Human Resources Development Convention, 1975 (No. 142) - Hungary (Ratification: 1976)

Direct Request (CEACR) - adopted 2022, published 111st ILC session (2023)

Articles 1 to 3 of the Convention. Formulation and implementation of education and training policies. Vocational guidance and training. The Committee notes with interest the set of measures undertaken by the Government to develop and improve its systems of general education, vocational guidance and training in the aftermath of the important reform of vocational training system which started in 2011. Amendments have been made to the Vocational Training Act in 2015 and in 2017; and the National Qualifications Register, the vocational requirements modules, and the ministerial decrees relating to the framework curricula for vocational training in 2018. The Government indicates that the 2015 amendment to the Vocational Training Act transformed former vocational schools into secondary vocational schools, by extending a 3-year training to a 5-year training. The Committee also notes the adoption of the more recent National Reform Programme (NRP) in April 2022. According to the NRP 2022 report, Hungary’s key training-related targets include: managing challenges arising from the spread of digitalization and automation, preparing workers for a new labour market environment, and ensuring that 60 per cent of the adult population participate in training annually. According to the NRP 2022 report, the new vocational training system was launched on 1 September 2020 with the objective of enhancing the appeal of vocational training, widening the scope of dual education, developing the training workshops offered in vocational training centres, and strengthening vocational training institutions, thereby contributing to reducing the number of non-qualified school leavers. Moreover, the NRP 2022 report points out that the establishment of accredited examination centres in vocational training centres is in progress and that certification system requirements have been already drawn up in 65 training areas. The Committee notes from the NRP 2022 report that the Government has also adopted measures to reduce the number of school leavers without formal qualification, including the introduction of an orientation year, the establishment of a system of workshop schools and a new student scholarship scheme. Lastly, the Committee notes that the labour market forecasting system was developed and launched in December 2021, which collects job postings of employment agencies on a quarterly basis to identify the training necessary in the labour market. The Committee requests the Government to continue to provide detailed updated information on the nature, scope and impact of the various vocational education and training policies and programmes, including statistical information, disaggregated by age and sex, on the integration in the labour market of participants in these programmes. The Committee also requests the Government to continue sending detailed, up-to-date information on the manner in which it is ensured in practice that training opportunities match the demands for knowledge and skills in a changing labour market.

Articles 1(5) and 3. Equality of opportunity. The Committee refers to its comments on the application of the Employment Policy Convention, 1964 (No. 122), in which it notes that training programmes implemented target specific groups of workers who face difficulties in obtaining employment, such as women, young persons, persons with disabilities, and persons belonging to the Roma minority. The Committee requests the Government to provide detailed updated information on the nature, the scope and the impact of the measures taken to promote access to education, training and lifelong learning for persons with specific needs, such as women, young persons, persons belonging to the Roma minority and other disadvantaged population groups.

Article 4. Lifelong learning. The Government indicates that a new Adult Training Act was adopted in 2013, replacing the 2011 Act. Subsequently, amendments were introduced to the Act of 2013 on Adult Education in 2019 and related implementing decrees were adopted in February 2020. According to the NRP 2022 report, the adult education system was reformed with the involvement of regionally competent economic chambers, taking account of labour market needs in regions with varying levels of economic development. The new system provides greater flexibility and exchanges between the labour market and the school system, to enable it to provide faster responses to changing labour market needs. Lastly, the Committee notes the different projects implemented to encourage lifelong learning such as: the TÁMOP2.1.6 project “I’m learning again”, implemented between 2012 and 2015, which benefited 176,087 persons, and the GINOP-6.1.1-15 project, which targeted the expansion of training employment opportunities for public employees in order to improve their employability. The Committee requests the Government to continue to provide detailed updated information on the nature, the scope and the impact of policies, projects and measures taken or envisaged to encourage lifelong learning activities, including updated statistics, disaggregated by age and by sex.

Article 5. Cooperation with the social partners. The Committee notes the Government’s indication that the 2017 amendments introduced to the Vocational Training Act established Sectoral Skill Councils (SSCs), which are responsible for identifying and analysing the trends regarding the skill needs of a particular sector and taking appropriate steps in this respect. Its main objectives include reducing sectoral skill shortages, strengthening and improving the skills of the labour force and modernizing the content and structure of vocational education and training. The SSCs, established in the second semester of 2018, are composed of, among other actors, representatives of economic organizations and of workers’ organizations. The Committee requests the Government to provide detailed updated information on the manner in which the cooperation of employers’ and workers’ organizations is ensured in the formulation and implementation of vocational education and training policies and programmes.

Direct Request (CEACR) - adopted 2018, published 108th ILC session (2019)

The Committee notes that the Government’s report has not been received. It hopes that the next report will contain full information on the matters raised in its previous comments initially made in 2014.

