried out to inform users on the actions undertaken and how to access them. The HRDC carries out regular monitoring visits, in order to assist users to overcome various difficulties during the project life cycle. Direct and remote contact are maintained. In addition, the HRDC enables the grant beneficiaries to visit its premises and receive advice from related experts at least twice a week.

Different types of activities including info days, seminars and training sessions are carried out to inform users on the actions undertaken and how to access them. T he HRDC carries out regular monitoring visits, in order to assist users to overcome various difficulties during the project life cycle. Direct and remote contact are maintained. In addition, the HRDC enables the grant beneficiaries to visit its premises and receive advice from related experts at least twice a week.

Linguistic and intercultural preparation mechanisms are embedded in the structure of the Erasmus+ Programme and are a mandatory part of the objectives of each project

The development of digitalisation is a key objective of the EU and, in addition to being one of the priorities of the Erasmus+ Programme, it has been identified as a separate activity for which additional funding is provided

The main priority of the Erasmus+ Programme is internationalisation. It is achieved thanks to the partnerships in the preparation and implementation of project ideas.

As a part of the monitoring process implemented by the Erasmus+ NA, assessment of the preparation mechanisms in Linguistic and intercultural preparation is also done, and recommendations for improvements are being drafted for the individual schools.

As a part of the monitoring process implemented by the Erasmus+ NA, assessment of the utilisation of digital tools is also done, and recommendations for improvements are drafted for the individual schools.

As a part of the monitoring process implemented by the Erasmus+ NA, assessment of internationalisation efforts is also done, and recommendations for improvements are being drafted for the individual schools.

Bulgaria has in place linguistic, intercultural, digital and internationalisation actions to prepare IVET learners for mobility. However, a detailed description of the actions taken is lacking, and it is also unclear which part of these actions takes place in the early stages of education (from primary to upper secondary education) and which part is in the form of pre-stay preparation (i.e. taking place just a few weeks before a planned stay abroad). Clarifying this and focusing information on the long-term aspects would help better understand the actual situation and policy. The reported actions are to some extent coordinated and monitored. In some way, they are made visible to their potential users, and their use is monitored. However, the country has not set out any policy targets for the long-term preparation policy. Setting up such targets/benchmarks and making coordination and evaluation in this policy strand systematic and topic-specific could be considered for future progress. It could also be made sure that feedback is collected from the users of the long-term preparation mechanisms.

Bulgaria provides IVET learners with language preparation before mobility stays. IVET mobility activities in Bulgaria are carried out within the framework of the Erasmus+ programme. Providing learners with language and intercultural preparation is a criterion for the selection of mobility organisers. The Erasmus+ national agency organizes each year a seminar for the schools and their staff and gives advice regarding the best practices in organising intercultural and language preparation. The quality is also evaluated at reporting stage, when external evaluators assess the extent to which the project achieved its objectives.

The countrywide coordination of the quality-related actions carried out under Erasmus+ is ensured by the Erasmus+ NA. However, some schools and universities carry out mobilities through bi-lateral or other international agreements, which are not coordinated.

Evaluation of the quality-related actions is carried out by the Erasmus+ National Agency. The agency performs monitoring visits during the life cycle of the project. The aim of these visits is to identify potential deficiencies as early as possible during the course of the projects and supply corrective measures to bring the project back on the right track. The results from the evaluation are presented and discussed during info-meetings where good practices are also presented. The evaluation process takes on board contacts with the project coordinators and participants. Information about the satisfaction of the participants is collected by means of ad hoc questionnaires. The experts may also observe activities on the ground. The NA Reports including recommendations are presented to the Ministry of Education and Science, and to the social partners.

Countrywide policy targets are not definitely set; however, during stakeholders' meetings the issue is being discussed.

Language / intercultural preparation and setup of learning agreements are presented during "info days" to which everyone is given access.

The stay-monitoring process is presented during "info days" to which everyone is given access.

