Main types of provision

8.Adult education and training

8.4Main types of provision

Last update: 9 June 2022

School-based education is aimed at obtaining general, secondary or higher education and/or professional qualifications, which are governed by the National Public Education Act (Act CXC of 2011 on National Public Education), the Act on Higher Education (Act CCIV on National Higher Education) and in case of professional qualification the Vocational Education and Training Act (Act CLXXXVII of 2011 on Vocational Education and Training)

Trainings outside the school system are fundamentally governed by the Act on Adult Education (Act LXXVII of 2013 on Adult Education). Vocational trainings included in other legislation must be subject to both regulations.

The law and regulations of vocational training are governed by the Act on Vocational Education and Training and the Act on the Employment Enhancement and Unemployment Care (Act IV. of 1991)).

Types of trainings based on the main functions and tasks of adult learning:

Initial education and/or initial training required for the individual's career. In Europe, this means at least the acquisition of primary education and the first vocational qualification.
Continuing vocational training and the support of gaining a higher-level profession. It is mostly based on the training needs of employers, in many cases with the organization and support of employers.
Training for employment with the aim of providing a new qualification for unemployed people and those without marketable competences. This includes retraining and further training.
Supplementary training that supports the success of vocational training, job search and more efficient work.

Basic education, secondary school and higher education are integral parts built on one another of the educational system. Public education can take the form of adult education at any school level. Vocational qualifications can only be obtained in full-time school-based education; adult training gives a partial vocational qualification.

In international literacy, the area of adult education and training is engaged within the framework of lifelong learning. Lifelong learning includes all that is a person's life-long learning activity aimed at: developing knowledge, skills and abilities from a personal, civil, social and work perspective.

Educational and training programmes are divided into formal, non-formal and informal learning activities based on the learning environment. If the learning process is "institutionalized" (organized, managed by an institution), it can be classified into a formal or non-formal category, otherwise learning activities may be informal.

In the offer of non-formal training, the role of companies and service-based providers is decisive, but the role of state-run trainers is also significant, especially in the field of labour market training.

Formal and non-formal learning can be distinguished on the basis of whether the training attained at the end is a state-recognized qualification in the given country. If it is, then education and training is formal, if it is not, then it is non-formal. In Hungary, formal training includes the state-recognized qualifications in the school system.

The training can be individual training, group training (or contact training), distance education or blended (combined) training.

The Act on Adult Education (Act LXXVII of 2013) defines the concept of distance education. Based on this, distance education is a form of education in which, for more than half of the training period, the participant learns alone, with guidance embedded in the distance-learning curriculum. This results that the adult participant attends consultations or traditional lessons in less than a half of the training period, and the learning package containing the curriculum, assessment and guide materials for independent learning is provided by the adult training organisation. During consultations, the self-acquired knowledge of training’s participant is clarified or deepened. The use of info-communication technology data carriers can also help all phases of distance learning.

The law’s definition of distance education promotes a flexible organisation of training that reduces adult’s training time and makes it an individual pace.

Blended learning, which provides flexible learning, combine the benefits of distance education and contact training, are highlighted in the VET 4.0 strategy. Blended learning is a form of teaching in which self-study based on electronic curriculum is complemented by personal presence and contact classes. Consultations and mentoring are possible in these occasions. In contact classes, there is a possibility to organise practical training in case of vocational training. Using blended learning instead of traditional education can reduce training cost by up to 40-50%. In addition, students can learn more efficiently and have access to up-to-date information faster.

Adult education and training by the purpose of the training can be:

Basic skill development (public education programmes for low-qualified people, training courses in public employment, etc.)
Vocational training programmes and preparation (vocational trainings that prepare students for vocational and partial vocational qualifications defined in the Register of Vocational Occupations)
Labour market traning (vocational training which ensures vocational qualifitaion to obtain and retain a job,
Other trainings for developing skills and competences (general educational training, language courses, leisure and community trainings)

Hungary participates in the Programme for the International Assessment of Adult Competencies – PIAAC of OECD. The GINOP-6.2.1-VEKOP-15-2015-00001 project provides the background for the participation. PIAAC is an international survey, which measures the workplace skills and competencies of the adult population as well as the conditions for the acquisition and loss of them in both education and employment. Its result enables evidence-based policy planning of education, vocational and adult training and employment.

