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Framework of Actions for the Lifelong Development of Competencies and Qualifications - Hungary
Source: European Union
In March 2002, the European social partners adopted a framework of actions for the lifelong development of competences and qualifications, as a contribution to the implementation of the Lisbon strategy.
Actions taken at national level
Hungary joined the EU in 2004. Following discussions with social partners, the National Development Project (hereafter NDP) and its implementation was launched in 2005. 2004 was the year of creating strategies at every level of education and training. The strategies for public education, vocational training and higher education were even completed last year and the LLL strategy is currently under preparation. On the one hand 2005 is the first year when Hungary has access to the resources of Structural Funds to realise its projects; on the other hand Hungary has to meet the requirements of being an EU member. Numerous national as well as local programmes focused on familiarisation with and analysis of NDF, LLL, the EU education policy, new regulations and new measures (such as EUROPASS).
• to identify and anticipate competences and qualifications needs
With national and international funding, numerous development programmes have been launched aiming at the development of competences. Some examples can be mentioned: Vocational School Development Programme, programmes within the framework of NDP Operative Programme on Human Resources Development, a joint project of chambers of commerce and organisations representing economic interests serving the development of 16 trades. At all levels the preparations for shifting to an educational system, training courses and programmes based on competences have been made. At elementary level the goal is to develop key competences, career competences and social competences; briefly; competences which children can take advantage of later on the labour market.
At vocational schools, training courses comprise competence-based modules. A list of competences expected from young people entering the labour market is under preparation based on preliminary analyses of different trades. Vocational or professional requirements will be adjusted to theses needs and expectations. To this end, representatives of employers’ organisations and their experts are involved and consulted.
Those who apply for the registration of a new or altered qualification in the National Qualification Register (hereafter NQR) are responsible for elaborating the professional and exam requirements, establishing competence needs for that particular qualification and obtaining the approval and support of national economic chambers. The final decision is in the hand of the National Vocational Training Council. Before taking its decision, the Council consults NQR committees made up of economic experts.
• to recognise and validate competences and qualifications
Within the framework of formal education the successful termination of training/courses is proved by a national certificate in the case of higher education, a degree certifies the end of a certain a level of education.
In non-formal education according to the Adult Education Law (has existed since 2001), a contract drafted between the training/course provider and the student participating in that particular training or course is that contains the requirements and the form of document certifying the pass of the final examination. Recently more and more internationally recognised degrees have been issued. For example: language courses, manager courses, ECDL, etc.
Regulated professions are validated and recognised according to EU rules. Mutual recognition of certain professions has been facilitated by the establishment of the Hungarian Equivalence Centre and the foundation of an institution for introducing EUROPASS. In higher education the European Credit Transfer System is used in Hungary.
At middle level a certificate or at high level a degree of a certain profession can be obtained if the professional and examination requirements set by NQR are met. Conditions for obtaining a Master’s certificate are prescribed by economic chambers.
NQR was drafted in 1993 according to the Vocational Training Law and is amended almost every year. Currently it contains 850 nationally recognised vocational training courses.
• to inform, support and provide guidance
The currently existing system of career counselling needs reforming in Hungary. Institutions providing career guidance are as follows: educational institutions, pedagogical institutes, institutions of the National Employment Service, jobcentres, non-governmental educational companies, non-profit organisations, chambers, interest representation organisations, institutions of the private sector. According to the Adult Training Law for an adult training institution to be accredited, it must provide career counselling, pre-assessment testing and training counselling as services. Informational Employment Counselling is a novelty in Hungary. Some websites on career orientation and counselling have been launched, thus students at school have access to online information on, latest trends, favoured jobs on the labours market, jobs abroad.
As a result of Leonardo project a manual was issued for SMEs on the results of an analysis conducted on training needs, forms of education and work and a module for training counsellors accordingly.
• to mobilise resources
LLL is financed from numerous resources: from the state budget, by local authorities, by state contributions, from direct financial resources, from national and international tenders, and private contributions.
