Competence-based

teaching &
learning
in the Informatics field

ITACA
in the Hungarian Vocational Education

Authors (ITACA Steering committee)

Mria Hartynyi (Prompt), Ildik Balassa (Szmalk), Dr. Lszl Papcsi
(GAK)

Editor
Mria Hartynyi
maria.hartyanyi@prompt.hu
Available online
www.itaca-project.eu

CreativeCommons,
Attribution, Non commercial, No derivatives
http://creativecommons.org/licenses/by-nc-nd/3.0/
The ITACA project has been carried out with the
support of the European community. The content
of the project does not necessarily reflect the
position of the European Community or the Italian
National Leonardo Agency, nor does it involve any
responsibility on their part.
Project Code: 2012-1-IT1-LEO05-02806

Table of Content
1. Introduction................................................................................. 1
1.1 ITACA Objectives from Hungarian point of view ............................... 1
1.2 Partners in Hungary .......................................................................... 2
1.3 ITACA Work Phases ......................................................................... 2

2. Cascade course - teachers training in Hungary ...................... 3

3. Pilot with students...................................................................... 5
3.1 Summary of the pilot ......................................................................... 5
3.2 Experiences, conclusions in SZMALK High School........................ 6

Analysis of the results of the official ITAF exams .......................................... 7

Hardware ....................................................................................................... 9
Operating systems ....................................................................................... 10
Networks ...................................................................................................... 10
IT security .................................................................................................... 11

4. Results....................................................................................... 13
4.1 eLearning (Moodle) platform for the Hungarian cascade course .... 13
4.2 Online (self-learning course) for teachers ....................................... 13

Startup phase............................................................................................... 13
Phase 1 - Competence-based learning and European Frameworks in the
informatics sector ......................................................................................... 14
1.1 European Qualifications Framework: EQF ............................................ 14
1.2 The 8 key competences for citizenship .................................................. 14
1.3 The competences of information technology professionals: e-CF and
EUCIP .......................................................................................................... 15
1.4 ECVET ................................................................................................... 15
Phase 2 - Students' learning path ................................................................ 15
Phase 3 Case studies ............................................................................... 16
Phase 4 Course design............................................................................. 16

4.3 Adaptation of the EUCIP resources for the teachers ...................... 16

EUCIP Syllabuses........................................................................................ 16

4.4 IT Administrator learning path for students ..................................... 17

4.5 Adaptation of EUCIP resources for students .................................. 18

4.5.1 IT Administrator Fundamental practicing test for the students pilot ... 18
4.5.2 Hungarian tools for the VALIDATION: ITAF QTB (Question Test Base):
300 questions + answers, documents for the paper-based exams ............. 19

4.6 Social networks ITACA on Facebook, Slideshare, Youtube ........ 20

5. Employers review on EUCIP certification in Hungary ......... 21

6. Summary ................................................................................... 26

Hungarian Final Report

1. Introduction
1.1 ITACA Objectives from Hungarian point of view
In Hungary a modernization process of the vocational educational system
started in 2012 with the main objectives as follows:
transparency, transferability and comparability of national
qualifications;
support lifelong learning;
reinforce the use of learning outcomes in standard-setting,
curricula and assessment;
to make Hungarian qualifications easier to understand abroad and
make them more comparable, more transparent;
improve the relevance of qualifications in the labour market;
support the career orientation and counselling system.
As a results the ongoing developments in the Hungarian VET are:
Renewing the National Qualification Registry
Develop learning outcome oriented, modularised syllabuses
Development of Hungarian Qualification Framework (MKKR)
Establish more and more dual VET system (like in Germany
Introduce ECVET system (presently only in HE)
Establish comprehensive QM systems in IVET and CVET
These aims were highly represented in ITACA project aims and objectives:
"ITACA promotes the adoption by the schools of the EUCIP IT
ADMINISTRATOR competence and certification system as a tool and
opportunity to:
1. overcome self-referring to meet standards established in the
market and an external certification;
2. provide transparency and recognition to training paths by
specifying them in terms of "learning outcomes";
3. adopt teaching methods in which the acquisition of knowledge and
skills takes place in project activities and work-based learning to
develop real expertise.
The correlation between the Hungarian and ITACA aims helped the
Hungarian partners to be deeply involved into the two years long

Hungarian Final Report

collaboration, and to exploit the results not only during but also after the
project period.

