Ministry of Labour and Social Policy - UK NARICbulgaria.naric.org.uk/documents/InterimReport.pdf ·...

Ministry of Labour and Social Policy

Technical Assistance under Service Contract for Upgrading of Vocational Qualification

Standards Taking into Account Best Practices in EU member states under Phare 2003 BG

2003/004-937.05.03 “Vocational Qualification” Project

Interim Report

May 2006

Republic of Bulgaria May 2006 Ministry of Labour and Social Policy EuropeAid/120164/D/SV/BG

Interim Report 2

Table of Contents Executive Summary .........................................................................................3 Introduction ......................................................................................................4 Section A: Scope of Work ................................................................................5

Summary......................................................................................................5 Measurable Outputs and Indicators..............................................................6

Chart 1: Activities Schedule ......................................................................7 Broad Chronological Stages of Project .....................................................9

Specific Tasks Accomplished .....................................................................10 Preliminary Findings...................................................................................11 Conclusions and Recommendations ..........................................................13

Section B: Assignment Status and Process Management .............................15 Current Position..........................................................................................15 Problems Encountered and Risks Identified...............................................15 Overall Assignment Organisation ...............................................................15 Reimbursables Budget ...............................................................................16

Section C: Future Development and Priorities ...............................................17 Tasks to be Accomplished .........................................................................17 Added Value...............................................................................................17

Section D: Annexes .......................................................................................19 Annex 1: Stage 2 Report ............................................................................19

Executive Summary................................................................................19 Project Objectives Achieved in Stage 2 ..................................................21 Section One: Key Activities undertaken in support of the development of occupational standards...........................................................................23 Section Two: Recommendations and Conclusions from Stage 2 of the Project.....................................................................................................38

Annex 2: Planned Seminar Timetable ........................................................39


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Executive Summary This document serves as an Interim Report summarising progress towards the Project for the Upgrading of Vocational Qualification Standards, Taking into Account Best Practices in EU Member States under PHARE 2003 BG 2003/04 – 937.05.03 “Vocational Qualifications”. In the first six-month period, two of the three Stages have been delivered, as demonstrated by the Stage 1 Report submitted in March and the Stage 2 Report of May, also included as Annex 1 in this document. Planning towards the delivery of Stage 3 has also been completed and a Schedule of Training, Information and Induction activities is provided in Annex 2. The activities and liaison conducted by the Project Team have yielded a range of interesting results and a series of policy recommendations for Bulgaria. These are outlined briefly in this report and are detailed in the Stage 2 Report. In fact, as the scope of the real work has become clearer, the range of activities being conducted by the Project Team has expanded beyond that originally envisaged under the Terms of Reference. Note is made of these activities within the report, demonstrating additional outputs of the Project essential to the beneficiary institutions. Finally, though, it is important to recognise the valuable contributions of the Bulgarian Ministries and NAVET, without whose full co-operation the achievement of ambitious goals could not be realised.


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Introduction This Interim Report has been submitted in accordance with the Service Contract for Upgrading of Vocational Qualification Standards (Interim Report), taking into account Best Practices in EU Member States under Phare 2003 BG 2003/004-937.05.03 “Vocational Qualification” Project. As per the Inception Report, submitted in January 2006, the following elements are to be covered within the content of this Interim Report:

Interim progress report The Interim progress report is prepared and submitted at the sixth month of execution of the contract. It will be accompanied by a corresponding invoice. In addition, an updated financial report will be submitted with the Interim progress report. It will contain:

• Details of the time inputs of the experts • Details of the incidental expenditure

Output: Interim Progress Report submitted to the Contracting

Authority and PIU at the end of May. This document reports on events and activities conducted during the first six-month period of the Project and projected future activities in the second six-month period of the Project. Details are provided on:

• Section A: Scope of Work • Section B: Assignment Status and Process Management • Section C: Future Development and Priorities

Within the Scope of Work, the various sections first consider the Stages of Work as they have been planned followed by reports of the specific outcomes to date. The report then summarises the findings to date before providing an overview of the key recommendations. The Assignment Status and Process Management section considers the current position of the Project from the perspective of the Management Team and the allocation of tasks. Furthermore, a brief summary of potential problems is also provided. In Future Development and Priorities, an indication is given of subsequent tasks to complete, followed by a sub-section in which the Added Value of the project is highlighted.

The updated financial report is submitted separately from the Interim Report provided here.


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Section A: Scope of Work

Summary In terms of the Scope of Work, key deliverables have been achieved within the first six months of the Project, and as originally outlined within the Interim Report. This is reflected in the report that follows. As per the Schedule, Stages 1 and 2 have been completed, Stage 1 in March and Stage 2 concurrently with the halfway stage of the Project. The final Stage - Training, Information and Induction - is now in the process of starting and will continue over the course of the summer and autumn. The overall aims of the Project may be summarised as follows:

• to improve the mobility and competitiveness of the Bulgarian labour force, with a view to European labour market integration;

• to strengthen the institutional capacity for managing and further developing the quality of Vocational Education and Training (VET) in Bulgaria; and

• to elaborate and upgrade, according to labour market needs and requirements, 80 Vocational Qualification Standards in five sectors: (1) Electronics and Automation; (2) Chemical Products and Technologies; (3) Production and Processing; (4) Tourism and Services and; (5) Agriculture, Forestry and Fisheries.

The Project is on course to achieve these objectives. Substantial contributions from in-country organisations and Ministry staff, NAVET, MLSP and MoES in particular, have greatly contributed towards this success.


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Measurable Outputs and Indicators

The following section on Measurable Outputs and Indicators is based on the Terms of Reference (ToR) and the Inception Report. Activities are undertaken according to the Schedule.

To reiterate, the nine specific results to be met by the project are laid out in the Terms of Reference (page 5) as follows:

1. Studied EU good practices in development and applying of Vocational qualification standards and a comparative analysis elaborated.

2. Studied EU instruments for assessment and certification of vocational qualification and training and proposed model of methodology, which would improve vocational competences assessment in Bulgaria. Presented Report on the existing European practises in development of methodology for ex-ante and ex-post evaluation of vocational standards and give recommendations.

3. A proposal for upgrading of the framework requirements for development of vocational qualification standards in Bulgaria recommended by the Consultant on the basis of the elaborated comparative analysis.

4. Aligned framework in respect of scope and content of each standard complied with the framework(s) of the EU member states.

5. Developed and upgraded 80 vocational standards in the selected sectors.

6. Developed manual for drawing up curricula and syllabi for the upgraded standards.

7. Provided training on development and applying of vocational qualification standards to approximately 2,720 experts on national, regional and school level.

8. Developed and produced training materials to all trainees. 9. Produced Brochure with findings and recommendations. Distributed

copies of the elaborated Brochure to the IA and to the PIU institutions.

The Gantt chart on the two subsequent pages demonstrates how this has been scheduled and is due to be conducted over the course of the subsequent six months:


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Chart 1: Activities Schedule

Task

Nam

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Please note Reporting is an ongoing process from the beginning of the project.

