Information and Communication Centre of Vocational Education and Training

Policy development
Regulation/Legislation
Hungary
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Timeline
  • 2019Approved/Agreed
  • 2020Implementation
  • 2021Implementation
  • 2022Implementation
  • 2023Implementation
  • 2024Implementation
  • 2025Implementation
ID number
50844

Background

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

As a result of the renewal of the VET system in 2019–2020, it became particularly important to establish an information portal that provides a single, comprehensive platform where all relevant information and professional materials related to VET and adult training are available. The portal aims to support both individuals interested in VET—such as those preparing for career choice or career change—and professionals working in the VET sector, including school staff, company trainers, and other stakeholders.

Objectives

Goals and objectives of the policy development.

The establishment of the Information and Communication Centre aims to promote VET and to support the effective implementation and practical realisation of the measures set out in the VET 4.0 Strategy and the new VET legislation.

Description

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

According to the VET Act of 2019, the Minister for VET, through the IKK Innovative Training Support Centre, is responsible for operating the VET information centre.

Pursuant to the VET Act and the Government Decree on its implementation, the website operated within the framework of the VET Information and Communication Centre shall publish the following:

  1. the programme and outcome requirements;
  2. the registered programme requirements and decisions on their deletion;
  3. the titles, dates, and locations of professional and qualification examinations organised by accredited examination centres;
  4. the list of further training courses available for teachers and trainers;
  5. the call for applications related to the Apáczai Scholarship;
  6. the opportunities provided by dual training providers for concluding vocational employment contracts;
  7. the register of dual training providers;
  8. data of dual training institutions excluded from participation in VET;
  9. dates of the national examinations for the interactive components of the professional examinations;
  10. the register of VET textbooks;
  11. the list of members and the Chairperson of the VET Innovation Council (SZIT); and
  12. the basic data of VET centres and institutions.
2019
Approved/Agreed

The IKK website (ikk.hu) and its customer service were launched.

2020
Implementation

The website publishes all content required by law. It provides a wide range of information materials, explanations, collections of frequently asked questions (FAQs), and supporting resources—such as document templates, weekly curriculum plan samples, and explanations of VET legislation—to assist users in navigating the renewed VET system.

2021
Implementation

IKK supported the career guidance of lower secondary students in 2021 through the IKK website on career choice; this made it possible to find all important information related to Hungarian VET. The following information can be found:

  1. separate leaflets and cards presenting each basic vocational occupation;
  2. a table of correspondence between the vocational qualifications included in the former national qualification Register (OKJ) and the new Register of basic vocational qualifications (Szakmajegyzék);
  3. an interactive map featuring countrywide locations of VET institutions and the vocational occupations and qualifications offered by them.

The website had, up to September 2021, 2 million users and 1 million page visits.

2022
Implementation

The IKK Zrt. created a comprehensive national vocational search system (Átfogó Szakmai Országos Keresőrendszer, abbreviated ÁSZOK), including a mapping platform. The map includes all VET institutions in Hungary and a user can search by county, city, school, vocational occupation, qualification, sectoral classification or training pathway.

Development and publication of ‘Profession Cards’ – designed to present the sectors and professions available in VET, including a description of the competence requirements and the typical activities associated with each profession.

2023
Implementation

In line with the continuously expanding content and the evolving needs of various target audiences, the IKK website was renewed. The updated platform enables users to search for information by target group, including:

  1. students preparing for career choice;
  2. adults interested in vocational or adult education;
  3. teachers, trainers and leaders of VET institutions;
  4. representatives of companies.

