Green and digital transition in the Hungarian VET

Policy development
Strategy/Action plan
Hungary
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Timeline
  • 2016Approved/Agreed
  • 2017Implementation
  • 2018Implementation
  • 2019Implementation
  • 2020Implementation
  • 2021Implementation
  • 2022Implementation
  • 2023Implementation
  • 2024Implementation
ID number
28285

Background

A brief overview of the context and rationale of the policy development, explaining why it is implemented or why it is important.

Hungary - in agreement with the EU - considers the promotion and implementation of the green and digital transition a priority task, a key element of which is the identification, transfer and development of appropriate green and digital skills during training.

The accelerating rate of technological change in the economy and the labour market has focused attention on the economic need for a training system that can keep pace with labour market needs. VET graduates lack practical skills and digital competences. A new type of pandemic has reinforced the need to strengthen digital education and learning.

Objectives

Goals and objectives of the policy development.

The primary objective of the measure is to promote social inclusion through a well-educated workforce prepared for the challenges of the 21st century, of which VET is one of the most important platforms. Improvements ensure a modern education and training infrastructure, in line with the training structures and methodologies developed and modernised in recent years.

Building on the commitment and awareness of the green and digital transition and sustainable development throughout society is a key importance.

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

Hungary's Digital Education Strategy was launched in 2016. The main objective of the strategy was to create the possibility for the effective diffusion of digital literacy at all levels of the education system, in line with sectoral strategies and professional objectives, thus contributing to the competitiveness of Hungary.

Following the establishment of the VET Centres, a systematic infrastructure development based on budgetary resources was launched, with the renovation of the building stock based on local needs. Renovation and construction is not an end in itself, but must be underpinned by the training needs of the local economy.

VET has an important role to play alongside higher education and public general education, as learners' decisions as employees and/or managers after graduation are based on the knowledge, skills and experience they have acquired. If students leave VET equipped with green and digital skills, they will make responsible choices in their professional and personal lives.

In line with the development of the content structure of VET, the renewal of the content of VET has already started through the development of digital curricula supported by EU development funding. This will enable VET in Hungary to adapt quickly to changes in the labour market. The development of digital, transversal and green skills provide a solid basis for lifelong learning and employability. One of the key issues for the...

Hungary's Digital Education Strategy was launched in 2016. The main objective of the strategy was to create the possibility for the effective diffusion of digital literacy at all levels of the education system, in line with sectoral strategies and professional objectives, thus contributing to the competitiveness of Hungary.

Following the establishment of the VET Centres, a systematic infrastructure development based on budgetary resources was launched, with the renovation of the building stock based on local needs. Renovation and construction is not an end in itself, but must be underpinned by the training needs of the local economy.

VET has an important role to play alongside higher education and public general education, as learners' decisions as employees and/or managers after graduation are based on the knowledge, skills and experience they have acquired. If students leave VET equipped with green and digital skills, they will make responsible choices in their professional and personal lives.

In line with the development of the content structure of VET, the renewal of the content of VET has already started through the development of digital curricula supported by EU development funding. This will enable VET in Hungary to adapt quickly to changes in the labour market. The development of digital, transversal and green skills provide a solid basis for lifelong learning and employability. One of the key issues for the development of VET is to ensure that VET teachers have digital learning materials that are suitable for teaching the latest technologies. VET teachers should be equipped to use these materials and to participate in the development of community learning materials.

National Office for Vocational Education and Training and Adult Learning (NOVETAL), Innovative Training Support Centre Plc. (IKK) and Centre for Digital and Pedagogical Methodologies are key players in managing and promoting digital learning materials.

2016
Approved/Agreed
2017
Implementation
2018
Implementation
2019
Implementation

In the new register of vocational occupations (szakmajegyzék), the level of the expected digital competences is added to each basic occupation. As a first step towards the rationalisation of the NQR previously in place, sector skills councils determined and weighted the sectoral competence profiles. Digital competence requirements appeared in each profession.

By November 2019, digital community creative workshops (DCCWs) had been set up in 19 VET centres in Hungary. These are multifunctional spaces featuring the latest digital devices. The development is in progress.

2020
Implementation

To support the activities of the beneficiaries of the GINOP-6.2.3 and VEKOP-8.6.3 projects, 52 digital community creative workshops (DCCWs) had been set up by the end of 2020. DCCWs are open and easily accessible to all learners, not just students from the VET institutions, to attend courses within or outside of the normal classroom lessons and take part in competitions. For education and training purposes, DCCWs are open to local entrepreneurs, companies and higher education institutions.

The aim of the digital community creative workshops established throughout the country is to provide skills to learners and help decrease the number of early leavers from education and training.

