- 2019Approved/Agreed
- 2020Implementation
- 2021Implementation
- 2022Implementation
- 2023Implementation
- 2024Implementation
Objectives
The main goals are as follows:
- to regulate the terms and conditions for the creation and maintenance of an information database of employers who meet the requirements of the Vocational Education and Training Act (VETA) for participation in partnerships for the implementation of work-based learning (dual training system) for students and trainees over 16 years of age;
- to set the requirements for employers to be registered in the information database;
- to specify the circumstances required for being registered in the information database;
- to describe the order for registering in the employers' database;
- to exert control over the process of registration of employers in the information database.
Description
Ordinance RD No 04-4 of 8 October 2019 of the economy minister sets the conditions for creating and maintaining a register of employers who meet the requirements for dual vocational education and training (DVET) partnerships. The registration of an employer in the information database is voluntary and does not require the payment of a State fee.
The employer must have the required facilities for the provision of training in the profession for which work-based learning will be conducted, in accordance with the State education standard for qualification in a profession.
Also, the employer must have workers or employees practising the profession for which DVET will be provided (that meets the requirements for mentors as these are formulated in Art. 17a 1, par. 2 of the Vocational Education and Training (VET) Act (VETA)).
According to Art. 17a, para. 6 of the VETA, the conditions and the procedure for conducting work-based training (DVET) are determined by an ordinance issued by the education minister in coordination with the labour minister. Ordinance No 1 adopted on this basis (on 1 September 2015) on the terms and conditions for conducting training through work (dual system, in force since 15 May 2018) introduces requirements for mentors. According to Art. 21 of the ordinance, the practical training in a real work environment is conducted in the enterprise under the guidance of a mentor appointed by the employer.
The...
Ordinance RD No 04-4 of 8 October 2019 of the economy minister sets the conditions for creating and maintaining a register of employers who meet the requirements for dual vocational education and training (DVET) partnerships. The registration of an employer in the information database is voluntary and does not require the payment of a State fee.
The employer must have the required facilities for the provision of training in the profession for which work-based learning will be conducted, in accordance with the State education standard for qualification in a profession.
Also, the employer must have workers or employees practising the profession for which DVET will be provided (that meets the requirements for mentors as these are formulated in Art. 17a 1, par. 2 of the Vocational Education and Training (VET) Act (VETA)).
According to Art. 17a, para. 6 of the VETA, the conditions and the procedure for conducting work-based training (DVET) are determined by an ordinance issued by the education minister in coordination with the labour minister. Ordinance No 1 adopted on this basis (on 1 September 2015) on the terms and conditions for conducting training through work (dual system, in force since 15 May 2018) introduces requirements for mentors. According to Art. 21 of the ordinance, the practical training in a real work environment is conducted in the enterprise under the guidance of a mentor appointed by the employer.
The requirements include:
- the mentor must be an employee in the same enterprise/company and have a vocational qualification in the profession in which the training is provided, at least 3 years of work experience in the same profession and have successfully passed training for mentors provided by the employer;
- one mentor is responsible for no more than five trainees.
The training programme for mentors for the acquisition of basic pedagogical and psychological knowledge and skills in working with trainees for on-the-job training has been approved by an order of the education minister. The programme is designed to train people who wish to acquire basic psychological and pedagogical knowledge and skills necessary for their appointment as mentors in an enterprise for the DVET purposes. The training is conducted as a course for the formation of the necessary knowledge, skills and competences/attitudes for mentors of learners and adults, taking 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. The training ends with the issue of a document.
Ordinance RD No. 04-4/ 8 October 2019 was approved by the economy minister.
In 2020, the Ordinance began to be effectively applied and to be recognisable among employers. At the end of 2020, the database included a total of 70 companies (in terms of registered) employers who had submitted a total of 646 applications for learners/trainees to include in training activities to include in dual VET. 422 out of these 646 applicants were already dual VET learners.
In 2021, given the deteriorating economic situation caused by the COVID-19 pandemic, some companies involved in dual VET were unable to fully meet their commitments. This necessitated further research into the possibilities for adding employers in the register.
Despite the problems, the information database of employers eligible for employment partnerships (dual training system) continued to be supplemented by new companies, amounting to 81 at the end of 2021.
In 2022, the information database of employers who meet the requirements for participation in partnerships for the implementation work-based learning (dual system of learning) continued to be maintained by the economy ministry, and by the end of the year the number of approved enterprises reached 90.
In 2023, the information database of employers who meet the requirements for participation in partnerships for the implementation work-based learning (dual VET) continued to be maintained by the economy ministry, and by the end of the year, the number of approved enterprises decreased to 85.
The measure was operational and ran as regular practice. By the end of 2024, the number of approved enterprises increased to 99.
Bodies responsible
- Ministry of Economy (until 2021)
- Ministry of Economy and Industry
Target groups
Learners
- Learners in upper secondary, including apprentices
- Young people (15-29 years old)
Education professionals
- Teachers
- Trainers
- Guidance practitioners
Entities providing VET
- Companies
- Small and medium-sized enterprises (SMEs)
Other stakeholders
- Social partners (employer organisations and trade unions)
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.
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.
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
Subsystem
Further reading
Country
Type of development
Cedefop, & ReferNet. (2025). Register of employers who meet the requirements for establishing dual VET partnerships: 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/35910