- 2019Approved/Agreed
- 2020Implementation
- 2021Implementation
- 2022Implementation
- 2023Implementation
- 2024Implementation
Background
The speed of change in the economy, technology and the labour market is continuously pushing vocational education and training (VET) and adult education (AE) towards newer tasks and challenges, which require effective answers and measures operable in the short and long-term. It is important that learners completing their initial education and training and leaving the school system have acquired - beyond the basic competences - the skills and competences (and qualifications) required by the economy and which are necessary for professional development in a lifelong learning perspective. An attractive VET system for young people that provides flexible and competitive professional skills, as well as a flexible and short-cycle adult education system, are essential.
Objectives
The new strategy aims to reform vocational education and training for young people and adults to ensure high quality training and a skilled labour force in line with the needs of the economy and new professions emerging.
Description
The government has accepted, by government Decision No 1168/2019. (III.28.), the new strategy mid-term VET policy strategy for the renewal of VET and adult education (AE), the VET system's answer to the challenges of the fourth Industrial Revolution'.
The VET 4.0 strategy is based on three pillars.
- Attractive career opportunities for learners: learners must obtain competitive qualifications and knowledge required by the economy, which will provide a sound existence and high income. A determined goal of the strategy is that a scholarship scheme should not only support the learning period, but it should also ensure a good starting background for the career pathway of the graduates. The present 4+1 years structure of the vocational grammar school programmes is to be replaced by the five-year Technicum programme, at the end of which learners take a school leaving examination, whereby they demonstrate their knowledge in four general exam subjects. The fifth exam subject will be replaced by the vocational exam, taken as an advanced level exam subject. Good results in a technician exam can lead directly to further studies in tertiary education in the same specialisation. Learners obtaining a vocational qualification will gain significant advantage in the course of their further specialised learning, depending on the results of their vocational exam at the end of the technician training.
- Providing teachers with up-to-date...
The government has accepted, by government Decision No 1168/2019. (III.28.), the new strategy mid-term VET policy strategy for the renewal of VET and adult education (AE), the VET system's answer to the challenges of the fourth Industrial Revolution'.
The VET 4.0 strategy is based on three pillars.
- Attractive career opportunities for learners: learners must obtain competitive qualifications and knowledge required by the economy, which will provide a sound existence and high income. A determined goal of the strategy is that a scholarship scheme should not only support the learning period, but it should also ensure a good starting background for the career pathway of the graduates. The present 4+1 years structure of the vocational grammar school programmes is to be replaced by the five-year Technicum programme, at the end of which learners take a school leaving examination, whereby they demonstrate their knowledge in four general exam subjects. The fifth exam subject will be replaced by the vocational exam, taken as an advanced level exam subject. Good results in a technician exam can lead directly to further studies in tertiary education in the same specialisation. Learners obtaining a vocational qualification will gain significant advantage in the course of their further specialised learning, depending on the results of their vocational exam at the end of the technician training.
- Providing teachers with up-to-date knowledge: theory instructors and in-company trainers must have the necessary skills and up-to-date knowledge to be able to follow the technological developments in a given sector. The strategy goal is to create the possibility for engineers to give lessons in schools occasionally and teacher training also to be realised within corporate environments. Improving the quality of the training (theoretical and practical subjects) is key. A complex human resources development programme for VET teachers and trainers is part of the aims of the strategy.
- Creation of an attractive learning environment: the use of modern devices in practical workshops furnished with up-to-date technology, a digital environment equipped with all the necessary tools, an adequate rapid Wi-Fi network and digital curriculum also have to be ensured.
Beside the priorities set in formal VET, the strategy aims at offering effective and flexible learning opportunities to adults, in both adult education (school) and adult training.
The Strategy 4.0 was approved, but the proposed measures (policy developments) within the Strategy have been under introduction/implementation.
Hungary is implementing the objectives set out in the mid-term VET strategy 4.0.. The legislative framework for the implementation of the strategy was ensured by VET Act LXXX of 2019 and government Decree 12/2020 (II.7) on the implementation of VET Act LXXX of 2019 (both entered into force in 2020).
