1. VOCATIONAL EDUCATION REFORM AND THE RENEWAL OF ADULT EDUCATION 2011 Ministry for National Economy

2. 2 CONCEPT OF PROBLEM-SOLVING IN VOCATIONAL EDUCATION WITHIN SCHOOL SYSTEM

3. 3 SITUATION – training within the school system The study fields are not suited to the demands. The number of pupils in specialized secondary schools is decreasing. There are labour shortage and over-education The educational structure is complicated. The central programs include only the competences to be obtained, but not the necessary knowledge. The number of practical lessons is low. The competence of the Regional Development and Educational Committees is limited, their decisions are not always well-established. The Regional Integrated Vocational Centres operate in many different forms and they can control their institution members only in a limited way (oversized management, schools do not feel the advantages).

4. 4 PRIORITIES OF VOCATIONAL REFORM The vocational system has to be practice-oriented. Practical trainings have to be supported in order to make dual education general. The efficiency of education has to be improved to fulfil real labour market and employment demands. The training cycle period, the professional content and the examination system have to be reconsidered and rationalised. The system has to be operated cost-efficiently. Career-orientation and career follow-up system are needed.

5. 5 1. EDUCATION IN SPECIALIZED SECONDARY SCHOOLS Introduction of the 3-year vocational training within the qualifications based mainly on physical and manual skills  Vocational grades from the 9th grade  Extension of dual education (chambers of economy)  Increasing the number of practical lessons, practical education should take place in apprentice workshops in the 9th grade and at entrepreneurs in the 10-11th grades  Reducing age limit of compulsory education to 17  Ensuring the possibility of the final exam during 2 years in vocational schools  We plan to introduce an apprentice grade

6. 6 2. EDUCATION IN VOCATIONAL SCHOOLS based on the concept of the new act of general education There would be vocational subjects in the 9-12th grades, too. A vocational school leaving exam at the end of the 12th grade. Career possibilities:  Obtain a recognised trade within a shortened time  Vocational training on a raised level, obtaining technician degree (qualifications based on final exams) within 1 year  Higher education  Labour market – as a qualified, skilled employee

7. 7 3. SYSTEM OF REGIONAL INTEGRATED VOCATIONAL CENTRES (RIVC) We prefer the RIVCs operating similarly to the Dutch model, with independent Educational Ministry registration. The decisions of the Regional Development and Educational Committees should have more serious sanctions. Simplification of their operation and assurance of their functional costs (35%) are desired. Their adult educational activity has to be strengthened (they are not always motivated to do so because of the financial constraints).

8. 8 4. ISSUES OF CONTENT The elaboration and introduction of a uniform (together with the output-regulation of public education) and compulsory general curriculum of studies is planned that regulates the process of teaching and learning. The centrally issued educational documents (professional and examination requirements) have to be re-examined and revised. Vocational exams have to be rationalised (decreasing their time and simplifying their administration). A professional supervisory system needs to be developed (in co- operation with the ministries involved). Career orientation and the follow-up system are to be developed.

9. 9 5. STRUCTURAL ISSUES The role of the chambers of economy has to be strengthened. Active participants of the economy need to have a role within the vocational training. Issues of schooling tendencies and ratios have to be enlarged together with the Regional Development and Educational Committees. The agreement on vocational education issues between the government, the ministry of economy and the Hungarian Chamber of Commerce and Industry includes the followings: – Reworking professional documents (professional and examination requirements) – Organising level-setting examinations – Delegating leaders to the examination boards – Enlargement of issues related to schooling tendencies and ratios – Preparing questions for examinations (modifying Act of vocational education) – Career orientation

10. 10 ESSENCE AND EFFECT OF THE STRATEGY The wide-range role of the economic operators in the organisation and operation of vocational training is strategically important – especially on the field of practical training (Chamber, other participants of economy). The measurements planned will help to  provide the necessary quantity and quality of labour force to the economy;  fulfill real labour market needs and employment demands.

11. 11 CHANGES IN THE SYSTEM OF VOCATIONAL TRAINING CONTRIBUTION AND SUPPORT The practical education organised by those who have to pay the contribution will receive a fixed state refund each trade group. The requirement of financial settlement in connection with the training of own employees will be simplified for the companies paying the contribution. The state plans to: support the practical education within school apprentice workshops in different ways.

12. 12 RENEWING THE SYSTEM OF ADULT EDUCATION

13. 13 CURRENT SITUATION IN ADULT TRAINING The adult training is uncontrolled and non-transparent. Its quality has not improved – in spite of the accreditation system. The real knowledge behind the certificates obtained is uncertain. The participants are predominantly not those who really need to take part. Only part of the structure of the education supported is based on labour market demands – the supply of the training institutions is the determining factor, not the demand for labour. The system does not measure the results and the efficiency of the state supports.

14. 14 MAIN TARGETS OF THE RENEWAL More simple, more transparent, less bureaucratic system that can be controlled more efficiently Quality knowledge, certificates of the same level and prestige The trainings supported should be based on the structural and fundamental requirements of the labour market The labour market efficiency of the supported trainings should increase, as well as the ratio of those who acquired a job

15. 15 PLANNED TENDENCIES OF THE ESSENTIAL CHANGES I. Permission, accreditation: The supported trainings that are officially registered and acknowledged should receive more importance and control. The Adult Training Accreditation should be shifted to professionalism instead of the present bureaucratic and paper-based administration. The county centres of employment offices should have a greater role in the process of permission and control. The activities of adult training institutions should be continuously controlled and evaluated – especially in case of those who „fall back”. The aggravation of the sanction system together with its progressivity (warning, penalty, revoking licence to practice). Professionalism should be guaranteed.

16. 16 PLANNED TENDENCIES OF THE ESSENTIAL CHANGES II. Personal and material conditions: More strict personal conditions are to be established: employing teachers who are constantly available, applying a teacher evaluation. More strict material conditions are to be established: especially in connection with the conditions of practical education. Better transparency of quality targets: setting numerically expressible and accountable targets with controllable contents, the evaluation of their attainment. The compulsory evaluation and its publicity of the participants and other customers of the trainings. (NO PAPER-PRODUCTION!) The minimum number of lessons has to be determined for the trainings registered nationally. Process control.

17. 17 DEVELOPMENT OF THE SUPPORT SYSTEM The Regional Development and Educational Committees (RDECs) harmonise the vocational training carried out within the school system and by the adult training institutions (short- and medium-term planning). Nationally registered trainings may only be supported on basis of the decision of the RDEC in connection with its vocational training tendency and ratio. The amount of training support for job-seekers should be adjusted to labour market demands. The career follow-up system has to be strengthened – feedback.

18. 18 EXPECTED RESULTS The quality of education increase, the school system education and the adult training approach to each other. The number of low-level institutions decrease, the profiles become more clear. Administration decreases. The transparency of adult training increases, the supports will be used more efficiently.