Task

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Broad Chronological Stages of Project

To recount, the Project is to be completed by the 30th of November 2006. In accordance with this timeframe and the required outputs, the following chronological stages have been developed:

• Stage 1: Current VET Situation / International Analysis

• Stage 2: Development of Vocational Qualifications Standards

• Stage 3: In-Country Training

• Stage 4: Reporting

These Stages meet the following required Results outlined in the Terms of Reference:

Project Stage Meeting Specified Result of Project

1. Current VET Situation / International Analysis

1,2,3

2. Development of Vocational Qualifications Standards

4,5,6

3. In-Country Training 7,8 4. Reporting 9


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Specific Tasks Accomplished The Activities Schedule, as accepted from the Inception Report, outlines the manner in which the 9 stated objectives will be fulfilled according to ToR. This Schedule remains in place. Consequently, the tasks accomplished to date are 1-6 according to the ToR. In detail, these can be summarised as follows: Stage 1: The Stage 1 Report was completed and submitted in March 2006 to members of the PIU. This covered two main areas, a comparative analysis of European VET systems and recommendations for the further development of Vocational Qualification Standards in Bulgaria. Stage 2: The May National Conference on the framework for Upgrading Vocational Qualification Standards was the first opportunity for the Project Team to outline findings and seek wider consultation in the national context. This was attended by 62 people and introduced the proposals to key stakeholders across the VET sector. The National Conference achieved an endorsement of plans for the revision, development or upgrading of the 80 Standards. This event is outlined in greater detail within the Stage 2 Report (see Annex 1). Introduced for the first time at the Conference, and representing the core element of the Project, were the recommendations for the 80 Vocational Qualification Standards. These 80 Standards are organised into 5 Sectors. Accordingly, 5 Sector Specialist teams have been established to produce appropriate recommendations in their specific fields of expertise. These teams, led by the Project Team Leader, have comprised contributions from the International Key Experts and National Key Experts, although crucial contributions have also been made by NAVET, MLSP and MoES. The Stage 2 Report, submitted alongside this report, outlines in much greater detail these key activities (see Annex 1). Information Dissemination Activities: Information dissemination has been largely achieved through a combination of liaison, promotion and publishing activities. Liaison has been conducted with key Bulgarian stakeholders, predominantly through substantial and ongoing discussions with NAVET, MLSP, MoES, employer associations and training providers. Promotion efforts include interviews and presentations through the national television and radio broadcast. Publishing activities undertaken relate to the development and maintenance of a Project website, created and hosted by the Project Management Team, and Project newsletters disseminated to outline core activities and achievements on a monthly basis to all interested parties.


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Preliminary Findings Preliminary findings have been outlined in full in the Project Stages 1 and 2 Reports. The following is a summary of the recommendations highlighted in these two reports. Stage 1: The European analysis has lead to three main recommendations for the Bulgarian context:

• Develop a National Qualifications Framework that fits broadly in line with both draft proposals for the EQF and current qualification hierarchies outlined in the three main Bulgarian education laws.

• That Occupational Standards need to be defined across all job sectors. • That Quality Assurance arrangements ought to be developed to ensure

standards are safeguarded. Stage 2: The Project Team’s work in Stage 2, up to the end of May, has placed a focus on:

• Extensive in-country fact-finding and consultations, taking account of first findings from the parallel EU needs assessment project;

• Researching and proposing the best approach to a qualifications framework for Bulgaria, based on best EU practice and the situation and needs in Bulgaria;

• Considering, with international and Bulgarian experts, the particular needs of the five occupational sectors specified in the Terms of Reference, and an initial list of the 80 occupational standards to be produced or upgraded within those sectors;

• Engaging and working closely in consultation with beneficiary institutions and stakeholders including NAVET, MoES, training providers and employers’ associations. A key feature of this exercise was the presentation of the results of all Project work so far to a National Conference held in Sofia on 8 – 11 May, attended by over 60 experts and representatives from Bulgarian Government Ministries, agencies, social partners and other stakeholders;

• In the light of discussions at the Conference, refining the proposed approach to upgrading the framework requirements and developing occupational standards; and revising the initial list of occupational standards;

• Finalising proposals for upgrading the framework requirements for the development of vocational qualification standards;

• Starting to draft the 80 occupational standards; • Planning and starting to arrange the training and technical assistance

to be provided in Stage 3. These focused and structured activities, supported by wider participation from all stakeholders, led to consensus and shared understanding as proposed by the Project Team, which are:


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(1) Bulgaria should develop a full National Qualifications Framework, incorporating best European practice, which can map directly onto the European Qualifications Framework. (2) Bulgaria should take action to improve its arrangements for dialogue with the social partners, particularly employers, on the preparation and upgrading of VQ standards (3) The Framework Document for drafting State Educational Requirements (VQ standards), and the SER template, should be modified as proposed. (4) Occupational standards in 5 sectors should be developed or upgraded, as recommended by the 5 sector Working Groups. Furthermore, (5) Bulgaria should improve its arrangements for dialogue with the social partners, particularly employers, on the preparation and upgrading of VQ standards. See Annex 1 for further details.


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Conclusions and Recommendations As per the Stage 2 Report, the current conclusions and recommendations, with relation to the Scope of Work, can be expressed as follows: To improve labour force mobility and competitiveness, it is vital to take account of labour market needs and developments globally as well as nationally, in the future as well as the present. The Bulgarian stakeholders recognised this, in asking the Project Team to consider experience, best practices and trends in other European countries, and how well the Bulgarian system aligns with the European Qualifications Framework. Good quality vocational qualification standards (VQS) are only one of the building blocks of a high quality VET system which will achieve labour market policy aims and enhance the employability of all groups of potential workers. As the Project Team’s work has illustrated, to increase the Bulgarian labour force competitiveness, it would be important to:

• focus on learning outcomes, i.e. ensuring individuals have the competences, skills and aptitudes employers need for particular occupations, rather than on educational inputs;

• be transparent, accessible to all and easily updated as labour market conditions change;

• incorporate flexible learning pathways to allow for differences in individuals’ needs, and to recognise what they have already learnt;

• build in special strategies to help disadvantaged groups to participate; • lead to qualifications which are internationally recognisable,

compatible with the European Qualifications Framework and allow credit accumulation and transfer;

• and build quality assurance into all aspects of teaching, learning and assessment, so that individuals feel learning is worthwhile and progress recognised, while employers trust and value the qualifications awarded.

To strengthen institutional capacity for managing and further developing the quality of VET in Bulgaria, there is a need to ensure:

• active and forward-looking dialogue between social partners, training and education providers, local communities and other national and local stakeholders;

• that legislation, frameworks, systems and procedures are as simple and unbureaucratic as possible - covering the essentials, but not placing barriers in the way of change and development.

To elaborate up-to-date and effective occupational standards in the five sectors and 80 occupations, the Project must take full account of the special features of each sector, and differences between them. There are clear differences, for example, in the different sectors’ size, shape, health and likely evolution; in the transferability of skills and qualifications within the sector; in the relative importance of theoretical learning as opposed to practical


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experience or aptitude; in the degree and ease of dialogue between employers and workers; and in the different sectors’ readiness to face tough European competition. If all these aims can be fulfilled through the Project, all stakeholders in Bulgaria will benefit: employers, young and older workers, VET experts, training and education providers, NAVET, MLSP, MoES and all the sector stakeholders.


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Section B: Assignment Status and Process Management

Current Position The current position is that the Project is operating as per the budget and that outputs are being delivered according to the service contract, with additional outputs delivered by the Project Team that are over and above the service contract. The delivered outputs that are outside the scope of the service contract, but which are provided on the demand of the beneficiary institutions, include 2500 sets each of additional reference materials and training manuals including:

• EQF development and its relevance to NQFs • Recognition of Qualifications and Transferable Skills: the work of

the ENIC/NARICs • Quality Assurance mechanisms in Europe • Vender certification schemes

Furthermore, the Project Team are undertaking an additional but essential supplement to the Project – a study on the situation of the Roma and other disadvantaged groups, leading to further, significant additional outputs of the Project to the beneficiary country.

Problems Encountered and Risks Identified Given that the deliverables are on schedule, the main risk identified relates to the need to train or induct over 2500 personnel within the given timeframe. Envisaged to be completed in October, there are complications due to availability, especially related to examination periods and school / college holidays. Nonetheless, NAVET and other key stakeholders are fully engaged in the process of finding and scheduling in the appropriate participants, so sufficient planning has been made for the delivery of this key output. The other minor issue relates to in-country days, which are being addressed through an ongoing dialogue between the Contracting Authority and the Project team.

Overall Assignment Organisation The Project Team is in place and each is contributing to the delivery of the outputs as per the Work Schedule.


