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General themes

The main features of the Hungarian VET system are:

  • participation in both upper-secondary VET tracks is decreasing;
  • apprenticeship has been steadily increasing (25% of all IVET learners in 2017 had an apprenticeship contract);
  • early leaving from education and training is a challenge, especially in VET; it coexists with low employment rates in the age span 15-24;
  • the share of adults enrolling in VET offered in the school system to upskill is on the rise ([1]Thanks primarily to the opportunity to obtain a second vocational qualification free of charge since 2015. The share of adults enrolled in ISCED 353 skilled workers’ training programmes increased from 10.7% in 2015 to 27.1% in 2017.).

Distinctive features ([2]Cedefop (2018). Spotlight on VET in Hungary - 2017. Luxembourg: Publications Office.
http://www.cedefop.europa.eu/en/publications-and-resources/publications/8126
):

The national vocational qualifications register (NVQR), in place since 1993, comprises State-recognised (partial, full or add-on) vocational qualifications that can be acquired either in formal upper and post-secondary IVET or outside the formal education system. NVQR qualifications entitle holders to practise the occupation specified in the vocational and examination requirements set for a given qualification. The register has a modular, competence-based structure and is regularly updated in accordance with labour market needs. The revision process is run by the ministry responsible for VET (currently, the Ministry for Innovation and Technology) in coordination with the ministries responsible for the qualifications and the recently created sectoral skills councils (coordinated by the Chamber of Commerce and Industry, with the involvement of the Chamber of Agriculture in relevant sectors). It closely follows the economy.

Young people and adults need to pass the complex examination upon completion of VET programmes ([3]Provided within or outside the school system.) in order to obtain an NVQR vocational qualification.

To improve quality and efficiency in a heavily fragmented institutional VET structure, 44 regional integrated VET centres were created in 2015 and have run under the responsibility of the ministry responsible for VET.

A shortage job list is issued each year on the basis of recommendations from the ‘county development and training committees’; it is based on employment and employability data and labour market needs forecasts. Practice providers are offered incentives to encourage training in shortage jobs and learners receive grants. In school-based VET, learners enrolled in programmes to acquire a first qualification in shortage jobs may receive a scholarship, based on their performance.

Despite a decrease since 2015, youth unemployment remains substantial and coexists with great skills shortages and mismatches. The demographic decline has negatively affected enrolment in VET, especially in skilled workers training. programmes. Nearly one third of VET learners in ISCED 3 level programmes leave education without qualifications, mainly due to disadvantaged socioeconomic background and low basic skills.

Changes in VET-related legislation in 2015 aimed to enhance the image, quality and attractiveness of vocational education and training in line with European policies and national priorities set for 2016-20.

Bridging programmes replaced the previous catching-up variants in 2013 and were reformed in 2015. They are available in both general and vocational streams, and allow underperformers (often learners from deprived backgrounds) to acquire the basic skills necessary to enrol in upper secondary education and training. In the vocational stream learners can achieve a partial NVQR ([4]National vocational qualifications register; see also Section 1. Summary of main elements and distinctive features of VET.) qualification before moving to upper secondary VET.

VET programmes updated in 2015 and offered as of 2016/17 aim to ease access to occupations in demand, balancing labour shortages and skills gaps. Upper secondary VET programmes offer a first vocational qualification while easing progression routes.

The quality and relevance of practical training is a priority. Dual training (apprenticeship training contract) is being promoted. The percentage of practical training in companies has increased considerably; minimum pedagogical knowledge has been made compulsory for in-company trainers. The chamber guarantee (2015) measure and the reform of upper secondary VET in recent years resulted in an increase in apprenticeships enrolments by 8%.

 

Increase of the number of apprentices (except for the sector of agriculture) between 1997/98 and 2017/18

Source: Hungarian Chamber of Commerce and Industry, 2018.

 

Adult learning for all is being promoted. Acquiring a second NVQR qualification is free of charge ([5]In adult education provided in VET schools.) since 2015 (without any age limit); the measure opens up more than half of full or partial NVQR qualifications to older workers. The Chamber of Commerce has been developing standards for the majority of qualifications in skilled workers training since 2010. This responsibility is currently being reviewed in relation to the responsibilities of the newly created sectoral skills councils, coordinated by the chamber. Programmes supporting further education are designed to help the inclusion of the Roma in those areas where they are mostly affected.

Adapted from Spotlight on VET Hungary 2017 ([6]Cedefop (2018). Spotlight on VET in Hungary - 2017. Luxembourg: Publications Office.
http://www.cedefop.europa.eu/en/publications-and-resources/publications/8126
):

Population in 2018: 9 778 371 ([7]NB: Data for population as of 1 January. Eurostat table tps00001 [extracted 16.5.2019].)

Population in the last decades is decreasing due to low birth rates and relatively high mortality rates. It decreased by -1.3% since 2013 ([8]NB: Data for population as of 1 January. Eurostat table tps00001 [extracted 16.5.2019].).

The population in Hungary is decreasing and ageing.

The old-age dependency ratio is expected to increase from 27 in 2015 to 53 in 2060 ([9]Old-age-dependency ratio is defined as the ratio between the number of persons aged 65 and more over the number of working-age persons (15-64). The value is expressed per 100 persons of working age (15-64).).

 

Population forecast by age group and old-age-dependency ratio

Source: Eurostat, proj_15ndbims [extracted 16.5.2019].

 

According to national statistics ([10]KSH (2017). Mikrocenzus 2016 - 3. Demográfiai adatok [Micro census 2016. Part 3: Demographic data]. Budapest: KSH.
http://www.ksh.hu/docs/hun/xftp/idoszaki/mikrocenzus2016/mikrocenzus_2016_3.pdf
KSH stands for Központi Statisztikai Hivatal (Central Statistical Office).
), the number of young people under 15 as well as in the age span 15-64 are falling, while the number of people aged 65+ is on the rise.

An increasing share of people over the age of 50 in the working-age population concurs with a declining number of school-age learners (see figure below). That indicates a further decrease of learners in initial vocational education and training (IVET) and an increasing demand for continuing vocational education and training (CVET) and other forms of adult learning.

 

Learners in initial education and training (aged 3-22) ([11]Education is compulsory from age 3 to 16. Learners in higher education can obtain a master degree at age 22 at the earliest.), 2008-18

Source: Hungarian Central Statistics Office, Társadalmi Haladás Mutatószám rendszere (System of Indicators of Social Development) http://www.ksh.hu/thm/2/indi2_2_1.html

 

At the 2011 census, 98.4% of the people declared that they spoke Hungarian as their native language and 4.3% identified themselves as a member of one of the recognised minority groups (Roma, Germans, Croats, Slovaks, etc.).

The largest minority group are Roma ([12]2% in the 2011 census; but their share in more recent research and surveys is much higher, around 9% and rising.). Their share among school-aged children is significantly higher ([13]According to the 2011 census data, 43% of them are aged under 20. See
http://www.ksh.hu/docs/hun/xftp/stattukor/nemzetiseg_demografia.pdf
) than their share in the population and is on the rise. The vast majority of Roma learners continue their studies after completing primary school (integrated primary and lower secondary education) in VET at upper secondary level ([14]Around 90% of Roma students continue studying at upper secondary level but around 90% of them study in VET. See
https://www.mtakti.hu/wp-content/uploads/2017/11/14_Kertesi_Kezdi_TRIP2010.pdf
), but almost half of them leave upper secondary education without any qualification. Less than a third of them obtain an NVQR ([15]The National vocational qualifications register (NVQR) includes all State-recognised vocational qualifications regulated by the 2011 VET act.) qualification and only about a quarter acquire the secondary school leaving certificate ([16]8% in upper secondary general education programmes, 16% in VET programmes. Without this certificate, they may not continue studies at post-secondary/tertiary level. Source: Hajdú, T, Kertesi, G., Kézdi, G. (2014). Roma fiatalok a középiskolában. Beszámoló a TÁRKI Életpálya-felmérésének 2006 és 2012 közötti hullámaiból [Roma youth in secondary school: report about the waves of the TÁRKI career survey between 2006 and 2012). In: Társadalmi riport, 2014. Budapest: TÁRKI, pp. 265-302.
http://old.tarki.hu/adatbank-h/kutjel/pdf/b334.pdf
).

The high drop-out rate among Roma learners can be explained mostly by their socially disadvantaged background and their competence deficiencies accumulated during their prior schooling. Roma learners and adults are therefore prioritised for receiving public scholarships and support in labour market programmes.

The economy is small and open. Small sized enterprises are 99.7% of all enterprises. The share of micro enterprises among them was 97.8% on 31 December 2017 ([17]KSH (2018). A regisztrált gazdasági szervezetek száma, 2017 [Number of registered business organisations, 2017]. Budapest: KSH.
https://www.ksh.hu/docs/hun/xftp/gyor/gaz/gaz1712.pdf
).

Only 0.3% of all enterprises are medium sized and 0.1% is large.

SMEs employed two thirds of the workforce ([18]Hungarian SMEs employ 3.3 persons on average, below the EU average of 3.9 (SBA Fact Sheet, 2017,
https://ec.europa.eu/docsroom/documents/29489 ).
) and produced 43% of gross value added (GVA) in 2016 ([19]KSH (2018). Magyarország, 2017 [Hungary, 2017]. Budapest: KSH, pp. 150-151.
http://www.ksh.hu/docs/hun/xftp/idoszaki/mo/mo2017.pdf
).

Economy is characterised by a shift to services that produced 64.8% of total gross value added (GVA) and employed 63% of the workforce in 2017.

Industry still had a share of 26.4% of GVA and employed nearly a quarter of the workforce (23%).

The construction industry and agriculture produced 4.8% and 3.9% of total gross value added and had shares of 6.8% and 5% of total employment, respectively ([20]KSH (2018). Magyarország, 2017 [Hungary, 2017]. Budapest: KSH, pp. 36, 130-131.
http://www.ksh.hu/docs/hun/xftp/idoszaki/mo/mo2017.pdf and KSH (2016). A kis- és középvállalkozások helyzete hazánkban, 2016 [The situation of SMEs in Hungary in, 2016]. Budapest: KSH.
http://www.ksh.hu/docs/hun/xftp/idoszaki/pdf/kkv16.pdf
)).

Main export industries are:

  • automotive;
  • electronics;
  • pharmaceuticals and medical technology;
  • ICT (telecommunications, IT outsourcing, IT services, software and hardware production);
  • food processing industry;
  • chemical industry;
  • textiles and clothing industry.

The labour market is highly regulated. A list with all regulated professions in Hungary is available at the European database of regulated professions ([21]543 (2019 data); see also
http://ec.europa.eu/growth/tools-databases/regprof/index.cfm?action=regprofs&id_country=21&quid=1&mode=asc#bottom
).

In 2018, the total unemployment ([22]Percentage of active population aged 25-74.) in Hungary was 3.2% (6% in the EU-28); it decreased by 3.7 percentage points since 2008 ([23]Eurostat table une_rt_a [extracted 20.5.2019].).

 

Unemployment rate (aged 15-24 and 25-64) by education attainment level in 2008-18

NB: Data based on ISCED 2011; breaks in time series; low reliability for ISCED 5-8, age 15-24.
ISCED 0-2 = less than primary, primary and lower secondary education.
ISCED 3-4 = upper secondary and post-secondary non-tertiary education. ISCED 5-8 = tertiary education.
Source: Eurostat, lfsa_urgaed [extracted 16.5.2019].

 

Unemployment has decreased in the last decade. The unemployment rate of unskilled workers, although decreasing steadily since 2014, is considerably higher compared to the share of people with medium- and high-level qualifications.

Employment rate of 20 to 34-year-old VET graduates has increased from 78% in 2014 to 84.5% in 2017 ([24]Eurostat table edat_lfse_24 [extracted 16.5.2019].).

 

Employment rate of VET graduates (20 to 34 years old, ISCED levels 3 and 4)

NB: Data based on ISCED 2011; breaks in time series.
ISCED 3-4 = upper secondary and post-secondary non-tertiary education.
Source: Eurostat, edat_lfse_24 [extracted 16.5.2019].

 

The employment rate of 20 to 34-year old VET graduates increased by 6.1 percentage points in 2014-18 and is higher compared to the increase in employment of all 20 to 34-year old graduates (+4.8%) in the same period in Hungary ([25]NB: Break in series. Eurostat table edat_lfse_24 [extracted 16 5.2019].).

In Hungary, most people in the age group 25-64 have a medium level qualification (59.8%, against 45.7% in the EU-28), placing Hungary fifth among all EU28+ countries with the highest share in this group in 2018. People with high level qualifications represent 25.1% of the total population aged 25 to 64, which is lower than the EU average (32.2%). The share of people with no or low level qualifications (15.1%) is below the EU-28 average (21.8%) in 2018.

 

Population (aged 25 to 64) by highest education level attained in 2018

NB: Data based on ISCED 2011; low reliability for ‘no response’ in Czechia, Iceland, Latvia and Poland.
ISCED 0-2 = less than primary, primary and lower secondary education.
ISCED 3-4 = upper secondary and post-secondary non-tertiary education.
ISCED 5-8 = tertiary education.
Source: Eurostat, lfsa_pgaed [extracted 16.5.2019].

 

Share of learners in VET by level in 2017

lower secondary

upper secondary

post-secondary

0.2%

23%

100%

Source: Eurostat, educ_uoe_enrs01, educ_uoe_enrs04 and educ_uoe_enrs07 [extracted 16.5.2019].

The share of learners in lower secondary VET decreased by -0.2 percentage points from 2013 to 2017. In the same period, the share of learners in upper secondary VET decreased by -3.5 percentage points.

 

Share of initial VET learners from total learners at upper-secondary level (ISCED level 3), 2017

NB: Data based on ISCED 2011.
Source: Eurostat, educ_uoe_enrs04 [extracted 16.5.2019].

 

Traditionally, there are more males in VET (63.2%, or 66.1% in full time education in 2016/17), though the share of females is nearly 50% in programmes that span upper- and post-secondary education (49.8%, or 47.5% in full time education).

Males prefer IT, engineering, transport, electronics, manufacturing and construction, while females most often enrol in health and social care, economics and office management and services (tourism, catering, the beauty industry).

The share of early leavers from education and training has increased by 1 percentage point, from 11.5% in 2009 to 12.5% in 2018. It is above the national target for 2020 of not more than 10% and the EU-28 average of 10.6%.

 

Early leavers from education and training in 2009-18

NB: Share of the population aged 18 to 24 with at most lower secondary education and not in further education or training; break in series.
Source: Eurostat, edat_lfse_14 [extracted 16.5.2019] and European Commission, https://ec.europa.eu/info/2018-european-semester-national-reform-programmes-and-stability-convergence-programmes_en [accessed 14.11.2018].

 

Reducing the high number of drop-outs from VET is a national challenge. Early leaving from education and training can be explained mainly by learners’ disadvantaged socio-economic background and low basic skills (due to quality problems with primary school education provision) and the inability of VET schools to compensate these disadvantages ([26]As shown also by the PISA results, the impact of learners’ socioeconomic background on education outcomes in Hungary is the strongest in the EU and the impact of school/programme type on outcomes is also very significant, reflecting early selection in secondary education. See also European Commission (2017). Education and Training Monitor 2017: country analysis. Luxembourg: Publications Office.
https://publications.europa.eu/en/publication-detail/-/publication/6e709b4c-bac0-11e7-a7f8-01aa75ed71a1/language-en/format-PDF/source-search
). A mid-term national strategy to prevent early leaving from education and training is in place (2014-20).

In 2014, learners in ISCED 353 level VET programmes ([27]Three-year upper secondary VET programmes offering skilled workers training (ISCED 353/EQF level 4) not leading to the end of upper secondary school-leaving certificate.) accounted for nearly half of all drop-outs whereas they represented only 21% of the whole school population. Nearly one-third of learners leave these programmes without a qualification ([28]To obtain a vocational qualification upon completion of upper and post-secondary VET programmes, learners have to take the practice-oriented complex examination which is based on the standards established for this qualification. Qualification standards are defined in the vocational and examination requirements regulated by degree for a given qualification.). The share of drop-outs from the other VET track (vocational grammar school ISCED 344 programmes combining general and vocational subjects at upper secondary level) is lower but remains high ([29]It was 19% in grades 9-12 in 2013. The dropout rate in post-secondary ISCED 454 VET programmes was 16% in 2013. Source: Mártonfi, G. (2013). Early leaving from VET - Hungary. Cedefop ReferNet Thematic perspectives [unedited].
http://www.cedefop.europa.eu/en/events-and-projects/networks/refernet/thematic-perspectives/early-leaving-from-vet
).

More information on early leaving from E&T in Hungary ([30]Cedefop (2017). Leaving education early: putting vocational education and training centre stage - Hungary. Cedefop country fiche [unedited].
http://www.cedefop.europa.eu/en/publications-and-resources/country-reports/leaving-education-early-putting-vocational-education-an-5
).

Adult participation in lifelong learning (aged 25-64) is being promoted in Hungary, with a special focus on early leavers and people without a VET qualification.

 

Participation in lifelong learning in 2014-18

NB: Share of adult population aged 25 to 64 participating in education and training; break in series.
Source: Eurostat, trng_lfse_01 [extracted 16.5.2019].

 

Participation in lifelong learning increased by 2.7 percentage points since 2014 (from 3.3% to 6.0% in 2018) and is lower than the EU-28 average (11.1% in 2018). However, this increase is due primarily to a break in the series of statistical data: in 2015, additional clarifications and reminders were added to the Hungarian survey for better coverage of compulsory training systems and introduction courses for those who started their job recently ([31]Eurostat file ‘country specific breaks’. Available at
https://ec.europa.eu/eurostat/statistics-explained/index.php/EU_labour_force_survey_%E2%80%93_data_and_publication#Comparability_over_time_and_across_countries [accessed 2.4.2019].
).

 

VET learners by age group (*)(2010-16)

NB: (*) In school-based VET programmes and in adult training; data about adult training excludes learners in the following programme categories: catching-up training of disadvantaged people, foreign language training, general adult training and preparatory training aimed at obtaining entry competences.
Source: Statistical yearbooks of public education (2011-18). Online OSAP 1665 statistics https://statisztika.mer.gov.hu [accessed 18.6.2019].

 

Initial education and training system comprises:

  • pre-primary (ISCED level 0);
  • integrated primary and lower secondary (ISCED levels 1 and 2);
  • integrated lower and upper secondary general education (ISCED levels 2-3);
  • general (ISCED level 2) and vocational bridging programmes (ISCED levels 2-3);
  • upper secondary general, vocational or combined education (ISCED level 3);
  • post-secondary non-tertiary VET (ISCED level 4);
  • higher education VET (ISCED level 5);
  • higher education (ISCED levels 6,7 and 8).

The term ‘public education’ (köznevelés) ([32]Regulated by the Act CXC of 2011 on public education.) refers to the right to education to all from pre-primary to post-secondary non-tertiary level, and includes general and vocational education programmes in kindergartens and schools ([33]Beside the State, church and business entities, foundations, associations, etc., can also found and maintain public education institutions; private providers can also provide public education services.).

Compulsory schooling covers age three to 16. Education is free of charge up to the obtainment of the upper secondary school leaving certificate and/or two NVQR ([34]The National vocational qualifications register (NVQR) includes all State-recognised vocational qualifications regulated by the 2011 VET act.) vocational qualifications ([35]Since 2015, the right to acquire a second VET qualification free of charge is without age limit, therefore older adults may enrol in adult education (within the formal school system, in VET schools) to upskill, at no expenses.).

Pre-primary education is provided in kindergarten (óvoda) from age three to six ([36]Attendance is compulsory from September that follows the completion of three years old to mandatory school entry age (though exemption from attendance can be applied for and permitted up until the completion of age 5).). It is followed by an integrated primary and lower secondary eight-year programme (általános iskola; age 7-14) ([37]Two integrated lower and upper secondary general education paths are also available: an eight-year programme (ages 10 to 18) and a six-year programme (ages 12 to 18). The entry requirements in these highly selective schools include a national entry exam in Hungarian and Mathematics, oral exams organised by the schools as well as very good grades in primary school. In school year 2016/17, 7% of learners in lower secondary education studied in these schools (the rest in grades 5-8 of primary school). Source: Ministry of Human Resources (2017). Köznevelési Statisztikai Évkönyv 2016/2017 [Statistical yearbook of public education 2016/17]. Budapest: EMMI.
https://www.kormany.hu/download/5/0a/81000/Köznevelés-statisztikai%20évkönyv-2016-új.pdf
). To move on to upper secondary education, learners must complete the programme and thus obtain the primary school certificate.

For learners at risk of dropping out from education, two bridging programmes are in place ([38]Since 2013, though reformed in 2015.):

  • a one-year public education bridging programme (köznevelési hídprogram) for learners who finished lower secondary education but did not get admitted to upper secondary education, to prepare them for the entrance exam; and
  • a two-year VET bridging programme (szakképzési hídprogram) for learners who completed at most two (out of four) years of lower secondary education by age 15.

Upper secondary general education is provided in the so-called gimnázium (age 14-18). To move on to higher level studies, learners must obtain the (upper) secondary school leaving certificate (érettségi bizonyítvány) at the secondary school leaving exam at the end of grade 12.

Higher education ([39]Regulated by the Act CCIV of 2011 on higher education.) includes academic programmes at EQF levels 6-8. Vocational programmes are offered in higher education at EQF level 5, but are not considered VET ([40]These programmes are regulated by the higher education act and not the VET act (Act CLXXXVII of 2011 on vocational education and training).).

Adult education programmes (felnőttoktatás) offer general and vocational education at all education levels in flexible learning forms ([41]In full- or part- time (evening, correspondence, distance learning and other) courses. See also Section 6. VET within the education and training system/ VET learning options.).

Government-regulated VET is offered:

  • within the formal school system (participants have the status of student):
    • in VET schools, regulated by the 2011 public education act ([42]Act CXC of 2011 on public education.) and 2011 VET ([43]Act CLXXXVII of 2011 on vocational education and training.) act. Programmes are offered at EQF levels 2 to 5, either:

i) in regular full-time education for school-age learners and young people up to age 25; or

ii) in flexible learning forms for those over the compulsory schooling age (16) and older adults in adult education ([44]Young people over the compulsory schooling age (16) and up to 25 may enrol in both learning forms, either in regular full-time schooling or in flexible learning courses offered in adult education. NB: School-based full-time adult education (representing 90% of regular full time schooling hours) or part-time adult education courses (evening, correspondence, distance learning and other).);

  • in higher education, regulated by the 2011 Higher education act ([45]Act CCIV of 2011 on higher education.). Following the introduction of the 2011 VET act ([46]Act CLXXXVII of 2011 on vocational education and training.), EQF level 5 higher education vocational programmes offered in HE are no longer considered part of VET;
  • outside the formal school system (adult training) regulated by the 2013 adult training act ([47]Act LXXVII of 2013 on adult training (amended in 2015, 2016 and 2017).) and the 2011 VET act. Participants have a contractual relationship with the training provider.

National legislation thus distinguishes between VET provided within the school system (iskolai rendszerű szakképzés) and VET provided outside the school system (iskolarendszeren kívüli szakképzés), in adult training. VET qualifications included in the national vocational qualifications register ([48]The National vocational qualifications register (NVQR) includes all State-recognised vocational qualifications regulated by the 2011 VET act.) can be obtained in both sectors (and only these are provided within the school system, along with a formal education qualification upon completion of the programme that allows learners access to the next qualification level). Initial and continuing VET is also available in both, though full time VET provided within the school system is typically considered IVET.

Education provided within the formal school system is free of charge up to the obtainment of the upper secondary school leaving certificate (grade 12) and/or two NVQR ([49]The National vocational qualifications register (NVQR) includes all State-recognised vocational qualifications regulated by the 2011 VET act.) vocational qualifications ([50]For both school-age learners and adults enrolled in adult education programmes.). Adult training courses are fee-paying but the training of vulnerable target groups (unemployed, Roma etc.) can be publicly funded.

Work-based practical training is a part of the curricula of all VET programmes leading to NVQR qualifications and can be provided either in a school workshop or at a company. Apprenticeship training is only available in VET provided within the school system.

The type of attendance (full-time, part-time, evening classes, distance learning) of VET programmes depends on the type of education a learner is enrolled in.

Regular full-time education is mandatory for learners in compulsory schooling (up to age 16), in both the general and vocational paths.

Adult education (felnőttoktatás) (learners over 16) provides general or vocational programmes within the school system at all levels ([51]In both public education (which covers pre-primary to post-secondary) and higher education sectors.) in the following learning options:

  • full time (corresponding to 90% of regular full-time education programme hours);
  • part time (evening classes, 50%);
  • correspondence courses (10%); or
  • in ‘other’ (e.g. distant learning) forms.

Adult education targets learners who did not obtain a formal school certificate of a certain level or a VET qualification during their compulsory schooling, or who want to attain a new qualification. Adult education courses do not differ from regular full-time courses in terms of objectives, admission criteria, structure, main characteristics of curricula, or the awarded State-recognised qualifications.

Learners in the age span 16-25 may either enrol in regular full-time school-based education or enrol in adult education.

 

Share of learners in VET (provided within the school system) by learning form (%), 2017

Source: Educational Authority (Oktatási Hivatal): http://www.oh.gov.hu/, 2018.

 

Most people in adult education attend evening classes, only a few participate in distant learning or in any other special forms. The lower-qualified, older population are offered specifically designed programmes within adult training supported by the State.

Adult training (felnőttképzés) includes general, language or vocational programmes, provided outside the school system and covers many different types and forms of learning opportunities.

The scope of the adult training act of 2013 ([52]And in contrast to previous legislation.) covers:

  • training leading to NVQR qualifications;
  • training financed from public sources (the State budget or the training levy) ([53]Including training targeted at specific groups (the unemployed, other vulnerable groups).).

Outside the scope of the adult training act, other training programmes regulated by the State include:

  • training towards licenses, diplomas, certificates etc. not listed in the national vocational qualifications register (NVQR), required to perform certain jobs or to fulfil certain positions ([54]Typically in the fields of road, water and air transport, plant and veterinary health inspection or food hygiene.); their content and objectives are defined by legislation;
  • mandatory further training programmes for a given occupation ([55]ECVET of policemen, civil servants, teachers, judges, etc.) regulated by the responsible ministers.

The VET landscape shaped by the 2011 and 2015 (ongoing) VET reforms.

The content, funding and governance of VET were reformed in 2011 ([56]The 2+2 model of VET programmes offering skilled workers’ training was reduced to three-year dual VET ISCED 353 programmes; at the same time, an enhanced VET component was added to the first phase of the other long VET track spanning upper-secondary (four or five years, ISCED 344) and post-secondary (one or two year, ISCED 454) levels. VET qualifications offered in higher education were no longer included in the national vocational qualifications register (NVQR).) with the Chamber of Commerce and Industry ([57]Magyar Kereskedelmi és Iparkamara (MKIK).) gaining an even more important role in VET delivery. The 2015 reform focused on tackling early leaving, supporting VET and apprenticeships take up to provide skilled workforce ([58]The Chamber of Commerce and Industry has been in charge of promoting and supervising apprenticeship training provision, the introduction of ‘chamber guarantee’ made apprenticeship the default form of practical training in VET provided within the school system. Another measure introduced was an opportunity to obtain a second NVQR qualification free of charge in VET in adult education (national vocational qualifications register, NVQR).). Moreover, since 2016/17, the content and names of the different VET programmes were modified to raise the prestige and attractiveness of VET ([59]The secondary vocational school programmes, three-year VET ISCED 353 (dual) programmes offering skilled workers’ training; the vocational grammar school programmes, delivered partly in upper secondary four (five, with preparatory language training) year ISCED 344 combined general education and VET and post-secondary one or two-year ISCED 454 VET programmes; and vocational school programmes for SEN learners.). New legislation in December 2017 introduced apprenticeships earlier (in grades 11 and 12) in the upper-secondary years of the (longer) VET track ([60]The vocational grammar school track offers upper-secondary ISCED 344 combined general education and VET and post-secondary ISCED 454 VET programmes; see also the section on apprenticeships.).

Dual VET and apprenticeships were enhanced especially in upper secondary VET since 2012 and have been coordinated by the Chamber of Commerce and Industry. The chamber’s role in shaping VET was expanded by the introduction in 2015 of a chamber guarantee ([61]A written confirmation by the Chamber that there is no practical placement available.) for securing training places for VET learners. Policy priorities in vocational education and training focus on improving the quality of dual training and increasing the number of companies offering practical training (apprenticeship training contracts) ([62]Source: Cedefop (2018). Spotlight on VET in Hungary - 2017. Luxembourg: Publications Office.
https://www.cedefop.europa.eu/en/publications-and-resources/publications/8126 and
Cedefop (2018). Developments in vocational education and training policy in 2015-17 - Hungary. Cedefop monitoring and analysis of VET policies.https://www.cedefop.europa.eu/en/publications-and-resources/country-reports/vet-policy-developments-hungary-2017
).

Provision of practical training

The share of theory and practice in vocational training is defined in the vocational and examination requirements of the pursued vocational qualification included in the national vocational qualifications register (NVQR). There are two possible legal forms of training at a workplace (in VET provided within the school system), the first one is privileged by the VET act:

  • apprenticeship contract (tanulószerződés): the contract is made between the student and the company ([63]The AC comes into effect at the moment of the beginning of the training at the given training site stipulated in apprenticeship contract. In general (if there is no extraordinary case for earlier termination, such as expulsion from the vocational training school or termination of student status, termination by mutual consent, etc.) the apprenticeship contract is terminated on the last day of the complex examination (NB: Young people and adults need to pass the complex examination upon completion of VET programmes – provided within or outside the school system – in order to obtain an NVQR vocational qualification). It means duration depends on several factors, but the AC can be effective:
    - during the whole training period in vocational programmes at ISCED 353 level (in secondary vocational schools; three years); and
    - during the post-secondary training (grade 13 or grades 13 and 14) in vocational grammar school programmes (or, since 2017, from grade 11 if the learner chooses this option).
    ); apprentices receive monthly payment and are entitled to social insurance;
  • cooperation agreement (együttműködési megállapodás): the contract is made between the school and the company and learners receive payment only for the three-to-five-week practice during the summer holiday.

Apprenticeships are supervised by the Hungarian Chamber of Commerce and Industry (MKIK), which is responsible for accrediting and registering training providers, supporting learners to find one and registering apprenticeship contracts ([64]The Chamber of Commerce organises the ’level exam’ (szintvizsga) as well, at the end of the first VET year (in secondary vocational school and vocational school programmes), to assess whether learners have acquired the competences required for participating in company-based learning.).

Since 2015, learners are only allowed to participate in practical training at the school workshop or at a company, based on a cooperation agreement if there is no company (apprenticeship) placement available to them, which has to be confirmed in writing by the Chamber (the Chamber’s guarantee).

An apprenticeship contract can be signed from the beginning of the first VET year ([65]In vocational grammar schools programmes this possibility refers to the post-secondary path of the programme (grades 13 and 14). After the 2017 amendment (effective as of 2017/18), apprenticeship contracts may be concluded also in the last two upper secondary grades (grades 11 and 12).). However, in the first year (grade 9) of secondary vocational school (ISCED 353) programmes and vocational school programmes for SEN learners practical training can only be organised within the school or at a company workshop dedicated exclusively to practical training (except for the summer practice).

Practical training (as from grade 9) ([66]Practical training at a company in grade 9 is only possible in the case the company has a workshop dedicated exclusively to practical training provision.) can be organised on the basis of a school-company agreement only in special circumstances:

  • if the share of practical training is less than 40%;
  • if practical training is provided within the school and the company only provides the summer practice or supplementary practice;
  • if the practical training is provided at a State-maintained organisation; or
  • if an apprenticeship contract cannot be made due to lack of apprenticeship offer (confirmed by the Chambers guarantee) ([67]A written confirmation by the Chamber that there is no practical placement available.).

Provision of practical training by VET programme type

In 2016/17, while most vocational grammar school learners (upper and post-secondary, respectively ISCED 344/EQF4 and ISCED 454/EQF 5 programmes) still had their practical training in a school workshop or at a workplace based on a cooperation agreement, the majority of secondary vocational school learners (ISCED 353/EQF level 4 programmes) participated in dual (apprenticeship) training. The share of learners in one of the two forms of company-based learning by programme type is shown in the figure below.

 

Share of learners by type of company-based learning and programme type (%), 2016/17

NB: (*) data on cooperation agreements in ‘vocational schools for SEN learners’ are included under ‘secondary vocational schools’ – except for agreements signed in programmes that award a partial qualification that are included under ‘vocational school for SEN learners’.
(**) including 103 cooperation agreements signed in vocational bridging programmes.
Source: Hungarian Chamber of Commerce and Industry (MKIK); KSH STADAT database: http://www.ksh.hu/stadat_eves_2_6

 

Extending dual training (apprenticeships) in VET:

  • a policy target was set to increase by 2018 the share of apprenticeships in skilled worker’s training (ISCED 353 VET programmes) to 70% ([68]In 2017, almost one in four VET learners had an apprenticeship contract, most of whom (69%) were enrolled in three-year upper-secondary VET programmes. Source: Cedefop (2018). Spotlight on VET in Hungary - 2017. Luxembourg: Publications Office.
    http://www.cedefop.europa.eu/en/publications-and-resources/publications/8126
    ) and in the other VET track (spanning upper and post-secondary levels) to 25%;
  • the Chamber of Commerce and Industry and the Chamber of Agriculture support learners find an apprenticeship. Since the introduction of the Chamber guarantee in 2015, apprenticeship became the default form of practical training in VET schools. Practical training may be provided at the school workshop (or at a company based on a school-company agreement) only after the written confirmation by the chamber that no apprenticeships are available;
  • apprenticeship training has been introduced in adult education programmes since 2015 ([69]Adult education targets adults who did not obtain a formal school certificate of a certain level or a vocational qualification during their compulsory schooling, or who want to obtain a new qualification. Adult education is provided within the school system, typically in the same schools that provide full time education (IVET).).

