- 2018Approved/Agreed
- 2019Implementation
- 2020Implementation
- 2021Implementation
- 2022Implementation
- 2023Implementation
- 2024Implementation
Background
The Pre-school and School Education Act (PESA,2015) provides for the development of new curricula for all school subjects. The new curricula introduce a competence-oriented approach that completely changes the philosophy and goals of education in Bulgaria.
Objectives
The updated curricula aim to shift the learning process to a more practical orientation: more time for understanding, reflection and practice with respect to what has been learned.
Description
In 2018, updated curricula were adopted for upper secondary education (grades 11 and 12). The learning objectives are set for both general education and VET learners, including a learning module on 'civil education' aimed at the acquisition of social and civic competences. A strong focus on the development of political culture seeks to support young people in taking self-dependent and responsible decisions. The implementation of the new curricula starts in school year 2020/21 for grade 11 students and in school year 2021/22 for grade 12.
The policy of continuing professional development (CPD) of pedagogical specialists is closely related to the changes in education legislation, including the pre-PESA and the adoption of the new curriculum.
National programmes Qualification 2019 and Qualification 2020 declare that the development of teaching skills for the implementation of the State education standards (SES) and curricula are a priority. The competence-oriented approach in teaching is defined as the main domain for activities related to the teaching qualification.
In 2019, a total of 159 VET curricula, 836 VET syllabi and 44 VET national examination programmes were developed by VET schools in cooperation with universities and employers. and were approved by the education minister.
In 2020, 94 updated VET curricula, 647 VET syllabi and 120 national examination programmes were developed.
In 2021, 22 VET curricula, 196 VET syllabi and 133 national examination programmes were developed and approved.
In 2022, the national programme Education 2021-27 was officially approved. Priority 3 - Relevance of education with the labour market -explicitly defined the improvement of quality, inclusiveness, effectiveness, and labour market relevance of the VET system as a specific objective. This included development and implementation of a List of professions for vocational education and training (LPVET), State education standards, curricula and programmes, national examination programmes, etc.
In 2022, at a session of the Consultative Council on VET, the Ministry of Education and Science conducted a stakeholder discussion on conceptual improvements of the teachers' qualification after the optimisation of the LPVET (to ensue from the legislative amendments in the VET Act which is planned to take place till the third quarter of 2023, according to the Bulgarian National Implementation Plan (NIP) for the VET Recommendation and Osnabrück Declaration.
In 2022, VET curricula for specialties in 25 professional fields from the LPVET (which contains qualifications organised around 48 professional fields in accordance with ISCED F classification) and 19 SES for professional qualifications were adopted and implemented.
In 2022, the education ministry reviewed the curricula for general education subjects for grades 1 - 10. Information and data collected from various sources led to the development of recommendations for improving the curricula in relation to specific disciplines (e.g., mathematics and geography).
In 2023, changes were made to the content of Ordinance 5/2015 on general education preparation. In particular, the levels of proficiency in foreign languages by educational level were specified in accordance with the Common European Framework of reference for Language Skills (CEFR). Also, changes were made in the definition of areas of competence, the expected learning outcomes in the subjects of geography and economics, as well as in the learning outcomes requirements in physical education and sports.
In 2023, a new Ordinance on the terms and conditions for organising, conducting and ensuring the training of Bulgarian citizens for defence of the country was issued. This Ordinance regulates the introduction of special training for the 10th and 11th grades so that students acquire knowledge and skills related to the defence of the country, know how to survive in in military crises, are able to provide assistance to the civil population during military crises, combating proliferation of weapons of mass destruction, illegal arms trafficking and terrorism, etc. and they develop attitudes of patriotism, dignity, honour and responsibility towards their country. All these should be taught in minimum 10 study hours divided between the two grades.
In 2023, new syllabi for physical education and sports for all grades (1th - 12th) were adopted.
As part of the national programme (NP) Vocational education and training in 2023, 10 national examination programmes, 10 curricula, and 21 educational programmes were developed.
In 2024, the next annual national programme (NP) Vocational education and training was adopted. The second module of the programme, Modernising curricula and examination content, aims to enhance the connection between education and the labour market and to modernise educational content and teaching methods. In May 2024, rules were approved for the conditions and procedures for developing and updating standard curricula and national examination programmes for vocational education and training (VET). In June 2024, an order from education minister was issued for the development of curricula, educational, and examination programmes in 16 professional fields.
In 2024, the Ministry of Education and Science approved a 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
- Young people (15-29 years old)
Education professionals
- Teachers
- Trainers
- School leaders
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.
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 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).
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 agile in adapting to labour market challenges
Osnabrück Declaration
- European Education and Training Area and international VET
Subsystem
Further reading
Country
Type of development
Cedefop, & ReferNet. (2025). Curriculum update: 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/28064