Bulgaria's Programme "Education", funded through the European Social Fund Plus and the national budget, supports reforms designed to improve access, inclusiveness, quality and labour market relevance across the education sector. This report aims to help strengthen implementation and long-term impact by proposing ways to enhance evaluation practice across the Programme, generating constructive learning about what works in different contexts. Building on existing monitoring and operational systems, it provides a toolbox of measures for fund managers and beneficiaries. Drawing on document review, interviews and international examples, the report finds that while Programme "Education" has clear objectives and a well-established monitoring system, the expected causal links between activities, mechanisms and outcomes are not always explicit. Moreover, there is scope to strengthen learning during implementation by encouraging greater reflection among beneficiaries on what contributes to change, for whom, and under what conditions. Finally, although Bulgaria has rich administrative data, limitations in access and linkage can constrain more robust analysis of outcomes. The report proposes practical recommendations, including greater use of simple theories of change; indicators that better capture outputs, mechanisms and outcomes; improved access to administrative data; more learning-oriented implementation practices; and better conditions for rigorous evaluation where appropriate.

In recent years, Bulgaria has introduced several initiatives to improve the quality, relevance and attractiveness of vocational education and training (VET). The “Modernisation of VET” project (2024-2029), funded by the European Social Fund Plus and the national budget, is a comprehensive reform initiative to strengthen labour market relevance by updating curricula, improving teaching practices and reinforcing links between VET providers and employers. This interim evaluation examines progress in the first years of project implementation, focusing on efforts to enhance collaboration between VET and the labour market at system and school level. It finds that the project addresses a long-standing need in Bulgaria by introducing or enhancing collaborative mechanisms, such as Sectoral Skills Councils, practitioner teachers, and 240-hour student placements. These and other reforms under the project align closely with national and EU priorities and there are early signs of effectiveness where reform and implementation design have promoted coherence and multi-stakeholder partnership. However, tight timelines for system-level reforms and limited operational guidance for schools have created challenges, particularly in ensuring consistent, high-quality practice. Nevertheless, the project represents an unprecedented effort to reform VET at scale, laying a strong foundation for vocational programmes to be more relevant to labour market needs.

Bulgaria is working to strengthen inclusive practices in early childhood and school education, with growing attention on supporting learners’ academic, social and emotional needs. As part of this effort, Bulgaria is implementing two large-scale projects: Bright Start, for preschool education, and Success for You, for primary and secondary education. Funded through the European Social Fund Plus and the national budget, the projects aim to improve early identification of learners’ needs, expand structured general and tailored supports, and strengthen parental engagement. This interim evaluation examines early achievements from the first years of implementation to support delivery of the projects’ intended learning and well-being outcomes. It finds that both projects align well with international principles for inclusive education and are promoting learner-centred approaches in kindergartens and schools. Project teams work efficiently to ensure activities are implemented according to requirements and at unprecedented scale. However, there is scope to broaden efforts to build professional capacity for inclusive education among staff in kindergartens and schools and to strengthen the technical support available to them. Overall, the projects help lay important groundwork for longer term improvements, including greater awareness of inclusive practices across national and regional administrations and kindergarten and school communities.

The OECD Teaching and Learning International Survey (TALIS) is the world’s largest survey of teachers and principals. In 2024, educators from 55 education systems provided information about what they do and how they are doing. They explain if and how they use artificial intelligence, why they became teachers and if they wish to continue teaching. Governments use data from TALIS to make policies that improve teaching and learning conditions in their schools.

Education at a Glance is the authoritative source of information on the state of education worldwide. It offers comprehensive data on the structure, financing, and performance of education systems across OECD countries and partner economies. This publication features more than 100 charts and tables that present key insights into the output of educational institutions, the impact of learning across countries, access and participation in education, financial investment in education, and the roles of teachers and school organisation. The 2025 edition places a special focus on tertiary education, examining attainment rates, variations in labour market outcomes by field of study, completion rates, and the skills of adults with tertiary qualifications.

