NQF state of play
1.1. Policy context
In 2020, public expenditure on education as a percentage of gross domestic product (4.7 %) was slightly below the EU average (5 %). The country has an average level of participation in early childhood education (92.8 % in 2021), while its rate of early leaving from education and training is higher than the EU average (respectively 12 % and 9.7 % in 2021). In 2021, tertiary education attainment (age 25–34) (32.9 %) was well below the EU-27 average (41.2 %). Participation in upper secondary vocational education and training (VET) is average (49.7 % in 2020). The participation of adults in lifelong learning is rather low compared to the EU-27 average (respectively 5.9 % and 10.8 % in 2021) (European Commission, DG Education, Youth, Sport and Culture, 2022).
1.2. NQF legal basis
The HuQF was adopted by Government Decision 1229/2012 on the Hungarian qualifications framework, which regulated the development phase of the HuQF. However, the full legislative integration of the HuQF has not yet been achieved. A series of acts and government and ministerial decrees, governing the different education sectors, regulate issues such as qualification levels ([1]VET Act LXXX of 2019; Act LXXVII of 2013 on adult training and Government Decree No 11/2020 implementation the act; Act CCIV of 2011 on national higher education; Act CXC of 2011 on national public education.). For instance, Government Decree No 12/2020 on the implementation of the 2019 act on VET lists all new formal VET qualifications and indicates their HuQF level (European Commission and Cedefop, 2022). For it to become fully operational, some important elements relating to the maintenance, operational functioning and further development of the HuQF are still to be established, such as rules on levelling and including qualifications in the HuQF or quality assurance issues (European Commission and Cedefop, 2020).
The overall aim of the HuQF is to provide a comprehensive framework that includes all state-recognised qualifications, along with qualifications awarded outside formal education. The HuQF has the following objectives (Education Authority, 2015):
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to increase the transparency, comparability and transferability of qualifications among education sectors and between formal and non-formal pathways;
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to strengthen the learning-outcomes approach at each education level;
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to strengthen quality assurance;
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to promote the recognition and validation of non-formal and informal learning;
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to strengthen the coordination of education and training policies and cooperation with stakeholders;
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to better orient the design and revision of qualifications and programmes;
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to promote career guidance and counselling;
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to promote lifelong learning;
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to improve the labour market relevance of qualifications and increase the transparency of qualifications among employers at the European level.
The framework is viewed as a ‘communication framework’; it has increased the transparency and comparability of qualifications at the national and European levels. The HuQF also supports the use of learning outcomes in VET and in general, higher and adult education (European Commission and Cedefop, 2022; Education Authority, 2020).
3.1. NQF structure and level descriptors
The HuQF has an eight-level structure. The level descriptors are defined in four categories: knowledge, skills, attitudes and autonomy/responsibility (Education Authority, 2015). They are directly comparable to the EQF level descriptors, except for the ‘attitudes’ category, which is not present as such in the EQF. This category includes emotional, cognitive and behavioural components relating to the object of learning.
3.2. NQF scope and coverage
The HuQF encompasses state-recognised qualifications awarded in general and higher education ([2]In accordance with Government Decree No 139/2015 on the register of qualifications acquired in higher education, short-cycle qualifications at level 5 are included in the higher education register.) and vocational qualifications included in the national register of vocational qualifications (nationally referred to as the register of vocational occupations – szakmajegyzék). Since 2020, basic qualifications (alapszakmák) have been included in the register and levelled to the HuQF; they are only offered by the new school-based VET system ([3]Their programme and outcome requirements (Képzési és Kimeneti Követelmények) mention their HuQF level.). Adult training qualifications can also be awarded outside of formal education and training. Since 2020, qualifications awarded outside the school system by training providers have been regulated by the act on adult education. They are also levelled to the HuQF levels based on their approved programme requirements (Programkövetelmények), expressed in learning outcomes ([4]Programme requirements (Programkövetelmények) indicate HuQF levels.) (European Commission and Cedefop, 2022). After completing the programme and passing a final vocational examination ([5]In accredited examination centres, which are to be established gradually by 2025. The Innovative Support Centre (IKK) will run such exams in those sectors for which no accredited examination centre is established.), learners can acquire a vocational qualification.
