Reference year 2026
Version 2026
Drafted by Petya Evtimova, Chairman of the Board, Modern Education Foundation - - Member of Cedefop Community of apprenticeship experts for Bulgaria
1Scheme history
In 2014 for the first time, dual education was introduced in the legislation.
2Beneficiaries
The minimum age limit for enrolment is 16. The age limit is defined in the Labour Code and in the VET Act.
Most of the dual education students are between 16 and 19 years of age (VET Directorate, Ministry of Education and Science). This is due to the fact that dual education is better developed in vocational schools than in training centres.
The scheme is also open to adults in VET centres, but participation remains rather limited.
2023-2024 academic year – 11,705 students enrolled in dual education
2024-2025 academic year – 11,268 students enrolled in dual education
2025-2026 academic year – 10,765 students enrolled in dual education
(Ministry of Education and Science, 2026)
The scheme has been established and enrolment figures in the past years are typically above 10,500 annually. For comparison, in 2018, 2 873 students were enrolled in the scheme.
3Qualifications
NQF/EQF 4 for dual education in vocational schools (upper-secondary programmes)
NQF/EQF 2-4 for dual training in training centres (post-secondary programmes)
Cedefop’s NQF online tool presents information on the state of play of the NQF: https://www.cedefop.europa.eu/en/tools/nqfs-online-tool
In Bulgaria, apprenticeship-type training is primarily implemented through dual VET programmes offered at upper-secondary vocational education level (ISCED levels 352 and 354) and, to a more limited extent, in post-secondary non-tertiary VET programmes (ISCED level 454). Dual VET combines school-based learning with substantial work-based training in enterprises and leads to formal VET qualifications.
For adults, apprenticeship-type (dual VET) programmes are mainly offered within programmes corresponding to ISCED levels 351 and 354, and to a limited extent in post-secondary non-tertiary VET (ISCED 454). In fact, adult VET programmes delivered by VET centres are primarily classified by EQF/NQF level and Framework programme rather than by ISCED level. ISCED levels are not systematically assigned to all adult training programmes in national context.
The same qualification can be achieved either with dual VET or with school-based VET
It is a formal VET qualification which diploma indicates if it has been achieved through dual VET.
This is valid to dual education in vocational schools (upper-secondary programmes) not for the dual training in training centres (post-secondary programmes) (see Q3 in country fiche).
The duration of the VET programme is 5 years; however, students spend time at the workplace only in the last 2 years of the programme.
In the last two years of the apprenticeship programme when the students actually learn on the job in a company the minimum share of the time spent on the workplace is at least 50 %. This share is set as a minimum in the framework programmes for dual education approved with an Order by the Minister of Education on the basis of the VET Act. Days per week in class: 3 or less in grade 11, 2 or less in grade 12. The exact percentage of time spent at the workplace is defined in the school curricula and can be higher than the minimum.
4Governance
The Ministry of Education and Science is responsible for organising the dual training in vocational schools.
In 2023, the Consultative Council for VET supervised by the Ministry of Education and Science adopted a Strategic vision for the development of dual VET(DVET) in Bulgaria. This vision outlines a commitment to enhance the DVET system by 2030, focusing on flexible admissions, providing incentives for employers, and transforming them into pivotal players in the training process. These strategic objectives aim to strengthen the role of DVET in Bulgaria's educational landscape. The Council involves representatives of different ministries, of nationally representative employers’ organisations, big employers, VET schools and NGOs working in the area of VET.
https://www.cedefop.europa.eu/en/tools/timeline-vet-policies-europe/sea…
Employers’ and employees’ organizations representatives as well as representatives of branch chambers and associations participate in national level committees that are responsible for developing, approving and updating the state standards for VET qualifications. Their role is defined in Article 56 and Article 57 of the VET Act (https://www.lex.bg/laws/ldoc/2134673921)
The VET Act 2024 amendment called for a new List of Professions for VET, which will include also occupations needed for the green and digital transition. A new LPVET was approved by the Minister of Education and Science in 2024. (https://www.navet.government.bg/bg/media/lpvet-2024.pdf)
LPVET consists of 193 professions. Standards for 158 professions were approved by the Minister of Education and Science in 2025 and the beginning of 2026. New training programmes for the new professions are in the process of design.
Employers’ and employees’ organizations representatives as well as representatives of branch chambers and associations participate in the committees for final evaluation of apprentices, which are organised by schools. Sometimes the exams are held in companies where the dual VET training took place.
