- 2023Implementation
- 2024Implementation
Background
The idea behind the project is to contribute to improving the quality, inclusiveness and effectiveness of vocational education and training (VET). The necessity of such efforts has been identified in various analyses, ex-post impact assessments and strategic documents having VET in their scope. The design of the project reflects the trends and recommendations for a VET reform addressing the need for a more responsive VET system in coherence with the societal and technological transitions affecting the skillset needed in the labour market.
Objectives
The implementation of the project will support the development of the VET system.
Description
The Modernisation of vocational education and training (VET) (hereinafter Modernisation of VET) project is co-funded by the European Social Fund (ESF) through the operational programme Education 2021 -27 with direct beneficiary the education ministry. This project is designed to contribute to make VET more agile, responsive to labour market needs and to enhance its attractiveness. The education ministry manages the project activities and ensures the institutionalisation of key developments. The implementation of the project is to be carried out in partnership with the National Agency for Vocational Education and Training (NAVET). The project envisages:
- amendments of the VET Act stipulating the development and application of a new List of professions for vocational education and training (LPVET) and new educational content (updating curricula);
- introduction and implementation of flexible learning pathways (i.e. legislative amendments which are envisaged to improve opportunities for the acquisition and transfer of units of learning outcomes, and their accumulation for acquiring a partial or full qualification, micro-credentials;
- improvement of the skills and competencies of VET teachers and students through modular training in partnership with companies;
- elaboration and introduction of educational materials with innovative digital learning content;
- introduction of mentoring and tutoring;
- offering to students the opportunity...
The Modernisation of vocational education and training (VET) (hereinafter Modernisation of VET) project is co-funded by the European Social Fund (ESF) through the operational programme Education 2021 -27 with direct beneficiary the education ministry. This project is designed to contribute to make VET more agile, responsive to labour market needs and to enhance its attractiveness. The education ministry manages the project activities and ensures the institutionalisation of key developments. The implementation of the project is to be carried out in partnership with the National Agency for Vocational Education and Training (NAVET). The project envisages:
- amendments of the VET Act stipulating the development and application of a new List of professions for vocational education and training (LPVET) and new educational content (updating curricula);
- introduction and implementation of flexible learning pathways (i.e. legislative amendments which are envisaged to improve opportunities for the acquisition and transfer of units of learning outcomes, and their accumulation for acquiring a partial or full qualification, micro-credentials;
- improvement of the skills and competencies of VET teachers and students through modular training in partnership with companies;
- elaboration and introduction of educational materials with innovative digital learning content;
- introduction of mentoring and tutoring;
- offering to students the opportunity to undertake practical learning in a real working environment and increasing VET attractiveness among students and parents.
The project is a large-scale effort at system level, which is expected to impact a broad range of target groups on IVET and CVET, including secondary-school students, adult learners, learners from migrant backgrounds, learners at risk of early leaving, teachers, trainers, adult educators, school leaders and VET providers and to contribute to the enhancement of various parameters of the VET system such as teachers' skillset, integrating green transition and sustainability in VET curricula, integrating digital skills and competences in VET curricula, transparency and portability of VET skills and qualifications with the use of EU tools, etc.
The project will be subject to evaluation on a regular basis by the consultative council for VET.
The timeline of the project implementation spans 2023-27 and includes the following activities:
- activity one: development and implementation of a new List of professions for vocational education and training (LPVET), state educational standards (SES), curricula and study programmes, national examination programmes including cross-sectoral, by specific sectors, etc., by using sectoral skills councils (SSCs) to improve collaboration between schools and other VET providers, enterprises, etc.;
- activity two: development of competence profiles for VET teachers;
- activity three: introduction of flexible learning pathways for the purposes of permeability between professions, sectors and education levels;
- activity four: joint development and introduction of educational materials for VET in sectors important for the economy of the region and the labour market with innovative digital learning content, use of artificial intelligence, virtual reality and blended learning;
- activity five: participation of VET teachers in training activities, and also participation in training activities of staff from enterprises, science, public and non-governmental sectors, who wish to be included as a teaching personnel in VET;
- activity six: improving VET teachers' qualifications through specialised training related to the transition to a digital and green economy, blue growth, Industry 5.0;
- activity seven: improving transversal and key competences of VET students, with particular emphasis on entrepreneurial skills, social entrepreneurship, etc. with the participation of employers;
- activity eight: additional professional training and additional practical learning activities in a real work environment by supporting VET providers;
- activity nine: information activities and campaigns to increase VET attractiveness and strengthen the relationship between students/parents-employers-school-local authority, including activities aiming to enhance career guidance for VET students.
