key competences in vocational education and … · education programmes and, to a lesser extent,...

HUNGARY

THEMATIC PERSPECTIVES

KEY COMPETENCES IN VOCATIONALEDUCATION AND TRAINING

Please cite this publication as: Bükki, E. et al. (2016). Key competences in vocational education and training – Hungary. Cedefop ReferNet thematic perspectives series. http://libserver.cedefop.europa.eu/vetelib/2016/ReferNet_HU_KC.pdf

Authors: Eszter Bükki, Krisztina Domján, Orsolya Kurucz and György Mártonfi

Reviewed by Cedefop © Observatory Centre for Educational Development, Corvinus University of Budapest (Cedefop ReferNet Hungary 2012-15), 2016 Reproduction is authorised, provided the source is acknowledged.

The thematic perspectives series complements the general information on vocational education and training (VET) systems provided in ‘VET in Europe’ reports. The themes presented in the series feature high on the European agenda. Thematic perspectives provide national overviews of specific themes in a common format and offer comparative dimension across the EU Member States, Iceland and Norway. They are available at: http://www.cedefop.europa.eu/en/events-and-projects/networks/refernet/thematic-perspectives This thematic perspective was prepared based on data/information from 2015. The opinions expressed here do not necessarily reflect those of Cedefop. Thematic perspectives are co-financed by the European Union and ReferNet national partners. ReferNet is a network of institutions across Europe representing the 28 Member States, plus Iceland and Norway. The network provides Cedefop with information and analysis on national vocational education and training (VET). ReferNet also disseminates information on European VET and Cedefop’s work to stakeholders in the EU Member States, Iceland and Norway. http://www.cedefop.europa.eu/en/events-and-projects/networks/refernet

/cedefop @cedefop refernet

http://www.cedefop.europa.eu/en/publications-and-resources/country-reports/vet-in-europe-country-reports

http://www.cedefop.europa.eu/en/events-and-projects/networks/refernet/thematic-perspectives

http://www.cedefop.europa.eu/en/events-and-projects/networks/refernet

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Table of contents

Introduction ............................................................................................................... 4

1. Key competence: communication in the mother tongue ..................................... 8

2. Key competence: communication in foreign languages ...................................... 9

3. Key competence: competences in maths, science and technology ....................................................................................................... 10

4. Key competence: digital competence ............................................................... 12

5. Key competence: learning to learn ................................................................... 13

6. Key competence: social and civic competences............................................... 14

7. Key competence: entrepreneurship.................................................................. 15

8. Key competence: cultural expression ............................................................... 16

9. Conclusions ..................................................................................................... 18

ANNEX 1................................................................................................................................... Distribution of general education subjects based on the framework curriculum of vocational schools (number of hours per week) ......................................................................................................... 19

ANNEX 2. Distribution of general education subjects based on the framework curriculum of two-grade special vocational school awarding a partial vocational qualification (average number of hours per week) ............................................................................................... 19

ANNEX 3. Distribution of general education subjects based on the framework curriculum of four-grade special vocational school awarding a vocational qualification (average number of hours per week) ......................................................................................................... 20

ANNEX 4. Distribution of general education subjects based on the framework curriculum of 20-month Bridge programmes awarding a partial vocational qualification (average number of hours per week) ............................................................................................... 20

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Introduction VET in Hungary is complex and changing, especially since 2010. After completed primary education (ISCED 2) learners can enrol in upper secondary VET (ISCED 3) in:

(a) four-year secondary vocational programme (34.5%) (1) that offers general education programmes with pre-VET and practical training (since 2013) components. It prepares learners for post-secondary VET (additional 1-2 years) and/or higher education (2);

(b) three-year vocational programme (29%) that comprises mostly work-based practical training complemented by 33% general education subjects. It prepares learners for skilled manual jobs and together with a two-year ‘bridge II’ programme offers a certificate of primary education and partial VET qualification for learners at age 15+ with learning difficulties. The structure of general education subjects is presented in Annexes 1 and 4) (3);

(c) special vocational programme (1.9%) that offers partial VET qualifications for special education needs (SEN) learners and comprises 34-56% general education subjects (see Annexes 2 and 3).

This article focuses on vocational school programmes that have the highest share in the mainstream upper-secondary VET programmes.

Policy documents The government has been radically transforming VET since 2010 launched by an agreement with the Chamber of Commerce and Industry and a new VET act. The 2011 policy concept paper of the ministry responsible for VET (4) contains only one important statement regarding key competences. Among the priorities listed it states that ‘the development of vocational and personal competences – including ‘key’ competences – are all important in VET’. However, during policy implementation key competences

(1) The share of full time students in the 9th grade in 2013/14. The rest were enrolled in general education (grammar schools).

