Development of Vocational orientation in Hungary

Tibor Bors Borbélyborbelytibor@lab.hu ÁFSZ- FSZHadvisor

Office National de l’Emploi et des Affaires SocialesPES- National Employment and Social Office (NESO)

17. – 18. April 2008Internationale KonferenzProfessionalisierung beruflicher Beratung:Europäische Mobilität – Chance und Herausforderung

Workshops    3.1.      Service organisation, Guidance, and Vocational Orientation for Young People

Recent and not so new trends in Hungary No real owner of the Guidance issues (M. of

Education and M. of Employment and Social Affairs have no long-term strategic agreement)

Citizens have no clear view on Guidance (what is it for?) → guidance, counselling, vocational orientation…

From the companies side the picture is the same (why is it important for us?) → coaching

Schooling system is a mess → inequality & inequity (too many and too early changes for the pupils)

→started in 1998 at the age of 18 schooling is compulsory (against youth unemployment as well)

→after 1998/99 3 ys. trade schools were abolished But there is still 4 ys. vocational training schools without GCSE

Back to the 90’s

Acts on education contain guidance and orientation in every level (primary, 1993 secondary 1993, Hi. Ed. 1993, and adult ed. 2002)

Act on employment also manages this duty (1991, 2000) ‘BIZ’ were set up within the PES WB sponsored a career orientation BA curricula (Gödöllő) Job Clubs were launched in each county WB donated curricula on VET orientation in the vocational

secondary schools First National Core Curriculum (NAT) 1995 introduced the

way-of-life and practical skills, vocational orientation was included !

The Choices ’96 and 2000 were adopted (Bridges CA)

Choices ’96 and 2000 (by PES)

…and afterward (almost) a total silence at the policy level Small segmented developments:

SZFP: Orientation curricula introduced in trade schools (2000) 74 classes per a school year (class 9)

Career fairs hold by (County) Regional Labour Centres every year

Orientation teacher (post-graduate degree 1999) (Gödöllő, Eger)

School counsellor (post-graduate degree 90’s) (U. of ELTE) Redesigned the counsellor psychologist curricula according

the European Psychologist Degrees PHARE independent developments (PES, County Centres)

www.epalya.hu www.palyainfo.hu www.palyatars.hu

National developments

Recent trends EU accession (May 2004)

1st. National Development Plan, Human Resources Development Operational Programme (HRDOP) 2004-2008

2 new developments: HRDOP 3.1. competence based cross- curriculum

development for 6+6 ys. schooling career orientation competency is 1 out of the 6 areas (SuliNova-Educatio) (based on CA Blue Print/ Real Game)

testing: 300 schools and 1700 teachers, app. 100.000 pupils

HRDOP 1.2. „BIZ” type further developments (ÁFSZ- FSZH)

Backgrounds /1 (by M. of Edu.)

Near future 2007-2013/15

Brand new programmes:

New Hungary Development Plan, Social Renewal Operational Programme, Measures:

222 Central Programme for LLG (PES-NESO) 311 Programme for the 21th century schools (12

classes compulsory education)

Percentage rate of inactive persons not in education/on parental leave to the total population aged 15–29, 2004

Region S e t t l e m e n t t y p eH i g h e s t e d u c a t i o n a l

a t t a i n m e n t

Source: CSO, Labour force survey time series, 2004. (% of ‘NEET’)

Real problems

Initiatives and obstacles March 27th - June 12th 2008 a new national policy

paper have been developed for LLG policy in Hungary (according to the UNESCO, OECD, EU-CEDEFOP, Dublin Foundation papers between 1998-2006)

Two HRD ministries (ed. and empl.) seldom get synchrony

Lack of political and social awareness on LLG issues (from the citizens, schools and employers side as well!) Talking about the learning society but do not really understand the small and necessary steps towards that.

Thank you for your kind attention!

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