The feedback collection procedure is presented during "info days" to which everyone is given access.

When applying for a project under Erasmus+, applicants are asked to provide explanation on how the preparation arrangements will be ensured according to the project they are preparing. Responses suggest that (a) the amount of money allocated by the programme for intercultural preparation is insufficient; (b) linguistic support through an online platform is not always as efficient as expected, since face-to-face trainings give better results.

Sharing and presentation of the main learning outcomes are among the main methods for ensuring reintegration of the learners who have been on mobility. This is also presented within the individual and institutional reports submitted to the NA via Mobility tool+. In addition, another instrument for evaluating the possibilities for mobility is by organizing an interview or a survey among learners. Also, individual reports (template provided by the sending organisation) are presented to evaluate the reintegration opportunities.

In all regulations and guidelines of the Erasmus+ Programme, special attention is paid to ensuring convenient conditions related to housing, catering and transport.

The analysis of the participants reports in Erasmus+ projects, and in particular in the VET sector, shows a high satisfaction level in terms of linguistic and intercultural preparation.

The analysis of the participants reports in Erasmus+ projects, and in particular in the VET sector, shows a high satisfaction level in terms of the stay monitoring mechanisms.

The analysis of the participants reports in Erasmus+ projects, and in particular in the VET sector, shows a high satisfaction level in terms of the feedback and reintegration mechanisms.

The analysis of the participants reports in Erasmus+ projects, and in particular in the VET sector, shows a high satisfaction level in terms of affordable and convenient housing, catering and transport.

Bulgaria has in place actions to provide learners with linguistic preparation before stays abroad. Other quality-related actions may be in place too, however no clear information on what they may consist of exactly seems to be available. The existing actions are evaluated. Part of them is countrywide coordinated. Some steps to make the quality-related actions visible to their potential users have been taken. However, the country has not set out targets or benchmarks for the Quality policy. For further progress in future, it could be considered making sure that the scope of the quality policy includes stay-monitoring processes, post-stay feedback and reintegration processes, and procedures to provide learners with convenient and affordable transport, catering and housing. The setting up of policy targets for the quality policy could be considered as well as the developing of complete coordination mechanisms for this policy strand. Other steps which could be considered include making room for users to give feedback on the quality mechanisms upon having experienced them; and monitoring the use of the said mechanisms so as to readjust and improve them accordingly over time as necessary.

Students’ grants in Bulgaria are regulated by the Ministry of Education and Science. Grants are available both for general education and VET students, with no specific regulations for VET students.

Grants are available for:
• Educational achievements: the grants are awarded for a school year based on the learning results from the previous year. Applicable for both secondary and tertiary education
• Social grants: for students in disadvantaged situation, not dependent on the educational achievements. Applicable for both secondary and tertiary education
• For tertiary education students: grants for educational achievements, funded by European funds.

Grants are paid from the public budget. There are some grants provided by foundations (for students in a disadvantaged situation) or by the business (for specific VET studies) but these are not nationally regulated and the access to them is regulated by the financing body.

In Bulgaria for the moment, public grants are only applicant-related. It is planned that following the changes in the regulations for tertiary education in the second half of 2016, some public grants will be also programme-related.

All types of grants are portable: the grant is not suspended in the periods when the student is on a mobility.

According to the regulations, the grants are not affected by the mobility periods of the learner.

According to the regulations, the grants are not affected by the mobility periods of the learner. The regulatory framework ensures countrywide coordination.

The portability policy is not monitored.

Bulgaria has not set up any policy targets in terms of portability.

Bulgaria has in place regulations which ensure that the financial support awarded to learners (including IVET learners) for domestic use are portable during mobility periods. However, the portability policy is not monitored, and the country has not set up any policy targets for it. For further progress in future, it could be considered setting up such policy targets, and developing processes for systematic and complete evaluation of the portability policy. Other steps which could be considered include making sure that all potential users know about what that is available to them in terms of portability; making room for users to give feedback on the portability mechanisms upon having experienced them; and monitoring the use and practice of portability so as to readjust and improve the policy accordingly over time as necessary.