Provision to raise achievement in basic skills

In adult education and training, primary school and grammar school programmes, compensatory education programmes, certain compulsory training programmes related to public work are specifically aimed at developing basic skills. The same initiative appeared in many EU funded programmes, such as the former TÁMOP programmes and the EFOP programmes, the numerous GINOP programmes. (SROP 2007-2013, EFOP / 2014-2020 /, GINOP / 2014-2020 / programmes).

Primary education

To those who have not completed elementary education (8 years, ISCED 2) state-run facilities (usually those that also provide full-time education) offer free adult education programmes. The Ministry of Human Capacities is responsible for programmes and institutions. The programme has a tradition of many decades, but because of the drop in demand - as primary school is completed by 99% of young people by the end of compulsory schooling – the programme is limited to larger cities. In general, they organize education for the last two grades (7th and 8th), as it is the least likely, that somebody completes less than 6 grades. In some cases - if the institution organizes the education that way - the two-year programme can be completed in one year. Completion of the programme ends with the issuance of a certificate equivalent to a day-to-day system, which entitles to secondary education (ISCED 3) and allows obtaining a driving license. The latter is one of the main motivating forces for participation. Based on the records of the Hungarian Central Statistical Office:

in 2019, 453 students completed primary school,
in the 2019/2020 school year, the number of students in adult primary education is 3211.

Secondary education

Anyone, who has not completed upper secondary education and received the upper secondary school leaving certificate in the day-to-day system, can obtain it in adult education after completing the compulsory schooling. Upper Secondary Grammar School training for adults has been going on for many decades, they have long been popular and still being sought. This makes it possible to enrol in higher education and to qualify for many qualifications. Passing the upper secondary school leaving examination will in itself improve the labour market position and result in higher social status. Upper Secondary Grammar School graduation is practically free; a fee is payable only if you are already enrolled for a third year.

The certificate obtained from a grammar school in evening or distance training is equivalent to the day-time system certificate. Most of the institutions offering this programme are state-run; these fall under the competence of the Ministry responsible for public education. There are only a few institutions that are only engaged in adult education, most of them have full-time grammar school courses. The training is basically 4 years, but in many institutions, it is possible to complete two grades in one year, and the time of education can be reduced by in-calculating previous studies and by doing a differentiating exam. Upper secondary school leaving examination can also be completed as an adult in Technicums. Based on the records of the Hungarian Central Statistical Office:

in 2019, a total of 4431 upper secondary grammar school and upper secondary vocational school students passed the upper secondary school leaving examination
60 193 students were attending upper secondary adult education with upper secondary school-leaving examination in the 2019/2020 school year (of which 28 185 students were studying in upper secondary grammar school and 32 008 in upper secondary vocational school)
25 453 students from the vocational school participated in adult education in the 2019/2020 school year.

Compensatory education programmes

From September 2020, Bridge Programmes are replaced by Springboard Class (Dobbantó) Programme and School Workshop Programmes (műhelyiskola). These programmes give an alternative chance to learn for those who have not completed primary school to complete it and to acquire a partial vocational qualification.

In the form of a School workshop programme, vocational training schools can launch trainings for students to acquire the knowledge necessary for joining the vocational training or getting a job.

Withing the Springboard Class Programme, the preparatory class of vocational school helps to improve core competences. It aims to prepare young people without completed 8th grade who have reached the age of 16 for vocational education. A mentor teacher helps the students to get individual development taking into consideration their own abilities and plans.

After that, the student can continue their training in School workshop programmes, where they can obtain a partial vocational qualification in 6-24 months. After acquiring the special professional knowledge, they can achieve a state-recognised completed 8th grade and a vocational certificate, which qualifies them for at least one job.

Students attending the programme are granted with a scholarship, which amount is equal to 5% of the national minimum wage.

The aims of the Springboard Programme are:

reducing the lack of core competences
developing the skills expected by employers
establishing access to vocational training.

