Timeline
  • 2016Approved/Agreed
  • 2017Implementation
  • 2018Implementation
  • 2019Implementation
  • 2020Implementation
  • 2021Implementation
  • 2022Implementation
  • 2023Implementation
  • 2024Implementation
ID number
28059

Description

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

The 2016 amendments of the VET Act regulate the structure of the State education standards for the acquisition of qualifications. The structuring of qualifications in terms of units of learning outcomes is the main principle of ECVET, providing flexible learning pathways. In 2017 and 2018, the number of the State education standards (SES) described as units of learning outcomes increased significantly. The SES were approved by orders of the education minister and were published in the Official Gazette. Pursuant to Art. 13a of the VET Act (amended in 2016), the national methodology for developing the SES was refined. In accordance with the new structure, the SES are developed in terms of units of learning outcomes. NAVET, according to Art. 42 of the VET Act, is the institution responsible for developing/updating the SES. The SES can be found in NAVET's relevant webpage as well as on the education ministry's relevant webpage.

2016
Approved/Agreed

The amendments of VET Act were approved.

2017
Implementation
2018
Implementation
2019
Implementation

In 2019, NAVET, with the experience gained from the project Technical assistance in the implementation of the National qualifications framework in VET-financed by the European Commission (EC) under the Structural reform support programme (SRSP)-applied the SES for the optimisation of VET beyond the three sectors where the SES were initially piloted: textiles, woodworking and electric vehicles. Based on the workshops that were carried out and the experience gained, the document Methodological guidelines for the development of the SES for the acquisition of professional qualifications was drafted and published on NAVET's website. This document improved the applicability of the approved standards in terms of recognising learning outcomes and developing flexible individualised training programmes for learners over the age of 16. In addition to NAVET and the education ministry, the Human Resources Development Centre (HRDC), within which a national network of ECVET experts, contributes with the national network of ECVET expers in promoting the benefits of ECVET implementation. The network organised events - seminars, workshops, round tables - with the participation of professional gymnasiums, centres of vocational training, employers, and other stakeholders. In 2019, in accordance with an annual plan, four seminars were held and various promotion materials (brochures, flyers, etc.) were published. NAVET, as a national reference point (NRP) for the implementation of ECVET also contributed to the promotion of the benefits of ECVET through a specially created and maintained rubric on ECVET's website.. In December 2019, the main stakeholders and professional organisations discussed measures for facilitating the process of ECVET implementation.

2020
Implementation

In 2020, NAVET, together with the HRDC and the education ministry, continued to develop the activities for preparation for the introduction of ECVET at national level. The main part of the activities for the introduction of ECVET was related to the development and updating of the State education standards for acquiring qualifications in professions, with the ECVET principles. In 2020, three online events were held on information, promotion, and practical guidelines on the implementation of ECVET.

2021
Implementation

In 2021, the National VET team was established (members of the team are former ECVET national experts), aiming to introduce successful models of ECVET integration and for contributing in the development of inclusive vocational education and training in Bulgaria, including better implementation of distance learning and training during pandemics.

In 2021, several events were organised as part of the annual plan for development and promotion of VET.

In September 2021, a specialised seminar was held at the Human Resources Development Centre (HRDC) in partnership with NAVET as part of a series of events to improve and promote vocational education and training in Bulgaria. The seminar agenda provided opportunities to discuss the results of successful projects related to monitoring the professional realisation of trainees, quality assurance of VET and the application of ECVET in the creation of new training programmes and State education standards for acquiring qualifications in professions.

In the open format of the event, the need for updated regulations for the award, accumulation, and transfer of credits in the national VET system and the increasingly relevant partnership between vocational and higher education as a means for providing more flexible learning pathways were discussed.

2022
Implementation

In 2022, the issue of transparency and comparability of professional qualifications and the issue of facilitating mobility- especially in the socio-economic context caused after the COVID-19 pandemic, the war in Ukraine and the migrant crisis on the European labour market, became the key themes. Another issue that rose was the provision of training opportunities for migrants alongside migrants' qualfiications recognition. VET experts had the opportunity to participate in a series of online events, where leading experts in the field of VET offered ideas and solutions for adapting to the new conditions. Several reports, publications and informational materials of the OECD, Cedefop, the European Commission were reviewed, and their summaries were uploaded to NAVET's website and to social networks.