2021
Implementation

The VET system is strengthened by the incorporation of company technologies, and developments in the learning process. The ongoing development of digital learning contents is of high importance, and resulted in a suitable pilot system in the school year 2021/22. The need for digital-based developments was also confirmed by digital education due to the pandemic.

The effectiveness and efficiency of digital education was also supported by a database of digital contents(a set of digital learning contents, that comprises digital learning materials), which has constantly been expanding with the assistance of innovative VET teachers. The number of users registered in Vocational training set of curricula totals 15 938; the number of the available curricula is approximately 4 500.

In the frame of GINOP-6.2.3-17 and VEKOP-8.6.3-16 projects, every VET centre has at least one digital community creative workshop (DCCW). A total 63 DCCWs had been set up by the end of 2021.

The Innovative Training support Centre Plc (IKK) runs the project Unified digital information system (Egységes Digitális Információs Rendszer, EDIR) for the VET centres. Its aim is to transform the individual websites of vocational institutions of the VET centres into an innovative, high-quality and user-friendly approach with a unified profile. Vocational training institutions joining EDIR, can easily and quickly create their own new websites based on a single and transparent structure by using the tool system provided by EDIR. At the moment the renewed websites of vocational institutions in 9 VET centres are already created and accessible.

Regarding the development of the digital competence reference set for basic occupations the following measures were taken.

The professional digital activities were reflected in the learning outcomes of the Programme and outcome requirements, PORs (Képzési és Kimeneti Követelmények, KKK).

Proposals for the digital proficiency levels of the sectoral foundation education and that of the vocational occupations were formulated.

The digital competence sets for the sectoral foundation education and for the specialised vocational education have also been developed. In the DigComp 2.1 framework (Digital competence framework for citizens), the sectoral and vocational occupational digital competence frameworks must be in line with the European and Hungarian national qualifications frameworks.

The review of 177 qualifications included in the new National register of vocational qualifications (Szakmajegyzék) was carried out in two stages:

  1. pilot stage: the revision of 8 vocational qualifications took place in May-June 2021;
  2. second stage - based on the experiences gained from the pilot stage - the revision of the remaining 169 qualification s has also been carried out. The finalisation of the documents linked to the eight vocational qualifications elaborated in the course of the pilot has also been completed.
2022
Implementation

In the school year 2022/23, a subject called sustainability has been introduced in secondary schools, which does not primarily provide students with lexical knowledge, but helps them to recognise the choices they can make in certain life situations and supports them in making decisions that ensure sustainability and protection for the nature, the planet and the people.

The Sector Skills Councils, in close cooperation with IKK, continuously review the Programme and Outcome Requirements (KKKs), which are complemented by sustainability considerations. To facilitate this process, they are also working on the development of a common set of criteria.

Within the framework of the GINOP-6.2.4-15-2015-00001 priority project 'Improving the quality and content of VET and adult training in the 21st century', 279 digital learning materials were developed; the national evaluation of three digital learning materials took place. Within the framework of the development of teaching tools, 20 digital teaching materials (learning materials supplemented with audiovisual, interactive, multimedia elements appearing on the Internet) for vocational training were published on the KRÉTA platform, and the preparation materials for the general knowledge baccalaureate, the financial literacy teaching materials and 135 digital teaching materials were also uploaded to the KRÉTA platform. The accreditation of 52 digital learning materials has been completed. 40 accredited learning materials have been added to the VET textbook register.

Digital learning materials development is planned to be continued subject to the availability of Cohesion Fund and Recovery and Resilience Tool (RRF) resources.

2023
Implementation

As part of the 2023 revision of the Programme and Outcome Requirements (KKKs), technical requirements were expanded to include sustainability and 'greening' content in vocational qualifications listed in the national Register of vocational qualifications, where relevant. Additionally, expected behaviours and attitudes towards the environment were incorporated to encourage students to adopt an environmentally conscious approach in their professional activities and develop green skills.

Under the RRF-2.2.2-23 '21st Century Vocational Training Institutions Development Programme', construction and infrastructure investments are carried out at 34 sites within 31 VET institutions, across 18 VET Centres. Key developments include:

a. energy efficiency improvements and the installation of renewable energy systems in buildings;

b. modernisation of school workshops;

c. transformation of educational spaces for the digital and green transition;

d. upgrading equipment and purchasing digital assets, including 13 825 ICT tools to enhance digital skills development.