Orientation (preparatory) class(orientációs osztály) can also be a possibility for young people in Vocational Training Centres, who have completed 8th grade, but are unsure about their career or need skill development before they start their vocational education. Its task is to provide development based on the assessment of student’s individual competences, and to promote vocations, in practice, students can acquire in vocational education. In an orientation class, students get mentoring, development of their basic skills and key competences, career guidance and counselling in a flexible and personalised way of organising learning.

Previous programmes

Before the reformation of the VET system, General and Vocational Bridge programmes helped students joining pedagogical activities supporting complex, academic, social, cultural, capability and personality development in order to become involved in secondary education, vocational training or job placement, and to acquire the knowledge necessary for starting an independent life.

Bridge programmes gave young people the opportunity and chance to go to secondary school who could not continue their studies after the completion of basic school (General Education Bridge Programme), or whose learning has previously failed and have not been able to finish elementary school (Vocational Education Bridge Programme). Vocational Education Bridge Program was for students who completed at most six grades of single structure school successfully by the end of the school year in which they reach the age of 15. Besides, young people who were out of compulsory school age, but they were up to the age of 23 at the time of joining the programme could also participate.

Bridge programmes helped them stay or return to the world of education.

In order to reduce the number of early school leavers, NOVETAL’s Priority Project, GINOP-6.2.2-VEKOP-15-2016-00001 “Reducing the number of school-leavers without qualification in VET” started on July 1, 2016. Purposes of the project in accordance with the Europe 2020 strategy’s education targets are:

educing the number of school-leavers without qualification,
supporting the development of key competences in VET institutions,
developing set of instruments to improve basic skills,
improving the effectiveness of vocational training, and
increasing school performance to support lifelong learning.

Public employment and related training programmes

In 2014, public employment involved 178,850 people in average annual data. In 2015, this amount grew to 208,127 people. The number of public employees increased by an average of 15%. In 2016, the average number of people was 223,470 annually. In the new system of public employment – which was established in 2011 – the average number of participants continued to grow between 2011 and 2016, year by year exceeding the number of the previous year. Between 2016 and 2017, the trend has reversed, the number of public employees decreased. In 2017, the average number of public employees was 179,500. This is 19.7% less than the previous year, while in 2018, this number was 135,620, and in 2019, it was 106,259, which shows a further decreasing trend. The monthly average number of persons in public employment was 87,383 in May 2020.The resources available for public employment are included in the appropriation for the National Employment Fund (NFA) Start work programme.

The aim of public employment is to ensure that public-sector workers perform value-creating work in line with their abilities and as many of thes as possible return to the labour market. One of the decisive tools to boost returns is to give basic, vocational and further training. The successful implementation of the training programmes is supported by mentoring activities.

Trainings related to the National Public Employment Programme are aimed at obtaining a professional or state-recognized qualification that aims at making the acquired knowledge useful in the private sector at an employer with similar activity.

Trainings related to “district start-work” model programmes. The programme is valid for a maximum of 12 months, 8 hours a day. The district sample programmes are special, increasingly popular agricultural catch-up programmes. The related training programmes focus primarily on the convergence of those with low educational attainment and the learning of professional skills, which leads the individual to become eligible for self-care based on the acquired competencies.
Trainings related to long-term public employment. The programme is for a period of up to 12 months and is a form of public employment of 6-8 hours per day, in which the participants can engage in value-creating, skilled jobs. The main aim of the training programmes is to improve the individual's labour market position with the acquired knowledge, i.e. training programmes aim at obtaining state-recognized qualifications, in addition to possible catching-up.

In the period of 2016-2020, trainings related to public employment are implemented under the Economic Development and Innovation Operational Programme (GINOP-6.1.1-15-2015-00001) "Training for Low-skilled and Public-Employed Persons". The purpose of the Priority Project is to encourage the low educated adult population with no qualification or no competence required on the labour market (especially public employees) to participate in education and training. Hereby, these people have an opportunity to acquire qualification, knowledge, skills and competences relevant to the labour market.

During the planning period of 2007-2013, under the Social Renewal Operational Programme (TÁMOP), there were several measures were taken to develop the general skills and key competences of certain groups of the population.