(2) The structure will change again in 2016 (the 2020 graduates will receive both a vocational qualification and secondary school leaving certificate at age 18 (grade 12)).

(3) In 2014/15, 2800 students (1-2% of age cohort) attained ‘bridge II’ programmes. Központi Statisztikai Hivatal (2015): Statisztikai Tükör 2015. április 29. Oktatási adatok 2014/15. https://www.ksh.hu/docs/hun/xftp/idoszaki/oktat/oktatas1415.pdf

(4) Koncepció a szakképzési rendszer átalakítására, a gazdasági igényekkel való összehangolására [Concept for the transformation of the VET system, matching it to the needs of the economy], Ministry of National Economy, May 2011, pp. 53.

https://www.ksh.hu/docs/hun/xftp/idoszaki/oktat/oktatas1415.pdf

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have not received much attention; in fact, other priorities (e.g. expanding the dual training and reducing its duration) became central.

In 2015, the government adopted a new policy concept paper (5) that refers to key competences in three instances. However, these references to intentions and expectations are neither specific nor do they relate to actual policy measures and decisions.

First, key competences are mentioned in the objective of assessment of key competences at the end of vocational school programme to boost employment. However, the 2015 legislative amendments took no account of this objective.

Second, the concept paper discusses the need for the assessment of basic competences (writing, reading, numeracy) in the penultimate grade of primary school that would be linked to career orientation. This has to do with the fact that general education programmes and, to a lesser extent, secondary vocational school programmes skim the best of primary school graduates, while learners entering vocational schools usually have poor performance; so much so that the majority of them even lack the necessary competences to start a vocational programme. They are in need of serious assistance to catch up; however, there is no time available for that, since the duration of training has been reduced as part of the restructuring of VET. VET policy makers are lobbying and the government considers a decrease in grammar school admission quotas in order to direct best performers to VET.

Third, key competences are mentioned in connection with scholarship programmes supporting VET learners. The concept paper again highlights a need ‘to maintain and launch scholarship programmes that promote equal opportunities and develop basic competences in order to reduce early school leaving’.

One of the main characteristics of the transformation of VET since 2010 is the significant increase of the share of practical training and decrease of the general education share, the latter being the main area of key competence development. Key competence development can (and sometimes spontaneously does) happen within the context of theoretical and practical vocational training. However, this development is not supported by proper methodology and is not formally incorporated into the curriculum.

Despite the above, key competence development is still declared as a priority in education policy regarding general education subjects that constitute at least 1/3 of VET programmes.

(5) Szakképzés a gazdaság szolgálatában (koncepció) [VET in service to the economy], January 2015, pp. 40.

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The 2014 strategy for the development of general education also discusses the need and tools for key competence development. It foresees the improvement and use of instruments for the development of key competences, creation of competence development programmes and tools, and improvement of the methodological competences of teachers and trainers.

In a similar way, and in line with EU recommendations, the 2014 lifelong learning strategy also highlights the need for key competence developments at all education levels. Regarding VET it provides for supporting the implementation of content and methodological changes that aim at the development of key competences and transversal skills, within the ‘reinforcing the teaching of basic skills and key competences’ measure.

Legislation In addition to the strategic documents discussed above, policy intentions aiming at the development of key competences appear in regulations.

The national core curriculum (Nemzeti alaptanterv, NCC, 2006) lists and explains key competences (6) as the fundamental, general objectives of lower and upper secondary education in addition and linked to the areas of development and respective pedagogical objectives that must be observed in all cultural domains. Regarding vocational school training the curriculum states that it ‘must, on the one hand, build on the priority development areas, pedagogical objectives of the curriculum and on key competences; on the other hand, observe the fundamental principles, objectives and development requirements of cultural domains, taking into the account all general and vocational subjects in vocational schools’.

The framework curricula for each type of programmes was developed on the basis of the national core curriculum. For the subject of this article the framework curricula of vocational schools and, to some extent, that of special vocational schools and ‘bridge II’ programmes are relevant. The introduction to the framework curriculum of vocational schools describes the pedagogical objectives concerning all key competences in two pages; VET policy objectives regarding key competence development are precisely and explicitly declared at this level. Three key competences – foreign language, Hungarian language and competences in mathematics, science and technology – are to be developed as stand-alone subjects, with 1 or 2 weekly class hours on average

(6) The list of key competences in the Hungarian NCC differs from that which is defined in the EU Recommendation of 2006 in one minor aspect. It breaks the EU key competence of ’mathematical competence and basic competences in science and technology’ into two separate ones, thus in Hungary there are nine instead of eight key competences.