1.2 Partners in Hungary

The Hungarian partnership involved partners the formal vocational
educational system and from the adult education providing certificates on
the field of IT as well. Hungarian ITACA partners:
Hungarian vocational training centre in the informatics field:
Szmalk-Szalzi Vocational Educational Highschool.
PROMPT-H Prompt-H IT Training, Trade and Service Limited, a
Hungarian organization specialized in IT training and certifications
(ECDL Test Centre).
GAK, Hungarian organization founded to offer services to
companies in the agro-industrial sector. While Assintel has a
systemic vision of the informatics professional profiles, CNA
Lombardy and GAK provide the project with a broad view of the
needs of all those small businesses that require people able to
manage their computer system, which is precisely the function of
an IT Administrator.

1.3 ITACA Work Phases

According to the ITACA workplan the main tasks of the Hungarian partners
were related to the work packages as follows:

WP5 Hungarian Adaptation

WP7 Teachers
training in
Hungary
WP8 Training
for Students

Hungarian Final Report

2. Cascade course - teachers training in

Hungary
In Hungary 45 teachers were enrolled in the pilot, which started face-toface seminars in Budapest, and continued on the ITACA Moodle platform
implemented by Prompt-H Ltd.
The participant teachers were delegated by vocational high schools with IT
specification from three regions of Hungary: Central Hungary, Southern
Great Plain and Central Transdanubia.

The teachers taking part in the cascade course were collaborating several
months long in understanding the EUCIP certification and competence
system, they studied the EUCIP IT Administrator, IT Administrator
Fundamental and EUCIP Core syllabuses and the ITAF practicing test
provided by AICA.

Hungarian Final Report

Beyond the EUCIP System they studied the European educational tools
and the standard recommended for IT professionals (EQF, ECVET, e-CF),.
The topics were highly relevant for the VET teachers, as during the last
years new developments has been launched in Hungary related the
renewal of the vocational education with the aim of implementation ECVET
and EQAVET in both the CVET and IVET systems.

The teachers analysed the EUCIP ITAF syllabus (in English and in
Hungarian) and a discussion started on a possible learning path which
would help to build in the ITAF exam into the regular education of the
students of IT curriculums. The experts of SZMALK and Prompt
moderated the collaboration and discussions. After understanding clearly
the concept behind the ITAF syllabus, the participants started a discussion
on European and Hungarian Qualification Framework, and agreed, that
ITAF could be fit to the level 4 in both systems.

Hungarian Final Report

Meanwhile the Hungarian partners have to count with the ongoing changes
of the Hungarian vocational educational system, as the strategic document
entitled Concept for reforming the VET system and harmonising it with the
economic needs was completed and adopted by the Hungarian
Government in 2011. The reform started with the content regulation, the
National Qualifications Register was fundamentally changed in 2012.
Regarding ITACA concept, we had to involve students who started their
curriculum in the former system, but during the development of the ITAF
learning path, we had to take into consideration the new curricula of the
National Qualifications Registry (NQR) published in 2012. According to the
final agreement the teachers developed the ITACA learning path for the IT
System Administrator qualification defined by the new NQR, as they
wanted to work for the future, with the aim of ensuring the opportunity for
the Hungarian IT students entering the VET schools during the next years
to obtain an EU-level recognised EUCIP certification.

3. Pilot with students

3.1 Summary of the pilot
The Hungarian teachers taking part in the cascade ITACA pilot carried out
a survey with their students to learn how far they were interested in
obtaining an EU level recognised IT certification, and the result was highly
inspiring: most of them answered: YES. The idea of the teachers was,
that the students who are attending IT oriented curriculums in the
Hungarian vocational educational system, could be prepared for one of the
EUCIP exams if they followed a learning path which extends their IT
studies with the knowledge and competences defined in the EUCIP
syllabuses.
After agreed the reviewed Hungarian versions of the EUCIP ITAF practicing
tests Prompts trainers implemented it on the Hungarian ITACA platform
and the teachers started ITAF consultations with their students. 96 students
were enrolled to the pilot, and 92 students took part in the official, paper
based ITAF test. In both cases the students could choose Hungarian or
English language for testing.
The first Hungarian pilot with the practicing test was disappointing in April,
May 2014: only very few students were able to pass the test at the first

Hungarian Final Report

attempt. After the exam the teachers asked the students experiences and
the difficulties they faced answering the questions. The most problems
occurred with the questions on IT Security, and on the Linux OS, and they
claimed that the Hungarian translation of the questions might be sometimes
not clear for them.
As meanwhile the online platform was open for the students, they started to
make more and more practice guided by their teachers. The official, paper
th
based ITAF exam was arranged on 29 of May and on 12 of June 2014.
The Hungarian ITACA partners could be satisfied with the final
results: 52 Hungarian candidates 15 teachers and 37 students
were successful and will get the EUCIP ITAF certificate.

