EXPLANATORY NOTES TO THE LIST OF PROFESSIONS FOR VOCATIONAL EDUCATION AND TRAINING

The List of Professions for Vocational Education and Training (LPVET) is developed by the National Agency for Vocational Education and Training (NAVET) pursuant to Article 42, point 5 (a) of the Vocational Education and Training Act (VETA) in conjunction with Art. 6, paragraph 1 of that Act and is coordinated with the line ministries and the representative national organisations of employers and workers. The List of professions (LPVET) that at present regulates the vocational education and training has been adopted, altered and amended with the following Ordinances of the Minister of Education and Science:
Adopted by Ordinance № РД 09-413/12.05.2003 г., altered and amended by Ordinance № РД 09-04/08.01.2004, Ordinance №РД 09-34/22.01.2004, Ordinance №РД 09-255/09.04.2004, Ordinance № РД 09 – 274 / 18. 02. 2005, Ordinance № РД 09-1690/29.09.2006, Ordinance № РД 09-828/29.06.2007, Ordinance № РД 09-1891/30.11.2007, Ordinance № РД 09-298/19.02.2009, Ordinance № РД 09-1803/29.10.2009, Ordinance № РД 09-621/18.05.2010г., Ordinance № РД 09-1728/01.12.2010, Ordinance № РД 09-748/13.06.2011, Ordinance № РД 09-1805/09.12.2011, Ordinance № РД 09-638/23.05.2012, Ordinance № РД 09- 59/21.01.2013, updated by Ordinance № РД09-182/25.02.2013, Ordinance № РД09-74/20.01.2014, Ordinance № РД09-1833/11.12.2015, Ordinance № РД 09-1035/29.07.2016, Ordinance № РД09-1984/12.12.2016, Ordinance № РД09-1851/27.03.2017, Ordinance № РД09 – 5862 от 14.12.2017 and Ordinance № РД09-296 от 19.02.2018.

General characteristics of the List of professions for vocational education and training
The List of professions represents in a systematic structure (matrix) the names of professions and specialities classified in professional fields according to the fields of education under the International Standard Classification of Education ISCED – 97 (Article 8, paragraph 1 and §1 of the Additional Provisions of VETA ) and in accordance with the Classification of the Fields of Education and Training (KOO – 2008) of the National Statistical Institute. As a basic document for the organisation of vocational guidance, vocational training and vocational education, the List is binding on all institutions which provide vocational training for acquiring professional qualifications – vocational high schools, vocational schools, vocational colleges and vocational training centres. The List of professions is developed in accordance with the tradition, experience and achievements in the development of the Bulgarian system of vocational education and training.
In order to conform the system of vocational education to the standards of the European countries and thus meet the criteria for international recognition of professional qualifications and for better correspondence of vocational training to the needs of the labour market, when developing the List, the modern trends in the development of vocational education and training – broad-based education, mobile syllabi and opportunities for life-long learning – has also been taken into account.The specialities in the List comply with the national labour practices, the National Classification of Professions and Occupations ( NCPO ) and the International Standard Classification of Occupations ISCO -88.
Principles of construction of the List of professions for vocational education and training
The main principles on which the List is built are:
• System – as a matrix of the names of professions, specialties and qualifications, the List ensures the acquisition of knowledge and skills in a predefined logical order;
• Consecution – the classification of professions and specialties in levels of professional qualification enables learners, depending on the specificity of the profession, to acquire one or more consecutive levels of professional qualification;
• Succession – the List reflects the rich traditions, the experience and the positive results of the Bulgarian vocational education system;
• Flexibility – it is provided through the different possible combinations for the attainment of professional qualification levels;
• Continuity – the upgrading of knowledge, skills and professional competence in the attainment of professional qualification levels allows every learner, depending on the level of vocational training, to increase continuously their professional qualification;
• Openness – the List is an “open” system and if there is a necessity and a proven need for certain vocational training, it is possible to incorporate both new professions and new specialties within the framework of a given profession.
Objectives of the List
They are defined by the requirements for harmonisation of the vocational education with the European one in order to achieve recognition of qualifications and the integration of Bulgaria into the European labour market. The List facilitates the organisation and conduct of vocational education, vocational training and guidance in accordance with the State Educational Standards (SES), at the same time answering the needs of the labour market, the economy and the statistics.
Functions of the List
As a basic document for the vocational education and training the List serves for:
• implementation of the state policy in the field of vocational education and training;
• carrying out the activities of vocational guidance by providing information on the professional qualification levels for the respective professions and specialties;
• collecting, collating and presenting data from education statistics at regional, national and international level;
• ensuring a state plan for admission of students that meets the needs of the labour market
Tasks of the List
The application of the List in the system of vocational education and training provides:
• vocational education and training adequate to the needs of the labour market;
• professional knowledge and skills to the trainees according to their interests, abilities and needs;
• opportunities for training and retraining of the workforce and ensuring lifelong learning;
• professional mobility within a professional field and between different fields;
• equal opportunities and access to vocational education and training of individuals wishing to further build upon their education and training;
• introduction of a common (basic) part in the curricula of the specialities in a profession and possibilities for their optimisation;
• optimisation of the network of vocational high schools and vocational schools and reducing the cost of training;
• development of SES for the acquisition of professional qualifications.
Structural elements of the List
The structural elements of the List of professions for vocational education and training are presented below:
Structural elements in the list of professions for VET
Structural elements
Education field (example: management and administration)
Vocational area (example: accountancy and taxation)
Occupation (example: accountant)
Speciality (example: operative accountancy, third level VET qualification)