Since transitioning to a market-based, parliamentary democracy, Bulgaria has made significant strides in reforming its education and skills systems. Key achievements include expanding compulsory education, raising participation in the early years to OECD levels, modernising curricula across the system, and facilitating access to adult learning. The 2021–2030 Strategic Framework for Education and Training—supported by increased public investment and EU funding—has revitalized efforts to improve the quality and inclusiveness of the education system to equip all learners with the skills needed for a changing economy. These reforms are central to tackling national challenges, such as low productivity, income inequality, and demographic decline, and to unlocking inclusive economic and social development in Bulgaria. This report assesses Bulgaria’s policies and practices against those of OECD and reference countries in Central and Eastern Europe, covering the full learning lifecycle – from early childhood education and care to lifelong learning. It identifies the system’s major strengths and challenges and explores how Bulgaria can draw on OECD evidence and international experience to advance its education reform agenda. The report will be of interest in Bulgaria, as well as in other countries looking to raise the quality, equity and efficiency of their education systems.

Higher education institutions in Bulgaria, like those elsewhere, are adapting to digital transformation, innovative teaching methods, and creating the conditions for inter-institutional collaboration. The Modernisation of Higher Education Institutions procedure was designed to support this shift. Funded through the European Social Fund (ESF), it aimed to expand digital learning, update higher education programmes, and strengthen their connection with the labour market. This evaluation assesses the initiative’s achievements and implementation, examining its design, project selection, and execution within the broader higher education policy landscape in Bulgaria. It finds that the procedure made progress in expanding digital learning, fostering inter-university cooperation, and equipping educators with new skills. However, more structural changes – such as embedding competency-based education and ensuring the long-term sustainability of joint programmes – proved more challenging to achieve. While statutory and funding constraints posed some obstacles to effective implementation, the initiative was able to lay the groundwork for long-term improvements in Bulgaria’s higher education system, offering valuable insights for shaping future higher education reforms.

The COVID-19 pandemic prompted education systems around the world to shift to distance learning and exposed disparities in access to digital technologies and skills. In Bulgaria, concerns arose that some students and teachers lacked devices and the digital proficiency needed to effectively participate in online teaching and learning. Funded through REACT-EU, the Equal Access to School Education in Times of Crisis project (2021-2023) sought to address these challenges by improving digital access, supporting teachers, enhancing distance learning, and fostering parental involvement. This evaluation looks at what the project achieved. It finds promising practices and clear progress in closing technology gaps and strengthening basic digital skills, particularly for disadvantaged students. However, deeper changes - such as transforming teaching methods and increasing parental involvement - were harder to achieve. Many teachers needed more advanced training, and parents faced barriers beyond just digital skills. The project made Bulgaria’s education system more resilient to future disruptions, but lasting impact will require ongoing investment and a broader approach to digital learning. This report offers key lessons for policymakers and educators working to strengthen equitable digitalisation in education.

The early years set the foundations for children’s development and learning trajectories in life. Early inequalities can put children on divergent paths, but Early Childhood Education and Care (ECEC) policies can level opportunities from the start, with lasting economic and social benefits. Addressing gaps in participation in ECEC and strengthening its quality and inclusivity represent essential steps to support young children and families and reduce inequalities. Leveraging insights from recent research, the comparative report Reducing Inequalities by Investing in Early Childhood Education and Care discusses the drivers of inequalities in early childhood and the place of ECEC within the landscape of mitigating policies. It develops a policy roadmap for ECEC to better support equity and inclusion. This country note provides a country-specific overview of Bulgaria.

The OECD Programme for International Student Assessment (PISA) examines what students know in reading, mathematics and science, and what they can do with what they know. It provides the most comprehensive and rigorous international assessment of student learning outcomes to date. Results from PISA indicate the quality and equity of learning outcomes attained around the world, and allow educators and policy makers to learn from the policies and practices applied in other countries. This country note provides a country-specific overview of Bulgaria.

