Improving the permeability and flexibility of VET

In September 2020, several VET training programmes were introduced to reduce ESL. The Springboard class, for those who did not finish elementary school, ensures basic competence development and is followed by a catch-up programme delivered in school workshops. The latter programme introduced a new approach in VET: learners are supported by a master and a teaching mentor throughout the programme until the acquisition of a partial IVET qualification, while the programme duration itself is flexible (six months to two years) depending on individual learning needs and with no compulsory general subjects. Both programmes started after a piloting phase in 2020. The experience so far shows that the school workshop offers an efficient and niche opportunity for learners at risk of dropping out to improve their chances.

Hungary does not have a nationwide skills assessment and validation system based on uniform principles and procedures; however, several prior developments and pilots were implemented in the 2018-21 period.

In order to promote effective permeability, a consistent validation/recognition system across all education levels and the labour market is considered as an important prerequisite. In the framework of the project entitled Improving the quality and content of 21st century vocational training and adult education (GINOP - 6.2.4) pilots related to the introduction of a nationwide validation system were completed in 2020; due to the negative impacts of COVID-19, the validation system has not yet been finalised. However, recognition and validation procedures have been implemented sporadically.

In the formal school-based VET and adult education there are some legal provisions related to validation laid down in the VET Act of 2019: for example, the director of the VET institution decides on exemption of a student/person involved in the training or his/her exemption from certain subjects and their knowledge measurement. He/she also decides on the inclusion of prior acquired knowledge and practice.

The COVID-19 pandemic stressed the need for more flexible validation and skills assessment, providing quicker solutions, such as the practice of accepting micro-certificates issued after completing a Massive Open Online Course or certificates issued by formal education and training institutions in Europass.

The Education Authority (Oktatási Hivatal) operates the national coordination point of the European Qualification Framework and, like NOVETAL, addresses policy issues regarding validation of prior learning in the field of general and higher education, cooperating for example with the Credit Transfer Committees (Kreditátviteli Bizottság) of the higher education institutions.

In the 2021/22 school year, the 41 VET centres have already started or plan to start vocational education for adults in 114 occupations linked to 23 sectors.

Government Decree 380/2021 (30.VI.) extended the scope of those entitled to free participation in VET under Act LXXX of 2019 on VET , which now includes:

1. Hungarian citizens,
2. persons with the right of free movement and residence,
3. a stateless person, refugee, protected person, asylum-seeker, accepted person, immigrant, settled person living on the territory of Hungary,
4. foreign nationals subject to the same treatment as Hungarian citizens on the basis of an international agreement,
5. citizens of countries in which Hungarian citizens may receive the higher education services of the respective state on the basis of reciprocity,
6. persons who are subject to the Act on Hungarians Living in Neighbouring States (hereinafter referred to as the Preferential Treatment Act) but who do not have Hungarian citizenship or the right of free movement and residence,
7. third-country nationals as defined in the Act on the Entry and Residence of Third-Country Nationals - who declared themselves to be of Hungarian nationality - provided that they are not subject to the Preferential Treatment Act and do not have Hungarian citizenship,
8. a third-country national holding a permit issued for the purpose of employment and residence requiring a high level qualification,
9. a third-country national holding a single (merged) permit.

As of 1 January 2022, 31 594 adults have participated in vocational education (in 317 schools affiliated to 41 VET Centres) between September and December 2021, having acquired 116 vocational occupations in 23 sectors. Due to the flexibility of the training programme, they were able to take part in an abbreviated training programme because prior knowledge has been taken into account and by taking advantage of the possibility of online learning.

In the framework of the prior knowledge assessment, the GINOP 6.2.4 project has carried out primary validation pilot and developed a theoretical document and a methodological guide for training experts in the field of validation.

In the framework of the GINOP- 6.1.10 project, the followings were carried out related to alternative learning pathways:

1. professional support for the operation of the School workshop (muhelyiskola) and Springboard (dobbantó) programmes, based on the methodologies developed in the framework of GINOP 6.2.4, respective further trainings;
2. professional support tasks related to the operation of the orientation year.