(Article 56 and Article 57 of the VET Act - https://www.lex.bg/laws/ldoc/2134673921 )
In 2025, the Bulgarian Industrial Chamber launched an innovative project aimed at training mentors in the dual system on how to apply artificial intelligence in the training of trainees.
https://www.cedefop.europa.eu/en/tools/timeline-vet-policies-europe/sea…
1. The Ministry of Education and Science is responsible for the overall coordination of the work-based learning (dual system of training) in the country, including the enrolment and certification. The Minister of Education and Science issues the Ordinance on the procedure and requirements for the work-based learning (dual system of training). He approves the State Standards for acquiring professional qualification as well as the List of professions for VET.
2. The National Agency for Vocational Education and Training (NAVET) is a state agency under the Council of Ministers responsible for:
a. the elaboration of qualification standards for different professions taught in VET in cooperation with the nationally represented organizations of employers and employees, which then must be approved by Minister of Education and Science;
b. the elaboration of the List of professions for VET;
c. licencing and monitoring of VET centres and centres for information and vocational orientation.
The main institutions offering WBL are defined in the VET Act (https://www.lex.bg/laws/ldoc/2134673921 ).
1. WBL is offered in vocational schools at upper secondary level for students above 16 years of age. The training leads to 2nd or 3rd level professional qualifications (EQF level 4). Upon completion, the diploma for the training gives access to tertiary education. WBL can also be offered in sports and arts schools.
2. Dual training is offered also in vocational training centres at post-secondary nontertiary level. It is an initial training or a continuous training leading to 1st, 2nd or 3rd level of professional qualification (EQF 2-4). The training is completed with a certificate for acquired professional qualification at a certain level.
Secondary VET is mostly State financed. Private VET schools may also apply for State funding. However, according to latest data, only 9 out of 419 VET schools were private in 2025/26.
In VET, there are:
• general subject teachers;
• vocational subject teachers;
• trainers who work in vocational centres;
• mentors for training that takes place at enterprises.
The required qualification of teachers in general studies subjects is a master, bachelor or specialist /professional bachelor (NQF/EQF6) higher education degree.
There is no special training provided to teachers in general studies subjects in respect of their work at vocational schools, since the mandatory general education background for a certain education level is the same for all types of schools in the country.
Teachers in a vocational training subject must hold a master, bachelor or specialist higher education degree in:
• specialties of vocational fields corresponding to the professions on the list of professions for vocational education and training taught at the relevant school, and an additional professional qualification in teaching;
• specialties of a professional field corresponding to the professions taught at the relevant school. This is applied in cases where specialists working in companies or prominent experts in the respective field are invited to participate in vocational training at VET institutions, aiming to provide up-to-date specialised knowledge and improve the link with practice and increase the attractiveness of VET.
The required qualification of trainers at vocational training centres is laid down in the State education requirements by professions in the Requirements for trainers. A trainer is required to be a university graduate with a master or bachelor degree in a specialty corresponding to the professional field out of the list of professions for vocational education and training in which the profession to be taught has been classified. There is no requirement for additional pedagogical qualifications for trainers at vocational training centres.
The conditions for professional development of staff within the public education system (in-service training) and also the procedures for acquiring professional qualification levels are set by Regulation No 5 (1996).
For more detailed information, you can also see Cedefop’s activities on VET teachers and trainers: https://www.cedefop.europa.eu/en/themes/vet-youth-teachers-trainers
1. Institutional framework responsible for monitoring dual VET:
Several national bodies share responsibility for oversight and quality control:
• Ministry of Education and Science (MES) - Main authority responsible for policy, regulation, and supervision of the VET system, including dual training. Approves curricula, state educational standards, and the organisation of training.
• National Agency for Vocational Education and Training (NAVET) - Licenses VET providers and training centres. Maintains an information system with data on enrolment, graduates, and qualifications. Works with sector councils and social partners to develop occupational standards.
• Regional Education Authorities: Monitor implementation at regional level (schools, partnerships with companies).
2. Quality assurance mechanisms used in dual VET:
Quality assurance relies on several instruments applied across the VET system.
a) State Educational Standards (SES) - Define learning outcomes, curricula, and requirements for training. Used as national benchmarks for quality in VET schools and training centres.
b) Internal quality assurance systems in VET providers: All VET schools and centres must implement internal QA systems including:
• QA policies and objectives
• Defined management responsibilities
• Annual self-evaluation processes
• Procedures for measuring training quality and outcomes
These systems are part of school-level monitoring and continuous improvement.
c) External inspections: Periodic inspections of schools and training providers (typically every few years).
d) Data monitoring: NAVET and the education authorities collect data on: student enrolment; completion rates; qualifications awarded; training providers. This data is used for system monitoring and planning.
A new Ordinance for QA in VET training centres and VET colleges was issued by the Minister of Education and Science in 2025.