Actions were taken in two dimensions.
Information and guidance
At school/university level, information about special mobility opportunities for learners with disabilities is provided during the information campaigns; however, there are no special measures to encourage the disadvantaged learners to participate.
Funding
The Erasmus+ allocates special funds for supporting participants with specific needs, which are used in case such participants are included in mobility.

There is no specific coordination to support actions aimed at disadvantaged learners, it is included as a part of the general coordination activities.

The existing support actions for disadvantaged learners are evaluated in a specific section in the Erasmus+ NA reports, with recommendations being given.

There is no specific process for setting up countrywide policy targets for the policy for mobility of disadvantaged IVET learners. However, legislative documents (The National LLL Strategy 2014-2020 and the VET Development Strategy in Bulgaria 2015-2020) give indications on a prospective process for target setting.

Information about the support actions/mechanisms made available for disadvantaged learners is provided to learners and stakeholders during the national info-meetings and events (organised by Erasmus+ NA) as well as during the information campaigns organised by the schools.

Information about the financial support for the mobility of disadvantaged learners is provided to learners and stakeholders during the national info-meetings and events (organised by Erasmus+ NA) as well as during the information campaigns organised by the schools. This information also includes the specific financial support for learners with special needs.

The information about the support actions/mechanisms available for disadvantaged learners, provided to learners and stakeholders during the national info-meetings and events (organised by Erasmus+ NA) as well as during the information campaigns organised by the schools, points out that there are no limitations for disadvantaged learners to participate in mobility.

An important requirement of the Erasmus+ Programme is the participation of disadvantaged learners. The European Commission strongly recommends such events to be organised to encourage the participation of disadvantaged learners

In order to encourage the participation of disadvantaged learners, the Human Resources Development Center (HRDC), in its capacity as the National Agency of Erasmus+ Programme for Bulgaria, organises events at which projects involving disadvantaged learners are presented

Different types of activities including info days, seminars and training sessions are carried out to inform users on the actions undertaken and how to access them. Direct and remote contact are maintained. Surveys among disadvantaged learners are in place. Responses show a need for development of the information and guidance system, and for more attention to integrating the mobility periods in the education process.

During the information seminars and trainings for quality implementation of the projects under the Erasmus+ Programme special attention is paid to financial reporting.

In order to promote and motivate the participation in the Programme, the HRDC organises events at which projects are presented by the partnership teams

The HRDC carries out regular monitoring visits, in order to assist users in overcoming various challenges during the project life cycle.

Organising events using multipliers is a mandatory part of the implementation of projects under the Erasmus+ Programme. In this regard, the HRDC strictly monitors the reporting of projects for the quality implementation of the events involving multipliers

The analysis of the participants reports in Erasmus+ projects, and in particular in the VET sector, shows a high satisfaction level in terms of the mechanisms for information and guidance.

The analysis of the participants reports in Erasmus+ projects, and in particular in the VET sector, shows a high satisfaction level in terms of the funding mechanisms.

The analysis of the participants reports in Erasmus+ projects, and in particular in the VET sector, shows a high satisfaction level in terms of the motivation-related mechanisms.

The analysis of the participants reports in Erasmus+ projects, and in particular in the VET sector, shows a high satisfaction level in terms of the preparation mechanisms.

The analysis of the participants reports in Erasmus+ projects, and in particular in the VET sector, shows a high satisfaction level in terms of using multipliers.

The methods used to motivate disadvantaged students for mobility include individualised preparation, providing materials and individual guidance/mentoring, using a range of information materials (school website, social media, discussions, etc.).