New legislation in December 2017 ([70]Government of Hungary (2017). T/18309. számú törvényjavaslat [Bill No T/18309].
http://www.parlament.hu/irom40/18309/18309.pdf
) introduced a number of measures to further extend apprenticeship training in upper-secondary VET:

  • introducing the possibility to conclude apprenticeship contracts in grades 11 and 12, when the programme involves at least 250 hours per grade (500 hours of practical training in total in two years);
  • in the last year (grade 8) of lower secondary, learners may conclude a ‘pre-apprenticeship contract’ ([71]It is a special contract, effective from 1.1.2018.) which is a company commitment to offer, at a later stage, an apprenticeship contract to the learner who would enrol in upper-secondary VET;
  • extending the range of organisations eligible to provide apprenticeship training to State organisations and NGOs ([72]This refers to the social and pedagogy sectors and qualifications supervised by the minister of defence, to include State-maintained institutions, foundations, associations and churches.);
  • the regulation that aimed to prevent enterprises set up only to train IVET learners to receive public funding from the training levy was modified because it was unfavourable for micro companies; at the same time, the number of learners that a micro or small enterprise can train was limited to 12 ([73]Except for learners with multiple disadvantages and SEN learners and in case the chamber confirms in writing that there are no other apprenticeship placements available.) to ensure more effective training;
  • an opportunity was introduced for companies to establish joint sectoral training centres.

Learn more about apprenticeships in the national context from the European database on apprenticeship schemes by Cedefop: http://www.cedefop.europa.eu/en/publications-and-resources/data-visualisations/apprenticeship-schemes/scheme-fiches

Governance of the Hungarian VET system

Central governance and administration of VET and adult training, since 2018, is under the competence of the Ministry for Innovation and Technology (innovációs és technológiai miniszter) with other ministries being responsible for qualifications in their sectors. The government has responsibility on VET in issues that exceed the competences of the above.

The Ministry of Human Capacities is in charge of public ([74]Public education covers from pre-primary to post-secondary education levels, including vocational education offered from lower secondary to post-secondary education levels.) and higher education where VET within the formal school system and higher education VET ([75]These are regulated by the higher education act not the 2011 VET act, therefore vocational programmes in higher education, per legislation, are not part of VET) are provided. The Innovation ministry and the Ministry of Human Capacities are responsible for framework curricula of VET and general education, respectively. Other ministers are responsible for qualifications standards in their sectors.

The national vocational qualifications register ([76]The national vocational qualifications register (NVQR) – Országos Képzési Jegyzék (OKJ) – in place since 1993, comprises State-recognised (partial, full or add-on) vocational qualifications that can be acquired either in formal upper and post-secondary IVET or outside the formal education system.), the vocational requirement modules, examination regulations and funding of VET programmes are regulated in government decrees and the government approves education and VET strategies.

The National Office of VET and Adult Learning ([77]Nemzeti Szakképzési és Felnőttképzési Hivatal (NSZFH).), supervised by the Ministry for Innovation and Technology, ensures coordination and implementation of national VET and adult learning policies. Its main tasks include:

  • consultative role including preparation of draft legislation for decision-making;
  • qualification and curricula development in VET;
  • subsidy management;
  • operation of VET centres; and
  • career guidance.

The Education Authority is an agency of the Ministry of Human Capacities that operates:

  • the national systems of assessment in public (general) education;
  • the uniform admission procedure to upper secondary education (both general and VET);
  • the secondary school leaving exam;
  • pedagogical counselling services; and
  • qualification procedures within the teacher career system and teacher/school inspections.

The Pest County Government Office is responsible for registering vocational exams and registering and inspecting adult training providers and programmes ([78]As of 1 January 2017, taking over these tasks from the National Office of VET and Adult Learning.).

The employment departments of county/capital government offices, as part of the national employment service led by the Ministry of Finance, provide training support for vulnerable groups.

Social partners involvement – the role of the Chamber of Commerce and Industry

The Chamber of Commerce and Industry has an important role in VET in policy advice, qualifications development for manual jobs ([79]Including standards and framework curricula.), accreditation and supervision of practice providers, provision of apprenticeship contracts (including the chamber guarantee measure ([80]Students are only allowed to participate in practical training at a school workshop or at a company based on a school-company cooperation agreement if there is no company (apprenticeship) placement available to them, which has to be confirmed in writing by the Chamber (or by the Hungarian Chamber of Agriculture in relevant sectors such as agriculture, forestry, food industry and fisheries).)) and career guidance services.

Social partners shape VET policy through participation in advisory bodies, mainly:

  • the National VET and Adult Learning Council ([81]Nemzeti Szakképzési és Felnőttképzési Tanács (NSZFT).), advising strategic policy issues and allocation of development funds;
  • 18 sectoral skills councils (SSCs) ([82]Agazati készségtanács.) were set up in 2018 ([83]The SSCs took over the responsibilities of the national qualification board. Each council consist of 7 to 19 business representatives from the sector. Currently, there are19 SCCs.) operating under the coordination of the chamber of commerce (with the involvement of the chamber of agriculture in relevant sectors) to monitor labour market trends and needs for new skills and qualifications;
  • at country level, 19 country development and training councils ([84]Megyei fejlesztési és képzési bizottságok.) design short-and medium-term VET strategies on local needs, prepare lists of ‘qualifications in demand’ and propose quotas for enrolment places considered for financing VET from the State budget ([85]See Section: VET financing mechanisms - IVET financing.).

VET providers – public education sector ([86]Public education covers from pre-primary to post-secondary education levels.)

Governance of schools has been centralised (2013) and the majority of VET schools (those that came under the maintenance of the ministry responsible for VET in 2015) have been integrated into a network of 44 vocational centres ([87]The number of schools represented in each centre varies from 5 to 19. The number of students in each vocational centre must be at least 2 000 on average in the past three years. Currently, these 44 vocational centres have 380 member schools.). The vocational centres coordinate education and training activities of the member schools, manage their finances and help them offer training better aligned with labour market needs, promoting partnerships with businesses and innovation.

State-maintained VET schools in the sector of agriculture, (and forestry, fishery, food industry etc.) are operated by the Ministry of Agriculture and belong to the network of agricultural VET schools (46 schools).

The Ministries of Interior and of Defence as well as some universities also operate some VET schools that provide sector-specific programmes.

Under the public education act ([88]Act CXC of 2011 on public education.), church and business entities, foundations, associations, etc., can also maintain schools, which can get funding from the central government budget based on an agreement with the minister responsible for VET ([89]The share of students studying in VET schools maintained by churches has increased considerably since 2010, while of those studying in schools maintained by foundations decreased: in school year 2015/16, 11% studied in the former and 7-8% in the latter type, in addition to 5-6% studying in other private schools.).

Provision of practical training

Practical training is part of the curricula of all VET programmes and can be provided in school-based setting or at companies based on an apprenticeship contract (of the learner and the company) or a cooperation agreement (of the school and the company, see Section: 7. Apprenticeship).

Dual VET is provided through apprenticeship training contracts which is an integral part of initial (primarily, ISCED 353 level) VET programmes ([90]See also the scheme fiche on Hungary in Cedefop’s European database on apprenticeship schemes: Dual vocational training based on the apprenticeship training contract:
http://www.cedefop.europa.eu/en/publications-and-resources/data-visualisations/apprenticeship-schemes/scheme-fiches/apprenticeship-dual-vocational-training [accessed 20.3.2019].
) and is provided by companies. Apprenticeships are coordinated by the Chamber of Commerce and Industry ([91]The Chamber of Agriculture assumes the same role in the sectors under its remit of responsibilities, supervising apprenticeships and delivering the chamber guarantee.) which is responsible for accrediting and registering training providers, supporting learners to find a placement at a training provider and registering apprenticeship contracts ([92]More information on apprenticeship delivery is available in Section 7 - Apprenticeships.).

Since 2017, companies may establish joint sectoral training centres which are being set up in order to support the capacity of SMEs and micro enterprises to offer training ([93]Adapted from Cedefop (2019). Spotlight on VET: 2018 compilation: vocational education and training systems in Europe. Luxembourg: Publications Office.
http://data.europa.eu/doi/10.2801/009
).

VET providers – higher education sector

Vocational programmes offered at EQF level 5 are provided by higher education institutions ([94]See also Section
6. VET within education and training system.
).

Higher education VET programmes include a mandatory, one-semester-long (minimum 14 weeks) period of company-based practice in the last (4th) semester. In case that is provided in a block of six or more weeks, it must be organised on the basis of a cooperation agreement between the higher education institution and the company. The company then also has to make a student work contract (hallgatói munkaszerződés) with the student.

CVET/Adult training providers

Learners in adult training must sign a training contract with the training provider. The Adult training act of 2013 – the scope of which only covers courses that award an NVQR qualification or are publicly funded – replaced the former system of institutional and programme accreditation by a new system of licensing. Training providers have to apply for a licence that specifies the courses they offer. The license is awarded for an indefinite time by the Pest County Government Office ([95]Since 1 January 2017, instead of the National Office of VET and Adult Learning (NSZFH).), based on the opinion of an expert committee. All providers should apply a quality assurance system, which must be in line with a framework system ([96]Corresponds to the EQAVET framework:
http://eqavet.nive.hu/#!/grafikon|part=0
) defined by the minister responsible for VET and adult raining. Adult training providers include:

  • public and higher education institutions engaging in adult training as a supplementary activity;
  • other budgetary or State-funded institutions, most notably, regional training centres ([97]These are currently part of the Directorate-General for Social Affairs and Child Protection (Szociális és Gyermekvédelmi Főigazgatóság) and provide training for vulnerable groups, or specialised State agencies that provide mandatory further training programmes for public servants and employees.);
  • the chambers of economy organising the master craftsman exams and offering preparatory training;
  • private training companies;
  • NGOs (non-profit organisations, professional associations, etc.); and
  • employers providing in-company (internal) training for their own employees.

IVET funding

The public expenditure for education including primary, lower and upper secondary education, general and VET streams in 2016 was 2.37% of the GDP.

Learners may enrol free of charge in formal VET to prepare up to two VET qualifications listed in the national vocational qualifications register ([98]The second VET qualification can be obtained free of charge in adult education programmes (in VET provided within the school system).). VET schools are funded by:

  • the State budget and the contribution of the school maintainer that cover the costs of training provision in VET schools;
  • a training levy paid by enterprises ([99]Called ‘VET contribution’ (szakképzési hozzájárulás). ) that finances practical training provision at enterprises as well as the training sub-fund of the National Employment Fund ([100]Nemzeti Foglalkoztatási Alap (NFA); képzési alaprésze.); the latter funds the Adolf Szabóky VET Scholarship programme for IVET learners and various development measures (see sections: Incentives for learners and Incentives for enterprises);
  • the contribution of training provider companies that cover a part of the costs of their practical training provision ([101]20% as per estimates in 2016.).

VET is funded from the State budget on an annual basis ([102]The funding of State-maintained VET centres is based on annual institutional budget plans except for adult education, for which funding is provided on a per capita basis. Church-maintained and other privately maintained VET schools can also receive State funding if they make an agreement with the minister responsible for VET.). The aim of the so-called ‘qualification structure decisions’ regulated by the VET act is to adjust local VET supply to the needs of the economy and reduce skills mismatch. Every year (until the end of March), the county development and training councils based on local labour market information, skills analysis, and forecasts make proposals on qualifications/VET programmes to be offered from the following school year to receive State funding. The final government decision (decree) defines per county/the capital the range of those qualifications and vocational grammar school sectors for which VET school maintainers:

  • can enrol any number of learners without limitations;
  • are not entitled to any funding from the State budget;
  • can request budgetary contribution up to certain student quotas that are defined for each school maintainer in each county/the capital (for both full time attendance and adult education).

The ‘training levy’ and the National Employment Fund (NFA) training sub-fund

There are several ways enterprises may pay the vocational training levy:

  • by providing practical training to students in VET and certain higher education programmes ([103]Per legislation, VET does not cover vocational programmes offered in higher education, which are regulated by the higher education act.) and deduct their costs from the training levy, up to a certain amount, calculated on the basis of a base per capita rate and a coefficient (of 0.7 to 2) defined for each qualification ([104]The base per capita rate is defined in the annual budget laws (in 2018 it was HUF 480 000, EUR 1 528); the coefficients are defined in a government decree.). Furthermore, if the amount of the payable training levy does not cover all eligible costs, these can be claimed from the NFA training sub-fund;
  • by providing or financially supporting employees’ training, the costs of which can be deducted from the training levy up to at most 16.5% (but only if they also train at least 30 VET apprentices); or
  • by paying it directly into the NFA training sub-fund.

According to companies’ estimate, the share of VET student training costs which are deductible/reimbursable from the training levy and own funds was 80%-20% in 2016.

The training sub-fund of the National Employment Fund is also used to:

  • support training providers that do not pay the training levy ([105]E.g. central budgetary institutions in the social/health sector, farmers, etc.) to offer apprenticeships;
  • finance national programmes (and decentralised tenders) to improve infrastructure and technological capacities in VET and adult training programmes;

The training sub-fund can be used by the minister responsible for VET (assisted by the National Office of VET and AL and other advisory bodies on VET) according to the needs and policy priorities, in line with provisions regarding its use in legislation ([106]Act CLV of 2011 on VET contribution and the subsidisation of training development.).

CVET/Adult training funding

Adult training programmes provided outside the formal school system are funded by:

  • participants’ (learner) contributions;
  • employers’ contributions, including the training levy;
  • the National Employment Fund (NFA) employment sub-fund ([107]Its income derives from compulsory contributions paid by employers and employees and budgetary support.) which is used to finance training programmes for the unemployed and other vulnerable groups;
  • the NFA training sub-fund (see above); and
  • the central State budget and international (mostly ESF) assistance, which co-finance various development programmes.

Funding mechanisms include:

  • public funding (of mandatory CVET in the public sector; grants for individuals, primarily for the unemployed and at-risk groups; and grants for micro and small enterprises);
  • public-private cost-sharing (grants for at-risk groups; grants for enterprises; tax incentive for companies, see section: Incentives for learners);
  • collective (employer, employee) investment to finance CVET (training leave and playback clauses specified by the Labour Code).

Teaching staff in VET schools

The employment, initial and further training of all teachers and trainers working in public education (where VET schools are found) ([108]VET schools operate following (both the Public education and) the VET act which regulates VET within the lower-, upper- and post-secondary levels (in public education and also in adult training). It does not regulate vocational programmes offered in higher education.) are regulated by the public education act. In addition, the VET act regulates the qualification requirements of in-company trainers.

The table below lists the types of VET teachers and trainers working in VET schools, their qualification and further training requirements, respective tasks and responsibilities.

Teachers and trainers employed in VET schools, 2018

Title/

tasks and responsibilities

Required qualification

General subject teacher/ Teaching general education subjects

Relevant teacher qualification (master degree) (ISCED 766)

Vocational teacher/ Teaching vocational theoretical subjects

  • Relevant VET teacher qualification (master degree) (ISCED 766 or 767); or
  • a relevant higher education degree and qualification relevant to the taught subject or
  • a relevant higher education degree and qualification relevant to the training field (*)

Vocational teacher or trainer/ Teaching vocational practical subjects in the school

  • Relevant VET teacher qualification (master degree) (ISCED 766 or 767); or
  • a relevant vocational trainer qualification (bachelor degree) (ISCED 660); or
  • a relevant higher education degree; or
  • the secondary school leaving exam certificate and a relevant OKJ qualification and at least five years of professional experience

Instructor at an enterprise (in-company trainer)/ Instructing vocational practice at an enterprise

A relevant vocational qualification, at least 5 years of professional experience and

  • (since 2018) an instructor exam certificate (issued by the Hungarian Chamber of Commerce and Industry, MKIK); or
  • (since 2015) a master craftsman certificate(issued by MKIK); or
  • a relevant higher education degree and qualification (in this case, two years of professional experience is sufficient); or
  • any higher education degree and qualification. (**)

NB: (*) In case there is no relevant VET teacher training, those with a relevant higher education degree and any teacher qualification, or if there is no relevant higher education training, those with any teacher qualification and a relevant OKJ qualification and a master craftsmen certificate can be employed permanently.

(**) Those over 60 and those who instruct practice in one of the catering facilities of outstanding quality (listed in a ministerial decree) are exempt from the latter requirements.

Source: VET and Public education acts.

VET teacher qualifications can currently be obtained in:

  • 4+1-year undivided (long) university programmes; or
  • four-semester master programmes (in which the duration of training can be reduced to three semesters by recognising previous teaching experience in public education); or
  • two-semester master programmes by those who already hold a master diploma in the professional field.

The vast majority of learners in vocational teacher training study in master programmes, in part time, correspondence learning form.

The 4+1 year programmes include subject-specific training (minimum 160 credits), a teacher training module (50 credits) and a one-year-long final external school teaching practice (40 credits). The duration of external teaching practice is one semester in the four-semester master programmes. VET teacher training programmes prepare participants for teaching several subjects of vocational theory.

Since 2006, vocational instructor training is offered in seven-term bachelor level programmes in three areas (business, technology and agriculture) and various specialisations. They consist of subject-specific training, pedagogical studies (including psychology) and practical training, the latter includes a teaching practice and a 12 week-long external vocational practice.

The qualification requirements of in-company trainers supervising the practical training of VET learners at enterprises are defined by the VET act. All instructors must have a relevant vocational qualification and at least five years of professional experience. In addition, since 2015, they either have to hold a master craftsman certificate or a higher education degree or, since 2018, a certificate awarded at the newly introduced instructor training and exam of the Chamber of Commerce and Industry.

Teachers and trainers in higher education VET programmes

Higher education VET programmes have been fully integrated into higher education since 2013, therefore the qualification and further training requirements of VET teachers/trainers involved are regulated and vary by institutions.

VET teachers and trainers in adult training

Adult training legislation – effective for programmes that award an NVQR qualification or receive funding from the central budget or the training levy – makes a distinction between (a) instructors of vocational theory (VET teachers), (b) instructors of vocational practice (in-company trainers) and (c) instructors of language education. The former must hold a relevant VET teacher qualification or at least a relevant higher education degree or any higher education degree and a relevant vocational qualification. Those who instruct practical training must have at least a relevant vocational qualification and five years professional experience.

The continuous training of teachers and trainers working in public education (where VET schools are found) ([109]VET schools operate following (both the public education and) the VET act which regulates VET within the lower-, upper- and post-secondary levels (in public education and also in adult training). It does not regulate vocational programmes offered in higher education.) are regulated by the public education act. The VET act regulates the qualification requirements of in-company trainers but make no provision for the continuous professional development of in-company trainers (see table below).

Teachers and trainers employed in VET schools, 2018

Title/ tasks and responsibilities

In-service training

General subject teacher/ Teaching general education subjects

Compulsory in-service training of 120 hours at least once every seven years (can be accomplished by accredited in-service training, formal education and even some forms of non-formal and informal learning)

Vocational teacher/ Teaching vocational theoretical subjects

Vocational teacher or trainer/ Teaching vocational practical subjects in the school

Instructor at an enterprise (in-company trainer) / Instructing vocational practice at an enterprise

No compulsory in-service training

Source: VET and Public education acts.

Teachers/trainers who have not obtained a new degree or qualification in the past seven years must participate in in-service training that contributes to the renewal of their knowledge and skills. School leaders are required to attend courses that develop leadership skills, including those that prepare for the pedagogical professional examination, available in postgraduate specialisation programmes (ISCED 667 or 768).

The public education act of 2011 introduced a teacher career model that is divided into five categories, with each corresponding to specific career options, differentiated remunerations and possibilities to be promoted. Special provisions concerning VET teachers were introduced in 2015 and 2017, to promote the employment of practitioners with professional experience. An education inspection system was introduced in public education in 2015 that involves external experts to support the assessment and quality development of teachers’ work.

There are no legal requirements concerning the in-service training of in-company trainers.

VET teachers and trainers in adult training

In-service training for adult training instructors is not mandatory, but adult training providers have to operate a quality assurance system, including procedures to ensure the continuous training and quality of instructors. Current practice shows great variety in this respect and most adult training providers offer further training for their (full-time) instructors on an occasional basis only.

More information is available in the Cedefop ReferNet thematic perspective on teachers and trainers ([110]http://www.cedefop.europa.eu/en/publications-and-resources/country-reports/teachers-and-trainers).

Labour market forecasts

Short-term labour market forecasts have been produced by the labour organisation since 1991, since 2005 in cooperation with the Institute for Economic and Enterprise Research of the Hungarian Chamber of Commerce and Industry ([111]Magyar Kereskedelmi és Iparkamara Gazdaság- és Vállalkozáskutató Intézet (MKIK GVI).). Forecasts are made annually, based on a stratified sample of companies, representative for sector and size. They provide information about current and prospective layoffs and demand by sector and occupation groups ([112]https://mmpp.hu).

The labour departments of county government offices also regularly prepare quarterly analyses of prospective layoffs and opening positions planned by companies in the following three and 12 months. These are based on data reported to the given county office ([113]https://nfsz.munka.hu/Lapok/full_afsz_kozos_statisztika/afsz_negyedeves_munkaerogazd_felmeres.aspx).

Since 2008, the Economic and Enterprise Research of the Hungarian Chamber of Commerce and Industry (MKIK GVI) also prepares annual surveys on labour market supply and demand specifically for skilled workers over the course of the next one and four years. These include qualitative information about employers’ satisfaction with the general and vocational competences of VET graduates ([114]http://gvi.hu/kutatasaink/szakkepzes). Data are collected by the local chambers. The results assist county development and training committees to make informed recommendations to the minister responsible for VET about enrolment in VET schools (see section: VET funding mechanisms) and to prepare the county-level lists of qualifications in-demand that serve as the basis of allocating additional funds to learners and enterprises.

One of the tasks of the newly (2018) established sectoral skills councils will be to prepare short and mid-term forecasts to define the directions and objectives of VET development and to propose updates of qualifications and curricula.

Career tracking of VET graduates

The VET act foresees data collection (by graduates, VET providers and employers) for career tracking in the formal school system and in adult training ([115]Programmes leading to State-recognised VET qualifications included in the national register of vocational qualifications or programmes financed by national funds.), implementation is yet pending.

The National Office for VET and Adult Learning will run the national career tracking system of VET graduates, collecting data from the National Tax and Customs Administration ([116]Nemzeti Adó és Vámhivatal (NAV).), the pension insurance system and the public education information system.

Currently, a national project co-financed by ESF ([117]GINOP-6.2.4-VEKOP/16 project titled Developing the quality and content of 21st century VET and adult training.) is developing a system of VET graduate tracking.

Annual VET supply and demand surveys conducted by the Economic and Enterprise Research of the Hungarian Chamber of Commerce and Industry (MKIK GVI) included ‘career tracking snapshots’ to map the labour-market success of those who acquired an in-demand vocational qualification through apprenticeship training. Different methodologies have been used; the latest in 2018 involves surveying a sample of learners in their last school year and then seven-eight months and again 19-20 months after graduation.

In higher education, a ‘hybrid’ system of graduate career monitoring ([118]Diplomás Pályakövető rendszer (DPR).) combining national and institutional level tracking was developed with ESF support in 2008-10. This is based on a different methodological approach (survey of graduates using a questionnaire, three and five years after graduation), and the results and analysis of the DPR ([119]https://www.felvi.hu/felsooktatasimuhely/dpr) data collection are published annually.

See also Cedefop’s skills forecast ([120]http://www.cedefop.europa.eu/en/publications-and-resources/data-visualisations/skills-forecast) and European Skills Index ([121]https://skillspanorama.cedefop.europa.eu/en/indicators/european-skills-index).

The national vocational qualifications register (NVQR)

The national vocational qualifications register lists all formal vocational qualifications (full, partial and add-on) regulated by the 2011 VET act ([122]NVQR (Országos Képzési Jegyzék, OKJ). The register does not include higher VET (EQF level 5) programmes which are regulated by the higher education act.). Qualifications may be acquired by completing a vocational programme, meeting all the complex vocational and examination requirements set for a given qualification and passing the final complex exam. Some of the qualifications in the register can be obtained only within the formal school system, some only in adult training, the rest in both forms. The register was created in 1993 and has since been regularly reviewed and amended ([123]Systemic reforms of the OKJ included aligning it with the ISCED (1995) and the Hungarian Unified Job Classification System (Foglalkozások Egységes Osztályozási Rendszere (FEOR) (1996), introducing occupational groups (2001), a modularised and competence-based qualification structure (2006), a sectoral system (2012) and most recently, alignment with the European qualifications framework (EQF).).

Three types of qualifications are available:

  • a vocational qualification entitles its holder to perform all jobs related to one or several occupations; its vocational and examination requirements typically include several qualification-specific modules as well as modules shared by two or more qualifications;
  • a partial vocational qualification entitles its holder to perform at least one job and its vocational and examination requirements contain only some of all modules of a qualification; no programmes to award it can be launched within the formal school system, except for vocational programmes for SEN learners and the vocational bridging programme;
  • an add-on vocational qualification can be obtained by those who have already obtained a vocational qualification; it typically includes only qualification-specific modules and entitle its holder to perform a new job that requires higher level expertise.

The classification of the register (seven-digit identification number) specifies the level of qualification, if it can be acquired in the formal school system or in adult learning, and the training field for each qualification. Detailed other data are also included in the NVQR register ([124]NVQR table is an annex of the government decree publishing it. Other information included in the register refers to occupational group; vocational grammar school sector; duration in number of years in VET within the school system; duration in number of class hours in VET outside the school system; learning form (full time, evening, correspondence or other in VET within the school system or course work or distance learning in VET outside the school system; level in the national qualifications framework (NQF) (Magyar Képesítési Keretrendszer, MKKR); and the responsible minister.).

Vocational and examination requirements (SZVK)

Standards of a qualification included in the national register (NVQR) are defined in its vocational and examination requirements ([125]Szakmai és vizsgakövetelmények (SZVK).) - published as a decree of the responsible minister - that specify (among others):

  • its entry requirements;
  • the jobs that can be performed by those holding this qualification and the occupational profile;
  • share of theoretical and practical training;
  • duration of summer practice;
  • learning outcomes: identification numbers of its ‘vocational requirements’ modules (see below); and
  • assessment standards: ‘examination requirements’, including any preconditions (e.g., foreign language exam) and the content and form of the exam activities.

Vocational requirements modules

A module may be unique or shared by two or more qualification(s) that belong to the same occupational group or sector. Modules are published in a separate government decree ([126]217/2012 (VIII.9.) government decree on the vocational requirement modules of State-recognised qualifications.) and specify for each work activity:

  • the occupational standards (its ‘task profile’); and
  • the related ‘character profile’ that specifies different types of knowledge and skills required to perform those tasks ([127](i) vocational competences: vocational knowledge and vocational skills; (ii) personal competences (e.g., independence, precision); (iii) social competences (e.g., empathy, comprehensibility); and (iv) method competences (e.g., prudence, practical thinking).) ([128]Though qualification standards were transcribed in learning outcomes as understood in the European qualification framework (EQF) when referencing them to the NQF (Source: Tót, É.; ICF (2016). 2016 update to the European inventory on validation of non-formal and informal learning: country report on Hungary, pp. 3, 8, 10. Report commissioned by Cedefop
    https://cumulus.cedefop.europa.eu/files/vetelib/2016/2016_validate_HU.pdf ), the task and character profiles in the SZVKs modules – and the framework curricula based on them – are not yet defined in the form and language of learning outcomes as understood in the EQF.
    ).

Designing and updating qualifications and standards

Any institution or person can initiate the deletion, modification or introduction of a vocational qualification in the NVQR register by submitting a proposal to the minister responsible for the given qualification (sector). The initiating institution or person must provide detailed justification for the amendment ([129]Supported by:
(a) a discussion of its objective and what alternative options to reach the same result have been considered;
(b) the estimated number of expected training participants per year;
(c) a list of training providers willing to provide the practical and the theoretical training; and
(d) a forecast of the national employment service on the number of jobs that will be available to be taken with the qualification proposed.
).

Proposals are first reviewed by the National Office of VET and Adult Learning ([130]Nemzeti Szakképzési és Felnőttképzési Hivatal (NSZFH).). Social partners are involved in the process through the National VET and Adult Learning Council ([131]Nemzeti Szakképzési és Felnőttképzési Tanács (NSZFT).), whose opinion is consulted by the minister responsible for VET before making a final decision ([132]Social partners participated also in the National Qualification Committee (Nemzeti Képesítési Bizottság, NKB) that was responsible for the continuous development of VET qualification structure and content until 1 July 2018.). Social partners and experts (practitioners as well as teachers) ([133]Teacher experts chosen from the national register of vocational experts who can participate in such development work.) were involved in all major VET qualifications development projects initiated by the government.

Standards can also be updated without modifying the national register, by the amendment of the SZVKs/vocational requirement modules only. In that case, SZVKs are developed by practitioners and teacher experts, commissioned by the responsible body/agency. The Hungarian Chamber of Commerce and Industry ([134]Magyar Kereskedelmi és Iparkamara (MKIK).) has played a special role in qualification design, it was responsible for developing the standards of the majority of qualifications (those that are required for manual jobs). Their role in qualification design is being reviewed in 2019 in relation to the responsibilities of the newly set up sectoral skills councils.

Sectoral skills councils

Under a 2017 amendment to the VET act, as of 1 July 2018, the chamber of commerce coordinates the operation of the newly established sectoral skills councils (SSCs) ([135]Ágazati készségtanácsok.). In case of sectors which fall within the competence of the Minister for Agriculture (including also forestry, food industry and fisheries), this task will be carried out with the involvement of the Hungarian Chamber of Agriculture ([136]Nemzeti Agrárkamara (NAK).).

On the government’s initiative ([137]Following a pilot phase with 13 SSCs created in 2017.), 18 SSCs covering 41 economic sectors, each with 7-19 members, were set up in 2018. These are voluntary associations of stakeholders in a given sector that will support and promote the design, update and development of qualifications standards and align them with labour market and employer demands. Their work includes:

  • monitoring of labour market trends and technological developments;
  • making proposals for new/updated qualifications in the national register and training programmes and skills;
  • making forecasts to share short- and medium-term strategies.

Framework curricula in IVET

VET schools have to prepare their own local VET curricula based on centrally prepared framework curricula issued for each VET qualification in the national register: these define the vocational subjects to be taught and their content and class hours, based on the vocational and examination requirements ([138]SZVK). They are issued in a decree by the minister responsible for VET and adult training ([139]Currently, the Minister for Innovation and Technology.), with the approval of the minister responsible for education ([140]Currently, the Minister of Human Capacities.) and the minister responsible for the given qualification. The protocol of designing and updating framework curricula is defined by the minister responsible for VET and adult training. Curricula are developed by commissioned teacher experts and practitioners and then validated by the National Office of VET and Adult learning.

The local curriculum of general education provided in VET schools is prepared by the schools based on the National Framework Curriculum published in a government decree as well as framework curricula published by the minister responsible for education.

Standards and curricula in adult training

  • Adult training courses that award a VET qualification included in the national vocational qualifications register have to observe the same standards (vocational requirement modules - SZVKs) and framework curricula as those applied in formal school education;
  • Concerning other vocational courses not included in the national vocational qualifications register, adult training providers are free to design and deliver their own curricula and they have to observe regulations of the Adult training act only if the training is financed from the State budget or the training levy ([141]See also Section: VET within education and training system - learning forms - adult training.). Curricula of such ‘supported other vocational training’ have to include all data specified in the adult training act and be designed in accordance with a programme listed in the register of ‘adult training vocational programme requirements’ ([142]Felnőttképzési programkövetelmények (FPK).).

The adult training vocational programme requirements are similar to the vocational and examination requirements ([143]SZVKs) in content and function: they define outcome standards along with NQF level, entry requirements/competences, minimum-maximum class hours etc. for each module. They were introduced by the Adult training act of 2013 to promote uniform and transparent standards in adult training.

They can be designed by anyone and submitted to the Chamber of Commerce and Industry, which is responsible for their registration. Under the chamber guidelines assisting their design, adult training vocational programme requirements have to define learning outcomes for each module, in accordance with the knowledge, skills, attitude and responsibility-autonomy descriptor structure of the Hungarian Qualifications Framework (HuQF/MKKR).

Proposals are approved by a five-member Programme Committee of the Chamber of Commerce and Industry, which includes three adult training programme experts delegated by the Chamber of Commerce and Industry (MKIK) ([144]Magyar Kereskedelmi és Iparkamara (Hungarian Chamber of Commerce and Industry).), one delegated by the Chamber of Agriculture (NAK) ([145]Nemzeti Agrárkamara (Hungarian Chamber of Agriculture).) and one by the responsible minister.

The complex vocational examination

State recognised vocational qualifications listed in the national vocational qualifications register are awarded at the final complex vocational examination. The preconditions of sitting this exam are defined in the vocational and examination requirements of the given qualification:

  • in courses provided in adult training, these include passing a final exam in all modules (‘module exam’);
  • in VET provided within the formal school system, the certificate issued upon the successful completion of the reference school year is equivalent to taking these module exams.

At the final complex vocational examination, learners’ competences are assessed in various (written, oral, interactive and/or practical) exam activities (as defined in the vocational and examination requirements) by an independent examination board. The exam board comprises four members: one is the candidate’s teacher/trainer, the others are experts from the national register of examiners. The president of the board is appointed by the minister responsible for VET and adult training. In the case of qualifications overseen by the chamber of commerce – that make up the majority of the qualifications for manual jobs – he/she is appointed from among the experts recommended by the chamber.

In principle, those who fail to meet all vocational and examination requirements of a given qualification may still receive a partial qualification. In practice, however, this seldom happens. Learners can get exemption from taking a module exam in adult training (those that they have previously passed). Learners in VET schools can also get their prior learning recognised during their training, subject to the principal’s decision.

The national quality assurance system of VET provided within the school system – as part of public education - was introduced by the 2011 Public education act from school year 2015/16. It involves regular external pedagogical-professional evaluation (inspection) of teachers, school leaders and schools, based on their self-assessments as well as the analysis of students’ performance at standardised tests. The three elements of evaluation – self-assessment, external inspection and teacher qualification (within the framework of the national teacher career model, that aims to qualify teachers to enter the next teacher category) – are linked and aligned in several aspects (using the same assessment areas and standards), albeit they serve different purposes ([146]Educational Authority (2018). Önértékelési kézikönyv szakképző iskolák számára. Negyedik, javított kiadás [Self-assessment handbook for VET schools: 4th amended edition].
https://www.oktatas.hu/pub_bin/dload/unios_projektek/kiadvanyok/2019_onertekeles/Onertekelesi_kezikonyv_szakkepzes.pdf
See also the Eurydice country report on quality assurance in Hungary:
https://eacea.ec.europa.eu/national-policies/eurydice/content/quality-assurance-early-childhood-and-school-education-29_en
).

Self-assessment must be carried out once every five years by all teachers and schools and by school leaders in the 2nd and 4th year of their mandate. Based on their self-evaluation identifying outstanding areas and areas for development, teachers, school leaders and schools prepare five-year development plans and carry out organisational and personal development programmes.