3.2 Experiences, conclusions in SZMALK High School

There were differences in the previous studies between the candidates.
th
th
Some of the students (from class 9 and 10 ) hadnt learnt every topics
covered by the exam test, but they were interested in the pilot, and they
wanted to test their knowledge. There were some graduated students, who
had prior knowledge about the following topics: ICT fundamentals,
operating systems, electronics, computer networks, programming, software
development and databases.
During the test exams in most cases the students were able to interpret
correctly the questions and found the correct answers. Topics related to
out-dated software versions caused serious problems, the percentage of
the incorrect answers were here higher. The scores of the graduating
students were higher and more consistent, than VET students of IT
orientation. Graduating students are younger and better informed in this
topic.
After the test exam the students (even the VET students) felt, that to take
part in the ITACA pilot was a very good opportunity and challenge for them.
They thought that the topics were necessary for computer experts, but the
very specific questions were hard to answer. Their conclusion was that the
knowledge defined by ITAF syllabus and represented by the test was useful
and necessary, but preparation is needed for the successful exam. Most of
the questions are topical and up-to-date. They had difficulties interpreting

Hungarian Final Report

the text in English, and they stated that the reason was not only their weak
language skill.
Analysis of the results of the official ITAF exams
The teachers did not organise an extra course for the preparation. They
collected the questions and important topics, which were especially difficult
to answer in the test exam and discussed with the students. During the
discussions the students got a picture of missing or problematic themes,
which werent at the curriculum yet.
Ratio of correct answers
100%
80%
60%
40%
20%
0%

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60

The students found that at the final exams questions were more clear and
evident than the questions of the test exam. If we watch and compare the
results we get some new information from them. The first diagram shows
the number of the candidates according to reached points. The curve
shows that the most of the candidates didnt reached the minimum point for
graduating.

Hungarian Final Report

Reached points - Number of the candidates
(1st exam)
10
9
8
7
6
5
4
3
2
1
0

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60

At the second exam there were 42 students, most of them failed on the first
exam and tried it again. After the first exam they got an image about the
depth and the structure of the questions. The second diagram shows the
number of the candidates according to the reached points. The curve
moved rightwards, that shows that the students reached higher points, it
also due to better preparedness.
Reached points - Number of the candidates
(2nd exam)
6
5
4
3
2
1
0

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60

We examined each answers to the questions, its important to mark that

there were questions that which just received some good answers. Some of
these questions need knowledge which were not included in the curriculum

Hungarian Final Report

th

th

(mostly at class 9 and 10 ), or this was due the lack of practice (e.g.:
question about low-level formatting).

At SZMALK-Szalzi Vocational School we teach post-gradute students.

Members of the first-year system administrator class took part in the
exams. It has to be emphasized because according to the new curriculum,
during the first year they learn the basics. Taking this into consideration, all
students from the first year could have taken part, but after writing the pilot
tests it became clear that the term administrator was meant for system
administrator. This assumption was proven by the first exam.
In point of efficiency it is an important aspect that our students specialized
in IT system administration already learnt some special knowledge in
advance during the second term, regarding Linux and Windows servers.
That was the reason why we chose this group of students.
32 examinees took part in the exams altogether. 8 of them attend evening
courses, 24 of them are full-time students. After the second exam 18
students got the qualification. 7 of them attend evening school and 11 of
them are full-time students. This rate can be explained by the larger
experience and higher motivation of the students taking the evening
courses.
Regarding the language of the exam: 11 students took the exam in English,
21 in Hungarian. 8 of them passed in English and 11 in Hungarian. It can
be stated that the ones who understand ESP were more successful. Their
advantage is that they can gain more updated special knowledge than
those who can get information only in Hungarian. The Hungarian translation
of the tests was correct so it did not influence the results.
Hardware
There were 14 questions in the tests regarding this topic. Our students
result was 56% and 50%. Many of the questions contained knowledge from
CISCO IT Essentials. Our students were pretty good at answering them