One of these was TÁMOP 2.1.2, which focused on the development of foreign language and IT competencies. The main objective of TÁMOP 2.1.2 project was to increase the economic competitiveness of the adult population and to increase employment opportunities in the labour market. Within the framework of the project, the aim was to train about a hundred thousand people in these two competences, of whom one tenth was disadvantaged. Finally, 119,917 people were trained, of which 77,817 were disadvantaged. There were 2,252 IT and 9,595 language courses. The training was funded from EU sources, ministries were the coordinating bodies of the implementation, but the vast majority of trainers were not stated institutions. Support could be given for those who reached the age of 18 and had no student status. One person was eligible for a maximum of 90,000 HUF (about 300 EUR), which typically granted 50-100 hours of training. Participants had to contribute to the training costs, at a minimum of 5%, and at least 2% in disadvantaged settlements. The total support of the project was 12,48 billion HUF (about 41,6 million EUR).

The TÁMOP programme has invested significant resources in aiding low-schooled (up to ISCED 2), disadvantaged unemployed (e.g. TÁMOP 1.1.2 and 1.1.4) people to enter the labour market. The budget for the programme between 2011 and 2013 was 65 billion HUF (about 215 million EUR). In these projects, the key component was interventions aiming to improve employability and key competences. The Public Employment Service implemented the measure.

Provision to achieve a recognised qualification during adulthood certification

Structural changes in the educational system of VET institutions have been started from the 2016/2017 school year. Vocational schools providing general education, previously called as Vocational schools (szakközépiskola) have been named as Upper Secondary Vocational Schools (szakgimnázium) and Vocational schools without general education (szakiskola) have changed to Vocational schools (szakközépiskola).With this transformation, these training forms could offer both Upper Secondary School Leaving Examination and vocational certificate. The change of vocational schools (they become ‘szakközépiskola’ from ‘szakiskola’) resulted an important novelty in content: after completing a three-year vocational training and a complex vocational examination, students have an automatic opportunity for a further two-year training preparing for the Upper Secondary School leaving examination. The pupil could decide on this option.

As a result of the VET’s undergoing transformation in 2019-2020, the system of VET will change among the adult target group. The reformation of the VET system was grounded by VET 4.0 Strategy.

The VET system that run between 2016-2019 will be phased out. From 2020 the previous and the new system are operating in parallel. Adult students who have started their studies earlier (in the previous VET system) will get a certification according to the old system. The new training structure is launched in phasing-out system.

Regulation in line with the Act LXXX of 2019 on Vocational Education and Training is reforming the system of the VET, which is manifested in the use of terminology, in its structure, in the institutional structure, in the regulation of content and outcome, and in funding.

Vocational education and training and the public education system have been separated. VET has two major field:

Vocational education preparing for state-recognised vocations of the Register of Vocational Occupations (Szakmajegyzék). This providesstate-recognised secondary school qualification and vocational qualification entitling the participant to fill several scope of activities;
Vocational training preparing for vocational/partial vocational qualification organised by a vocational training institution or an officially licensed adult training institution.

Acquiring two vocational qualifications in school-based education remains free, and in adult education, besides full-time education (up to the age of 25), evening classes, correspondence classes and e-learning based forms of education are still available.

Up to the age of 25, school-based education can be fulfilled with student legal relationship as well, which ensures further benefits for students. All students are granted with a scholarship based on their study results, which is replaced by a salary in case of dual training. The monthly amount of the scholarship is calculated from the percentage of the one-month amount of the mandatory minimum wage valid on the first day of the school year. Vocational education for students over the age of 25 runs in adult training legal relationship.

From 2020, vocational education and training is principally provided in VET institutions, at the level of secondary education. VET institutions provide vocational education in order to fill a job or activity that does not require higher vocational qualifications, and vocational training leading to a vocational qualification.