Bulgaria has developed information and funding actions specifically targeted at disadvantaged learners in order to support their mobility. These actions are evaluated and efforts have been made to make them visible to their potential users. However, the country has not put in place any policy targets for the mobility policy for disadvantaged IVET learners. The existing actions are also not countrywide coordinated. Steps for further progress in future could include putting in place policy targets and coordination processes. It could also be considered making room for users to give feedback on the support mechanisms upon having experienced them; and monitoring the use and practice of the said mechanisms so as to readjust and improve them accordingly over time as necessary.

Bulgaria has taken actions in two dimensions
Making use of multipliers
Concerning the multiplication activities, all the schools and universities organise dissemination campaigns as part of their mobility projects. In this way the multipliers are mostly teachers and students from the same school, city or region, who have already participated in a transnational mobility, to share experience with not yet mobile schools or students. In most cases, the motivation of the non-mobile ones is high and the students who want to participate in mobilities are more than the spots available.
Valuing staff commitment in mobility
The learning mobility is well promoted by the Erasmus+ NA among the IVET institutions and their staff. The participation of teachers as accompanying persons in students’ mobilities is one of the criteria for their individual evaluation and in many cases is reflected in their salaries.

Actions in the area of Multipliers are not coordinated countrywide. The Erasmus+ NA promotes the learning mobility to teachers and gives them instructions how to motivate and inspire the students to participate. However, the Erasmus+ NA is not a coordination body but an administrative one and therefore does not have such functions.

Actions in the area of Multipliers are subject to some non-systematic monitoring. The evaluation of the initiatives to develop and involve multipliers is part of the assessment procedure of the project proposals in the Erasmus+ NA. In case such initiative is included in the project, it will be monitored by the Erasmus+ NA. However, the process is not systematic.

Bulgaria has not set up any policy targets for the actions in the area of Multipliers.

In order to enhance the participation of multipliers the HRDC organises events where projects involving them are presented.

Recognition, validation and assessment of skills in the projects are encouraged by the Erasmus+ Programme. More and more projects are dedicated to the development of various methodologies for validation and assessment of acquired skills and competences.

The impact of the multipliers’ activities is being assessed by the beneficiaries and included in their reports to the Erasmus+ NA. The analysis is based on the students’, teachers’ and parents’ feedback cards.

Bulgaria has in place actions through which multipliers are called for to motivate not-yet mobile learners, and staff committed to mobility activities are rewarded. These actions are subject to some monitoring, although not in a systematic way. The actions are not countrywide coordinated and no specific countrywide policy targets have been set for the Multipliers area. Steps for progress in future could include setting up such targets along with coordination mechanisms. It could also be considered developing actions to mainstream mobility experience into the training of educational staff; carrying out actions to make it visible to all potential users what that the existing multipliers-related mechanisms are and how to have access to them; and making room for users to give feedback on the said mechanisms upon having experienced them.

Information and guidance: Bulgaria has a mechanism in place for providing IVET learners with information and guidance on international learning mobility opportunities. Targets for this policy strand have been set. The provision has been ensured and coordinated countrywide by the Human Resources Development Centre (HRDC), responsible for the activities related to the Erasmus+ Programme at national level. Actions have been taken to improve the provision of information and guidance. The National Lifelong Learning Strategy (2014-2020) was adopted for improving education and training at large. Non-governmental organizations (NGO) are very active in implementing different types of projects in the field of career guidance and in developing web portals which support young people’s choice of education and professional development. The network of Youth Information Centres was also established to support young people’s motivation for further development through formal and non-formal education activities.
What is missing, however, is a systematic mechanism to monitor, review, assess and improve on a regular basis the overall provision of information and guidance.