The national external evaluation (inspection) aims to evaluate teachers, school leaders and schools with the primary objective of supporting their professional development. It is carried out in all public education institutions once every five years by the Educational Authority (the inspection of a school must be preceded by or conducted in parallel to the inspection of school leaders). The experts involved in the inspection process are peers with significant professional experience in the given sector, chosen from the national register of educational experts. Based on uniform as well as sector-specific standards and using various methods (document analysis, observation, interviews, parent and student surveys) the inspection assesses:

  • teachers’ pedagogical work in the eight teacher competence areas (as defined in the common teacher qualification standards);
  • school leaders’ leadership performance in five areas, including relations with companies providing practical training for IVET students; and
  • the quality of pedagogical-professional work, implementation of the pedagogical programme and development in target areas of the school.

From school year 2018/19, the evaluation standards for VET have been adapted to the EQAVET framework ([147]Educational Authority (2018). Országos tanfelügyelet. Kézikönyv szakképző iskolák számáa. Ötödik, javított kiadás. [National educational inspection. Handbook for VET schools: 5th amended edition].
https://www.oktatas.hu/pub_bin/dload/unios_projektek/kiadvanyok/2019_psze/PSZE_szakkepzesi_kezikonyv.pdf
). Based on the results of the inspection:

  • teachers and school leaders update their five-year development plans; and
  • the school leader prepares a five-year action plan setting out development measures for the school, which is approved by the teachers.

The quality assurance of companies that provide practical training to VET school students is ensured by their accreditation and monitoring by the chambers of economy in cooperation with the VET school. The inspection covers checking the adequacy of personal and material conditions and the fulfilment of legal regulations regarding training provision.

As regards training programmes provided outside the formal school system, the adult training act of 2013 – the scope of which only extends to courses that award an NVQR qualification or are publicly funded – replaced the former system of institutional and programme accreditation by a new system of licensing. Training providers have to apply for a licence that specifies the courses they offer. The license is awarded for an indefinite time by the Pest County Government Office ([148]Since 1 January 2017, instead of the National Office of VET and Adult Learning (NSZFH).), based on the opinion of an expert committee. All providers should apply a quality assurance system, which must be in line with a framework system ([149]Which corresponds to the EQAVET framework:
http://eqavet.nive.hu/#!/grafikon|part=0
) defined by the minister responsible for VET and adult training.

Hungary does not have a nationwide validation system based on uniform principles and procedures. The validation of non-formal and informal learning outcomes appears in some policy documents as an important tool for lifelong learning but there is no evidence of an explicit national strategy ([150]Source: Tot, E.; ICF (2016). 2016 update to the European inventory on validation of non-formal and informal learning: country report on Hungary, p.3. Commissioned by Cedefop.
https://cumulus.cedefop.europa.eu/files/vetelib/2016/2016_validate_HU.pdf
). Arrangements for recognition of prior learning in place in 2018 are presented below.

The VET act provides for the opportunity to recognise previous work experience in the completion of vocational practical training, subject to the principal’s decision. Learners in VET schools can also get their prior learning recognised during their training, subject to the principal’s decision.

Furthermore, in adult training, those who have not participated in training can also take the module exams ([151]See Section: shaping VET qualifications - design - The complex vocational examination.) and then the complex vocational exam. However, though compared to general and higher education, VET is closer to the learning outcomes approach since standards are modularised and defined in competences, one of the main obstacles to the validation of prior learning is that educational and assessment standards are not yet defined in terms of genuine learning outcomes ([152]Tót, É.; ICF (2016). 2016 update to the European inventory on validation of non-formal and informal learning: country report on Hungary, pp. 3, 8, 10. Report commissioned by Cedefop.
https://cumulus.cedefop.europa.eu/files/vetelib/2016/2016_validate_HU.pdf
).

Under the adult training act of 2013, assessment of learners’ prior learning (competences) is compulsory in adult training courses that provide a vocational qualification listed in the national vocational qualifications register and in State-supported foreign language courses; in other publicly supported training programmes it must be carried out upon the request of the applicant.

Validation of prior learning in vocational courses not leading to a qualification included in the national vocational qualification register is also promoted by the fact that curricula must be based on adult training vocational programme requirements, which must be defined in terms of learning outcomes. However, assessment of prior learning is often more like a placement test that aims primarily to sort learners into ability groups and thus to increase the efficiency of training ([153]Idem, p. 6.).

For more information about arrangements for the validation of non-formal and informal learning please visit Cedefop’s European database ([154]http://www.cedefop.europa.eu/en/publications-and-resources/data-visualisations/european-database-on-validation-of-non-formal-and-informal-learning).

Supporting skills for jobs especially in skilled workers’ training, raising the attractiveness of and participation in VET as well as promoting apprenticeship have been high in the policy agenda in recent years. Incentives are in place to support these goals.

Financial incentives in IVET

  • regular allowance and other benefits for learners in work-based training: pay during the summer practice (cooperation agreements) or monthly salary (apprenticeship contracts, see also below). The amount of payment is regulated by the VET act: it is linked to the minimum wage but varies according to the share of practical training in the programme, its form of delivery and learners’ performance and diligence;
  • the ‘Adolf Szabóky VET scholarship’ programme ([155]Previously called ‘the VET school stipend programme’, launched in 2010.) encourages learners to enter VET and train for ‘qualifications in-demand’ (hiányszakképesítés) included in a list established by the local county development and training committees ([156]Eligible students, i.e., those who participate in a full-time vocational programme to obtain their first vocational qualification, one that is included in the county list of ‘qualifications in-demand’, receive a lump sum of HUF 10 000 (EUR 32) per month in the first semester of the first VET grade. In the subsequent semester(s), those with an average attainment of at least 2.51 in a secondary vocational school or 3.01 in a vocational grammar school (on a grading system of 1 to 5) and at most seven hours of unauthorised absence, receive a monthly stipend of up to HUF 30 000 (EUR 96) or HUF 50 000 (EUR 159) in a secondary vocational school programme (EQF 4) or vocational grammar school programme (EQF 4), respectively, depending on their school performance. The number of beneficiaries grew from 16 844 in the 2nd semester of school year 2014/15 to 33 037 in the first semester of school year 2017/18.);
  • the ‘Road to an occupation’ (Út a szakmához) scholarship programme targets early leavers; it offers a small amount of monthly scholarship to disadvantaged learners in VET schools ([157]This programme was originally launched in 2005, as a sub-programme of the multi-component programme ‘Supply for the trip’ (Útravaló). In school year 2017/18, a total programme budget of HUF 580 million (EUR 1.9 million) was available from the ‘Roma scholarships’ section of the central State budget to provide a monthly amount of HUF 7 000 to 13 000 (EUR 23 to 42) to students (depending on their school performance) and HUF 7 000 (EUR 23) to their mentors for 10 months.);
  • the regular stipend ([158]Monthly scholarship of HUF 8 000 (EUR 25) in the first and HUF 10 000 (EUR 47) in the second year, provided since 2015.) provided to participants of the vocational bridging programme; and additional funding for the payment of teachers in these programmes; and
  • some local scholarship programmes for VET school learners, especially in counties with significant industrial activity.

In apprenticeships:

  • monthly salary;
  • paid sick leave/maternity leave;
  • time spent in apprenticeship counts towards pension;
  • reduced cost meals, reimbursement of travel costs, safety and work clothes and other mandatory benefits.

Competitions and media campaigns such as

  • WorldSkills and EuroSkills (2018, held in Budapest);
  • the excellent student of the trade competition for IVET learners in programmes run under the supervision of the Chamber of Commerce;
  • final rounds of VET study competitions at the annual Trade Star Festival.

Financial incentives for adult learners

  • financial remuneration and other benefits provided to apprentices; apprenticeships are available in adult education since 2015. The number and share of adult education participants in skilled workers’ training have nearly tripled in the past three years and have also increased in vocational grammar schools ISCED 344 upper secondary and ISCED 454 post-secondary programmes ([159]See also Section 5 – Share of learners in adult education in VET schools (%), 2010-18);
  • an opportunity to obtain two VET qualifications within the formal school system free of charge:
    • the first one either in full time education (by the age of 25, or at any age in adult education ([160]In any of the flexible adult education forms: full-time (90% of regular full-time), evening courses, distance learning.);
    • the second one in adult education ([161]Up to age 25 in full time adult education, or at any age, part-time (evening courses););
    • acquire (free of charge) ‘add-on’ qualifications built on the first or second VET qualification included in the national register;
    • learners with multiple disadvantages ([162]Criteria defined by law.) or special education needs can obtain any number of qualifications free of charge, and they can study in full time learning at any age;
  • training support ([163]Reimbursement of tuition fees, related expenses (travel and accommodation costs), cost of family member/child care as well as provision of supplementary/compensatory payment.) through the national employment service available to the unemployed and vulnerable groups ([164]The unemployed, women on child care support, people on rehabilitation support, people participating in public work programme and those at risk of becoming unemployed.). Beneficiaries are selected and assisted to choose sector, a qualification-in-demand and a training provider among those available at county level; employers may also launch supported training programmes if they will provide immediate employment;
  • central, regional and county labour market programmes. These include - in addition to financial - other individual psycho-social support, mentoring, work placement or temporary employment and entrepreneurial support. ESF-supported training programmes are in place ([165]Currently with target groups such as: the unemployed in the 25-64 age group and those in public work programmes (Road to the labour market); young people aged 15-24 not in training nor in employment (Youth Guarantee); or those at risk of becoming redundant (Preventing and tackling redundancy). Under the coordination of the National Office of VET and Adult Learning, two ESF-supported programmes for people with low qualifications are also in place.).

Among job seekers participating in labour market training programmes in 2017 71% of beneficiaries were in the age group 25-54 (24% under 25), 59% were women; in terms of level of qualifications they had at most lower secondary education (39%) or a VET qualification (40%).

Learners in training organised by employers are mostly men (75%), aged 25-54 (81%) with a VET qualification (67%). Most attended training for the unemployed (and public workers) and youth guarantee programmes for NEETs.

  • The labour code includes a right to training leave/benefits ([166]Paid or unpaid and support measures, such as pay tuition fees, costs of training materials and examination fees, possibly also travel and accommodation costs, etc.) for employees to attend primary education or under a study contract concluded between the employee and the employer ([167]Tnulmányi szerződés.). In the latter case, after the end of the training programmes, employees are bound to remain in employment for a definite period of time ([168]Usually as long as the duration of the training programme, but maximum five years.).

Incentives for companies to train VET learners

Training costs of VET learners (based on a cooperation agreement with a VET school or an apprenticeship contract with a learner) may be deducted from the training levy and claimed (costs not covered by this amount) from the National Employment Fund (NFA) training sub-fund, on a per capita rate of deductible/reimbursable costs differentiated by qualification (see Section: Funding).

Training providers training apprentices can also spend a part of their training levy on financing workshop development, payment of in-company trainers (in the case of SMEs) and workshop maintenance (in case of training 9th grade VET learners).

Hospitals and other non-profit organisations ([169]Budgetary organisations, foundations, associations, church legal persons, etc.) can also claim training costs from the NFA training sub-fund.

The minister responsible for VET can also provide financial support from the NFA training sub-fund for companies to create or develop training workshops ([170]In 2017, such financial support was given to set up six workshops.). School-based VET trainers ([171]Called practical training managers; since 2015, this formal function is obligatory in all State-maintained VET schools if the number of students is more than 200.) ensure cooperation between companies and the VET schools.

Incentives for companies to provide training for employees

Companies may use part of the training levy they are obliged to pay to co-finance their employees’ vocational and foreign language training. This option is mostly used by large companies, due to strict applicable criteria ([172]This option is only available for companies that also provide practical training to at least 30 apprentices (VET school students) and only up to at most 16.5% of the amount of their training levy.).

The 2017 amendment of the Adult training act extended the definition of ‘internal training’ to include training programmes of the company’s suppliers’ and partners’ employees as well and facilitated short VET or language training courses (at most 30 hours).

Companies may also be supported financially by the State to offer training to employees if they create new jobs for at least 50 people or may participate in ESF-supported training actions for the professional development of their employees (either in-company training or other courses purchased from other training providers). In 2018, ESF support is ensured for two-year training projects targeting large companies and SMEs (respectively EUR 318 000 and EUR 159 000, corresponding to 50-70% of the total training costs).

Career guidance and counselling activities are overseen by the ministry of education as well as the ministry responsible for VET and adult training. Under the VET act, primary schools, VET schools, school maintainers, the chambers of economy, employer and employee associations, the county development and training committees (see Section 2.4) and the national employment service are all involved in such activities, coordinated by the latter. Since 2015 the National Office of VET and Adult Learning (NSZFH) is responsible for the development and supervision of lifelong guidance in VET. It set up a career orientation work team in 2015 to survey and coordinate the career orientation activities of VET centres (the majority of VET schools, see Section 2.4) and develop methodological guidelines. Based on their activities, a large-scale national career orientation event, called the ‘Night of Trades’, was introduced in 2016 (see below).

Under the public education act, career orientation of learners is a responsibility of the teachers. The National Core Curriculum defines it as an important development task, to be provided mainly as part of the ‘Way of life and practical skills’ subject area in lower secondary education. Career guidance and counselling services for primary and secondary school learners are also provided ([173]NSZFH (Euroguidance Hungary), 2017.) by:

  • the county/capital pedagogical counselling services, whose tasks include career counselling of (recommendation of school and training programme type for) learners, based on the professional analysis of their competences, attitudes and interests;
  • the local chambers of economy, who provide career orientation and information services, especially regarding qualifications in high demand on the labour market, by organising career orientation events, factory visits, skills contests for primary school learners, etc.;
  • the 44 VET centres (see Section 2.4), which provide information about their vocational programmes both to learners and adults looking for adult education/adult training opportunities. Currently, 788 teachers provide career orientation services in VET centres and their member schools, i.e., roughly two people in each school (source: NSZFH).

The most important tools of career orientation and guidance targeting primary and secondary school learners include open days in VET schools and career exhibitions and expos ([174]Examples include the Technical career orientation festival in six cities (
http://miapalya.mee.hu/mi_ez_a_fesztival) or the ’Build your future!’ professional expo for the building industry in eight cities (
https://www.epitsdajovod.com).
). Such events are often organised by some or all of the above actors in cooperation with the employment departments of government offices. In 2016, initiated by the career orientation work team of the National Office of VET and Adult Learning, a new nationally coordinated annual event was introduced. On the ‘Night of Trades’, VET schools organise local career orientation events on the same day at the same time (6 p.m. to 10 p.m.) throughout the country ([175]https://szakmakejszakaja.hu/index.php). In 2017, 8 706 teachers in 423 schools in 151 settlements organised 4 647 different activities (exhibitions, interactive programmes, factory visits etc.) at this event, that was visited by nearly 70 000 people. The primary objective is to increase the attractiveness of VET among the wider public and to provide an opportunity for schools to present themselves. An important tool for this is allowing visitors to ‘taste’ different vocations and thus obtain hands-on experiences.

Career guidance and counselling in higher education is offered at career centres that operate in most higher education institutions. Information about HE programmes, including higher education VET, is available on a website of the Education Office ([176]http://www.felvi.hu).

Adults, unemployed as well as employed people, can obtain career information and counselling at the employment departments of the county/capital government offices. A network of Employment Information Counselling centres (Foglalkozási Információs Tanácsadó, FIT központok) operates as part of these, allowing access to tools (films, brochures, tests etc.) that assist career choice and provide career information. Career information and guidance are offered also by some companies, non-profit organisations, county community centres and family service offices.

Online career information, guidance and counselling is available on the National Career Guidance Portal (Nemzeti Pályaorientációs Portál) ([177]https://npp.munka.hu). It provides information on occupations in various formats, links to relevant databases, career orientation tests, online counselling as well as methodological support materials to various target groups, including primary and secondary school learners, adults, parents, experts and institutions.

Please see:

Vocational education and training system chart

Tertiary

Click on a programme type to see more info
Programme Types

EQF 5

Higher education VET

programmes,

2 years,

WBL 40-80%

ISCED 554

Higher education VET programmes leading to EQF level 5, ISCED 554 (felsőoktatási szakképzés)
EQF level
5
ISCED-P 2011 level

554

Usual entry grade

n/a

Usual completion grade

n/a

Usual entry age

18

Usual completion age

20

Length of a programme (years)

2

  
Is it part of compulsory education and training?

N

Schooling is compulsory for learners up to 16 years old.

Is it part of formal education and training system?

Y

Is it initial VET?

Y

Is it continuing VET?

Y

It can be considered as CVET when the learner has previously received an NVQR ([287]The National vocational qualifications register (NVQR) includes all State-recognised vocational qualifications regulated by the 2011 VET act.) vocational qualification.

Is it offered free of charge?

Y

These programmes are offered both in State-financed and self-financed form. Learners can participate in State-financed higher education for up to at most 12 semesters (total allowance for higher education VET, bachelor and master programmes). Quotas are defined annually for the number of learners who may be admitted to State-financed education.

Is it available for adults?

Y

In higher education the same programme may be offered in full or part time or distance learning forms ([286]Part-time forms involve at least 30% and at most 50% of the number of class hours in full time form; distance learning is defined as involving less than 30% of class hours in full-time education.).

ECVET or other credits

120 (ECTS) credit points ([285]https://ec.europa.eu/education/resources-and-tools/the-european-credit-system-for-vocational-education-and-training-ecvet_en)

Graduates can transfer 30-90 credits to a bachelor programme in the same field.

Learning forms (e.g. dual, part-time, distance)
  • full-time education;
  • part-time education (evening or correspondence, in 30-50% of class hours of full-time education);
  • distance learning (30% of class hours)
  • minimum 14-week company-based practice (if it is provided in a block of six or more weeks, it must be organised on the basis of a cooperation agreement between the HE institution and the company; in this case, the company also has to make a student work contract with the learner) ([288]Dual training in higher education is only available in bachelor and master programmes (but ‘dual training’ is different from ‘dual VET’ offered in VET school programmes).).
Main providers

Higher education institutions

Share of work-based learning provided by schools and companies

= 40-80% ([289]The share of practice is defined in the standards – called ’training and qualification requirements’, képzési és kimeneti követelmények (KKK) – of higher education programmes. The most typical is WBL 60-70%.)

Higher education VET programmes include a mandatory, one-semester-long (minimum 14 weeks) period of company-based practice in the last (4th) semester. In case that is provided in a block of six or more weeks, it must be organised on the basis of a cooperation agreement between the higher education institution and the company. The company then also has to make a student work contract (hallgatói munkaszerződés) with the student.

Work-based learning type (workshops at schools, in-company training / apprenticeships)
  • practical training at the HE institution
  • practical training at a company (if provided in a block of six or more weeks, on the basis of a cooperation agreement between the school and the company as well as a student work contract between the learner and the company)
Main target groups

Learners with the secondary school leaving certificate (ISCED 344), who wish to obtain a higher level certificate in a short and flexible programme. Transferability of credits can also help transition to bachelor level education.

In 2017/18, only 4.3% of all learners in higher education studied in these programmes.

Entry requirements for learners (qualification/education level, age)

Entry requirements are:

  • holding the upper secondary school certificate (ISCED 344);
  • higher education VET providers might also require previous VET studies.
Assessment of learning outcomes

Learners who completed all study and examination requirements and the professional practice specified in the curriculum obtain the final certificate (abszolutórium). The higher education VET qualification is awarded at the final exam (záróvizsga) that involves defending a thesis and may also have oral, written and practical parts ([290]A State-recognised foreign language proficiency certificate is also a precondition of obtaining some (but not all) of these qualifications.).

Diplomas/certificates provided

Higher education VET programmes award an ISCED 554 vocational qualification (not included in the OKJ ([291]The national vocational qualifications register, which includes VET qualifications delivered in public education (for VET, this includes secondary and post-secondary levels) or in adult training) since 2013).

Examples of qualifications

Economist assistant in tourism and catering specialised in tourism’, network information technology engineer assistant ([292]These are higher education vocational qualifications, not a higher education degrees.)

Progression opportunities for learners after graduation

Learners having completed higher education VET programmes may:

  • progress to a bachelor programme (where they can transfer 30-90 credits in the same field); or
  • enter the labour market.
Destination of graduates

Information not available

Awards through validation of prior learning

N

Although higher education legislation permits earning (ECTS) credits by validation (of prior learning/work experience), at least one-third of the credits must be earned in the institution issuing the qualification ([293]Tót, É.; ICF (2016). 2016 update to the European inventory on validation of non-formal and informal learning: country report on Hungary, p. 5. Report commissioned by Cedefop.
https://cumulus.cedefop.europa.eu/files/vetelib/2016/2016_validate_HU.pdf
) and it is not possible to acquire the higher education VET qualification by validation only.

General education subjects

N

Curricula of these programmes are modularised and involve:

  • a shared competence module of all higher education VET programmes (12 credits), including development of labour market, foreign language, VET and financial information and communication competences;
  • a shared module of all programmes in a training field (21 credits, including a shared module of the training branch of 15 credits);
  • a VET module (87 credits, including practical training of 30 credits and a specialisation module of 15 credits).
Key competences

Y

Some key competence development is included in the shared competence module of all higher education VET programmes (12 credits) that involves labour market, foreign language, VET and financial information and communication competences.

Application of learning outcomes approach

Y

The standards (called ‘training and qualification requirements’) of higher education VET programmes define learning outcomes in terms of knowledge, skills, attitudes and autonomy and responsibility.

Share of learners in this programme type compared with the total number of VET learners

In 2017/18, only 4.3% of all learners in higher education studied in these programmes.

3.9% (2017/18) ([294]Share of learners in higher ISCED 554 VET programmes compared to the total number of learners in secondary, post-secondary VET and higher education VET programmes (all levels, but excluding adult training provided outside the formal school system); 3.4% of full time learners. Source: Central Statistical Office STADAT database:
https://www.ksh.hu/stadat_eves_2_6 and Educational Authority KIR database:
https://www.oktatas.hu/felsooktatas/kozerdeku_adatok/felsooktatasi_adatok_kozzetetele/felsooktatasi_statisztikak
)

Post-secondary

Click on a programme type to see more info
Programme Types

EQF 5

School-based practice-oriented

programmes,

1-2 years,

WBL 27-64%

ISCED 454

Post-secondary VET (vocational grammar school) programmes leading to EQF level 5, ISCED 454 (szakgimnázium szakképző évfolyamok)
EQF level
5
ISCED-P 2011 level

454

Usual entry grade

13

Usual completion grade

13

14 ([265]For those that are coming from upper-secondary VET but continue in a different vocational grammar school sector, as well as for those who have no prior VET learning the programme takes two-years instead of one. There is also a grade 15 for those who pursue an add-on qualification.)

Usual entry age

18 ([266]Or a year later for those coming from a five-year vocational grammar school ISCED 344 programme (one with an additional language year).)

Usual completion age

19 or 20 ([267]Or a year later for those coming from a five-year vocational grammar school ISCED 344 programme (one with an additional language year). A year later (20) also if studying in a different sector.)

Length of a programme (years)

1 or 2 ([264]Graduates of upper secondary vocational grammar school ISCED 344 programmes that enrol in post-secondary VET in a different sector will complete the programme in two years; learners without any VET prior learning and certificate will also complete the programme in two years.)

  
Is it part of compulsory education and training?

N

Schooling is compulsory for learners up to 16 years old.

Is it part of formal education and training system?

Y

Is it initial VET?

Y

Is it continuing VET?

Y

([270]These programmes are also available to those who have already obtained an VET qualification included in the national register of vocational qualifications (NVQR) qualification, to obtain a second one or an add-on qualification. Also, graduates of skilled workers training (ISCED 353) can also obtain a higher level NVQR qualification in these programmes.)

Is it offered free of charge?

Y

Public education is free of charge for learners up to the obtainment of two VET qualifications; add-on qualifications may also be offered free of charge.

Is it available for adults?

Y

In adult education (available to learners over 16) the same programme is offered in flexible learning forms ([269]Full-time (90% of regular full-time education, up to age 25), part-time (evening classes, 50%), correspondence courses (10%) or other (e.g. distance learning). See also Section 6. VET learning options.).

ECVET or other credits
Learning forms (e.g. dual, part-time, distance)
  • regular school-based full-time education;
  • adult education for learners over 16 available in full-time attendance (90% of regular school-based full-time education) ), part time (evening classes, 50%), correspondence courses (10%) or other (e.g. distance learning) (see also Section 6. VET learning options);
  • practical training is part of the curriculum of all VET programmes and can be delivered in school workshops and/or at companies (see sections on WBL)
Main providers

VET schools that provide these types of programmes ([271]VET schools can provide one or more types of VET programmes. Beside the State, church and business entities, foundations, associations, etc., can also found and maintain public education institutions; private providers can also provide public education services. . The maintainer of most State-maintained VET schools is the Ministry of Innovation and Technology (these schools are integrated into 44 vocational centres with 380 member schools), except for schools providing VET in the sector of agriculture, which are maintained by the Ministry of Agriculture and belong to the Network of Agricultural VET schools with 46 schools.)

Share of work-based learning provided by schools and companies

= 27-64% ([272]Calculated on the basis of framework curricula of general education (i.e., foreign language education in 4 lessons/week, that make up 11% of the total number of lessons in these post-secondary programmes) and for VET qualifications (based on qualification standards that define the share of vocational practice for the whole four upper secondary +one post-secondary years as varying as 30-70%).)

65% of learners received (the whole or a part of) their practical training in companies 2016/17.

 

Share of students by type of WBL and programme type (%), school year 2016/17

NB: (*) Data on cooperation agreements in ‘vocational schools for SEN learners’ are included under ‘secondary vocational schools’ – except for agreements signed in programmes that award a partial qualification, which are included under ‘vocational school for SEN learners’.
(**) including 103 cooperation agreements signed in vocational bridging programmes.
Source: Hungarian Chamber of Commerce and Industry (MKIK), KSH STADAT database http://www.ksh.hu/stadat_eves_2_6

 

Work-based learning type (workshops at schools, in-company training / apprenticeships)
  • practical training in school workshops
  • practical training in a company based either on a cooperation agreement between the school and the company or an apprenticeship contract between the learner and the company ([273]Since 2015 apprenticeship contracts can be signed also by adult education participants, only in evening and correspondent courses the monthly payment is reduced to 60% and 20% of that provided in full-time education, respectively.)
Main target groups

Programmes are mainly targeting graduates from the secondary school years of vocational grammar school programmes (having already the secondary school leaving certificate as well as prior VET) as well as graduates of grammar schools (having only the secondary school leaving certificate) that wish to acquire a technician qualification at ISCED level 454 ([274]These programmes are the so-called VET years in post-secondary of the vocational grammar school programmes which were last reformed in 2015 (effective from school year 2016/17) by changing their name with the intention to increase attractiveness.). These programmes have also become more easily accessible to graduates of skilled workers training ISCED 353 – those aiming to acquire a higher level technician qualification - since the introduction (in 2012) of the opportunity to enter without the secondary school leaving certificate, but with a craftsman certificate and five years of experience; and also because of the introduction (in 2016/17) of the optional two-year follow-up general education programme in secondary vocational schools that awards the secondary school leaving certificate.

Entry requirements for learners (qualification/education level, age)

Entry requirements are:

  • holding the secondary school leaving certificate (ISCED 344, duration is two years, as learners do not have prior VET learning); or
  • holding the VET upper secondary school certificate (ISCED 344); duration is one year if training is followed in the same sector or two years if training is followed in a different sector; or
  • skilled workers without any of the above secondary school leaving certificates, but with an ISCED P 353 NVQR qualification, a master craftsmanship certificate (awarded by the chambers of economy) and five years of work experience may also enrol; duration is one year.
Assessment of learning outcomes

Their framework curricula for VET, based on the vocational and examination requirements of the pursued vocational qualification ([275]All public education (covering secondary and post-secondary levels) VET qualifications are included in the national vocational qualifications register (OKJ / NVQF).) are published by the minister responsible for VET, consulted by the minister of education ([276]Vocational subjects account for 89% of the curriculum, there are only four lessons/week foreign language education in these programmes The local curriculum of general education provided in VET schools is prepared by the schools based on the National Core Curriculum published in a government decree as well as framework curricula published by the minister responsible for education.).

Upon completion, these programmes award an NVQR ([277]The National vocational qualifications register (NVQR) includes all State-recognised vocational qualifications regulated by the 2011 VET act.) qualification at the final complex exam ([278]All public education (covering secondary and post-secondary levels) VET qualifications are included in the national vocational qualifications register (NVQF).). Learners’ competences are assessed in various (written, oral, interactive and/or practical) exam activities (as defined in the vocational and examination requirements) by an independent examination board. In principle, those who fail to meet all requirements may still receive a partial qualification.

Diplomas/certificates provided

VET learners prepare a technician qualification at ISCED level 454 listed in the national vocational qualifications register (NVQR) allowing them to perform several jobs.

Types and levels of NVQR (OKJ in Hungarian) ([279]The National vocational qualifications register (NVQR) includes all State-recognised vocational qualifications regulated by the 2011 VET act.) qualifications delivered in post-secondary vocational grammar school ISCED 454 programmes

NVQR/

OKJ level

Definition

ISCED level (*)

54

advanced level vocational qualification, which requires the secondary school leaving exam certificate and can be obtained primarily in VET provided within the formal school system

4

55

advanced level add-on vocational qualification, which is built on a vocational qualification(s) that requires the secondary school leaving exam certificate and can be obtained primarily in VET provided within the formal school system

4

NB: (*) Qualifications included in the national register refer to attainment levels.

Source: Refernet Hungary, based on 150/2012 (VII.6) Government decree on the OKJ and the procedure of its amendment.

Examples of qualifications

Car mechanic, dental assistant or logistics assistant

Progression opportunities for learners after graduation

Learners having completed post-secondary vocational grammar school programmes may:

  • move on to higher VET ISCED 554/EQF5;
  • move on to higher education bachelor ISCED 665/EQF6 programmes (where they may get their VET studies recognised in a bachelor programme of the same sector, at the discretion of the HE institution); or
  • enter the labour market.
Destination of graduates

Information not available

Awards through validation of prior learning

N

The complex examination that awards NVQR qualifications does not allow for recognition of prior learning (no exemption can be obtained from taking the whole or a part of the exam).

Nevertheless, learners in VET schools can get their prior learning recognised during their training, subject to the principal’s decision. The VET act also provides for the opportunity to recognise previous work experience in the completion of vocational practical training, subject to the principal’s decision.

General education subjects

Y

11% (only one subject: foreign language, in four lessons/week)

Key competences

Y

Curricula involve foreign language education. Standards and framework curricula of NVQR ([280]The National vocational qualifications register (NVQR) includes all State-recognised vocational qualifications regulated by the 2011 VET act.) qualifications define vocational, personal, social and methodological competences, corresponding to the particular task profile, by modules. They comprise several components/parts of key competences ([281]More information is available in Bükki, E. et al. (2016). Key competences in vocational education and training – Hungary. Cedefop ReferNet thematic perspectives series.http://libserver.cedefop.europa.eu/vetelib/2016/ReferNet_HU_KC.pdf).

Application of learning outcomes approach

Y

VET standards (called ‘vocational requirements’) are modularised and defined in competences, but they are not yet defined in terms of genuine learning outcomes ([282]Though qualification standards were transcribed in learning outcomes as understood in the European qualification framework (EQF) when referencing them to the NQF. (Source: Tót, É.; ICF (2016). 2016 update to the European inventory on validation of non-formal and informal learning: country report on Hungary, pp. 3, 8, 10. Report commissioned by Cedefop.)
https://cumulus.cedefop.europa.eu/files/vetelib/2016/2016_validate_HU.pdf), the task and character profiles in the vocational requirements modules – and the framework curricula based on them - are not defined in the form and language of learning outcomes (as understood in the EQF).
).

The vocational requirements modules of a VET qualification may be unique or shared by two or more qualification(s) that belong to the same occupational group or sector. They are published in a government decree (and specify for each work activity:

(a) its ‘task profile’ (occupational standards); and

(b) the related ‘character profile’ that specifies different types of knowledge and skills required to perform those tasks ([283]Though qualification standards were transcribed in learning outcomes as understood in the European qualification framework (EQF) when referencing them to the NQF (in a project led by NSZFH), the task and character profiles in the SZVKs – and the framework curricula based on them – are not defined in the form and language of learning outcomes, as understood in the EQF (Tót and ICF, 2016, p. 10).);

  • vocational competences: vocational knowledge and vocational skills;
  • personal competences (e.g., independence, precision);
  • social competences (e.g., empathy, comprehensibility); and
  • method competences (e.g., prudence, practical thinking).
Share of learners in this programme type compared with the total number of VET learners

16.1% ([284]2017/18. NB: Compared with the total number of VET learners (secondary, post-secondary and higher education VET programmes) in full-time programmes; excluding VET learners attending part-time programmes; excluding VET learners in adult training programmes provided outside the formal school system. Source: Central Statistical Office STADAT database
https://www.ksh.hu/stadat_eves_2_6 and Educational Authority KIR database:
https://www.oktatas.hu/felsooktatas/kozerdeku_adatok/felsooktatasi_adatok_kozzetetele/felsooktatasi_statisztikak
)

Secondary

Click on a programme type to see more info
Programme Types

EQF 2-3

Bridging programmes for those

who have completed at most

two years of lower

secondary education

by age 15

ISCED 351, 352,353

Vocational bridging programme leading to EQF level 2-3, ISCED 351, 352 and 353 (szakképzési hídprogram)
EQF level
2-3
ISCED-P 2011 level

351

352

353

Usual entry grade

SZH/1 ([180]The two grades in this programme are named as SZH/1 and SZH/2 (i.e., not as part of the normal numbering 0-12).)

Usual completion grade

SZH/2 ([181]The two grades in this programme are named as SZH/1 and SZH/2 (i.e., not as part of the normal numbering 0-12).)

Usual entry age

15 ([182]Having completed grade 6 at most, but drop-outs younger than 23 can also enrol in the VET bridging programme.)

Usual completion age

17 ([183]Or older, as the programme is accessible also to adults.)

Length of a programme (years)

2 years

  
Is it part of compulsory education and training?

Y

Schooling is compulsory for learners up to 16 years old.

Is it part of formal education and training system?

Y

Is it initial VET?

Y

Is it continuing VET?

N

Is it offered free of charge?

Y

Public education is free of charge for learners up to the obtainment of two VET qualifications

Is it available for adults?

Y

Drop-outs younger than 23 can enrol in the VET bridging programme.