VET institutions are operating in a new system from 1 September 2020:

Technicum (five years duration,with Upper Secondary School Leaving Examination)
Vocational school (three years duration)

Training time can be shortened in adult education. As a starting point, in the first two years in a technicum and in the first year of vocational school the participants acquire a wide range of sectoral knowledge, then they take a sectoral basic exam(ágazati alapvizsga). The new VET system ensures greater flexibility and interoperability from the labour market to the school system. For this purpose, vocational training for adults is usually a part-time, evening training. Training time can be shortened with taking into account the professional knowledge acquired in a similar job. E-learning is also a possibility, or if the participant of the training works in the field, the company emloying them can also take part in the training as a partner in dual training, so the training can be organised more flexibly than before.

From September 2020, the term ‘upper secondary vocational school’(szakgimnázium) is referring to an educational institution providing five-year artistic, pedagogical and general competences training. It prepares students for upper secondary school leaving examination and obtaining a vocational qualification based on the Act on VET.

Besides the VET institutions, adults can continue their studies for a partial qualification or in a preparatory training for a vocational qualification at an adult training institution. Training and Learning Outcomes Requirements of a partial vocational training, and programme requirements which set a base for vocational qualifications define the exit requirements of a given vocation based on study results.

Centrally developed programme requirements for vocational training, that can be launched in adult traning as well (under the Act LXXX of 2019 on VET), include the HuQF level. For approximately 400 vocational qualifications, the programme requirements are centrally elaborated by the Ministry responsible for VET (Ministry of Innovation and Technology) and the Hungarian Chamber of Commerce and Industry in professional cooperation. The programme requirements were developed until the end of August 2020.

The vocational training is carried out in line with the training institution’s training programme based on the programme requirements, participants receive a certificate of completion. After completing the vocational training, the qualifying examination takes place in an independent accredited examination centre, the adult learner receives a state-recognised vocational qualification certificate. In the case of labour market trainings, the employer decides in which cases they need only the certificate of completion and in which the state-recognised vocational qualification certificate.

The certification of acquiring a vocation, and the vocational qualification certificate attest state-recognised secondary school qualification and vocational qualification(szakképzettség), and enable its owner to apply for the entire scope of activities of one or more given job. Certificate of acquiring a partial vocational qualification assets state-recognised basic (completed 8th grade) and professional qualification(szakképesítés), and enable the owner to fill for at least one activity of a job.

It is possible to enter VET at any age. With these provisions, the new VET system supports the re-training, further training and lifelong learning of the adul population.

System during the transitional period

Trainings listed in the old National Vocational Qualifications Register (NVQR) can be started in adult training until 31 December 2020, school-based NVQR trainings can no longer be launched from 1 September 2020.

In adulthood, state-recognized qualifications can be obtained in school-based adult education, non-school-based training and other special programmes. In 2019, 773 NVQR trainings were registered.

The first two NVQR qualifications can be obtained up to the age of 25 on a day-to-day basis, and above 25 years of age, in evening classes, correspondence classes or other special work schedules.

It is important to note that anyone who already has a degree or is currently attending university is also eligible to receive a free NVQR certificate, as the diploma does not count as a vocational qualification.

The National Vocational Qualification Register contains a list of state-recognized qualifications in Hungary, describes the level of vocational qualifications, their field of study and their sectoral classification. The NVQR also shows the ways in which vocational qualifications can be obtained (whether in school or out-of-school education) and in which time schedule types of training (full-time, evening, correspondence, etc.).

Certain changes were carried out regarding the structure of training courses in the NVQR in 2016. The most important change in content is the modular architecture. The significance of this is students do not have to retrain a previously acquired course when they start another qualification with a similar curriculum, so interoperability appears between different qualifications. This way the training can be faster, more efficient and cheaper.

According to the modular structure, new types of vocational qualifications have emerged. Basic vocational qualifications have their branchings, which require the same knowledge base, but can be specialized after mastering them. With many basic qualifications, additional qualifications can be obtained, which builds upon the basic knowledge. Those who are only able to acquire parts of the knowledge required for basic vocational qualifications can get partial qualifications.

Vocational Qualification: state-recognized vocational qualification, specified in the NVQR. Qualifies to apply for the entire scope of activities of one or more given job. Its vocational and exam requirements typically include more than one module or mutual module(s) with other qualifications.
Partial Qualification: qualifies for at least one activity of a job. Its vocational and exam requirements include some modules of a vocational qualification.
Add-on qualification: it is building upon the vocational qualification defined in the vocational and exam requirements. It typically contains its own module (s) and it qualifies the participant for more jobs. An Add-on qualification can be building upon various qualifications, which are acceptable as pre-qualifications.

