Programmes supporting the attractiveness and modernisation of VET institutions

Within the framework of the priority project GINOP 6.2.2, a survey was conducted, which aimed to (i) identify vulnerable learners at risk of leaving school prematurely by assessing their essential competences necessary for learning and everyday life and to engage them in a catch-up programme; (ii) identify high-achieving learners and (iii) compare the performance of learners from different regions of the country and the performance of learners in the same class.

In the 2018/19 academic year, a twofold survey was carried out among ninth grade (first grade of upper secondary education) VET learners from 429 VET institutions. A first (paper-based) test was conducted at the start of the school year in 2 061 classes (altogether 45 061 learners), a second (online) survey at the end of the year, in May 2019, in 2 077 classes (38 922 VET learners). The survey included tasks assessing key competences: mother tongue, basic mathematics, thinking and communication, as well as attention and memory. Based on the result of the first assessment, 26% (10 118 learners) of those having participated in the survey attended targeted development programmes throughout the year. In the second test, the performance of learners participating in such programmes improved by 8-10% in the second survey at the end of the year.

The results of the surveys proved that schools have to introduce preventive and corrective development programmes to reduce early school leaving among students starting their upper secondary VET studies. Feedback from these results has helped to specify individual deficiencies, thus the developments can be adapted to learner needs.

Within the GINOP-6.2.2. project, Reducing the number of VET learners leaving education without a vocational qualification (continuing until the end of 2022), the overall target for the development of new curricula and methodologies for the delivery of competence-based training in the new VET system was reached in 2020; 134 VET teachers have participated in training courses for the use of new teaching material (the target was set at 1 000 persons) and have been qualified or certified (the target value for certification is set at 850 persons). Within the project on the development of VET structures (GINOP-6.2.3 -17), 52 digital community creative workshops (DCCWs) have been established.

Training programmes for company employees (GINOP-6.1.5 and GINOP 6.1.6 projects) are running until the end of 2021.

The assessment of ninth grade students' basic competences in the framework of the priority project GINOP-6.2.2, is carried out in the beginning and at the end of the school year. The outcome assessment planned for the beginning of the school year 2019/20 - due to the pandemic - was organised simultaneously with the entrance assessment for the school year 2020/21. The assessments support the creation of learning groups in the framework of project GINOP-6.2.3 and, at the same time, provide input information for further implementation of the project. Within this initiative, there have been some parallel sub-initiatives: development of teaching materials, evaluation of teaching, development of evaluation tools embedded in the professional environment aiming to support basic skills and concrete subjects.

A total of around two thousand learning groups were created. Based on the implemented input and outcome assessments the performance of students who benefited from individual or collective development improved by 8-10%.

With the implementation of the GINOP-6.2.2 and GINOP-6.2.3 projects in the VET centres and VET institutions, the following optional activities were available in 2021 for the prevention of dropping out from schools: mentoring activities for Roma students (especially Roma girls), school activities targeting the termination of peer exclusion and bullying, talent management, programmes supporting useful leisure and learning activities, programmes that motivate school bonding.

During this implementation phase, special attention was dedicated to students at risk of dropping out; the caregivers were regularly informed. Close contact was also maintained with the family and child welfare services, so the exchange of information was continuous regarding children at risk. Their studies were supported by tutoring and individual development.

Interventions targeted the physical, spiritual and mental development of students: the prevention of addiction and bullying (organising presentations performed by health visitors and medical doctors, consultations with family care services and school psychologists) are also ensured. In the framework of projects GINOP-6.2.3-17 and VEKOP-8.6.3-16, in every VET centre at least one institution created and operated one (altogether 63) so-called digital community creative workshop (DCCW) by the end of 2021. DCCWs are special educational spaces, in which project-based education, self-motivated research and customised prototyping takes place. DCCWs have to be open to society and easily accessible for students inside and outside the institution, in order to fulfil activities in the classroom and outside of it, to implement workshops, to run competitions and various learning group activities. DCCWs have to be open for educational and knowledge dissemination purposes to local businesses, partners and higher education institutions.