The activities under the project are foreseen to be implemented by applying a sectoral approach, to ensure a closer connection between VET and the real needs of the labour market and a faster adaptation of VET to the dynamics of the labour market. The inclusion of new technologies in training, as well as the different organisation of the training process (blended training, training in a different physical environment) are expected to contribute to enhancing VET attractiveness by motivating more people to enrol in VET. Another goal is to improve the professional competences and qualifications of VET teachers and the skills of students, so that they can meet the needs of the labour market. Providing additional financial support in the form of scholarships for students and introducing flexible learning pathways is expected to reduce the risk of early school leaving.
Although the centres of VET excellence are not specifically targeted by the project as VET institutions they are included in the activities of the project.
In 2023, a partnership agreement was concluded between the education ministry and the National Agency for Vocational Education and Training (NAVET), and preparatory activities for the project began.
In 2024, for the implementation of the project related activities, the following were carried out:
98 employment contracts were signed with members of 20 sectoral skills councils (SSCs) (they are also representatives of social partners), regulating the SSC members' involvement in the activities (elaboration of the new LPVET, new SES, new curricula; development of competence profiles for teachers, etc.). By order of the education minister, 134 representatives of interested parties (nationally representative trade unions and employer organisations, private enterprises, etc.) were approved as members of the SSCs, to participate without salaries in the activities of the SSCs (expert contribution to the elaboration of the new LPVET, new SES, new curricula; development of competence profiles of VET teachers, etc.). 417 VET schools were included in the implementation of the project activities. The schools were approved by order of the education minister. General guidelines were developed for the work of the SSCs.
In relation to activity one, the following took place in 2024:
Guidelines with annexes to them were prepared for the SSCs to develop the new LPVET. A series of working meetings were held for each SSC with the purpose to develop detailed projects of LPVET in the sector they represent. Hybrid meetings between the SSCs and the permanent expert commissions at NAVET (comprising members with sectoral expertise per vocational field) were held for reviewing and approving the new LPVET. As a result, under activity one, the new LPVET was adopted on 9 August 2024 by Order of the education minister.
Under activity four, 165 training activities began in 2024.
In relation to activity five, 265 teams launched training activities with representatives from science, enterprises, public and non-governmental sectors in 2024.
Regarding activity six, training activities for 146 teachers in total were launched, in 2024.
In relation to activity seven, 299 students commenced their studies, in 2024.
In 2024, regarding activity eight, 1 275 students started additional practical learning in a real work environment (i.e. out of school classes, in enterprises, museums, public institutions, etc depending on the specificities of the profession).
In relation to activity nine, in 2024, 238 school campaigns took place and 14 interviews with members from various SSCs were broadcasted by the radio station Focus.
Activities two and three will start in 2025.
Bodies responsible
- Ministry of Education and Science
- National Agency for Vocational Education and Training (NAVET)
Target groups
Learners
- Learners in upper secondary, including apprentices
- Learners with migrant background, including refugees
- Learners at risk of early leaving or/and early leavers
- Adult learners
Education professionals
- Teachers
- Trainers
- School leaders
- Adult educators
- Guidance practitioners
Entities providing VET
- Companies
- Small and medium-sized enterprises (SMEs)
- VET providers (all kinds)
Other stakeholders
- Social partners (employer organisations and trade unions)
Thematic categories
Governance of VET and lifelong learning
This thematic category looks at existing legal frameworks providing for strategic, operational – including quality assurance – and financing arrangements for VET and lifelong learning (LLL). It examines how VET and LLL-related policies are placed in broad national socioeconomic contexts and coordinate with other strategies and policies, such as economic, social and employment, growth and innovation, recovery and resilience.