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All efforts are directed and led by the Project Team Leader, Dr. Cloud Bai-Yun, Managing Director of ECCTIS Ltd, supported by Junior Experts, Nick Brennan and Paul Norris, coordinated through the local Project office in Sofia. This infrastructure is further supplemented by UK NARIC staff and in-country support being provided by the Local Manager Valentin Mitev and the team. As highlighted in Section A3, ‘sector-specific teams’ comprising both international and national expertise have been formed to co-ordinate specific sectoral developments. This development work feeds back into the overall outcomes of the Project. The Project is assisted by a strong alliance of Bulgarian partners, whose key outputs have been to locate appropriate national expertise and provide informed opinion and in-country experience as needed and where appropriate. The local Project office in Sofia is the centre of the in-country activity and can be contacted at any time to receive up-to-date progress reports on current Project activities.

Reimbursables Budget In the natural course of the Project, activities are taking place that will be covered through the Incidentals budget line, including the provision of training. The team will be submitting invoices accordingly.


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Section C: Future Development and Priorities

Tasks to be Accomplished As per the Activities Schedule presented both in the Inception Report and in Section A3 here, points 7 and 8 of ToR are to be accomplished during the third phase of the main Project activities. This relates to the planned Training, Information and Induction events. A plan for the delivery of these events has previously been provided to the Ministry and this is submitted here for reference (see Annex 2) As for further activities, much of these relate to the dissemination activities. The website, as indicated previously in Section A3, has been developed and will be continually updated during the lifetime of the Project. Additionally, monthly newsletters are being circulated to key stakeholders and interested parties, and this will continue to take place in the coming months.

Added Value It is clear already that the findings and the recommendations stemming from the Project so far will provide added value for Bulgarian vocational education and training as a whole. These outcomes will no doubt contribute to the greater efforts in increasing the competitiveness of the Bulgarian labour force, with a view to European labour market integration; contributing to longer term development of quality assured Vocational Education and Training (VET) in Bulgaria. In summary, the activities of both Stages 1 and 2 and the consultations with key stakeholders have all led to agreed ways forward on enhancement and development of:

• VQS methodology; • The standards template, focusing on simplifying and improving the

standards; • Making the VQS system more responsive to labour market changes

and employers’ needs; and • Contributions to ensuring that vocational education and training in

Bulgaria keeps up with the best modern European practice, now and into the future. This will also help to make VET accessible to Bulgaria’s most disadvantaged citizens.

A number of further recommendations are already beginning to emerge from the work of the Project Team, ensuring sustainability and continued development. Typically, the initial proposals include:

• The need for the development of a National Qualifications Framework and representation in view of the EQF;


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• Quality assurance principles within the vocational education sector should be established;

• There may be scope for strengthening and forging closer links between recognition and standards setting within the vocational education and training sector


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Section D: Annexes

Annex 1: Stage 2 Report

Executive Summary The following report is submitted in accordance with the Service Contract for Upgrading of Vocational Qualification Standards (Stage 2 Report), taking into account Best Practices in EU Member States under Phare 2003 BG 2003/004-937.05.03 “Vocational Qualification” Project. In this Report, attention has been given to detailing the Project Team’s work to develop and upgrade Vocational Qualification Standards in Bulgaria. The aims of the Project as a whole are:

• to improve the mobility and competitiveness of the Bulgarian labour force, with a view to European labour market integration;

• to strengthen the institutional capacity for managing and further developing the quality of Vocational Education and Training (VET) in Bulgaria; and

• to elaborate and upgrade, according to labour market needs and requirements, 80 vocational qualification standards in five sectors: (1) Electronics and Automation (2) Chemical Products and Technologies (3) Production and Processing (4) Tourism and Services and (5) Agriculture, Forestry and Fisheries.

To improve labour force mobility and competitiveness, it is vital to take account of labour market needs and developments globally as well as nationally, in the future as well as the present. The Bulgarian authorities recognised this, in asking the Project Team to consider experience, best practices and trends in other European countries, and how well the Bulgarian system aligns with the draft European Qualifications Framework. Good quality vocational qualification standards (VQS) are only one of the building blocks of a high quality VET system that will achieve labour market policy aims and enhance the employability of all groups of potential workers. As the Project Team’s work has illustrated, if Bulgaria’s labour force is to be competitive and successful in Europe, its VET and VQ systems need to:

• focus on learning outcomes, i.e. ensuring individuals have the competences, skills and aptitudes employers need for particular occupations, rather than on educational inputs;

• be transparent, accessible to all and easily updated as labour market conditions change;

• incorporate flexible learning pathways to allow for differences in individuals’ needs, and to recognise what they have already learnt;

• build in special strategies to help disadvantaged groups to participate;


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• lead to qualifications which are internationally recognisable, compatible with the European Qualifications Framework and allow credit accumulation and transfer;

• and build quality assurance into all aspects of teaching, learning and assessment, so that individuals feel learning is worthwhile and progress recognised, while employers trust and value the qualifications awarded.

To strengthen institutional capacity for managing and further developing the quality of VET in Bulgaria, there is a need to ensure:

• active and forward-looking dialogue between social partners, training and education providers, local communities and other national and local stakeholders;

• that legislation, frameworks, systems and procedures are as simple and unbureaucratic as possible - covering the essentials, but not placing barriers in the way of change and development.

To elaborate up-to date and effective occupational standards in the five sectors and 80 occupations, the Project must take full account of the special features of each sector, and differences between them. There are clear differences, for example, in the different sectors’ size, shape, health and likely evolution; in the transferability of skills and qualifications within the sector; in the relative importance of theoretical learning as opposed to practical experience or aptitude; in the degree and ease of dialogue between employers and workers; and in the different sectors’ readiness to face tough European competition. If all these aims can be fulfilled through the Project, all stakeholders in Bulgaria will benefit: employers, young and older workers, VET experts, training and education providers, NAVET, MLSP, MoES and all the sector stakeholders.


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Project Objectives Achieved in Stage 2 The Project Team has now achieved - or laid the groundwork for achieving by the deadline specified - the following outputs, as set out in the Project Inception Report of January 2006: Phase 2, Objective 1.1: Draft proposal for upgrading the framework requirements for development of VQS in Bulgaria will submitted with the Proposal for upgrading the framework requirements for development of VQS in Bulgaria submitted to the Contracting Authority and PIU by the third week of June. Phase 2, Objective 1.2: Seminar on discussion of the proposal for upgrading of the framework requirements for development of VQS in Bulgaria, 4 days, 60 participants. Final list of proposed changes to the Draft proposal for upgrading of the framework requirements for development of VQS in Bulgaria elaborated by the final week of June and submitted to the Contracting authority and PIU. Phase 3, Objective 1.3: Final proposal for upgrading of the framework requirements for development of VQS in Bulgaria elaborated and coordinated following consideration by the relevant stakeholders.

Building on the work as reported in Stage 1 (report submitted in March 2006), studying EU good practices in developing and applying Vocational Qualifications Standards (VQS), the Team undertook a comparative analysis of 10 EU countries’ national systems; and indicated where good models might be found for developing standards and qualifications in Bulgaria. The Project Team’s work in Stage 2, up to the end of May, has placed a focus on:

• Extensive in-country fact-finding and consultations, taking account of first findings from the parallel EU needs assessment project;

• Researching and proposing the best approach to a qualifications framework for Bulgaria, based on best EU practice and the situation and needs in Bulgaria;

• Considering, with international and Bulgarian experts, the particular needs of the five occupational sectors specified in the Terms of Reference, and an initial list of the 80 occupational standards to be produced or upgraded within those sectors;

• Engaging and working closely in consultation with beneficiary institutions and stakeholders including NAVET, MoES, training providers and employers’ associations. A key feature of this exercise was the presentation of the results of all Project work so far to a National Conference held in Sofia on 8 – 11 May, attended by over 60 experts and representatives from Bulgarian Government Ministries, agencies, social partners and other stakeholders;

• in the light of discussions at the Conference, refining the proposed approach to upgrading the framework requirements and developing


Interim Report 22

occupational standards; and revising the initial list of occupational standards;

• Finalising proposals for upgrading the framework requirements for the development of vocational qualification standards;

• Starting to draft the 80 occupational standards; • Planning and starting to arrange the training and technical assistance

to be provided in Stage 3. The Structure of this Report divides the text into two main sections, which are:

• Key activities undertaken in support of the development of occupational standards

• Proposals to upgrade the framework requirements and develop occupational standards

Detailed proposal recommendations are provided in Annexes 3-5 as specified for easy reference.


