1. 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

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

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

4. 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

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

6. 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

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

8. Present in practice

9. Present in practice

10. Present in practice
Technical Vocational Education and Training

11. 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

12. Present in practice

13. 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

14. Present in practice
Entrance requirements

15. Present in practice

16. Present in practice

17. Present in parctice
Electrotechnics-electronics tradegroup

18. Present in parctice

19. 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

20. 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.

21. 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

22. Present development

23. Present development

24. 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

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

26. 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.

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

28. 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

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

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

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

32. 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

33. 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

34. Mrs. Ildikó Görgényi Modla
Thank you
Mrs. Ildikó Görgényi Modla