Repetition

Article 1(1) and (2) of the Convention. Formulation and implementation of policies and programmes of vocational guidance and vocational training. The Committee notes the Government’s report received in October 2014, which contains detailed information in reply to the 2009 direct request and up-to-date statistical data relating to participation in vocational and educational training activities and programmes. It also notes the comprehensive reform to the Vocational Training Act and the adoption of a new National Public Education Act, both of which entered into force in 2012. The Committee notes with interest that section II of the National Public Education Act enshrines the duty of the State to ensure both free and accessible education until secondary school is completed as well as the training for the first vocational qualification. In this regard, the Government emphasizes its attempt to move towards a dual training scheme, consisting of both theoretical and work-based learning. The Government reports that 25 per cent of the 25–34 year olds participated in training programmes outside a school-type system in 2012 and that the number of participants in school-type training programmes in the 2012–13 academic year reached 350,891. The Committee notes that, by virtue of Government Decree No. 150 of 2012, the content and structure of the National Qualification Register (OKJ) was redesigned with the aim of recognizing training obtained outside the formal vocational education system. The Committee invites the Government to continue providing information on the manner in which its vocational guidance and vocational training policies and programmes are linked with the national employment objectives and co-ordinated with public employment services. It also requests the Government to include information on the outcomes of policies and programmes on vocational training in the economically most disadvantaged regions.

Article 5. Cooperation with the social partners. The Committee notes that, pursuant to the National Training Act, the Minister responsible for vocational and adult training is assisted by the National Vocational and Adult Training Committee (NSZFT), a consultative body composed of a wide range of stakeholders, including the social partners. Since 2011, consultations on the national strategic issues of vocational training have also taken place within the National Economic and Social Council (NGTT). The Committee invites the Government to continue providing information on the cooperation of employers’ and workers’ organizations as well as other interested bodies in the formulation and implementation of vocational guidance and vocational training policies and programmes.

Direct Request (CEACR) - adopted 2014, published 104th ILC session (2015)

Article 1(1) and (2) of the Convention. Formulation and implementation of policies and programmes of vocational guidance and vocational training. The Committee notes the Government’s report received in October 2014, which contains detailed information in reply to the 2009 direct request and up-to-date statistical data relating to participation in vocational and educational training activities and programmes. It also notes the comprehensive reform to the Vocational Training Act and the adoption of a new National Public Education Act, both of which entered into force in 2012. The Committee notes with interest that section II of the National Public Education Act enshrines the duty of the State to ensure both free and accessible education until secondary school is completed as well as the training for the first vocational qualification. In this regard, the Government emphasizes its attempt to move towards a dual training scheme, consisting of both theoretical and work-based learning. The Government reports that 25 per cent of the 25–34 year olds participated in training programmes outside a school-type system in 2012 and that the number of participants in school-type training programmes in the 2012–13 academic year reached 350,891. The Committee notes that, by virtue of Government Decree No. 150 of 2012, the content and structure of the National Qualification Register (OKJ) was redesigned with the aim of recognizing training obtained outside the formal vocational education system. The Committee invites the Government to continue providing information on the manner in which its vocational guidance and vocational training policies and programmes are linked with the national employment objectives and co-ordinated with public employment services. It also requests the Government to include information on the outcomes of policies and programmes on vocational training in the economically most disadvantaged regions.

Article 5. Cooperation with the social partners. The Committee notes that, pursuant to the National Training Act, the Minister responsible for vocational and adult training is assisted by the National Vocational and Adult Training Committee (NSZFT), a consultative body composed of a wide range of stakeholders, including the social partners. Since 2011, consultations on the national strategic issues of vocational training have also taken place within the National Economic and Social Council (NGTT). The Committee invites the Government to continue providing information on the cooperation of employers’ and workers’ organizations as well as other interested bodies in the formulation and implementation of vocational guidance and vocational training policies and programmes.

Direct Request (CEACR) - adopted 2009, published 99th ILC session (2010)

The Committee notes the comprehensive information contained in the Government’s report received in March 2009 for the period ending May 2008. In reply to its previous comments, the Government describes the content of several legislative acts as well as training programmes, including statistical data on the results achieved through their implementation, with specific reference to the unemployed, low-skilled workers, women and persons with disabilities. The Committee notes with interest that the involvement of social partners and the business community in the formulation and implementation of vocational training programmes has been strengthened at school and regional level in order to better reflect labour market demands. Through amendments to the Vocational Training Act, vocational training schools with more than 500 trainees are required to establish advisory boards, which have to take into account inputs from employers’ and workers’ organizations, economic chambers and private enterprises in their decisions. Integrated regional training centres have been established to coordinate and control a network of training providers operating at regional level. Regional development and training committees ensure coordination of training capacities among such centres as well as increased participation of labour market operators and economic chambers in their operation. The Committee further notes that the administrations in charge of vocational training and adult training have been merged and placed under the authority of the Ministry of Social Affairs and Labour. A National Council for Vocational Training and Adult Education with advisory functions has been created, which is composed of representatives of competent ministries, social partners, training providers, economic chambers, school operators and NGOs specialized in vocational training. The Committee invites the Government to continue supplying information on the measures adopted to ensure the collaboration of the social partners and other interested bodies in formulating and implementing education and training policies and programmes. Please also include information on the impact of measures intended to promote access to education, training and lifelong learning for women and for persons with special needs such as youth, older workers and the Roma community (please refer to the Human Resources Development Recommendation, 2004 (No. 195)).

