Standardisation and Quality Development in the Hungarian Vocational Training
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1 Standardisation and Quality Development in the Hungarian Vocational Training Mrs. Ildikó Görgényi Modla National Institute of Vocational Education Hungary
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Standardisation and Quality Development in the Hungarian Vocational Training. Mrs. Ildikó Görgényi Modla National Institute of Vocational Education Hungary. Present in practice. Public Education Act Vocational Education Act Tertiary Education Act Adult Education Act . - PowerPoint PPT Presentation
Transcript of Standardisation and Quality Development in the Hungarian Vocational Training
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Standardisation and Quality Development
in the Hungarian Vocational Training
Mrs. Ildikó Görgényi ModlaNational Institute of Vocational Education
Hungary
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Present in practice
o Public Education Act
o Vocational Education Act
o Tertiary Education Act
o Adult Education Act
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Basis for standardisation
o registered trades, vocational qualifications
o National Qualification Register
o vocational and exam requirements corresponding to labour-market needs
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Process National Qualification Register
Year Number of total
qualifications
Number of new qualifications
Number of fused qualifications
Number of qualifications deleted due
to fusing
Number of deleted
qualifications
1993 955 955 - - -
1995 896 6 18 49 16
1996 933 33 - - 28
1997 943 18 - - 8
1998 950 7 - - -
1999 951 24 - - 23
2000 934 15 2 2 30
2001 812 31 19 42 111
2002 818 16 - - 10
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Basis for standardisation
o organisation and arrangement of vocational examinations
o tasks of institutes authorized for examinations
o work of independent board of examiners
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Basis for standardisation
school-based training: vocational schoolvocational secondary school
schools can be maintained by: the local government, the church, foundations
non-school-based training: companies, economic organizations
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Present in practice
o general subjects in the stage of general education
• in the 9.-10. grades of the vocational school
• in the 9.-12. grades in the vocational secondary school
o provision of vocational preparation in accordance with 21 tradegroups
o stage of vocational training
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Present in practice
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Present in practice
Technical Tradegroups
Electrotechnics-electronics;
63 qualification; 18%
Chemical; 24q; 7%
Information Technology; 14q; 4%
Construction; 33q; 10%
Environmetnal Protection, Water Management; 13q;
4%
Transport; 9q; 3%
Printing; 12q; 4%
Wood work 21q; 6%
Mechanical Engineering; 118q;
34%Light Industry; 33q; 10%
Mechanical Engineering
Electrotechnics-electronicsInformation Technology
Chemical Industry
Construction Industry
Light Industry
Wood Industry
Print Industry
Transport
Environment Protection,Water Management
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Present in practice
Technical Vocational Education and Training
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Present in practice
o the tradegroup leads from the stage of general education to the stage of vocational training
o previous studies and vocational pre-training is especially important at the stage of general education
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Present in practice
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Present in practice
Example
The main structure of electrotechnics-electronics tradegroup:
o adequate distribution of theory and practice
o level of vocational qualification corresponding to the ISCED
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Present in practice
Entrance requirements
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Present in practice
Distribution according to academic and trade-related preliminary training at the entrance stage
5 q; 8%13 q; 21%
18 qualification;
29%
23 q; 36%
4 q; 6% a*
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Present in practice
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Present in parctice
Electrotechnics-electronics tradegroup
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Present in parctice
Distribution of vocational qualifications in the tradegroup of electronics
44q; 69%
12q; 19%
1q; 2%
6 qualification; 10%
A
BC
D
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Present in practice
electrotechnics – electronics vocational qualifications:
o 63 vocational qualifications belong to the electrotechnics – electronics tradegroup
o development of the vocational and examination requirements for the different vocational qualifications standard
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Targets in presentand in future development
Focus on human-resource development, modernization, transparency, permeability, mobility, employment policy and the validation of principles of the European Union
was stressed in the Hungarian National Development Plan approved in February 2003.
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Present development
Modularization development
o better consistency and coherence amongst the different vocational qualifications
o better recognition of knowledge already acquired
o permeability between different forms of vocational training
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Present development
Name of vocational requirement modul
Name of vocational qualification
EnergeticianAnnex 10. Energetics engineer-
assistant
Enterprise managementCommunication (The validation of rules of social interactions)Communication II.(Efficient communication)
Management and arrangement
Application of law
Environment protection
Energy Management
Energetical measures
Preparation of technical documentation
Carrying out information technology related tasks
Energetical (nuclear) environment protection
Adherence to authority directives and instructions
Coordination of work to be done
Special job- and fire protection, accident prevention
Quality assurance
Carrying out energetical technological tasks
Operation
Vocational requirement moduls identical in several tradegroups
Vocational requirement moduls common in one or two vocational qualifications in a tradegroup
Special vocational requirement modul
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Present development
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Present development
Development program:
o in order to create the modular system, we have to build up the vocational and examination requirements on the grounds of requirement moduls
o we have to start off from the results of job-analysis
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Present development
o development of vocational qualification sub-groups
o additional tasks:
• creation of full correspondence between moduls
• development of part-vocational qualifications
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Present development
There are 164 moduls of tradegroups alltogether, of which o 6 are common vocational requirement moduls in more than one tradegroups,
o 82 are common requirement moduls in the vocational qualification group,
o 76 are special vocational requirement moduls.
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Development
In the modularization development contain:
o exam system innovation
harmonized and constracted
o certificate supplement composition (in Hungary)
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Public education act
Target of quality developmento self-assessmento partner-centred approacho measurement of partners’ needso service developmento planningo evaluation of planningo result of evaluation for use in on-going
innovation
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Public education act
School workplan for execution of quality development
Bases for workplan are plans for raising and training students and pedagogical plan
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Public education act
Schools have to prepare the programme of quality control:
o quality policyo system of quality development
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Public education act
This programme determintes the operating process management
o planningo controllingo measuringo evaluation
The regulations of organisation and operation o school rules
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Institutional Level Principles
Comenius I.
Institutional Level
Partner-centred operation:
(harmonised to quality control)o Self-assessment, situational analysiso Identification of interested parties (partners)o Needs analysiso Definition of goals (according to importance)o Action plan (unbound implementation)
Comenius II.
Institutional Level
Application of full-scale quality control:o Regulation of procedureso Development of corporate cultureo Formulation of capacity for on-going
development
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Institutional Level Principles
EFQM 1. Client orientation
2. Management responsibility
3. Involvement of people
4. Procedural approach
5. Systematic view
6. On-going striving for perfection
7. Fact-based decision-making
8. Mutually-advantageous relations with assistants, collaborators and suppliers