Hungarian Final Report

correctly. Questions about the latest technologies, such as UEFI (test 1,
Q3) and about special settings (test 2, Q3) appeared to be too difficult. Just
like questions about old technologies SCSI (test 1 and 2 Q9). Nowadays
it is really rare. Questions regarding special graphic features of monitors
(test 1 and 2 Q13) also caused difficulties. Our students cannot yet see the
relationship clearly between terms like system clock and bandwidth (test 2
Q7). They couldnt either answer the question containing special theoretical
knowledge about cache management (test 1 Q6). Questions about rarely
used operations such as low level format (test2 Q12) were rarely answered
correctly. The reason might be the lack of practice.
Operating systems
The result of our students in this topic was 67% in the first and 74% in the
second test.
Not only knowledge traditionally taught about operating systems was
required in the exam, but also about the usage and running of Linux and
Windows operating systems. There were many questions that our students
have already learnt about so their result was pretty good, over 90%.
Despite the advanced professional knowledge there were quite a lot of
questions that our students have not learnt about yet. Questions 22, 26, 28,
30, 31, 32, 33 in test 1, and 18, 21, 29 and 30 in test 2. This topic already
indicates that the test should be scheduled during a later period of their
studies.
Networks
The result of our students in this topic was 52% in the first, 63% in the
second test. The questions were about network protocols and server-client
issues.
Every single student failed Q35 in test 1. Probably the question itself
suggested the wrong answer. Digital information means information that
always takes two values (true -1, false 0) and is coded in bits, and as this
was the first answer, almost everybody picked this one. The question
cannot be asked in a different way, but it might help if the first answer was
not about the definition of digital information.
Questions about network protocol were answered at an average level.
Although they have some theoretical knowledge regarding protocols, this is
the subject that can be hardly experienced in practice.

10

Hungarian Final Report

Q35 in test 2, which was about ring topology, was not obvious either. The
correct answer suggests that two network connections are required, but
modern technology requires just one network card. The classical Token
Ring is a closed standard already, so in recent installations it does not
occur, and in Hungary it is not even used. And FDDI requires four
connections on a network card. So this question in this way is not adequate
any more.
Q36 in test 2 about CIDR is quite similar. According to standards answers
A and B are also correct!
Questions 45, 47 and 48 in test 1, and questions 38, 39 and 44 in test 2
refer to knowledge that will be taught later.
IT security
The result of this topic was 56% in the first and 49% in the second test.
The curriculum of IT Essentials partly contains knowledge about security,
and it was answered by our students at an appropriate level. But 5 or 7 out
of 12 questions required knowledge that they will study later.
The question about PING command was answered correctly by 91% in test
1 (Q49) and by 0% in test 2 (Q47). It definitely warns us that their
knowledge is not yet intense.

11

Hungarian Final Report

From the result of the modules we can tell that in the subjects of operating
systems and networks they performed far better. It can be explained by the
fact that mainly these two subjects were close to their studies during this
term, so after gaining experience from the first exam they could prepare for
the second one. Their results did not change a lot in the subjects of
hardware and IT security.

Observing the results we can state that we have chosen the right target
group, but they did not get far enough in their studies, so they do not have
all the necessary knowledge. So the right time for system administrators to
get this qualification is about the middle or the end of the last term of their
studies.
The well-composed curriculum and the summary of subject material are
great help for students in order to pass the exam in the future.

12

Hungarian Final Report

4. Results
4.1 eLearning (Moodle) platform for the Hungarian
cascade course
All the translated contents have been reviewed by experts and teachers
involved into the project work. The final Hungarian versions of the
syllabuses are published on the Moodle platform together with the ITAF
practicing tests, which are freely available for the Hungarian students (both
in English and in Hungarian) who intend to prepare for the official exam.
The link and the account to the Hungarian platform is:
http://oktatas.itstudy.hu/course/view.php?id=10
user: huteacher
password: huteacher

4.2 Online (self-learning course) for teachers

Startup phase
In the Startup phase the teachers learned the tools and methods of
navigation and collaboration in the Moodle environment. The learning
content for this phase was published on Youtube in the form of video
tutorials.
The link to the videos:
https://www.youtube.com/watch?v=q0ks8kWGRI&feature=youtu.be&list=PLTM8KA1THI1QuKF2_S4wtz5StsyTDm8cC