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Section One: Key Activities undertaken in support of the development of occupational standards Drawing on the work and research undertaken in Stage 1, particularly the study of EU good practices in developing and applying VQS and the comparative analysis of VQ models and standards in Bulgaria and the EU member states, the Project Team of Bulgarian and international experts prepared draft proposals for upgrading the framework requirements for the development of VQS in Bulgaria. These draft proposals were presented to a National Conference held in Sofia on 8 – 11 May. The purpose of the Conference was to test the Team’s emerging approach and ideas with other local experts and stakeholder communities, and to obtain their feedback. This is to ensure that users buy into the Project’s recommendations, which will in turn build local capacity to implement and sustain them. The Conference programme is provided in Annex 1. The full list of Bulgarian and international participants - is at Annex 2. An opening address was given by Deyan Pushkarov, Chairman of NAVET, followed by keynote addresses by the Project Managers from the Ministry of Labour and Social Policy. A Press Conference and the opening presentation were given by Dr Cloud Bai-Yun, Managing Director of the UK National Recognition Information Centre and the Project Team Leader. The Conference was widely reported in the Bulgarian media including television and radio broadcast. The key findings to date as addressed at the Conference and emerging recommendations are summarised below, by main theme. 1A. European Context: Implications for Bulgaria’s VQS Experts from the Project Team set out the background and rationale for the Team’s draft proposals. Presenting on the European Context and Implications, Yves Beernaert and the Team noted that:

• European VET systems are expected to provide for the skills and jobs of the future, responding fast and flexibly to labour market changes and contributing to local, regional and national economic development

• They must also offer more and better upgrading training to low skilled workers, who are at risk of social exclusion as jobs for those with no more than basic schooling become scarcer

• Therefore QS development structures are changing in many European countries

• EU Member States are all seeking to improve standards, methodology, teacher quality, and learners’ basic skills and ICT skills

• They are making VET systems more competence-based, outcome-focused and responsive to industry’s demands; introducing new job


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and qualification profiles; and building more systematic links between VET and the workplace

• They are also working to enhance the attractiveness and social status of VET, breaking down barriers between secondary education and VET and between VET and higher education, so that learners can move seamlessly along a learning continuum, and lifelong learning can become a reality

• Most European countries that do not already have national and/or sectoral qualifications frameworks are developing them, in forms that will map onto the European Qualifications Framework, to give their citizens the passport to job opportunities across Europe and beyond.

Describing Trends in Standards Development in Europe, Magda Kirsch and the Team drew attention to notable trends for:

• Better articulation with the labour market and closer collaboration with industry, in drafting standards, upgrading them, implementing them, and in assessment, certification and quality control

• Standards being simplified and expressed in terms of learning outcomes, thus enhancing transparency and comparability of qualifications, emphasising competences required at different qualification levels and giving the possibility of modularisation and partial qualifications

• Greater emphasis on quality assurance, and building evaluation/assessment tools into the standards themselves

• Better careers guidance for students and greater flexibility in modes of training delivery

• More emphasis on the need for both VET students and their teachers to have placements with employers, offering project-based and work-based learning.

Presenting on Progression and Career Paths and their Relevance to the Development of VET Standards, the international experts, Peter Davitt, Philip Land and the Team highlighted developments in the Information and Communication Technology (ICT) sector, which now accounts for 40% of EU productivity growth. ICT also supports growth, innovation and VET in all other sectors, and facilitates career progression and employability by equipping learners with highly transferable skills. ICT is a good example of an occupational area where prior academic achievement is not a priority, because aptitude and acquired skills are more important; where career progression depends on continuous training; and where there are good opportunities to attract and integrate the most marginalised in society. Ireland’s example was quoted to show how a national qualifications framework can accommodate ICT qualifications at a variety of levels, allowing transferability within and beyond the sector; and how employers can be closely involved in developing, upgrading and certifying standards, giving qualifications a clear economic as well as educational value. Furthermore, the international experts, Magda Kirsch and Yves Beernaert presented on Qualifications Standards in the perspective of National and European Qualifications Frameworks, drawing attention to the implications for


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all European countries of the European Qualifications Framework (EQF) about to be finalised. The EQF and its 8 levels are described in Annex 3. As the experts explained, the EQF is essentially a translation device for comparing qualifications in different European countries. It is designed to facilitate transparency, comparability, credit transfer and mutual recognition of qualifications, and is entirely based on learning outcomes. These are defined as the set of knowledge or skills and/or competences an individual has acquired and/or is able to demonstrate after completion of a learning process; or statements of what the learner is expected to know, understand and/or be able to do at the end of the learning period. A qualification is achieved when a competent body determines that an individual’s learning has reached a specified standard; and the specified standard of learning outcomes is confirmed by means of an assessment process or the successful completion of a course of study and/or work placement. A National Qualifications Framework is a single description at national level of an education system, which is internationally understood, and through which all qualifications and other learning achievements may be described and related to each other, in a coherent way that defines the relationship between them. A NQF should identify a clear nationally agreed set of purposes, and should explicitly link to academic standards and to institutional/national quality assurance systems. 1B. National and local context: Implications for Bulgaria’s VQS Best European practice includes basing VQS on the assessed needs of employers. The needs of Bulgarian employers in 8 regions including Sofia are being assessed by a parallel EU project led by GOPA. Lewis Kerr and Milcho Dimitrov, who are leading the Needs Assessment Component, described their emerging findings. These are:

• Bulgaria has comprehensive formal systems for social dialogue, but what happens in practice bears little relation to them

• In practice, informal dialogue takes place, sometimes effectively – but because it is not systematic or consistent, it tends to be fragile, depending on particular individuals and the state of their relationships with other individuals

• At local level, the GOPA project has sometimes found that employers are not really involved

• Also, though the flow of information upwards from localities to the centre may be quite good, relatively little information is passed back down, and none to local employers

• The NAVET structure is largely education-led, whereas best European practice is to be more industry-led. This could explain the lack of effective industry involvement and social dialogue, compared to European models such as Denmark.

The GOPA experts emphasised however that, through the two current parallel EU projects, Bulgaria has the opportunity to move from a supply-led to a demand-led VET system; to encourage all the relevant parties to work together better; and to develop standards and curricula which are genuinely based on the needs of industry. They suggested greater efforts to bring employers and unions together at local level for discussions; finding better


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ways of engaging employers in sectors (such as agriculture) where many are small and/or family-based and so less likely to be part of collective structures; inviting employers’ comments on state exams; and involving them directly in labour market needs assessment and the drafting of professional profiles and standards. 1C. Upgrading the Framework Requirements for Development of VQS in Bulgaria The Project’s objectives are:

• To propose a basis for upgrading the framework requirements, drawing on the comparative analysis already elaborated

• To align the framework with the framework(s) of the EU member states, as regards the scope and content of each standard

• And to develop and upgrade 80 vocational standards in the 5 selected sectors.

The Project Team Leader, Dr Cloud Bai-Yun, summarised specific questions the Project Team needed to consider, including:

• Does current legislation provide the platform for effective training provision?

• Is the methodology now in use in Bulgaria appropriate? • Are the current Framework Requirements document and VQS template

fit for purpose? • Can process simplifications be recommended?