This thematic category covers partnerships and collaboration networks of VET stakeholders – especially the social partners – to shape and implement VET in a country, including looking at how their roles and responsibilities for VET at national, regional and local levels are shared and distributed, ensuring an appropriate degree of autonomy for VET providers to adapt their offer.
The thematic category also includes efforts to create national, regional and sectoral skills intelligence systems (skills anticipation and graduate tracking) and using skills intelligence for making decisions about VET and LLL on quality, inclusiveness and flexibility.
This thematic sub-category refers to the integration of VET into economic, industrial, innovation, social and employment strategies, including those linked to recovery, green and digital transitions, and where VET is seen as a driver for innovation and growth. It includes national, regional, sectoral strategic documents or initiatives that make VET an integral part of broader policies, or applying a mix of policies to address an issue VET is part of, e.g. in addressing youth unemployment measures through VET, social and active labour market policies that are implemented in combination. National skill strategies aiming at quality and inclusive lifelong learning also fall into this sub-category.
This thematic sub-category refers both to formal mechanisms of stakeholder engagement in VET governance and to informal cooperation among stakeholders, which motivate shared responsibility for quality VET. Formal engagement is usually based on legally established institutional procedures that clearly define the role and responsibilities for relevant stakeholders in designing, implementing and improving VET. It also refers to establishing and increasing the degree of autonomy of VET providers for agile and flexible VET provision.
In terms of informal cooperation, the sub-category covers targeted actions by different stakeholders to promote or implement VET. This cooperation often leads to creating sustainable partnerships and making commitments for targeted actions, in line with the national context and regulation, e.g. national alliances for apprenticeships, pacts for youth or partnerships between schools and employers. It can also include initiatives and projects run by the social partners or sectoral organisations or networks of voluntary experts and executives, retired or on sabbatical, to support their peers in the fields of VET and apprenticeships, as part of the EAfA.
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.
VET standards and curricula define the content and outcomes of learning, most often at national or sectoral levels. VET programmes are based on standards and curricula and refer to specific vocations/occupations. They all need to be regularly reviewed, updated and aligned with the needs of the labour market and society. They need to include a balanced mix of vocational and technical skills corresponding to economic cycles, evolving jobs and working methods, and key competences, providing for resilience, lifelong learning, employability, social inclusion, active citizenship, sustainable awareness and personal development (Council of the European Union, 2020). The thematic sub-category also refers to establishing new VET programmes, reducing their number or discontinuing some. It also includes design of CVET programmes and training courses to adapt to labour market, sectoral or individual up- and re-skilling needs.
The learning-outcomes-based approaches focus on what a learner is expected to know, to be able to do and understand at the end of a learning process (Cedefop, 2016). Learning outcomes can be defined at the system level as in national qualification frameworks (NQFs), most of which are currently based on learning outcomes. Learning outcomes can be defined in qualification standards, curricula, learning programmes and assessment, although the last one is still uncommon. This thematic sub-category refers to the use of learning outcomes in these contexts and to development and use of modules or units of learning outcomes in VET curricula and programmes.
This thematic sub-category focuses on developing and updating all kinds of learning resources and materials, both for learners and for teachers and trainers (e.g. teachers handbooks or manuals), to embrace current and evolving content and modes of learning. These activities target all kinds of formats: hard copy and digital publications, learning websites and platforms, tools for learner self-assessment of progress, ICT-based simulators, virtual and augmented reality, etc.
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).
Green transition and environmental sustainability have a significant place in the EU agenda (Green Deal), including the agenda for VET. This thematic sub-category refers to identifying in cooperation with industry, incorporating into VET curricula and programmes and teaching the skills related and needed for the green transition, including sector- and occupation-specific skills and those across sectors. It covers measures aimed at ‘greening’ VET programmes, including awareness and knowledge about climate change, green technologies and innovation, energy efficiency, circular economy and environmental sustainability. It also includes the use of appropriate learning methods that develop such awareness.