13

Hungarian Final Report

Phase 1 - Competence-based learning and European Frameworks in

the informatics sector
1.1 European Qualifications Framework: EQF

1.2 The 8 key competences for citizenship

14

Hungarian Final Report

1.3 The competences of information technology professionals: e-CF
and EUCIP

1.4 ECVET

Phase 2 - Students' learning path

15

Hungarian Final Report

Phase 3 Case studies

Phase 4 Course design

4.3 Adaptation of the EUCIP resources for the teachers

In the frame of the adaptation the
Hungarian partners translated the
contents into Hungarian for further use
in the Hungarian vocational education.
EUCIP Syllabuses
The EUCIP ITAF and ITA Syllabuses were translated into Hungarian for the
cascade course with the teachers. The Hungarian versions are available on
the Moodle portal:
http://oktatas.itstudy.hu/course/view.php?id=10
user: huteacher
password: huteacher

16

Hungarian Final Report

The translated resources:
EUCIP IT Administrator Module 1 PC Hardware V3.01
EUCIP IT Administrator Module 2 Operating Systems V3.01
EUCIP IT Administrator Module 3 Networks V3.01
EUCIP IT Administrator Module 4 IT Security V3.01
EUCIP IT Administrator Fundamentals V1.01

4.4 IT Administrator learning path for students

The final versions of the learning path are available in the Google table:
https://docs.google.com/spreadsheet/ccc?key=0ApTLkuPtoWOdHAzUVctVWVUclc1TXdOTVpaUHIxMGc&usp=drive_web#gid=0

17

Hungarian Final Report

4.5 Adaptation of EUCIP resources for students

4.5.1 IT Administrator Fundamental practicing test for the students
pilot
As a part of the pilot course of students the ITAF practicing tests were
translated
from
Italian
into
English
and
Hungarian:
4x60
questions+answers. One example test is available in English and in
Hungarian for the student.
http://oktatas.itstudy.hu/course/view.php?id=16
http://oktatas.itstudy.hu/course/view.php?id=17
user: hustudent, password: hustudent

18

Hungarian Final Report

4.5.2 Hungarian tools for the VALIDATION: ITAF QTB (Question Test
Base): 300 questions + answers, documents for the paper-based
exams

19

Hungarian Final Report

Instructions for the paper based exam:

The Hungarian versions of the official ITAF tests are managed by Prompt
Ltd. according to the rules of the Confidentiality Agreement between AICA
and Prompt Ltd.
All the documents of the official paper-based exams and the copies of
the certificates are reserved by Prompt Ltd. according to the internal
privacy rules of the company.

4.6 Social networks ITACA on Facebook, Slideshare,

Youtube

We shared the information on ITACA project on different social networks,

(www.facebook.com/itacaprojekt, http://www.slideshare.net/hmaria/itacaflyer-hu, https://www.youtube.com/watch?v=0xpoPjnlsVg) in Hungarian and
in English.

20

Hungarian Final Report

5. Employers review on EUCIP certification

in Hungary
The review was conducted in the framework of the ITACA Project between
August and September 2014 by GAK Gdll in Hungary,
Methodology used:
Interviews, discussions (4-5 organisations) GAK, PROMPT, FAO
(UN organisation), SSU (St Stephen University, Godollo)
Online survey (questionnaire, appr. 30 organizations, 27 processed
so far)
Literature labour market reviews, studies
For structured input of survey data an online questionnaire was developed
by GAK and hosted by Prompt: http://survey.prompt.hu/
The questionnaire was introduced by an explanation of project background,
goals and objectives.

Google translation

The survey delivered the following results:

Proportion of respondents by type/size of organization

21

Hungarian Final Report

Micro-enterprises (less than 10 people): 46,2 %

Small businesses (under 50 employees): 11,5 %
Medium-sized enterprises (over 250 employees): 3,7 %
Central government bodies: 3,8 %
Institutions of central government bodies: 15,4 %
NGOs (non-governmental or non-profit organization): 11,5 %
Other: 7,7 % (FAO, Univ)

The main areas of system administration work in the respondents

organizations (%)

100
80
60
%
40
20
0

The type of contract between the employer and the system

administrator (%)

8.70%

8.70%

13.04%
17.39%

22

Outside service (on-

demand)
Fixed-term employee

52.17%

Permanent employee
Employee (with dierent
acIviIes)

Hungarian Final Report

The most important competences of a system administrator (avg)

6
5
4
3
2
1
0

The most important competences of a system administrator (avg) according

to the type of contracts
Total (average)