3. Monitoring specific to dual training:
For the dual VET model itself, monitoring includes:
- Registration of companies eligible for dual training partnerships.
- Training programmes for company mentors responsible for workplace learning quality.
- School–company coordination to monitor learners’ practical training progress.
Many monitoring activities have also been implemented through different projects.
Key limitation: No dedicated QA system specifically for dual VET: Research and policy reports highlight an important gap: Bulgaria does not yet have a comprehensive, unified national QA system specifically for dual VET. Quality assurance remains fragmented across general VET mechanisms and project-based evaluations.
According to the VET Act and Ordinance № 1 on the rules and procedures for work-based training (dual system of training), the evaluation of students’ performance is carried pout jointly by the mentor and the teacher.
The rules and procedures for final examination are set in Ordinance №1 of 19 February 2020 for the final examination procedures for acquiring professional qualification (https://lex.bg/bg/laws/ldoc/2137200582). Representatives of employers’ associations and of the employer where the student has had his/her practical training participate in the examination committee.
A new programme for dual education (DOMINO 2) started in 2025, supported by second phase of Swiss-Bulgarian Cooperation Programme. The programme aims at system-level support to the dual VET model by introduction of coordination mechanisms to support the private sector in taking leading role in dual VET. In addition, the programme foresees quality assurance mechanisms and specialized support for social integration of students from vulnerable groups through dual VET. DOMINO 2 will introduce research approach to dual VET with the aim for data-driven and evidence-based policy decisions.
5Training at the workplace
It is compulsory as per the Vocational Education and Training Act that students alternate between two learning venues: VET school or training center in the case of adults, and the company.
Each week includes both venues. In the 11th grade, students spend minimum 2 days a week at the workplace, in the 12th grade students spend minimum 3 days a week at the workplace.
The scheme is implemented based on the standards for all VET. Training in the company is based on a curriculum for in-company training developed jointly by the VET school and the partner company.
The set of learning outcomes to be achieved during WBL are set in the State Standards for acquiring professional qualification for a specific profession.
State education standards are developed in units of learning outcomes. They include description of profession, with core working activities, responsibilities, job conditions specification, equipment and tools used, special requirements; units of learning outcomes for general, sectoral and specific vocational training– with defined knowledge, skills and expected competences.
In 2024, NAVET’s methodology guidelines for the development of State education standards were revised in accordance to VET Act amendments and the Order issued by the Minister of Education and Science for the new structure of Standards.
Along with the specific professional set of learning outcomes, the amendments in legislation in 2024 now require that the State Standards contain information on which set of learning outcomes could lead to qualification for part of profession. The 2024 amendments also introduce a requirement to introduce general competences related to green skills / environmental protection, and specific competences related to the use of digital skills required for the specific profession.
The employer hosting apprentices is required by legislation to follow a training plan developed jointly between the VET school and the employer.
Besides offering a suitable workplace, each company should have enough mentors/instructors: each company should provide at least 1 instructor for every 5 apprentices.
Moreover, companies should be registered according to the Trade Act or the Act for NGOs and should not have unpaid liabilities to the state budget.
Based on a 2019 ordinance from the Ministry of Economy, an information database was established to register employers meeting the requirements of the Vocational Education and Training Act (VETA) for participation in dual VET partnerships. However, registration to this Database is not mandatory.
The requirements for mentors and trainers at the workplace are defined in Ordinance № 1 on the rules and procedures for work-based training (dual system of training) issued on 8 September 2015 and its last amendments in 2024. (https://lex.bg/bg/laws/ldoc/2136610831 )
The legislation provides that the mentors at the workplace are employees of the employer who have at least 2 years of professional experience on the job (reduced from 3, in 2024) and who have undergone special training for mentors following a training plan approved by the Minister of Education and Science.
The formal roles and duties of the mentors include:
- Participating in the elaboration of the in-company training plan and follows it strictly once approved by the VET school and the company;
- Instructing every apprentice on the safety regulations;
- Helping the apprentice in his/her adaptation to the workplace;
- Taking care of providing the tools and material for the training;
- Giving practical tasks to the apprentice and monitors their execution;
- Participating in the evaluation of the work of the apprentice;
- Keeping regular contacts with teacher-methodologist from the VET school.
The training programme for mentors for the acquisition of basic pedagogical and psychological knowledge and skills in working with apprentices takes into account the specifics of the economic sector and the representatives of the group: education, qualifications, experience, personal qualities and more. The programme duration is 32 hours. Depending on the characteristics of the group and their abilities, the programme can be adapted to the respective number of school hours: 24 or 40. Mentors get a certificate upon successful programme completion.
