- 2017Implementation
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- 2023Implementation
- 2024Implementation
Description
Acquisition of a teaching certificate is funded, as a priority, by the State budget through subsidies to State universities. These subsidies cover teachers' initial training, but do not include their continuing professional development (CPD) which is funded under a separate framework. In March 2017, the council of ministers added teachers' initial training programmes and pedagogy to the list of priority professional areas in higher education, so these programmes are supported by the State budget through State subsidies to students. Additional funds are earmarked for initial teacher training (and CPD) by the programme Science, education and smart growth, through the project Students fellowships, which was launched in March 2016 and has a total budget of EUR 13.30 million (BGN 26 million).
The number of State-subsidised places in the subjects 'pedagogy' and 'pedagogy of training in' has increased during the academic year 2019/20 because of the expected shortage of teachers in various subjects.
Additional scholarship of EUR 51 (BGN 100) was introduced in the beginning of 2020, aiming at attracting to pedagogical programmes motivated and well-performing students (with Bulgarian language matriculation results among top 10% in the country). The funds for scholarships were transferred from the education ministry to universities. Additionally, with the amendments in the Higher Education Act (HEA)of 2020, tuition fee exemptions were introduced for students enrolled in the professional areas of 'pedagogy of training in…' (which is part of a list approved by the Council of Ministers; 'pedagogy of training in …') because this professional area (with all the relevant specialties included in it) was considered as an area with expected shortage in the labour market. In 2020, with the amendments to HEA, tuition fee exemptions were also introduced for students at public higher schools, who are enrolled in professional fields and protected specialities with the highest expected shortage in the labour market, from a list approved by the Council of Ministers; 'pedagogy of training in …'
In 1 January 2020, an additional scholarship of EUR 51 (BGN 100) was introduced for students enrolled in 'pedagogy', 'pedagogy of training in ...' for the year they complete secondary education and if they meet certain conditions related to their results to the State matriculation exams (amendments to the Council of Ministers' Decree No 90 of 26 May 2000 on the terms and procedure for granting scholarships to students, PhD students and postgraduates from State higher schools and scientific organisations).
About 5 159 State-subsidised places in pedagogical sciences were offered during the academic year 2021/22, reflecting the need to tackle the expected shortage of teachers in various subjects. Students enrolled in 'pedagogy of training in…' (where the expected shortages are larger) do not pay tuition fees. The State budget also provided a subsidy for additional scholarships for students enrolled in ;pedagogy; and 'pedagogy of training in ...' (EUR 51 (BGN 100) per month), aiming to attract motivated and high-performing students to pedagogical programmes.
In 2021, Bulgaria adopted a new national programme aiming to enhance the competences of tutors at State-owned universities preparing future teachers. The programme also provides funding for updating the curricula and syllabuses in higher education institutions and also aims to introduce competence-based initial teacher training and to reflect the current trends related with the digital transformation of education.
In 2022, the Bulgarian government continued to encourage enrolment of students in 'pedagogy' and 'pedagogy of training in…' by providing additional scholarship of EUR 51 (BGN 100) per month. Students enrolled in 'pedagogy of training in…' were also exempted from tuition fees as the legislative framework in force stipulates.
In 2022, Bulgaria introduced the national programme Motivated teachers and qualifications aiming to improve quality of school education by attracting new teachers, improving and enriching the key competences of the pedagogical specialists and implementing a system for monitoring the impact of training on teachers CPD. The first module of the Motivated teachers and qualifications programme provides support for training of specialists that are new to the school education system, to acquire the professional qualification 'teacher' and supports their inclusion in the educational process in schools with a shortage of specialists. The module includes:
- attracting and selecting candidates;
- provision of training in a pre-approved university programme for the acquisition of professional qualification 'teacher' and 'teacher of...' for a period of one year depending on the professional qualification to be acquired. This training is expected to provide the basic pedagogical and psychological knowledge and skills needed for effective teaching;
- provision of additional intensive advanced theoretical and practical training before the actual entry into the school class;
- priority appointments in schools where there is a shortage of specialists and/or in schools with low achieving students, students with low motivation for learning and/or students with low socio-economic status;
- follow-up training and supervision by a specialist with experience in practical support of novice teachers during the school year;
- training of mentor teachers in established programmes;
- one-to-one support for newly recruited teachers by a mentor teacher.