Institutional and administrative issues: In the thematic area of Administrative and Institutional issues Bulgaria appears to be committed to supporting learning mobility in IVET as it has been indicated by the target set in the 2015 Action Plan for the implementation of the National Lifelong Learning Strategy (2014-2020). However, no targets in terms of removing the administrative and institutional obstacles to mobility have been set. Bulgaria has taken measures to reduce the administrative burdens induced by organising mobility which are subject to some monitoring. However, there is no mechanism to ensure the countrywide coordination of actions in this area. An explicit policy initiative to include international learning mobility experiences in the curricula of IVET programmes could be a step to better meet the requirements of the “Youth on the Move” Recommendation, and further promote IVET mobility, . In the future, it could also be investigated ( e.g. by means of user/ stakeholder surveys) whether the existing requirements for delivering visas and residency permits to IVET learners from third countries and for ensuring the exit of minor learners are easy to meet, or on the contrary, they require the putting in place of support measures aimed at assisting learners (or their institutions) in the mobility process. On the basis of the results of this investigation, the setting of policy targets could be considered in terms of removing the administrative and institutional obstacles to mobility and putting in place systematic coordination and evaluation of the respective actions.

Recognition: Bulgarian IVET learners have easy access to the recognition of learning outcomes acquired abroad, and the recognition approach covers courses, credit points, modules, programmes, and qualifications / diplomas / degrees. The recognition of units is in the process of elaboration. Bulgaria makes use of the available EU tools for the visibility, transfer and recognition of learning outcomes acquired by IVET learners during international mobility periods, i.e. the Europass Mobility Document and Certificate Supplement, ECVET, EQF/NQF and the Learning Outcomes approach. The National Europass Centre in Bulgaria, hosted by the Human Resource Development Centre (NA for the Erasmus+ Programme) is responsible for promoting the use of the EUROPASS. The National Agency for Vocational Education and Training (NAVET) in cooperation with the Human Resource Development Centre (HRDC) ensures the implementation and promotion of visibility and recognition instruments at national level.

The recognition of qualification acquired abroad is coordinated countrywide by the Ministry of Education and Science (through the National Centre for Information and Documentation, and the Regional Inspectorates of Education) and the National Agency for Vocational Education and Training (NAVET). However, the country has not set any policy targets for the recognition policy, and the recognition mechanism has not been monitored. What is more, the recognition process in Bulgaria is not bound to a regulatory time limit (although in practice applications are handled within a month after the mobility period is over). The putting in place of such a regulatory time frame could be considered in the future, along with setting up policy targets in terms of recognition and developing processes for systematic evaluation of the recognition policy. Another area of improvement has to do with the establishment of dedicated and visible contact points to make information on recognition visible for all relevant target groups, including those that might undertake mobility projects outside the Erasmus+ Programme. It is through the users/ stakeholders’ survey that the need for such a visibility policy could be checked.

Partnerships and funding: In the thematic area Partnerships and Funding, Bulgaria has envisaged policy actions to support the establishment of partnerships for international learning mobility projects in IVET through the participation of universities in the Erasmus+ Programme. The Human Resources Development Centre (National Agency for Erasmus+) maintains a database with potential partners in Bulgaria and across Europe. The same body, along with NGOs, provides support to stakeholders and staff involved in organising international IVET mobility projects. IVET learners are also provided with financial support under the Erasmus+ Programme. However, the country has not set up any policy targets for the partnerships and funding policies, and there is no countrywide coordination of actions in this area. Also, although some of these support actions are subject to monitoring, systematic and complete evaluation of policies in this area is lacking. In future, it could be considered putting in place, for all support policies in this area, processes for systematic and complete coordination and evaluation, including translating the observations from the monitoring activities into recommendations that are actually implemented and improve the next generation of actions over time. Setting up policy targets for the area could be considered as well. Also, to better promote IVET mobility, Bulgarian authorities could make sure that sufficient financial support is allocated to IVET learners.

