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SABER workforce development country report : Bulgaria 2014 (Inglês)

This report presents a comprehensive diagnostic assessment of Bulgaria's workforce development (WfD) policies and institutions. The results are based on a new World Bank tool designed for this purpose, SABER-WfD. SABER-WfD is part of the World Bank's initiative on Systems Approach for Better Education Results (SABER) whose aim is to provide systematic assessment and documentation of the policy and institutional factors that influence the performance of key areas of national education and training systems. The SABER-WfD tool encompasses initial, continuing and targeted vocational education and training that are offered through multiple channels and focuses largely on programs at the secondary and post-secondary levels.

Detalhes

  • Data do documento

    2014/01/01

  • TIpo de documento

    Documento de Trabalho

  • No. do relatório

    85987

  • Nº do volume

    1

  • Total Volume(s)

    1

  • País

    Bulgária,

    EU Accession Countries,

  • Região

    Europa e Ásia Central,

  • Data de divulgação

    2014/03/11

  • Disclosure Status

    Disclosed

  • Nome do documento

    SABER workforce development country report : Bulgaria 2014

  • Palavras-chave

    vocational school;vocational education and training;Technical and Vocational Education;demand for skill;vulnerable segments of society;policy and institution;incentive for employer;collection of information;labor market outcome;labor market condition;labor market impact;law;lifelong learning;financial crisis;early school leavers;general education attainment;lack of commitment;private sector player;priorities and strategy;Access to Education;innovation in service;state educational standard;subsidized employment program;vocational education track;working age population;quality of public;living in poverty;number of workers;public training institution;accountability for results;public training program;upper secondary education;lifelong learning system;workforce development system;small rural school;regulatory system;private sector engagement;government research institution;achieving learning outcome;vocational education system;quality and relevance;career guidance system;lack of opportunity;fruit and vegetable;private training provider;terms of skills;participation in decision;body in charge;labor market analysis;national trade union;global economic crisis;source of employment;future skills need;duplication of efforts;exchange of good;quality control system;private sector representative;investment in innovation;opportunity for teacher;institutional framework;train service;Vocational Training;occupational competency;strategic framework;skill gap;dropout rate;national qualification;skill acquisition;educational requirement;skill need;rural area;compulsory schooling;vocational student;employment outcome;industry association;Continuing Education;low-skilled job;informal sector;occupational standard;professional qualification;vocational track;policy program;targeted training;draft regulation;targeted program;resource optimization;unemployment rate;administrative datum;skilled workforce;public education;budget allocation;leadership competency;consultative council;national policy;coordinated action;monitoring mechanism;information base;vocational guidance;business association;ICT Industry;wood industry;competency development;educational performance;positive impact;legislative provision;operational documents;long-term competitiveness;vocational subject;train activity;mathematical achievement;qualifications framework;multiple channels;Childhood development;high unemployment;legal foundation;educational service;organizational development;educational institution;institutional factor;legislative framework;legal environment;initial education;children of ages;soft skills;vocational course;private resources;political consensus;anecdotal evidence;reform process;economic sector;documentary evidence;Population Aging;regular assessment;budget resource;instructional material;domestic reform;social trends;foreign language;quality institution;internal system;short-term measures;private industry;outcome targets;labour force;population forecast;market needs;Technical Training;local area;statutory provision;business growth;Higher Education;job training;transferable skill;financial service;future market;diagnostic system;systematic analysis;basic competency;social condition;urban population;basic skill;math score;assessment system;business information;Student Assessment;improved delivery;effective participation;occupational skill;employment skill;public debate;illiteracy rate;competency standard;research institutions;curriculum design;leadership development;continuous innovation;economic competitiveness;strategic action;assessment result;vocational development;future workforce;course offering;aging population;vocational educational;common good;demographic trend;disproportionate impact;disadvantaged backgrounds;unemployed individual;tertiary level;retail industry;Education Policy;outcome indicator;vocational program;ethnic group;state equity;curriculum curriculum;Social Protection;changing learning;vulnerable group;government funding;legal framework;

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