Sofia, 31 March 2016 SWISS SUPPORT FOR THE INTRODUCTION OF DUAL-TRACK PRINCIPLES IN THE BULGARIAN VOCATIONAL EDUCATION SYSTEM Petya Evtimova – Team Leader, Project Management Unit

2 MAIN OBJECTIVE Create a replicable model and build capacity for implementing dual vocational education in Bulgaria Interlinked objectives  Pilot a new approach in the development of VET curricula  Implement the curricula in a complete educational cycle in a number of professions  Build capacity for the implementation of the dual system  Support legislative changes  Promote a positive public image of the project and of VET in general

3 Main implementing institutions Swiss Agency for Development and Cooperation National Coordination Unit (NCU) Project Management Unit (PMU) State Institutions: MES, MLSP, ME, NAVET SFIVET Bulgarian-Swiss Chamber of Commerce (BSCC) Branch Associations/Employers’ Organizations VET Schools Partner Companies

4 SCOPE YearProfessionsSchoolsClasses / Profession Students Total

5 FORUM ON DUAL EDUCATION Objective: to coordinate the efforts of all stakeholders aimed at implementing the dual-track system in Bulgaria  Participants  Topics  Decisions: new type of labor contract for students; procedure for registering companies

6 PROFESSIONS FOR 2015/2016 SCHOOL YEAR  MACHINE TECHNICIAN FOR CNC MACHINES Vocational school “Ivan Hadzhienov” – Kazanlak  TECHNICIAN-TECHNOLOGIST IN THE PRODUCTION OF MILK AND DAIRY PRODUCTS Vocational school for food processing technologies “Prof. Dr. Georgi Pavlov” - Sofia

7 PROFESSIONS FOR 2016/2017 SCHOOL YEAR  ELECTRICIAN – ELECTRICAL EQUIPMENT OF PRODUCTION  TECHNICIAN OF ENERGY FACILITIES AND INSTALLATIONS – GAS TECHNICIAN  COOK

8 IMPLEMENTATION MODEL OF DVET 9th10th11th12th Days per Week  General Education % In-Company-Training % Professional Theory % grade

SITUATION PROFILE QUALIFICATION PROFILE SCHOOL CURRICULA PLAN FOR PRACTICAL TRAINING IN PARTNER COMPANIES 9 Elaboration of a Qualification Profile for each profession

10 Professional Competence Area Manufacturing parts Situation Title Manufacturing parts with conventional machines Example of a Situation: Todor has been assigned to manufacture a rotation part using a conventional lathe. He receives the technical documentation and the rotation workpiece. He studies the technical documentation and prepares the necessary tools. He adjusts the work mode on the lathe (revolutions, cutting/feeding depth). He puts the protective goggles on and mounts the turning steel into the turning-steel-holder. He sets the turning machine in motion and centres the turning steel. He starts processing the front surfaces and proceeds with longitudinal turning. After turning the lathe off, he measures the dimensions obtained to assess if they meet the requirements in the drawing. Knowledge required - knows how to use and interpret technical documentation - is familiar with the tolerance system - is familiar with the structure and mechanism of action of the lathe, the universal milling machine - is familiar with the type and purpose of cutting tools used on a universal lathe, universal milling machine, drilling machines - is familiar with the structure and application of measuring instruments Skills required - applies occupational safety and health regulations - applies technical documentation - is able to adjust a universal lathe - maintains the parameters of the lathe knife and milling tools - is able to use measuring instruments Social competencies required - follows the rules - works autonomously - work well in a team - works efficiently - works accurately/precisely - facilitates communication CNC MACHINES EXAMPLE OF A SITUATION

11 HOW DOES IT WORK Identification of sustainable partnerships with clearly defined roles and responsibilities in relation to the selected professions or at least potential partnerships Workshops for elaboration of Qualification Profiles with the participation of teachers and company professionals Elaboration of school curricula and syllabi based on the Qualification Profiles – approved by the Minister of Education Teachers and instructors training in preparation for the start of the school year Start of the school year

12 ROLE OF THE SCHOOL 1.Prior to the start of the school year ensure the participation of teachers in workshops on Qualification Profile and school curricula elaboration ensure the participation of teachers in trainings conducted by Swiss experts prepare together with partner companies a plan for practical training tailored according to the Qualification Profile of the profession fulfill successfully the admission plan for the profession 2. After the start of the school year keep contact and coordinate activities with the companies together with the companies conducts students’ exams for acquiring professional qualification

13 ROLE OF THE PARTNER COMPANY 1.Prior to the start of the school year ensure the participation of professionals with experience between 3-5 years in workshops for the elaboration of the Qualification Profiles – thus ensure participation in determining the content of curricula prepare together with partner companies a plan for practical training following the Qualification Profile ensure the participation of instructors (1 for every 5 students) in training courses conducted by Swiss experts

14 ROLE OF THE PARTNER COMPANY 2.After the start of the school year provide salaries for apprentices (90% of the minimum wage according to working time spent; 7 hours daily) provide real working places for the students provide 1 instructor for every 5 apprentices keep contact with the school together with the school conducts students’ exams for acquiring professional qualification

15 Costs covered by the project budget  workshops for the elaboration of school/company documentation – rental of premises, accommodation, transport expenses of the participants  trainings of teachers and instructors  small scale equipment for participating schools  students insurances  expenses for the elaboration of teaching aids  scholarships for students in the 9 th and 10 th grades  costs for publicity and dissemination  administrative costs

16 Documents To participate in the project: Letter of Intent on behalf of the company supported by the vocational school or vice versa The following agreements are signed: 1.Activity agreement between MES, SDC and the school 2.Partnership agreement between the school and each company 3.Application for participation in the project by each student 4.Labor Contract between the student and the company (Art. 230 of the Labor Code)

17 RISKS AND CHALLENGES lack of confidence between schools and companies parents’ and students’ concerns teachers’ concerns unknown system for the Bulgarian business

18 OPPORTUNITIES reform the entire Bulgarian VET system using the Swiss model and bring it closer to the needs of business create a replicable model to be introduced in many vocational schools and businesses use EU Structural Funds ( ) to widen the scope of the project provide students with the skills and competences they should have to enter the labor market provide companies with qualified staff

CONTACTS Project Management Unit Petya EvtimovaPolina Zlatarska Team LeaderBusiness Services Expert /02/ /02/ Nikolay Georgiev VET Expert /02/