The reason behind the change in the structure of VET

The labour market demands more skilled workers and technicians. There is a significant shortage of highly skilled, reliable employees with broad scale of basic knowledge, who can participate in the processes of modern production.

In order to solve the problems, in early 2015 the government accepted the concept “VET for the economy”. Within this concept, both the school and the vocational structure is changed, and it is implemented by an amendment to the law. The amendment of 2015 modified the Act on national general education, changing the types of VET institutions by turning VET school into secondary VET school and secondary VET schools into secondary technical schools, effective from 1 September 2016. In secondary technical schools students also acquire a qualification within the secondary school leaving examination. In the new secondary VET schools students may proceed to pass the secondary school leaving examination, following the vocational examination.

The amendment of 2015 of the Act on vocational training changed the proportion between vocational and general education in vocational technical schools, starting with the classes launched from 1 September 2016. The proportion of vocational subjects increases enabling students to acquire a qualification as well as the secondary school leaving certificate.

The Government amended the National Qualification Register in February 2016, and added additional qualifications to the Register, in line with the restructuring and the economic expectations (Government Decree on the National Qualification Register).

The most important changes

- It was not easy to fulfil the criteria of the selection and design of qualifications obtainable within the secondary school leaving examination. When there was no suitable option amongst the existing qualifications/part-qualifications, new qualification was designed according to the labour market's demand. Considering all sectors, 66 qualifications have became obtainable within the secondary school leaving examination, 25 within the NQR as well as the 41 new occupations designed.

- The expectation of reduction in the number of hours was present from the part of all participants of adult learning. As a result of the revision the number of hours generally have become lower.

There was typically a 10-30% reduction in the number of hours in adult learning in the case of 135 qualifications/subspecialty qualifications and 30 part-qualifications.

In the case of some qualifications, however, there was an increase in the number of hours (e.g. Hairdresser, Beautician).

The reason behind the measure is that number of hours in adult learning was drastically increased 3 years ago, but as it turned out it was not necessary in all cases.

- Economic operators are constantly giving feedback on the modernisation of the vocational structure, and it requires the modification of the NQR.

New qualifications offering specialized skills can be found in fields such as engineering and IT (e.g. Building preparatory technician, Office information technician).

There was a need for the piecemeal completion of some complex qualifications that are usually acquired in the school-based system, and qualify for multiple jobs. 62 new part-qualifications have been designed.

- The number of NQR sectors increased from 38 to 42, and in cases the name of the occupation groups also changed due to the responsibilities reattached to a different department. New sectors: XXXIX. Community culture, XL. Transport, freight-forwarding and logistics, XLI. Water management, XLII. Performing arts.

- The table of NQR qualifications has been expanded with a new column marking the levels of each qualification according to the Hungarian Qualification Framework implemented in 2015. The goal is to facilitate the easy recognition between the different training systems of the Member States.

- Important change is the clarification of the definition of related qualifications in the Government Decree on NQR : in the case of qualifications acquirable in school-based VET, further school-based VET qualifications in the same sector also count as related qualifications.

Further legislation on VET

• Government decree on the professional examination criteria of qualifications recognized by the State
• Ministerial decrees on the professional and examination criteria
•  Decree of the Ministry for national Economy on the framework syllabuses of vocational education and training