- 2019Approved/Agreed
- 2020Implementation
- 2021Implementation
- 2022Implementation
- 2023Implementation
- 2024Implementation
Background
The Hungarian parliament adopted VET Act LXXX of 2019, which, to conform to the qualifications structure of the EU Member States, required a reduction in the number of qualifications listed in the Hungarian qualifications register.
Objectives
The goal of the modifications is to differentiate traditional school-based VET programmes from short-term courses, and to ease the mutual recognition of the VET qualifications of EU member countries.
Description
According to VET Act LXXX of 2019, the name of the national qualifications register has changed to the register of basic occupations (szakmajegyzék), which includes a list of basic qualifications qualifying holders to perform a wide range of activities within a certain economic sector. The number of basic vocational qualifications listed in the register, which came into force on 1 September 2020, has been reduced to 174. The Sector Skills Councils (SSCs) may propose changes to the existing vocational qualifications and to create new ones.
As part of these qualifications, partial vocational qualifications (részszakma) are available for VET learners within the framework of adult training courses or in the School workshop programme (a support programme to strengthen basic skills and acquire a first qualification). The basic vocational qualifications must be exclusively taught in the formal school system (IVET and adult education) in the new VET institution types.
High school graduates may also enrol in VET programmes, both in Technicums and three-years vocational schools without general education content, thus they can acquire within two years a technician diploma or a basic vocational occupation.
In 2019, a new VET legislation was worked out, the Act LXXX of 2019 on VET. It became effective as of the 1st of January, 2020.
In the current system, because programmes run in parallel, learners have a wide range of opportunities to choose between the free-of-charge and formal school-based VET programmes within IVET and adult education, or faster and shorter vocational programmes within the adult training system where a fee is charged as a general rule.
Partial VET qualifications are no longer listed in a separate register, as was the case in the earlier qualifications system (OKJ). They are included among the IVET programme and outcome requirements (Képzési és Kimeneti Követelmények, KKK) available online for all basic IVET qualifications listed in the new national register of vocational occupations (szakmajegyzék). From September 2020, 64 partial VET qualifications have been available in IVET (in-school workshop programmes, muhelyiskolai program), vocational schools and special vocational schools) as well as in adult training programmes.
The new provisions were introduced in a phasing out system according to the government Decree on the implementation of VET Act LXXX of 2019. Adult learning providers, in the former qualifications system (HuQR/OKH), were allowed to start courses teaching a qualification listed in the national qualifications register (HuQR/OKJ) till the end of 2020, on the condition that the final examinations (including retakes and correctional exams) were taken before 31 December 2022.
Full IVET qualifications are listed in the new register of vocational occupations (szakmajegyzék), which contains, for each occupation, both their qualification standards, recognised by the State, as well as the respective programme and outcome requirements (képzési és kimeneti követelmények, KKK). The latter are published by the Minister for VET based on the proposal of the sector skills councils and not as a legal regulation.
A register of vocational occupations was created in 2020. The government Decree 319/2020 (VII. 1.) modified the related provisions of VET Act LXXX of 2019 in this regard. The register included 175 VET qualifications (basic vocational occupations).
For each occupation, the programme and outcome requirements (KKK) clearly define which specialisations exist within the occupation in line with the classification of the Hungarian Standard Classification of Occupations (Foglalkozások Egységes Osztályozási Rendszere, FEOR). KKK also indicate the related job(s) a learner can perform after successfully completing the basic sectoral course of IVET programmes, which precede the specialised VET studies that deliver the full qualification (occupation). For example, if somebody successfully finishes the basic course in the health care sector, he/she is entitled to perform a nursing assistant job (segédápoló, FEOR code 5222).
The list of occupations that are available in a given year in VET institutions is published on the website of the Innovative Training Support Centre (IKK).
The register of vocational occupations is published as Annex 1 to Government Decree 12/2020 (II. 7.) on the implementation of VET Act LXXX of 2019 and is continuously updated. The updated versions are also periodically published on the website of the National Office for Vocational Education and Training and Adult Learning (NOVETAL).
The latest version includes 177 basic vocational occupations (coming into force as of 1 January 2022). Programme and outcome requirements (KKKs) as well as programme curricula were developed for the 177 basic vocational occupations listed in the Register of Vocational Occupations (published until 1 September 2021 on the NOVETAL website).
In 2022, four new professions (Primary care worker, Infant and child care worker, Mechatronics technician for hybrid and electric motor vehicles, Education assistant) were added to the register of vocational occupations and one (Practical nurse) was deleted.
