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Hungarian vocational education and training (VET) faces a significant transformation in the coming years, following recent amendment to the VET Act of 2011 (Act LXVI of 2015).
Apprenticeship training has been praised recently for its effectiveness in easing school-to-work transition of non-college-bound students. In most countries with low youth unemployment there is some type of effective apprenticeship scheme in place. However, measuring effects of apprenticeship training relative to school-based VET on labour market outcomes has been a challenge.
Following a decision at the WorldSkills Europe general assembly held in May 2014 in Lille, Hungary will be the first eastern European country to organise an international skills event, EuroSkills 2018 in Budapest.
The new Act on adult education and training focuses more on quality of adult education and training. It contains some significant changes compared to the practice so far and aims at labour-market relevance of adult training.
Supporting implementation of Hungary’s national social inclusion strategy (2011), a training and employment programme cofinanced by the European Social Fund has recently been launched with a budget of EUR 5.3 million and EUR 4.9 million, respectively. It is coordinated by a consortium of the National Roma Council (NRC) and the Türr István Training and Research Institute (TKKI) ( ). The programme provides training and employment opportunities for 1000 low-educated and unemployed or inactive Romani women in the social and childcare sectors.
Inclusive education has become a highlighted issue lately in Hungary as in many other countries in Europe. Inclusiveness refers to the acceptance of all children in general and to providing individual support to learners regardless of the kind of disadvantage they might have. Due to the significantly high number of students with socioeconomic disadvantages in vocational education in Hungary promotion of social inclusion through vocational education is vital.
A study was recently conducted on the shortage occupation phenomenon in Hungary. It relied on interviews, document analysis, and a survey involving 2 500 students training for any of the officially designated shortage jobs.
The labour market’s discontent with the structure, quantity and quality of training for skilled workers and the obvious shortcomings of the VET system have compelled the Government to remedy these problems. Its new policy includes shortening VET and strengthening the dual model by including less theory and more enterprise-based learning.
The European Inventory 2010 provides a unique record on how validation is already being used at national, regional and local level to address issues relating to lifelong learning, employment and social exclusion.