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(Annex 1). The development of the remaining key competences is described in the outcome requirements of particular school subjects and depends on local school practices.

Vocational examination requirements and framework curricula of vocational qualifications define vocational, personal, social and methodological competences, corresponding to the particular task profile, by modules (7). They comprise several components/parts of key competences. Here is an example to make it easier to understand: in the ‘pasta making’ module of the vocational qualification ‘baker’, vocational skills include ‘elementary numeracy skills’, ‘sense of quantity and measurement’, ‘use of small equipment, kneading machines;’ personal competences involve ‘independence’, ‘responsibility’ and ‘decision-making skills;’ social competences include ‘helpfulness’, ‘ability to compromise’ and ‘assertiveness’, and finally, methodological competences involve ‘comprehension skills’, ‘systemic thinking skills’ and ‘reviewing skills’. One or another of the key competences also appear among the competences to be developed that are listed in the vocational framework curricula, with varying weight, depending on the particular module. The learning outcomes of each vocational qualification involve such lists of competences for 6-9 modules.

Training of teachers/trainers The general requirements of teacher (including VET teachers) training and the learning outcomes of specific teacher training programmes are listed in the decree 8/2013 of the Ministry of Human Resources. The decree defines general task of preparing teachers-to-become for developing learners’ key competences as part of their methodological training. The actual implementation of this task, however, varies by institution and programme, and there is no information available in this regard. However, the 2014 strategy for the development of public education emphasises that teachers’ pre-service and further training have not yet responded adequately to the task of implementing the skills development objectives of the new content regulations; therefore it is an area of intervention. Several new 30-hour in-service teacher-training programmes have been developed within ESF project (2012-15) that aims to prepare teachers for the development of students’ key competences. One such programme targets VET teachers and prepares them for teaching in revised (three-year VET with lower shares of general subjects) programmes in vocational school.

(7) As a result of the 2006 competence-based reform of the National Qualifications Register (Országos Képzési Jegyzék, OKJ).

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1. Key competence: communication in the mother tongue The acquisition of the key competence at upper secondary VET is promoted at national/regional level

Yes

How is it promoted?

• national/regional policy document(s)

The 2014 strategy for the development of public education – concerning also general education subjects provided in VET schools – includes several measures that aim at developing (by means of creating programmes and tools and applying innovative pedagogical methods) and monitoring students’ basic skills, including reading and writing.

• national/regional law(s), regulation(s)

The Public Education Act 2011 – that regulates also VET – provides for the national assessment of basic skills of all students in the 10th grade, including that of reading comprehension, as a task assigned to the minister responsible for education.

• national/regional curricula, standards and qualifications

The national core curricula (2012) and the framework curricula of general education (2012) provide for the development of all key competences. Communication in Hungarian competence must be developed also as a stand-alone subject (‘Communication - Hungarian language and literature’). However, it is taught in only 1 and 2 hours per week in the 9th and 10th grade of vocational schools (Annex 1). This subject is built around 4 areas: 1) communication, 2) grammar, 3) reading comprehension/text composition, and 4) artistic, literary education and media studies. The development of oral communication skills is also referred to in the subject programmes of ‘mathematics’, ‘social studies’, ‘physical education and sports’ and ‘building a class community’ (see Annex 1 for number of hours).

• training VET teachers trainers

No

• centralised assessment of the key competence in VET

An annual central assessment of the reading comprehension (as well as mathematical) skills of all students in the 10th grade (including VET) has been carried out since 2001 within the framework of the national assessment of competences (Országos Kompetenciamérés, OKM).

• other instruments (e.g. ways of working, teaching/learning methods)

No

The progress of improving key competence levels/learning outcomes among upper secondary VET students is monitored

Yes

How is it monitored?

• through international or national statistical data

National assessment of competences includes communication in the mother tongue competence.

• survey(s) The OECD PISA surveys (every 3 years) allow monitoring this key competence as data concerning vocational school students specifically can be obtained from the PISA database; however, such specific data is not regularly published or used for monitoring.

• benchmark(s) No

• other instrument(s) Regular modes of assessment (as defined in the school’s pedagogical programme, e.g. oral and written tests in the middle and

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end of the year). The framework curriculum of vocational schools also prescribes input assessment of students’ basic competences.

