- 2023Approved/Agreed
- 2024Implementation
- 2025Implementation
Background
The demand for skilled labour is steadily increasing, particularly for the design, implementation, operation, and maintenance of automated production and service systems. VET and adult education must prepare learners for these challenges by providing them with new, modern methodologies. However, the methodological culture of teachers/trainers working in VET does not keep pace with technological advancement. Digitalisation must go beyond modern equipment and be embedded in teaching methodologies, administrative processes, learning materials, and students’ learning culture.Engaging and motivating the young people of Generation Z requires innovative methods and tools. This change needs a shift in mindset among vocational educators.
Objectives
The primary objective is to introduce modern teaching and assessment methodologies in VET that facilitate the acquisition, evaluation, and measurement of the skills, competences, knowledge, expected behaviours, attitudes, autonomy, and responsibility defined in learning outcome-based training and output requirements. These methods aim to enhance labour market preparedness.
Description
The policy introduces a package of measures to renew teaching and assessment methodologies in VET and adult education by embedding project-based learning and examinations into everyday practice.
According to the implementation decree of the 2019 VET Act, the professional programme of a VET institution must include its specific pedagogical methods, including project-based learning.
During project-based learning, topics and tasks are addressed through activities that rely on students’ interests and the joint cooperation of learners and teachers/trainers, fostering problem-solving and the exploration of interconnections.
The vocational examination consists of two main components defined in the programme and outcome requirements:
- a centrally administered, computer-based examination activity (hereinafter referred to as the interactive examination activity; and
- the implementation of a project task.
The project task, set by an accredited VET examination centre and aligned with the programme and outcome requirements, aims to assess comprehensively the candidate’s practical competence. It must be completed either during preparation for or as part of the vocational examination and defended orally, covering the professional knowledge needed to practise the given occupation.
Depending on the programme and outcome requirements, the project task may take the form of a practical exam project, a masterpiece, a demonstration or other...
The policy introduces a package of measures to renew teaching and assessment methodologies in VET and adult education by embedding project-based learning and examinations into everyday practice.
According to the implementation decree of the 2019 VET Act, the professional programme of a VET institution must include its specific pedagogical methods, including project-based learning.
During project-based learning, topics and tasks are addressed through activities that rely on students’ interests and the joint cooperation of learners and teachers/trainers, fostering problem-solving and the exploration of interconnections.
The vocational examination consists of two main components defined in the programme and outcome requirements:
- a centrally administered, computer-based examination activity (hereinafter referred to as the interactive examination activity; and
- the implementation of a project task.
The project task, set by an accredited VET examination centre and aligned with the programme and outcome requirements, aims to assess comprehensively the candidate’s practical competence. It must be completed either during preparation for or as part of the vocational examination and defended orally, covering the professional knowledge needed to practise the given occupation.
Depending on the programme and outcome requirements, the project task may take the form of a practical exam project, a masterpiece, a demonstration or other professional product, or a thesis or portfolio.
IKK Nonprofit Plc. launched sector-based best practice sharing fora in eight sectors to support peer learning among teachers and trainers. One main theme of these events, organised with the participation of sectoral advisors, is project-based education. (See also related policy development: VET teacher continuing training requirements and career opportunities.)
Three collections of best practice and task books were published on the IKK Nonprofit Plc. website, developed by practising teachers and trainers, for teachers and trainers in the following sectors:
- technical sectors implementing project-based teaching;
- the food industry sector preparing students for the written part of the sectoral basic exam;
- the environmental protection and water management sector preparing students for the interactive vocational examination.
Under the Swiss–Hungarian Cooperation Programme II, the development programme titled ‘Vocational Education and Training Programme in Hungary’ was launched under the professional coordination of IKK Nonprofit Plc. One of its main objectives is to integrate project-based teaching and exams into the daily practice of VET institutions and enterprises participating in dual training. The developments carried out by three VET centres (Baranya County VET Centre, Miskolc VET Centre, and Nyíregyháza VET Centre) along with their dual training partners and other VET centres in the Northern Great Plain, Northern Hungary and Southern Transdanubia regions are going to be disseminated countrywide.
Among the first results of the programme, a methodological handbook on project-based approach in VET was elaborated and published in 2025.
Main activities planned under the programme component to be implemented by 2027:
- compilation and dissemination of model project collections and project examination task samples (in 15 sectors);
- launch of teacher further training programmes (training at least for 1 000 teachers/trainers in 15 sectors);
- methodological training for company trainers (at least for 200 participants);
- implementation of pilot programmes (involving at least 75 institutional and company mentors, and at least 45 exam mentors);
- organisation of competence development programmes and competitions (mentoring at least 360 disadvantaged students);
- dissemination of development results.
Bodies responsible
- IKK Innovative Training Support Center (IKK Nonprofit Plc.)
Target groups
Learners
- Learners in upper secondary, including apprentices
- Adult learners
- Learners from other groups at risk of exclusion (minorities, people with fewer opportunities due to geographical location or social-economic disadvantaged position)
Education professionals
- Teachers
- Trainers
- School leaders
Entities providing VET
- Companies
- Small and medium-sized enterprises (SMEs)
- VET providers (all kinds)
Thematic categories
Supporting lifelong learning culture and increasing participation
Lifelong learning refers to all learning (formal, non-formal or informal) taking place at all stages in life and resulting in an improvement or update in knowledge, skills, competences and attitudes or in participation in society from a personal, civic, cultural, social or employment-related perspective (Erasmus+, Glossary of terms, https://erasmus-plus.ec.europa.eu/programme-guide/part-d/glossary-common-terms). A systemic approach to CVET is crucial to ensure adaptability to evolving demands.
This broad thematic category looks at ways of creating opportunities and ensuring access to re-skilling and upskilling pathways, allowing individuals to progress smoothly in their learning throughout their lives with better permeability between general and vocational education and training, and better integration and compatibility between initial and continuing VET and with higher education. Individuals should be supported in acquiring and updating their skills and competences and navigating easily through education and training systems. Strategies and campaigns that promote VET and LLL as an attractive and high-quality pathway, providing quality lifelong guidance and tailored support to design learning and career paths, and various incentives (financial and non-financial) to attract and support participation in VET and LLL fall into this thematic category as well.
This thematic category also includes many initiatives on making VET inclusive and ensuring equal education and training opportunities for various groups of learners, regardless of their personal and economic background and place of residence – especially those at risk of disadvantage or exclusion, such as persons with disabilities, the low-skilled and low-qualified, minorities, migrants, refugees and others.
European priorities in VET
VET Recommendation
- VET as an attractive choice based on modern and digitalised provision of training and skills
- VET underpinned by a culture of quality assurance
Osnabrück Declaration
- Resilience and excellence through quality, inclusive and flexible VET
- Establishing a new lifelong learning culture - relevance of continuing VET and digitalisation
Subsystem
Further reading
Country
Type of development
Cedefop, & ReferNet. (2026). Methodological Renewal of Vocational Education and Examination: Hungary. In Cedefop, & ReferNet. (2026). Timeline of VET policies in Europe (2025 update) [Online tool].
https://www.thanos.knowledge.gr/en/tools/timeline-vet-policies-europe/search/50853