ECVET or other credits
Learning forms (e.g. dual, part-time, distance)
  • regular school-based full-time education
  • adult education for learners over 16 ([185]However, the vast majority of learners study in regular full time education – in school year 2017/18, only 16 out of 1837 total participants studied in adult education, but even they studied in the full time attendance (90% of regular school-based education) form.)
  • practical training is part of the curriculum of all VET programmes and can be delivered in school workshops and/or at companies
Main providers

VET schools (that provide lower or upper secondary VET) designated by the minister responsible for VET (or by the minister of agriculture in schools in that sector) to provide this type of programme ([186]Beside the State, church and business entities, foundations, associations, etc., can also found and maintain public education institutions; private providers can also provide public education services.)

Share of work-based learning provided by schools and companies

= 7- 41% ([187]The share of work-based learning provided by schools and companies is understood as the share of practical training in the curriculum which is calculated on the basis of the framework curriculum for general education for this programme type (which defines the share of general education and VET) and the standards and the framework curricula of VET qualifications (which define the share of theory and practice within the VET part). As regards the latter, the standards of VET qualifications offered in this programme define the share of practice as between 20% and 70%.) ([188]6.8% of learners received (the whole or a part of) their practical training in companies based on cooperation agreement between the school and the company in 2016/17).)

103 cooperation agreements (Apprenticeships are not available in VET bridging programmes)

Work-based learning type (workshops at schools, in-company training / apprenticeships)
  • practical training in the school workshop
  • practical training at a company (based on cooperation agreements, no apprenticeships available)
Main target groups

Bridging programmes were introduced in 2013 to prevent and reduce early leaving from education and training for young people and adults (up to age 23).

The vocational bridging programmes prepare learners to continue studies in upper secondary education by providing complex general competence development as well as VET, to small groups of 8-10 learners.

Entry requirements for learners (qualification/education level, age)

Learners who completed at most two years (grade 6) of (four-year) lower secondary education by age 15 must take part in two-year vocational bridging programmes offered in designated VET schools.

Drop-outs younger than 23 can enrol in the VET bridging programmes too.

Assessment of learning outcomes

Upon completion, learners take a final exam where they can obtain a certificate on the completion of lower secondary education (EQF level 2) as well as a complex vocational exam where they can obtain a partial VET qualification included in the national vocational qualifications register (NVQR).

At the complex exam learners’ competences are assessed in various (written, oral, interactive and/or practical) exam activities (as defined in the vocational and examination requirements) by an independent examination board.

Diplomas/certificates provided

VET learners receive two qualifications the lower secondary education EQF 2 certificate (education level completion - alapfokú iskolai végzettség) and a partial VET qualification at ISCED P level 351, 352, 353

Types and levels of NVQR (OKJ in Hungarian) ([189]The National vocational qualifications register (NVQR) includes all State-recognised vocational qualifications regulated by the 2011 VET act.) vocational qualifications delivered in VET bridging programmes

NB: (*) Qualifications included in the national register refer to attainment levels.

Source: Refernet Hungary, based on 150/2012 (VII.6) Government decree on the OKJ and the procedure of its amendment.

Examples of qualifications

‘Kitchen aid’, ‘Computer data recorder’, ‘Animal carer’ or ‘Agricultural worker’

Progression opportunities for learners after graduation

Learners having completed the VET bridging programme may:

  • enter the labour market;
  • move on to any of the two upper secondary VET tracks delivered at ISCED levels 344 and ISCED level 353 in grade 9.

Learners who do not finish the programme but complete one year can still enter a secondary vocational school programme (three-year ISCED 353 VET programmes) in grade 9 ([190]In lack of a primary school graduation certificate, the conditions of admittance to secondary vocational school ISCED 353 programmes are: (a) reaching the age of 14; and (b) completion of an academic year in the Vocational bridging programme organised in a secondary vocational school.).

However, less than 20% of learners in VET bridging programmes obtain a partial qualification ([191]Ministry of Innovation and Technology (2019). Szakképzés 4.0 A Szakképzés és Felnőttképzés Megújításának Középtávú Stratégiája, a Szakképzési Rendszer Válasza a Negyedik Ipari Forradalom Kihívásaira [VET 4.0 Mid-term strategy of the renewal of VET and adult training: response of the VET system to challenges of the 4th industrial revolution].
https://www.fvsz.hu/files/hirek/rendezv%C3%A9nyek/2019/szakkpzs-4.0-final_fvsz.pdf
).

Destination of graduates

Information not available

Awards through validation of prior learning

N

General education subjects

Y

Programmes prepare learners to continue studies in upper secondary education by providing complex general competence development as well as VET, to small groups of 8-10 learners.

There are two types of VET bridging programmes depending on the share of general education and VET, which can be 63-37% or 41-59% ([192]Calculated on the basis of class hours defined in the framework curriculum of general education for the vocational bridging programme:
https://www.nive.hu/index.php?option=com_content&view=article&id=713:szakkepzesi-kerettantervek-302016viii31ngmrendelet&catid=10&Itemid=166
).

Key competences

Y

The curriculum of general education is based on the National Core Curriculum that includes key competence development ([193]The list of key competences in the Hungarian NCC differs from that in the EU recommendation of 2006 in one minor aspect. It breaks the EU key competence of ’mathematical competence and basic competences in science and technology’ into two separate ones, thus in Hungary there are nine instead of eight key competences. More detailed information is available in: Bükki, E. et al. (2016). Key competences in vocational education and training – Hungary. Cedefop ReferNet thematic perspectives series.
http://libserver.cedefop.europa.eu/vetelib/2016/ReferNet_HU_KC.pdf
). Three key competences – foreign language, Hungarian language and competences in mathematics, science and technology – are to be developed as stand-alone subjects.

Development of other key competences is described in the outcome requirements of particular school subjects and depends on local school practices. Standards and framework curricula of NVQR qualifications define vocational, personal, social and methodological competences, corresponding to the particular task profile, by modules. They comprise several components/parts of key competences.

Application of learning outcomes approach

Y

VET standards (called ‘vocational requirements’) are modularised and defined in competences, but they are not yet defined in terms of genuine learning outcomes ([194]Though qualification standards were transcribed in learning outcomes as understood in the European Qualification Framework (EQF) when referencing them to the NQF (Source: Tót, É.; ICF (2016). 2016 update to the European inventory on validation of non-formal and informal learning: country report on Hungary, pp. 3, 8, 10. Report commissioned by Cedefop.
https://cumulus.cedefop.europa.eu/files/vetelib/2016/2016_validate_HU.pdf), the task and character profiles in the vocational requirements modules – and the framework curricula based on them - are not defined in the form and language of learning outcomes (as understood in the EQF).
).

The vocational requirements modules of a VET qualification may be unique or shared by two or more qualification(s) that belong to the same occupational group or sector. They are published in a government decree ([195]217/2012 (VIII.9) Government decree on the vocational requirement modules of State-recognised qualifications.) and specify for each work activity:

(a) its ‘task profile’ (occupational standards); and

(b) the related ‘character profile’ that specifies different types of knowledge and skills required to perform those tasks:

  • vocational competences: vocational knowledge and vocational skills;
  • personal competences (e.g., independence, precision);
  • social competences (e.g., empathy, comprehensibility); and
  • method competences (e.g., prudence, practical thinking).
Share of learners in this programme type compared with the total number of VET learners

0.8% ([196]2017/18. NB: Compared with the total number of VET learners (secondary, post-secondary and higher education VET programmes); excluding VET learners in adult training programmes provided outside the formal school system. Source: Central Statistical Office STADAT database:
https://www.ksh.hu/stadat_eves_2_6 and Educational Authority KIR database:
https://www.oktatas.hu/felsooktatas/kozerdeku_adatok/felsooktatasi_adatok_kozzetetele/felsooktatasi_statisztikak.
)

The number of participants in VET bridging programmes grew from 1 521 in 2016/17 to 2 581 in 2017/18.

VET for SEN learners

2 or 4 years,

WBL 13 – 47%

ISCED 243, 253, 353

School for skills development for special education needs (SEN) learners leading to EQF level 2, ISCED 243 (készségfejlesztő iskola). Vocational school programmes for special education needs (SEN) learners leading to EQF levels 2-4, ISCED 253/353 (szakiskola)
EQF level
2 school for skills development for SEN learners (készségfejlesztő iskola) 2-4 Vocational school programmes for SEN learners (szakiskola)
ISCED-P 2011 level

243 school for skills development for SEN learners (készségfejlesztő iskola)

 

253/353 Vocational school programmes for SEN learners (szakiskola)

Usual entry grade

9 ([199]The extra preparatory year (előkészítő évfolyam) for students with less severe mental disabilities is called 9/E. and is followed by grade 9. The entry requirement is the primary school certificate (ISCED 244) and an official assessment of the person.)

Usual completion grade

10 or 12

Usual entry age

14 ([200]Programmes target students aged 14-23 in need of special education due to mental or other disabilities.)

Usual completion age

18 school for skills development for SEN learners (készségfejlesztő iskola)

16 (17) or

18 (19) Vocational school programmes for SEN learners (szakiskola) ([201]Programmes that award a partial NVQR qualification are two-year-long, those that award a full NQVR qualification are four-year-long and there is an extra preparatory year for learners with less severe mental disabilities.)

Length of a programme (years)

4 school for skills development for SEN learners (készségfejlesztő iskola) ([197]Two years of general education plus two years of ’practical grades’.)

2-5 Vocational school programmes for SEN learners (szakiskola) ([198]Programmes that award a partial NVQR qualification are two-year-long, those that award a full NQVR qualification are four-year-long and there is an extra preparatory year for students with less severe mental disabilities.)

  
Is it part of compulsory education and training?

Y

Schooling is compulsory for learners up to 16 years old.

The programme type targets SEN learners between 14 to 23 years old.

Is it part of formal education and training system?

Y

Is it initial VET?

Y

Is it continuing VET?

Y

These programmes are also available to those who have already obtained an NVQR qualification, to obtain a second one, in that sense it can be considered also as CVET.

Is it offered free of charge?

Y

Public education is free of charge for learners up to the obtainment of two VET qualifications

Is it available for adults?

Y

ECVET or other credits
Learning forms (e.g. dual, part-time, distance)
  • regular school-based full-time education
  • adult education (for learners over 16) ([203]The target group of this programme is learners with SEN due to different types of disabilities; therefore it is delivered almost exclusively in regular full time education. According to the statistics, merely 18 learners studied in adult education in 2017/18 (and only one learner in the previous year).)
  • practical training is part of the curriculum of all VET programmes and can be delivered in school workshops and/or at companies
Main providers

VET schools that provide these types of programmes ([204]VET schools can provide one or more types of VET programmes. Beside the State, church and business entities, foundations, associations, etc., can also found and maintain public education institutions; private providers can also provide public education services. The maintainer of most State-maintained VET schools is the Ministry of Innovation and Technology (these schools are integrated into 44 vocational centres with 380 member schools), except for schools providing VET in the sector of agriculture, which are maintained by the Ministry of Agriculture and belong to the Network of Agricultural VET schools with 46 schools.)

Share of work-based learning provided by schools and companies

= 13-47 % ([205]The share of work-based learning provided by schools and companies is understood as the share of practical training in the curriculum which is calculated on the basis of the framework curriculum for general education for this programme type (which defines the share of general education and VET) and the standards and framework curricula of VET qualifications (which define the share of theory and practice within the VET part). As regards the latter, the standards of VET qualifications offered in this programme define the share of practice as between 20% and 70%.)

37% of learners received (the whole or a part of) their practical training in companies 2016/17.

 

Share of students by type of company-based learning and programme type (%), school year 2016/17

NB: (*) Data on cooperation agreements in ‘vocational schools for SEN learners’ are included under ‘secondary vocational schools’ – except for agreements signed in programmes that award a partial qualification, which are included under ‘vocational school for SEN learners’;
(**) Including 103 cooperation contracts signed in vocational bridging programmes.
Source: Hungarian Chamber of Commerce and Industry (MKIK), KSH STADAT database http://www.ksh.hu/stadat_eves_2_6

 

Work-based learning type (workshops at schools, in-company training / apprenticeships)
  • practical training in school workshops
  • practical training in a company (in grade 9 only in company workshop dedicated exclusively to training) based either on a cooperation agreement between the school and the company or on an apprenticeship contract between the learner and the company
Main target groups

They target learners aged 14-23 in need of special education due to mental or other disabilities ([206]These programmes were last reformed in 2015 (effective from school year 2016/17) by changing their name with the intention to increase attractiveness.).

Entry requirements for learners (qualification/education level, age)

The entry requirement is the primary school certificate (ISCED 244) and an official assessment of their special needs ([207]Issued by an expert committee of the pedagogical counselling services.).

Assessment of learning outcomes

The four-year school for skills development (készségfejlesztő iskola) offers two years of general education and two years of practical skills development to SEN learners. Upon completion of the last grade, learners obtain a certificate on the completion of secondary education.

The two or four -year vocational school programmes for SEN learners (szakiskola) prepare SEN learners to get a partial or a full OKJ qualification ([208]All public education (covering secondary and post-secondary levels) VET qualifications are included in the national vocational qualifications register (OKJ/NVQF).), depending on the type of disability (they may also include an extra preparatory year for learners with less severe mental disabilities). The NVQR qualification is awarded upon passing the final complex exam. Learners’ competences are assessed in various (written, oral, interactive and/or practical) exam activities (as defined in the vocational and examination requirements) by an independent examination board.

Diplomas/certificates provided

Learners in school for skills development programmes receive an ISCED 243 certificate on the completion of secondary education upon completing the last grade.

VET learners in vocational school programmes for SEN learners receive adapted education and training depending on the type of disability. Learners prepare accordingly a full or a partial NVQR qualification at ISCED levels 253 or 353 (two- and four-year programmes, with an extra preparatory year for learners with less severe mental disabilities).

Types and levels of NVQR (OKJ in Hungarian) ([209]The National vocational qualifications register (NVQR) includes all State-recognised vocational qualifications regulated by the 2011 VET act.) vocational qualifications delivered in vocational school for SEN learners programmes

NVQR/OKJ level

Definition

ISCED level (*)

21

basic level partial vocational qualification, which requires no completed school studies and may be obtained in VET provided outside the formal school system, in a vocational programme for SEN learners or in a Vocational Bridging programme

2

31

lower secondary level partial vocational qualification, which is based on primary school certificate (ISCED 244) or the theoretical and practical knowledge elements defined in its vocational and examination requirements (hereinafter: entry competences), and may be obtained in VET provided outside the formal school system, in a vocational programme for SEN learners or in a Vocational Bridging programme

3

32

lower secondary level vocational qualification, which is based on primary school certificate or the entry competences defined in the vocational and examination requirements and may be obtained in VET provided outside the formal school system

3

34

secondary level vocational qualification, which is based on primary school certificate or the entry competences defined in the vocational and examination requirements and may be typically obtained in VET provided within the formal school system

3

NB: (*) Qualifications included in the national register refer to attainment levels.

Source: Refernet Hungary, based on 150/2012 (VII.6.) Government decree on the OKJ and the procedure of its amendment.

Examples of qualifications

‘Carpenter’, ‘Pastry maker’, ‘Kitchen aid’

Progression opportunities for learners after graduation

Learners having completed the school for skills development or the vocational school programmes for SEN learners:

  • may enter the labour market;
  • be better prepared for an independent life (those with more severe mental disabilities in the practical skills development track).
Destination of graduates

Information not available

Awards through validation of prior learning

N

General education subjects

Y

The share of general education and VET is 33-67% or 34-66% in the shorter and longer programmes, respectively ([210]Calculated on the basis of class hours defined in the framework curriculum of general education for vocational school programmes (
http://kerettanterv.ofi.hu). If the extra preparatory year for learners with less severe mental disabilities is also considered (as general education), the share of general education and VET is 46/59%-54/44%.
).

Key competences

Y

The curriculum of general education is based on the National Core Curriculum that includes key competence development ([211]The list of key competences in the Hungarian NCC differs from that in the EU Recommendation of 2006 in one minor aspect. It breaks the EU key competence of ’mathematical competence and basic competences in science and technology’ into two separate ones, thus in Hungary there are nine instead of eight key competences. More detailed information is available in Bükki, E. et al. (2016). Key competences in vocational education and training – Hungary. Cedefop ReferNet thematic perspectives series.
http://libserver.cedefop.europa.eu/vetelib/2016/ReferNet_HU_KC.pdf
). Three key competences – foreign language, Hungarian language and competences in mathematics, science and technology – are to be developed as stand-alone subjects.

Development of other key competences is described in the outcome requirements of particular school subjects and depends on local school practices. Standards and framework curricula of NVQR qualifications define vocational, personal, social and methodological competences, corresponding to the particular task profile, by modules. They comprise several components/parts of key competences.

Application of learning outcomes approach

Y

VET standards (called ‘vocational requirements’) are modularised and defined in competences, but they are not yet defined in terms of genuine learning outcomes ([212]Though qualification standards were transcribed in learning outcomes as understood in the European Qualification Framework (EQF) when referencing them to the NQF (Source: Tót, É.; ICF (2016). 2016 update to the European inventory on validation of non-formal and informal learning: country report on Hungary, pp. 3, 8, 10. Report commissioned by Cedefop.
https://cumulus.cedefop.europa.eu/files/vetelib/2016/2016_validate_HU.pdf ), the task and character profiles in the vocational requirements modules – and the framework curricula based on them - are not defined in the form and language of learning outcomes (as understood in the EQF).
).

The vocational requirements modules of a VET qualification may be unique or shared by two or more qualification(s) that belong to the same occupational group or sector. They are published in a government decree ([213]217/2012 (VIII.9) Government decree on the vocational requirement modules of State-recognised qualifications.) and specify for each work activity:

(a) its ‘task profile’ (occupational standards); and

(b) the related ‘character profile’ that specifies different types of knowledge and skills required to perform those tasks;

  • vocational competences: vocational knowledge and vocational skills;
  • personal competences (e.g., independence, precision);
  • social competences (e.g., empathy, comprehensibility); and
  • method competences (e.g., prudence, practical thinking).
Share of learners in this programme type compared with the total number of VET learners

2.3% ([214]2017/18. NB: Compared with the total number of VET learners (secondary, post-secondary and higher education VET programmes) in full- or part-time programmes; excluding VET learners in adult training programmes provided outside the formal school system. Source: Central Statistical Office STADAT database:
https://www.ksh.hu/stadat_eves_2_6, and Educational Authority KIR database:
https://www.oktatas.hu/felsooktatas/kozerdeku_adatok/felsooktatasi_adatok_kozzetetele/felsooktatasi_statisztikak
)

EQF 4

Practice-oriented VET

programmes,

3 years,

WBL 38-45%

ISCED 353

Three-year secondary vocational school (practice-oriented) programmes leading to EQF level 4, ISCED 353 (szakközépiskola)
EQF level
4
ISCED-P 2011 level

353

Usual entry grade

9

Usual completion grade

11

Usual entry age

14

Usual completion age

17 ([216]19 for those opting for the two-year follow up general education programme leading to the upper secondary school leaving certificate upon completing this three-year programme.)

Length of a programme (years)

3 ([215]Plus optional follow up two-year general education programme.)

  
Is it part of compulsory education and training?

Y/N

Schooling is compulsory for learners up to 16 years old.

Is it part of formal education and training system?

Y

Is it initial VET?

Y

Is it continuing VET?

Y

These programmes are also available to those who have already obtained an NVQR ([219]The National vocational qualifications register (NVQR) includes all State-recognised vocational qualifications regulated by the 2011 VET act.) qualification, to prepare a second or an add-on vocational qualification.

Is it offered free of charge?

Y

Public education is free of charge for learners up to the obtainment of two VET qualifications; add-on qualifications may also be offered free of charge.

Is it available for adults?

Y

In adult education (available to learners over 16) the same programme is offered in flexible learning forms ([218]Possible delivery forms: full-time (90% of regular full-time education), part time (evening classes, 50%), correspondence courses (10%) or other (e.g. distance learning). See also Section 6. VET learning options)

ECVET or other credits
Learning forms (e.g. dual, part-time, distance)
  • regular school-based full-time education (up to age 25)
  • adult education for learners over 16 available in full-time attendance (90% of regular school-based full-time education), part time (evening classes, 50%), correspondence courses (10%) or other (e.g. distance learing) (see also Section 6. VET learning options)
  • practical training is part of the curriculum of all VET programmes and can be delivered in school workshops and/or at companies (see sections on WBL)

The number and share of adult education participants have nearly tripled since 2015, when the opportunity to obtain a second OKJ qualification free of charge was introduced. In school year 2017/18, 27% all learners in secondary vocational school programmes studied in adult education (see figure below).

 

Share of learners studying in adult education in VET schools (*) (%), 2010-18

NB: (*) Titles of VET schools in use as of 2016/17.
Source: KSH, STADAT database, Education http://www.ksh.hu/docs/hun/xstadat/xstadat_eves/i_zoi015.html
http://www.ksh.hu/docs/hun/xstadat/xstadat_eves/i_zoi005.html

 

Main providers

VET schools that provide these types of programmes ([220]VET schools can provide one or more types of VET programmes. Beside the State, church and business entities, foundations, associations, etc., can also found and maintain public education institutions; private providers can also provide public education services. The maintainer of most State-maintained VET schools is the Ministry of Innovation and Technology (these schools are integrated into 44 vocational centres with 380 member schools), except for schools providing VET in the sector of agriculture, which are maintained by the Ministry of Agriculture and belong to the Network of Agricultural VET schools with 46 schools.)

Share of work-based learning provided by schools and companies

= 38-45% ([221]the share of work-based learning provided by schools and companies is understood as the share of practical training in the curriculum which is calculated on the basis of the framework curriculum for general education for this programme type (which defines the share of general education and VET) and the standards and framework curricula of VET qualifications (which define the share of theory and practice within the VET part). As regards the latter, the standards of VET qualifications offered in this programme define the share of practice as between 60-70%.)

61% of learners received (the whole or a part of) their practical training in companies 2016/17.

 

Share of students by type of WBL and programme type (%), school year 2016/17

NB: (*) Data on cooperation agreements in ‘vocational schools for SEN learners’ are included under ‘secondary vocational schools’ programmes – except for agreements signed in programmes that award a partial qualification, which are included under ‘vocational school for SEN learners programmes.
(**) Including 103 cooperation agreements signed in vocational bridging programmes
Source: Hungarian Chamber of Commerce and Industry (MKIK), KSH STADAT database http://www.ksh.hu/stadat_eves_2_6

 

Work-based learning type (workshops at schools, in-company training / apprenticeships)
  • practical training in school workshops
  • practical training in a company (in grade 9 only in company workshop dedicated exclusively to training) based either on a cooperation agreement between the school and the company or on an apprenticeship contract between the learner and the company ([222]Since 2015 apprenticeship contracts can be signed also by adult education participants, only in evening and correspondent courses the monthly payment is reduced to 60% and 20% of that provided in full-time education, respectively.)
Main target groups

They target learners aged 14 and offer skilled workers’ training ([223]These programmes were last reformed in 2015 (effective from school year 2016/17) by changing their name with the intention to increase attractiveness. As of 2016/17, after the completion of these programmes. learners may enrol to an optional two-year general education follow-up programme to obtain the secondary school leaving certificate, which is required for entering post-secondary and higher education programmes.).

Learners that enrol in programmes preparing VET qualifications in-demand (hiányszakképesítés) ([224]Such qualifications and respective training programmes are established annually by government decrees and are based on data collected by the country development and training committees at local level in specific sectors.) may participate in the Adolf Szabóky VET Scholarship’ VET stipend programme ([225]and, based on their grades, receive a lump sum of HUF 10 000 (EUR 32) per month in the first semester of the first VET grade.).

Adults over 16 can also enter these programmes at any age, delivered in the form of adult education (felnőttoktatás), to obtain their first or second NVQR ([226]The National vocational qualifications register (NVQR) includes all State-recognised vocational qualifications regulated by the 2011 VET act.) qualification free of charge.

Entry requirements for learners (qualification/education level, age)

Learners can enter these programmes at age 14, upon completion of the eight years of primary school (end of lower secondary education) and holding the primary school certificate (ISCED 244) or upon completing at least one year of a vocational bridging programme ([227]Pursuant to the Public education act, schools may select learners based on their performance in primary school and at a uniform secondary school entry exam taken in maths and Hungarian (and, in case the number of applicants were twice as much as available spaces on average in the past three years, also an oral exam organised by the school). However, secondary vocational schools typically are not selective and they do not organise entry exams.).

Young people and adults over 16 can enter these programmes at any age, delivered in the form of adult education (felnőttoktatás).

Assessment of learning outcomes

Since school year 2013/14, under the new VET and public education acts published in 2011, these programmes provide three years of dual vocational training. The majority of learners are apprentices.

Their framework curricula for VET, based on the vocational and examination requirements of the pursued full/partial VET qualification ([228]All public education (covering secondary and post-secondary levels) VET qualifications are included in the national vocational qualifications register (OKJ/NVQF).) are published by the minister responsible for VET, consulted by the minister of education. Their framework curriculum for general education ([229]The local curriculum of general education provided in VET schools is prepared by the schools based on the National Framework Curriculum published in a government decree as well as framework curricula published by the minister responsible for education.) defines the share of general education and VET as 36-64%.

Upon completion, these programmes award a full VET qualification at the final complex exam ([230]All public education (covering secondary and post-secondary levels) VET qualifications are included in the national vocational qualifications register (OKJ/NVQF).). Learners’ competences are assessed in various (written, oral, interactive and/or practical) exam activities (as defined in the vocational and examination requirements) by an independent examination board. In principle, those who fail to meet all requirements may still receive a partial qualification.

A follow-up optional two-year general education programme leading to the ‘secondary school leaving certificate’ (érettségi bizonyítvány, ISCED 344) awarded at the secondary school leaving exam is also available (since school year 2016/17) to those wishing to access post-secondary or higher education.

Diplomas/certificates provided

Learners in three-year vocational secondary school ISCED 353 programmes receive a certificate on the completion of secondary education upon completing the last grade. They also get a full NVQR qualification at ISCED levels 353 at the final complex exam.

Those moving on to the additional and optional two-year general education follow up programme and succeed at the final exam receive also the (upper) secondary school leaving certificate (ISCED 344) allowing access to higher level studies at post-secondary VET and/or higher VET.

Types and levels of NVQR (OKJ in Hungarian) ([231]The National vocational qualifications register (NVQR) includes all State-recognised vocational qualifications regulated by the 2011 VET act.) vocational qualifications delivered in skilled workers’ training programmes

NVQR/OKJ level

Definition

ISCED level (*)

34

secondary level vocational qualification, which is based on primary school certificate or the entry competences defined in the vocational and examination requirements and may be typically obtained in VET provided within the formal school system

3

35

secondary level add-on vocational qualification, which is built on a qualification(s) that requires primary school certificate and can typically be obtained in VET provided within the formal school system

3

NB: (*) Qualifications included in the national register refer to attainment levels

Source: Refernet Hungary, based on 150/2012 (VII.6) Government decree on the OKJ and the procedure of its amendment.

Examples of qualifications

Cook, electrician or carpenter

Progression opportunities for learners after graduation

Learners having completed the secondary vocational school (skilled workers’ training) programme:

  • may enter the labour market;
  • enrol in the additional/optional follow up two-year general education programme to prepare the secondary school leaving certificate (ISCED 344); and move on to post-secondary VET/ISCED 454 programmes or higher VET/ISCED 554 programmes;
  • those without the end of secondary school leaving certificate (ISCED 344), but who hold a master craftsman certificate (awarded by the chambers of economy) and have five years relevant working experience may also access post-secondary VET/ISCED 454 programmes.
Destination of graduates

According to a 2012 study, around one third of graduates of skilled workers’ training (of the previous form) ([232]The structure and curriculum of skilled workers training at ISCED 353 were transformed as of 2013/14 as well as 2016/17 (see Section: VET learning options).) were studying two years after graduation (26% in full time, 9% in adult education while also working) ([233]Fehérvári, A. (2016). Pályakövetési vizsgálatok a szakképzésben. Education 2016/1, p. 76.
http://folyoiratok.ofi.hu/educatio/palyakovetesi-vizsgalatok-a-szakkepzesben
).

Awards through validation of prior learning

N

The complex examination that awards NVQR qualifications upon completion of VET programmes does not allow for recognition of prior learning (no exemption can be obtained from taking the whole or a part of the exam). Nevertheless, learners in VET schools can get their prior learning recognised during their training, subject to the principal’s decision. The VET act also provides for the opportunity to recognise previous work experience in the completion of vocational practical training, subject to the principal’s decision.

General education subjects

Y

36%

Their framework curriculum for general education ([234]The local curriculum of general education provided in VET schools is prepared by the schools based on the national framework curriculum published in a government decree as well as framework curricula published by the minister responsible for education.) define the share of general education and VET as 36-63%.

Key competences

Y

The curriculum of general education is based on the National Core Curriculum that includes key competence development ([235]The list of key competences in the Hungarian NCC differs from that in the EU recommendation of 2006 in one minor aspect. It breaks the EU key competence of ’mathematical competence and basic competences in science and technology’ into two separate ones, thus in Hungary there are nine instead of eight key competences. More detailed information is available in: Bükki, E. et al. (2016). Key competences in vocational education and training – Hungary.Cedefop ReferNet thematic perspectives series.
http://libserver.cedefop.europa.eu/vetelib/2016/ReferNet_HU_KC.pdf
). Three key competences – foreign language, Hungarian language and competences in mathematics, science and technology – are to be developed as stand-alone subjects. Development of other key competences is described in the outcome requirements of particular school subjects and depends on local school practices. Standards and framework curricula of NVQR qualifications define vocational, personal, social and methodological competences, corresponding to the particular task profile, by modules. They comprise several components/parts of key competences.

Application of learning outcomes approach

Y

VET standards (called ‘vocational requirements’) are modularised and defined in competences, but they are not yet defined in terms of genuine learning outcomes ([236]Though qualification standards were transcribed in learning outcomes as understood in the European qualification framework (EQF) when referencing them to the NQF (Source: Tót, É.; ICF (2016). 2016 update to the European inventory on validation of non-formal and informal learning: country report on Hungary, pp. 3, 8, 10. Report commissioned by Cedefop.
https://cumulus.cedefop.europa.eu/files/vetelib/2016/2016_validate_HU.pdf ), the task and character profiles in the vocational requirements modules – and the framework curricula based on them – are not defined in the form and language of learning outcomes (as understood in the EQF).
).

The vocational requirements modules of a VET qualification may be unique or shared by two or more qualification(s) that belong to the same occupational group or sector. They are published in a government decree ([237]217/2012 (VIII.9) Government decree on the vocational requirement modules of State-recognised qualifications.) and specify for each work activity:

(a) its ‘task profile’ (occupational standards); and

(b) the related ‘character profile’ that specifies different types of knowledge and skills required to perform those tasks:

  • vocational competences: vocational knowledge and vocational skills;
  • personal competences (e.g., independence, precision);
  • social competences (e.g., empathy, comprehensibility); and
  • method competences (e.g., prudence, practical thinking).
Share of learners in this programme type compared with the total number of VET learners

32% ([238]2017/18. NB: Compared with the total number of VET learners (secondary, post-secondary and higher education VET programmes) in full- or part-time programmes; excluding VET learners in adult training programmes provided outside the formal school system. Source: Central Statistical Office STADAT database:
https://www.ksh.hu/stadat_eves_2_6 and Educational Authority KIR database:
https://www.oktatas.hu/felsooktatas/kozerdeku_adatok/felsooktatasi_adatok_kozzetetele/felsooktatasi_statisztikak.
)

EQF 4

School-based theory-focused

VET programmes,

4 (5) years,

WBL10-26%

ISCED 344

Vocational grammar school (theory-focused) programmes leading to EQF level 4, ISCED 344 (szakgimnázium középiskolai évfolyamok)
EQF level
4
ISCED-P 2011 level

344 ([239]Learners enrolled in this programme can opt to prepare in grades 11-12 also to receive a vocational qualification included in the national vocational qualifications register (NVQR) at national NVQR levels 31, 32, 34, 51 and 52. Such qualifications are not yet referenced to ISCED P 2011.)

Usual entry grade

9 ([241]Or 9/Ny, if an additional language year is added (providing foreign language education in the first year).)

Usual completion grade

12

Usual entry age

14

Usual completion age

18 ([242]19 if an additional language year is added.)

Length of a programme (years)

4 ([240]5 if an additional language year is added (providing foreign language education in the first year).)

  
Is it part of compulsory education and training?

Yes and no

Schooling is compulsory for learners up to 16 years old.

Is it part of formal education and training system?

Y

Is it initial VET?

Y

Is it continuing VET?

N

Is it offered free of charge?

Y

Public education is free of charge for learners up to the obtainment of the secondary school leaving certificate and two VET qualifications.

Is it available for adults?

Y

In adult education (available to learners over 16) the same programme is offered in flexible learning forms ([244]Full-time (90% of regular full-time education), part time (evening classes, 50%), correspondence courses (10%) or other (e.g. distance learning). See also Section 6. VET learning options.)

ECVET or other credits
Learning forms (e.g. dual, part-time, distance)
  • regular school-based full-time education (up to age 25)
  • adult education for learners over 16 available in full-time attendance (90% of regular school-based full-time education), part time (evening classes, 50%), correspondence courses (10%) or other (e.g. distance learning) (see also Section 6. VET learning options)
  • practical training is part of the curriculum of all VET programmes and can be delivered in school workshops and/or at companies (see sections on WBL) ([245]Following the December 2017 law amendment, effective from 2019/20, apprenticeship may be offered in grades 11 and 12.)
Main providers

VET schools that provide these types of programmes ([246]VET schools can provide one or more types of VET programmes. Beside the State, church and business entities, foundations, associations, etc., can also found and maintain public education institutions; private providers can also provide public education services. The maintainer of most State-maintained VET schools is the Ministry of Innovation and Technology (these schools are integrated into 44 vocational centres with 380 member schools), except for schools providing VET in the sector of agriculture, which are maintained by the Ministry of Agriculture and belong to the Network of Agricultural VET schools with 46 schools.)

Share of work-based learning provided by schools and companies

= 10-26% ([247]The share of work-based learning provided by schools and companies is understood as the share of practical training in the curriculum which is calculated on the basis of the framework curriculum for general education for this programme type (which defines the share of general education and VET) and the standards and framework curricula of VET qualifications (which define the share of theory and practice within the VET part). As regards the latter, the standards of VET qualifications offered in this programme define the share of practice as between 30-70%.)

