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.
Policy measures cannot alone attract people to vocational education and training (VET), yet there are several ways in which policy can influence learners’ and employers’ perception of VET. The high-profile Hungarian Presidency conference, Improving the image and quality of vocational education and training (Budapest 17-18 May) explores how to best achieve this.
Hungarian vocational education and training in a nutshell.
The programme for developing a lifelong guidance system in Hungary is part of the Social Renewal Operational Programme. The overall objective is to further develop career guidance and information tools available for all parties concerned and, as a result, to increase the labour market efficiency of the population of working age.
In 2010, the Institute for Economic and Enterprise Research of the Hungarian Chamber of Commerce and Industry (Magyar Kereskedelmi és Iparkamara, Gazdaság- és Vállalkozáskutató Intézet) conducted its third research on vocational schools in the country.