The programme aims to create an attractive learning environment, improve vocational education quality, and modernise VET infrastructure and equipment.

a. Project submission deadline: 7 September 2023

b. Physical completion deadline: 31 March 2026

c. Maximum total funding: EUR 236.60 million (HUF 95.81 billion)

The project is part of a multi-phase initiative launched in 2019, beginning with national funding for the development of four VET centres as a pilot under the '21st Century Vocational Schools' development programme.

Following Government Decree 174/2023 (12 May 2023), which set emergency rules for certain centrally funded investments, supporting documents concerning the implementation of (construction) investments financed from central budget resources and affecting budgetary bodies for these projects expired on 23 May 2023. As a result, two of the four planned developments were completed (and with a reduced scope than originally planned):

a. Miskolc VET Centre: Complex development of Szemere Bertalan Technicum, Vocational School and College and Szentpáli István Trade and Hospitality Technicum and Vocational School, along with equipment acquisition for Kandó Kálmán Information Technology Technicum.

b. Gyor VET Centre: Complex development of Pattantyús-Ábrahám Géza Technicum.

Between 13 October 2021 and 31 August 2022, the RRF-2.0.0-2021-00001 project, titled '21st Century VET Institutional Development Programme', was implemented to establish the framework and professional conditions for the RRF-2.2.2-23 project.

2024
Implementation

By 1 November 2024, a total of 697 digital teaching materials (digital elements, e.g. images, animations, links to websites that support learning objectives) were completed under three projects, comprising:

a. 202 general knowledge materials

b. 495 vocational education materials

These materials cover 100 subjects, 14 VET sectors, and 43 qualifications. Of these, 147 digital curricula (which replace traditional curricula, textbooks and traditional classroom environments through digital courses, digital textbooks and ebooks, virtual live lessons and virtual student clubs) have been accredited so far and included in the Vocational Education and Training Textbook Register. The digital teaching materials and digital curricula are based on the accredited Programme and Outcome Requirements for specific vocational qualifications.

The digital curricula have been uploaded to the e-KRÉTA system's Digital Collaboration Space, where they are available free of charge to all VET participants. According to the KRÉTA monitoring system, by 30 June 2024:

a. 74 552 students were enrolled in digital courses.

b. 19 337 teachers were registered users.

The RRF-2.2.1-22 Development of digital curricula for vocational education and training project continues efforts to renew VET content through digital curricula. By the project's end, an estimated 150-200 teaching materials will be developed, with 75 expected to be declared as textbooks.

a. Project submission deadline: 7 March 2022

b. Physical completion deadline: 31 March, 2026

c. Maximum total funding: EUR 49.23 million (HUF 19.94 billion)

Additionally, the Green Earth digital educational programme was launched to enhance students' environmental awareness and sustainability knowledge, shaping attitudes towards eco-friendly practices.

The Blue Planet Climate Foundation (Kék Bolygó Klímavédelmi Alapítvány) developed the programme for grades 9 to 12 in secondary schools. It includes a framework curriculum, textbook, workbook, e-learning materials, a teacher's methodological manual, and a 30-hour teacher training course.

The sustainability subject is taught once a week, primarily focusing on environmental sustainability, while also covering its financial and economic aspects to provide a comprehensive and realistic perspective. The textbook is available for download in PDF format from the Education Office (Oktatási Hivatal) website and is complemented by an e-learning toolkit.

Bodies responsible

This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
  • National Office for Vocational Education and Training and Adult Learning (NOVETAL)
  • Centre for Digital and Pedagogical Methodologies
  • IKK Innovative Training Support Center (IKK Nonprofit Plc.)

Target groups

Those who are positively and directly affected by the measures of the policy development; those on the list are specifically defined in the EU VET policy documents. A policy development can be addressed to one or several target groups.

Learners

  • Learners in upper secondary, including apprentices
  • Adult learners

Education professionals

  • Teachers
  • Trainers
  • School leaders
  • Adult educators

Entities providing VET

  • Companies
  • VET providers (all kinds)

Thematic categories

Thematic categories capture main aspects of the decision-making and operation of national VET and LLL systems. These broad areas represent key elements that all VET and LLL systems have to different extents and in different combinations, and which come into focus depending on the EU and national priorities. Thematic categories are further divided into thematic sub-categories. Based on their description, policy developments can be assigned to one or several thematic categories.

Modernising VET offer and delivery

This thematic category looks at what and how individuals learn, how learning content and learning outcomes in initial and continuing VET are defined, adapted and updated. First and foremost, it examines how VET standards, curricula, programmes and training courses are updated and modernised or new ones created. Updated and renewed VET content ensures that learners acquire a balanced mix of competences that address modern demands, and are more closely aligned with the realities of the labour market, including key competences, digital competences and skills for green transition and sustainability, both sector-specific and across sectors. Using learning outcomes as a basis is important to facilitate this modernisation, including modularisation of VET programmes. Updating and developing teaching and learning materials to support the above is also part of the category.

