Hungary 2024

The HuQF has reached the activation stage, and end users are gradually becoming aware of it. The EQF NCP undertakes various actions to raise awareness and promote the use and implementation of the HuQF (European Commission & Cedefop, 2024), although full legislative integration of the HuQF has not yet been achieved. The EQF NCP's 2024-26 project includes a workplan for implementing the HuQF and EQF (European Commission & Cedefop, 2024). This workplan aims to promote the implementation of the EQF and HuQF among end users through information materials, online publications, animated videos for different target groups, continuing professional development (CPD) training for teachers, and events such as conferences, information days, and workshops for experts who use qualifications frameworks and the learning outcomes approach in their daily work ([21]Source: communication with the Educational Authority.).

Each education and training sub-system is regulated by the responsible ministry, which sets the requirements for education, training, and learning outcomes (European Commission & Cedefop, 2024). HuQF levels are assigned to qualifications through government decrees, ministerial decrees, or statements ([22]This section is based on Information from the Hungarian qualifications framework website.).

The HuQF levels for upper secondary school-leaving exam certificates and former National Vocational Qualifications Register classifications are established by government decree following expert evaluation.

In vocational education, Hungary offers specialised training for careers that do not require higher education. Act LXXX of 2019 on VET regulates this education, ensuring that qualifications are awarded based on HuQF levels. For example, those who complete a technicum receive a technician certificate (HuQF 5), while those in vocational schools earn a professional certificate (HuQF 4). Vocational qualification programmes in Hungary are developed and updated by external sector experts selected from the IKK's register, following criteria set by the IKK. New or modified vocational qualifications are assigned a HuQF level by comparing them with previously classified qualifications in the same sector and level. The programme and its documentation are developed according to the assigned HuQF level.

In higher education, the Higher Education Act (CCIV/2011) specifies the classification of qualifications and empowers the responsible minister to issue decrees defining how degree-based qualifications are included and levelled within the HuQF. Ministerial Decree of Ministry of Innovation and Technology (65/2021), Government Decree (534/2023), Government Decree (283/2012), and Government Decree (830/2021) define the classification level of higher education qualifications. These set out the procedures for classifying higher education qualifications, including bachelor and master degrees, and outline the process for newly created qualifications. The procedure for classifying higher education qualifications falls into two broad categories: legislative processes (resulting in the amendment or issuance of a government decree, ministerial order or ministerial statement), and administrative registration processes (resulting updates to the Educational Authority's register). Legislative procedures are time-consuming and typically involve several steps (institutional initiative, ministerial prior authorisation, elaboration of a package of institutional proposals, opinions by the Hungarian Accreditation Committee and the Hungarian Rectors' Conference, followed by legislation/amendment). The Educational Authority carries out administrative registration procedures. Qualifications in initial teacher education follow a mixed procedure, with less room for initiatives by higher education institutions: a government decree, followed by a ministerial decree based on it, defines the general and specific characteristics and standards of teachers' qualifications. In a few cases (e.g. pilot programmes supervised by the minister), institutions may define the qualification's characteristics and standards, and these qualifications do not require official registration.

In adult education, the Adult Education Act (LXXVII/2013) governs training programmes, with significant reforms since 2019. Adult training providers must follow specific guidelines, and the IKK publishes the programme requirements for vocational training, ensuring transparency and consistency in the classification of adult education qualifications.

Since the publication of the HuQF system, no general centralised format for classification methodology or quality assurance mechanisms has been developed. However, sectoral regulations define alignment with the HuQF, which is adopted by accreditation and registration authorities. Sectoral legislation on education and training (VET, higher education, general education) assigns qualifications or groups of qualifications to specific levels. The 2012 government decision on the HuQF levels provides basic guidance through the descriptors of the levels ([23]Source: communication with the Educational Authority.).

The HuQF/EQF level is indicated on almost all certificates/diplomas at HuQF levels 2 to 7. In public education, the 2011 Act on National Public Education requires that certificates from secondary school leaving examinations must include the qualification level according to both the HuQF and the EQF. This ensures that secondary education qualifications are clearly classified at a standardised level. At HuQF level 4, the level is indicated on all qualification types except for the general vocational upper secondary school leaving certificate. At level 3, the level appears on the vocational qualification, but not on the completed 10th grade in upper secondary education qualification, nor on the completed eighth grade in lower secondary education (level 2). In VET, HuQF/EQF levels are indicated on new certificates as required by law ([24]Government Decree No 12/2020 (II. 7.) implementing provisions of the 2019 VET Act.). In higher education, only doctoral degrees (level 8) do not indicate HuQF/EQF levels, whereas degrees and diplomas must explicitly state both their HuQF and EQF levels. In adult education, State-recognised qualifications must clearly indicate their HuQF and EQF levels. All qualifications that indicate HuQF/EQF levels on their certificates also show EQF levels on the relevant Europass diploma or certificate supplements (European Commission & Cedefop, 2022; 2024).