As regards the legislative framework, the Project Team feel that Regulations are clear and do not need amending; and that information contained within the laws provides the basis for a proposed qualifications structure. With relation to methodology, overall, the methodology, framework and template developed and used by NAVET are solid and robust – reflecting the high quality work NAVET have done in this area in recent years – and need only minor changes. They should however be simplified to make them easier to use and to update. The Project Team (Magda Kirsch and Yochka Anastasova) presented to the Conference a number of proposed changes to the template for State Education Standards (or State Education Requirements) for vocational qualification acquisition. The main changes, agreed by conference participants after discussion, were:

• Moving towards a single standard and ‘Professional Profile’ per generic vocation or cluster of occupations, rather than separate standards/profiles for each specialism, qualification and level. Differences between specialisms or levels can be indicated in the general text

• On the front page, distinguishing more clearly between the title of the occupation and the qualification to be acquired; adding an English


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version of the title to aid international understanding; and showing both Bulgarian and EQF level

• Referring to ‘Professional and Personal Competences’ rather than ‘Professional and Personal Qualities’

• Combining the ‘Training Objectives/Goals’ and ‘Training Contents’ sections

• Focussing on domain-specific competences and learning outcomes, both in descriptions of training objectives and contents and in the section on Evaluation and Certification

• Including explicit references in various sections, but particularly Evaluation and Certification, to demonstrate competences through work projects and work placements

• Recognising, under Evaluation and Certification, that the weight given to (respectively) theory, practice, projects and placements is bound to vary between occupations and between qualification levels

• Simplifying the description of each standard. 1D. The 5 Sectors and 80 Occupational Standards An initial list of 80 occupational standards to be created or upgraded within the 5 sectors was produced by NAVET – it is at Annex 6. Conference participants divided into 5 Working Groups, each considering the needs of a particular sector for VET and VQS. The Working Groups were also invited to consider the lists of occupational standards for their sector, and approve them, with or without modifications. The conclusions reached by each sector Working Group are set out below. Sector 1: Electronics and Automation Working Group members included: Aleksandra Nojarova, Dept. for Information & Improvement of Teachers Rumiana Kostadinova, MoES Svetia Petkova, MLSP Elka Dimitrova Elka Nikolova, MoES Hans Weggelaar Georgi Brashnarov Ivelin Stefanov, New Bulgarian University (National expert, Rapporteur) Nikolai Rashev, Bulgarian Association of Software Companies Nona Mineva Ognian Traianov Plamen Vushev, Bulgarian Web Association Snejanka Georgieva Stefka Vasileva Ihtimanska Prof. Vasil Metev, Physicist. Peter Davitt, FIT Ltd. Ireland (International expert, Chair) Philip Land, FIT Ltd. Ireland (International expert) There was general consensus that a simplified template with the proposed changes would facilitate updating of existing standards, development of new


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standards and future proofing of standards. This is essential in the field of Electronics and Automation, where the demand for skill sets changes rapidly. All present also agreed that the focus for the development of new standards should centre on an outcomes-based approach and that evaluation and quality assurance should concentrate on learning outcomes. There were some concerns regarding infrastructure and teacher training: it was suggested that resources may not be available to deliver the necessary tools to practitioners and schools. However, it was agreed that these concerns should not influence the development of appropriate State Education Standards. It was accepted that there would be many challenges facing vocational education and training providers as the Bulgarian VET system engaged with the demands of the growing economy, but it was hoped that future support available through the European Social Fund could help overcome these challenges in time. The Working Group’s second session was augmented by two representatives of the Information Technology (IT) industry in Bulgaria. This meant that the tri-partite model of policy makers, practitioners and private sector, used by NAVET in developing standards, was represented within the group, as far as IT was concerned. But all present agreed that the placing of Information Technology under the Electronics and Automation sector was unhelpful, given the many differences between the IT and Electronics industries. It was suggested by the private sector representatives that establishing a new area specifically for Information Technology would send a very strong message to those within the private sector that VET offers a viable and demonstrable market-focussed training vehicle for employment. This in turn could encourage the development of better working relationships between the private sector and educational providers. It was agreed that a new area named “Information Technology” should be established, with its own list of occupational standards to be developed, either within the Electronics sector or as a separate sixth sector. It was agreed that the Electronics and Automation area is well served, with 9 existing professional profiles and associated standards at different levels. The Working Group proposed to keep in this area the following standards from the initial list at Annex 6: 523020 Fitter Communication Systems 2nd Grade 523010 Technician Communication Systems 3rd Grade 523040 Fitter Electronic Devices 2nd Grade 523080 Automation Fitter 2nd Grade Technician Electronic Devices 3rd Grade Automation Technician 3rd grade It is advised that the following standards be moved to the new ICT sector, and some grades be added: 523060 Fitter Computer Systems 2nd Grade 523090 Programmer 2nd Grade & 3rd Grade


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523050 Technician of Computer Systems 3rd Grade & 4th Grade 345100 Computer Operator 1st Grade In addition to the above VET Standards it is proposed that the following list of new Professional Profiles with associated Qualification Standards be further examined and discussed by the Information Technology Working Group with a view to agreeing the best possible outcome in terms of the development of "New" standards across the full range of grades/levels.

1. Network & Systems Administrator 2. PC Maintenance Technician (alternatively, grades could be

added to ‘Fitter Computer Systems) 3. Software Developer 4. Graphic Designer & Graphic User Interface Technology 5. Computer Architecture 6. Multi Media & Audio Visual Design 7. Database Design & Management 8. Project Management: IT Business Administration Systems

With these additional areas of education and training, it was felt that the VET system for IT would be regarded as robust, future-proofed and appropriate to market needs. The specific professional profiles and relevant levels of the proposed new standards still need to be further developed and should be informed by the need to offer clear and structured career progression pathways and opportunities. It is not suggested that all of the higher level service offerings to be developed would be available within the formal VET system, but in drafting the list of proposed additions the working group considered VET in the broadest context to include formal education, adult education, second chance education and upskilling in the workforce. The Information Technology working group accepts that, given the current low levels of options available in the existing VET system, there is a significant body of work to be addressed before the development of new standards can begin. It is proposed to continue the debate over the coming weeks with a further Working Group meeting to be held in late June or early July depending on availability. Sector 2: Chemical Products and Technologies Working Group members included: Prof. Dr. Nikolai Simeonov, University of Chemical Technology and Metallurgy

of Sofia (Chair, National expert) Yves Beernaert (International expert) Penka Nikolova, NAVET (rapporteur) Aleksander Kirilov Kanev, Vice President, Confederation of Independent

Trade Unions in Bulgarian federation of independent miner trade unions Bonka Hristova, MoES Dinko Ovcharov, BATEC, Bulgarian Association of Textile and Clothing Elena Manova, Headteacher, Vocational High School « Asen Zlatarov », Pazardjik


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Lilia Abajieva Jivka Mladenova, National Vocational High School of ecology and biotechnologies Julieta Tsenkova Krasimir Bilev Naiden Naidenov, Secretary of Bulgarian Chemists’ Union Nikola Shoilev Sonia Pavlova, Senior Teacher Vania Kokonova, Chief Regional Educational Inspector, Pernik Vania Angelova Violeta Kasarova

The Working Group on chemical products was a large group, including representatives from NAVET, MoES, MLSP, Industry (through associations), trade unions, heads of schools, the inspectorate, teachers and universities. All the participants engaged and participated actively in the debate. The Group fully endorsed proposals to develop simplified standards that can be easily adapted to respond to the needs of industry, thus bringing about a market-led VET system as required by the EU. Participants agreed that professions have to be described broadly and definitely in terms of learning outcomes. This means that, as is the practice in other European countries, the qualification profiles or State Educational Requirements (SER) have to be broad and not narrowed down to one skill. A concrete example of this is that the SER for a chemist technologist should be the basis to educate and train people to be active in a variety of sectors, such as the silicate industry, the paper industry, the glass industry, the polymer industry and ceramic industry etc. The real specialisations take place within the company or industry once someone has started a job. VET has to give learners broad and solid competences, skills and aptitudes which can be applied in a flexible way in different contexts. Too much or too early specialisation narrows down the flexibility and adaptability of the learner/worker. With more general and broader SERs, the competences and skills acquired can be more easily transferred to other work contexts. The Working Group also agreed that for most professions in the area of chemical products there was no need to develop SERs down to Grade 1: it is extremely difficult to define competences for this sector at this level. As regards evaluation and certification, the Group was in favour of the idea of an integrated exam and evaluation / assessment. This will encourage focus on learning outcomes, as the learner has to demonstrate that the competences (knowledge, skills and wider competences) have been acquired. The integrated competences approach also has an impact on the pedagogical methods used during the learning process, on the training of the teachers and on the infrastructure available in VET schools. However, the Group would expect integrated examinations to give different weight to theory and practice at different levels; the weight given to the practical part should be bigger at Grade 2 than at Grade 3, where theory is more important.