The map-based national VET institution search system, originally established for the 2019/20 school year, was further expanded in 2023 with two new functions:

  1. search option for VET institutions offering programmes for SEN learners: the search application now includes specific information on the types of disabilities accommodated by each institution. In addition to searching by sector, vocational qualification, and VET institution, users can now find information on:
    1. which vocational programmes are adapted for enrolment by students with specific disabilities;
    2. which VET institutions are equipped to support students with specific disabilities;
  2. information on VET for Adults: In 2023, the VET institution search system was expanded to include vocational adult training programmes, based on programme requirements (PKs), alongside the qualifications for the school based VET system. This enhancement was made possible through a direct link between the institution finder and the Unified Digital Information System (EDIR), which provides data on adult training programmes. EDIR hosts the websites of VET Centres and institutions, ensuring a high-quality, user-friendly, and standardised online platform. Users can now search for vocational adult qualifications by county, city, training field, specialisation, or qualification.
2024
Implementation

Creation of a dedicated subpage to provide information and updates on adult education.

2025
Implementation

The subpages ‘Sectoral Information and Professional Materials,’ ‘Flexible Learning Pathways,’ and ‘Artificial Intelligence in Vocational Education and Training’ compile information relevant to each professional area, including contact details of regional advisors (belonging to the constantly expanding advisory network of innovative teachers and trainers set up in 2023 by IKK Nonprofit Plc), training opportunities for teachers and trainers, professional and methodological resources, and information on professional events.

A series of short written interviews has been launched among the news of ikk.hu, to present the various sectors available in VET, conducted by teachers and trainers working in sectoral vocational education.

Bodies responsible

This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
  • IKK Innovative Training Support Center (IKK Nonprofit Plc.)

Target groups

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

Learners

  • Learners in upper secondary, including apprentices
  • Young people (15-29 years old)
  • Young people not in employment, education or training (NEETs)
  • Learners at risk of early leaving or/and early leavers
  • Learners with disabilities
  • Adult learners
  • Learners from other groups at risk of exclusion (minorities, people with fewer opportunities due to geographical location or social-economic disadvantaged position)

Education professionals

  • Teachers
  • Trainers
  • Guidance practitioners

Entities providing VET

  • VET providers (all kinds)

Inne

8th graders

Thematic categories

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

Supporting lifelong learning culture and increasing participation

Lifelong learning refers to all learning (formal, non-formal or informal) taking place at all stages in life and resulting in an improvement or update in knowledge, skills, competences and attitudes or in participation in society from a personal, civic, cultural, social or employment-related perspective (Erasmus+, Glossary of terms, https://erasmus-plus.ec.europa.eu/programme-guide/part-d/glossary-common-terms). A systemic approach to CVET is crucial to ensure adaptability to evolving demands.

This broad thematic category looks at ways of creating opportunities and ensuring access to re-skilling and upskilling pathways, allowing individuals to progress smoothly in their learning throughout their lives with better permeability between general and vocational education and training, and better integration and compatibility between initial and continuing VET and with higher education. Individuals should be supported in acquiring and updating their skills and competences and navigating easily through education and training systems. Strategies and campaigns that promote VET and LLL as an attractive and high-quality pathway, providing quality lifelong guidance and tailored support to design learning and career paths, and various incentives (financial and non-financial) to attract and support participation in VET and LLL fall into this thematic category as well.

This thematic category also includes many initiatives on making VET inclusive and ensuring equal education and training opportunities for various groups of learners, regardless of their personal and economic background and place of residence – especially those at risk of disadvantage or exclusion, such as persons with disabilities, the low-skilled and low-qualified, minorities, migrants, refugees and others.

Lifelong guidance

This thematic sub-category refers to providing high-quality lifelong learning and career guidance services, including making full use of Europass and other digital services and resources.

European priorities in VET

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

VET Recommendation

  • VET as an attractive choice based on modern and digitalised provision of training and skills

Subsystem

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

Country

Hungary

Type of development

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

Cedefop, & ReferNet. (2026). Information and Communication Centre of Vocational Education and Training: Hungary. In Cedefop, & ReferNet. (2026). Timeline of VET policies in Europe (2025 update) [Online tool].

https://www.cedefop.europa.eu/pl/tools/timeline-vet-policies-europe/search/50844