22.7% (in companies, via a cooperation agreement 2016/17)

 

Share of students by type of WBL and programme type (%), school year 2016/17

NB: (*) Data on cooperation agreements in ‘vocational schools for SEN learners’ are included under ‘secondary vocational schools’ – except for agreements signed in programmes that award a partial qualification, which are included under ‘vocational school for SEN learners’.
(**) Including 103 cooperation agreements signed in vocational bridging programmes.
Source: Hungarian Chamber of Commerce and Industry (MKIK), KSH STADAT database http://www.ksh.hu/stadat_eves_2_6

 

Work-based learning type (workshops at schools, in-company training / apprenticeships)
  • practical training in school workshops
  • practical training in a company based either on a cooperation agreement between the school and the company or (as of 2018) an apprenticeship contract between the learner and the company in grades 11 and 12 ([248]Since 2015 apprenticeship contracts can be signed also by adult education participants, only in evening and correspondent courses the monthly payment is reduced to 60% and 20% of that provided in full-time education, respectively.)
Main target groups

They target learners aged 14, and provide four years of combined general education and VET (some programmes may have an extra ‘foreign language preparatory’ year) ([249]These programmes were last reformed in 2017 (effective from school year 2017/18) by providing the option to participate in a programme preparing for an ‘additional vocational qualification’ in grade 11-12, awarded at a complex exam organised in grade 12.).

Graduates with the secondary school leaving certificate (ISCED 344) can continue studies either in post-secondary VET (ISCED 454 VET years of secondary grammar school programmes) or in higher education.

Entry requirements for learners (qualification/education level, age)

The entry requirement is holding the primary school certificate (EQF 2) and popular schools may select learners based on their performance in primary school and at a uniform secondary school entry exam taken in maths and Hungarian (and possibly also oral exam organised by the school).

Learners with the primary school (primary and lower secondary) education certificate entering these programmes at age 14 (grade 9), and older learners may also enrol in grade 9 ([250]Including graduates of the VET bridging programme.).

Young people and adults over 16 can enter these programmes at any age, delivered in the form of adult education (felnőttoktatás).

Assessment of learning outcomes

Following the 2015 VET reform, since 2016/17 learners take the ‘VET secondary school leaving exam’ ([251]Szakmai érettségi vizsga.) at the end of the four-year programmes. This differs from the exam taken in grammar schools in that - in addition to the four mandatory general education exam subjects (Hungarian language and literature, Mathematics, History and a foreign language) - the fifth optional exam subject is replaced by a mandatory vocational subject. The vocational secondary school leaving certificate therefore qualifies holders not only to progress to post-secondary/higher education but also to perform at least one job ([252]Such as ‘IT equipment repairman’ or ‘Assistant nurse’. This job (one listed in the Hungarian Standard Classification of Occupations, FEOR) is specified for each of the vocational grammar school sectors in an Annex of the government decree about the OKJ qualification (e.g. ‘solarium operator’ for the sector ‘Beauty’).).

New legislation in December 2017 introduced the possibility obtain an ‘additional vocational qualification’ that will be awarded (first in 2019/20) at the final complex examination organised in grade 12, a few months before the secondary school leaving exam.

At the complex exam, learners’ competences are assessed in various (written, oral, interactive and/or practical) exam activities (as defined in the vocational and examination requirements) by an independent examination board.

Diplomas/certificates provided

Learners in upper secondary vocational grammar school ISCED 344 programmes take the final vocational secondary school leaving exam upon completion of the upper secondary grades. This awards the VET secondary school leaving certificate (szakmai érettségi bizonyítvány, ISCED 344) that entitles them to progress on to post-secondary/higher education as well as to perform at least one job in the pursued vocational grammar school sector (since 2016/17) ([253]See previous entry: Assessment of learning outcomes.).

Learners might opt in grade 10 to prepare in grades 11-12 also an ‘additional vocational qualification’ (mellékszakképesítés), an NVQR qualification from among those specified in the annex of the government decree on the NVQR ([254]The National vocational qualifications register (NVQR) includes all State-recognised vocational qualifications regulated by the 2011 VET act.) for each vocational grammar school sector. It is awarded at the complex exam organised in grade 12, a few months before the VET secondary school leaving exam ([255]Therefore, if the pursued additional vocational qualification is of NVQR level 51 or 52, the learner will receive that qualification only upon successfully passing the VET secondary school exam. The equivalence to ISCED P levels in not available.).

Types and levels of NVQR (OKJ in Hungarian) ([256]The National vocational qualifications register (NVQR) includes all State-recognised vocational qualifications regulated by the 2011 VET act.) ‘additional vocational qualifications’ optionally delivered in upper secondary vocational grammar school ISCED 344 programmes

NVQR/OKJ level

Definition

ISCED level (*)

31

lower secondary level partial vocational qualification, which is based on primary school certificate (ISCED 244) or the theoretical and practical knowledge elements defined in its vocational and examination requirements (hereinafter: entry competences), and may be obtained in VET provided outside the formal school system, in a vocational programme for SEN learners or in a Vocational Bridging programme

3

32

lower secondary level vocational qualification, which is based on primary school certificate or the entry competences defined in the vocational and examination requirements and may be obtained in VET provided outside the formal school system

3

34

secondary level vocational qualification, which is based on primary school certificate or the entry competences defined in the vocational and examination requirements and may be typically obtained in VET provided within the formal school system

3

51

upper secondary level partial vocational qualification, which requires the secondary school leaving exam certificate and can be obtained in VET provided outside the formal school system

4

52

upper secondary level vocational qualification, which requires the secondary school leaving exam certificate and can be obtained in VET provided outside the formal school system

4

NB: (*) Qualifications included in the national register refer to attainment levels.

Source: Refernet Hungary, based on 150/2012 (VII.6) Government decree on the OKJ and the procedure of its amendment.

Examples of qualifications

The VET secondary school certificate qualifies for at least one job listed in the Hungarian Standard Classification of Occupations (FEOR), as specified for each of the vocational grammar school sectors in an Annex of the government decree about the NQR – examples: solarium operator, electronic equipment mechanic and operator, waiter.

Examples for the optionally obtainable ‘additional vocational qualification’: dental assistant, social carer, mining technician.

Progression opportunities for learners after graduation

Learners having completed the four-year ISCED 344 vocational grammar school programmes may:

  • enrol in post-secondary ISCED 454/EQF5 programmes (called ‘VET years of vocational grammar school’ programmes) to study either in the same sector (one year programme) or a different sector (two-year programme);
  • move on to higher VET ISCED 554/EQF5 programmes offered in higher education institutions;
  • move on to higher education bachelor ISCED 665/EQF6 programmes (where they can get extra points at the admission procedure if applying for a bachelor programme in the same sector); or
  • enter the labour market.

46% of learners in these ISCED 344 upper secondary programmes of vocational grammar school do not continue studies in the post-secondary year to finish their VET programme (to obtain an ISCED 454 vocational qualification) ([257]Ministry of Innovation and Technology (2019). Szakképzés 4.0 A Szakképzés és Felnőttképzés Megújításának Középtávú Stratégiája, a Szakképzési Rendszer Válasza a Negyedik Ipari Forradalom Kihívásaira. [VET 4.0 Mid-term strategy of the renewal of VET and adult training, response of the VET system to challenges of the 4th industrial revolution].). The majority of these learners move on to higher education or continue studies in post-secondary VET in another VET sector (where their previous VET learning is not recognised).

Destination of graduates

Information not available

Awards through validation of prior learning

N

The complex examination that awards NVQR ([258]The National vocational qualifications register (NVQR) includes all State-recognised vocational qualifications regulated by the 2011 VET act.) qualifications does not allow for recognition of prior learning (no exemption can be obtained from taking the whole or a part of the exam). Nevertheless, learners in VET schools can get their prior learning recognised during their training, subject to the principal’s decision. The VET act also provides for the opportunity to recognise previous work experience in the completion of vocational practical training, subject to the principal’s decision.

General education subjects

Y

66% ([259]The local curriculum of general education provided in VET schools is prepared by the schools based on the national framework curriculum published in a government decree as well as framework curricula published by the minister responsible for education.)

Key competences

Y

The curriculum of general education is based on the National Core Curriculum that includes key competence development ([260]The list of key competences in the Hungarian NCC differs from that in the EU Recommendation of 2006 in one minor aspect. It breaks the EU key competence of ’mathematical competence and basic competences in science and technology’ into two separate ones, thus in Hungary there are nine instead of eight key competences. More detailed information is available in Bükki, E. et al. (2016). Key competences in vocational education and training – Hungary. Cedefop ReferNet thematic perspectives series.http://libserver.cedefop.europa.eu/vetelib/2016/ReferNet_HU_KC.pdf). Three key competences – foreign language, Hungarian language and competences in mathematics, science and technology – are to be developed as stand-alone subjects. Development of other key competences is described in the outcome requirements of particular school subjects and depends on local school practices. Standards and framework curricula of NVQR qualifications define vocational, personal, social and methodological competences, corresponding to the particular task profile, by modules. They comprise several components/parts of key competences.

Application of learning outcomes approach

Y

VET standards (called ‘vocational requirements’) are modularised and defined in competences, but they are not yet defined in terms of genuine learning outcomes ([261]Though qualification standards were transcribed in learning outcomes as understood in the European qualification framework (EQF) when referencing them to the NQF (Source: Tót, É.; ICF (2016). 2016 update to the European inventory on validation of non-formal and informal learning: country report Hungary, pp. 3, 8, 10. Report commissioned by Cedefop.
https://cumulus.cedefop.europa.eu/files/vetelib/2016/2016_validate_HU.pdf ), the task and character profiles in the vocational requirements modules – and the framework curricula based on them - are not defined in the form and language of learning outcomes (as understood in the EQF).
).

The vocational requirements modules of a VET qualification may be unique or shared by two or more qualification(s) that belong to the same occupational group or sector. They are published in a separate government decree and specify for each work activity:

(a) its ‘task profile’ (occupational standards); and

(b) the related ‘character profile’ that specifies different types of knowledge and skills required to perform those tasks ([262]Though qualification standards were transcribed in learning outcomes as understood in the European qualification framework (EQF) when referencing them to the NQF (in a project led by NSZFH), the task and character profiles in the SZVKs – and the framework curricula based on them - are not defined in the form and language of learning outcomes – as understood in the EQF (Tót and ICF, 2016, p. 10).);

  • vocational competences: vocational knowledge and vocational skills;
  • personal competences (e.g., independence, precision);
  • social competences (e.g., empathy, comprehensibility); and
  • method competences (e.g., prudence, practical thinking).
Share of learners in this programme type compared with the total number of VET learners

48.2% ([263]2017/18. NB: Compared with the total number of VET learners (secondary, post-secondary and higher education VET programmes) in full-time programmes; excluding VET learners attending part-time programmes; excluding VET learners in adult training programmes provided outside the formal school system. Source: Central Statistical Office STADAT database:
https://www.ksh.hu/stadat_eves_2_6 and Educational Authority KIR database:
https://www.oktatas.hu/felsooktatas/kozerdeku_adatok/felsooktatasi_adatok_kozzetetele/felsooktatasi_statisztikak
)

VET available to adults (formal and non-formal)

Programme Types
Not available

General themes

Luxembourg’s education system (including VET) is shaped by the country’s political, economic, demographic and linguistic particularities, and strongly influenced by its:

  • relatively small territory;
  • multinational population and workforce: almost half of the country’s population have are foreign citizens (47%), among them the largest group being Portuguese (16%) and 24.6% from other European Union countries;
  • multilingualism: there are three official languages (German, French and Luxembourgish);
  • fast growing number of inhabitants since 1991 (the population has increased by 50% to a total of 602 000 inhabitants in 2018).

Distinctive features of VET ([1]Cedefop (2017.) Spotlight on vocational education and training in Luxembourg. Luxembourg: Publications Office.
http://www.cedefop.europa.eu/files/8112_en.pdf
)

Social partner involvement is a core principle in VET policy. The professional chambers act as independent policy institutes; they are represented in the tripartite advisory committee on vocational training and consulted on VET legislation. The 2008 reform reinforced their role, which includes involvement in developing and revising VET programmes. They also accompany enterprises and apprentices through practical training and organise CVET.

Learners have an opportunity to follow cross-border apprenticeship to acquire qualifications that Luxembourg’s education system cannot offer; the number of learners is not always sufficient given the small size of the country. Practical training in a company based in Luxembourg is combined with learning at school in one of the neighbouring countries. Teaching in vocational programmes has been based on units and modules since the VET reform of 2008, which was implemented until 2013/14 ([2]SCL (2008a). Loi du 19 décembre 2008 portant réforme de la formation professionnelle]. Mémorial A 220, 3273-3288.
http://www.legilux.public.lu/leg/a/archives/2008/0220/a220.pdf#page=2
). Each module focuses on concrete professional situations; the learning outcomes to be acquired (competences and knowledge) are defined for each module.

Learner progression to general education or (pre-) VET in secondary education is guided based on achievements and interests, parents’ opinions and the view of education staff, including a (pre-) VET representative.

Close ties with neighbouring countries, multilingualism in all spheres of life and the high share of foreign citizens with a mother tongue other than one of the three official languages have a strong impact on VET. Luxembourg provides more language training than any other country, in terms of both the number of foreign languages studied per learner and time spent in learning. Multilingualism is a strength but also a challenge: the official language used varies, depending on the type and level of education and training.

Tackling youth unemployment and investment in skills are high on the policy agenda. Reinforced stakeholder involvement and youth guarantee measures aim to match young people’s skills/qualifications better to labour market demand, and to target the low-skilled. In line with the Europe 2020 headline targets, national policies focus on keeping the share of early leavers from education and training below 10%. One of the challenges is to ensure education and training equity, irrespective of origin or socioeconomic status. One of the education ministry’s priorities is to ensure a diversified offer to meet the needs of increasingly heterogeneous target groups. Implementation of the 2008 VET reform has revealed weaknesses in the system. Bringing about change was difficult: adapting to new realities was challenging for institutions, teachers and learners. Amendments to current legislation were developed to fine-tune the reform. The law of 22 June 2017 art. 12) which gives its legal basis to the House of Guidance (Maison de l’orientation) also foresees that each secondary school should develop its own clear and general guidance approach.

To give learners better opportunities in the labour market, the education ministry is expanding the apprenticeship offer in vocational and technician programmes.

There is a need for stronger links between the world of education and training and that of work. Emphasis has been put on dovetailing in-company and school-based training phases, and on strengthening on-the-job training requirements. In collaboration with professional chambers, the government promotes implementation of quality assurance in work-based learning. This implies defining the process that will ensure better quality without disrupting doing business.

Data from VET in Luxembourg Spotlight 2017 ([3]Cedefop (2017) Spotlight on vocational education and training in Luxembourg. Luxembourg: Publications Office.
http://www.cedefop.europa.eu/files/8112_en.pdf
).

Population in 2018: 602 005 ([4]NB: Data for population as of 1 January; break in series. Eurostat table tps00001 [extracted 28.1.2019].)

It increased by 12.1% since 2013 due to immigration ([5]NB: Data for population as of 1 January; break in series. Eurostat table tps00001 [extracted 28.1.2019].).

Luxembourg's population growth is mainly due to immigration, as the natural balance is relatively low. The share of foreigners in Luxembourg's total population is growing steadily.

As in many other EU countries, the population is ageing.

The old-age dependency ratio ([6]Old-age-dependency ratio is defined as the ratio between the number of persons aged 65 and more over the number of working-age persons (15-64). The value is expressed per 100 persons of working age (15-64).) is expected to increase from 21 in 2015 to 44 in 2060

 

Population forecast by age group and old-age-dependency ratio

Source: Eurostat, proj_15ndbims [extracted 6.05.2019].

 

Demographic changes have an impact on VET.

In 2018, Luxembourg had 602 005 inhabitants. Since 1991 the population has increased by 50% mainly due to immigration, which has a major impact on VET.

The figure below shows that 47% of the country’s population are foreign citizens ([7]Foreign citizens residing in Luxembourg can obtain Luxembourgish nationality by naturalisation. Legislation requires them to attend citizenship training and to pass an oral Luxembourgish language exam.). Their share has more than doubled in the past 25 years. In the first half of the 1960s most of the immigrants came from Italy. However, since 1966, the immigrant population from Portugal increased from 1 100 to 82 400 in 2011 ([8]The latest population census available from 2011.) and became the largest in the country. In 2018, the Portuguese community was 96 800 inhabitants (16.0%).

 

Population structure by nationality - 2018 (%)

Source: Statec 2018- Table b1101 [accessed 30.7.2018].

 

The share of the population with a foreign nationality and a mother tongue other than the official German, French and Luxembourgish languages is high. Multilingualism is one of the country’s strengths but it is also a challenge for education and training. The high share of foreign nationals requires education and training and labour market integration policies. A public agency for integration (Office Luxembourgeois de l'Accueil et de l'Intégration) under the auspices of the Ministry of Family, Integration and the Greater Region implements this policy. This includes providing information on training in the official languages and information about the recognition of foreign diploma and secondary general education ([9]General education is nationally referred to as ‘classical education.) and VET certificates and reports ([10]This information is also easily accessible at
www.guichet.lu and
www.lifelong-learning.lu [accessed 23.1.2019].
).

The economy has undergone structural changes in the past two decades (see Figure below). The industrial economy evolved into a service economy with jobs that often require tertiary level qualifications. Employment in the industrial sector decreased from 16.9% in 1997 to 9.0% in 2017. The service, professional, scientific and technical sectors and the administrative and support service sectors have had the highest growth, from 9.0% to 16.1%. Adapting VET provision to the constantly changing employment structure has been a challenge. In 2017, more than 40% of employment was concentrated in the following sectors:

  • wholesale and retail trade;
  • transport and storage;
  • accommodation and food service activities;
  • public administration and other public services.

The public administration includes civil servants and public employees from the State and municipalities and permanent staff from national railways. In 2016, there were approximately 11 204 teachers; 4 931 of these were in secondary general and technical education ([11]MENJE (2018a). Les chiffres clés de l’Éducation nationale: statistiques et indicateurs 2016-2017 [Key figures of national education: statistics and indicators 2016-17]. Luxembourg: MENJE.
http://www.men.public.lu/fr/actualites/publications/themes-transversaux/statistiques-analyses/chiffres-cles/2016-2017/index.html
).

 

Employment by activity sector in 1997 and 2017 (%)

Source: Statec 2018 Table - B3003 Emploi salarié intérieur par branche d'activité - données désaisonnalisées 1997-2017

 

Access to skilled craftsperson and commercial activities and some liberal professions is regulated.

Commercial activities and skilled craftsmanship in the territory require a business permit, issued if the manager satisfies qualification requirements and professional integrity. Qualification requirements for skilled craftsperson companies differ depending on the trade. For main craft trades such as baker/confectioner, dental technician, specialist in mechatronics, the manager must have a master craftsperson certificate (brevet de maîtrise) or a bachelor degree (if not linked to the core business it should be complemented with at least two years of professional experience), or a vocational aptitude diploma (diplôme d'aptitude professionnelle, DAP) completed by managing experience of six years in the field. For secondary craft trades such as dry-cleaner/launderer, heating mechanic, the manager must have a DAP or similar in a related field or three years’ professional experience in the activity.

Total unemployment ([12]Percentage of active population, 25 to 74 years old.) (2017): 5.6% (7.6% in EU28), it increased by 1.4 percentage points since 2007 ([13]Eurostat table tps00203 [extracted 25.1.2019].).

 

Unemployment rate (aged 15-24 and 25-64) by education attainment level in 2008-18 ([14]Time series for the 15-24 group must be considered with caution due to the small number of observations taken into account.)

NB: Data based on ISCED 2011; breaks in time series.
ISCED 0-2 = less than primary, primary and lower secondary education.
ISCED 3-4 = upper secondary and post-secondary non-tertiary education.
ISCED 5-8 = tertiary education.
Source: Eurostat, lfsa_urgaed [extracted 16.05.2019].

 

Unemployment differed between those with low- and high-level qualifications only slightly for the age group 25-64 during 2008-18. In 2018 it was the lowest for VET graduates at ISCED levels 5-8 (4.1%) and highest for those at ISCED level 0-2 (6.5%). Since 2008 the unemployment rate of the age group 25-64 has increased for ISCED level 0-2 (by 1.7 percentage points) and 5-8 (1.9 pp.) but remained stable for VET graduates at ISCED level 3-4.

The age group 15-24, however, faced a much higher risk of unemployment during those years (2008-18), especially those having only ISCED level 0-2 who suffered unemployment of 22.4-19.9%.

Employment of 20 to 34-year-old VET graduates is high rate, but decreased between 2014 and 2018, from 88.6% to 81.6%. However, it was always higher than the EU-28 average which was 76.9% in 2014 but increased to 80.5% in 2018.

 

Employment rate of VET graduates (20 to 34 years old, ISCED levels 3 and 4) ([15]Time series must be considered with caution due to the small number of observations taken into account.)

NB: Data based on ISCED 2011; breaks in time series.
ISCED 3-4 = upper secondary and post-secondary non-tertiary education
Source: Eurostat, edat_lfse_24 [extracted on 16.05.2019]

 

The employment rate of VET graduates (20 to 34 years old, ISCED levels 3 and 4) ([16]Time series must be considered with caution due to the small number of observations taken into account.) decreased between 2014 and 2018 by 7.5 percentage points; it increased from 76.9% to 80.5% across the EU-28.

The employment rate of all graduates aged 20 to 34 years was 85% in 2014 and decreased by 1.3 percentage points to 83.7% in 2018. Whereas the employment rate of VET graduates was still above that of all graduates in 2014, in 2018 the employment rate of VET graduates was the below that of all graduates ([17]NB: Break in series. Eurostat table edat_lfse_24 [extracted 16.5.2019].).

Among the working population aged 25-64, 41.9% had ISCED level 5-8, above the EU-28 average of 32.2%, but only 32.8% had ISCED level 3-4, 12.9 percentage points below the EU-28 level. 20.4% of the population only had a low or no qualification (ISCED 0-2), 1.4 percentage points below the EU-28 average.

 

Population (aged 25 to 64) by highest education level attained in 2018

NB: Data based on ISCED 2011. Low reliability for ‘No response’ in Czechia, Iceland, Latvia, and Poland.
ISCED 0-2 = less than primary, primary and lower secondary education.
ISCED 3-4 = upper secondary and post-secondary non-tertiary education.
ISCED 5-8 = tertiary education.
Source: Eurostat, lfsa_pgaed [extracted 16.05.2019].

 

Share of learners in VET by level in 2016

lower secondary

upper secondary

post-secondary

Not applicable

61.0%

100%

Source: Eurostat, educ_uoe_enrs01, educ_uoe_enrs04 and educ_uoe_enrs07 [extracted 31.1.2019].

 

Share of initial VET learners from total learners at upper-secondary level (ISCED level 3), 2016

NB: Data based on ISCED 2011; not applicable for Ireland.
Source: Eurostat, educ_uoe_enrs04 [extracted 31.1.2019].

 

In 2016/17, in lower, middle and upper technical secondary programmes (27 221 learners), there were more males (53%) than females (47%).

The share of early leavers from education and training has fallen from 7.7% in 2009 to 6.3% in 2018. It is below the national target for 2020 of no more than 10%, and the EU-28 average of 10.6% (2018).

 

Early leavers from education and training in 2009-18

NB: Share of the population aged 18 to 24 with at most lower secondary education and not in further education or training; break in series.
Source: Eurostat, edat_lfse_14 [extracted 16.5.2019] and European Commission: https://ec.europa.eu/info/2018-european-semester-national-reform-programmes-and-stability-convergence-programmes_en [accessed 14.11.2018].

 

However, these data are subject to important variations due to the small sample size in the country and may not allow easy identification of the causes of early school leaving at national level. In response to the lack of reliable data, the national education authorities produce annual statistics based on administrative data and on a survey of early school leavers. These data indicate a higher early leaving rate for those up to age 25 (13.5%) ([18]MENJE (2017b). Le décrochage scolaire au Luxembourg, année scolaire 2014-2015 [School drop out in Luxembourg, school year 2014/15]. Luxembourg: MENJE.
http://www.men.public.lu/fr/actualites/publications/secondaire/statistiques-analyses/decrochage-scolaire/decrochage-14-15/index.html
) for 2015 than the rate calculated via the labour force survey for this year. The share of early leavers is relatively high among the migrant population, especially for those not having one of the three national languages as mother tongue.

Lifelong learning offers training opportunities for adults, including early leavers from education.

 

Participation in lifelong learning in 2014-18

NB: Share of adult population aged 25 to 64 participating in education and training; break in series.
Source: Eurostat, trng_lfse_01 [extracted on 16.05.2019]

 

Participation in lifelong learning in Luxembourg has been increasing in the past decade. While it was at 14.5% in 2014, it increased to 18.0% in 2018, almost seven percentage points above the EU-28 average.

 

VET learners in secondary education by age group

NB: VET learners include learners from lower, medium and upper technical secondary education

Source: National data.

 

The education and training system comprises:

  • pre-school education (ISCED level 0);
  • primary and lower secondary education (ISCED levels 1 and 2);
  • upper secondary education (ISCED level 3);
  • post-secondary non-tertiary education (ISCED level 4);
  • higher education (ISCED levels 5, 6, 7 and 8).

School attendance is compulsory between 4 and 16, i.e. for at least 12 years, including two years of pre-school education. At the end of primary education (enseignement primaire), learners receive an end-of-cycle report, stating the level attained for each competence domain. Learners are guided towards either general or vocational secondary education by dedicated councils, which include a teacher working in VET ([19]Following the Law of 29 August 2017 (SCL, 2017d) on secondary education ‘general secondary education’ is nationally referred to as ‘classical secondary education’ (éducation secondaire classique - ESC) while ‘technical secondary education’ is referred to as ‘general secondary education’ (éducation secondaire générale - ESG). However, to allow comparison at EU level, the previous terminology will be kept.). The guidance takes account of learning achievement (based on the end-of-cycle report), parent and teacher opinions and performance in standardised basic skills tests (in relation to the national average).

Secondary education comprises two types with different objectives:

- general secondary education (enseignement secondaire classique ESC) which conveys general knowledge in humanities, mathematics and natural sciences and prepares for higher education studies;

- vocational secondary education, nationally referred to as technical secondary education (enseignement secondaire général) which gives access to higher education and/or to the labour market.

Various programmes at post-secondary and tertiary levels are available as general; others as vocational pathways ([20]Based on: INFPC (2019). Vocational education and training in Europe: Luxembourg. Cedefop ReferNet VET in Europe reports 2018.http://libserver.cedefop.europa.eu/vetelib/2019/Vocational_Education_Training_Europe_Luxembourg_2018_Cedefop_ReferNet.pdf).

The Luxembourgish VET system comprises initial and continuing VET which are composed of several VET learning options:

  • school-based learning;
  • practical training at school;
  • in-company training in form of apprenticeship or short term work placements.

The dual system is an important feature of secondary VET (hereafter referred to as technical secondary education), which implies a strong relationship between school-based education and work-based learning in enterprises.

In technical secondary education (enseignement secondaire général, ISCED 353 and 354) learners are prepared both for professional life and enrolment in higher education. It is divided into three cycles:

(a) the lower cycle (cycle inférieur);

(b) the medium cycle (cycle moyen);

(c) the upper cycle (cycle supérieur).

A preparatory programme (programme préparatoire) supports learners who find it difficult to adapt to secondary education.

After successful completion of the lower cycle, learners can choose between technical, vocational and technician programmes. Depending on the programme, duration varies between six and eight years. Since 2013/14, all technical secondary programmes are based on principles implemented with the 2008 VET reform, providing also the possibility for learners to move from one type of secondary education to another. Tuition is in French, German and Luxembourgish.

Depending on the occupation, secondary VET programmes may be provided in technical secondary schools or in mixed schools that offer both technical and general secondary education. While most VET learners in 2016/17 attended public schools (86.9%), some were enrolled in private schools that apply national curricula (12.1%) or in private/international schools that do not apply them (1%).

Lower cycle

The lower cycle of technical secondary education (ISCED 244, EQF 1) is considered as pre-VET and lasts three years. It offers learners an orientation phase in which they can decide on their further education pathway. Upon successful completion, they can continue in the medium cycle of technical, technician or vocational programmes.

Practical activities in workshops make up an important part of the technical secondary programmes and focus on supporting learners in choosing their career.

Depending on their performance at the end of primary school, learners are directed to a preparatory (préparatoire) or orientation (orientation) path.

Medium and upper cycles

The medium and upper cycles of technical secondary education offer (mainly) school-based VET programmes, apprenticeships and similar schemes. Learners acquire occupational qualifications for which a certificate or a diploma is awarded. Schooling includes various training schemes, which last from six to eight years, depending on the chosen orientation. There are four different programmes within these cycles:

(a) technical programmes (régime technique) leading to a technical secondary school leaving diploma (diplôme de fin d’études secondaires générales) (ISCED 354, EQF 4);

(b) vocational programmes leading to a vocational capacity certificate (certificat de capacité professionnelle, CCP) (ISCED 353, EQF 2);

(c) vocational programmes leading to a vocational aptitude diploma (diplôme d’aptitude professionnelle, DAP) (ISCED 353, EQF 3);

(d) technician programmes (régime de la formation de technicien) leading to a technician diploma (diplôme de technicien, DT) (ISCED 354, EQF 4).

Learners can choose between three different training programmes which (can) include an apprenticeship contract and lead to different qualifications:

  • vocational capacity certificate (certificat de capacité professionnelle, CCP) at EQF level 2 always includes an apprenticeship contract. This programme is designed for learners facing difficulties in being accepted on another programme and lead to semi-skilled worker skills ;
  • vocational aptitude diploma (diplôme d’aptitude professionnelle, DAP) at EQF level 3 can be done under an apprenticeship contract or an internship contract. They provide the graduate access to the labour market as a skilled worker;
  • technician programme (diplôme de technician, DT) at EQF level 4 which are school-based and include a job placement of 12 or more weeks. They are mostly organised under an internship contract but can also be organised under an apprenticeship contract. This programme offers in-depth and diversified competences and a higher part of general education than the vocational programmes.

Learners are responsible for finding a training place in an enterprise. The vocational guidance service of the public employment service (Agence pour le Développement de l'Emploi, ADEM) supports young people through counselling and a central register of all available apprenticeship places.

Once the learner has signed a contract with a company, (s)he has the legal status of an apprentice and receives an apprenticeship allowance which varies between EUR 400 and 1 300 depending on the trade/profession learned ([21]https://www.lllc.lu/fr/formation-professionnelle-initiale/indemnites-d-apprentissage-nouveau-regime-dt-dap-ccp). Upon successful completion of an academic year, learners receive a premium allowance based on a monthly rate of EUR 130 for CCP or EUR 150 for DAP and DT. The best apprentices receive an award which also includes a prize of EUR 1 500.

Enterprises offering apprenticeship places need to comply with certain criteria, verified by the professional chambers. Financial support and an award to encourage their engagement are available. VET trainers, who receive special training, supervise the apprentices in the training companies. In accordance with the amended VET legislation of 2008, an apprenticeship is based on key principles such as:

• qualitative assessment of learning outcomes (transcript of acquired and non-acquired skills rather than marks in figures);

• modular system allowing apprentices who fail a required module to continue their training and catch up at a later stage during their apprenticeship ([22]Cedefop (2017.) Spotlight on vocational education and training in Luxembourg. Luxembourg: Publications Office.
http://www.cedefop.europa.eu/files/8112_en.pdf
).

Learn more about apprenticeships in the national context from the European database on apprenticeship schemes by Cedefop: http://www.cedefop.europa.eu/en/publications-and-resources/data-visualisations/apprenticeship-schemes/scheme-fiches

The Ministry of National Education, Children and Youth ([23]Ministère de l'Éducation Nationale, de l’Enfance et de la Jeunesse (MENJE). Hereinafter referred to as education ministry.) is responsible for all types of education, including initial and continuing VET. Initial and continuing higher education is under the Ministry of Higher Education and Research ([24]Ministère de l'Enseignement Supérieur et de la Recherche (MESR). Hereinafter referred to as higher education ministry.). In cooperation with the Ministry of Labour, Employment and the Social and Solidarity Economy ([25], Ministère du Travail, de l’Emploi et de l’Économie Sociale et Solidaire (MTE). Hereinafter referred to as labour ministry.), the Ministry of National Education, Children and Youth is also responsible for training measures for the unemployed.

Higher education is under the responsibility of the higher education ministry.

Cooperation between the State and the social partners is a core principle in VET. As stated in the law reforming VET ([26]SCL (2008). Loi du 19 décembre 2008 portant réforme de la formation professionnelle. Mémorial A, 220, 3273–3288.
http://www.legilux.public.lu/leg/a/archives/2008/0220/a220.pdf#page=2
), social partners are essential stakeholders who contribute to its organisation and implementation. The professional chambers’ opinion is systematically sought on laws and regulations on economic, financial and social policy: labour law, social security, taxation, the environment, initial and continuing vocational training, and education. Development and periodic revision of programmes are ensured by curriculum teams.

There are five professional chambers in Luxembourg. The Chamber of Commerce ([27]Chambre de Commerce.), Chamber of Trades and Skilled Crafts ([28]Chambre des Métiers.) and Chamber of Agriculture ([29]Chambre d’Agriculture.) represent employers. The Chamber of Employees ([30]Chambre des Salariés.), and Chamber of Civil Servants and Public Employees ([31]Chambre des Fonctionnaires et Employés Publics.) represent wage earners. These chambers act as independent policy institutes; they are involved in Luxembourg’s legislative procedures and are officially consulted on education matters. They are represented both at national (Economic and Social Council, Tripartite Advisory Committee on Vocational Training) and at European level (Cedefop Governing Board, Advisory Committee on Vocational Training). In contrast to trade unions and employers’ associations, membership in the professional chambers is compulsory (with an annual subscription) for all employees and private companies.