Before 2020, it was possible to acquire a vocational qualification through vocational training in the school system. The acquisition of the first profession is free of charge for adults, and according to a law amendment of May 2015, the second profession can also be obtained in adult education and adult training without having to pay a fee. In most cases, the acquisition of professions in the school system is possible in 1-2 years of educational programme. The entry requirements for the programme, as well as the curriculum and examination requirements, are the same as those for the day-to-day vocational training of young people. Full-time, day-to-day training and adult education qualifications are equivalent.

Unlike young people, adults are can get course-based training to obtain state-recognized qualifications. In 2013, a total of 139,100; 132,160 in 2014; 131,328 in 2015 and 120,489 in 2016, earned a state-recognized (ISCED 2, 3 or 4) NVQR qualification. This data was 151,840 in 2018, 157,951 in 2019, and 43,343 in the first half of 2020. Training from the previous NVQR can only be launched until 31 December 2020 in adult training, so NVQR qualifications will expectedly appear among adults even in the coming years.

Provision targeting the transition to the labour market

‘Labour market trainings’ are vocational and non-vocational trainings aimed at providing qualifications that meet the current needs of the labour market, improving citizens’ employment position to serve the economy.

The labour market website, operated by the Ministry of Innovation and Technology and launched in April 2020, helps to overview the labour market. This website informs visitors interested in the most important provisions and opportunities. It gives access for visitors to the following web pages from one place: National Employment Service; Virtual Labour Market Portal; Wage subsidy for employment protection; Wage subsidy for research, development and innovation; Wage subsidy for job creation; Occupational safety and health and labour affairs; VET and Adult education; Public employment; Entrepreneurship Incentive Programme; Hungarian Employment Public Benefit Non-Profit LLC, ‘Munkaszüret’ programme, Replanning Programme.

Among active labour market instruments, labour market training has played an important role in more than the last two decades. Public-funded labour market trainings are typically organized for the unemployed, though the courses given to people facing with the threat of unemployment (people who will lose their jobs without training), people receiving support for children or related care, entrants, secondary-labour market employees, people with disabilities, are also called labour market trainings. Since joining the European Union, these training courses have been funded by EU co-financing. Trainings were organized by the Public Employment Service (PES), which concluded a cooperation agreement with the selected providers of the tender.

A significant proportion of the training courses led to a qualification included in the NVQR (for the majority of cases, the so-called lower secondary vocational qualification), but there also were training courses aiming at the development of key competences, career orientation, driving licenses, business start-up or preparation for a language exam. The majority of the trainings were "Recommended courses" focusing on the needs of the local labour market based on lists drawn up at county level. There were so-called "Accepted" training courses that were also eligible. In these cases, the job seeker had to submit a request for participation in a course that was not included in the list.

In labour market courses, a training aid may be granted for participants. A so-called “income-replacement aid” is given for almost every unemployed, if their training conducted at least 20 hours a week. Recommended courses are free, but in the case of agreed courses, the training is often carried out with “shared funding”, in which case the participant or a future employer would cover a certain part of the training costs.

The following programmes, priority projects or state provisions specifically address a labour market problem or aim at a specific target group:

