Demande directe (CEACR) - adoptée 2022, publiée 111ème session CIT (2023)

Convention (n° 142) sur la mise en valeur des ressources humaines, 1975 - Hongrie (Ratification: 1976)

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.