Direct Request (CEACR) - adopted 2008, published 98th ILC session (2009)

The Committee notes that the Government’s report has not been received. It is therefore bound to refer to its 2004 observation and invite the Government to provide a report containing information on education and training policies targeting persons with specific needs, such as women, young persons and members of the Roma community (please refer to the Human Resources Development Recommendation, 2004 (No. 195)).

[The Government is asked to report in detail in 2009.]

Observation (CEACR) - adopted 2004, published 93rd ILC session (2005)

Further to its previous comments, the Committee notes with interest the detailed and useful information contained in the Government’s report for the period June 1998-May 2003 prepared by the Ministry of Employment and Labour and the Ministry of Education. During the period under consideration, the percentage of skilled workforce rose, unemployment dropped and economic activity grew. The Government indicates that, whilst early in the 1990s small and medium-sized enterprises (SMEs) catered for the practical training of one-quarter of the work-experience needs of trainees, by the end of that decade, SMEs had become involved in the practical training of over one-third of all trainees. Financial assistance from the European Union has contributed to the overall development of vocational training, career selection and career orientation. The competence of the National Vocational Training Council was extended in 2001. The National Adult Training Council was established in 2002 functioning as a national body preparing decisions, giving opinions and making proposals, supporting the Ministry of Employment and Labour in performing its tasks related to adult education. The Committee would like to receive updated information in future reports on the measures taken to fulfil the objectives of the Convention, including data concerning education and training policies targeted at people with special needs such as women, youth and the Roma community (please refer to the recent Human Resources Development Recommendation, 2004 (No. 195)).

Direct Request (CEACR) - adopted 1999, published 88th ILC session (2000)

1. The Committee notes the information contained in the Government's report for the period ending May 1998. It notes in particular the various training programmes targeted at special groups such as youth, persons with disabilities, soldiers, and prisoners awaiting release. It would appreciate receiving further information in future reports on the success of these measures in fulfilling the objections of Article 1 of the Convention.

2. The Committee notes that the Ministry of Labour has been dissolved and responsibility for vocational training and education are now separated from responsibility for employment promotion. In light of this change, the Committee requests detailed information on how the Government ensures that the policies and programmes of vocational guidance and training are closely linked to employment, as required under Article 1 of the Convention.

3. The Committee also notes the role of the National Vocational Training Council (NVTC) in making proposals and recommendations concerning relevant legislation and courses offered. It asks the Government to provide further information on the composition of the NVTC, in particular whether representatives of workers' and employers' organizations and other interested bodies are included, or what other institutions exist to ensure that policies and programmes of vocational guidance and training are formulated and implemented in cooperation with these groups, as required under Article 5.

Direct Request (CEACR) - adopted 1998, published 87th ILC session (1999)

The Committee notes that the Government's report has not been received. It hopes that a report will be supplied for examination by the Committee at its next session and that it will contain full information on the matters raised in its previous direct request, which read as follows:

The Committee takes note of the Government's report and the documents and statistical information provided in reply to its previous direct request. It notes with interest the information on the present reform of the vocational training system, whose organization is now the responsibility of the Ministry of Labour and on which a Bill has been prepared. The Committee would be grateful if the Government would supply information in its next report on the effect given to the Bill on vocational training and provide the Office with a copy of it as soon as it is adopted. Please also provide the text of Act No. 1 of 1985 respecting education.

Direct Request (CEACR) - adopted 1992, published 79th ILC session (1992)

The Committee takes note of the Government's report and the documents and statistical information provided in reply to its previous direct request. It notes with interest the information on the present reform of the vocational training system, whose organisation is now the responsibility of the Ministry of Labour and on which a Bill has been prepared. The Committee would be grateful if the Government would supply information in its next report on the effect given to the Bill on vocational training and provide the Office with a copy of it as soon as it is adopted. Please also provide the text of Act No. 1 of 1985 respecting education.

Direct Request (CEACR) - adopted 1988, published 75th ILC session (1988)

The Committee notes with interest the information supplied by the Government in its report concerning the new measures taken to give effect to the Convention. It requests the Government in its next report to supply extracts from reports, studies and inquiries, statistical data, etc., as required by point VI of the report form. In particular, please supply a copy of the "Programme for the development of public and higher education", approved by the Council of Ministers in 1984, and Act No. 1 of 1985 respecting education, which were mentioned in the Government's report.