Key competence level improved among upper secondary VET students since (+/-)2010

No significant change (results of the assessment of the reading comprehension of vocational school students in points in the national assessment of competences: 2010: 1399, 2011: 1417, 2012: 1397, 2013: 1408, 2014: 1387)

2. Key competence: communication in foreign languages The acquisition of the key competence at upper secondary VET is promoted at national/regional level

Yes

How is it promoted?

• national/regional policy document(s) The 2014 strategy for the development of general education includes measures that refer to the acquisition of foreign languages, including in VET programmes.

• national/regional law(s), regulation(s) No


The national core curricula (2012) and the framework curricula of general education (2012) provide for the development of all key competences, including foreign language that is a stand-alone subject (2 hours per week in all three grades in vocational schools). The framework curricula of VET (2012) of all (270) basic qualifications include an ‘employment I’ (64 hours in the last grade) module titled that develops foreign language competences related to the qualification and employment.

• training VET teachers trainers No


No


No


Yes


through international or national statistical data

No

survey(s) No

benchmark(s) No

other instrument(s) Regular modes of assessment (as defined in the school’s pedagogical programme, e.g. oral and written tests in the middle and end of the year).


No data

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3. Key competence: competences in maths, science and technology

The title(s) in the national context

Mathematical competence Competences in science and technology

The acquisition of the key competence at upper secondary VET is promoted at national/regional level

Yes Yes

How is it promoted?


The 2014 strategy for the development of general education supports 1) tools that promote differentiated pedagogical practices focusing on the development of basic skills (including numeracy) and the use of the 21th century technologies and library tools and 2) the application of innovative pedagogical methods in teaching of maths.

The 2014 Strategy for the development of general education refers one time to competences in science and technology and calls for application of innovative pedagogical methods in the natural and technological sciences.


The Public Education Act 2011 provides for the national assessment of basic skills, including that of mathematical competences. The national core curricula (2012) defines the task of key competence development.

No


The national core curricula (2012) and the framework curricula of general education (2012) provide for the development of competence in mathematics as a stand-alone subject ‘mathematics’, with 2 hours per week in the first grade, and 1 hours per week in the second grade in vocational schools (see Annex 1).

The national core curricula (2012) and the framework curricula of general education (2012) provide for the development of competences in science and technology as a stand-alone subject ‘science’ with 3 hours per week in the 9th grade.


No No


National assessment of competences includes mathematical competence

No


No No

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Yes Yes



National assessment of competences includes mathematical competence.

No

• survey(s) The OECD PISA surveys (every 3 years) allow monitoring of this key competence as data concerning vocational school students specifically can be obtained from the PISA database; however, such specific data is not regularly published or used for monitoring.

The OECD PISA surveys (every 3 years) allow monitoring of this key competence as data concerning vocational school students specifically can be obtained from the PISA database; however, such specific data is not regularly published or used for monitoring.

• benchmark(s) No No

• other instrument(s) Regular modes of assessment (as defined in the school’s pedagogical programme, e.g. oral and written tests in the middle and end of the year).

Regular modes of assessment (as defined in the school’s pedagogical programme, e.g. oral and written tests in the middle and end of the year). The framework curriculum of vocational school also provides for input and outcome assessments in the ‘science’ subject.


No significant change. (results of the assessment of the mathematical competences of vocational school students in points in the national assessment of competences 2010: 1446, 2011: 1456, 2012: 1441, 2013: 1142, 2014: 1442)

No data

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4. Key competence: digital competence The acquisition of the key competence at upper secondary VET is promoted at national/regional level

Yes

How is it promoted?


The 2014 strategy for the development of general education – that concerns also general education provided in VET schools – includes a measure that refers to development of digital competence by developing or adapting digital learning tools and contents and promoting their use in the classroom.


No


The national core curricula (2012) and the framework curricula of general education (2012) provide for the development of digital competence through an optional stand-alone subject in vocational schools. The framework curriculum of vocational schools refers to the task of its development also in the subject ‘communication – Hungarian language and literature’ (to teach students digital tools awareness and about the ethical use and threats of the internet in the 10th grade as well as to use digital tools in teaching), foreign language (to teach students the terminology of digital technology and how to use digital tools), ‘science’ (to apply digital techniques and tools in the classroom) and ‘mathematics’ (to use information technology as teaching/learning tools).


No


No


No


Yes



No

• survey(s) The OECD PISA surveys (every 3 years) allow monitoring of this key competence as data concerning vocational school students specifically can be obtained from the PISA database; however, such specific data is not regularly published or used for monitoring.

