27 | November | 2020
Here you will find research reports, reports about national VETS policies, and a bibliography of publications on the topic in Bulgaria.
INTERNATIONAL MOBILITY IN APPRENTICESHIPS: FOCUS ON LONG-TERM MOBILITY IN BULGARIA
In Мay 2020 the Organisation for Economic Co-operation and Development (OECD) announced its findings on the financial literacy of 15-year-olds who participated in the Programme for international student assessment (PISA) 2018. This is the world’s most comprehensive and reliable indicator of quality in education policies.
Around 117 000 15-year-olds from 20 countries, including 4 100 Bulgarians, took part in the test and evaluated their knowledge and skills in various money-related aspects. This was part of the PISA 2018 survey on reading, mathematics, science and global competences. Results showed that the average performance of Bulgarian learners (466 points) was below the mean score across the OECD countries (505 points). Almost half of the Bulgarian participants (49%) were learners in vocational schools. The mean result of VET learners was even lower at 398 points, and variation in mean performance scores of learners across vocational schools was observed. The gap between the highest and lowest-performing vocational schools in Bulgaria was 270 points: the highest mean score was 550 points and the lowest 280 points. This gap represented a significant difference in the ability of 15-year-old vocational learners to address financial matters and to make decisions in financial contexts.
Data lessons on financial literacy in VET
PISA data show that teenagers in many countries already have experience of financial services. They have developed cognitive skills which allow them to search relevant financial information effectively, to compare and evaluate financial products, to interpret important details in financial documents, and to make decisions on financial matters.
On average, half of vocational learners in Bulgaria demonstrated basic financial literacy skills (proficiency level 1 and below). They were able to understand commonly used financial concepts, and make simple decisions on everyday financial matters. According to the PISA framework, these learners are not yet able to apply knowledge and skills in real-life financial contexts.
About 43% of vocational learners performed at levels 2 and 3, able to solve moderately difficult tasks. 5% of the learners performed at proficiency level 4 and demonstrated in-depth understanding of financial information and documents.
None of the vocational learners attained the highest level (5) on the financial literacy proficiency scale. This means there are no learners able to apply the knowledge and skills in complex financial contexts that may be more relevant to their future adult lives. In comparison, 2% of 15-years-old Bulgarian learners from general schools performed at the highest proficiency level.
The obvious conclusion is that the Bulgarian education authorities should be concerned about the financial literacy of teenagers. The development of a national strategy for financial education in schools, including VET could be a first step.
This report focuses on the structure of mainstream education in European countries from preprimary to tertiary level for the 2015/16 school and academic year. Forty-two education systems are included covering 37 countries participating in the EU's Erasmus+ programme (28 Member States, Bosnia and Herzegovina, Switzerland, Iceland, Liechtenstein, Montenegro, the former Yugoslav Republic of Macedonia, Norway, Serbia and Turkey). The first section of the report sets out the main organisational models of pre-primary and compulsory education. The second one provides a guide on how to read the diagrams. The national schematic diagrams are shown in the third section.2016
From 1980 to 2015, ReferNet shared bibliographic references on the main vocational training themes at national level through the VET-Bib database, the largest collection of literature on vocational education, training, skills development and employability in the European Union.
Thanks to the continuing efforts of all former and current network members along with Cedefop project managers Michael Adams, Martina Ní Cheallaigh and Marc Willem, this project has had a significant contribution to European vocational education and training.
Although ReferNet’s tasks have shifted and its members no longer contribute to VET-Bib, the database continues to exist. Since 2015, VET-Bib has been focusing on referencing European publications and documents which are directly related to Cedefop’s projects and priorities.
Today, VET-Bib contains over 85 000 bibliographic references. These references have been displayed on Cedefop website under Country data (for each country), and announced among ReferNet news and on the Homepage as a Headline.
It is and will remain Cedefop’s memory, in which researches can unearth interesting and sometimes surprising material from the past.
Please use it and disseminate this information as broadly as possible!CIRCULAR 2016_05 (214.6 KB)