- 2019Approved/Agreed
- 2020Implementation
- 2021Implementation
- 2022Implementation
- 2023Implementation
- 2024Implementation
Objectives
The main goals of the approved training programme are as follows:
- to define clearly the methodological, organisational and social competences that mentors should acquire;
- to define ways of matching theoretical knowledge and practice in a real work environment;
- to specify the legislative base of work-based learning;
- to determine the basic pedagogical and psychological knowledge and skills that mentors should acquire;
- to describe the processes of planning, implementing and evaluating on-the-job training (dual training system).
Description
The education minister approved a training programme for acquiring basic pedagogical and psychological knowledge and skills aimed at mentors involved in on-the-job training (dual training system). The changes in Art. 17a1 of the VET Act (VETA) of 2018 also include specific requirements for company mentors in dual training.
The programme is for people who want to become mentors at enterprises and to provide on-the-job training. It provides the tools for effective partnership between training institutions and enterprises in implementing the dual training system in the Republic of Bulgaria.
The education minister approved Order No RD 09-997 on 2 April 2019.
In February 2020, Bulgaria launched an EU-funded project managed by the education ministry: BG05M2OP001 2.014 Support of the dual training system. Part of the project, funds activities aiming to improve the pedagogical and methodological skills of company mentors.
Apart from the specialised training in pedagogy and methodology for trainers in companies, there were no other continuing professional development (CPD) activities for this category of teaching professionals. In addition, there were no specific requirements or procedures for conducting training needs analyses and identifying current and future needs for CPD for mentors (in-company trainers). Moreover, the regulation in force does not envisage possibilities for validation and recognition of their competences acquired in non-formal education or in job settings.
In 2021, the implementation of the Support for the dual training system project, managed by the education ministry, continued.
The training programme for mentors, co-funded by the Support for the dual training system project, was operational and ran as regular practice.
In 2023, the training programme for mentors in dual VET was operational and ran as regular practice.
In the Strategic vision for the development of dual vocational education and training in Bulgaria until 2030, goal 3 includes proposals for mentor training and increased financial incentives as part of a set measures that strengthen the capacity of local partners in an underdeveloped environment to implement dual VET.
In 2023, the proposal of the Law on amendment and supplement to the vocational education and training Act (VETA) included plans to introduce certain lighter conditions for mentors in companies.
The training programme for mentors, co-funded by the Support for the dual training system project, was operational and ran as regular practice.
Some lighter conditions for mentors were adopted by the Law on amendment and supplement to the vocational education and training Act (VETA) published in 2024. These included:
- the legal requirements for the professional experience of mentors were amended and the scope of the required professional qualifications was expanded - in a profession from the same professional field as the profession in which the training is provided;
- a VET teacher was allowed to perform functions of a theoretical teacher.
Bodies responsible
- Ministry of Education and Science
Target groups
Education professionals
- 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 covers all developments related to work-based learning (WBL) elements in VET programmes and apprenticeships which continue to be important in the policy agenda. It includes measures to stabilise the offer of apprenticeships, the implementation of the European framework for quality and effective apprenticeships, and using the EU on-demand support services and policy learning initiatives among the Member States. It also covers further expansion of apprenticeships and WBL to continuing VET (CVET), for transition to work and inclusion of vulnerable groups, and for improving citizens’ qualification levels.
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.
European priorities in VET
VET Recommendation
- VET as an attractive choice based on modern and digitalised provision of training and skills
Subsystem
Further reading
Country
Type of development
Cedefop, & ReferNet. (2025). Training programme for mentors in the dual training system: 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/35905