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The initial list of occupations within the Chemicals sector (see Annex 6) was incorrect. A new list had been agreed between NAVET and the MoES, omitting the following SERs:

o 35 / 544030: Operator in mining industry o 36 / 544030: Drilling technician o 37 / 544040: Drillingman o 38 / 544050: Marksider o 48 / 542030: Operator in textile industry

And adding, in a new format: o Laboratory Assistant: Grades 2 and 3

The Working Group agreed that the following SERs should be drafted:

o Chemist technologist : Grade 3 o Chemist operator: Grade 2 o Biotechnologist: Grades 2 and 3 o Ecologist / environmental technician or specialist: Grade 3;

And the following SER should be updated: o Laboratory technician: Grades 2 and 3.

The Working Group agreed that, once their approved list of SERs has been created or developed, the VQS will be well-placed to respond to demands in the chemical industry, and will contribute to greater flexibility and mobility of the industry’s workforce. It was noted however that the development of more general SERs will impact on curricula: vocational schools and other training providers such as companies will need to adapt. Members of the Working Group also stressed that if the workforce is to reach the necessary higher levels of knowledge, skills and competences, better facilities and infrastructure must be made available. At the moment equipment is very often obsolete, dating back to the 1960s, and cannot meet 21st century training requirements. As there is currently a lack of coordination between training institutions and industry, special efforts will have to be made to increase cooperation and regular exchanges. Employers’ organisations and national agencies should be encouraged to collaborate to upgrade the industry’s infrastructure. Working Group members welcomed the effort made by BATEC, the Bulgarian Association of Textile and Clothing, to open a technology centre in the field of textiles. It was suggested that in future, incentives might be provided for regional schools to turn out appropriate trainees for each region, in consultation with regional companies. It is also vital to involve employers actively in the drafting of professional profiles. This can be pursued through the specialised working groups or committees within NAVET, which may also afford opportunities to strengthen cooperation between VET schools/training centres and industry. The Chemicals Working Group hopes to continue meeting over coming months, to take their discussions forward and develop improved, broader SERs based on good models from elsewhere in Europe.


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Sector 3: Production and Processing Working Group members included: Aleksander Kirilov Kanev, (Vice President, Confederation of Independent

Trade Unions in Bulgarian federation of independent miner trade unions) Iliana Taneva, MoES Julieta Slavcheva, NAVET Dr Yochka Anastasova (National expert) Luk Indesteege (International expert, Chair) Margarita Draganova, Headteacher, Technical Vocational High School

“Stamen Panchev”, Botevgrad Maria Mladenova, Headteacher, Vocational High School, Sofia Mariana Angelova, Teacher Rositsa Simeonova The Group endorsed the Project Team’s proposals for revising the SER template and methodology. It was suggested however that the template should mention credit transfer and entry requirements for adults, as recognition of prior or informal learning. Both aspects will be important under the European Qualifications Framework. The Group also noted that the current Project will deliver proposals for standards, but it will be up to the Bulgarian authorities to finalise them. It was thought that tripartite commissions should lead this phase. The Group supported simplified, broader and more user-friendly SERs that do not repeat the key competences that are basic in the sector The Group suggested the SERs to be between 5 pages and 10 pages, including evaluation criteria based on the learning outcomes. There was a suggestion though that the levels of some Bulgarian qualifications should be lowered, to align with the EQF and to conform better to industry’s needs. As regards the initial list of occupational standards within the sector (see Annex 6), the Group proposed:

o removing no.29 (544010 Mining Technician) o adding no. 48, initially shown under the Chemical sector (542030

Operator in Textile industry). The Group agreed with the levels in the initial list, but felt that the English titles of some occupations needed reviewing. Other recommendations from the Group included:

o for the food industry occupations, quality, hygiene and food safety requirements should be highlighted in the SERs

o further consideration is needed on how companies will fund the training and up-skilling of their employees.


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Sector 4: Tourism and Services Working Group members included: Rumen Draganov, (National expert, Chair) Krasimira Hristova-Brozig, NAVET Magdalena Stanulova, MoES Magda Kirsch (International expert) Caroline Macready (Project Team, NARIC) Asia Veleva Garibova, Assistant Headteacher, Vocational High School of

tourism “Al. Konstantinov”, Pleven Emilia Srebrinova, BIA Hristo Velichkov, Secretary-Coordinator, Metropolitan Council of tourism Neli Mavrudieva Ognian Lukanov Radka Stamenova, Director, Interbusiness hotel and management school Stanimir Stankov Valeri Petrov Vasil Gadev, Headteacher, Sofia High School of tourism. The Working Group noted that the Tourism industry is a sector that would particularly benefit from simplification of standards and a wider range of competence-based qualifications. People without formal qualifications are very often employed in tourism: the Group strongly advises the establishment of centres where people with prior experiential learning can be assessed for qualifications on the basis of the standards. Thus they can be granted formal recognition of the skills and competences acquired through prior learning and accrued work experience. This not only enhances inclusion but also gives them opportunities for mobility within the sector. There is a good model for this system in Belgium (Flemish Community), where a “title of professional competence” is granted to adults who successfully pass a test in one of the official assessment centres. There are advantages not only for the learner but also for employers and sectoral organisations. Among the problems such a system can help to solve are:

• overcoming skill shortages in bottleneck jobs • bringing in employees with competence and experience, in much less

time than it would take to train people new to the sector from scratch • getting best value from acquired skills • validation of the practical skills of existing employees and older workers • identifying where in-service training and upskilling is needed within

companies, so that expenditure on training can be well-targeted. The Working Group also identified the Tourism industry as one that – because it values practical skills and proven competence in the work situation above theoretical knowledge - could offer job opportunities to young people from less advantaged circumstances with a relatively low level of formal education. The Group therefore tried to ensure that Level 1 qualifications were available in as many occupations as possible, to enable young people to get onto the bottom rung of a career ladder and work their way up.