The new legislative background has enabled closer cooperation between the stakeholders of VET and the economy. The additional benefits (scholarship, salary/wage, a career starters' allowance in one lump sum) have further increased the attractiveness of vocational training.
Based on the data from the start of the school year 2021/22, the number of students enroled in grade 9 of VET institutions has increased by an average of 10 % (technicum 12%, vocational school 8%). 61 % of the upper secondary students were admitted to VET institutions, of which 41 % went to technicums and 20% to vocational schools. In addition, more than 20 % of the students in vocational training (technicums, VET schools) - after successful completion of their VET studies - continued their studies further on compared to the previous year.
The new system of vocational employment contract provides a significant advantage for employers through higher tax incentives and for students through higher income as well. Dual training - after the sectoral foundation education - based on vocational employment contracts was launched in the phasing out VET system since September 2021.
Presenting the professional and financial benefits of the VET system in a clear, unambiguous and transparent way has been a priority. The Ministry of Innovation and Technology has constantly been considering the effective involvement of the economic chambers which supervise the dual training system and have direct contact with the economic stakeholders.
Economic stakeholders have been also increasingly recognised and have already taken advantage of the possibility to getting involved in the training of their own future employees. Abolition of the distinction between vocational practice and theory means a change of approach, and the students have the option to fulfil their specialised vocational studies, both theory and practice (grades 11-13 in technicums and grades 10-11 in VET schools) in the company environment, learning all professional skills in a uniform manner. The State also provides substantial financial support to dual training providers, especially if they organise the entire provision of vocational training (profession-specific training). This makes the offer of practical training constant (stable) and work-based learning and vocational employment contract-based training (dual VET) is strengthened. VET programmes are realised by the involvement of employers supporting learning and this realisation is supported by the most update and accessible infrastructure, tools and technology.
This is facilitated by the emerging network of sectoral training centres, which enable SMEs to be involved in dual training and the training of labour market supply.
Based on the final results of the 2022 secondary school admission procedure, more than 50 000 students started heir studies in the renewed VET in September. Based on their choices, the reinforced VET is very successful, technicums are becoming more and more popular. In 2022, most of those who continue after grade 8 have opted for technicums that offer both a vocational and high school diploma, similar to the previous year.
Technicums are highly ahead of any other type of school, they were chosen by more than 42% of the applicants (34 831 persons), 34% (28 526 persons) of the applicants applied for traditional high school education, and a further, almost 20% (15 941 persons) entered the three-year vocational schools.
The most popular technicum sector was Information Technology and Telecommunications; other popular sectors: Business and Management, Tourism and Hospitality, Specialised Machine and Vehicle Manufacturing.
In the vocational school, most students were admitted to the Tourism-Hospitality sector; other popular sectors were Construction Industry, Mechanical Engineering, Trade, Electronics and Electrical Engineering.
Technicum is now a real, competitive alternative for young people to continue their studies.
The situation in terms of dropout rates has also improved. The VET system provides several opportunities and programmes to help students at risk of dropping out and to prevent them from dropping out. In the school year 2021/22, about 2 000 students (compared to 1 500 students in the school year 2020/21) were provided with the orientation year, Springboard class programme and the school workshop programmes. The number and availability of these alternative VET opportunities in the country increased. The number of failures is also significantly reduced, thanks to the input measurements after school enrolment and related individual support as well as the module of the KRÉTA ESL signalling system, which is now one of the outstanding assistants in the work of headmasters and principals.
As the mid-term VET policy strategy 4.0 reflects the point of view of several professional stakeholders, the economic stakeholders also participated in the renewal of the training offer and professional content through the work of the Sector Skills Councils (SSCs) and the VET Innovation Council (SZIT), which brings together organisations and representatives involved in VET. In this way, labour market expectations could be integrated into the educational content with unique cooperation. Within the framework of the dual vocational training monitoring project, 19 SSCs prepared a sectoral analysis related to the following focus areas: career guidance-enrolment, sectoral foundation education-sectoral basic exam, specialised education, final examination. The sector-specific analyses related to the listed focus areas were prepared on the basis of experts appointed by the SSCs, data provided by the regional chambers, and compiled professional materials and other statistical documents. The analysis resulted in formulating proposals for the successful development of the system, which were forwarded to the Ministry of Culture and Innovation.