The current register of vocational occupations in force from 2022 lists 179 basic vocational occupations. For the four new basic vocational occupations, programme and outcome requirements (KKKs) and programme curricula (PTTs) have been developed for the vocational occupations mentioned above.
In 2023, the Register of Vocational Qualifications was further expanded. Changes included the introduction of a new Kindergarten Teacher. This was introduced in response to the increasing demand for kindergarten teachers due to compulsory kindergarten education and an existing shortage of professionals in the field. Additionally, the profession is ageing, with the average age of kindergarten teachers in 2023 around 55 years. Other updates included revisions to existing qualifications in healthcare and manufacturing and the removal of the Histology Assistant occupation. Additionally, the Hybrid and Electric Vehicle Mechatronics programme was extended to four years to better align with training needs, with a corresponding increase in duration for adult vocational education. This extension allows for the integration of up-to-date green and digital technologies into the curriculum.
In 2024, the Register of Vocational Qualifications was further expanded, introducing the new vocational qualification of Mobile Home and RV Manufacturer, Mechanic. This addition was made in response to labour market demands identified by the Sector Skills Councils.
Additionally, the Environmental Technician qualification was reclassified. Previously part of the agricultural qualifications under the environment preservation and water management sector, it was transferred from the Minister for Agriculture to the Minister for Environment Protection (under the Ministry of Energy) while remaining within the same sector.
As of 1 November 2024, the Register of Vocational Qualifications includes 179 vocational qualifications across 25 sectors.
Bodies responsible
- Ministry of Culture and Innovation
- Sector Skills Councils
- VET Innovation Council
- IKK Innovative Training Support Center (IKK Nonprofit Plc.)
Target groups
Learners
- Learners in upper secondary, including apprentices
- Adult learners
Other
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.
VET standards and curricula define the content and outcomes of learning, most often at national or sectoral levels. VET programmes are based on standards and curricula and refer to specific vocations/occupations. They all need to be regularly reviewed, updated and aligned with the needs of the labour market and society. They need to include a balanced mix of vocational and technical skills corresponding to economic cycles, evolving jobs and working methods, and key competences, providing for resilience, lifelong learning, employability, social inclusion, active citizenship, sustainable awareness and personal development (Council of the European Union, 2020). The thematic sub-category also refers to establishing new VET programmes, reducing their number or discontinuing some. It also includes design of CVET programmes and training courses to adapt to labour market, sectoral or individual up- and re-skilling needs.
Transparency and portability of VET skills and qualifications
European principles and tools, such as EQF, ESCO, ECTS, Europass and ECVET, provide a strong basis for transparency and portability of national and sectoral qualifications across Europe, including the issuing of digital diplomas and certificates.
This thematic category looks at how individuals are supported in transferring, accumulating, and validating skills and competences acquired in formal, non-formal and informal settings – including learning on the job – and in having their learning recognised towards a qualification at any point of their lives. This is only possible if qualifications are transparent and comparable and are part of comprehensive national qualifications frameworks. Availability of qualifications smaller than full and acquirable in shorter periods of time is necessary; some countries have recently worked on developing partial qualifications, microcredentials, etc.
This thematic sub-category concerns all developments related to national qualification frameworks (NQFs). As in most countries NQFs are in place and referenced to the European qualifications framework (EQF), the thematic sub-category covers updating and expanding the frameworks, developing new qualifications and using NQFs as catalysts for other reforms.
This thematic sub-category refers to the development and implementation of qualifications that are smaller than full qualifications (alternative credentials) or are acquired in a shorter learning experience. It includes microcredentials, partial qualifications, units of learning outcomes (ECVET principle), digital badges, etc. These are owned by learners and can be combined or not to get a full qualification.
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 ensuring smooth transitions (permeability) of learners within the entire education and training system, horizontally and vertically. It includes measures and policies allowing learners easily or by meeting certain conditions to move from general education programmes to VET and vice versa; to increase qualification levels in their vocation through the possibility of attending vocational programmes at higher levels, including professional degrees in higher education. It also covers opening up learning progression by introducing flexible pathways that are based on the validation and recognition of the outcomes of non-formal and informal learning.
European priorities in VET
VET Recommendation
- VET agile in adapting to labour market challenges
Subsystem
Further reading
Country
Type of development
Cedefop, & ReferNet. (2025). Updating the Register of Vocational Qualifications: 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/36494