There are four VET qualification levels:
• first (EQF level 2);
• second (EQF level 3);
• third (EQF level 4);
• fourth (EQF level 5).
In accordance with the requirements of Article 8, paragraph 1 of VETA, professions and specialties are classified in professional fields by level of education and level of professional qualification.
The names of the professions in the List are linked to the sphere of activity. For the third qualification level the professional title is “technician”, for the second – “fitter” or “operator” and for the first – “worker”. The attribute to the title is related to the specific activity (e.g. machine technician, electrician, mining technician, machine fitter, machine operator, etc.). There are other possible names corresponding to the activity itself: organiser, technologist, etc.
Training for each profession is defined by:
• the minimum education requirement;
• the duration (time) of training;
• the level of professional qualification acquired ;
The professions include a different number of specialties, close enough in terms of the required general knowledge and skills and professional competence. Specialities within a profession are grouped by production, technological or other special criteria in accordance with the specific requirements of the industry.
Documents used to develop the List of professions for vocational education and training
The List of professions has been developed on the basis of the following documents:
• Vocational Education and Training Act
• Pre-school and school education Act
• International Standard Classification of Education ISCED 2013, Fields of education, Guide, UNESCO
• List of Specialities and Professions for Vocational Schools, Ministry of Education, Science and Culture, 1993
• National Classification of Professions and Occupations (2011)
• Classification of the Fields of Education and Training (KOO-2015)
The construct underlying the development of the List of professions
The construct of the List has been developed by a working group with the National Agency for Vocational Education and Training (NAVET) consisting of representatives nominated by the Ministry of Education and Science, the Ministry of Labour and Social Policy, the National Statistical Institute, the National Employment Agency, the employers and trade union organisations represented at national level.
Based on discussions, the representatives of the working group has agreed on two basic principles when developing the List: a broad-based training of professionals and an opportunity for recognition of qualifications at the European labour market.
The broad-based education provides:
• workforce mobility within one or more professional fields;
• integration of related work activities in parts of the profession;
• opportunity to build upon the professional qualification.
The systematisation of professions in professional fields in compliance with the International Standard Classification of Education ISCED-97 and the International Standard Classification of Occupations – ISSO-08 creates the necessary conditions for the implementation of Directive 99/42 /EC on the recognition of professional qualifications in the Member – States.
The construct for the List developed by the working group was adopted at NAVET Managing Board meeting on 15.11.2000.
Updating the List
The List is an open system and updates are done in the same manner as when it was initially compiled.According to Art. 54, point 2 of the Vocational Education and Training Act, proposals for changes in the List of professions for vocational education and training can be made by the relevant line ministries. The proposals are considered by the corresponding Expert committees with the Agency and then are approved by the Managing Board. NAVET processes the proposals, but does not explicitly request them to make such. The List is published in the specialized editions of MES and other specialised publications for the purpose. The sector ministries and the formally recognised employers organisations could make proposals for changes in the List for VET which should be approved by the Expert Committees and the Managing board of NAVET.

Basic terms
• “Vocational guidance” provides information, counselling and advice for students, unemployed and other people in their choice of profession and career development.
• “Vocational training” provides the acquisition of a professional qualification or part of it and includes:
• “Initial vocational training” – acquisition of initial qualification in a profession or part of a profession
• “Continuing vocational training” – improvement of the attained qualification in a profession or part of a profession.
• “Vocational education” provides the acquisition of the general knowledge minimum for secondary education and the acquisition of a professional qualification.
• “Professional field” is a combination of professions in a sector of the economy defined by the National Industrial Classification or in any other sphere of public life, consistent with the fields of education by the International Standard Classification of Education.
• “Profession” is the type of activity for which vocational education and training is organised.
• “Part of a profession” is an independent part of the activities carried out within a profession, for which vocational training can be organised.
• “Speciality” is a differentiated independent part of the activities within a profession.
• “Professional qualification” is a qualification in a profession or part of a profession, which includes the combination of professional competences and the necessary for their acquisition general knowledge and skills.
• “Level of professional qualification” is the volume and content of the professional competences and the necessary for their acquisition general knowledge and skills.

 

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● Published on 07.06.2015 ● Last edit 30.08.2019●