The professional chambers were created by law in 1924 ([32]SCL (1924). Loi du 4 avril 1924 portant création de chambres professionnelles à base élective. Mémorial A, A(2).
http://www.legilux.public.lu/leg/textescoordonnes/compilation/code_administratif/VOL_1/CHAMBRE_PROF.pdf
) and in 1964 (Chamber of Civil Servants and Public Employees ([33]SCL (1964). Loi du 12 février 1964 ayant pour objet de compléter la loi du 4 avril 1924, portant création de chambres professionnelles à base élective par la création d’une chambre des fonctionnaires et employés publics. Mémorial A, 13, 230.
http://www.legilux.public.lu/rgl/1964/A/0230/1.pdf
). They are public establishments, legal persons governed by civil law. Although the professional chambers are supervised by the government, they enjoy financial autonomy. Since 1929, the chambers have been involved in initial education, especially with regard to VET preparing for an occupation. They also have substantial powers regarding apprenticeships; in 1945, their remit in the establishment, supervision and termination of apprenticeship contracts was extended. Their power and involvement were reinforced by the 2008 law reforming VET ([34]SCL (2008a). Loi du 19 décembre 2008 portant réforme de la formation professionnelle. Mémorial A, 220, 3273–3288.
http://www.legilux.public.lu/leg/a/archives/2008/0220/a220.pdf#page=2 and SCL (2008b). Loi du 19 décembre 2008 portant révision du régime applicable à certains. Mémorial A, 207, 3135–3138.
). Their involvement in vocational training includes:

  • identifying training needs;
  • guidance and information on training;
  • determining the professions or trades offered in VET;
  • training offers;
  • organising training;
  • designing framework training programmes;
  • assessing training programmes and the training system;
  • qualifications and validating experience acquired.

Professional chambers have established a platform for supervisors/tutors where they can find all the necessary support during apprenticeship. They have also created the label ‘training enterprise’ to put the companies committed to training young people into the limelight.

The Chamber of Commerce and the Chamber of Trades and Skilled Crafts have appointed apprenticeship counsellors for each trade and profession. Their main mission is to inform companies and apprentices about vocational training issues (legislation, organisation, programmes, class visits). They also assist enterprises and apprentices in practical process where they:

  • can intervene as mediators in case of disagreement or conflict between the company, the school or the apprentice;
  • participate in organisation of intermediary tests and support the relationship between the school and the company in case of difficulties;
  • are available to apprentices who need to reorient themselves and find an appropriate apprenticeship;
  • follow their evaluation and, if needed or concerned, take part in the class council and in the disciplinary councils;
  • signal irregularities in legislation on vocational training to the competent institutions.

The professional chambers are also authorised by law to organise continuing training courses.

The Education Ministry has created two new structures, to improve the adaptation of schools to the needs of learners and the professional world.

A National Programme Council ([35]Conseil national des programmes.) was created alongside the National Observatory of School Quality at the beginning of 2018, to allow more exchanges and debates about educational matters and to build a bridge between the educational and professional worlds. It should represent the voice of society in discussions about school programmes. The council has eight members (at least three men and at least three women), chosen according to their experience and expertise in different fields such as culture, economics, ecology, associations and others ([36]This section is based on: INFPC (2019). Vocational education and training in Europe: Luxembourg. Cedefop ReferNet VET in Europe reports 2018.
http://libserver.cedefop.europa.eu/vetelib/2019/Vocational_Education_Training_Europe_Luxembourg_2018_Cedefop_ReferNet.pdf
).

Total total government expenditure for public education in percentage of GDP increased from 4.8% in 2008 to 5.0% in 2017 ([37]Eurostat - Table gov_10a_exp [accessed 7.11.2018].). Luxembourg devotes the highest level of financial resources to education per learner among the OECD ([38]OECD - Table 10.1787/ca274bac-en [accessed 7.11.2018].) countries. At secondary level, the expenditure per learner is EUR 18 484, while the OECD average is about EUR 8 080 ([39]OECD (2015). Regards sur l’éducation 2015 [Education at a glance 2015].
http://www.oecd.org/education/education-at-a-glance-2015.htm
, [40]European Central Bank Euro foreign exchange reference rate as on 3 June 2016 EUR/USD=1.1154,
https://www.ecb.europa.eu/stats/exchange/eurofxref/html/index.en.html [accessed 9.1.2019].
).

In 2017, funding for initial public education was EUR 2.09 billion ([41]MENJE (2018b). Rapport d’activités 2017 [Activity report 2017]. Luxembourg: MENJE.
http://www.men.public.lu/fr/actualites/publications/themes-transversaux/rapports-activites-ministere/rapport-activite-2017/index.html
), shared between the three levels of initial education: primary, general secondary, and technical secondary. Education is financed at two levels: central government and local administrations (106 municipalities).

In 2015, more than half (54.5%) of the funding went to primary education (EUR 928 million). At secondary level, expenditure on technical education was higher (EUR 517 million, 30.4% of total funding) than general education (EUR 258 million, 15.1% of total funding). It covered remuneration of teachers, administrative and technical staff, operating costs and investments.

 

Investment in education 2002-15

Source: MENJE 2018.

 

Public funding for general and VET schools was slightly, but constantly, increasing up to 2012. In 2013, it fell by 3.7% but increased in 2014 (+8%) and remained stable in 2015 (+1%). There was a break in time series in 2009; since then the State has been fully in charge of remunerating primary education teachers, previously shared between the State and the communes.

Public funding includes:

  • teachers’ salaries;
  • non-teaching staff salaries;
  • current expenses (goods and services to ensure the daily functioning of educational services; school allowances; care of children outside school hours at municipal level for extra-curricular and after-school activities; the costs incurred by school medicine and school transport);
  • capital expenses (movable and immovable assets).

 

School funding in 2015, % (EUR million)

Source: MENJE (2018). The key figures of national education : statistics and indicators 2016-17. http://www.men.public.lu/fr/actualites/publications/themes-transversaux/statistiques-analyses/chiffres-cles/2016-2017/index.html

 

As shown in the above figure, salaries make up the highest costs of all education programmes (73-77%). The share is greater in primary education (77%) than in secondary education. The share of current expenses is higher in primary (14.5%) education than in general (12.5%) or in technical (13.0%) secondary education, possibly because care of children outside school hours at municipal level is costlier at this level.

 

Funders of public education in 2015

Source: MENJE (2018). The key figures of national education: statistics and indicators 2016-17. http://www.men.public.lu/fr/actualites/publications/themes-transversaux/statistiques-analyses/chiffres-cles/2016-2017/index.html

 

According to the latest available data, total central government expenditure (the cumulative expenditure of the various ministries and administrations involved in the financing of education) was nearly EUR 1 390 million. With a total contribution of 81.7%, the State is the primary funder of education in Luxembourg. The 106 communes contribute 18.3%, or about EUR 311 million.

Apart from national funds, money spent on public education can also come from foreign sources. The Schengen-Lyzeum Perl is a German and Luxembourgish high school set up in 2007, located in Germany close to the border. Learners can acquire the general and technical secondary school leaving diplomas (administrative and commercial division). The Landkreis Merzig-Wadern (LKMV), a German neighbouring district, pays 60% of the running costs and 50% of the building maintenance and investment in school equipment. The Luxembourg State pays the other part.

Funding for individuals in higher education

The government offers higher education learners financial support in the form of a grant and a loan (basic grant: EUR 1 000, mobility grant: EUR 1 225, grant on social criteria: EUR 0 to 1 900, family grant: EUR 250, student loan: EUR 3 250, registration fee: EUR 0 to 1 850) per academic semester: the grant and loan proportions depend on the applicant’s income ([42]http://portal.education.lu/etudes/Laide-financi%C3%A8re [accessed 6.3.2017].). Tuition fees are taken into account when calculating the financial support. In each academic year, higher education learners apply for the support twice: before the winter and summer semesters ([43]SCL (2010). Loi du 26 juillet 2010 concernant l’aide financière de l’état pour études supérieures. Mémorial A 118, 2039 - 2043.
http://www.legilux.public.lu/leg/a/archives/2010/0118/a118.pdf#page=2
).

Funding continuing VET

Continuing training for employees or for individuals (private initiative) is normally funded by the enterprises or individuals themselves. However, in some sectors, companies must pay a levy to sectoral training providers to benefit from specific access conditions and prices. Companies may also contribute to training centres voluntarily to benefit from specific access conditions and prices. Companies and individuals can receive support and incentives for CVET, often non-financial but linked to working time arrangements.

Funding training for the unemployed and other vulnerable groups

Training for the unemployed and other groups excluded from the labour market is supported by the labour and the education ministries. The labour ministry finances training schemes run by the national centres for continuing vocational training and training schemes run by private centres under contract with the labour and the education ministries. The public employment service also provides financial support for different training programmes for job seekers.

Some projects for job seekers are jointly financed by the European Social Fund. Most are focused on job segments with a high development potential, such as Fit4coding (development of skills for the IT sector) or Fit4 Greenjobs (in cooperation with Institute for Construction Training - IFSB) ([44]This section is based on: INFPC (2019). Vocational education and training in Europe: Luxembourg. Cedefop ReferNet VET in Europe reports 2018.
http://libserver.cedefop.europa.eu/vetelib/2019/Vocational_Education_Training_Europe_Luxembourg_2018_Cedefop_ReferNet.pdf
).

The Law of 25 March 2015 established different teacher careers in the Luxembourgish educational system.

Teacher career

Type of teacher

Type of teaching

Required diploma

Secondary school Teachers A1

Technical and general secondary education

BA and MA

Technical education Teachers A2

Technical secondary education

BA

Master of technical education B1

Technical secondary education

Master craftsman diploma or BTS

There are no additional specific access or training requirements for VET teachers beyond a diploma and language requirements (proficiency in the three administrative languages). Recruitment procedures and training provisions for teachers in general secondary education are the same as for teachers in technical secondary education.

All teacher applicants must have a relevant bachelor or master degree for the subject that is being taught. They must pass an examination, and complete a three-year induction course at the Training Institute of National Education (Institut de formation de l’Éducation nationale, IFEN) created in 2015 ([45]SCL (2015). Collection of laws concerning the Training Institute of National Education. Mémorial A, 166.
http://www.legilux.public.lu/leg/a/archives/2015/0166/a166
). During the induction course, future teachers are already teaching at secondary schools while attending a teacher education programme at the IFEN. The induction course ends with a final examination.

Luxembourg University has provided a master degree in secondary education since the 2016-17 academic year, accessible to students holding a bachelor degree in maths, Romance or German languages, who wish to develop the necessary didactic skills to teach in class. Trainee teachers can thereby acquire teaching skills before applying for the examination at the IFEN. The programme includes courses in educational sciences, sociology of education, and psychology, to provide learners with the necessary skills to understand and meet the challenges of teaching in a multicultural and multilingual school system. Four options are available: maths, French language and literature, German language and literature, Luxembourgish language and literature.

The Chamber of Commerce has a training programme for teachers providing continuing vocational training, to facilitate the transfer and appropriation of knowledge by learners. This programme provides fundamental tools for effective teaching, as well as specific aspects to help perfect teachers’ pedagogic approaches.

The law of 19 December 2008 stipulates that an enterprise offering training or apprenticeship has to designate one or more tutors to mentor apprentices throughout their apprenticeship. The tutor is in charge of the practical training and the pedagogic supervision of the apprentice. He is also appointed as the contact person for the apprenticeship counsellor and the competent professional chamber with regard to the progress of the apprentice. The law has increased the responsibility of the tutor for training and assessment of the apprentices. The training of tutors has become central to increasing and assuring the quality of initial and continuing vocational training and in promoting the recognition of diplomas and certificates across the borders. Participation in tutor training is mandatory for each enterprise involved in the training of one or more apprentices. Each tutor has to undergo three-day training, organised by the competent professional chamber. A trainer holding a master craftsperson diploma (Brevet de Maîtrise) or equivalent is exempted from this mandatory training. The training Tuteur en Entreprise (Tutor in company) comprises a legal section, a pedagogic section and a section on assessment. It gives tutors useful tools to set up a training path, manage the relationship with the apprentice, identify the mission of the tutor and be able to help apprentices integrate in the working world and the enterprise ([46]This section is based on: INFPC (2019). Vocational education and training in Europe: Luxembourg. Cedefop ReferNet VET in Europe reports 2018.http://libserver.cedefop.europa.eu/vetelib/2019/Vocational_Education_Training_Europe_Luxembourg_2018_Cedefop_ReferNet.pdf).

The Training Institute of National Education (IFEN) designs, implements and evaluates the professional insertion (internship) and the continuing professional development of teachers and psycho-social staff in education.

Continuing professional development has become increasingly important over the years and is now considered a professional duty in the Luxembourgish education system. A new regulation has entered into force, in which the minimum mandatory continuing training for secondary school teachers has been increased to 48 hours over three years. Within the SCHiLW framework (Schulinterne Lehrer/innen-Weiterbildung - School teachers’ continuing training), the IFEN supports secondary schools that are willing to set up training plans (plans de formation, not compulsory). These plans contribute to greater coherence between the school’s objectives and teachers’ training activities.

The continuing training offer is elaborated by the IFEN in collaboration with school staff, who are consulted annually, and upon their request. IFEN endeavours to meet individual needs that have been identified at various levels, as well as political decisions. Continuing professional development is therefore organised according to training objectives and the availability of the teachers being trained, such as seminars (one-off training courses), training days, conferences, sequential continuing training (introductory module followed by a practical phase which may or may not be accompanied by an exchange and intensification phase). In a period of rapid technological change, it is essential that VET teachers continuously update their vocational skills and knowledge, to ensure trainees leave the VET system with skills that can be put into practice immediately.

In order to contribute to the academic success of learners, training offered aims to develop, in priority, the following teachers’ professional skills:

  • priority 1: teaching and learning in a competence-based approach;
  • priority 2: teaching and learning language skills in a multilingual context;
  • priority 3: information and communication technologies;
  • priority 4: teamwork and communication;
  • priority 5: personal professional development;
  • priority 6: school development;
  • priority 7: school management;
  • priority 8: socio-educational work.

Each year new continuing training courses are proposed in order to answer to individual needs or needs identified at regional or national level.

VET standards are developed in cooperation between the education ministry and the professional chambers. Curricula are based on occupational standards and informed by skill needs in enterprises. The following institutions ensure VET provision in line with labour market needs:

  • Permanent Labour and Employment Committee (Comité Permanent du Travail et de l’Emploi): the ministries of education and labour, cooperate through this committee. It is responsible for reviewing the labour market situation regularly. Its working methods include analysis of job supply and skills demand;
  • Training Observatory: established in 2012 by the National Institute for the Development of Continuing Vocational Training (INFPC); it provides the government and social partners with detailed statistics and reliable qualitative analyses on training issues; these are useful insights for public policy and private strategies in the lifelong learning domain;
  • Employment Observatory: established by the labour ministry; analyses labour market data, publishes a labour market dashboard and organises annual conferences on relevant labour market issues and employment;
  • Competence Observatory: to help improve initial and continuing training offers, the University of Luxembourg competence centre (previously Luxembourg International University Institute - Institut Universitaire International Luxembourgeois, IUIL), in cooperation with companies, identifies and anticipates competence needs in sectors and occupations. Analyses cover the trade, law, health, food and catering sectors, management, socio-professional integration and green professions;
  • Business Federation of Luxembourg: since 1997 has conducted annual surveys ([47]This survey is conducted in collaboration with the Luxembourg Bankers' Association, the Luxembourg Confederation of Commerce, the Chamber of Commerce and the education ministry, with support from the European Union (EURES).) on skill needs, alternatively in the industrial and in the information technology and communication sectors. It explores skill needs of enterprises to achieve a good balance between vocational training supply and labour market demand. The survey is the basis for the Qualifications of tomorrow (Les qualifications de demain) publication. It offers forecasts of enterprise skill requirements for replacements and new job openings, and the associated qualification levels. The publication provides young people and their parents with insights into education paths and encourages public authorities, professional chambers and other VET actors to take account of enterprises’ training needs in CVET ([48]This section is based on: INFPC (2019). Vocational education and training in Europe: Luxembourg. Cedefop ReferNet VET in Europe reports 2018.http://libserver.cedefop.europa.eu/vetelib/2019/Vocational_Education_Training_Europe_Luxembourg_2018_Cedefop_ReferNet.pdf).

See also Cedefop’s skills forecast ([49]http://www.cedefop.europa.eu/en/publications-and-resources/data-visualisations/skills-forecast) and European Skills Index ([50]https://skillspanorama.cedefop.europa.eu/en/indicators/european-skills-index)

The development of the VET qualifications is based on the following elements:

  • occupational profile: lists the areas of activities as well as the activities and tasks of future occupations after two to three years of workplace experience;
  • training profile: based on the occupational profile by areas of competence: occupational and general competences;
  • training programme based on the training profile:

- defines the learning outcomes for each competence and regroups them by learning domain;

- organises the learning domains and outcomes in modules and credits;

- curriculum: determines the content of the different modules.

The main bodies responsible for designing qualifications are curriculum teams and national vocational commissions ([51]SCL (2011). Règlement grand-ducal du 30 juillet 2011 portant institution et organisation des équipes curriculaires, des commissions nationales de formation et des commissions nationales de l’enseignement général pour la formation professionnelle de l’enseignement secondaire technique. Mémorial A 173.
http://legilux.public.lu/eli/etat/leg/rgd/2011/07/30/n3/jo
). A curriculum team is associated with a specific profession or group of professions; training centres and schools are equally represented. The education minister decides on the maximum number of representatives for each team. The curriculum team:

  • develops and revises programmes for the trades and professions it is responsible for;
  • ensures consistency between the objectives of school-based and work-based training;
  • provides guidelines and procedures for continuous assessment of learners at school and in the workplace, in cooperation with the respective committees. The guidelines and procedures feed into evaluation frameworks adopted by the education minister;
  • develops and evaluates the ’integrated project’ (projet integré) that replaces the former final exams. The project aims to check whether the learner has developed the complex competences needed to solve a real or simulated work situation.

National vocational commissions (commissions nationales de formation) exist for each division, trade and profession of general and technical secondary education; they propose course content, methods and evaluation criteria to the education minister. The commissions are made up of:

  • a teacher from each school where vocational or technician programmes are offered;
  • a representative of the national general education commissions, designated by the minister;
  • a representative of each professional chamber associated to the training;
  • representatives of the higher council of health professions and employer representatives in the case of health sector professions;
  • employer representatives of education and social institutions, in the case of social sector professions.

A Division for Curriculum Development ([52]SCL (2017). Loi du 14 mars 2017 portant modification de la loi modifiée du 7 octobre 1993 ayant pour objet: (1) la création d’un Service de Coordination de la Recherche et de l’Innovation pédagogiques et technologiques; (2) la création d’un Centre de Gestion Informatique de l’Éducation ; (3) l’institution d’un Conseil scientifique. Mémorial A 439.
http://memorial.lu/eli/etat/leg/loi/2017/03/14/a439/jo
) was created within the Department for Coordination of Educational and Technological Research and Innovation (SCRIPT) within the Ministry of Education, to simplify the implementation of the 2008 reform. It provides support to the national commissions of programmes in elementary and secondary education, as well as the curriculum teams and national vocational commissions of vocational training, assisting in their tasks, developing and adapting curricula. This division coordinates the work of national commissions, guarantees the implementation and supervises the coherence and consistency of curricula. The division works in close collaboration with various stakeholders to guarantee the scientific framework of curriculum development. It also works in collaboration with the recently installed National Programme Council.

The development and implementation of the European qualifications framework for lifelong learning (EQF) is seen as an opportunity to make explicit the existing education and training levels and the links between them. The key objective of the eight-level national qualifications framework (cadre luxembourgeois des qualifications, CLQ) is to increase the transparency of qualifications. The CLQ serves as a non-binding guiding framework for stakeholders: individuals, education and training providers, and the labour market.

The CLQ was referenced to the EQF and the qualifications framework in the European higher education area (QF-EHEA) in 2012. Beginning in 2014, a committee represented by the education ministry and the higher education ministry published a report which detailed the links between the CLQ and the EQF and to the QF-EHEA. Levels 6-8 include qualifications awarded by Luxembourg University only. VET qualifications have been assigned to EQF levels 2-5, with the higher technician and the master craftsperson certificate, for instance, at the latter.

The philosophy of the CLQ is to show that lifelong learning is not fragmented and that it should not be restricted to formal qualifications. The referencing report, however, only reflects formal education and training, which is changing and moving towards a learning outcomes approach. Once this change is complete, a new report reflecting an adjusted lifelong learning framework, including qualifications acquired through non-formal and informal learning, will be published ([53]Based on: INFPC (2019). Vocational education and training in Europe: Luxembourg. Cedefop ReferNet VET in Europe reports 2018.http://libserver.cedefop.europa.eu/vetelib/2019/Vocational_Education_Training_Europe_Luxembourg_2018_Cedefop_ReferNet.pdf).

A national approach to quality assurance has been devised, and evaluation and review procedures are in development stage. There is no real quality framework, but legislation and the current organisation take the quality component into account.

Quality standards for VET providers are part of legislation and are used for accreditation and funding. Guidelines and standards are used to promote a culture of continuous improvement. Over the past 10 years, the education and training system has been overhauled to provide the resources needed to cope with the challenges of a rapidly changing environment. Administrative structures have been changed to allow modern school management with a degree of autonomy. In 2004, the legislation promoted partnership-based school community approaches and school initiatives to improve the quality of education. For VET programmes the education ministry coordinates the implementation of the EQAVET recommendation ([54]See EQAVET recommendation at
http://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:32009H0708(01)&from=EN [accessed 6.3.2017].
).

National indicators related to the 10 proposed by the recommendation are used and monitored nationally. While most are applied in IVET, their use for CVET, which is not monitored centrally, varies by sector or provider.

Secondary education - School development plan, PDS ([55]Plan de développement de l’établissement scolaire (PDS).)

The school development plan (PDS) was introduced by the law of 15 December 2016 ([56]SCL (2016). A-N° 263 du 21 décembre 2016.
http://legilux.public.lu/eli/etat/leg/loi/2016/12/15/n1/jo
).

Schools should describe their school and extracurricular activities in the school development plan to outline their profile and analyse their general situation, as well as constantly to develop and innovate. This approach covers domains that may help their learners receive the best quality education. Each school should elaborate its own steps in a series of areas that are critical for success.

Seven domains are foreseen for secondary education:

  • organisation of pedagogical support. Each learner should have access to remedial measures that meet their needs and capabilities;
  • supervision of children with specific needs to provide tailor-made solutions for their needs and support their learning process;
  • partnerships with parents to improve their involvement in the schooling process and create a partnership culture between families and schools;
  • integration of information and communication technologies (ICT) to prepare learners for the challenges of the employment market influenced by ICT;
  • psycho-social support for learners who face problems at school, or have psychological or family problems, to prevent school dropouts/failure;
  • relevant guidance for learners to help them make the right choices, according to their profiles;
  • extracurricular activities to guarantee equal access for all learners to non-formal learning opportunities, in addition to mainstream classes.

For each of these domains, national objectives have been defined in a national reference framework. Secondary schools are free to choose the domains and objectives they need to focus on.

The school development plan also contains:

  • definition of at least one objective from the description and analysis mentioned above;
  • an action plan for each objective (persons in charge, resources needed, schedule, evaluation criteria);
  • an evaluation and continuous adaptation of the current PDS.

Following the law of December 2016 ([57]SCL (2016). A-N° 263 21 décembre.
http://legilux.public.lu/eli/etat/leg/loi/2016/12/15/n1/jo
), as of the 2017/18 school year each secondary school should elaborate a PDS produced by a school development committee ([58]Cellule de développement scolaire (CDS).). The school development committee is coordinated by the school directorate and includes school staff appointed by the director for a three-year period that may be renewed. Its mission is to analyse and interpret the school’s data, to identify the school’s priority needs, to define school development strategies, to elaborate the school charter, the profile and the PDS, and to ensure internal and external communication, while establishing a triennial plan for the continuing training of its high-school staff.

The Division for the Development of Schools ([59]Division du développement des établissements scolaires.) from the Department for Coordination of Educational and Technological Research and Innovation (SCRIPT) was set up according to the law of 14 March 2017 ([60]SCL (2017). Loi du 14 mars 2017 portant modification de la loi modifiée du 7 octobre 1993 ayant pour objet: (1) la création d’un Service de Coordination de la Recherche et de l’Innovation pédagogiques et technologiques; (2) la création d’un Centre de Gestion Informatique de l’Éducation; (3) l’institution d’un Conseil scientifique. Mémorial A 439.
http://memorial.lu/eli/etat/leg/loi/2017/03/14/a439/jo
). Its mission is to accompany schools in their general approach to school development and, more specifically, to elaborate and implement the PDS, collaborating with various departments, educational structures, national and international partners, who may to optimise the quality of schools. The Division for the Development of Schools has provided several transversal tools, such as a website ([61]https://portal.education.lu/developpementscolaire/Accueil-Lyc%C3%A9es) dedicated to the development of schools, forms allowing schools to coordinate and follow up their PDS, and adaptable questionnaires to facilitate data collection about the perception of school actors.

The school development committee has been working on the PDS since September 2017; it was then adopted by the Education Ministry in September 2018.

A National Observatory of School Quality ([62]Observatoire national de la qualité scolaire.), created at the start of 2018, is responsible for evaluating and supervising the quality of the education system. It is an independent structure. The observatory systematically evaluates the quality of the school system and the implementation of education policies. It does not assess the individual work of teachers, but the organisation and operation of schools and the Ministry of Education. The observatory is composed of eight observers, from public or private sectors, who are totally independent. They visit schools and meet representatives for various school stakeholders, such as parents, learners and teachers, and have exchanges with Education Ministry departments. The Observatory produces an annual activity report and at least one thematic report on a priority area. Every three years, it produces a national report on the school system with its findings and recommendations.

These reports are transmitted to the Government and the Chamber of Deputies and made accessible to the public.

The Division for Data Analysis of The Department for Coordination of Educational and Technological Research and Innovation (SCRIPT) is commissioned to collect and analyse data on the quality of the education offer by analysing school reports or in the context of a project. The results of the surveys may be consulted during the elaboration of a PDS or before making decisions to improve the school’s organisation. This division organises national and international standardised tests. Standardised tests elaborated by the Luxembourg Centre for Educational Testing (University of Luxembourg) and common tests are used as instruments of formative or summative evaluation or the individual learner guidance process. International tests like the OECD’s PISA (Programme for international student assessment), the IEA’s ICILS (International computer and literacy study) generate results which help with the governance of the education system.

Tertiary education

Short-cycle programmes leading to higher technician certificates (BTS) ([63]Brevet de technicien supérieur.) are evaluated externally before being accredited by the higher education ministry for a period of five years. After this time, the accreditation has to be renewed through a new evaluation. This procedure should ensure that the programmes are relevant to the related professional sector ([64]SCL (2010). Règlement ministériel du 15 mars 2010 portant sur l’accréditation des programmes de formation menant au brevet de technicien supérieur. Mémorial A 65.
http://legilux.public.lu/eli/etat/leg/rmin/2010/03/15/n1/jo
).

The university is largely free to design and implement its own quality assurance processes. At Luxembourg University, quality culture and regular quality control through internal and external evaluation of teaching, research and technical, administrative and logistics services are key elements. External audit of the University of Luxembourg has been conducted every four years since 2008 by an external evaluation committee. The independent Committee of External Evaluation is appointed by the Minister for Higher Education and Research.

The University of Luxembourg produces a key performance indicators report in the frame of a multiannual development contract between the Luxembourgish government and the university (2014-17) ([65]Contrat d’établissement pluriannuel entre l’Etat et l’Université du Luxembourg, 2014-17.); this includes publications per researcher, bachelor degrees awarded, master degrees awarded, and master recruitment rate.

Luxembourg has been a member of the European quality assurance register for higher education (EQAR) since 2008 ([66]Although there are no agencies registered in Luxembourg three foreign EQAR agencies operate in the country.).

Continuing VET

Even though there is no real quality framework, quality is a major concern and is covered in the legislation and in the organisation of CVET. Quality will be a major issue in the future of CVET.

The white paper on the national lifelong learning strategy ([67]Anefore (2012). Livre blanc - Stratégie nationale du lifelong learning [White book on the national lifelong learning strategy].
http://www.men.public.lu/catalogue-publications/adultes/informations-generales-offre-cours/livre-blanc-lifelong-learning/131025-s3l-livreblanc.pdf See also
www.S3l.lu
), defines six cross-cutting key principles and related measures and recommendations for implementation. These include developing the quality of lifelong learning and establishing a framework for the quality of adult education and training. This framework will be based on:

  • a quality label awarded to training providers that meet specified criteria in structure and content of the training offer;
  • accreditation of training offers. A working group on training provider accreditation was set up in 2014.

A quality label for municipal governments and non-profit associations can be awarded in CVET by the education minister for a five-year period ([68]SCL (2000). Règlement grand-ducal du 31 mars 2000 ayant pour objet: (1) de fixer les modalités des contrats conventionnant des cours pour adultes et les conditions d’obtention d’un label de qualité et d’une subvention; (2) de créer une Commission Consultative à l’Education. Mémorial A 34, 846-848.
http://www.legilux.public.lu/leg/a/archives/2000/0034/a034.pdf#page=2
). Courses must be of general interest in so-called areas of general education and social advancement. They must meet educational and financial quality criteria. Objectives and course content must be in line with the priorities for adult education.

Quality criteria and priorities are defined for periods of up to five years by the education ministry based on the advice of the Adult Education Advisory Committee ([69]Commission Consultative à l'Éducation des Adultes.). The committee consists of the persons in charge of the Adult Education Department, two representatives delegated by schools offering evening classes, a representative of the Department of Vocational Education and a private sector representative. The committee may also involve adult training experts in its work.

While some private providers commit to quality assurance approaches, a large part of adult education is not subject to systematic evaluation or quality assurance ([70]This section is based on: INFPC (2019). Vocational education and training in Europe: Luxembourg. Cedefop ReferNet VET in Europe reports 2018.http://libserver.cedefop.europa.eu/vetelib/2019/Vocational_Education_Training_Europe_Luxembourg_2018_Cedefop_ReferNet.pdf).

The 2008 legislation ([71]SCL (2008). Loi du 19 décembre 2008 portant réforme de la formation professionnelle. Mémorial A 220, 3273-3288.
http://www.legilux.public.lu/leg/a/archives/2008/0220/a220.pdf#page=2
) reforming VET stipulates that everyone has the right to have his/her prior learning and occupational experience validated to obtain a professional qualification. Validation of prior learning is a procedure that recognises the value of learning at school (incomplete qualifications), non-formal and informal learning, and work experience.

Individuals who have at least three years (5 000 hours) of paid, unpaid or voluntary work (whether continuous or not) directly related to the requested qualification may request certification from the education ministry ([72]SCL (2010). Règlement grand-ducal du 11 janvier 2010 portant organisation de la validation des acquis de l’expérience pour la délivrance des brevets, diplômes et certificats prévue au chapitre V de la loi du 19 décembre 2008 portant réforme de la formation professionnelle. Mémorial A 6.
http://legilux.public.lu/eli/etat/leg/rgd/2010/01/11/n1/jo
). A recent law ([73]SCL (2016). Loi du 24 août 2016 modifiant la loi modifiée du 19 décembre 2008 portant réforme de la formation professionnelle. Mémorial A 175.
http://legilux.public.lu/eli/etat/leg/loi/2016/08/24/n1/jo
) modifying the 2008 legislation, specifies that during validation of prior learning the education ministry will offer support to candidates through either collective workshop or personalised interviews with a coach nominated by the minister. Validation is possible for technical school-based programmes, all VET diplomas and certificates as well as for the master craftsmanship. If all conditions are met, the process leads to a certificate or diploma, or to a part thereof. Experience must be directly related to the requested certification. At higher technician certificate level, an ad hoc evaluation committee is set up for each individual asking for recognition of prior learning.

At university level, validation of non-formal and informal learning allows experience to be recognised with a view to accessing various bachelor or master university studies. The request is considered by a board of examiners whose members are appointed by the chancellor, following recommendation of the dean of the relevant faculty.

Formal VET leads to seven European qualification levels (1 to 7). The 2008 legislation ([74]SCL (2008). Loi du 19 décembre 2008 portant réforme de la formation professionnelle. Mémorial A 220, 3273-3288.
http://www.legilux.public.lu/leg/a/archives/2008/0220/a220.pdf#page=2
) reforming VET stipulates that everyone has the right to have his/her prior learning and occupational experience validated to obtain a professional qualification. Validation of prior learning is a procedure that recognises the value of learning at school (incomplete qualifications), non-formal and informal learning, and work experience.

For more information about arrangements for the validation of non-formal and informal learning please visit Cedefop’s European database ([75]http://www.cedefop.europa.eu/en/publications-and-resources/data-visualisations/european-database-on-validation-of-non-formal-and-informal-learning).

Individual training leave

The objective of individual training leave is to ease access to continuing training. Employees working in a company for at least six months, self-employed workers and individuals in a liberal profession (and having been affiliated to the social security system for at least two years) can benefit from 80 days of paid leave during their entire career, but not more than 20 days per two years. Employers can have salaries reimbursed by the government. Training must be provided by an institution issuing certificates recognised by the government. The employee is required to submit a request to the education ministry which then approves the leave – stating the number of days granted – or refuses it.

Language training leave

Language training leave allows employees, the self-employed and individuals in a liberal profession of all nationalities to learn Luxembourgish for social and professional integration. The courses take place during normal working hours. The maximum paid leave is 200 hours over a professional career. Each leave hour entitles employees to a compensatory allowance equal to their average hourly salary paid by the employer. The employer advances the allowance and is reimbursed 50% by the State. The request must be sent to the labour ministry by the employer prior to the start of the course; the leave can be deferred by the employer if it disrupts company operations.

Unpaid training leave and personal working time arrangement

The 2006 Grand Ducal regulation on the organisation of working time (organisation du temps de travail) ([76]SCL (2006). Règlement grand-ducal du 30 mars 2006 portant déclaration d’obligation générale d’un accord en matière de dialogue social interprofessionnel relatif à l’accès individuel à la formation professionnelle continue conclu entre les syndicats OGB-L et LCGB d’une part et l’Union des Entreprises Luxembourgeoises, d’une autre. Mémorial A 85.
http://legilux.public.lu/eli/etat/leg/rgd/2006/03/30/n2/jo
) stipulates a general obligation to reach an agreement on access to CVET through inter-occupational social dialogue to be signed between the trade union federations and the Union of Enterprises. Organising working hours within a flexi-time arrangement and unpaid leave for vocational training purposes is part of this regulation.

Unpaid training leave releases a worker from duties to take part in professional training. The agreement applies to private sector employees who have been employed for at least two years, regardless of the type of employment contract. During the leave, the employment contract is suspended. The employer can refuse the unpaid leave, if the applicant is a high-level executive or if the company has fewer than 15 employees. The employer can also defer the unpaid leave for up to one year where the leave is no more than three months or for up to two years where the leave exceeds three months.

Employees working flexi-time may request amendment of their working time to support participation in training. The employer can refuse to grant such an amendment based on operational needs or impact on the efficient organisation of the business.