The “Road to Employment” programme (2015-2021) is part of the VEKOP-8.1.1-15-2015-00001 (Central Hungary Region) and GINOP 5.1.1-15 -2015-00001 (other regions of the country) projects. Its aim is to improve employability of the inactive and job-seekers, especially for people with lower educational qualifications and to support open labour market entry. The programme also helps to shift from public employment to labour market employment to those who are agile and willing to do so. The target groups of the "Road to Employment" project are the registered jobseekers, aged 25-64, the applicants for the employment-helping services and those public employees who are available for promoting to the labour market, regarding to the Public Employment Service. In the preparation phase of the programme, attention was also paid to the inactive (who were not registered in the employment body in any way at the time of the search/registration).
Youth Guarantee Programmes are available for young people under the age of 25 who are not studying or working. Youth Guarantee is a comprehensive system for reducing unemployment and improving the living condition among young people through a combination of education and employment provisions. Within the programme, many labour market opportunities are offered for young people under age 25. Projects are benefited from the European Social Fund. The aim of these projects is to help young people enter the world of work or education with complex, tailor-made services and support relevant to local labour market opportunities and needs, with the guarantee to offer young people a job or learning opportunity within four months.
Another vocational training type covers the trainings supported by enterprises in some form in organizations employing at least 10 people. Business organizations could provide vocational courses as a traditional vocational training or in various other forms (e.g. conferences, seminars, self-training opportunity and workplace training).
GINOP-6.1.7-17 project’s aim is to support workplace trainings for employees at micro-, small-, medium- and large-size enterprises to improve employability, skills and competences of the employees. This programme run between 2018-2020.
The main goal of the ‘Nyitok’ Project (GINOP-6.1.4-16 programme) is to increase the employability of the active age group by developing the key competences and transversal skills expected in the labour market. The programme’s direct target group is people in their active age (16-64 years old), whose social and labour market integration, job retention and career building are hampered by the low level of their basic skills and key competences; and who are not guaranteed equal opportunities in accessing appropriate learning and competence development. The program offers industry, IT, language and other labour market training online or at the 52 Learning Centers available in the country’s convergence regions in between 2017-2021.
The EFOP-3.7.1-17 priority project, named “Actively for Knowledge”(Aktívan a tudásért) of the General Directorate of Social Inclusion aims to improve the employability of 18-55 years old people with low education or without qualification, who live in the less developed regions of the country. The duration of the programme is four years (2017-2021). Participants get help to find the most suitable training based on competence assessment surveys (basic competence development training, primary school catch-up training, initial (preparatory) vocational training). In 2020, a new call for application was launched with the title of ‘Support training, scholarship and employment of parents raising young children’ (GINOP-5.3.13-20). Its purpose is to facilitate the participation of parents of young children in training, to boost their employability and to support their return to work in the coming years.

Additional trainings to support employment

Trainings related to Information and Communication Technologies (ICT Training)

The main purpose of the training programmes developed by the Governmental lnformation Technology Development Agency (KIFÜ) was to make the socially disadvantaged social groups catch up and to develop their digital competences in order to increase economic competitiveness and improve their labour market chances.

Several projects and measures are being implemented to develop digital competences, which have become even more important due to the pandemic emergency situation in 2020.

The trainings of "Decreasing the Digital Gap" - GINOP 6.1.2.-15 priority project started in September 2016, which project was realized as a consortium between the National Office of Vocational Education and Training and Adult Learning (NSZFH), the Governmental Information Development Agency (KIFÜ), and the Ministry of National Economy (NGM) (now Ministry of Innovation and Technology). The main goals of the project included increasing the digital competence of the population. Developing basic digital skills for groups without digital knowledge is one of the key labour market competences. Competence development needs to be complemented by motivation-enhancing attitudes, as digital illiteracy can partly be attributed to perspectival considerations. Its main target groups are people living in the least advanced regions of the country (Northern Hungary, Northern Great Plain, Southern Great Plain, Central Transdanubia, Western Transdanubia and Southern Transdanubia). Within that, the group consisted of 16-65 year-olds, who have a primary school degree, a certificate of at least basic level of partial vocational training, and who have not been in student status, or have not participated in IT training for digital competency development from European Union sources.

The Replanning Programme (‘Újratervezés program’), launched in May 2020, offers digital skills development within the ‘IT trainings supporting structural change” – GINOP 6.2.8-20 project. Participation in supported training is conditional on completing an 8-week online IT course which can be accomplished besides work or at weekends, studying 10-30 hours a week. The course ends with a final examination, the successful completion is one of the conditions for the participants to continue their studies with one of the IT trainings available in the program with 100% state support, and to have the opportunity for Student Loan Plus.

The aim of the Student Loan Plusis to provide a free use, interest-free loan for students who wish to attend adult training defined by the Ministry of Innovation and Technology.