Hungary does not have a national communication strategy for the HuQF, but the EQF NCP has established a structured approach through a three-year communication plan. This plan sets out key strategic goals and communication objectives to enhance awareness and understanding of the HuQF. It identifies specific target groups and ensures effective outreach and engagement through tailored messages. The plan also details various communication methods and tools, along with a timetable for implementation. After the referencing of the HuQF, training sessions, seminars and conferences took place, mainly targeting general education, VET and adult education teachers. The main aim was to promote the use of learning outcomes and to disseminate information on the HuQF (Educational Authority, 2020). The EQF NCP actively participated in these events and runs other activities to raise awareness of the HuQF and the learning-outcomes approach. For example, a 24-hour course titled 'Let's start with the outcomes! - Making planning and assessment more effective in teaching' is delivered to course leaders and teachers in higher education (HE) to help them familiarise students with learning outcomes-based teaching. As part of a project run by the EQF NCP, several studies have been published, which are related to the HuQF. One study, Assessment methods and tools for learning outcomes in education, focused on assessment methods and tools for learning outcomes in education, and provides examples of good practice in using methods and tools to assess learning outcomes of pupils, students and learners, from an output perspective (European Commission & Cedefop, 2024). In 2022, the Educational Authority published a HuQF brochure as a practical guide to the framework, and a HuQF leaflet targeting end users (European Commission & Cedefop, 2022). The EQF NCP also provided workshops to members of the Sector Skills Councils and company leaders in cooperation with the Hungarian Chamber of Commerce and Industry in order to promote the use of the HuQF, EQF and the learning outcomes approach (European Commission & Cedefop, 2024).

The existing HuQF database ([25]2018 data. Source: communication with the Educational Authority.) includes 3 438 qualifications, targeting end users (learners and employers), education and training providers, ministries and institutions. It includes State-regulated qualifications from VET (apart from basic qualifications - alapszakmák) and from higher education, as well as the upper secondary school leaving examination certificate, the matura (érettségi bizonyítvány), and is connected to the Europass platform (European Commission & Cedefop, 2022). For each qualification, the HuQF database provides information on the HuQF/EQF level, field of study, duration, awarding body, credit points, entry requirements, and links to occupations or occupational fields, along with a description of the qualification, a link to relevant supplements and any additional information (European Commission & Cedefop, 2022).

Up-to-date sectoral databases are available in both fields, VET and HE. The national register of vocational qualifications (Szakmajegyzék) includes 179 vocational qualifications: 100 technician qualifications at HuQF level 5 and 79 vocational qualifications at HuQF level 4. The registry for higher education qualifications which includes 434 HE qualifications. In both VET and HE registries, the following information is available for each qualification: title, field, description of the qualification, HuQF level, ways to acquire the qualification, and relationship to occupations or occupational fields. A registry for national standards and learning outcomes requirements is also available. National Standards and Learning Outcomes Requirements in VET use brief learning outcomes, while trainers and educators can expand them in programme documents and curricula (European Commission & Cedefop, 2024).

Awareness of the HuQF and EQF remains limited across various groups, though progress is being made. Although the frameworks are used extensively in regulatory and legislative documents, and HuQF levels are indicated on certificates and diplomas, the framework is not used outside the formal education and training system (Educational Authority, 2020).

For learners, students, workers and jobseekers, awareness is generally low. Students mainly use the framework when applying for international mobility opportunities, while some jobseekers use it to reference their qualifications in their CVs. However, beyond these instances, their practical use is minimal. In the labour market, awareness among employers and trade unions is particularly low, with only a few HR professionals using the HuQF or EQF in recruitment processes. Employment services show slightly more familiarity, especially among intermediary bodies and sector skills councils, but their use of the frameworks is still at an early stage.

Education and training providers show moderate awareness, mainly because HuQF and EQF levels are indicated on various types of qualifications and many programmes are described in terms of learning outcomes. These are familiar practices for teachers and trainers. Guidance and counselling practitioners also play a key role in promoting the frameworks, using them to support students and jobseekers in understanding qualification levels and career pathways.

At the institutional level, quality assurance bodies and recognition authorities have the highest level of engagement. The Hungarian Accreditation Committee, the IKK and NOVETAL actively incorporate the HuQF/EQF into their processes. Similarly, ENIC/NARIC uses these frameworks extensively to assess foreign qualifications, particularly in VET, where information on international qualifications can be scarce.

A progress report (Helyzetfeltáró tanulmány) on HuQF developments since 2015 was published by the Educational Authority at the end of 2020 ([26]The progress report in Hungarian and English.). It also discussed the use of learning outcomes in Hungary.

The HuQF provides systematic information about qualifications, increasing their transparency for learners and for education and labour market stakeholders. It also makes it easier to compare qualifications at national and European levels (European Commission & Cedefop, 2022; 2024). Through the HuQF efforts are made to directly influence educational progress, but due to the separate regulation and supervision of its sub-sectors, this has not yet been achieved. However, the framework has played a decisive role in promoting the learning outcomes approach in all education and training sectors, through the integration of learning outcomes into official regulations and documents. This helps to establish a connection between education, training providers, and decision-makers (European Commission & Cedefop, 2024). The framework has not yet significantly helped to improve the quality of programmes or to embed learning outcomes-based teaching and learning processes in practice (Educational Authority, 2020). The impact of the framework outside education is rather low; for example, local chambers are largely unfamiliar with the HuQF (Educational Authority, 2020). The EQF NCP as the secretariat of the HuQF working group, has supported regular annual meetings to strengthen cooperation between stakeholders and contribute to a better understanding and use of the HuQF and EQF (European Commission & Cedefop, 2024).