Tax exemptions

Every income tax payer may deduct expenses for professional development from taxable income. Such expenses must have a direct link with the business activity performed by the employee and allow improving professional knowledge. They must be paid by the participant and refund claimed through a tax declaration ([77]This section is based on: INFPC (2019). Vocational education and training in Europe: Luxembourg. Cedefop ReferNet VET in Europe reports 2018.http://libserver.cedefop.europa.eu/vetelib/2019/Vocational_Education_Training_Europe_Luxembourg_2018_Cedefop_ReferNet.pdf).

State shared funding for CVET

A company can receive State funding (operated by the education ministry) for investment in CVET. Private companies established in Luxembourg that undertake most of their activities inside the country are eligible. The training targets:

  • employees affiliated with the national social security system;
  • persons bound to the company by an employment contract (fixed-term or permanent);
  • subcontractors working for the applicant company;
  • owners of craft, trade, industry, agriculture or forestry companies.

Investment in training is capped according to the size of the company:

  • at 20% of total payroll for companies with 1 to 9 employees;
  • at 3% of total payroll for companies with 10 to 249 employees;
  • at 2% of total payroll for companies with more than 249 employees.

The share of funding is calculated based on the investment in CVET ([78]SCL (2018a). Loi du 13 mars 2018 portant création d’un Observatoire national de la qualité scolaire. Mémorial A 183.
http://legilux.public.lu/eli/etat/leg/loi/2018/03/13/a183/jo
). Companies receive direct grants: 15-35% of investment (depending on employee profiles).

Support for learning Luxembourgish

Private sector companies legally established in the country can partly recover the costs associated with learning Luxembourgish. Eligible costs include training fees and the costs of study materials and are paid by the labour ministry.

Funding for additional apprenticeship places

The fund for employment provides financial support for the creation of apprenticeship places to encourage enterprises to hire apprentices. It partly reimburses the apprenticeship allowance (27% for vocational DAP programme ([79]Vocational aptitude diploma (diplôme d’aptitude professionnelle, DAP).) and 40% for the vocational CCP programme ([80]Vocational capacity certificate (certificat de capacité professionnelle, CCP).)) and covers the employer’s share of social security costs for the apprentice ([81]SCL (2012). Règlement grand-ducal du 31 octobre 2012 fixant les conditions et modalités des aides et primes de promotion de l’apprentissage. Mémorial A 239, 3153-3154.http://www.legilux.public.lu/leg/a/archives/2012/0239/a239.pdf#page=5). Applications for financial support must be submitted by the enterprises and the apprentice to the public employment service before 1 July of the year following the year in which the learning ended.

Apprenticeship award for a training company

Since 2013, the award for the best training company has been presented each year during the apprenticeship graduation ceremony to the company that commits itself most to apprenticeships (creation of apprenticeship places, follow-up of apprentices) ([82]This section is based on: INFPC (2019). Vocational education and training in Europe: Luxembourg. Cedefop ReferNet VET in Europe reports 2018.http://libserver.cedefop.europa.eu/vetelib/2019/Vocational_Education_Training_Europe_Luxembourg_2018_Cedefop_ReferNet.pdf).

Most guidance services offered during secondary education, operate within the guidance house (maison de l’orientation, 2012). The initiative centralises administrations and counselling services that help people move into working life. It focuses on young people but anyone can find information and advice there. The guidance house includes:

  1. the vocational guidance service of the public employment service (Adem) which provides information on trades/professions and apprenticeship placement;
  2. the Psycho-Social and Educational Accompaniment Centre (CePAS) which helps learners in their school or career guidance and may provide psychological support;
  3. the National Youth Service (SNJ) which supports the acquisition of practical experience through the voluntary Youth Service;
  4. the Local Bureau for Youth (Antennes locales pour jeunes) which offers individual coaching to achieve school or professional projects;
  5. the school reception centre for newcomers for 12 to 17 year-old immigrant learners;
  6. the Centre of Documentation and Information on Higher Education (CEDIES).

This centralisation ensures better coordination of services and stakeholders, while improving visibility.

In 2017 the Guidance Forum (Forum orientation) was set up this is a national council in charge of establishing a national information and guidance strategy. It includes ministries, social partners, directors of secondary schools, parent and learner representatives. The guidance forum has adopted the following definition of guidance:

’Guidance refers to a series of activities that enable the citizen, at any time in his/her life:

  • to identify his/her abilities, skills and interests;
  • to make informed decisions as regards his/her studies and training choices as well as his/her professional activities.

The shared goal is to foster personal fulfilment and the development of society.’

Since 2017, every secondary school must develop its own general guidance approach. The approach has to be in accordance with the reference framework for school and professional guidance elaborated by the guidance house ([83]MENJE (2017a). Cadre de référence pour l’orientation scolaire et professionnelle [Reference framework for school and professional guidance]. Luxembourg: MENJE.
http://www.men.public.lu/fr/actualites/publications/secondaire/psychologieorientation/170124-cadre-reference/index.html
). In each secondary school, a guidance unit is responsible for the implementation of the guidance process set out in the school's development plan (PDS). It is composed of at least two members of teaching staff,

two educational or psychosocial staff and at least one guidance counsellor.

The Higher Education Documentation and Information Centre (Centre de Documentation et d’Information sur l’Enseignement Supérieur) is available to people who require general information about higher education.

The web portal Anelo ([84]https://www.anelo.lu/) is an information and exchange platform for all young people preparing for training, studies or work experience. It centralises information on:

  • trades and professions ([85]http://beruffer.anelo.lu);
  • the steps to follow during a job search;
  • ePortfolio tool that allows young people to gather important documents and certificates showing their strengths and skills;
  • how to gain practical experience in the world of work (jobs for students, volunteer services);
  • where to find information on guidance and support.

The Anelo Web portal and the various connected sites are now being managed by the Guidance House Coordination Department. They are also in charge of promoting the portal and training courses to help young people use the various tools on Anelo.

The Youth guarantee ([86]http://www.jugendgarantie.lu/) was launched in June 2014. It commits national authorities (National Employment Agency, Local Action for Youth, National Youth Service) to offer young people between 16 and 25 high-quality guidance to help them find a job, make it possible to return to school or an apprenticeship, or to offer work experience in projects on a voluntary basis. Each is offered support tailored to his/her background, personal situation and aspirations. Diversification of the school offer is the main priority for education policies in Luxembourg. A recent reform provides growing autonomy to schools to boost this diversification and to support individual school efforts to innovate.

Choosing the right school is becoming more challenging for learners; the MENJE has launched a platform www.mengschoul.lu to help young people and their parents. The platform is for learners going into secondary education, as well as for those going into higher secondary education and foreign learners joining the Luxembourgish school system. The platform is based on a standardised detailed portrait of each school. An interactive map allows users to filter secondary schools according to the innovative projects on offer; other filters allow users to select the school programmes. This tool helps parents and learners to compare VET schools and their specificities to make the best choice. [87]Based on: INFPC (2019). Vocational education and training in Europe: Luxembourg. Cedefop ReferNet VET in Europe reports 2018.http://libserver.cedefop.europa.eu/vetelib/2019/Vocational_Education_Training_Europe_Luxembourg_2018_Cedefop_ReferNet.pdf

Please see:

Vocational education and training system chart

Tertiary

Click on a programme type to see more info
Programme Types

EQF 5

Higher technician

programmes (BTS),

2 years

ISCED 554

Higher technician programme (brevet de technicien supérieur, BTS) leading to EQF level 5, ISCED 554
EQF level
5
ISCED-P 2011 level

554

Usual entry grade

15-17 ([152]Counting of grades starts from age four when children enter pre-school, which is the first grade.)

Usual completion grade

17 and later ([153]Counting of grades starts from age four when children enter pre-school, which is the first grade.)

Usual entry age

19-20

Usual completion age

21-22

Length of a programme (years)

2

  
Is it part of compulsory education and training?

N

Is it part of formal education and training system?

Y

Is it initial VET?

Information not available

Is it continuing VET?

Information not available

Is it offered free of charge?

N

Registration fees

Is it available for adults?

Y

ECVET or other credits

120 credits

Learning forms (e.g. dual, part-time, distance)

Information not available

Main providers

Public and private secondary schools, and technical secondary schools recognised by the State.

Share of work-based learning provided by schools and companies

Information not available

Work-based learning type (workshops at schools, in-company training / apprenticeships)

BTS programmes alternate; they provide both theoretical instruction including general education (like languages) and training in a work environment ([154]www.bts.lu).

Main target groups

Programmes are available for young people and also for adults.

Entry requirements for learners (qualification/education level, age)

To be admitted to the programme, learners require either a general or a technical secondary school leaving diploma (diplôme de fin d'études secondaires classique, diplôme de fin d’études secondaires générales), or a technician diploma (diplôme de technicien – DT) complemented by optional modules.

Assessment of learning outcomes

The BTS programme is organised in modules spread over four semesters. Each module has between 5 and 20 ECTS credits and can be composed of different courses with at least one ECTS credit.

Attendance at courses, practical training courses and any other pedagogical activities organised as part of the training is compulsory.

Each course is subject to knowledge assessment that results in a grade. The score is either the result of a continuous assessment carried out during the six-month period, or of a final examination carried out exclusively during an examination session, or by these two assessment modes combined.

 

Diplomas/certificates provided

Graduates receive the higher technician certificate (brevet de technicien supérieur, BTS;

Examples of qualifications

Nurse, paediatric nurse, responsible for exploitation of automated installations, game artist, character designer

Progression opportunities for learners after graduation

Graduation from the higher technician programme does not provide progression possibilities to any other programme.

Destination of graduates

Information not available

Awards through validation of prior learning

Validation of non-formal and informal learning (Validation des acquis de l'expérience – VAE) allows experience to be recognised with a view to obtaining all or part of a higher technician certificate (Brevet de Technicien Supérieur – BTS).

VAE is for everyone, regardless of age, level of study or professional status. The prerequisite is to have completed at least three years or 5 000 hours of paid, unpaid or voluntary work directly related to the requested certification, whether continuous or not.

In order to identify the diploma matching his/her experience, the applicant is advised to consult the list and obtain information from the schools and colleges in question. Some BTS qualifications are not yet accessible through VAE.

The validation application and registration application should be sent to the Head of the school/college in question in order to obtain the diploma. The validation application is accompanied by a portfolio which must set out, with reference to the diploma sought, the knowledge, aptitude and skills that the applicant has gained through experience.

Based on the proposal of the college director, the ministry appoints an ad hoc committee for each training programme.

This committee assesses the validation request and the portfolio and interviews the applicant. It may request a placement into a professional situation (whether real-life or simulated). While deliberating, it assesses the knowledge acquired through experience with regard to the curriculum of the desired diploma.

The ad hoc committee may take one or several of the following decisions:

  • exemption from producing one of the certificates set out by Article 10 (1) of the Law of 19 June 2009 (setting out the terms and conditions for higher education courses of study leading to a higher technician certificate (BTS));
  • registration, provided that an additional part of the curriculum is completed;
  • exemption from attending some of the training modules or classes comprising the modules;
  • exemption from compliance with some of the validation measures;
  • exemption from all of the modules, classes and examinations leading to the diploma being granted.
General education subjects

Information not available

Key competences

Information not available

Application of learning outcomes approach

Information not available

Share of learners in this programme type compared with the total number of VET learners

Information not available

EQF 6

Professional bachelor

programmes,

3 years

ISCED 655

Professional bachelor programmes leading to EQF level 6, ISCED 655
EQF level
6
ISCED-P 2011 level

655

Usual entry grade

16-17 ([155]Counting of grades starts from age four when children enter pre-school, which is the first grade.)

Usual completion grade

19-20 ([156]Counting of grades starts from age four when children enter pre-school, which is the first grade.)

Usual entry age

19-20

Usual completion age

21-22

Length of a programme (years)

3

  
Is it part of compulsory education and training?

N

Is it part of formal education and training system?

Y

Is it initial VET?

Information not available

Is it continuing VET?

Information not available

Is it offered free of charge?

Information not available

Is it available for adults?

Y

ECVET or other credits

180 to 240 credits

Learning forms (e.g. dual, part-time, distance)

- academic teaching

- applied courses

- internship abroad and/or case studies

Main providers

Information not available

Share of work-based learning provided by schools and companies

Information not available

Work-based learning type (workshops at schools, in-company training / apprenticeships)

- practical training at school

- in-company practice abroad

- case studies

Main target groups

Programmes are available for young people and also for adults.

Entry requirements for learners (qualification/education level, age)

Professional bachelor (bachelor professionnel) programmes are accessible to holders of a general or technical secondary leaving diploma or a technician diploma in the field of study.

Assessment of learning outcomes

Information not available

Diplomas/certificates provided

Graduates receive an application-oriented bachelor degree (professional bachelor, bachelor professionnel).

Examples of qualifications

Information not available

Progression opportunities for learners after graduation

Progression to professional or academic Master programme is possible.

Destination of graduates

Information not available

Awards through validation of prior learning

At university level, validation of non-formal and informal learning allows experience to be recognised with a view to accessing various bachelor or master university studies. The request is considered by a board of examiners whose members are appointed by the chancellor, following recommendation of the dean of the relevant faculty ([157]http://www.lifelong-learning.lu/Detail/Article/Diplomes/pour-les-diplomes-universitaires----bachelor-et-master/en and
http://legilux.public.lu/eli/etat/leg/loi/2009/06/19/n1/jo
).

General education subjects

Information not available

Key competences

Information not available

Application of learning outcomes approach

Information not available

Share of learners in this programme type compared with the total number of VET learners

Information not available

EQF 7

Professional master

programme,

2 years

ISCED 757

Professional master programme leading to EQF level 7, ISCED 757
EQF level
7
ISCED-P 2011 level

757

Usual entry grade

19-20 ([158]Counting of grades starts from age four when children enter pre-school, which is the first grade.)

Usual completion grade

20-21 ([159]Counting of grades starts from age four when children enter pre-school, which is the first grade.)

Usual entry age

21

Usual completion age

23

Length of a programme (years)

2

  
Is it part of compulsory education and training?

N

Is it part of formal education and training system?

Information not available

Is it initial VET?

Information not available

Is it continuing VET?

Information not available

Is it offered free of charge?

Information not available

Is it available for adults?

Y

ECVET or other credits

60 to 120 credits

Learning forms (e.g. dual, part-time, distance)

Information not available

Main providers

Information not available

Share of work-based learning provided by schools and companies

Information not available

Work-based learning type (workshops at schools, in-company training / apprenticeships)

Information not available

Main target groups

Programmes are available for young people and also for adults.

Entry requirements for learners (qualification/education level, age)

Learners need to hold a (professional) bachelor degree to enter the professional master programme.

Assessment of learning outcomes

Information not available

Diplomas/certificates provided

Graduates receive an application-oriented master degree (professional master, Master professionnel).

Examples of qualifications

Information not available

Progression opportunities for learners after graduation

Graduates holding a professional master programme can progress to academic PhD programmes.

Destination of graduates

Information not available

Awards through validation of prior learning

At university level, validation of non-formal and informal learning allows experience to be recognised with a view to accessing various bachelor or master university studies. The request is considered by a board of examiners whose members are appointed by the chancellor, following recommendation of the dean of the relevant faculty ([160]http://www.lifelong-learning.lu/Detail/Article/Diplomes/pour-les-diplomes-universitaires----bachelor-et-master/en and
http://legilux.public.lu/eli/etat/leg/loi/2009/06/19/n1/jo
).

General education subjects

Information not available

Key competences

Information not available

Application of learning outcomes approach

Information not available

Share of learners in this programme type compared with the total number of VET learners

Information not available

Post-secondary

Click on a programme type to see more info
Programme Types

EQF 5

Master craftsperson

programmes

ISCED 453

Master craftsperson programmes leading to EQF 5 and ISCED 453 – Brevet de maîtrise.
EQF level
5
ISCED-P 2011 level

453

Usual entry grade

Applicants , who must be at least 18, must hold one of the following qualifications:

  • vocational aptitude diploma (Diplôme d'aptitude professionnelle - DAP) 
  • technician's diploma (Diplôme de Technicien - DT)
  • general secondary school leaving diploma (Diplôme de fin d'études secondaires classiques - DFESC)
  • technical secondary school leaving diploma (Diplôme de fin d'études secondaires générales - DFESG)
  • Any other post-secondary qualification (higher technician's certificate (Brevet de technicien supérieur - BTS), bachelor, master)
  • A foreign diploma or certificate recognised by the Ministry of Education, Children and Youth
Usual completion grade

Not applicable

Usual entry age

18+

Usual completion age

Not applicable

Length of a programme (years)

Information not available

  
Is it part of compulsory education and training?

N

Is it part of formal education and training system?

Y

Is it initial VET?

N

Is it continuing VET?

Y

Is it offered free of charge?

The registration fee for preparatory courses is EUR 600 per year of registration.

The registration fee for exams is EUR 300 per exam session.

Is it available for adults?

Y

ECVET or other credits

Information not available

Learning forms (e.g. dual, part-time, distance)

Courses are organised in the evenings on weekdays and weekends. They are held either at the training centre of the by the Chamber of Trades and Skilled Crafts, or in secondary schools, or in the National Centre for Continuing Vocational Training (CNFPC).

Main providers

Programmes are organised by the Chamber of Trades and Skilled Crafts

Share of work-based learning provided by schools and companies

Information not available

Work-based learning type (workshops at schools, in-company training / apprenticeships)

The courses in professional theory are specific to each trade. They consist, in principle, of three different modules.
The Chamber of Trades and Skilled Crafts proposes the module that the candidate must follow for the current year.
There is a list with the trades for which preparatory courses are offered. 
In some trades, complementary courses, compulsory and subject to fees, have to be followed.

Main target groups

Programmes are available for young people and also for adults.

Entry requirements for learners (qualification/education level, age)

To access these programmes, learners are required to have successfully completed at least EQF level 3 in any trades or occupations. Learners should also have at least one year of work experience to be able to take the final exam.

Assessment of learning outcomes

The master craftsperson programmes is organised in modules and the candidates are free to adapt their training to their own pace. When registering, they choose the modules they would like to follow during the school year.
As the maximum duration to finalise the master craftsperson programmes is six years, the Chamber of Trades and Skilled Crafts proposes course planning that allows regular progression, while preserving a margin of safety

Diplomas/certificates provided

Graduates receive the master craftsperson qualification.

Examples of qualifications

Graduates can settle in the craft industry as self-employed and to train apprentices. The qualification confers the title of master craftsperson in the particular trade.

Progression opportunities for learners after graduation

The master craftsperson qualification does not give any access right for higher education; progression opportunities depend on the certificate gained at secondary level.

Destination of graduates

Information not available

Awards through validation of prior learning

Y

The 2008 legislation ([149]SCL (2008a). Loi du 19 décembre 2008 portant réforme de la formation professionnelle. Mémorial A, 220, 3273–3288. http://www.legilux.public.lu/leg/a/archives/2008/0220/a220.pdf#page=2
) reforming VET stipulates that everyone has the right to have his/her prior learning and occupational experience validated to obtain a professional qualification. Validation of prior learning (validation des acquis de l’expérience) is a procedure that recognises the value of learning at school (incomplete qualifications), non-formal and informal learning, and work experience. Individuals who have at least three years (5 000 hours) of paid, unpaid or voluntary work (whether continuous or not) directly related to the requested qualification may request certification from the education ministry ([150]SCL (2010b). Règlement grand-ducal du 11 janvier 2010 portant organisation de la validation des acquis de l’expérience pour la délivrance des brevets, diplômes et certificats prévue au chapitre V de la loi du 19 décembre 2008 portant réforme de la formation professionnelle. Mémorial A 6. http://legilux.public.lu/eli/etat/leg/rgd/2010/01/11/n1/jo
). A recent law ([151]SCL (2016c). Loi du 24 août 2016 modifiant la loi modifiée du 19 décembre 2008 portant réforme de la formation professionnelle. Mémorial A 175. http://legilux.public.lu/eli/etat/leg/loi/2016/08/24/n1/jo
) modifying the 2008 legislation, specifies that during the validation of prior learning the education ministry will offer support to candidates through either collective workshop or personalised interviews with a coach nominated by the Minister. Validation is possible for all VET diplomas and certificates as well as for the master craftsmanship. If all conditions are met, the process leads to a certificate or diploma or to a part thereof. Experience must be directly related to the requested certification.

General education subjects

Information not available

Key competences

The preparatory courses for the master craftsperson programmes are organised in the following fields:

  • business organisation and management, and applied pedagogy;
  • professional theory and practice.
Application of learning outcomes approach

information not available

Share of learners in this programme type compared with the total number of VET learners

Information not available

Secondary

Click on a programme type to see more info
Programme Types

EQF 1

Lower secondary

technical programmes (pre-VET)(ESG),

3 years

ISCED 244

The lower cycle of technical secondary education (ISCED 244, EQF 1) is considered as pre-VET and lasts three years. It comprises the ’orientation programme’ and the ’preparatory programme’, designed for learners who struggle with the regular secondary education curriculum.
EQF level
1
ISCED-P 2011 level

244

Usual entry grade

9 ([90]Counting of grades starts from age four when children enter pre-school, which is the first grade.)

Usual completion grade

11 ([91]Counting of grades starts from age four when children enter pre-school, which is the first grade.)

Usual entry age

12

Usual completion age

14

Length of a programme (years)

3

  
Is it part of compulsory education and training?

Y

School attendance is compulsory between 4 and 16 years.

Is it part of formal education and training system?

Y

Is it initial VET?

Y

Is it continuing VET?

N

Is it offered free of charge?

Y

Is it available for adults?

Y

Adults may attend the last year of the lower secondary education programme and then access the technical and technician programme as well as a vocational programme.

ECVET or other credits

Information not available

Learning forms (e.g. dual, part-time, distance)

Orientation programmes’ (Les classes inférieures de la voie d’orientation)

In the ‘orientation programme’ classes (three years: 7G, 6G and 5G) of general education (languages, mathematics, human and social sciences, natural sciences) the learners’ knowledge is deepened. The language of instruction is German, except for mathematics and the French language course, which are taught in French. During the second year, language courses (French and German) as well as mathematics are taught on two levels: in a basic course or in an advanced class. The choice of enrolment in one of the two courses is made according to the level of competence of the learner and the orientation advice from the class council. In the last year (5G), English is also taught on two levels. The orientation programme includes workshops in secondary schools that allow the learner to discover several trades and occupations. This is complemented by placements and visits in companies.

The preparatory programme (Les classes inférieures de la voie de preparation) :

The lower grades of the preparatory programme (three years: 7P, 6P and 5P) are for learners who, in one or more disciplines, have not reached the core competence referred to at the end of cycle 4 of primary education. They prepare learners for later transition to the orientation programme or vocational training. German, French, mathematics, general culture, physical education and sports and practical learning in workshops are taught in modules spread over three years of teaching. These allow the learner to progress at his own pace and capitalise on a maximum of modules for the subsequent training envisaged.

These two lower secondary programmes are distinguished by their general orientation, the relative importance of the subjects taught and the teaching methods.

Candidates have the choice between daytime and evening courses.

Main providers

Secondary schools and national school for adults.

Share of work-based learning provided by schools and companies

Information not available

Work-based learning type (workshops at schools, in-company training / apprenticeships)

Programmes include workshops that allow learners to discover several trades and occupations. This is complemented by placements and visits in companies.

Main target groups

Programmes are available for young people and also for adults.

The mediator for school maintenance, inclusion and integration was set up in mid-2018 ([92]SCL (2018b). Loi du 18 juin 2018 portant: (1) Institution d’un service de médiation au maintien, à l’inclusion et à l’intégration scolaires; (2) modification de la loi modifiée du 6 février 2009 relative à l’obligation scolaire. Mémorial A 548.
http://legilux.public.lu/eli/etat/leg/loi/2018/06/18/a548/jo
). The mediator's role is to deal with complaints about learners at risk of dropping out of school, the inclusion of learners with special educational needs, and the integration of children from immigrant backgrounds into the mainstream school system.

Entry requirements for learners (qualification/education level, age)

Young people must have successfully finished primary education.

Candidates should be 17 or more and have a school level allowing access to the last year of lower secondary education.

 

Assessment of learning outcomes

The different functions of assessment are given in detail:

  • formative evaluation: helping the learner to become aware of their strengths and weaknesses while documenting their learning process;
  • certification of the learner's individual knowledge and competences at the end of a learning period;
  • serve as a basis for the learner's guidance.

With a view to these objectives, the quarterly school reports (bulletins trimestriels) are complemented by a report supplement (complément au bulletin).

The quarterly report includes for each taught subject the average (out of 60) of classwork notes and other tests or assignments. The supplement to the report gives information on the progress of the learner in the different areas of competence of the taught subjects, giving an unencrypted assessment. This assessment by skills area offers a differentiated and nuanced view of the learners’ abilities.

At the end of each quarter (or semester), the parents (or the adult learner) receive a report (bulletin) detailing:

  • quarterly (or each semester) marks of the subjects taught;
  • the general quarterly (or each semester) mark;
  • remedial measures for unsatisfactory results.

The report at the end of the school year also includes further details:

  • each subject's annual mark;
  • the general annual mark:
  • promotion decision (positive or not) towards the higher class (at the third year of the lower cycle of technical secondary education).
Diplomas/certificates provided

Not applicable

Examples of qualifications

Not applicable

Progression opportunities for learners after graduation

After successful completion of the lower cycle, learners can choose between technical, vocational and technician programmes.

Destination of graduates

Information not available

Awards through validation of prior learning

N

General education subjects

Y

Languages, humanities and social sciences, mathematics and natural sciences

Key competences

Mathematics, languages

Application of learning outcomes approach

Y

Teaching by competences is applied in the lower classes of technical secondary.

Competences refer to the ability of a learner to implement an organised set of knowledge, skills, and attitudes to provide an adequate response to a problem.

Competences sets describe the knowledge and competences that learners must master in a sustainable way at the end of the two last years of lower cycle of technical secondary education.

For language and mathematics, these sets are divided into two levels: basic set and advanced set.

The set of competences differ from the teaching programme, which describe the contents treated in each domain (maths, French, history…).

Share of learners in this programme type compared with the total number of VET learners

Lower technical secondary education in 2016/17 represented 46.9% ([93]2016/17.) of total learners in technical education (lower, medium and upper level) ([94]MENJE (2018a). Les chiffres clés de l’Éducation nationale : statistiques et indicateurs 2016-2017 [Key figures of national education: statistics and indicators 2016-17]. Luxembourg: MENJE.
http://www.men.public.lu/fr/actualites/publications/themes-transversaux/statistiques-analyses/chiffres-cles/2016-2017/index.html
).

The total number of learners in lower technical secondary education has remained stable since 2011/12; at that time 12 915 learners attended lower technical secondary education and 12 760 in 2016/17.

EQF 1

Integration classes

ISCED 244

Integration classes (classe d'insertion) of the lower cycle of technical secondary education, EQF1, ISCED 244
EQF level
1
ISCED-P 2011 level

244

Usual entry grade

9 ([95]Counting of grades starts from age four when children enter pre-school, which is the first grade.)

Usual completion grade

11 ([96]Counting of grades starts from age four when children enter pre-school, which is the first grade.)

Usual entry age

12

Usual completion age

14

Length of a programme (years)

3

  
Is it part of compulsory education and training?

Y

School attendance is compulsory between 4 and 16 years.

Is it part of formal education and training system?

Y

Is it initial VET?

Y

Is it continuing VET?

N

Is it offered free of charge?

Y

Is it available for adults?

Y

Adults may attend the last year of the lower secondary education programme and then access the technical and technician programme as well as a vocational programme.

ECVET or other credits

Information not available

Learning forms (e.g. dual, part-time, distance)

Information not available

Main providers

Information not available

Share of work-based learning provided by schools and companies

Information not available

Work-based learning type (workshops at schools, in-company training / apprenticeships)

Information not available

Main target groups

Programmes are available for young people and also for adults. For the latter, the completion corresponds to a completion of lower technical secondary education.

Integration classes (classe d'insertion) of the lower cycle of technical secondary education have been created for learners who have a good academic record in their country of origin, but do not have a sufficient command of the languages used for tuition. Based on language skills gaps, learners receive intensive support in learning French or German.

The mediator for school maintenance, inclusion and integration was set up mid-2018 ([97]SCL (2018b). Loi du 18 juin 2018 portant: (1) institution d’un service de médiation au maintien, à l’inclusion et à l’intégration scolaires; (2) modification de la loi modifiée du 6 février 2009 relative à l’obligation scolaire. Mémorial A 548.
http://legilux.public.lu/eli/etat/leg/loi/2018/06/18/a548/jo
). The mediator's role is to deal with complaints about learners at risk of dropping out of school, the inclusion of learners with special educational needs and the integration of children from immigrant backgrounds into the mainstream school system.

Entry requirements for learners (qualification/education level, age)

Information not available

Assessment of learning outcomes

Information not available

Diplomas/certificates provided

Information not available

Examples of qualifications

Not applicable

Progression opportunities for learners after graduation

Those who complete the integration classes can continue their studies in one of the following programmes: - vocational programme (CCP), ISCED 354, EQF 4;

- vocational programme (DAP) ISCED 354, EQF 4;

- technician programme (DT) ISCED 354, EQF 4;

- technical programme ISCED 354, EQF 4.

Destination of graduates

Information not available

Awards through validation of prior learning

Information not available

General education subjects

Information not available

Key competences

Information not available

Application of learning outcomes approach

Teaching by competences is applied in the lower classes of technical secondary.

Competences refer to the ability of a learner to implement an organised set of knowledge, skills, and attitudes to provide an adequate response to a problem.

Competences sets describe the knowledge and competences that learners must master in a sustainable way at the end of the last two years of lower technical secondary education.

For language and mathematics, these sets are divided into two levels: basic set and advanced set.

The set of competences differ from the teaching programme, which describe the contents treated in each domain (maths, French, history…).

Share of learners in this programme type compared with the total number of VET learners

Information not available

EQF 4

Technical

school-based programmes (ESG),

4 or 5 years,

WBL % varies

ISCED 354

Technical school-based programmes (Diplôme d’enseignement secondaire général) leading to EQF level 4, ISCED 354
EQF level
4
ISCED-P 2011 level

354

Usual entry grade

12 ([98]Counting of grades starts from age four when children enter pre-school, which is the first grade.)

Usual completion grade

15 ([99]Counting of grades starts from age four when children enter pre-school, which is the first grade.)

Usual entry age

15

Usual completion age

18 or 19

Length of a programme (years)

4-5

  
Is it part of compulsory education and training?

Y

School attendance is compulsory between 4 and 16 years.

Is it part of formal education and training system?

Y

Is it initial VET?

N

This programme is not considered as IVET at national level.

Is it continuing VET?

N

Is it offered free of charge?

Y

Is it available for adults?

Y

ECVET or other credits

Information not available

Learning forms (e.g. dual, part-time, distance)

The curriculum includes general and technical education; the latter includes practical and theoretical classes. The share of the technical part depends on the grade and on the chosen field and varies from approximately 25 to 65%.

Main providers

Secondary schools

Share of work-based learning provided by schools and companies

Share of work-based learning ([100]Nationally referred to as technical learning.) depends on the grade and on the chosen field and varies from approximately 25 to 65%.

Work-based learning type (workshops at schools, in-company training / apprenticeships)
  • practical training at school
  • in-company practice for some programmes
Main target groups

Programmes are available for young people and some of them also for adults.

The mediator for school maintenance, inclusion and integration was set up mid-2018 ([101]SCL (2018b). Loi du 18 juin 2018 portant: (1) institution d’un service de médiation au maintien, à l’inclusion et à l’intégration scolaires: (2) modification de la loi modifiée du 6 février 2009 relative à l’obligation scolaire. Mémorial A 548.
http://legilux.public.lu/eli/etat/leg/loi/2018/06/18/a548/jo
). The mediator's role is to deal with complaints about learners at risk of dropping out of school, the inclusion of learners with special educational needs and the integration of children from immigrant backgrounds into the ‘main-stream’ school system.

Entry requirements for learners (qualification/education level, age)

Information not available

Assessment of learning outcomes

Learner assessment is mainly based on summative evaluations, i.e. periodical tests on contents which have been taught recently. Depending on the subjects, one, two or three tests per term may be organised.

The quarterly report includes for each taught subject the average (out of 60) of classwork notes and other tests or assignments.

At the end of each quarter (or semester), the parents (or the adult learner) receive a report (bulletin) mentioning among others:

  • quarterly (or each semester) marks of the subjects taught;
  • general quarterly (or each semester) mark;
  • remedial measures in case of unsatisfactory results.

The report at the end of the school year also includes further details:

  • each subject's annual mark;
  • general annual mark;
  • promotion decision (positive or not) towards the higher class.
Diplomas/certificates provided

Learners who succeed in technical programmes are awarded a technical secondary school leaving diploma (diplôme de fin d’études secondaires générales). This diploma confers the same rights as that from general secondary education; depending on the strand and section, graduates can enter the labour market or pursue higher education.

Examples of qualifications

Work in the administrative field in private companies or public institutions.

Progression opportunities for learners after graduation

Depending on the strands followed (referred to nationally as ‘divisions’), graduates have the following progression opportunities:

a) administrative and commercial: graduates can pursue higher education in economics, law and accounting. They may work in administration in private companies or public institutions);

b) healthcare and social professions: graduates can pursue higher education in these professions. Graduates in nursing education can continue their education as midwife or medical technical assistant in radiology. Graduates in educator training can continue their studies as a state-certified educator for a period of one year;

c) general technical: graduates can pursue higher education in their specialties: engineering, natural science, architecture, design and sustainable development, computer science, environmental sciences);

d) division of arts: graduates can pursue higher education in the same domain;

e) division of tourism and hospitality: graduates can pursue higher education while preparing for the profession of manager in hospitality.