Over the past three decades, Bulgaria has carried out important structural reforms which have helped the country reach higher levels of socio-economic development. However, long-standing social disparities and income inequalities remain and Bulgaria’s overall productivity gains have not fully translated into sustainable and inclusive growth. In this context, the country holds education as key to improve the nation’s future economic potential and increase the quality of life of its population. For example, the national development strategy, Bulgaria 2030, sets out an ambitious reform plan that identifies the importance of raising learning outcomes and addressing inequities in order to sustain socioeconomic growth. This review provides recommendations on how evaluation and assessment in Bulgaria’s education system can support the country in reaching its goals.

Countries in Eastern Europe and Central Asia have clear aspirations to strengthen civic participation and increase prosperity for all. A highly skilled and knowledgeable population is critical to achieving these goals, which makes creating and maintaining high quality and equitable education systems a vital part of regional development efforts. Results from the Programme for International Student Assessment (PISA) show that learning outcomes in the region have generally improved, but that the improvement has not been equitable. While countries in the region are producing some of the top performing students in the world, many other students are being left behind. This report, jointly developed by OECD and UNICEF, analyses PISA data in detail to identify the strengths, challenges and unique features of education systems in Eastern Europe and Central Asia. Drawing upon a rich knowledge base of education policy and practice in the region, it makes recommendations about how systems in the region can provide an excellent education for all students. This report will be of interest to regional policy-makers as well as individuals who wish to learn more about education in Eastern Europe and Central Asia (Azerbaijan, Belarus, Bulgaria, Croatia, Georgia, Kazakhstan, Moldova, Romania, Türkiye and Ukraine).

The OECD Teaching and Learning International Survey (TALIS) is the first international large-scale survey that provides a voice to teachers and school principals, who complete questionnaires about issues such as the professional development they have received; their teaching beliefs and practices; the assessment of their work and the feedback and recognition they receive; and various other school leadership, management and workplace issues. This note presents findings based on the reports of lower secondary teachers and their school leaders in mainstream public and private schools in Bulgaria.

The OECD Teaching and Learning International Survey (TALIS) is the first international large-scale survey that provides a voice to teachers and school principals, who complete questionnaires about issues such as the professional development they have received; their teaching beliefs and practices; the assessment of their work and the feedback and recognition they receive; and various other school leadership, management and workplace issues. This note presents findings based on the reports of lower secondary teachers and their school leaders in mainstream public and private schools in Bulgaria.

This review presents an overview of the S&T sector in Bulgaria and its links to education. Topics covered include the legislative framework; institutional arrangements for research and teaching; budgeting mechanisms; regional and international co-operation including EU policy initiatives; and the impact of brain drain and ageing on human resources. Sample case studies and best practices in S&T policy-making are provided to illustrate the analysis. The final chapter includes a series of recommendations.

This book gives an overview of the Bulgarian education system and describes its development since its development over the past decade. It provides an analysis of the entire education system, and identifies key directions for the reinforcement of the reform process in light of the challenges encountered by officials, communities, enterprises, educators, parents and students under rather difficult conditions.

Educational work is a key element for both human capital formation and the promotion of peace and democratic values. It has therefore been identified as one of the priorities of the Stability Pact. The OECD was asked to be Co-ordinator for "General Education Policy and System Change" within the Education and Youth Task Force, and to carry out "Thematic Reviews of Education Policy" in the countries of the region. The main outcome of this project is a series of reports which provide both country overviews and a regional overview. These reports offer an analysis of the education system and address issues and barriers to reform and recommendations. The recommendations are designed to be of use for national policy-makers and to assist Stability Pact partner countries and institutions target regional assistance in order to achieve the goal of supporting South Eastern Europe towards European integration. These reports are part of the OECD's ongoing co-operation with non-member economies around the world.