The thematic category continues to focus on strengthening high-quality and inclusive apprenticeships and work-based learning in real-life work environments and in line with the European framework for quality and effective apprenticeships. It looks at expanding apprenticeship to continuing vocational training and at developing VET programmes at EQF levels 5-8 for better permeability and lifelong learning and to support the need for higher vocational skills.

This thematic category also focuses on VET delivery through a mix of open, digital and participative learning environments, including workplaces conducive to learning, which are flexible, more adaptable to the ways individuals learn, and provide more access and outreach to various groups of learners, diversifying modes of learning and exploiting the potential of digital learning solutions and blended learning to complement face-to-face learning.

Centres of vocational excellence that connect VET to innovation and skill ecosystems and facilitate stronger cooperation with business and research also fall into this category.

Acquiring key competences

This thematic sub-category refers to acquisition of key competences and basic skills for all, from an early age and throughout their life, including those acquired as part of qualifications and curricula. Key competences include knowledge, skills and attitudes needed by all for personal fulfilment and development, employability and lifelong learning, social inclusion, active citizenship and sustainable awareness. Key competences include literacy; multilingual; science, technology, engineering and mathematical (STEM); digital; personal, social and learning to learn; active citizenship, entrepreneurship, cultural awareness and expression (Council of the European Union, 2018).

Integrating digital skills and competences in VET curricula and programmes

This thematic sub-category refers to updating VET curricula and programmes to incorporate skills related and needed for the digital transition, including sector- and occupation-specific ones identified in cooperation with stakeholders.

Teachers, trainers and school leaders competences

Competent and motivated VET teachers in schools and trainers in companies are crucial to VET becoming innovative and relevant, agile, resilient, flexible, inclusive and lifelong.

This thematic category comprises policies and practices of initial training and continuing professional development approaches in a systemic and systematic manner. It also looks at measures aiming to update (entry) requirements and make teaching and training careers attractive and bring more young and talented individuals and business professionals into teaching and training. Supporting VET educators by equipping them with adequate competences, skills and tools for the green transition and digital teaching and learning are addressed in separate thematic sub-categories.

The measures in this category target teachers and school leaders, company trainers and mentors, adult educators and guidance practitioners.

Systematic approaches to and opportunities for initial and continuous professional development of school leaders, teachers and trainers

This thematic sub-category refers to all kinds of initial and continuing professional development (CPD) for VET educators who work in vocational schools and in companies providing VET. VET educators include teachers and school leaders, trainers and company managers involved in VET, as well as adult educators and guidance practitioners – those who work in school- and work-based settings. The thematic sub-category includes national strategies, training programmes or individual courses to address the learning needs of VET educators and to develop their vocational (technical) skills, and pedagogical (teaching) skills and competences. Such programmes concern state-of-the-art vocational pedagogy, innovative teaching methods, and competences needed to address evolving teaching environments, e.g. teaching in multicultural settings, working with learners at risk of early leaving, etc.

Supporting teachers and trainers for and through digital

This thematic sub-category is in line with the EU policy focus on the digital transition, and refers to professional development and other measures to prepare and support teachers and trainers in teaching their learners digital skills and competences. It also covers measures and support for them to increase their own digital skills and competences, including for teaching in virtual environments, working with digital tools and applying digital pedagogies. Emergency measures taken during the COVID-19 pandemic also fall into this sub-category.

European priorities in VET

EU priorities in VET and LLL are set in the Council Recommendation for VET for sustainable competitiveness, social fairness and resilience, adopted on 24 November 2020 and in the Osnabrück Declaration on VET endorsed on 30 November 2020.

VET Recommendation

  • VET agile in adapting to labour market challenges
  • VET as a driver for innovation and growth preparing for digital and green transitions and occupations in high demand
  • VET as an attractive choice based on modern and digitalised provision of training and skills

Osnabrück Declaration

  • Sustainability - a green link in VET

Subsystem

Part of the vocational education and training and lifelong learning systems the policy development applies to.
IVET
CVET

Country

Hungary

Type of development

Policy developments are divided into three types: strategy/action plan; regulation/legislation; and practical measure/initiative.
Strategy/Action plan
Cite as

Cedefop, & ReferNet. (2025). Green and digital transition in the Hungarian VET: Hungary. In Cedefop, & ReferNet. (2025). Timeline of VET policies in Europe (2024 update) [Online tool].

https://www.cedefop.europa.eu/en/tools/timeline-vet-policies-europe/search/28285