- 2015Implementation
- 2016Implementation
- 2017Implementation
- 2019Implementation
- 2020Implementation
- 2021Implementation
- 2022Implementation
- 2023Completed
Description
The 2015-23 Training for low-skilled and public workers national project provides literacy and other competences that are relevant in the labour market. It is being carried out by a consortium consisting of the National Office of VET and Adult Learning, the Ministry of Interior, Ministry of Innovation and Technology and 18 county government offices.
Within the framework of this priority project, altogether 95 453 persons had been involved in training during the implementation period until the end of 2019, which - compared to the expected performance indicator of 87 200 persons - meant a 109.46% fulfilment rate for the project.
Out of the total number of people involved in training, 85 296 persons had ISCED levels 1-2, which amounted to 106.62% compared to the 80 000 originally planned for in the persons indicator. Altogether 86 249 had successfully taken an exam within the framework of the project, which is 23.64% more than the 69 760 persons that had been originally planned. Among this group, 77 279 persons had previous school attainment at ISCED levels 1-2.
Based on the government Decree 70/2020 (III.26.), from 27 March 2020 all training was suspended for the period of the COVID-19 emergency. Further training cannot be launched during the emergency period.
In 2020, 5 490 persons participated in training and 7 486 persons acquired a certificate. The participation rate in 2020 was 98.89% (98 990 persons against the target indicator of 100 100 persons. In terms of the level of skills of the beneficiaries the target was reached by 94.94% of participants (87 526 persons involved in training compared to the indicator of 92 200 participants with ISCED levels 1 or 2 entering training).
The completion rate was also high in 2020: 113.46% (90 856 persons succeeded in their exams, compared to the 80 080 anticipated in the persons indicator); in terms of the skill level indicator, out of all those who have succeeded in the exam, 80 342 had ISCED levels 1-2, which is 108.92% fulfilment rate compared to the 73 760 target indicator.
In 2021, 6 645 persons participated in the training and 5501 persons acquired a certificate. By the 31 December 2021, the number involved in training was 105 635, a 105.74% completion rate compared to the target indicator of 100 100. Of those involved in training, 91 931 persons have ISCED 1 and ISCED 2 levels, which is a 99.71 % completion rate compared to the target indicator of 92 200.
By 31 December 2021, 96 357 persons had succeeded in their exams, a 120.32% completion rate compared to the target indicator of 80 080. Of those completing the training successfully, 84 148 have ISCED 1 and ISCED 2 levels, a 114.08% completion rate compared to the target indicator of 73 760 persons.
In the frame of this GINOP-6.1.1 priority project Training of low-skilled and public workers, the number of persons involved in the training 'Entry into the world of digitised work' was 2 445 persons by 31 December 2021, a 244.50% completion rate compared to the target indicator of 1 000 persons.
In 2022, the total number of participants in the training was 4,964, and the number of those who obtained certificates or diplomas was 7,413 (including those already in training).
As of 31 December 2022, the number of people trained under the priority project was 110,599 persons, representing a 110.49% completion rate compared to the 100,100 people defined as the outcome indicator. Out of the persons trained, 94,916 were at ISCED 1 or ISCED 2 level, corresponding to 102.95% of the indicator target of 92,200 persons.
By 31 December 2022, a total of 103,770 persons had passed the exam, which is 129.58% compared to the indicator of 80,080 persons. Of those who successfully completed the training, 88,890 were at ISCED 1 or ISCED 2 level, representing 120.51% of the output indicator (73,760 persons).
As of 31 December 2022, the total number of people enroled in the training called 'Entry into the world of digitised work' as part of the priority project is 2,785, which represents a 278% completion rate compared to the 1,000 people defined as the outcome indicator.
Planned date of the physical completion of the project: 31 March 2023.
The physical completion of the priority project, the completion of the professional tasks, which began in 2016, was finalised on 15 July 2023.
During the project period, 112 031 participants took part in training (the aim was to train 100 100 people), and 105 960 participants obtained a certificate or diploma. Among them, 95 708 were low-skilled participants (those who had completed at most ISCED 1 or ISCED 2 - lower secondary education - at the start of the programme). This represents 103.8% of the target, with 90 279 low-skilled participants obtaining a certificate.
The 'Access to digital work' training programme enroled 2 949 participants, nearly three times the original target of 1 000. Thanks to mentoring services provided under the priority project, the dropout rate remained below 9.5%, even among low-skilled participants. 97% of all participants received mentoring support.
Under the priority project, participants attended various digital skills training courses, of which 'Getting into the Digital World of Work' was the most popular. The training aimed to develop participants' IT and communication skills, enabling them to navigate online platforms, manage digital tasks, and enter the digital labour market with confidence.
Participants were guided through a career-interest questionnaire, which informed their individual training plans. To support retention, the programme included a 16-hour motivational service at the start and a 24-hour labour market integration service at the end. A mentoring service, offered individually or in groups, helped participants stay engaged, overcome personal challenges, and complete the training successfully. With 97% of participants using mentoring services, the initiative effectively reduced dropout rates.
The priority project placed special emphasis on equal opportunities in education and training to support disadvantaged groups. Priority was given to individuals of Roma ethnicity, people with disabilities, and those with reduced work capacity. 33% of participants identified as Roma.
Bodies responsible
- Ministry of Culture and Innovation
- National Office for Vocational Education and Training and Adult Learning (NOVETAL)
- Ministry of Interior
Target groups
Learners
- Low-skilled/qualified persons
Thematic categories
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.
This thematic sub-category refers to acquisition of key competences and basic skills for all, from an early age and throughout their life, including those acquired as part of qualifications and curricula. Key competences include knowledge, skills and attitudes needed by all for personal fulfilment and development, employability and lifelong learning, social inclusion, active citizenship and sustainable awareness. Key competences include literacy; multilingual; science, technology, engineering and mathematical (STEM); digital; personal, social and learning to learn; active citizenship, entrepreneurship, cultural awareness and expression (Council of the European Union, 2018).
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.
This thematic sub-category refers to providing the possibility for individuals who are already in the labour market/in employment to reskill and/or acquire higher levels of skills, and to ensuring targeted information resources on the benefits of CVET and lifelong learning. It also covers the availability of CVET programmes adaptable to labour market, sectoral or individual up- and reskilling needs. The sub-category includes working with respective stakeholders to develop digital learning solutions supporting access to CVET opportunities and awarding CVET credentials and certificates.
Subsystem
Further reading
Country
Type of development
Cedefop, & ReferNet. (2025). Training for low-skilled and public workers priority project GINOP-6.1.1: Hungary. In Cedefop, & ReferNet. (2025). Timeline of VET policies in Europe (2024 update) [Online tool].
https://www.cedefop.europa.eu/en/tools/timeline-vet-policies-europe/search/28287