At the beginning of 2023, the ranking of the top 100 technicums was completed for the first time, based on official data from the National Office of Vocational Education and Training and Adult Learning (NOVETAL). The ranking considered factors such as:
- student performance, including input and output indicators;
- number of teaching staff;
- digital infrastructure;
- academic results of incoming students;
- proportion of repeaters compared to total students;
- matriculation exam results.
The purpose of ranking the top 100 technicums was twofold. On the one hand, to guide students in choosing their future school, and on the other hand, to foster healthy competition among VET institutions by allowing them to track their performance over time based on assessed criteria, encouraging continuous improvement.
From the 2022/23 school year an increasing number of high-achieving students choose VET pathways. Among the 363 institutions maintained by the Ministry of Culture and Innovation, one-third can be classified as 'champion' institutions—those with high demand, multiple over-subscriptions, and minimum admission requirements typically above grade 4. The task is to expand the number of such institutions. Based on the 1st Monitoring Report, the VET ranking is planned to be published annually..
In response to experience gained from the VET system introduced in 2020/21 and the European Union's expectations for VET, the VET 4.0 Strategy was refined in 2023. In the review of the Strategy and the elaboration of the proposed amendment, the expectations set by the European Commission played a key role. These align with the thematic enabling conditions for the education and training system and the expected objectives for the use of EU funds (EDIOP Plus VET resources). This revision included:
- updating indicators to align with current legislation;
- revising interventions;
- developing an Action Plan to support implementation.
On 16 November 2023, the Government adopted the revised VET 4.0 Strategy and its Action Plan under Government Decision 1499/2023 (16.11.). The Action Plan, covering the period up to 2030, sets out measures, specific deadlines, and monitoring mechanisms for achieving the Strategy's objectives. It also outlines the types of resources allocated for implementation. A significant part of the measures will be funded through the national budget and EU funding, including resources from the RRF and EDIOP Plus for the 2021-2027 period.
At the request of the European Commission, the revised VET 4.0 Strategy now includes Chapter VI: 'Comprehensive Monitoring and Evaluation', covering both the Strategy and the Action Plan.
The comprehensive monitoring system primarily relies on:
a. national statistical data;
b. the VET and Adult Education Information System;
c. results from public education, VET, EU, and OECD assessments;
d. data provided by the VET cooperation system (e.g., VET Innovation Council, Sector Skills Councils, economic chambers).
Data is typically collected annually (aligned with school years) and adapted to the nature of the indicators. When relevant data is unavailable, targeted surveys or periodic data collection will support the assessment.
As part of this commitment, the 1st Monitoring Report was prepared in October 2024. It covers:
a. The period from 21 March 2019 (when the Strategy was adopted) to 30 September 2024,
b. Data for the 2023/24 school year,
c. Activities carried out, and
d. Results achieved.
The final management-approved document was published on the NOVETAL website on 15 November 2024.
In addition to annual monitoring, a comprehensive evaluation is conducted every two years by the policy body responsible for VET and Adult Learning (AL). The findings are recorded in a report, and the responsible authority ensures that the monitoring and evaluation results are made public.
