- 2023Implementation
- 2024Implementation
- 2025Implementation
Background
Hungary - in agreement with the EU - considers the promotion and implementation of the green and digital transition a priority task, a key element of which is the identification, transfer and development of appropriate green and digital skills during training.
The accelerating rate of technological change in the economy and the labour market has focused attention on the economic need for a training system that can keep pace with labour market needs. VET graduates lack practical skills and digital competences. A new type of pandemic has reinforced the need to strengthen digital education and learning.
Objectives
The primary objective of the measure is to promote social inclusion through a well-educated workforce prepared for the challenges of the 21st century, of which VET is one of the most important platforms. Improvements ensure a modern education and training infrastructure, in line with the training structures and methodologies developed and modernised in recent years.
Building on the commitment and awareness of the green and digital transition and sustainable development throughout society is a key importance.
Description
VET has an important role to play alongside higher education and public general education, as learners' decisions as employees and/or managers after graduation are based on the knowledge, skills and experience they have acquired. If students leave VET equipped with green and digital skills, they will make responsible choices in their professional and personal lives.
The development of green skills provide a solid basis for lifelong learning and employability.
During the 2023 review of the VET 4.0 Strategy, it was affirmed that promoting and implementing the green transition is a priority goal in the development of VET, with a focus on identifying, teaching, and developing the appropriate green skills. Equipping learners with green skills ensures that, both in their professional practice and in their private lives, they are able to make informed and responsible decisions, thereby contributing to a more sustainable future. At sectoral level, it is necessary to define what knowledge, abilities and skills are required in relation to digitalisation. Digital content must be integrated into all vocational programmes, and practical, labour-market-relevant digital competences must be embedded in the outcome requirements. Hungary’s Government endorsed the amendment to the Strategy—originally adopted by Government Decision 1168/2019 (III.28.)—through Government Decision 1499/2023 (XI.16.). To achieve the above objectives, green skills are being incorporated into the content regulatory framework, new qualifications may be introduced where necessary, and curriculum development activities are being implemented to support teachers’/ trainers’ work.
In the 2022/23 school year, a subject called sustainability has been introduced in secondary schools, which does not primarily provide students with lexical knowledge, but helps them to recognise the choices they can make in certain life situations and supports them in making decisions that ensure sustainability and protection for the nature, the planet and the people.
The Sector Skills Councils, in close cooperation with IKK, continuously review the Programme and Outcome Requirements (KKKs), which are complemented by sustainability considerations. To facilitate this process, they are also working on the development of a common set of criteria.
As part of the 2023 revision of the Programme and Outcome Requirements (KKKs), technical requirements were expanded to include sustainability and 'greening' content in vocational qualifications listed in the national Register of vocational qualifications, where relevant. Additionally, expected behaviours and attitudes towards the environment were incorporated to encourage students to adopt an environmentally conscious approach in their professional activities and develop green skills.
Under the RRF-2.2.2-23 '21st Century Vocational Training Institutions Development Programme', construction and infrastructure investments are carried out at 34 sites within 31 VET institutions, across 18 VET Centres. The programme includes developments for green transition (energy efficiency improvements, transformation of educational spaces for green transition). See detailed information in ’Programmes and measures supporting innovation, attractiveness and modernisation of VET, strengthening cooperation with HE’.
The GINOP 6.2.6 project, Sectoral training centres, smart alternative training structures, was closed on 31 August 2023. Key activities during the project included the following activities regarding green transition:
- infrastructural survey of 544 VET teaching sites within VET Centres, assessing human and physical infrastructure, along with energy and architectural evaluations;
- installation of 387 smart measuring devices on a pilot basis at two VET Centres to monitor electricity, water, and heat consumption, as well as indoor and outdoor temperatures. The devices transmit real-time data to a newly developed IT platform, which collects, evaluates, and generates reports on energy use. The system aims to analyse and optimise energy efficiency across VET Centres.
The Green Earth digital educational programme was launched to enhance students’ environmental awareness and sustainability knowledge, shaping attitudes towards eco-friendly practices. The Blue Planet Climate Foundation (Kék Bolygó Klímavédelmi Alapítvány) developed the programme for grades 9 to 12 in secondary schools. It includes a framework curriculum, textbook, workbook, e-learning materials, a teacher’s methodological manual, and a 30-hour teacher training course.
The sustainability subject, implemented through the Green Earth programme, is taught once a week, primarily focusing on environmental sustainability, while also covering its financial and economic aspects to provide a comprehensive and realistic perspective. The textbook is available for download in PDF format from the Education Office (Oktatási Hivatal) website and is complemented by an e-learning toolkit.
In 2024, the System for Continuing Professional Development of VET Teachers and Trainers introduced the ‘Green Earth – Pathway to Implementing Sustainability in Schools’ teacher training programme, which supports the integration of the subject into vocational education. The programme familiarises participants with the framework curriculum for Sustainability, provides opportunities to learn how to apply the Green Earth educational programme through practical examples, presents tested methodological tools for classroom integration and preparation for the school-leaving examination, and offers inspiration for school projects and awareness-raising activities.
In the 2025/2026 school year, the subject Sustainability was introduced by 51 institutions of 26 VET centres.