The support materials include the creation of teaching materials and elaboration of teaching methodologies, organisation of further trainings and workshops giving possibility to share experiences and good practices.

In 2022, the structure of the VET Career Tracking System (Szakképzési Pályakövetési Rendszer) was developed. The first data linking was launched in January 2022. The first results of the data linking made possible to examine the indicator set by the EU Council (at least 82% of young people leaving VET should be in employment) for students who graduated in the school year 2020/21.

The questionnaire module of the career tracking survey reached more than 11,000 learners from 442 VET institutions during April-May 2022. The questionnaire had three target groups: students in grade 9, those aged 16 or over in the school year 2021/22 and graduates, who gave their reasons for choosing VET, their satisfaction with the training and their future plans after finishing their studies. The results show that students mainly choose VET training programmes which cover their fields of interest, and offer good labour market opportunities. Two thirds of graduates want to continue their studies or work in their own field of studies.

As part of the career tracking system, the labour market and educational career path of all VET and adult education leavers will be tracked anonymously for 9 years.

According to the VET Act as amended in 2023 (Government Decree 292 of 2023), participation in the Springboard (Dobbantó) programme is now possible from the age of 15 (previously 16), with no upper age limit. The programme is open to students who have reached the age of 15 by the last day of the previous school year and have not completed primary education. Participants can join the programme at any time during the school year. The aim of this provision is to direct students who are at risk of leaving school early to the Springboard programme before they reach the compulsory school age of 16, while still under their mandatory schooling. Successful completion of the Springboard programme does not lead to a qualification but allows participation in the School workshop (Muhelyiskola) programme, an upper secondary VET programme, which leads to a partial qualification and the completion of primary education.

Based on the amendment to the VET Act (Government Decree 292 of 2023), individuals who acquire a partial qualification in a School workshop programme and wish to continue their studies to obtain a full vocational qualification may do so at a VET school without a special admission procedure. A partial qualification is a subset of a vocational qualification. The Programme and Outcome Requirements (KKKs) determine whether a vocational qualification includes a partial qualification (not all do). Partial qualifications enable learners to acquire the competences necessary for at least one job, while full vocational qualifications allow them to perform multiple jobs included in the Hungarian Standard Classification of Occupations (FEOR). Both VET schools and adult training providers may offer training for partial qualifications.

Under the above-mentioned amendment to the VET Act, participants in school-based adult education are exempt from the basic sectoral examination if:

a. they have a partial qualification and are studying for a vocational qualification that includes it; or

b. they are enrolled in school-based specialised vocational education through validation of prior knowledge or practice, and the prior knowledge credited includes the requirements of the basic sectoral examination.

Additionally, if a vocational qualification listed in the Register of vocational qualifications is acquired through school-based adult education, the timing of sectoral foundation education may be freely determined by the VET institution in its professional programme.

Under the amendment to the VET Act (Act XXXIII of 2023), specialised vocational education for adults can be shortened to up to one-quarter of the duration of specialised vocational education for IVET students. Furthermore, for adults, the number of compulsory lessons can be reduced by up to:

1. 40% of the number of compulsory lessons for IVET students during specialised vocational education; and
2. 50% of the number of compulsory lessons for IVET students during sectoral foundation education, with up to half of these lessons delivered through closed electronic distance learning.

Flexible education and training opportunities tailored to the training needs of adults, including in-company training and work-based learning, are being implemented within school-based VET and vocational training courses offered by adult training providers. Surveys show that the most popular upskilling and reskilling programmes among Hungarian adults take place at their workplace (either through employer-provided training or in case of programmes linked to qualifications in the Register of Vocational Occupations. This applies regardless of whether the workplace is registered as a dual training placement).

In 2024, the number of companies registering as dual training placements has significantly increased, allowing them to train their own employees while benefiting from tax reliefs.