Destination of graduates

Information not available

Awards through validation of prior learning

Y

The 2008 legislation ([102]SC (2008a). Loi du 19 décembre 2008 portant réforme de la formation professionnelle. Mémorial A, 220, 3273-3288.
http://www.legilux.public.lu/leg/a/archives/2008/0220/a220.pdf#page=2
) reforming VET stipulates that everyone has the right to have his/her prior learning and occupational experience validated to obtain a professional qualification. Validation of prior learning (validation des acquis de l’expérience) is a procedure that recognises the value of learning at school (incomplete qualifications), non-formal and informal learning, and work experience. Individuals who have at least three years (5 000 hours) of paid, unpaid or voluntary work (whether continuous or not) directly related to the requested qualification may request certification from the education ministry ([103]SCL (2010b). Règlement grand-ducal du 11 janvier 2010 portant organisation de la validation des acquis de l’expérience pour la délivrance des brevets, diplômes et certificats prévue au chapitre V de la loi du 19 décembre 2008 portant réforme de la formation professionnelle. Mémorial A 6.
http://legilux.public.lu/eli/etat/leg/rgd/2010/01/11/n1/jo
). A recent law ([104]SCL (2016c). Loi du 24 août 2016 modifiant la loi modifiée du 19 décembre 2008 portant réforme de la formation professionnelle. Mémorial A 175.
http://legilux.public.lu/eli/etat/leg/loi/2016/08/24/n1/jo
) modifying the 2008 legislation, specifies that during validation of prior learning the education ministry will offer support to candidates through either collective workshop or personalised interviews with a coach nominated by the Minister. Validation is possible for technical school-based programmes, all VET diplomas and certificates as well as for master craftsmanship. If all conditions are met, the process leads to a certificate or diploma or to a part thereof. Experience must be directly related to the requested certification. At higher technician certificate level, an ad hoc evaluation committee is set up for each individual asking for recognition of prior learning ([105]SCL (2016b). Loi du 23 juillet 2016 modifiant la loi modifiée du 19 juin 2009 portant organisation de l’enseignement supérieur, fixant les modalités du cycle d’études d’enseignement supérieur aboutissant à la délivrance du brevet de technicien supérieur. Mémorial A 143.
http://www.legilux.public.lu/leg/a/archives/2016/0143/a143.pdf#page=2
).

General education subjects

Y

The curriculum includes general and vocational (nationally referred to as technical) education; the latter includes practical and theoretical classes. The share of the technical part depends on the grade and on the chosen field and varies from approximately 25 to 65%.

Key competences

Information not available

Application of learning outcomes approach

information not available

Share of learners in this programme type compared with the total number of VET learners

Technical programmes (medium and upper level) represents 48.7% ([106]2016/17.) of all medium and upper secondary technical education ([107]MENJE (2018a). Les chiffres clés de l’Éducation nationale: statistiques et indicateurs 2016-2017 [Key figures of national education: statistics and indicators 2016-17]. Luxembourg: MENJE.
http://www.men.public.lu/fr/actualites/publications/themes-transversaux/statistiques-analyses/chiffres-cles/2016-2017/index.html
).

The total number of learners in technical secondary education (medium and upper levels) has increased since 2011/12. At that time 5 677 learners attended technical secondary education programme, with the number increasing to 7 043 in 2016/17.

EQF 4

Technician programmes (DT),

4 years,

WBL % varies

ISCED 354

Technician programmes (le diplôme de technicien), leading to EQF level 4, ISCED 354
EQF level
4
ISCED-P 2011 level

354

Usual entry grade

12 ([108]Counting of grades starts from age four when children enter pre-school, which is the first grade.)

Usual completion grade

15 ([109]Counting of grades starts from age four when children enter pre-school, which is the first grade.)

Usual entry age

15

Usual completion age

18

Length of a programme (years)

4

  
Is it part of compulsory education and training?

Y

School attendance is compulsory between 4 and 16 years.

Is it part of formal education and training system?

Y

Is it initial VET?

Y

Is it continuing VET?

N

Is it offered free of charge?

Y

  
ECVET or other credits

Information not available

Learning forms (e.g. dual, part-time, distance)

This technician programme is mainly offered as a full-time track (filière de plein exercice), where all training occurs in an education institution and includes a minimum job placement of 12 weeks. The offer of programmes in the concomitant track (learning in school and in an enterprise takes place in parallel throughout the year - filière concomitante) or mixed track (theoretical and practical training in school in the first years and last year with the concomitant track - filière mixte) has been extended since 2015/16.

Main providers
  • Secondary schools
  • Companies/training centres
Share of work-based learning provided by schools and companies

Information not available

Work-based learning type (workshops at schools, in-company training / apprenticeships)

• practical training at school

• in-company practice

Main target groups

Programmes are available for young people and some of them also for adults.

The mediator for school maintenance, inclusion and integration was set up in mid-2018 ([110]SCL (2018b). Loi du 18 juin 2018 portant: (1) institution d’un service de médiation au maintien, à l’inclusion et à l’intégration scolaires; (2) modification de la loi modifiée du 6 février 2009 relative à l’obligation scolaire. Mémorial A 548.
http://legilux.public.lu/eli/etat/leg/loi/2018/06/18/a548/jo
). The mediator's role is to deal with complaints about learners at risk of dropping out of school, the inclusion of learners with special educational needs and the integration of children from immigrant backgrounds into the mainstream school system.

Entry requirements for learners (qualification/education level, age)

Orientation towards vocational programmes takes place at the end of third year of lower technical education upon decision of the class council based on the assessment reports of the whole academic year.

Assessment of learning outcomes

Since the entry into force of the 2008 reform, the technician (and also vocational) programmes have been organised into modules. For each module, an assessment framework has been set up. It distinguishes compulsory and optional skills and specifies indicators and minimum standards. At the end of the module, learners take an exam to assess the acquisition of required skills for the module and receive an assessment report (bulletin), which indicates whether the module has been passed (unsuccessful, successful, very successful).

Technician and vocational programmes also foresee integrated projects in the middle (only for vocational programmes leading to the vocational aptitude diploma and the technician programme) and at the end ([111]SCL (2016e). Règlement grand-ducal du 31 août 2016 portant sur l’évaluation et la promotion des élèves de la formation professionnelle. Mémorial A 187.
http://legilux.public.lu/eli/etat/leg/rgd/2016/08/31/n1/jo
). These integrated projects aim to monitor whether the learner has developed the complex skills needed to solve a real or simulated work situation. An integrated project can be spread over a maximum duration of three days (24 hours) for programmes leading to vocational aptitude diploma and technician programmes. This project allows learners to demonstrate the acquisition of required skills in a professional situation. The intermediary and the final integrated projects are a compulsory module for these programmes.

An interim assessment sheet is drawn up at the end of

1. the second academic year of normal four-year training;

2. the first academic year of normal training of three years.

The assessment is based on the learner's results in the compulsory modules as planned in the curriculum from the start. Neither the placement in companies nor the intermediate project is taken into account.

A final assessment is made at the end of the programmes taking into account compulsory modules followed since the interim assessment. Neither the final integrated project nor the intermediate project is taken into account.

Assessments are successful if the following conditions are met:

For a DT (other training durations):

  • 85% success in compulsory modules ([112]Compulsory modules comprise fundamental and complementary modules.);
  • 85% success in compulsory vocational modules;
  • success of all fundamental modules.

For a DT (other training duration of training: one year). For other training periods:

  • 90% success in the compulsory modules of the last two years of training;
  • 90% success of compulsory vocational modules;
  • success of all fundamental modules.
Diplomas/certificates provided

The technician diploma certifies that the holder is competent to perform the trade/profession in question. It differs from the programme leading to the vocational aptitude diploma (DAP) ([113]Diplôme d’aptitude professionnelle (DAP).) by in-depth and diversified competences as well as in-depth general education.

Examples of qualifications

Information not available

Progression opportunities for learners after graduation

Technician programme graduates may progress to the third year of the general upper secondary programme or follow a one-year optional preparatory module allowing them to enter tertiary education.

Destination of graduates

Information not available

Awards through validation of prior learning

Y

The 2008 legislation ([114]SCL (2008a). Loi du 19 décembre 2008 portant réforme de la formation professionnelle. Mémorial A, 220, 3273-3288.
http://www.legilux.public.lu/leg/a/archives/2008/0220/a220.pdf#page=2
) reforming VET stipulates that everyone has the right to have his/her prior learning and occupational experience validated to obtain a professional qualification. Validation of prior learning is a procedure that recognises the value of learning at school (incomplete qualifications), non-formal and informal learning, and work experience. Individuals who have at least three years (5 000 hours) of paid, unpaid or voluntary work (whether continuous or not) directly related to the requested qualification may request certification from the education ministry ([115]SCL (2010b). Règlement grand-ducal du 11 janvier 2010 portant organisation de la validation des acquis de l’expérience pour la délivrance des brevets, diplômes et certificats prévue au chapitre V de la loi du 19 décembre 2008 portant réforme de la formation professionnelle. Mémorial A 6.
http://legilux.public.lu/eli/etat/leg/rgd/2010/01/11/n1/jo
). A recent law ([116]SCL (2016c). Loi du 24 août 2016 modifiant la loi modifiée du 19 décembre 2008 portant réforme de la formation professionnelle. Mémorial A 175.
http://legilux.public.lu/eli/etat/leg/loi/2016/08/24/n1/jo
) modifying the 2008 legislation, specifies that during the validation of prior learning the education ministry will offer support to candidates through either collective workshop or personalised interviews with a coach nominated by the minister. Validation is possible for all VET diplomas and certificates as well as for the master craftsmanship. If all conditions are met, the process leads to a certificate or diploma or to a part thereof. Experience must be directly related to the requested certification.

General education subjects

Y

In comparison to the vocational DAP programme, the technician programme offers more in-depth general education

Key competences

Information not available

Application of learning outcomes approach

Y

The major VET reform of 2008 ([117]SCL (2008a). Loi du 19 décembre 2008 portant réforme de la formation professionnelle. Mémorial A 220, 3273-3288.
http://www.legilux.public.lu/leg/a/archives/2008/0220/a220.pdf#page=2
) was implemented between 2010/11 and 2013/14. Among the key principles of the reform is also that teaching by subject is replaced with teaching by units and modules. Each module focuses on concrete professional situations; the learning outcomes to be acquired (competences and knowledge) are defined for each module.

Share of learners in this programme type compared with the total number of VET learners

In 2016/17 the number of learners following technician programmes (medium and upper level) was 24.2% ([118]2016/17) of all learners following medium and upper secondary technical education ([119]MENJE (2018a). Les chiffres clés de l’Éducation nationale : statistiques et indicateurs 2016-2017 [Key figures of national education: statistics and indicators 2016-17]. Luxembourg: MENJE.
http://www.men.public.lu/fr/actualites/publications/themes-transversaux/statistiques-analyses/chiffres-cles/2016-2017/index.html
).The total number of learners in technician programmes (medium and upper level) has slightly increased since 2011/12. At that time 3 378 learners attended technical secondary education programmes, with the number increasing to 3 504 in 2016/17.

EQF 3

Vocational programmes (DAP),

3 years,

WBL % varies

ISCED 353

Vocational programmes leading to a vocational aptitude diploma (diplôme d’aptitude professionnelle, DAP) leading to EQF level 3, ISCED 353.
EQF level
3
ISCED-P 2011 level

353

Usual entry grade

12 ([120]Counting of grades starts from age four when children enter pre-school, which is the first grade.)

Usual completion grade

14 ([121]Counting of grades starts from age four when children enter pre-school, which is the first grade.)

Usual entry age

15

Usual completion age

17

Length of a programme (years)

3

  
Is it part of compulsory education and training?

Y

School attendance is compulsory between 4 and 16 years.

Is it part of formal education and training system?

Y

Is it initial VET?

Y

Is it continuing VET?

N

Is it offered free of charge?

Y

Is it available for adults?

Y

Adults (those 18 years old and above), having left school more than one year before and willing to learn a trade or to change their career, can follow an ‘adult apprenticeship’ leading to the vocational aptitude diploma DAP ([122]Vocational capacity certificate (certificat de capacité professionnelle, CCP).). This is available both to job holders and seekers registered at the public employment service. Upon proof of certain work experience, a dedicated committee may guide the adult learner to a suitable grade. The committee includes representatives of the education ministry, Vocational Training Service, labour ministry, guidance service of the employment service, Chamber of Commerce, Chamber of Trades and Skilled Crafts, Chamber of Agriculture, and Chamber of Employees.

Theory training takes place in a technical secondary school or at the national continuing vocational training centre. The practical part is apprenticeship in an enterprise. Adult apprentices receive allowances equal to the minimum wage for unskilled workers (EUR 1 922.96, 1 January 2016) as defined in a 2010 regulation ([123]SCL (2010c). Règlement grand-ducal du 17 décembre 2010 portant organisation de l’apprentissage pour adultes. Mémorial A 245, 4075-4085.
http://www.legilux.public.lu/leg/a/archives/2010/0240/a240.pdf#page=4
).

The 2008 reform introduced a modular system for apprenticeship, which guarantees the validity of any module acquired during initial training for a certain period, aiding access to lifelong learning.

Vocational programmes for adults: evening classes

Within vocational programmes, employed adults can attend the first year a vocational aptitude diploma (DAP) as administrative and commercial agent. The theoretical part is provided through evening classes in a technical secondary school or in the national continuing vocational training centre. The practical part is acquired through full-time employment in a company. After the first year DAP evening class, adults can continue the second and third year DAP classes under an adult apprenticeship contract.

Vocational programmes for adults: on-the-job training

The nursing assistant vocational aptitude diploma can be obtained through on-the-job training. This training is suitable for those with some work experience in the care sector, who have not had the opportunity to undertake IVET. The three-year training course leads to a nursing assistant DAP. Applicants must fulfil admission criteria such as professional experience of minimum 2 500 hours in the care sector, an employment contract (minimum 50% part-time) and the agreement of their employer.

ECVET or other credits

Information not available

Learning forms (e.g. dual, part-time, distance)
  • school-based learning;
  • work practice (practical training at school and in-company practice);
  • apprenticeships.

DAP Vocational programmes can be followed in one of three different tracks:

a) the concomitant track (filière concomitante), where learning in school and in an enterprise takes place in parallel throughout the apprenticeship. Depending on the profession, the two parts can be organised as day-release (such as two days per week in school and three days in an enterprise) or block-release (for example, nine weeks at school and nine weeks in enterprise); the allocated time may also vary depending on the profession;

b) the mixed track (filière mixte) which is suitable for some professions. This programme offers theoretical and practical training in school in the first year. After successful completion of the school-based part, training is continued in line with the concomitant track;

c) the full-time track (filière de plein exercice), where all training occurs in an educational institution, with 12 weeks of practical training or more within an apprenticeship or internship contract.

The shares of general education, VET theory and practice in vocational programme curricula vary by trade. Vocational learning ratios (practical training in companies and in vocational training school) for each trade/profession are defined by the education ministry on the advice of professional chambers.

Main providers

Technical secondary schools

Share of work-based learning provided by schools and companies

Varies

Work-based learning type (workshops at schools, in-company training / apprenticeships)

• practical training at school

• in-company practice

Main target groups

Programmes are available for young people and also for adults.

The mediator for school maintenance, inclusion and integration was set up mid-2018 ([124]SCL (2018b). Loi du 18 juin 2018 portant: (1) institution d’un service de médiation au maintien, à l’inclusion et à l’intégration scolaire; (2) modification de la loi modifiée du 6 février 2009 relative à l’obligation scolaire. Mémorial A 548.
http://legilux.public.lu/eli/etat/leg/loi/2018/06/18/a548/jo
). The mediator's role is to deal with complaints about learners at risk of dropping out of school, the inclusion of learners with special educational needs and the integration of children from immigrant backgrounds into the mainstream school system.

Entry requirements for learners (qualification/education level, age)

Guidance towards vocational programmes takes place at the end of the last year of lower technical education upon decision of the class council based on the assessment reports of the whole academic year.

Except for admission criteria, there are no differences between apprenticeships for adults and young people. Those aged 18 and above, having left school more than one year before and willing to learn a trade or to change their career, can follow an ‘adult apprenticeship’ leading to DAP.

Assessment of learning outcomes

Since the entry into force of the 2008 reform, the technician (also vocational and technical) programmes have been organised into modules. For each module, an assessment framework has been set up. It distinguishes compulsory and optional skills and specifies indicators and minimum standards. At the end of the module, learners take an exam to assess the acquisition of required skills for the module and receive an assessment report (bulletin), which indicates whether the module has been passed (unsuccessful, successful, very successful).

Vocational and technician programmes also foresee integrated projects in the middle (only for vocational programme leading to the vocational aptitude diploma and the technician programme) and at the end ([125]SCL (2016e). Règlement grand-ducal du 31 août 2016 portant sur l’évaluation et la promotion des élèves de la formation professionnelle. Mémorial A 187.
http://legilux.public.lu/eli/etat/leg/rgd/2016/08/31/n1/jo
). These integrated projects aim to monitor whether the learner has developed the complex skills needed to solve a real or simulated work situation. An integrated project can be spread over a maximum duration of three days (24 hours) for programmes leading to vocational aptitude diploma and technician programmes. This project allows learners to demonstrate the acquisition of required skills in a professional situation. The intermediary and the final integrated projects are a compulsory module for these programmes.

An interim assessment sheet is drawn up at the end of

1. the second academic year of normal four-year training;

2. the first academic year of normal training of three years.

The assessment is based on the learner's results in the compulsory modules as planned in the curriculum from the start. Neither the placement in companies nor the intermediate project is taken into account.

A final assessment is made at the end of the programmes taking into account compulsory modules followed since the interim assessment. Neither the final integrated project nor the intermediate project is taken into account.

Assessments are successful if the following conditions are met:

For a DAP (other training durations):

  • 85% success in compulsory modules ([126]Compulsory modules comprise fundamental and complementary modules.);
  • 85% success in compulsory vocational modules;
  • success in all fundamental modules.

For DAP (other training duration of training: one year). For other training periods:

  • 90% success in the compulsory modules of the last two years of training;
  • 90% success in compulsory vocational modules;
  • success in all fundamental modules.
Diplomas/certificates provided

Graduates receive the vocational aptitude diploma (diplôme d’aptitude professionnelle, DAP). This diploma certifies that the holder has the skills to perform the trade/profession in question as a skilled worker on the labour market. DAP graduates may also progress to the third year of a technician programme in the same field of study, the third year of the technical programme, or enter a master craftsperson programme. Subject to completing supplementary preparatory modules they can also pursue higher technical studies (études techniques supérieures, ISCED 550 or 650).

Examples of qualifications

Hairdresser, assistant nurse, administrative and commercial agent, butcher, bricklayer, architectural drafter, aircraft mechanic.

Progression opportunities for learners after graduation

DAP graduates may progress to the third year of a technician programme in the same field of study, the third year of the technical programme, or enter a master craftsperson programme. Subject to completing supplementary preparatory modules they can also pursue higher technical studies (études techniques supérieures, ISCED 550 or 650).

Destination of graduates

Information not available

Awards through validation of prior learning

Y

The 2008 legislation ([127]SCL (2008a). Loi du 19 décembre 2008 portant réforme de la formation professionnelle. Mémorial A 220, 3273-3288.
http://www.legilux.public.lu/leg/a/archives/2008/0220/a220.pdf#page=2
) reforming VET stipulates that everyone has the right to have his/her prior learning and occupational experience validated to obtain a professional qualification. Validation of prior learning (validation des acquis de l’expérience) is a procedure that recognises the value of learning at school (incomplete qualifications), non-formal and informal learning, and work experience. Individuals who have at least three years (5 000 hours) of paid, unpaid or voluntary work (whether continuous or not) directly related to the requested qualification may request certification from the education ministry ([128]SCL (2010b). Règlement grand-ducal du 11 janvier 2010 portant organisation de la validation des acquis de l’expérience pour la délivrance des brevets, diplômes et certificats prévue au chapitre V de la loi du 19 décembre 2008 portant réforme de la formation professionnelle. Mémorial A 6.
http://legilux.public.lu/eli/etat/leg/rgd/2010/01/11/n1/jo
). A recent law ([129]SCL (2016c). Loi du 24 août 2016 modifiant la loi modifiée du 19 décembre 2008 portant réforme de la formation professionnelle. Mémorial A 175.
http://legilux.public.lu/eli/etat/leg/loi/2016/08/24/n1/jo
) modifying the 2008 legislation, specifies that during the validation of prior learning the education ministry will offer support to candidates through either collective workshop or personalised interviews with a coach nominated by the Minister. Validation is possible for all VET diplomas and certificates as well as for the master craftsmanship. If all conditions are met, the process leads to a certificate or diploma or to a part thereof. Experience must be directly related to the requested certification.

General education subjects

Y

The general education for the DAP programme includes a module on citizenship education as well as French or German. In comparison to the curricular of the CCP programme, credit units and modules are more detailed and extensive.

Key competences

Y

The general education for the DAP programme includes a module on citizenship education as well as French or German.

Application of learning outcomes approach

Y

The major VET reform of 2008 ([130]SCL (2008a). Loi du 19 décembre 2008 portant réforme de la formation professionnelle. Mémorial A 220, 3273-3288.
http://www.legilux.public.lu/leg/a/archives/2008/0220/a220.pdf#page=2
) was implemented between 2010/11 and 2013/14. Among the key principles of the reform is that teaching by subject is replaced with teaching by units and modules. Each module focuses on concrete professional situations; the learning outcomes to be acquired (competences and knowledge) are defined for each module.

Share of learners in this programme type compared with the total number of VET learners

Vocational programmes (medium and upper level) DAP and CCP are 27.1% ([131]2016/17.) of medium and upper secondary technical education ([132]MENJE (2018a). Les chiffres clés de l’Éducation nationale: statistiques et indicateurs 2016-2017 [Key figures of national education: statistics and indicators 2016-17]. Luxembourg: MENJE.
http://www.men.public.lu/fr/actualites/publications/themes-transversaux/statistiques-analyses/chiffres-cles/2016-2017/index.html
).

The total number of learners in vocational programmes (medium and upper level) has decreased since 2011/12. At that time 4 360 learners attended technical secondary education programme, with the number decreasing to 3 914 in 2016/17.

EQF 2

Vocational programmes (CCP),

3 years,

WBL % varies

ISCED 353

Vocational programmes leading to a vocational capacity certificate (certificat de capacité professionnelle, CCP) leading to EQF level 2, ISCED 353
EQF level
2
ISCED-P 2011 level

353

Usual entry grade

12 ([133]Counting of grades starts from age 4 when children enter pre-school, which is the first grade.)

Usual completion grade

14 ([134]Counting of grades starts from age 4 when children enter pre-school, which is the first grade.)

Usual entry age

15

Usual completion age

17

Length of a programme (years)

3

  
Is it part of compulsory education and training?

Y School attendance is compulsory between 4 and 16 years.

Is it part of formal education and training system?

Y

Is it initial VET?

Y

Is it continuing VET?

N

Is it offered free of charge?

Y

Is it available for adults?

Y

Adults (18 years old and above) having left school more than one year before and willing to learn a trade or to change their career, can follow an ‘adult apprenticeship’ leading to CCP. This is available both to job holders and seekers registered at the public employment service. Upon proof of certain work experience, a dedicated committee may guide the adult learner to a suitable grade. The committee includes representatives of the education ministry, Vocational Training Service, labour ministry, guidance service of the employment service, Chamber of Commerce, Chamber of Trades and Skilled Crafts, Chamber of Agriculture, and Chamber of Employees.

Theory training takes place in a technical secondary school or at the national continuing vocational training centre. The practical part is apprenticeship in an enterprise. Adult apprentices receive allowances equal to the minimum wage for unskilled workers (EUR 1 922.96, 1 January 2016) as defined in a 2010 regulation ([135]SCL (2010c). Règlement grand-ducal du 17 décembre 2010 portant organisation de l’apprentissage pour adultes. Mémorial A 245, 4075-4085.
http://www.legilux.public.lu/leg/a/archives/2010/0240/a240.pdf#page=4
).

The 2008 reform introduced a modular system for apprenticeship, which guarantees the validity of any module acquired during initial training for a certain period, aiding access to lifelong learning.

ECVET or other credits

Information not available

Learning forms (e.g. dual, part-time, distance)
  • school-based learning;
  • work practice (practical training at school and in-company practice);
  • apprenticeships.

Vocational CCP programmes can be followed in the concomitant track (filière concomitante), where learning in school and in an enterprise takes place in parallel throughout the apprenticeship. Depending on the profession, the two parts can be organised as day-release (such as two days per week in school and three days in an enterprise) or block-release scheme (for example, nine weeks at school and nine weeks in an enterprise); the allocated time may also vary depending on the profession;

The shares of general education, VET theory and practice in vocational programme curricula vary by trade. Vocational learning ratios (practical training in companies and in vocational training school) for each trade/profession are defined by the education ministry on the advice of professional chambers.

Main providers
  • Technical secondary schools
  • Companies
Share of work-based learning provided by schools and companies

Varies

Work-based learning type (workshops at schools, in-company training / apprenticeships)
  • practical training at school
  • in-company practice
Main target groups

Programmes are available for young people and also for adults.

The mediator for school maintenance, inclusion and integration was set up mid-2018 ([136]SCL (2018b). Loi du 18 juin 2018 portant: (1) institution d’un service de médiation au maintien, à l’inclusion et à l’intégration scolaires; (2) modification de la loi modifiée du 6 février 2009 relative à l’obligation scolaire. Mémorial A 548.
http://legilux.public.lu/eli/etat/leg/loi/2018/06/18/a548/jo
). The mediator's role is to deal with complaints about learners at risk of dropping out of school, the inclusion of learners with special educational needs and the integration of children from immigrant backgrounds into the mainstream school system.

Entry requirements for learners (qualification/education level, age)

Guidance towards vocational programmes takes place at the end of the third year of lower technical education upon decision of the Class Council based on the assessment reports of the whole academic year.

Except for admission criteria, there are no differences between apprenticeships for adults and young people. Those 18 years old and above, having left school more than one year before and willing to learn a trade or to change their career, can follow an ‘adult apprenticeship’ leading to CCP.

Assessment of learning outcomes

Since the entry into force of the 2008 reform, the technician (also vocational and technical) programmes have been organised into modules. For each module, an assessment framework has been set up. It distinguishes compulsory and optional skills and specifies indicators and minimum standards. At the end of the module, learners take an exam to assess the acquisition of required skills for the module and receive an assessment report (bulletin), which indicates whether the module has been passed (unsuccessful, successful, very successful).

CCP also foresee integrated projects at the end of the programme ([137]SCL (2016e). Règlement grand-ducal du 31 août 2016 portant sur l’évaluation et la promotion des élèves de la formation professionnelle. Mémorial A 187.
http://legilux.public.lu/eli/etat/leg/rgd/2016/08/31/n1/jo
). These integrated projects aim to monitor whether the learner has developed the complex skills needed to solve a real or simulated work situation. An integrated project can be spread over a maximum duration of three days (24 hours) for programmes leading to vocational aptitude diploma and technician programmes. For programmes leading to a vocational capacity certificate, the integrated project is spread over a maximum duration of two days. This project allows learners to demonstrate the acquisition of required skills in a professional situation. The intermediary and the final integrated projects are a compulsory module for these programmes.

An interim assessment sheet is drawn up at the end of

  1. the second academic year of normal four-year training;
  2. the first academic year of normal training of three years.

The assessment is based on the learner's results in the compulsory modules as planned in the curriculum from the start. Neither the placement in companies nor the intermediate project is taken into account.

A final assessment is made at the end of the programmes taking into account compulsory modules followed since the interim assessment. Neither the final integrated project nor the intermediate project is taken into account.

Assessments are successful if the following conditions are met, for the CCP: 80% success in compulsory modules.

Diplomas/certificates provided

This apprenticeship programme prepares learners for the labour market and leads to the vocational capacity certificate (certificat de capacité professionnelle, CCP). This certificate attests that the holder has the social and basic practical skills for a trade/profession as a semi-skilled worker. After two years of working experience in this trade/profession, the holder is considered a skilled worker.

Examples of qualifications

Automotive mechanic assistant, florist assistant, gardener assistant, plasterer, sales assistant, hairdresser (at a lower level than if acquired over the DAP programme).

Progression opportunities for learners after graduation

This programme prepares learners for the labour market and leads to the vocational capacity certificate (certificat de capacité professionnelle, CCP). It is designed for learners with learning difficulties who cannot access studies leading to a vocational aptitude diploma (diplôme d’aptitude professionnelle, DAP) or a technician diploma (diplôme de technician, DT). This certificate attests that the holder has the social and basic practical skills for a trade/profession as a semi-skilled worker. After two years of working experience in this trade/profession, the holder is considered a skilled worker. Learners graduating from CCP can progress to the second year of the DAP programme in the same field. By decision of the class council, the learner can even be admitted to the last year of the DAP programme in the same field ([138]SCL (2016e). Règlement grand-ducal du 31 août 2016 portant sur l’évaluation et la promotion des élèves de la formation professionnelle. Mémorial A 187.
http://legilux.public.lu/eli/etat/leg/rgd/2016/08/31/n1/jo
).

Destination of graduates

Information not available

Awards through validation of prior learning

Y

The 2008 legislation ([139]SCL (2008a). Loi du 19 décembre 2008 portant réforme de la formation professionnelle. Mémorial A 220, 3273-3288.
http://www.legilux.public.lu/leg/a/archives/2008/0220/a220.pdf#page=2
) reforming VET stipulates that everyone has the right to have his/her prior learning and occupational experience validated to obtain a professional qualification. Validation of prior learning (validation des acquis de l’expérience) is a procedure that recognises the value of learning at school (incomplete qualifications), non-formal and informal learning, and work experience. Individuals who have at least three years (5 000 hours) of paid, unpaid or voluntary work (whether continuous or not) directly related to the requested qualification may request certification from the education ministry ([140]SCL (2010b). Règlement grand-ducal du 11 janvier 2010 portant organisation de la validation des acquis de l’expérience pour la délivrance des brevets, diplômes et certificats prévue au chapitre V de la loi du 19 décembre 2008 portant réforme de la formation professionnelle. Mémorial A 6.
http://legilux.public.lu/eli/etat/leg/rgd/2010/01/11/n1/jo
). A recent law ([141]SCL (2016c). Loi du 24 août 2016 modifiant la loi modifiée du 19 décembre 2008 portant réforme de la formation professionnelle. Mémorial A 175.
http://legilux.public.lu/eli/etat/leg/loi/2016/08/24/n1/jo
) modifying the 2008 legislation, specifies that during the validation of prior learning the education ministry will offer support to candidates through either collective workshop or personalised interviews with a coach nominated by the Minister. Validation is possible for all VET diplomas and certificates as well as for the master craftsmanship. If all conditions are met, the process leads to a certificate or diploma or to a part thereof. Experience must be directly related to the requested certification. At higher technician certificate level, an ad hoc evaluation committee is set up for each individual asking for recognition of prior learning ([142]SCL (2016b). Loi du 23 juillet 2016 modifiant la loi modifiée du 19 juin 2009 portant organisation de l’enseignement supérieur, fixant les modalités du cycle d’études d’enseignement supérieur aboutissant à la délivrance du brevet de technicien supérieur. Mémorial A 143.
http://www.legilux.public.lu/leg/a/archives/2016/0143/a143.pdf#page=2
).

General education subjects

Y

Key competences

Y

The general education part includes a module on citizenship education.

Application of learning outcomes approach

Y

The major VET reform of 2008 ([143]SCL (2008a). Loi du 19 décembre 2008 portant réforme de la formation professionnelle. Mémorial A 220, 3273-3288.
http://www.legilux.public.lu/leg/a/archives/2008/0220/a220.pdf#page=2
) was implemented between 2010/11 and 2013/14. Among the key principles of the reform is that teaching by subject is replaced with teaching by units and modules. Each module focuses on concrete professional situations; the learning outcomes to be acquired (competences and knowledge) are defined for each module.

Share of learners in this programme type compared with the total number of VET learners

Learners following one of the vocational programmes DAP and CCP (medium and upper level) are 27.1% ([144]2016/17.) of all medium and upper secondary technical education learners ([145]MENJE (2018a). Les chiffres clés de l’Éducation nationale: statistiques et indicateurs 2016-2017 [Key figures of national education: statistics and indicators 2016-17]. Luxembourg: MENJE.
http://www.men.public.lu/fr/actualites/publications/themes-transversaux/statistiques-analyses/chiffres-cles/2016-2017/index.html
).

The total number of learners in vocational programmes (medium and upper level) has decreased since 2011/12. At that time 4 360 learners attended technical secondary education programme, with the number decreasing to 3 914 in 2016/17.

VET available to adults (formal and non-formal)

Click on a programme type to see more info
Programme Types

Optional preparatory module

Optional preparatory module - Modules préparatoires aux études techniques supérieures
EQF level
Not applicable
ISCED-P 2011 level

Not applicable

Usual entry grade

14 or 15 ([146]Counting of grades starts from age four when children enter pre-school, which is the first grade.)

Usual completion grade

15 or 16 ([147]Counting of grades starts from age four when children enter pre-school, which is the first grade.)

Usual entry age

18 or 19

Usual completion age

Not applicable

Length of a programme (years)

Not applicable

  
Is it part of compulsory education and training?

N

Is it part of formal education and training system?

Information not available

Is it initial VET?

Information not available

Is it continuing VET?

Information not available

Is it offered free of charge?

Y

Is it available for adults?

Y

ECVET or other credits

Information not available

Learning forms (e.g. dual, part-time, distance)

- school-based learning (English, German, French and Maths)

Main providers

Information not available

Share of work-based learning provided by schools and companies

Information not available

Work-based learning type (workshops at schools, in-company training / apprenticeships)

Information not available

Main target groups

Programmes are available for young people and also for adults.

The mediator for school maintenance, inclusion and integration was set up mid-2018 ([148]SCL (2018b). Loi du 18 juin 2018 portant: (1) institution d’un service de médiation au maintien, à l’inclusion et à l’intégration scolaires; (2) modification de la loi modifiée du 6 février 2009 relative à l’obligation scolaire. Mémorial A 548.
http://legilux.public.lu/eli/etat/leg/loi/2018/06/18/a548/jo
). The mediator's role is to deal with complaints about learners at risk of dropping out of school, the inclusion of learners with special educational needs and the integration of children from immigrant backgrounds into the mainstream school system.

Entry requirements for learners (qualification/education level, age)

Learners must have graduated from a technician programme or hold a vocational aptitude diploma (DAP) to enter these optional preparatory modules.

Assessment of learning outcomes

Information not available

Diplomas/certificates provided

In order to certify access to higher technical studies in the corresponding specialty, learners must have passed all the preparatory modules in a language (German, French or English) and all the preparatory modules in mathematics as described in the timetable of the curricula concerned.

Examples of qualifications

Not applicable

Progression opportunities for learners after graduation

Successful completion of the optional preparatory modules provides the graduates access to tertiary programmes.

Destination of graduates

Information not available

Awards through validation of prior learning

Information not available

General education subjects

Information not available

Key competences

Information not available

Application of learning outcomes approach

Information not available

Share of learners in this programme type compared with the total number of VET learners

Information not available.