Hungary: more opportunities for at-risk learners through flexible programmes

Flexible learning programmes
Flexible learning pathways include three main programmes aimed at supporting learners who face challenges in traditional educational settings. These programmes focus on practical, competence-based learning and personalised support to help students achieve successful outcomes. While they share common methods, they differ in structure, target groups, and specific goals. 

The legislation provides a broad framework for flexible organisation and teaching methods. Key features include:

• close cooperation among teachers;
• mentoring system for learners;
• project-based and experience-based learning;
• individualised development;
• formative assessment.

Legislative changes and impact

Amendments to the VET Act and Government Decree in 2023 have increased participation in the Springboard and the School workshop programmes through several measures:

• lower entry age: the minimum entry age for the Springboard programme has been lowered from 16 to 15, allowing early enrolment for students struggling in traditional settings;
• more scholarships: scholarships for both programmes have been doubled, boosting students’ motivation to stay enrolled;
• streamlined progression: students completing the School workshop programme and earning a partial vocational qualification are exempt from sectoral basic education when progressing to full qualification programmes, reducing overall training time.

Schools have also recognized the need to expand the target group for the orientation development programme. Starting next academic year, several schools will focus on students with minor competence gaps and higher achievers unsure of which qualification to pursue. The emphasis will be on career guidance, talent management, and developing language and digital skills.

Changes in student numbers
Data show a 63% increase in Springboard programme participation and a 32.5% rise in School workshop programme enrolment from 2023 to 2024 (see Figure 1).

Source: SZIR [VET information system].
 

The chart below (Figure 2) illustrates attendance figures in these programmes under the Ministry of Culture and Innovation (MCI), which oversees VET and is the largest State funder of VET schools.

NB: There may be overlaps between the periods presented, as courses may span across academic years.
Source: Data collected from vocational schools by the National Office for VET and Adult Learning.

Although the number of students in the orientation development programme has not changed significantly over the years, it is expected that highlighting talent management and developing language and digital competences will increase participation.

Methodological support and future vision
In 2023, professional-methodological support was introduced for vocational school managers and trainers involved in flexible learning path programmes. This includes participation in national and regional events and direct expert advice. The long-term goal is to enable more schools to launch flexible programmes, improve education quality, and retain more young people in training.

Reading more

• Cedefop and ReferNet (2023). Improving the permeability and flexibility of VET. Timeline of VET policies: Hungary.
• Cedefop (2024). Vocational education and training policy briefs 2023 – Hungary. Cedefop monitoring and analysis of vocational education and training policies.    
• ReferNet Hungary; Cedefop (2020). Hungary: making informed career choices. National news on VET