Bodies responsible
- Ministry of Culture and Innovation
- Hungarian Chamber of Commerce and Industry
- VET Innovation Council
- Sector Skills Councils
- National Office for Vocational Education and Training and Adult Learning (NOVETAL)
Target groups
Learners
- Learners in upper secondary, including apprentices
- Young people (15-29 years old)
- Adult learners
Education professionals
- Teachers
- Trainers
- School leaders
- Adult educators
Entities providing VET
- Companies
- Small and medium-sized enterprises (SMEs)
- VET providers (all kinds)
Other stakeholders
- Social partners (employer organisations and trade unions)
Thematic categories
Modernising VET infrastructure
This thematic category looks at how VET schools and companies providing VET are supported to update and upgrade their physical infrastructure for teaching and learning, including digital and green technologies, so that learners in all VET programmes and specialities have access to state-of-the-art equipment and are able to acquire relevant and up-to-date vocational and technical skills and competences. Modernising infrastructure in remote and rural areas increases the inclusiveness of VET and LLL.
This thematic sub-category refers to measures for modernising physical infrastructure, equipment and technology needed to acquire vocational skills in VET schools and institutions that provide CVET or adult learning, including VET school workshops and labs.
This thematic sub-category focuses on establishing and upgrading to state-of-the-art digital infrastructure, equipment and technology, such as computers, hardware, connectivity and good broadband speed that should ensure quality and inclusive VET provision, especially in blended and virtual modes. It also includes specific measures to remove the digital divide, e.g. supporting geographically remote or rural areas to ensure social inclusion through access to such infrastructure for learning and teaching. It also includes support measures for learners from socially disadvantaged backgrounds to acquire the necessary equipment.
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.
VET standards and curricula define the content and outcomes of learning, most often at national or sectoral levels. VET programmes are based on standards and curricula and refer to specific vocations/occupations. They all need to be regularly reviewed, updated and aligned with the needs of the labour market and society. They need to include a balanced mix of vocational and technical skills corresponding to economic cycles, evolving jobs and working methods, and key competences, providing for resilience, lifelong learning, employability, social inclusion, active citizenship, sustainable awareness and personal development (Council of the European Union, 2020). The thematic sub-category also refers to establishing new VET programmes, reducing their number or discontinuing some. It also includes design of CVET programmes and training courses to adapt to labour market, sectoral or individual up- and re-skilling needs.
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).
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.
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.
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.
Supporting lifelong learning culture and increasing participation
Lifelong learning refers to all learning (formal, non-formal or informal) taking place at all stages in life and resulting in an improvement or update in knowledge, skills, competences and attitudes or in participation in society from a personal, civic, cultural, social or employment-related perspective (Erasmus+, Glossary of terms, https://erasmus-plus.ec.europa.eu/programme-guide/part-d/glossary-common-terms). A systemic approach to CVET is crucial to ensure adaptability to evolving demands.
This broad thematic category looks at ways of creating opportunities and ensuring access to re-skilling and upskilling pathways, allowing individuals to progress smoothly in their learning throughout their lives with better permeability between general and vocational education and training, and better integration and compatibility between initial and continuing VET and with higher education. Individuals should be supported in acquiring and updating their skills and competences and navigating easily through education and training systems. Strategies and campaigns that promote VET and LLL as an attractive and high-quality pathway, providing quality lifelong guidance and tailored support to design learning and career paths, and various incentives (financial and non-financial) to attract and support participation in VET and LLL fall into this thematic category as well.
This thematic category also includes many initiatives on making VET inclusive and ensuring equal education and training opportunities for various groups of learners, regardless of their personal and economic background and place of residence – especially those at risk of disadvantage or exclusion, such as persons with disabilities, the low-skilled and low-qualified, minorities, migrants, refugees and others.
This thematic sub-category refers to all kinds of incentives that encourage learners to take part in VET and lifelong learning; VET providers to improve, broaden and update their offer; companies to provide places for apprenticeship and work-based learning, and to stimulate and support learning of their employees. It also includes measures addressing specific challenges of small and medium-sized enterprises (SMEs) willing to create work-based learning opportunities in different sectors. Incentives can be financial (e.g. grants, allowances, tax incentives, levy/grant mechanisms, vouchers, training credits, individual learning accounts) and non-financial (e.g. information/advice on funding opportunities, technical support, mentoring).
Subsystem
Further reading
Country
Type of development
Cedefop, & ReferNet. (2025). Mid-term VET policy strategy 4.0: 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/36490