Since the Adult Training Law entering into force in 2001 financial support has been made available for adult training from the state budget. The Hungarian state provides a normative financial contribution, set in the budget law, to nationally recognised adult training courses taking place at adult training institutions, registered in NQR, providing first general, language or professional qualification to adult or handicapped adult students.
Each taxpayer can annually benefit from a tax reduction (approx. € 220) from his annual tax for a training course in an accredited training institution. Accredited training courses, even if they are not registered in NQR are exempt from VAT. One third of a worker’s contribution (1.5%) can be devoted to his own training. Labour Affairs Councils, made up of social partners, are entitled to take decisions concerning the financial framework available. From other contributions paid to the Labour Market Funds, training courses and the training development are financed for which tenders are announced. Two sources are distinguished in the Funds for financing training courses: one for professional training courses and their development, and another for adult training courses and their development. The Minister of Education takes the final decision according to the proposals of the Regional Development and Training Committees in which the social partners are also represented.
Actions taken at sectoral level
• to identify and anticipate competences and qualifications needs
In 2002 the Minister of Education set up a NQR Committee comprising 21 working groups, aimed at developing trades and professions. Since 2004 members to this Committee have been nominated mainly from the economic sector, from among social partners, from chambers, trade unions and employers’ organisations. Their task is to analyse the existing structure and conditions of that particular trade or profession and anticipate the possible changes. In several cases representatives from employers’ organisations delivered reports on the current trends and needs of a particular trade or profession.
In 2004 Sectoral Dialogue Committees were set up. Numerous Sectoral Committees deal also with professional trainings essential for workers to be competitive on the labour market. The Committee of the Construction Sector, for example came up with a report on the currently existing trades in the sector and the trades needed.
• to recognise and validate competences and qualifications
Each minister drafts the professional and examination requirements of the professional qualifications belonging to the sector for which he is responsible. Examinations are under his responsibility as well. Requirements need to be approved by the Minister of Education. Qualifications, however recognised only if they are registered in NQR.
• to inform, support and provide guidance
Professional organisations keep their members informed via newsletters, their websites, e-mails, events. Sectoral Dialogue Committees will open up new possibilities of information exchange within the sector.
• to mobilise resources
Interest representation organisations, professional organisations provide trainings for their members. These trainings are charge free depending on the tenders won for that training or using the company’s own-funding. It makes it easier for SMEs to assemble tender dossiers since companies do not have to submit their tenders one by one.
Actions taken at company level
• to identify and anticipate competences and qualifications needs
Depending on the size of company, there exist various practices to develop competences.
The most up-to date methods are used by multinational companies and medium- sized companies. The best way to attain the business targets of the company is to identify the skills, competences expected from a worker. In practice, qualifications, together with competences, can be arranged in one catalogue. Elements of these competences can be matched on the one hand, with workers thus creating individual profiles for workers, on the other hand with certain jobs thus creating job profiles.
Small and micro-sized enterprises contribute to the elaboration of professional/vocational and examination requirements of nationally recognised professional training courses of the sectors in which they are also interested.
• to recognise and validate competences and qualifications
Companies accept mainly, in less and less cases however, nationally recognised qualifications. The validation of qualifications and certificates of the candidates depends on the job they applied for and on the company.
In the case of a corporate internal training for one particular job, the company itself issues the certificate at the end of the course. If it is an external educational institution that organises the training but according to the company’s demands, the institution issues the certificate testifying to fulfilment of requirements set by the training programme. This certificate is recognised, but by the company.
• to mobilise resources
Corporate internal training courses are financed from various resources: by the company if the training is initiated by the company, financing is a matter of agreement between employer and worker if it is the worker who initiates his participation in training. The company can contribute to the training either only financially or can provide working time reduction as well. If a scholarship contract is signed between the parties, the Labour Code determines the rights of the worker.
Good practice examples
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