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The Group discussed at some length how evaluation and certification arrangements might be revised, so that, within the framework of MoES policy and legislation on national examinations, they could give due weight to successful demonstration of practical competences in a work situation. There will be further discussions with MoES and NAVET to achieve this. The Group approved a revised list of occupational standards for the Tourism and Services sector, increasing the number of standards from 13 to 19, mainly because more levels are added. The Group expressed great appreciation of the quality of the work done by NAVET so far: 5 of the standards have already been developed and 6 are nearly done. There was discussion of how standards already prepared should be converted to the new simplified and improved format the Project Team was now recommending. The Group’s recommendation, subsequently endorsed by the Conference as a whole, is that standards already finalised should be updated into the new format if any of the social partners in the relevant sector’s tripartite commission so requests, but otherwise would stand in the old format. The new list is: 68. 811010 "Hotel-keeper" - Third grade Vocational Qualification (VQ) – OG

To become 3 levels. Third level to be upgraded- levels one and two to be developed (level one could be developed on the basis e.g. of the Irish module for Bed and Breakfast. In level 3 mention should be made to the possibility to go on to “Hotel Manager” (existing qualification within Business Studies)

69. 811060 "Technologist of industry and service in catering establishments” - Third grade VQ - the name of the job has been changed to 'Restaurant keeper' –OG To be upgraded. 70. 811020 "Reception clerk" - Third grade VQ – OG Level 3 to be upgraded- Level 2 to be developed 71. 811030 "Valet"- First grade VQ - OG Level one to be upgraded 72. 811070 "Cook" - Second grade VQ – OG Level two to be upgraded 73. "Waiter-barman" - 2nd grade VQ - Ministry of Education and Science Level two to be discussed and if necessary upgraded. Level one to be developed (might also go under “Worker in catering and entertainment establishments”). 74. "Mountain guide" - Third grade VQ - Ministry of Education and Science Level three to be discussed and if necessary upgraded. 75. "Tour guide" - Third and Fourth grade VQ - in process of development. Levels three and four to be discussed and if necessary upgraded.


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76. "Worker in catering and entertainment establishments" - First grade VQ- Approved by Managing Board To be discussed and if necessary upgraded 77. "Cartoon designer" (should be entertainer) - Third and Fourth grade VQ - not developed Levels three and four to be developed 78.811040 Porter/Errand-boy - First grade VQ - not developed Level one to be developed 79.812010 Manager in Tour Agency - Third grade VQ - not developed Level 3 (also 4?) to be developed 80. 811050 Worker in subsidiary industry in hotel keeping - First grade VQ - not developed Level one to be developed. Sector 5: Agriculture, forestry and fisheries Working Group members included: Prof. Dr Nikolai Todorov, The Thracian University, The Faculty of Agriculture

(National expert, Chair) Dagmar Winzier (International expert) Margarita Gateva, MoES Tzonka Petrova, MAF Desislava Manova, Teacher, Vocational High School “Hristo Botev” Evgeni Vantov, Teacher, Vocational High School of Agriculture, Kneja Hristofor Rusanov Kamelia Pesheva, Teacher, Vocational High School of construction and

architecture, Sofia Katia Metanova, Director, Vocational High School of Forestry, Velingrad Liubka Antova, Confederation of Independent Trade Unions, forestry and wood Pravda Trifonova, Teacher, Vocational High School for winery and vine-

growing, Pleven Tzanka Dimova, Teacher, Vocational High School of Agriculture, Sofia Tzveta Deneva, Assistant Headteacher, Vocational High School, Pazardjik Vasilka Dimova, Vocational High School, Pazardjik The Working Group agreed that the Project Team’s proposals for simplifying the methodology and template for standards development would be helpful in the Agriculture sector, saving time and increasing efficiency and transparency. The Group agreed that the Agriculture sector, like Tourism, would benefit from having significant numbers of standards at Levels 1 and 2, offering opportunities for young people with limited educational qualifications to get onto career ladders. It was suggested that it would be particularly helpful to offer modular qualifications, to be building blocks for progress to the higher


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levels, and to facilitate the future introduction of a credit system. Some doubts were expressed over whether current regulations allow standardisation by modules, but it is hoped that further discussions with NAVET and MoES will find ways of resolving any problems. These discussions could be part of wider discussions the Group favours holding, with sector representatives, NAVET and the Ministries, to take their proposals forward. The Working Group agreed on the following list of standards to be developed and updated in the Agriculture, Forestry and Fisheries sector: New standards to be developed (building on existing standards where available):

1. Farmer, 1st, 2nd and 3rd Grade 2. Stockbreeder, 1st and 2nd Grade, with specialisms in cattle, sheep,

horse, pig, poultry, honey bee, rabbit and silk worm production. 3. Fish-farmer, 1st, 2nd and 3rd Grade 4. Worker/Technician in Landscape Keeping, Planting and Design, 1st, 2nd

and 3rd Grades 5. Worker/Technician in Horticulture/Floristry – Grades to be discussed 6. Technician, Fishing Industry and Aquacultures 7. Technician-Mechanic 8. Technician Plant-grower.

Standard 51 in NAVET list, number 621040 will be improved according to the new framework. It included 7 specialisations that will be reduced to 4 specialisations as follows:

Technician stock-breeder 3rd Grade, specialty cattle production Technician stock-breeder 3rd Grade, specialty sheep production Technician stock-breeder 3rd Grade, specialty pig production Technician stock-breeder 3rd Grade, specialty poultry production

The following SERs also need development, improvement or to be put into the new format:

1. Forester – should be Grades 1 - 3 2. 621020 Technician in Vine growing and Dressing, 3rd Grade 3. 621070 Technician Agricultural Equipment, 3rd Grade 4. 621080 Fitter Agricultural Equipment, 2nd Grade 5. 623030 Mechanic of Forestry Equipment, 2nd Grade 6. 543060 Vine growing and Dresser, 2nd Grade 7. 621030 Plant Grower, 1st and 2nd Grade

1E. Stage 2 Key Outcomes The Stage 2 activities and the wider consultations through the May Conference achieved a shared understanding and consensus between NAVET (Penka Nikolova); MoES (Magdalena Stanulova); and the Project Team of international and local experts. The representatives of the Bulgarian authorities confirmed that they welcomed and endorsed the proposals


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emerging from the Conference, and that they are their organisations looked forward to playing their part in further discussions and implementation. The Project Team thanked all Bulgarian participants for their active engagement, enthusiasm and support. Magdalena Stanulova, in her presentation, assured the Project Team of the MoES’s full backing in future project stages. Acknowledging that most professions could benefit from standards improvement and updating, she said that the Ministry welcomed the move to an outcomes basis for standards and qualifications, which was more likely to engage employers. Noting that it was always difficult for a national system to keep up with all relevant developments in professions and jobs, she welcomed the assistance of the international Project Team in defining the competences Bulgarian workers would need to compete in the European labour market, and the reform and momentum that the Project’s recommendations would bring to Bulgaria’s vocational education and training system. Penka Nikolova appreciated the Conference’s support for the work NAVET had already done to improve VQ standards, and looked forward to improving them further, as recommended by the Project Team. In summary, the activities of Stage 2 and the consultations with key stakeholders led to agreed ways forward on enhancement and development of:

• VQS methodology; • the standards template, focusing on simplifying and improving the

standards; • making the VQS system more responsive to labour market changes

and employers’ needs; and • contributions to ensuring that vocational education and training in

Bulgaria keeps up with the best modern European practice, now and into the future. This will also help to make VET accessible to Bulgaria’s most disadvantaged citizens.


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Section Two: Recommendations and Conclusions from Stage 2 of the Project The Project Team makes the following recommendations, supported by the Sofia National Conference in May: (1) Bulgaria should develop a full National Qualifications Framework, incorporating best European practice, which can map directly onto the European Qualifications Framework. Annex 3 contains initial suggestions on how this might be done. (2) The Framework Document for drafting State Educational Requirements (VQ standards), and the SER template, should be modified as proposed. Proposals for modification are in Annexes 4 (template) and 5 (framework document). (3) Occupational standards in 5 sectors should be developed or upgraded, as recommended by the 5 sector Working Groups. The lists of standards to be produced and upgraded are shown in each Working Group’s report, along with other suggestions for improvement. Where standards have already been developed in the old format but do not otherwise need changing, they may be upgraded to the new format if one of the social partners in the relevant sector commission so requests. See Annex 6A for the original NAVET List and Annex 6B for the new list of recommendations. Please also note here that as a result of reforming the original 80 Standards into fewer broader standards (especially Agriculture, Forestry and Fisheries), the number of Standards suggested is 74, although it should be made clear that this is a proposed list for consultation. Furthermore, (4) Bulgaria should improve its arrangements for dialogue with the social partners, particularly employers, on the preparation and upgrading of VQ standards.