Several activities for training in-company trainers have been implemented in the past. As an example of such initiative, in 2025, the Bulgarian Industrial Chamber launched an innovative project aimed at training mentors in the dual system on how to apply artificial intelligence (AI) when instructing trainees. This AI in mentoring project aims to develop practical AI-related skills for mentors. The implementation of modern approaches to mentoring in dual VET through the use of AI will contribute to increasing the attractiveness and willingness of more companies to participate as partners.
6Contract and compensation
At the workplace, the student is an employee with a specific status as he/she works under the supervision of an instructor. As such, apprentices are subject to the same rights and obligations as other employees.
At the school, the student has a normal student status.
The Labour Code requires a labour contract for dual training to be signed between the student and the company.
The type of labour contract is specific for the scheme.
Students in upper-secondary VET schools in work-based learning programmes (aged between 16 and 18) have to obtain an approval for their apprenticeship contract by the Labour Inspectorate Office. The aim of this approval is to prevent their exposure to harmful and dangerous activities while at the workplace. This requirement is set in the Labour Code (https://www.lex.bg/laws/ldoc/2134673921).
The contract should be registered in the National Revenue Agency.
Apprentices receive a salary. The law defines minimum salaries in the 11th and 12th grade. In November 2018, a progression mechanism was introduced. Before then, the rate was at least 90% of the national minimum wage. With the changes in the Labour Code of November 2018, in 11th grade apprentices receive a wage which is at least 2 times the maximum student grant defined by the Council of Ministers, and in the 12th grade 3 times the maximum student grant.
The law defines the minimum wage, however, in practice many firm collective agreements apply and also individual agreements between apprentice and company, which can only increase the minimum wage.
7Financing and incentives
Employers provide the working places for the apprentices, instructors (mentors), materials and pay the salaries.
Specific activities have been funded by the EU funds under the project “Support for the Dual Training System” (2020-2023).
As of 2018, the apprentices’ health insurance is covered by the state budget instead of the employers, as it used to be before. This is a specific policy initiative and has been made possible with an amendment in the Health Insurance Act in 2018, and it is considered as an incentive for the employers participating in the scheme.
As of 2024 with amendments in legislation, the apprentices’ social insurance costs (social security and health insurance) are also covered by the state budget instead of the employers, as another financial incentive for the participating companies.
As of 2021 part of the salaries of the mentors in the companies are covered from the budget of the EU funded project “Support of the dual system of training”.
Under different projects financed by the EU Social Fund, training for mentors and teachers in WBL is financed.
The National employment action plan for 2025 included a separate measure to stimulate dual VET for unemployed adults above 16 years. Subsidies encouraged employers to get unemployed adults as apprentices (dual VET offered by training centers). These subsidies comprise remuneration, additional payments, paid leave, social security, additional remuneration for the mentor.
https://www.cedefop.europa.eu/en/tools/timeline-vet-policies-europe/sea…
https://www.cedefop.europa.eu/en/tools/timeline-vet-policies-europe/sea…
As of 2019, the Ministry of Economy supports an on-line database of employers offering apprenticeships. The database is legally regulated by the Ordinance for maintaining the database of employers, covering the requirements for work-based learning. In the database the employers also provide information on the number of places for apprentices. (https://www.navet.government.bg/bg/media/Naredba_Dualno112019.pdf )
A toolkit for organising DVET and for workplace training was developed by a tendered consortium of experts This is a practical guide for DVET, which summarises the experience gained from the Bulgarian-Swiss project, as well as from other DVET related pilot projects which were implemented in the country. The guide aims to support institutions, schools and companies in the organisation and quality assurance of DVET. The guide reflects the legislative changes that took place at the end of 2018 and were the result of a broad public consensus and support.
https://www.cedefop.europa.eu/en/tools/timeline-vet-policies-europe/sea…;
Another support for training in the companies were the outputs from the SustainVET Project (2020-1-BG01-KA202-079084 co-funded by Erasmus+ Programme) under which a Train-the-trainer Programme for company mentors and an Ultimate Company Mentor Survival Toolkit had been elaborated with specific guidelines for the everyday work of mentors. https://sustainvetcom.wordpress.com/outputs/
Training of mentors began in 2021 (funded by the EU project “Support for the Dual Training System” (2020-2023) to support employers.
The EU funded Operational Programme “Education” 2021-2027 also includes measures for training teachers and mentors. https://www.cedefop.europa.eu/en/tools/timeline-vet-policies-europe/sea…;
The Bulgarian Industrial Chamber launched an innovative project aimed at training mentors in the dual system on how to apply artificial intelligence in the training of trainees. https://www.cedefop.europa.eu/en/tools/timeline-vet-policies-europe/sea…