• benchmark(s) No

• other instrument(s) No


No data

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5. Key competence: learning to learn The title(s) in the national context

Effective, independent learning, and teaching to learn (in the national core curriculum)


Yes

How is it promoted?


The 2015 VET policy concept refers to the ‘development of the skill to learn independently and to further train oneself’ as ‘one of the fundamental tasks of VET schools’ on account of permanently changing nature of vocational contents. The document also claims that today lifelong learning is a requirement for everyone, since ‘the lifecycle of enterprises is becoming shorter, which, in turn, results in the changing of vocational life cycles’. However, the measures of the concept do not refer to this competence.


No


The national core curricula (2012) and the framework curricula of general education (2012) define ‘teaching to learn’ as one of 12 overarching objectives (a fundamental task of schools) of general education that is part of VET. It urges teachers to raise students’ interest and give guidance in learning. According to the framework curriculum of vocational schools, this key competence is to be developed particularly in the subjects ‘Communication – Hungarian language and literature’, ‘Building a class community’ and ‘Physical education and sports’ (by making students identify their learning styles and needs, making them aware of the importance of lifelong learning, etc.).


No


No


No




No

• survey(s) No

• benchmark(s) No


Key competence level improved among upper secondary VET students since (+/-) 2010

No data

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6. Key competence: social and civic competences The acquisition of the key competence at upper secondary VET is promoted at national/regional level

Yes

How is it promoted?


The 2015 VET policy concept refers to social inclusion as a task of ‘bridge II’ programmes. The 2014 strategy for the development of general education – that concerns also general subjects provided in VET schools – refers to the need for improving civic competences under the measure ‘supporting inclusive education’.


No


The national core curricula (2012) and the framework curricula of general education (2012) provide for the development of social and civic competences especially through the subjects ‘social studies’ and ‘building a class community’, though these competences are mentioned in all general subjects.


No


No


No


No (tools have been developed but not yet used)



No

• survey(s) No

• benchmark(s) No

• other instrument(s) In 2013-15, assessment tools of social competences have been developed and may be linked to the annual national assessment of reading comprehension and mathematical skills. The introduction of such assessments, however, is currently not a declared objective of VET policy.


No data

Example of a ‘Vehicle coating’ (Járműfényező) VET programme ‘Building a class community’ subject within a ‘Vehicle coating’ programme for students enrolled in grade 9, help them to develop personality and to enable teachers detecting students’ individual problems thus combating early school leaving. The subject is

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designed by teachers and is offered one time per week. Teachers assess the prior competences of students and their performance at the end of the year.

‘Social studies’ subject also contributes to the development of social/civic competences by teaching students social and civic studies and by presenting problems and phenomena from the viewpoint of social sciences (sociology, social psychology, law, etc.).

The programme also includes a 52-hour module ‘company practice’ that develops social/civic competence through a 9-hour component ‘Communications practice’ training students oral and written, formal and informal communication.

7. Key competence: entrepreneurship The acquisition of the key competence at upper secondary VET is promoted at national/regional level

Yes

How is it promoted?


The 2014 strategy for the development of public education supports development of tools and methodology for problem solving, critical thinking, cooperation and entrepreneurship.


No


The national core curricula (2012) and the framework curricula of general education (2012) provide for the development of all key competences. The framework curriculum of vocational schools refers specifically to entrepreneurship only in the subjects of ‘foreign language’ and ‘Physical education and sports’ (by teaching students to work individually as well as in a team, developing their competence to identify their strengths and weaknesses and to realise and take risks). The 4-hour thematic unit ‘economy, economics and finances’ within ‘social studies’ subject provides learners with basic economic and financial concepts and teaches to design personal and family budgets. All basic qualifications (270) include a 16-hour ‘employment II’ module that prepares students to master the methods, techniques of job searching and learn basic information required for employment. It also provides information about setting up an enterprise.


No


No


No


No

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No

• survey(s) No

• benchmark(s) No



No

Example of a Bricklayer and tiler (kőműves és hidegburkoló) VET programme The Bricklayer and tiler (kőműves és hidegburkoló) VET programme includes a 16-hour ‘employment II’ module in the last grade of studies that (in addition to teaching employment law, including employees’ rights, obligations and responsibilities, employment forms and contracts, practical questions related to entering employment, for example tax and social security questions, job searching and unemployment) provides basic information about setting up an enterprise (how to set up and operate an enterprise, forms of enterprise). It also comprises a ‘common activities in construction’ 124-hour module that teaches employment law and entrepreneurship (forms, managing and financing an enterprise).