Although the programme is not specifically designed for VET teachers, professionals interested in a career in VET teaching are eligible for initial support of this kind.
In 2023, the Government increased the additional scholarship for students enrolled in state higher education institutions in Pedagogy and related fields to 140 BGN (approximately EUR 70), provided they achieve high results in specific state matriculation examinations, either by scoring close to the highest national scores or by meeting certain percentile thresholds relative to national averages. In addition, students enrolled in the 'pedagogy of training in…' programme are exempt from tuition fees.
In 2024, the Government increased the average annual tuition fee for students enrolled in Pedagogy from BGN 720 to BGN 820 (approximately EUR 419) for the 2024/25 academic year. Despite this increase, the tuition fee remains below the average tuition fee at Bulgarian state universities, which is approximately BGN 1 010(approximately EUR 516). Students enrolled in the 'pedagogy of training in…' programme remain exempt from tuition fees.
The additional scholarship amount remains at BGN 140 (approximately EUR 70).
Bodies responsible
- Ministry of Education and Science
Target groups
Learners
- Young people (15-29 years old)
Education professionals
- Teachers
- Trainers
Thematic categories
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.
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).
Teachers, trainers and school leaders competences
Competent and motivated VET teachers in schools and trainers in companies are crucial to VET becoming innovative and relevant, agile, resilient, flexible, inclusive and lifelong.
This thematic category comprises policies and practices of initial training and continuing professional development approaches in a systemic and systematic manner. It also looks at measures aiming to update (entry) requirements and make teaching and training careers attractive and bring more young and talented individuals and business professionals into teaching and training. Supporting VET educators by equipping them with adequate competences, skills and tools for the green transition and digital teaching and learning are addressed in separate thematic sub-categories.
The measures in this category target teachers and school leaders, company trainers and mentors, adult educators and guidance practitioners.
This thematic sub-category refers to all kinds of initial and continuing professional development (CPD) for VET educators who work in vocational schools and in companies providing VET. VET educators include teachers and school leaders, trainers and company managers involved in VET, as well as adult educators and guidance practitioners – those who work in school- and work-based settings. The thematic sub-category includes national strategies, training programmes or individual courses to address the learning needs of VET educators and to develop their vocational (technical) skills, and pedagogical (teaching) skills and competences. Such programmes concern state-of-the-art vocational pedagogy, innovative teaching methods, and competences needed to address evolving teaching environments, e.g. teaching in multicultural settings, working with learners at risk of early leaving, etc.
This thematic sub-category refers to measures aimed at engaging more professionals into teaching and training careers, including career schemes or incentives. It includes measures enabling teaching and training of staff, managing VET provider and trainer teams in companies to act as multipliers and mediators, and supporting their peers and/or local communities.
This thematic sub-category is in line with the EU policy focus on the digital transition, and refers to professional development and other measures to prepare and support teachers and trainers in teaching their learners digital skills and competences. It also covers measures and support for them to increase their own digital skills and competences, including for teaching in virtual environments, working with digital tools and applying digital pedagogies. Emergency measures taken during the COVID-19 pandemic also fall into this sub-category.
Subsystem
Further reading
Country
Type of development
Cedefop, & ReferNet. (2025). State subsidies to acquire teaching certificate: Bulgaria. In Cedefop, & ReferNet. (2025). Timeline of VET policies in Europe (2024 update) [Online tool].
https://www.cedefop.europa.eu/en/tools/timeline-vet-policies-europe/search/28068