Motivation: Bulgaria has in place actions to raise awareness about the added value of mobility, and to promote a mobility culture. The existing actions are countrywide coordinated. They undergo some monitoring within the framework of the overall evaluation of mobility activities carried out by the Erasmus+ National Agency. However, the country has not set up any policy targets for the motivation policy. Steps ahead in future could include extending the awareness raising actions towards learners and their families (not limiting them to teachers only, and outlining for example the benefits in terms of self-fulfilment; development of professional, linguistic, social and intercultural competencies; creativity; active citizenship; future employability; learning about working practices, problem solving, resilience, being a team player; autonomy, self-confidence; setting up systematic, complete and topic-specific evaluation for the awareness raising and mobility culture actions; and defining policy benchmarks for these actions.

Long-term preparation: Bulgaria has in place linguistic, intercultural, digital and internationalisation actions to prepare IVET learners for mobility. However, a detailed description of the actions taken is lacking, and it is also unclear which part of these actions takes place in the early stages of education (from primary to upper secondary education) and which part is in the form of pre-stay preparation (i.e. taking place just a few weeks before a planned stay abroad). Clarifying this and focusing information on the long-term aspects would help better understand the actual situation and policy. The reported actions are to some extent coordinated and monitored. In some way, they are made visible to their potential users, and their use is monitored. However, the country has not set out any policy targets for the long-term preparation policy. Setting up such targets/benchmarks and making coordination and evaluation in this policy strand systematic and topic-specific could be considered for future progress. It could also be made sure that feedback is collected from the users of the long-term preparation mechanisms.

Quality: Bulgaria has in place actions to provide learners with linguistic preparation before stays abroad. Other quality-related actions may be in place too, however no clear information on what they may consist of exactly seems to be available. The existing actions are evaluated. Part of them is countrywide coordinated. Some steps to make the quality-related actions visible to their potential users have been taken. However, the country has not set out targets or benchmarks for the Quality policy. For further progress in future, it could be considered making sure that the scope of the quality policy includes stay-monitoring processes, post-stay feedback and reintegration processes, and procedures to provide learners with convenient and affordable transport, catering and housing. The setting up of policy targets for the quality policy could be considered as well as the developing of complete coordination mechanisms for this policy strand. Other steps which could be considered include making room for users to give feedback on the quality mechanisms upon having experienced them; and monitoring the use of the said mechanisms so as to readjust and improve them accordingly over time as necessary.

Portability: Bulgaria has in place regulations which ensure that the financial support awarded to learners (including IVET learners) for domestic use are portable during mobility periods. However, the portability policy is not monitored, and the country has not set up any policy targets for it. For further progress in future, it could be considered setting up such policy targets, and developing processes for systematic and complete evaluation of the portability policy. Other steps which could be considered include making sure that all potential users know about what that is available to them in terms of portability; making room for users to give feedback on the portability mechanisms upon having experienced them; and monitoring the use and practice of portability so as to readjust and improve the policy accordingly over time as necessary.

Disadvantaged learners: Bulgaria has developed information and funding actions specifically targeted at disadvantaged learners in order to support their mobility. These actions are evaluated and efforts have been made to make them visible to their potential users. However, the country has not put in place any policy targets for the mobility policy for disadvantaged IVET learners. The existing actions are also not countrywide coordinated. Steps for further progress in future could include putting in place policy targets and coordination processes. It could also be considered making room for users to give feedback on the support mechanisms upon having experienced them; and monitoring the use and practice of the said mechanisms so as to readjust and improve them accordingly over time as necessary.

Multipliers: Bulgaria has in place actions through which multipliers are called for to motivate not-yet mobile learners, and staff committed to mobility activities are rewarded. These actions are subject to some monitoring, although not in a systematic way. The actions are not countrywide coordinated and no specific countrywide policy targets have been set for the Multipliers area. Steps for progress in future could include setting up such targets along with coordination mechanisms. It could also be considered developing actions to mainstream mobility experience into the training of educational staff; carrying out actions to make it visible to all potential users what that the existing multipliers-related mechanisms are and how to have access to them; and making room for users to give feedback on the said mechanisms upon having experienced them.