- 2019Approved/Agreed
- 2020Implementation
- 2021Implementation
- 2022Implementation
- 2023Implementation
- 2024Implementation
Description
The VET Act of 2019 differentiates vocational education and vocational training. Vocational education can be provided within the IVET framework on the basis of programme and outcome requirements (KKKs) and in formal school-based adult education. Vocational training can be provided within the framework of adult training by adult training providers if they have been previously registered or authorised. Thus, CVET is divided into adult education and adult training. The qualifications provided within the framework of adult training are not listed by law and their number is also not limited. Thus, the adult training offer can become a very flexible one, capable of responding in a short time to the demands of the labour market. Adult training programmes include the former so-called add on qualifications listed in HuQR, specialised training, company training and special training. Thus, the two systems complement each other, securing various possibilities for lifelong learning and the acquisition of higher-level expertise.
The new adult learning (AL) Act (Regulation No 11/2020 (II.7.) has changed the content and regulation of adult learning. The most important changes are:
- learners enrolled in adult training programmes no longer receive a qualifying certificate but a certificate attesting that they have successfully finished the programme. To acquire a State-recognised qualification, i.e. recognition that the level of skills and competences required for the given qualification have been attained, they have to take a final vocational exam in one of the accredited examination centres;
- adult training can be organised based on new programme requirements (Programkövetelmények - PKs) registered by the Minister for VET. Adult training providers shall use the PKs to shape their training offer (defining the appropriate teaching methodology and training curriculum) to ensure learners achieve the learning outcomes established in the PKs;
According to the Act LXXX of 2019 on VET, vocational training providers started submitting PKs from 1 July 2020. The COVID-19 pandemic hampered substantially the implementation of the VET Act LXXX of 2019.
Government Decree 95/2021 (II. 27) amended certain provisions related to VET and adult education laid down in different government decrees. The amendments reduced the administrative burden in adult education:
- from 2021, adult training providers do not have to provide data for the National statistical data collection programme (Országos Statisztikai Adatfelvételi Program, OSAP); they have to register/authorise their training offer instead in the FAR adult training reporting system (Felnottképzési Adatszolgáltatási Rendszer) and the respective data will be forwarded by FAR to the OSAP;
- another important change, which simplifies adult training provider obligations to provide data, is reducing the amount of (personal) data which they have to provide (such as on gender, address and the tax identification number of learners enrolled in adult training programmes);
In the school year 2020/21, more than 13 885 adults participated in vocational adult education and acquired 107 basic vocational occupations in 306 institutions affiliated to 41 VET centres. Of this number, 4 000 adults fulfilled studies in a shortened form: instead of two years, between 6 and17 months.
An important financial incentive was introduced recently for adult learners: as of 31 May 2021, learners in adult training can apply for a state supported, interest-free study loan, with 20% self-contribution.
The features of the study loan are:
- available on request for adult training is a maximum amount of EUR 1 250 (HUF 500 000 );
- the duration of the adult training course must be at least three months;
- at least 20% of the training fee has to be paid for the adult training provider as self-contribution;
- the requested amount is transferred in two payments (at the beginning of the course and at half-way point) by the Student Loan Centre to the adult training provider;
- the loan can be requested on the first day of the training or at any time thereafter;
- the interest is 0% without any hidden costs.
Adult training licences under the 'old' system expired on 31 December 2022, and as of 1 January 2023, adult training activities can only be carried out under the new legislation.
Act LIX of 2022 amending certain acts related to higher education, vocational training and adult education was promulgated on 19 December 2022. It transfers the competence to keep the register of PKs and regulate the registration procedure from the Minister responsible for VET to the Minister responsible for adult training from 1 March 2023.
Other provisions of the Act regarding changes in adult training include the creation of an Expert Body on Adult Training (Felnottképzési Szakértoi Testület), the tightening of rules on data provision, the certification of face-to-face and non-contact lessons, the advertising of adult training providers and the introduction of the concept of micro-credentials.
VET institutions under the VET Act of 2019 may issue micro-credentials on the knowledge and skills acquired in vocational education subject to the content and conditions specified in the VET Act. A micro-credential is a public document. The micro-credential must be issued, stored, and uploaded electronically to the adult training reporting system module (Felnottképzési Adatszolgáltatási Rendszer - FAR).
Regulations introduced by the 2023 amendments to the VET Act and its implementing decree:
- VET in adult legal status (other than school based full time education between the age of 18 and 25) can begin at any time during the school year, regardless of the standard schedule of the school year.
- if a business entity provides training for its own employees by amending an existing employment contract, the training place does not need to register as a dual training placement. In such cases, certain legal requirements for registered dual training placements do not apply. For example:
- the company instructor is not required to hold a Chamber Practical Instructor Examination.
- the vocational accredited examination centre does not need to issue a certificate for successful completion of the final examination, as the company cannot claim tax relief in this scenario.