3.3. Use of learning outcomes
Promoting learning outcomes has been an important part of the HuQF development and implementation process. The introduction of the framework has given a boost to the use of learning outcomes in the design and development of education programmes. In addition to developing learning-outcome-based qualifications, Hungary aims to embed the learning-outcomes approach to education and training by encouraging stakeholders to endorse and apply this approach. In practice, the use of learning outcomes, although widespread in regulatory documents, varies among education sectors, depending on established pedagogical practices and stakeholders’ awareness. Guides and handbooks on how to write and use learning outcomes in qualification and curriculum design have been prepared for VET and higher education providers; seminars and conferences, primarily focusing on general education, have also taken place (Education Authority, 2020).
In general education, the national core curriculum, published in 2020, has incorporated the learning-outcome-based approach ([6]Government Decree No 110/2012 (IV.4.).). National framework curricula ([7]Framework curricula and information on how they should be used.) define learning outcomes for each subject in terms of content (knowledge), the developmental goals to be achieved by the end of a learning cycle or thematic unit (skills), the attitude to learning and the ability to learn autonomously.
In VET, the use of learning outcomes was introduced by VET Act LXXX of 2019 (Education Authority, 2020). New initial VET curricula were introduced in school-based VET as of 2020–2021 ([8]Programme requirements (Képzési és Kimeneti Követelmények) and curricula (programtantervek) (80–85 % of the programme) and the local curriculum (15–20 %) replace the previous content standards laid down in the vocational and examination requirements (szakmai és vizsgakövetelmények).). The development of HuQF level descriptors (particularly skills, responsibility and autonomy) reflects an increased focus on transversal competences and digital skills. In some VET programmes, learners acquire a partial qualification defined in the qualification standards of the full qualification listed in the register.
Learning outcomes have been included in higher education qualification requirements by regulatory measures and acts. The learning requirements and outcomes for qualifications listed in the higher education qualifications register were defined in accordance with the QF-EHEA in 2006, and further modified in line with the HuQF level descriptors in 2016. The shift to a learning-outcome-based approach to designing programmes and learning modules is under way in higher education.
The learning-outcomes approach is gradually spreading in adult education and training. Adult training programmes, which are levelled to the HuQF on the basis of new requirements expressed in learning outcomes ([9]Requirements of adult training programmes.), are approved by the Ministry of Culture and Innovation, which is responsible for VET and higher education, and are publicly available online together with initial VET curricula ([10]The Innovative Support Centre supports the implementation of VET Act LXXX of 2019.).
3.4. Quality assurance arrangements
Quality assurance is regulated separately in each education and training sector. In general education ([11]Act CXC of 2011 on national public education.), quality assurance is built on the processes of accreditation, authorisation, registration, control and evaluation. The Education Authority and the Hungarian Accreditation Committee (Magyar Akkreditációs Bizottság) support the Ministry of Culture and Innovation in monitoring and performing external evaluation in higher education. VET accredited examination centres, certified by the National Accreditation Office (Nemzeti Akkreditációs Hivatal), run the final vocational examinations for VET qualifications ([12]These centres were introduced by Government Decree No 12/2020 and are expected to be fully operational by 2025.). The Innovative Training Support Centre (IKK) organises vocational examinations in those fields of study where no accreditation centre is in place.
The overall responsibility for the implementation of the HuQF and initiating related legislation is shared by the Ministry of Interior (responsible for primary and secondary education and school-based adult public education), the Ministry of Culture and Innovation (responsible for school-based initial VET and continuing VET, and higher education) and the Ministry of Technology and Industry (responsible for non-school based adult training, including vocational and non-vocational courses). Other ministries are responsible for the standards and regulations of qualifications for the sectors they oversee ([13]For example, the Ministry of Agriculture is in charge of its own qualifications and curricula, such as the agriculture technician’s curriculum. In the healthcare and artistic sector, framework curricula are jointly managed by the two ministries; relevant qualifications are levelled to the HUQF.). The HuQF Working Group (consisting of representatives of ministries and all relevant stakeholders) is a forum for discussing and making recommendations concerning the HuQF. The HuQF Working Group secretariat is part of the international relations unit of the Education Authority (Oktatási Hivatal), an agency of the Ministry of Interior ([14]Source: Internal communication with the Education Authority.).
The National Office of VET and Adult Learning (NOVETAL) supervised by the Ministry of Culture and Innovation, ensures the coordination and implementation of national VET and adult learning policies and the development of qualifications, curricula and teaching material. The Hungarian Chamber of Commerce and Industry, as a public body, has decisive powers in adult education; in some cases, it has exclusive decision-making competences. The sector skills councils ) aim to align VET curricula with labour market needs by making proposals to inform decision-making. Skills councils are also responsible for the development of adult training programme requirements.
