1. The Project, the Work of the UK NARIC and the EU Networks [add Name] [add Date]

2. Technical Assistance for Upgrading of Vocational Qualification Standards taking into account best practices in EU member states under PHARE 2003 Europeaid/120164/D/SV/BG Project period November 2005 – November 2006 The Project

3.  Improving labour force mobility and competitiveness with a view to European labour market integration  Strengthening the institutional capacity for management and further developing of the quality of VET in Bulgaria Specific Objective:  Elaboration and upgrading of 80 vocational qualification standards according to labour market needs and requirements The Objectives of the Project

4.  Elaborated EU good practices in development & applying vocational qualification standards and a comparative analysis, including EU instruments for assessment and certification of vocational qualifications  Proposal for upgrading framework requirements for development of vocational qualification standards in Bulgaria  Aligned framework in respect of scope and content of each standard complied with the framework of the EU member states  Developed and upgraded 80 vocational standards in the selected sectors  Developed manual for drawing up curricula and syllabi for upgraded standards  Training and contents provision on development and applying of vocational qualification standards to approximately 2,720 experts at national, regional and school level The Scope of the Project

5. The Beneficiaries Standards Setting VET Experts Training ProvidersEmployersNAVETMLSPMoESSector StakeholderYouth

6.  Electronics and automation  Chemical products and technologies  Production and processing  Tourism and services  Agriculture, forestry and fisheries Sectoral Focus of the Project According to the Terms of Reference and work undertaken previously, five sectors have been identified as the key focus of this Project:

7. Delivery Structure of the Project Start Up Phase Stage 1: Current VET Situation / International Analysis Stage 2: Development of Vocational Qualification Standards Stage 3: In-country Training Stage 4: Project Reporting Chronological Stages of the Project

8.  The Consortium in support of the Project:  UK NARIC  Student Computer Arts Society (SCAS)  BADNINA  New Bulgaria University (NBU)  Fast Track to IT (FIT)  County Dublin Vocational Education Committee  The Experts Group  International Key Experts  Local Experts  Project support team & local office The Project Team

9. Adopting a needs and knowledge driven approach to Identify commonalities and practices leading to recommendations, tailored training and targeted reports in close cooperation with beneficiries and stakeholders in Bulgaria The Methodology

10. Methodology employed for the development of Standards should be simplified in a few places to conduct the process more efficiently. However, the methodology is robust and well-developed in comparison with international best practice The template should be usefully reformatted to create a more coherent set of VQS Simplifications are to be put in place, although it is not suggested that the amendments should be wholesale Recognising the need for upgrading of VQS, the sector- specific VQS should be reviewed. A new list of VQs should be proposed Key Focuses in VQS Development

11. It is vital that the Project engages all stakeholders and key players in the vocational education and training sector: The Project office: 10, Georgi Benkovski St., Apt 6, Fl. 3, tel/fax +359 2 987 3252 email: naric_sofia@dir.bg The Project website: www.bulgaria.naric.org.uk Communication with the Project Team and Participation

12. www.bulgaria.naric.org.uk

15. The National Recognition Centre for the United Kingdom (UK NARIC) & the EU Networks The work of the UK NARIC

16.  The European Network of National Information Centres (ENICs): established in 1994 by the Council of Europe and UNESCO  to develop joint policy and practice in all European countries for the recognition of qualifications  to play a key role in the implementation of the Lisbon Recognition Convention (11 April 1997)  The National Recognition Information Centres (NARICs): established in 1984 in the Member States of the EU, the EEA countries, Cyprus and Malta  to assist recognition and integration of national educational systems  to provide, through designated national centres, authoritative advice and information on recognition of diplomas and periods of study undertaken in other States. The work of the UK NARIC The European Networks and National Centres

17. The Working Structure of the Networks: National Centres Albania Andorra Armenia Australia Austria Azerbaijan Belarus Belgium Bosnia and Herzegovina Bulgaria Canada Croatia Cyprus Czech Republic Denmark Estonia Finland France Macedonia Georgia Germany Greece Holy See Hungary Iceland Ireland Israel Italy Latvia Liechtenstein Lithuania Luxembourg Malta Moldova Monaco The Netherlands New Zealand Norway Poland Portugal Romania Russian Federation San Marino Serbia and Montenegro Slovak Republic Slovenia Spain Sweden Switzerland Turkey Ukraine United Kingdom USA

18.  The Council of Europe and UNESCO/CEPES jointly provide the Secretariat for the ENIC Network  The European Commission supports activities of the NARIC Network in the areas of improving the quality and transparency of education systems, identification of good practice, the comparative analysis of systems and policies  The ENIC Bureau & NARIC Advisory Board  Working Groups preparing and drafting policy and implementation proposals The work of the UK NARIC Working Structure of the Networks

19. In the Bergen Communiqué, Ministers committed themselves to ‘draw up national action plans to improve the quality of the process associated with the recognition of foreign qualifications. These plans will form part of each country’s national report for the next Ministerial Conference.’ The work of the UK NARIC BFUG Guidelines for National Action Plan Prepared by the ENIC Bureau, the NARIC Advisory Board and the Bureau of the Lisbon Recognition Convention Committee, 2006

20. Key components:  Legislation  Recognition practice  Information provision  Structures The work of the UK NARIC The National Action Plan for Recognition: Guidelines for Implementation

21. A model based on:  Needs analysis and market demand  key customers: individuals with qualifications / skills attained from outside the national system academic, professional and commercial organisations receiving individuals with overseas qualifications  Information demand:  Provision, standards, quality  Structured approach to information provision  information dissemination through membership services  easy access to the public The UK Model The Work of the UK NARIC www.naric.org.uk

22. NARIC processes on average 50,000 applications per annum for the purpose of further study and employment opportunities in the UK. These applications demonstrate a notable concentration on qualifications from India-Subcontinent, Central and Eastern Europe and Africa (2004-05 data) 9918 13783 10473 Demand for information

23. International Qualifications databases: Training provision:  Country-/region-specific programmes;  Sector-specific programmes;  Security and documentation evaluation programmes Evaluation and Assessment service :  recognition statement  Career path report Service Provision

24. The UK NARIC serves over 1000 members in the UK and internationally. Education and training sector continues to form a significant part of the membership base (2004-05 data). The UK Model Membership base

25.  Code of Practice  Information management  Evaluation and benchmarking criteria  Process and Procedures  Application process  Appeal process  Service Standards  Obligations  Professional rights www.naric.org.uk/index.asp?page=30&section=4 The work of the UK NARIC Quality standards

26. Country file

27. Education System and Qualifications Structure

29. Staff development and training strategy through:  Induction and Familiarisation Programmes  Professional Development  Skill-based training To ensure that informed opinion is based on knowledge not speculation and that recognition of qualifications truly reflects value and standards. Continuing skills and knowledge development