Direct Request (CEACR) - adopted 2024, published 113rd ILC session (2025)

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

Articles 1 to 3 of the Convention. Formulation and implementation of education and training policies. Vocational guidance and training. The Committee notes the Government’s indication that the economy and society, driven by the constant need for development, raise new challenges for the vocational training system. The vocational training system was fundamentally changed in 2020 with a new legal framework allowing for a more flexible system operated separately and independently from the public educational system. In 2023, measures and indicators were reviewed and updated in order to adapt the Vocational Training 4.0 strategy. The main goals of the strategy are to enable young people to enter the labour market as skilled professionals; to have skills needed in the modern, changing economy, technology and industry; and to create a vocational and adult education system where young people can acquire creative, flexible and competitive knowledge to better adapt to the changing demands of the labour market. The Vocational Training 4.0 strategy is implemented through the Vocational Training 4.0 Action Plan, effective until 2030, which highlights the results to be achieved along with the measures to be taken in the coming years. Moreover, a new chapter of the Vocational Training 4.0 strategy provides for the monitoring and evaluation of the strategy and of the Action Plan. The Committee notes the National Reform Programme (NRP) for 2023, which mentions that the primary goal of the vocational training renewal is to make the system more flexible and practice oriented. The Committee further notes that career planning for students enrolled in the vocational training system and career planning of the adult population was supported by a series of measures, including through the creation of a career orientation portal, which had a total of 15,784 visitors in the 2020–23 period. The Committee requests the Government to provide detailed information on the impact of the vocational education and training policies and programmes, including statistical information on the results of the Vocational Training 4.0 Action Plan, disaggregated by age and sex, and, more specifically, on the integration in the labour market of participants in these programmes. It also requests the Government to continue to provide 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 notes from the report that a priority training project that ran from 2016 to 2022 aimed to provide training to low-educated workers. As of 31 December 2022, 110,599 workers participated in the training, including 36,116 persons belonging to the Roma minority. It also notes the Government’s indication that working groups of the Vocational Training Innovation Council (VTIC) contribute to vocational training development and monitoring, such as support to disadvantaged Roma youth. The Committee refers to its previous comments and once again requests the Government to provide more specific 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 persons belonging to the Roma minority but also women, young persons, and other disadvantaged groups.

Article 4. Lifelong learning. The Committee notes from the report the projects that were implemented within the framework of the Economic Development and Innovation Operational Programme (GINOP) of the 2014–20 programming period of the European Union to encourage lifelong learning, such as the Bridging the digital gap priority project, aimed at enhancing digital literacy across the population. The Government indicates that the development of digital competencies among the working age population contributes to the improvement of employability, encourages additional adult learning assisting in social inclusion, and improves access to job opportunities in high-tech environments requiring information and communication technology-related skills. Upon closure of the priority project, the number of participants in the digital competency development courses was 264,369 persons, which surpassed the target that was set at 257,500. The Committee notes that the development of digital skills remains a priority for the Government. According to the 2023 NRP report, the primary goal of adult education is to empower the Hungarian workforce to flexibly react to challenges presented by technological change, thus ensuring workplace stability and the creation of employment. Several modifications were made to the legislative framework and management structure of adult education in 2022. The renewed management structure of adult education and vocational training, in cooperation with the tertiary education, vocational training and innovation areas, enables the planning, execution, joint follow up and assessment of more efficient and more focused interventions. The Committee further notes from the 2023 NRP that one national commitment relating to the European Pillar of Social Rights action plan is to increase the share of the adult population aged between 25 and 64 participating in education. The Committee requests the Government to continue to provide updated information on the nature, the scope and the impact of policies, projects and measures taken or envisaged to encourage lifelong learning activities, including statistics, disaggregated by age and by sex.

Article 5. Cooperation with the social partners. The Committee notes the Government’s indication that the Vocational Training Act, which entered into force in January 2020, transformed cooperation with the stakeholders and affected parties in vocational training. The Sectoral Skills Councils (SSCs) play an indispensable role in the determination of the trades, qualifications and professional content to accommodate the changing needs of the economy and labour market. Currently, 19 SSCs operate, with councils counting from 8 to 24 members. Clerical functions and coordination of the operations of the SSCs are provided by the Hungarian Chamber of Commerce and Industry. With respect to issues falling under the vocational training national strategy, these issues are implemented within the framework of the VTIC. The objective of the VTIC, established in 2018, is to offer a regular platform for meaningful dialogue between the Government and stakeholders of the vocational training system. The 42 members of the VTIC include representatives of the Government, large corporations, trade unions, the vocational training institutions, institutions of higher education, the national economic chambers, and professional organisations. The work of the VTIC is implemented through working groups. The Committee requests the Government to continue to provide information on the cooperation with employers’ and workers’ organizations, including within the Vocational Training Innovation Council, in relation to the formulation and implementation of vocational education and training policies and programmes.