The stakeholders’ role in everyday HuQF implementation has been limited to participation in an HuQF interministerial task force ([15]The HuQF task force includes stakeholders such as the ministries and the relevant national institutions involved in HuQF implementation, the national councils for different education sectors, quality assurance bodies, national economic chambers and stakeholder associations (Education Authority, 2015).) and other sector-specific committees (European Commission and Cedefop, 2020). The HuQF provides the opportunity for dialogue between various education and training subsystems and institutions, and between the education sector and the labour market. Involving stakeholders from general education remains a challenge to be addressed.
5.1. Recognising and validating non-formal and informal learning and learning pathways
The legal frameworks governing VET, higher education and adult education allow for the validation and recognition of prior learning ([16]This section draws mainly on input from Tót (2019).). National strategies ([17]The 2014–2020 lifelong learning strategy, the midterm strategy against early school leaving and the 2011–2020 social catching-up strategy.) have set promoting validation as a clear objective, but without an overall validation policy and procedure. Validation practices are limited and fragmented; in each education sector, validation is developed through one-off projects. The shift to a learning-outcomes approach supports the implementation of validation. In adult training, the assessment of prior learning (competence) is compulsory. In relation to formal school-based VET and adult education, there are legal provisions on validation laid down in the new VET act. The project ‘Improving the quality and content of 21st century vocational training and adult education’ piloted the introduction of a validation system (the pilot programmes were completed in November 2020), while a study on the quality assurance system for validation was finalised in September 2021. In 2022, a methodological guide on expert training was developed (Cedefop and ReferNet, 2023).
Further development and implementation of the HuQF is expected to support validation, because the framework is open to including qualifications obtained through the validation of prior learning achieved in non-formal and informal settings. However, no rules have been set out on the link between validation and the NQF.
6.1. Stage of implementation
The HuQF has reached the activation stage, and end users are being made aware of it (though more action is needed). The framework operates as a reference point for the use of learning outcomes and for the revision and renewal of qualifications, while it is gradually playing a role in improving the transparency and comparability of qualifications at the national and international levels. However, criteria and procedures for the allocation of qualifications to levels need further clarification and HuQF quality assurance arrangements should be strengthened (Education Authority, 2020), while the full legislative integration of the HuQF has not yet been achieved.
6.2. Indicating EQF/NQF levels
In general education, HuQF/EQF levels are only indicated on the upper secondary school leaving examination certificate, the matura (HuQF level 4). In VET, HuQF/EQF levels are indicated on new certificates as regulated by law ([18]Government Decree No 12/2020 (II. 7.) implementing provisions of the 2019 VET act.). In higher education, only postgraduate qualifications with a bachelor’s or master’s degree as a prerequisite (levels 6 and 7) and doctoral degrees do not indicate HuQF/EQF levels. All qualifications that indicate HuQF/EQF levels on their certificates also indicate EQF levels on the relevant Europass diploma or certificate supplements (European Commission and Cedefop, 2022).
6.3. NQF dissemination
There is a communication strategy (Kommunikációs terv) in place, which is being reviewed. The strategic goals are to promote the HuQF, providing online, offline and interactive tools; introduce the EQF, promoting the international transferability of qualifications; and recognise and draw attention to learning-outcome-based competence development in education and the labour market. The main communication measures and tools that will be used include printed information leaflets, articles, a website, the organisation of professional events and participation in public and professional events (with a stand, presentation, roll-up banner, etc.). Following the referencing of the HuQF, training sessions, seminars and conferences took place, primarily targeting general education, VET and adult education teachers. The main aim was to promote the use of learning outcomes and disseminate information on the HuQF (Educational Authority, 2020). The EQF national coordination point participated actively in these events, while it also runs other activities to raise awareness about the HuQF and the learning-outcomes approach. For instance, in 2022 the Educational Authority published an HuQF brochure to serve as a practical guide to the framework, and an HuQF leaflet targeting end users (European Commission and Cedefop, 2022).