This thematic sub-category refers to updating VET curricula and programmes to incorporate skills related and needed for the digital transition, including sector- and occupation-specific ones identified in cooperation with stakeholders.
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.
Transparency and portability of VET skills and qualifications
European principles and tools, such as EQF, ESCO, ECTS, Europass and ECVET, provide a strong basis for transparency and portability of national and sectoral qualifications across Europe, including the issuing of digital diplomas and certificates.
This thematic category looks at how individuals are supported in transferring, accumulating, and validating skills and competences acquired in formal, non-formal and informal settings – including learning on the job – and in having their learning recognised towards a qualification at any point of their lives. This is only possible if qualifications are transparent and comparable and are part of comprehensive national qualifications frameworks. Availability of qualifications smaller than full and acquirable in shorter periods of time is necessary; some countries have recently worked on developing partial qualifications, microcredentials, etc.
This thematic sub-category refers to the application of EU transparency tools that allow recognition of qualifications among EU Member States (EQF, Europass, ESCO, ECTS). Among others, it includes linking national VET platforms and databases to Europass in accordance with the Europass Decision and EQF Recommendation and the use of the ECVET principles and tools, such as memoranda of understanding or learning agreements applied in mobility actions. The sub-category also covers measures on recognition of foreign/third-country qualifications for specific target groups, e.g. migrants or highly skilled professionals.
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 is in line with the EU policy focus on the green transition and sustainability, and refers to professional development and other measures to prepare and support teachers and trainers in raising learners’ awareness of the green transition and sustainable development, and teaching and training them on skills necessary for the green transition. It also covers the development and availability of tools and resources on sustainability and green transition for teachers and trainers.
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.
Supporting lifelong learning culture and increasing participation
Lifelong learning refers to all learning (formal, non-formal or informal) taking place at all stages in life and resulting in an improvement or update in knowledge, skills, competences and attitudes or in participation in society from a personal, civic, cultural, social or employment-related perspective (Erasmus+, Glossary of terms, https://erasmus-plus.ec.europa.eu/programme-guide/part-d/glossary-common-terms). A systemic approach to CVET is crucial to ensure adaptability to evolving demands.
This broad thematic category looks at ways of creating opportunities and ensuring access to re-skilling and upskilling pathways, allowing individuals to progress smoothly in their learning throughout their lives with better permeability between general and vocational education and training, and better integration and compatibility between initial and continuing VET and with higher education. Individuals should be supported in acquiring and updating their skills and competences and navigating easily through education and training systems. Strategies and campaigns that promote VET and LLL as an attractive and high-quality pathway, providing quality lifelong guidance and tailored support to design learning and career paths, and various incentives (financial and non-financial) to attract and support participation in VET and LLL fall into this thematic category as well.
This thematic category also includes many initiatives on making VET inclusive and ensuring equal education and training opportunities for various groups of learners, regardless of their personal and economic background and place of residence – especially those at risk of disadvantage or exclusion, such as persons with disabilities, the low-skilled and low-qualified, minorities, migrants, refugees and others.
This thematic sub-category refers to initiatives that promote VET and lifelong learning implemented at any level and by any stakeholder. It also covers measures to ensure and broaden access to information about VET to various target groups, including targeted information and promotional campaigns (e.g. for parents, adult learners, vulnerable groups). Among others, it includes national skill competitions and fairs organised to attract learners to VET.
This thematic sub-category refers to providing the possibility for individuals who are already in the labour market/in employment to reskill and/or acquire higher levels of skills, and to ensuring targeted information resources on the benefits of CVET and lifelong learning. It also covers the availability of CVET programmes adaptable to labour market, sectoral or individual up- and reskilling needs. The sub-category includes working with respective stakeholders to develop digital learning solutions supporting access to CVET opportunities and awarding CVET credentials and certificates.
European priorities in VET
VET Recommendation
- VET agile in adapting to labour market challenges
- 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). The modernisation of vocational education and training project, European Social Fund (ESF): 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/46204