8. Key competence: cultural expression The title(s) in the national context (if different)

Aesthetic-artistic awareness and expression


Yes

How is it promoted?


The 2014 strategy for the development of public education emphasises the importance of art education in developing basic skills, creativity and innovation within the framework of general education subjects (provided also in VET schools).


No

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The national core curricula (2012) and the framework curricula of general education (2012) provide for the development of all key competences as an objective in general education that is part of VET. However, the only opportunity for the development of this aesthetic-artistic awareness and expression in upper secondary VET is through ‘artistic, literary education and media studies’ and ‘literature/arts’ components of ‘communication – Hungarian language and literature’ subject. They develop students’ awareness of arts and literature enabling them to conduct a conversation about art.


No


No


No


No



No

• survey(s) No

• benchmark(s) No



No data

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9. Conclusions VET policy considers the development of key competences as a supplementary task. Policy-makers focus on serving the (immediate) needs of the economy when planning the structure and content of VET. The development of key competences is expected from learners already before enrolling in VET. However this is not always the case (8). For this reason, the government discusses expanding the duration of primary school from eight to nine years.

A three-year vocational school programme structure was introduced in 2013. It has reduced the share of general education subjects to one-third. While the importance of key competences is highlighted in government strategies and curricula it is not so much for VET.

An extensive key competence monitoring covers reading comprehension and mathematical competences. There is no visible improvement in the past five years. The results of the 2012 PISA survey (concerning all students in public education) show slightly weaker results than in previous years.

Other key competences are not monitored centrally, except for the usual assessment and formative grading in school subjects. Due to the reduced time for their development the improvement of key competence levels is unlikely.

The biggest government challenge regarding key competences is to allocate more time for their development that play an increasingly important role in ensuring long-term employability. The regular monitoring of key competences that are not currently being monitored is a task to be addressed. Assessment tools are ready, thus the introduction of regular assessment is primarily a question of policy decision and financing.

(8) ‘One-third of learners drop out from vocational schools because students who leave primary school without obtaining even basic skills enter VET in large numbers’, Előterjesztés a KORMÁNY részére a ‘Szakképzés a gazdaság szolgálatában’ c. koncepcióról, Ministry of National Economy, January 2015.

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ANNEX 1. Distribution of general education subjects based on the framework curriculum of vocational schools (number of hours per week)

Subject 9th grade 10th grade 11th grade

Communication – Hungarian language and literature 2 1 -

Foreign language 2 2 2

Mathematics 2 1 -

Social studies 2 1 -

Science 3 - -

PE and sports 5 5 5

Building a class community 1 1 1

Optional class hours 1 0 1.5

Total: 18 11 9.5

Source: Annex 1 of 6/2014 Decree of the Ministry of Human Resources

ANNEX 2. Distribution of general education subjects based on the framework curriculum of two-grade special vocational school awarding a partial vocational qualification (average number of hours per week)

Cultural domain Subject 9th-10th grades

Hungarian language and literature Hungarian language and literature 1

Mathematics Mathematics 2

People and society Ethics 1

Information technology Information technology 1

PE and sports PE and sports 5

Building a class community 1

Total general education 11

Further optional hours for general education 1.5


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ANNEX 3. Distribution of general education subjects based on the framework curriculum of four-grade special vocational school awarding a vocational qualification (average number of hours per week)

Cultural domain Subject 9th-10th grades

11th-12th grades

Hungarian language and literature Hungarian language and literature 1 1

Mathematics Mathematics 1 1

People and society Ethics 1 1

Information technology Information technology 1 1

PE and sports PE and sports 1 0.5

Building a class community 5 5

Total general education 11 10.5

Further optional class hours for general education 1.75* 1.5


ANNEX 4. Distribution of general education subjects based on the framework curriculum of 20-month Bridge programmes awarding a partial vocational qualification (average number of hours per week)

Subjects

Programme A Programme A

1st grade 2nd grade 1st grade 2nd grade

Communication and Hungarian language 4 3 3 2

Foreign language (English, German) 4 3 3 2

Mathematics 4 3 3 2

Social studies and current social issues 3 2 1,5 1

Science 3 2 1,5 1

Basic employment and career guidance modules

1 1 0,5 1

PE and sports 2 2 2 -

Building a class community 1 1 1 1

Optional class hours, e.g. information technology

2 - 1 -

Total 24 17 16,5 10


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