Mrs. Ildikó Görgényi Modla National Institute of Vocational Education Standardisation and Quality Development in the Hungarian Vocational Training Mrs. Ildikó Görgényi Modla National Institute of Vocational Education Hungary

Present in practice Public Education Act Vocational Education Act Tertiary Education Act Adult Education Act    

Basis for standardisation registered trades, vocational qualifications National Qualification Register vocational and exam requirements corresponding to labour-market needs

Process National Qualification Register Year Number of total qualifications Number of new qualifications Number of fused qualifications Number of qualifications deleted due to fusing Number of deleted qualifications 1993 955 - 1995 896 6 18 49 16 1996 933 33 28 1997 943 8 1998 950 7 1999 951 24 23 2000 934 15 2 30 2001 812 31 19 42 111 2002 818 10

Basis for standardisation organisation and arrangement of vocational examinations tasks of institutes authorized for examinations work of independent board of examiners

Basis for standardisation    school-based training: vocational school vocational secondary school schools can be maintained by: the local government, the church, foundations   non-school-based training: companies, economic organizations

Present in practice   general subjects in the stage of general education   in the 9.-10. grades of the vocational school in the 9.-12. grades in the vocational secondary school provision of vocational preparation in accordance with 21 tradegroups stage of vocational training

Present in practice

Present in practice

Present in practice Technical Vocational Education and Training

Present in practice the tradegroup leads from the stage of general education to the stage of vocational training previous studies and vocational pre-training is especially important at the stage of general education  

Present in practice

Present in practice Example The main structure of electrotechnics-electronics tradegroup: adequate distribution of theory and practice level of vocational qualification corresponding to the ISCED

Present in practice Entrance requirements

Present in practice

Present in practice

Present in parctice Electrotechnics-electronics tradegroup

Present in parctice

Present in practice electrotechnics – electronics vocational qualifications: 63 vocational qualifications belong to the electrotechnics – electronics tradegroup development of the vocational and examination requirements for the different vocational qualifications standard

Targets in present and in future development Focus on human-resource development, modernization, transparency, permeability, mobility, employment policy and the validation of principles of the European Union was stressed in the Hungarian National Development Plan approved in February 2003.

Present development Modularization development better consistency and coherence amongst the different vocational qualifications better recognition of knowledge already acquired permeability between different forms of vocational training

Present development

Present development

Present development Development program: in order to create the modular system, we have to build up the vocational and examination requirements on the grounds of requirement moduls we have to start off from the results of job-analysis

Present development development of vocational qualification sub-groups additional tasks: creation of full correspondence between moduls development of part-vocational qualifications

Present development There are 164 moduls of tradegroups alltogether, of which   6 are common vocational requirement moduls in more than one tradegroups, 82 are common requirement moduls in the vocational qualification group,  76 are special vocational requirement moduls.

Development In the modularization development contain: exam system innovation harmonized and constracted certificate supplement composition (in Hungary)

Public education act Target of quality development self-assessment partner-centred approach measurement of partners’ needs service development planning evaluation of planning result of evaluation for use in on-going innovation

Public education act School workplan for execution of quality development Bases for workplan are plans for raising and training students and pedagogical plan

system of quality development Public education act Schools have to prepare the programme of quality control: quality policy system of quality development

Public education act This programme determintes the operating process management planning controlling measuring evaluation The regulations of organisation and operation school rules

Institutional Level Principles Comenius I. Partner-centred operation: (harmonised to quality control) Self-assessment, situational analysis Identification of interested parties (partners) Needs analysis Definition of goals (according to importance) Action plan (unbound implementation) Comenius II. Application of full-scale quality control: Regulation of procedures Development of corporate culture Formulation of capacity for on-going development

Institutional Level Principles EFQM Client orientation Management responsibility Involvement of people Procedural approach Systematic view On-going striving for perfection Fact-based decision-making Mutually-advantageous relations with assistants, collaborators and suppliers

Mrs. Ildikó Görgényi Modla Thank you Mrs. Ildikó Görgényi Modla igorgeny@nive.hu www.nszi.hu Info@nszi.hu