Mentors from the Digital Success Programme Network develop the info-communication skills of adults within the framework of Digital Success Programme (DSP). The Network is coordinated by the Digital Success Coordination Centre. From 2017, 2116 DSP mentor works for reducing digital illiteracy at 1415 Digital Succes Programme Points of 1173 locations.

In 2012, in line with the structure of the Common European Framework of Reference for Languages (KER), the Unified Reference Framework of Infocommunications (IKER), which defined digital skills, was developed and revised in 2015. Thus, training programmes of 35-35 hours “IKER 1: Getting started in the digital world” and “IKER 2: I use my IT tool independently” were established with the aim of practicing and improving digital competency, and establishing a positive attitude towards digital devices.

IKER 1: "Getting Started in the Digital World"

The specific objective of the programme is to ensure that the participant:

can use the basic functions needed to operate an info-communication device (PC, tablet, notebook, smartphone, etc.)
can use its info-communication tool for voice call and text messaging,
can simply edit short text
can perform simple saving processes,
be familiar with the Internet, obtain easily accessible information,
be able to make electronic correspondence using the basic functions,
can safely use the functions of the info-communication tool.

IKER 2: "I use my IT tool independently"

The specific objective of the programme is to ensure that the participant:

Uses the most important setup options to operate a smart device (PC, tablet, notebook, smartphone, etc.)
Uses the known features of the operating system on an owned smart device,
Uses simple text editing steps to edit short, but whole text (e.g. short text messages, emails)
can process information collected on the Internet and use them to solve specific problems,
Uses e-mail attachments and is able to detect e-mail threats (spam, e-mail fraud) and handle them easily,
can use social networking portals (registration, login, search for information, sharing, simple data protection),
can use the info-communication tool for voice and text messaging.

National Statistical Data Collection Programme shows that 131,482 people have completed IT training in 2019. This is nearly 10% more than in 2018 (126,162 participants).

Provision of liberal (popular) adult education

Language trainings

Knowledge acquired in language courses can be used not only in professional activity, but also in everyday life.

Until 31 August 2020, supported language trainings could be organised the way the Act on Adult Education and its Ministerial Decree regulated it, while market-based courses were not covered by these provisions.

The programme requirements, procedures and methods of completion of adult training language courses were governed by the Ministerial Decree 16/2014 (IV.4) of the Ministry for National Economy. The first attachment of this Decree contains the minimum hours of contact-type language training, and the second encloses the minimum number of contact hours in distance learning type of language training. The decree expired on 15 February 2020.

From 1 September 2020, language courses are subject to notification, supported language trainings are subject to licensing.

Based on data from National Statistical Data Collection Programme, 57,047 people have completed a language course in 2019. This means a decrease of almost 20% compared to 2018 (46,106 people).

Other Trainings and general competence development

The renewed Adult Education Act does not define other trainings (previously: general training), that are aimed at increasing general knowledge and developing general competencies. They contribute to the development of the adult’s personality and the formation of social equality and civic competence.

The primary purpose of cultural activities and general competence development training is not related to workplace promotion, but to some leisure activities (e.g. sports, music, craft activities, etc.) or to personal growth.. In these kinds of trainings, the amount of involvement depends on the level of educational attainment.

Strategic documents released in the area are reflected in lifelong learning strategies. The first of such documents was adopted in 2005 by the government. During the planning period of 2007-2013, in priority 3 of the TÁMOP programme, (“Quality education and access to all”) a development of the cultural sector has been completed. There have been special programmes for library development, museum and museum-pedagogy development, and the enhancement of human resources in the cultural sector.

The current government strategy (Framework Strategy for the Policy of Lifelong Learning for the 2014-2020 period) was accepted on the 4th of November, 2014. The latter deals with the topic in the "Strengthening the role of cultural institutions in adult learning" chapter.

In many cases, NGOs, cultural organisations, church institutions and community colleges undertakes the development of general, social and civic competencies. These trainings are typically project-funded.

As the National Statistical Data Collection Programme shows, 264,043 people attended general-purpose adult training in 2019. This represents an increase of more than 25% compared to 2018 (210,547 people).

Other types of publicly subsidised provision for adult learners

Apart from the mentioned above, additional adult education programmes are not typical.

Eurydice

Hungary