- 2019Approved/Agreed
- 2020Implementation
- 2021Implementation
- 2022Implementation
- 2023Implementation
- 2024Implementation
Background
According to Act LXXX of 2019 on VET compulsory IVET programme and outcome requirements (KKK) play an essential role in guiding the teaching and curricula of VET programmes in formal education in both school-based settings and dual training in companies. As in the German curricula, their aim is to offer labour-market-relevant qualifications with the possibility of international validation.
Objectives
The content-based programme and outcome requirements (Képzési és Kimeneti Követelmények, KKK) of the qualifications listed in the register of vocational occupations and the adult training programme requirements of vocational qualifications are formulated in parallel with the publication of the Act LXXX of 2019 on VET and the government Decree on its implementation.
Description
Preparation and elaboration of the programme and outcome requirements (KKK) have been realised with experts, who know both their own profession and the learning outcome-based methodology well. The training programme of the VET institution or adult training provider is developed in accordance with the programme and outcome requirements (KKKs) in case of vocational occupations listed in the Register of Vocational Occupations and PKs in case of vocational qualifications acquired in the framework of adult training provided by adult training providers and VET schools) .
The main elements listed in the IVET programme and outcome requirements (KKK):
- basic data related to an occupation (e.g. EQF, HuQF level, sector, related partial qualifications (partial occupations), period of continuous professional practice);
- the most significant activities or jobs related to a given VET occupation;
- the entry requirements for each IVET programme, including the previous level of education required and eligibility requirements (occupational health conditions, professional attitude criteria);
- the necessary equipment and resources, such as the tools required in school-based VET programmes (both in the initial vocational/sectoral education and follow-up VET specialisation years);
- learning outcome requirements defined as skills, competences, knowledge, expected behaviour, attitudes, level of autonomy and responsibility;
- description of the sectoral...
Preparation and elaboration of the programme and outcome requirements (KKK) have been realised with experts, who know both their own profession and the learning outcome-based methodology well. The training programme of the VET institution or adult training provider is developed in accordance with the programme and outcome requirements (KKKs) in case of vocational occupations listed in the Register of Vocational Occupations and PKs in case of vocational qualifications acquired in the framework of adult training provided by adult training providers and VET schools) .
The main elements listed in the IVET programme and outcome requirements (KKK):
- basic data related to an occupation (e.g. EQF, HuQF level, sector, related partial qualifications (partial occupations), period of continuous professional practice);
- the most significant activities or jobs related to a given VET occupation;
- the entry requirements for each IVET programme, including the previous level of education required and eligibility requirements (occupational health conditions, professional attitude criteria);
- the necessary equipment and resources, such as the tools required in school-based VET programmes (both in the initial vocational/sectoral education and follow-up VET specialisation years);
- learning outcome requirements defined as skills, competences, knowledge, expected behaviour, attitudes, level of autonomy and responsibility;
- description of the sectoral basic exam and the final VET exam criteria for measuring and evaluating the exams (written and practical exams).
All programme and outcome requirements (KKKs) belonging to the vocational occupations listed in the Register of Vocational Occupations were developed in 2019 and at the beginning of 2020. The content of the programme and outcome requirements (KKKs), the description of the examinations and the curricula provide a solid basis for both IVET institutions and enterprises participating in dual training to develop their own vocational programmes and training programmes.
In 2020, programme and outcome requirements (KKKs) for each IVET qualifications listed in the Register of Vocational Occupations () were established.
Moreover, outcome requirements (Programkövetelmények - PKs) of adult training programmes (which are not defined by law), are being continuously updated as adult training providers, enterprises and any other organisations can initiate the registration of a new adult training programme by submitting its PK to the Ministry through IKK Innovative Training Support Centre Plc.
The Act LXXX of 2019 on VET stipulates (section 19) that adult training programme requirements are reviewed annually in line with a procedure established by the Ministry of Innovation and Technology. If, during this annual exercise, it is found that there are matching sets of competences (partial qualification) within an IVET qualification, they should be removed from the list of adult training programmes. Programme and outcome requirements (KKKs) for both IVET qualifications and adult training (PKs) clearly indicate the corresponding HuQF (MKKR) and EQF (EKKR) levels.
During the year 2021, the PKs for over 100 adult training courses were developed and submitted for approval and registration. By March 2021, a comprehensive list of nearly 400 registered requirements across 24 fields of study was made publicly available on the website of IKK Innovative Training Support Centre Plc.
In 2022, additional programme requirements were developed, and as of 31 January 2023, a total of 553 programme requirements are listed on the IKK website.
No programme requirements had to be removed from the list as a result of the yearly revision.
In 2023, updates were made to VET curricula, focusing on incorporating environmentally friendly practices and specifying the required number of teaching hours per subject within the Programme and Outcome Requirements (KKKs). These changes aim to foster the development of 'green skills' and address environmental priorities. As of 1 July 2023, the Programme Curricula (PTT) are no longer used to regulate teaching hours. According to the 2023 amendment to the VET Act, the change affecting KKKs can only be introduced from the lowest school grade affected by the change on the first day of the school year in a phasing out system, and it must be published by the 31st October of the first school year prior to the introduction. The modification of the KKKs does not affect specialised education started in accordance with the KKKs published prior to the modification.
Based on the 2023 changes, updates to 26 vocational qualifications across 10 sectors were published on 9 April 2024.
- Vocational specialised education: for 20 vocational qualifications, the current amendments are only related to specialised education (grades 10, 11 of vocational schools, grades 11 to 13 in technicum), therefore, in these vocational qualifications, specialised vocational education according to the amended KKKs will be implemented from the first day of the school year 2024/25, because what has changed will only be available to them from 2025/26.
- Final vocational exams: updates relevant to final vocational exam preparation will also take effect from the start of the 2024/25 school year.
- Sectoral basic exam: For six vocational qualifications, the revisions impact the sectoral basic exam. As such, the changes will apply to students starting grade 9 in vocational schools and technicum schools from the 2025/26 school year.
Changes to outcome requirements of adult training programmes (Programkövetelmények - PKs): currently, PKs list the degrees and qualifications required for entry into vocational training. To enhance clarity, the Ministry of Culture and Innovation (KIM) has asked the Sectoral Skills Councils (SSCs) to define detailed entry conditions for given vocational adult qualifications. These will cover educational and professional background, health requirements, and the field and duration of professional experience.
By October 2024, a total of 600 PKs are available on the IKK Innovative Training Support Centre website.
Bodies responsible
- Ministry of Culture and Innovation
- IKK Innovative Training Support Center (IKK Nonprofit Plc.)
Target groups
Learners
- Learners in upper secondary, including apprentices
- Adult learners
Education professionals
- Teachers
- 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.
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.
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
- Sustainability - a green link in VET
Subsystem
Further reading
Country
Type of development
Cedefop, & ReferNet. (2025). Using learning outcomes in VET and adult learning: 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/36517