6.4. Qualifications databases and registers
The HuQF database includes 3 438 qualifications, targeting end users (learners and employers), education and training providers, ministries and institutions ([19]The HuQF database in Hungarian and English.). It includes state-regulated qualifications from VET (apart from basic qualifications – alapszakmák) and from higher education, and the upper secondary school leaving examination certificate, the matura (érettségi bizonyítvány) (European Commission and Cedefop, 2022). Until 2020, the data were retrieved from the national register of vocational qualifications and the higher education qualifications register (Cedefop and ReferNet, 2023). For each qualification, the HuQF database gives information on the HuQF/EQF level, the field of study, the duration, the awarding body, credit points, the entry requirements and relationships with occupations or occupational fields, along with a description of the qualification, a link to relevant supplements and any additional information. The database has been connected to the Europass platform (European Commission and Cedefop, 2022). The current databases are available separately in the sectoral registers ([20]The national register of vocational qualificationsand the higher education qualifications register.).
6.5. Awareness and use of the NQF
HuQF awareness is increasing in the education and training sector, but there is still room for improvement. The awareness and use of the framework among labour market stakeholders is limited (Educational Authority, 2020). The use of the HuQF varies. Although it is 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).
6.6. Monitoring and evaluating the NQF
A progress report (Helyzetfeltáró tanulmány) on HuQF developments since 2015 was published by the Education Authority at the end of 2020 ([21]The progress report in Hungarian and English.). It also discussed the use of learning outcomes in Hungary.
6.7. Impact of the NQF
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 the national and European levels (European Commission and Cedefop, 2022). The framework has played a decisive role in promoting the learning-outcomes approach in all education and training sectors (see Section 4.3); for instance, in higher education and VET, designing learning-outcome-based qualifications is a common practice. The framework has not yet significantly helped to improve the quality of programmes or to embed learning-outcome-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 (Education Authority, 2020).
The HuQF was jointly referenced to the EQF and self-certified against the QF-EHEA in 2015 (Education Authority, 2015).
One important achievement of the HuQF is that it has significantly promoted the learning-outcomes approach in all education and training sectors (Education Authority, 2020).
The HuQF implementation in the three education subsystems (VET, higher education, general education) is fragmented, and cooperation across them remains a challenge. HuQF development work in non-formal adult training and related work on the validation of prior learning in non-formal training are at an early stage.
For future stages of development, the framework is open to linking qualifications acquired in non-formal settings, training regulated by the adult training act, international qualifications and other certificates awarded by private providers. Although dissemination actions have raised awareness of the HuQF among teachers and trainers, the main priorities include ensuring that heads of educational institutions, curriculum developers and teachers better understand and endorse the learning-outcomes approach, and enabling them to use it effectively in their daily work (Educational Authority, 2020). Future tasks should also include the wider dissemination of the benefits of the framework among end users (students, parents, employers and employees), including education experts and practitioners, and guidance counsellors.
| NQF level | Qualification types | EQF level |
|---|---|---|
| 8 | 8 | |
| 7 | 7 | |
| 6 | 6 | |
| 5 | 5 | |
| 4 | 4 | |
| 3 | 3 | |
| 2 | 2 | |
| 1 | 1 |
URLs accessed 18 July 2023
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EQF |
European qualifications framework |
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HuQF |
Hungarian qualifications framework |
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NQF |
national qualifications framework |
|
VET |
vocational education and training |
URLs accessed 18 July 2023
Cedefop and ReferNet (2023). Timeline of VET policies in Europe [online tool].
Education Authority (2015). Referencing and self-certification report of the Hungarian qualifications framework to the EQF and to the QF-EHEA.
Education Authority (2020). Progress since the 2015 Referencing Report: Implementation of the Hungarian qualifications framework and the use of learning outcomes, 2015–2020.
European Commission. DG Education, Youth, Sport and Culture (2022). Education and training monitor 2022: Hungary. Luxembourg: Publications Office.
European Commission and Cedefop (2020). Survey on implementation, use and impact of NQF/EQF [unpublished].
European Commission and Cedefop (2022). Survey on implementation, use and impact of NQF/EQF [unpublished].
Tót, É. (2019). European inventory on validation of non-formal and informal learning 2018 update: Hungary.
Related content
Overview
The NQF includes state-recognised qualifications acquired in general and higher education, vocational qualifications included in the national register of vocational qualifications and certain state-recognised adult education and training qualifications. Adult training qualifications can also be awarded outside formal education and training.
Eight
Government Decision 1229/2012 on the Hungarian qualifications framework
(in Hungarian)
Compare with other NQF
Cedefop (2023). NQF online tool. https://cedefop.europa.eu/en/tools/nqfs-online-tool