In 2022, as part of the annual working plan for the development and promotion of the VET system, the two national VET experts participated in events organised by the Human Resources Development Centre (HRDC). These events had as topics the tools for measuring the quality and impact of the Erasmus+ programme, challenges for VET in the period of the COVID-19 pandemic and offered the opportunity for sharing practices, solutions, and methods used by educators. A round table on digital skills and using microcredentials was also organised.

2023
Implementation

In 2023, as part of the development plan for the VET system, the team of national VET experts participated in activities and events organised by the Human Resources Development Centre (HRDC).The VET development plan is part of the action plan until 2024 accompanying the Strategic framework for the development of education, training, and learning in the Republic of Bulgaria (2021-30). The action plan sets out activities in the various priority areas of the strategic framework, deadlines for their implementation, funding sources, as well as indicators for monitoring and analysing its results. These activities implement the objectives and measures indicated in the strategic framework.

2024
Implementation

In 2024, a new national VET team was established as part of the Erasmus+ programme for the 2021-27 period,following a selection procedure,initiated by the Human Resources Development Centre (HRDC). This national VET team provides methodological support and guidance to organisations involved in VET, as well as to businesses, with the goal of promoting more effective models for ensuring quality, innovation, and sustainability in Bulgaria's VET sector.

Also in 2024, the HRDC recruited nine experts as members of the national VET team to support its activities over a three-year period. These activities include:

  1. organising and participating in national training activities, competitions, information days, seminars, conferences, consultations, and other events related to the national VET team;
  2. participating in training activities, seminars, and events at European level;
  3. raising awareness and disseminating information among education and labour market stakeholders about the VET system in Bulgaria;
  4. preparing analyses, contributing to the development of a work programme , and drafting annual activity reports;
  5. writing news articles and publications related to the VET system in Bulgaria.

Bodies responsible

This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
  • Ministry of Education and Science
  • National Agency for Vocational Education and Training (NAVET)

Target groups

Those who are positively and directly affected by the measures of the policy development; those on the list are specifically defined in the EU VET policy documents. A policy development can be addressed to one or several target groups.

Learners

  • Learners in upper secondary, including apprentices
  • Adult learners

Entities providing VET

  • VET providers (all kinds)

Thematic categories

Thematic categories capture main aspects of the decision-making and operation of national VET and LLL systems. These broad areas represent key elements that all VET and LLL systems have to different extents and in different combinations, and which come into focus depending on the EU and national priorities. Thematic categories are further divided into thematic sub-categories. Based on their description, policy developments can be assigned to one or several thematic categories.

Transparency and portability of VET skills and qualifications

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

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

Using EU transparency tools (EQF, Europass, ESCO, ECTS, ECVET principles)

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.

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.

Ensuring equal opportunities and inclusiveness in education and training

This thematic sub-category refers to making VET pathways and programmes inclusive and accessible for all. It concerns measures and targeted actions to increase access and participation in VET and lifelong learning for learners from all vulnerable groups, and to support their school/training-to-work transitions. It includes measures to prevent early leaving from education and training. The thematic sub-category covers measures promoting gender balance in traditionally ‘male’ and ‘female’ professions and addressing gender-related and other stereotypes. The vulnerable groups are, but not limited to: persons with disabilities; the low-qualified/-skilled; minorities; persons of migrant background, including refugees; people with fewer opportunities due to their geographical location and/or their socioeconomically disadvantaged circumstances.

European priorities in VET

EU priorities in VET and LLL are set in the Council Recommendation for VET for sustainable competitiveness, social fairness and resilience, adopted on 24 November 2020 and in the Osnabrück Declaration on VET endorsed on 30 November 2020.

VET Recommendation

  • Flexibility and progression opportunities at the core of VET

Subsystem

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

Further reading

Sources for further reading where readers can find more information on policy developments: links to official documents, dedicated websites, project pages. Some sources may only be available in national languages.

Country

Type of development

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

Cedefop, & ReferNet. (2025). ECVET: Bulgaria. In Cedefop, & ReferNet. (2025). Timeline of VET policies in Europe (2024 update) [Online tool].

https://www.cedefop.europa.eu/ga/tools/timeline-vet-policies-europe/search/28059