Bodies responsible
- National Office for Vocational Education and Training and Adult Learning (NOVETAL)
- Centre for Digital and Pedagogical Methodologies
- IKK Innovative Training Support Center (IKK Nonprofit Plc.)
Target groups
Learners
- Learners in upper secondary, including apprentices
- Adult learners
Education professionals
- Teachers
- Trainers
- School leaders
- Adult educators
Entities providing VET
- Companies
- VET providers (all kinds)
Thematic categories
Modernising VET infrastructure
This thematic category looks at how VET schools and companies providing VET are supported to update and upgrade their physical infrastructure for teaching and learning, including digital and green technologies, so that learners in all VET programmes and specialities have access to state-of-the-art equipment and are able to acquire relevant and up-to-date vocational and technical skills and competences. Modernising infrastructure in remote and rural areas increases the inclusiveness of VET and LLL.
This thematic sub-category refers to initiatives where VET institutions or companies providing VET not only ‘teach’ about environmental and social sustainability but implement green and sustainable principles in their physical infrastructure, e.g. using renewable energy, applying organic agriculture on their premises, recycling, using learning and training materials sustainably, etc.
Modernising VET offer and delivery
This thematic category looks at what and how individuals learn, how learning content and learning outcomes in initial and continuing VET are defined, adapted and updated. First and foremost, it examines how VET standards, curricula, programmes and training courses are updated and modernised or new ones created. Updated and renewed VET content ensures that learners acquire a balanced mix of competences that address modern demands, and are more closely aligned with the realities of the labour market, including key competences, digital competences and skills for green transition and sustainability, both sector-specific and across sectors. Using learning outcomes as a basis is important to facilitate this modernisation, including modularisation of VET programmes. Updating and developing teaching and learning materials to support the above is also part of the category.
The thematic category continues to focus on strengthening high-quality and inclusive apprenticeships and work-based learning in real-life work environments and in line with the European framework for quality and effective apprenticeships. It looks at expanding apprenticeship to continuing vocational training and at developing VET programmes at EQF levels 5-8 for better permeability and lifelong learning and to support the need for higher vocational skills.
This thematic category also focuses on VET delivery through a mix of open, digital and participative learning environments, including workplaces conducive to learning, which are flexible, more adaptable to the ways individuals learn, and provide more access and outreach to various groups of learners, diversifying modes of learning and exploiting the potential of digital learning solutions and blended learning to complement face-to-face learning.
Centres of vocational excellence that connect VET to innovation and skill ecosystems and facilitate stronger cooperation with business and research also fall into this category.
Green transition and environmental sustainability have a significant place in the EU agenda (Green Deal), including the agenda for VET. This thematic sub-category refers to identifying in cooperation with industry, incorporating into VET curricula and programmes and teaching the skills related and needed for the green transition, including sector- and occupation-specific skills and those across sectors. It covers measures aimed at ‘greening’ VET programmes, including awareness and knowledge about climate change, green technologies and innovation, energy efficiency, circular economy and environmental sustainability. It also includes the use of appropriate learning methods that develop such awareness.
This thematic sub-category refers to updating VET curricula and programmes to incorporate skills related and needed for the digital transition, including sector- and occupation-specific ones identified in cooperation with stakeholders.
Teachers, trainers and school leaders competences
Competent and motivated VET teachers in schools and trainers in companies are crucial to VET becoming innovative and relevant, agile, resilient, flexible, inclusive and lifelong.
This thematic category comprises policies and practices of initial training and continuing professional development approaches in a systemic and systematic manner. It also looks at measures aiming to update (entry) requirements and make teaching and training careers attractive and bring more young and talented individuals and business professionals into teaching and training. Supporting VET educators by equipping them with adequate competences, skills and tools for the green transition and digital teaching and learning are addressed in separate thematic sub-categories.
The measures in this category target teachers and school leaders, company trainers and mentors, adult educators and guidance practitioners.
This thematic sub-category refers to all kinds of initial and continuing professional development (CPD) for VET educators who work in vocational schools and in companies providing VET. VET educators include teachers and school leaders, trainers and company managers involved in VET, as well as adult educators and guidance practitioners – those who work in school- and work-based settings. The thematic sub-category includes national strategies, training programmes or individual courses to address the learning needs of VET educators and to develop their vocational (technical) skills, and pedagogical (teaching) skills and competences. Such programmes concern state-of-the-art vocational pedagogy, innovative teaching methods, and competences needed to address evolving teaching environments, e.g. teaching in multicultural settings, working with learners at risk of early leaving, etc.
European priorities in VET
VET Recommendation
- VET agile in adapting to labour market challenges
- VET as a driver for innovation and growth preparing for digital and green transitions and occupations in high demand
- VET as an attractive choice based on modern and digitalised provision of training and skills
Osnabrück Declaration
- Sustainability - a green link in VET
Subsystem
Further reading
Country
Type of development
Cedefop, & ReferNet. (2026). Green transition in the Hungarian VET: Hungary. In Cedefop, & ReferNet. (2026). Timeline of VET policies in Europe (2025 update) [Online tool].
https://www.cedefop.europa.eu/en/tools/timeline-vet-policies-europe/search/28285