- adult education providers must organise an external evaluation of their quality management system at least once every six years.
Regulations introduced by the 2023 amendments to the Adult Training Act:
- exemptions from authorisation requirements: VET institutions and higher education institutions are exempt from requiring authorisation (licensing) to provide adult training activities.
- the minister is empowered to regulate the following areas by decree:
- the detailed rules for the organisation and implementation of contact-based, distance learning, and closed e-learning training, as well as the monitoring of data reporting obligations.
- the content and conditions for issuing micro-certificates and the rules for submitting them to the FAR system by adult training providers (the FAR system is the adult training data supply system that maintains an electronic register of adult training providers and experts, records announced trainings, issues certificates and micro-credentials, and provides data on training loans).
Commitments to the European Year of Skills:
Hungary has aligned itself with the objectives of the European Year of Skills. Government Decision No. 1276 of 2023 entrusted the Ministry of Culture and Innovation with the following responsibilities:
- coordinating thematic year programmes;
- organising events to promote skills and competences;
- producing publications on skills development.
Additionally, the Minister of Culture and Innovation has been tasked with:
- developing a detailed concept for the introduction of the Individual Learning Account in Hungary (deadline: 1 July 2024). This initiative was supported by the European Commission's Technical Support Instrument between January 2023 and May 2024. The main steps were:
- Situation analysis: A comprehensive review of the adult education system to identify key challenges;
- Application of international experience: Studying and adapting best practices from other countries;
- Consultations and workshops: Dialogue and cooperation with stakeholders during the development of the system.
- Developing a roadmap: Creating a detailed action plan for the implementation and operation of the system.
The result will be a single digital portal featuring a register of accredited training courses and providers. Users will be able to create personal learning accounts to help them select training courses and make informed decisions. The implementation schedule and action plan extend until 2030, with practical implementation planned for that year.
- creating a national framework for micro-credentials (deadline: 31 December, 2024).
The Hungarian government has also started amending legislation to support micro-credentials, with changes taking effect from January 2023. The most recent legislation on micro-credentials (Decree 39/2024 of the Minister of Culture and Innovation) regulates the content and conditions of issue of micro-credentials in adult training.
In 2024, the Adult Training Act was further amended, removing the exemption for higher education institutions from the authorisation requirement. As a result, only VET institutions can conduct adult training activities without a licence, while higher education institutions must now obtain authorisation.
Bodies responsible
- Ministry of Culture and Innovation
Target groups
Learners
- Adult learners
Education professionals
- Adult educators
Entities providing VET
- VET providers (all kinds)
Thematic categories
Governance of VET and lifelong learning
This thematic category looks at existing legal frameworks providing for strategic, operational – including quality assurance – and financing arrangements for VET and lifelong learning (LLL). It examines how VET and LLL-related policies are placed in broad national socioeconomic contexts and coordinate with other strategies and policies, such as economic, social and employment, growth and innovation, recovery and resilience.
This thematic category covers partnerships and collaboration networks of VET stakeholders – especially the social partners – to shape and implement VET in a country, including looking at how their roles and responsibilities for VET at national, regional and local levels are shared and distributed, ensuring an appropriate degree of autonomy for VET providers to adapt their offer.
The thematic category also includes efforts to create national, regional and sectoral skills intelligence systems (skills anticipation and graduate tracking) and using skills intelligence for making decisions about VET and LLL on quality, inclusiveness and flexibility.
This thematic sub-category refers to further development of national quality assurance (QA) systems for IVET and CVET, for all learning environments (school-based provision and work-based learning, including apprenticeships) and all learning types (digital, face-to-face or blended), delivered by both public and private providers. These systems are underpinned by the EQAVET quality criteria and by indicative descriptors applied both at system and provider levels, as defined in Annex II of the VET Recommendation. The sub-category concerns creating and improving external and self-evaluation of VET providers, and establishing criteria of QA, accreditation of providers and programmes. It also covers the activities of Quality assurance national reference points for VET on implementing and further developing the EQAVET framework, including the implementation of peer reviews at VET system level.
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 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.
This thematic sub-category refers to validation mechanisms allowing individuals to accumulate, transfer, and recognise learning outcomes acquired non-formally and informally, including on-the-job learning, or in another formal system. In case they are not automatically recognised, a learner can have these learning outcomes validated and recognised through a particular process with a view to obtaining a partial or full qualification. This thematic sub-category covers such provisions and mechanisms.
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.
European priorities in VET
VET Recommendation
- VET agile in adapting to labour market challenges
- Flexibility and progression opportunities at the core of VET
Osnabrück Declaration
- Establishing a new lifelong learning culture - relevance of continuing VET and digitalisation
Subsystem
Further reading
Country
Type of development
Cedefop, & ReferNet. (2025). Adult education and training in the VET Act LXXX of 2019: 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/36496