- 2018Approved/Agreed
- 2019Implementation
- 2020Implementation
- 2021Implementation
- 2022Implementation
- 2023Implementation
- 2024Implementation
Description
In 2018, a consultative council for vocational education and training (VET) was established by the education ministry with the participation of other ministries, the National Agency for Vocational Education and Training (NAVET), organisations of employers and trade unions and other bodies and civil society representatives. The council aims to support the education minister in implementing the reform of secondary VET, including the development of dual VET. It is intended to work as:
- a space for structured dialogue between stakeholders;
- a body which coordinates actions;
- to prepare recommendations and proposals for necessary changes in legislation;
- to assist the education minister in the implementation of State policy in secondary vocational education and training. The council is supported by a resource task force, which provides expert and technical assistance.
In 2019, in accordance with a decision from the Consultative Council for VET, the education minister (ministerial decision of 25 June 2019) assigned to NAVET to draft an analysis and proposals for optimising the List of professions for vocational education and training (LPVET).
The analysis contained findings, conclusions and possible solutions related to:
- providing an opportunity for upgrading the qualification acquired;
- aligning VET with the international classifications in education;
- using the MyCompetence project for optimising the LPVET;
- relating VET to higher education degrees with a view to ensuring that qualifications can be upgraded and providing a better transition from secondary to higher education;
- ensuring the relevance of the LPVET with the ESCO classification;
- implementing the recommendations formulated within the context of the project Technical assistance for the implementation of the National qualifications framework in VET, funded by the European Commission and implemented by the education ministry;
- formulating a vision for the LPVET based on the analysis.
The analysis also included a review of the qualification registers in Poland, Portugal and Finland, and an assessment on their applicability in the Bulgarian context.
In 2020, the consultative council for VET held five meetings where the following topics were discussed: strategic goals and priorities for VET developments till 2030 in the framework of the new strategy Education and skills 2030; prototype for VET graduate tracking; models of sectors skills councils; review of enrolment in VET for 2020/21; and targets for the 2021/22 academic year.
In 2021, the consultative council for VET held one meeting. Themes and priorities for 2022 were identified. These were the following:
- legislative changes to the Pre-school and School Education Act ;
- monitoring of the implementation of measures outlined in the strategic framework for the development of education, training and learning (2021-30);
- dual training;
- enrolment plans for the academic year 2022/23.
The Consultative Council for VET convened in July 2022. The result of its session was the approval of conceptual proposals for amendments in the VET regulatory framework. These consensus-based proposals shaped the further process of stakeholder involvement in the amendment of the VET act. Two sessions of the Resource Working group supporting the council ensured the involvement of experts in developing the proposals.
Members of Resource Working group and Consultative Council for VET were invited to respond to survey prepared by the education ministry concerning the ex- post impact assessment of the VET Act (VETA). Key areas in need of legislative improvements were outlined. These areas were: the LPVET, validation of prior learning, State Educational Standards for VET qualifications, partial qualifications, quality of VET, VET graduates tracking.
The Consultative Council for VET convened twice in 2023:
- In the session on 12 September 2023 the agenda topics were:
- reforms in vocational education and training through the draft Law on amendment and supplement to the vocational education and training Act;
- the endorsement of the Strategic vision for the development of dual training
- the launch of the Modernisation of VET project.
At the session, the main highlights of the draft Law on amendment and supplement to the vocational education and training Act were presented, amongst which: changes in the List of professions for vocational education and training (LPVET) by removing specialties and adhering to the principle of broad professions, inclusion of mandatory training for environmental protection and IT skills, training activities to obtain a unit of learning outcomes, the new structure of the State educational standards(SES), the optimisation of framework programmes, the introduction of distance learning in an electronic environment for persons over 16 years old, the improvement of inter-register connectivity and the reduction of the administrative burden.
These reforms will be supported financially under the Modernisation of VET project under the operational programme Education 2021-27. In issue No 27 of the Bulgarian State Gazette 29 (March 2024) the Law on amendment and supplement to the vocational education and training(VET)Act (VETA) was promulgated.
A Strategic vision for the development of dual VET(DVET) in Bulgaria - 2030 (hereinafter Strategic vision for the development of DVET) was endorsed by the council members. It envisages a focus on the leading role of companies in education, the development and modernisation of the DVET system in the country, and more communication and promotion activities. 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 16 November 2023 session focused on enrolments in VET. The discussion covered the following topics: adoption of an updated List of state protected specialties for professions for the academic year 2024/25 and the adoption of an updated List of specialties of professions with an expected shortage of specialists in the labour market for the academic year 2024/25.
In relation to the admission plans for the upcoming school year, the discussion focused on the procedure in which the employers state their needs for future personnel, by submitting also information for which professions they can provide DVET.
The main highlights for changing the regulatory framework for DVET in Bulgaria were presented, as well as a draft plan for implementing the Strategic vision for the development of DVET.
On 8 February 2024 the Consultative council for VET convened and took the following decisions:
- the secretariat of the consultative council of VET should prepare an invitation letter to the nationally representative employer and trade union organisations to nominate representatives of these organisations to participate without salaries in the sectoral skills councils(SSCs);
- a representative of the National association of municipalities should be invited to the resource working group (RWG);
- The RWG should urgently (before submitting the proposals for approval to the Ministry of Education and Science) review the submitted applications for the admission plans for the academic year 2024/25 and conduct analysis on the implementation of the admission plans for the academic year 2023/24. Based on the review, corrective measures should be developed to be sent to the municipalities and regional employment council and to regional governors.
- The RWG should review and analyse all developed material concerning the new List of professions for vocational education and training (LPVET).
Bodies responsible
- Ministry of Education and Science
Target groups
Learners
- Learners in upper secondary, including apprentices
- Adult learners
Entities providing VET
- Companies
- Small and medium-sized enterprises (SMEs)
- VET providers (all kinds)
Other stakeholders
- National, regional and local authorities
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 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.
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.
European priorities in VET
VET Recommendation
- VET agile in adapting to labour market challenges
Subsystem
Further reading
Country
Type of development
Cedefop, & ReferNet. (2025). The consultative council for VET: Bulgaria. In Cedefop, & ReferNet. (2025). Timeline of VET policies in Europe (2024 update) [Online tool].
https://www.cedefop.europa.eu/sk/tools/timeline-vet-policies-europe/search/28048