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Annex 2: Planned Seminar Timetable № Seminar name Type of

seminar Level Town/ Venue Number of

participantsParticipants from Dura-

tion Dates

Component 2 I Seminar on the discussion

of the proposal for the upgrading of the framework requirements for the development of the VQS in Bulgaria

seminar NAVET, MES, MLSP EA

Borovets 60 NAVET, MES, MLSP, EA experts 4 days 8-11.05

II Provision of 20 one-day trainings to the WG

seminars NAVET NAVET conference

rooms

400 NAVET and PT proposed experts 20 days

20.05 20.06

III 1 round of consultations to 80 working groups

(concurrent or 1-2 one off events)

seminars NAVET NAVET, project office, other venues

400 NAVET and PT proposed experts 1day@80

concurrent

20.06 30.07

IV 1 round of consultations to 80 working groups

(concurrent or 1-2 one off events)

seminars NAVET experts

NAVET conference

rooms

400 NAVET and PT proposed experts 1day@80

concurrent

20.06 30.08

V TA through 10 seminars for assessment of profiles

by vocation


NAVET conference

rooms

200 WG, NAVET, MES, MLSP, EA and employers experts

2-day @ 10 times

20.06 30.08

VI TA through 20 seminars on methodological

assistance for assessment of vocational competences


NAVET conference

rooms

400 WG, NAVET, MES, MLSP, EA and employers experts

2 day @ 20 times

20.06 30.09

VII Promotional campaign seminars NAVET experts

NAVET conference

rooms

NAVET and PT proposed experts 80 days

20.06 30.07

VIII Report on development seminars NAVET NAVET NAVET and PT proposed experts 80 20.06


Interim Report 40

№ Seminar name Type of seminar

Level Town/ Venue Number ofparticipants

Participants from Dura-tion

Dates

and upgrading of 80 vocational standards

experts conference rooms

days 30.07

IX Development of manual for drawing up of syllabus

and curricula in compliance with the VQS


NAVET conference

rooms


20.06 30.07

X Preparation of training in applying VQS


NAVET conference

rooms


20.06 30.07

XI Planning and Provision of 2 four day training

sessions on external monitoring and control of

VET institutions


NAVET conference

rooms

60 NAVET, MES, MLSP, EA, regional inspectorates of MES and social partners

4 day @ 2

sessions

32W

XII 10 training sessions in assessment of acquired vocational qualifications

training sessions

national level

300 Key stakeholders in quality assurance NAVET, MES, MLSP, EA, regional inspectorates of

MES and social partners

4-day @10 times

42W

XIII 10 five day long sessions for the standards

implementation experts

training sessions

- “ - 500 Standards upgrading experts and teams 5-day @ 10 times

42W

XIV 3 four day training sessions for IT

training sessions

- “ - 120 MES, NAVET, regional inspectorates - “ - 45W

XV Planning and provision of 5 training sessions in

internal monitoring of the vocational training quality

in the training centre

training sessions

- “ - 100 - “ - - “ - 50W

XVI - “ - - “ - - “ - Borovets 45 - “ - - “ - 24-28.07 XVI - “ - - “ - - “ - Borovets 45 - “ - - “ - 24-28.07 VIII Discussion and promotion

of the system model training seminar

NUTS II level

Vidin or Vratza

50 nationally represented employers’ organizations, nationally represented workers’ and employees’ organizations, vocational training centres, relative schools, interested companies, territorial structures

5 days

11-15.09


Interim Report 41

№ Seminar name Type of seminar

Level Town/ Venue Number ofparticipants

Participants from Dura-tion

Dates

of the EA (Directorates “Regional Employment Service” and Directorates “Labour Office”), Regional Inspectorates of Education)

IX - “ - - “ - - “ - Rousse or V. Tarnovo

50 - “ - - “ - 18-22.09

X - “ - - “ - - “ - Varna or Targovishte

50 - “ - - “ - 25-29.09

XI - “ - - “ - - “ - Burgas or Yambol

50 - “ - - “ - 02-06.10

XII - “ - - “ - - “ - Plovdiv or Pamporovo

50 - “ - - “ - 09-13.10

XIII - “ - - “ - - “ - Sofia or Blagoevgrad

50 - “ - - “ - 16-20.10

XIV Presenting the results of the conducted trainings and discussions

Seminar CA and PIU

Sofia Region 50 the administrative staff 3 days 23-25.10

XV - “ –

- “ - - “ - Sofia Region 50 - “ - - “ - 25-27.10


Interim Report 42

Component II

1 Experience of the EU member states in approaches and methods for training of adults

Workshop CA and PIU

Sofia 50 the administrative staff 1 day 09.02

2 - “ - - “ - - “ - Sofia 50 - “ - - “ - 10.02 3 Presentation of the

elaborated adult training strategy

Workshop CA and PIU

Sofia 50 1 day 30.03

4 - “ - - “ - - “ - Sofia 50 - “ - - “ - 31.03 5 Presentation of the

elaborated adult training strategy

Seminar NUTS II level

Blagoevgrad 30 different institutions as follows: nationally represented employers’ organizations, nationally represented workers’ and employees’ organizations, Vocational training centers, relative schools, interested companies, territorial structures of the EA (Directorates “Regional Employment Service” and Directorates “Labour Office”), Regional Inspectorates of Education

2 days 04-05.04

6 - “ - - “ - - “ - Rousse 30 - “ - - “ - 11-12.04 7 - “ - - “ - - “ - Varna 30 - “ - - “ - 13-14.04 8 - “ - - “ - - “ - Plovdiv 30 - “ - - “ - 17-18.04 9 - “ - - “ - - “ - Burgas 30 - “ - - “ - 19-20.04

10 - “ - - “ - - “ - Vratza 30 - “ - - “ - 26-27.04 11 How to apply the

methodology for vocational training of adults

Training seminar

national level

Sofia Region 30 vocational education and training institutions (vocational training centres, relative schools, interested companies)

3 days 04-06.07

12 - “ - - “ - - “ - Sofia Region 30 - “ - - “ - 11-13.07 13 - “ - - “ - - “ - Sofia Region 30 - “ - - “ - 18-20.07 14 How to apply the new

methodology Training seminar

PIU Sofia Region 30 administrative staff of MLSP, MES, NAVET and EA 3 days 12-14.09

15 - “ - - “ - - “ - Sofia Region 30 - “ - - “ - 19-21.09.


Interim Report 43

16 - “ - - “ - - “ - Sofia Region 30 - “ - - “ - 26-28.09.

17 - “ –

- “ - - “ - Sofia Region 30 - “ - - “ - 03-05.10.

18 How to apply the new methodology

Training seminar

NUTS II level

Rousse 30 organizations providing training to adults 2 days 18-19.07.

19 - “ - - “ - - “ - Varna 30 - “ - - “ - 20-21.07.

20 - “ - - “ - - “ - Plovdiv 30 - “ - - “ - 25-26.07.

21 - “ - - “ - - “ - Burgas 30 - “ - - “ - 27-28.07 22 - “ - - “ - - “ - Blagoevgrad 30 - “ - - “ - 04-

05.09. 23 - “ - - “ - - “ - Vratza 30 - “ - - “ - 07-

08.09. 24 Presentation of the results

of the conducted Workshop CA and

PIU Sofia 50 Contracting Authority and to the PIU institutions

staff 1 day 17.10.

25 - “ - - “ - - “ - Sofia 50 - “ - - “ - 18.10.

Ministry of Labour and Social Policy - UK NARICbulgaria.naric.org.uk/documents/InterimReport.pdf ·...

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Transcript of Ministry of Labour and Social Policy - UK NARICbulgaria.naric.org.uk/documents/InterimReport.pdf ·...