6
5
4
3
2
1
0

Employee (average)

Outside service (average)

23

Hungarian Final Report

In the ranking of professional skills question, the first place was given to
the following areas, in the following order:
Knowledge of software
Knowledge of hardware
Network service
Knowledge of IT security
And following the rest, asking for curiosity, outside the EUCIP Syllabus:
Database development
Software development
In the ranking of other skills question, the first place was given to the
following areas, in the following order:
Secrecy
Loyalty
Knowledge of English
Team spirit
Communication skills
Attitude
Qualification of employed/hired SAs
Higher Eduation Diploma 42,3%
NTR professional qualification 11,5 %
Other professional qualification 11,5 %
No professional qualifications 34,6 %
Only 20% of the respondents SAs have IT qualification :
1 higher education
3 NTR (National Training Register - OKJ)
1 ECDL
Supporting the EUCIP certificate as an employer
A) Supporting the employee to get an EUCIP "IT Administrator"
certificate: 81 % yes

24

Hungarian Final Report

B) Considering EUCIP certificate as an advantage when recruiting
new employee or selecting an outsourced service provider: 77 %
yes

9%

13%

Yes/Yes
Yes/No

13%

65%

No/Yes
No/No

Main findings
Majority of system administrators do not hold professional IT
qualification
Majority of employed system administrators are based on
outsourcing (external contract) vs full time basis
Employers expect training background behind the certificate,
difficult to separate and deal only with the certificate
Additional competence is well recognized and appreciated by
employers
Employers
see as an advantage when selecting a new employee
would support their existing employees to get such
certificate
Only disadvantage mentioned is the extra costs
Hard to define, position and match the competence (output) levels
according to the national education system see slides related to
the current IT trainings in Hungary

25

Hungarian Final Report

Innovative, more open type of employees take the challenge of

the EUCIP exam, this mentality may be reflected in other areas of
their work too a kind of selection criteria.
Knowing/using professional English is a real asset in SA work.
Employers did not see enhanced employee mobility as a threat.

Conclusions, recommendations
Communicate and promote the advantages more actively and
effectively to employers (by gov, schools, teachers, students, )
Recommendations and guidelines should be provided for learning
paths and learning portfolio development
Secondary schools and adult education / vocational training
centers should encourage students to take on this certificate
Additional training efforts should be compensated by external
financial resources (applications, grants)
Important and indispensable task is preparing the trainers

6. Summary
During the project period the EUCIP IT Administrator Fundamentals
syllabus and exam has been adopted in Hungary, but the teachers studied
the EUCIP system as a whole and analysed IT Administrator and EUCIP
Core certificates in details. The transferred innovation of EUCIP concept
contributes to the Hungarian reform processes in the IT sector.
The Hungarian partners disseminated the outcomes of ITACA project on
th
the final event (in Gdll on 25 of September 2014), and at the same
time they presented how the results will sustain and continue in the frame
of I-TShape project. Not only the representatives of the Hungarian
vocational, adult and higher education but also the leaders of SMEs (from
the middle-region of Hungary) participated on the conference. The
roundtable discussion was a great platform gave opportunity for consulting
on the future of EUCIP programme in Hungary.

26

Hungarian Final Report

Handover of the EUCIP ITAF certificates, to the headmaster of Neumann

Vocational School on the final ITACA event
Albeit at present the localized version only for EUCIP ITAF has been
completed, the Hungarian partners have the possibility to continue the
transfer with EUCIP ITA and EUCIP Core certificate in the frame of ITShape Leonardo project co-ordinated by Prompt-H Ltd. and involving
AICA as partner (http://it-shape.hu).

27

Hungarian Final Report

ITACA
IT Administrator Competences
Development and Acknowledgment
Partners
Italy
ITIS Giordani-Striano (Naples) Promoter
ITIS Meucci (Florence)
ITIS Mattei (San Donato Milanese)
AICA (Milan) Co-ordinator
Associazione Hermes (Naples)
Assintel (Milan)
CNA Lombardia (Milan)
Hungary
PROMPT-H (Gdll)
Szamalk (Budapest)
GAK (Gdll)
Spain
Fundacin EUCIP Espaa (Madrid)
ATI (Barcelona)
Scienter CID (Granada)

The project has been funded with support of

the European Commission. This publication
reflects the views only of the author and the
Commission cannot be held responsible for
any use which may be made of the
information contained therein.

ISBN 978-88-98091-35-5

28