Section two: International benchmarking

Country:  HUNGARY 

TVET is available from the age 14 – 15, after completion of lower secondary education, offering several options:  

five-year technological programmes (technical, ISCED 344-454) combining general subjects and sectoral basic education (common contents of vocational training) in grades 9 and 10 and vocational specialisation in grades 11 to 13. Learners acquire the upper secondary school leaving certificate (EQF level 4) giving access to HE, and a technician diploma (EQF level 5)  

3-year vocational school (Szakképző Iskola, ISCED 353) programmes/ practice-oriented VET programmes, provide general and vocational (sectoral foundation) education in grade 9, followed by vocational specialisation (grades 10 and 11). Learners acquire an EQF level 4 vocational qualification entitling holders to perform a vocational occupation. Graduates may enrol in a two-year follow up programme in a technical college to obtain the secondary school leaving certificate.  

Skills acquired during the sectoral foundation year(s) are assessed before moving on to specialised vocational training. 

They can acquire a vocational qualification in two years; two- to four-year special vocational school programmes for special education need (SEN) learners are also available. 

Work-based learning (WBL) is delivered in school-settings or through a practical training placement in companies. Learners may conclude vocational employment contracts to follow both (specialised vocational) theory and practice in companies. 

 After completion of lower secondary education, those unsure of which pathway to follow can enrol in a one-year (optional) career orientation development programme. Learners unable to finish lower secondary education by the age of 16 can enrol in a basic competences’ development programme. 

In the UK we normally start at 16 years old, although most colleges have a schools partnership programme in place where younger students can sample different skills to see what they prefer. 

Much of Hungary’s VET qualification training takes place in colleges and training establishments. 

In the UK building services sector, our students normally spend most time on site with an employer; normally four days on site and one day in college.  

The Hungarian VET system is similar to some UK practice but their links with trade unions and employers, in general, has a greater level of collaboration and there is more of an input from industry into the qualification framework. 

Country:  HUNGARY 

The Ministry of Innovation and Technology is responsible for the governance of VET and adult learning (AL) and as of 2019 this also includes vocational qualification curricula in higher education. Coordination and policy implementation are ensured by the National Office for VET and Adult Learning and, since 2019, also by the Innovative Training Support Centre. The National Office of VET and Adult Learning (NOVETAL) and the IKK Innovative Training Support Centre Plc. (IKK), are VET State administrative bodies.  They are supervised by the Ministry of Innovation and Technology and support the implementation of VET policy developments. Social partners shape VET policy through participation in advisory bodies. The VET Innovation Council (a discussion forum for education and training providers, chambers, employers and trade unions) and sector skills councils shape proposals for aligning VET programmes and qualifications with labour market needs. The Chamber of Commerce and Industry is responsible for the registration of apprenticeship placements. 

Work-based learning (WBL) is delivered in school-settings or through a practical training placement in companies. In contrast to the phasing out of apprenticeship contracts, since 2020/21, learners may conclude vocational employment contracts to follow both (specialised vocational) theory and practice in companies. 

Dual VET and apprenticeships have been improved, especially in upper secondary VET, since 2012 and have been coordinated by the Chamber of Commerce and Industry. The chamber’s role in shaping VET has been extended since 2015 by the introduction of a chamber guarantee for securing training places for VET learners (see below). Policy priorities in vocational education and training focus on improving the quality of dual training and increasing the number of companies offering practical training (vocational employment contracts). The Hungarian Chamber of Commerce and Industry (MKIK) remains responsible for authorising and registering dual training placements. The level exam which was previously conducted by the MKIK has been abolished. Instead, students must pass a sectoral basic exam at school. Since, in both technical and vocational schools, sectoral foundation education is offered in the first phase (in technical in grade 9 and 10).

Country:  HUNGARY 

Country:  CHINA 

Similar to the UK model, the Hungarian Training Manager organises and oversees all training, but they have a dedicated team of specialist individual trainers who deliver training in certain aspects of the skill.  The UK has now started to adopt this model more broadly. 

Hungary take part in international pressure tests a lot earlier in the WorldSkills cycle than we do in the UK. However, the UK has now started to adopt this practise within our own international cycle. 

Hungary selects their WorldSkills International Competitor a lot sooner than we do in the UK and in most instances, they will have a much younger student shadowing their current competitor with a view to being selected for the following international competition. This innovative approach enables the younger competitor to develop towards those international standards of excellence much earlier than other countries. 

Again, like Hungary, the training manager oversees all training, but they also have a much larger pool of specialist trainers to assist in the development of their students. 

The students will spend a lot of time practising all aspects of the skill until they perfect it. This will also include past test projects from recent competitions building up their speed, planning and accuracy. They will attend international pressure testing with other top performing countries  to ensure they are competition ready and able to cope under pressure within a competition environment. High attention to detail, dexterity and problem solving is worked on to hone and perfect their skills. 

Country:  China 

Country:  Japan 

During an international pressure test the UK attended, the Chinese individual worked at a very fast pace. He was very closely watched and analysed by his Expert and trainers throughout the event. One of the modules in this event was to design, fabricate and install a towel rail to given specification and parameters; his design drawing was completed to a very high standard with great attention to detail and accuracy. It was evident that many hours of practice had gone into his preparation.  

This resulted in a gold medal in Lyon. 

In Lyon, Module ‘F’ was a copper pipework speed test. The competitors were given a drawing with the task details. Most of the competitors all started the task in much the same way except the Japanese competitor who bent all pipework and made-up details out of position before installing onto the wall. The planning, work organisation, accuracy and time management of his work was very impressive.