- 2015Approved/Agreed
- 2016Implementation
- 2017Implementation
- 2018Implementation
- 2019Approved/Agreed
- 2020Implementation
- 2021Implementation
- 2022Implementation
- 2023Implementation
- 2024Implementation
- 2025Implementation
Background
A quality education system could not exist without well-prepared teachers. It is crucial in professional training that both theory instructors and in-company trainers must have up-to-date knowledge. They should be able to follow the technological developments of a given sector. Only a few vocational education and training (VET) teachers participate in in-company further training, which is why their knowledge cannot adequately keep up with the technological developments of Industry 4.0.
The number of teachers leaving their profession is high, due to the higher wages offered by other economic sectors. With a retirement wave expected, focused human development planning is necessary. It is a challenge to find and to keep both VET teachers and the practical trainers.
Objectives
One of the most important tasks is to have theory and practical teachers in VET who are well aware of the most up-to-date technologies of a given sector i.e. who adapt the challenges of Industry 4.0 for teaching in IVET. The only way to fulfil this need is if further training of professional teachers is organised within the corporate environment. They also need to be prepared to use new teaching methods that are appropriate for preparing students for their final examinations and the labour market. A competitive career structure and an appropriate human resources development programme are required order to ensure a teaching staff possessing marketable knowledge.
Description
The Ministry responsible for VET outlined its priorities in the decree, VET in the service of the economy, which was approved by the Government in February 2015. The decree calls for a career scheme for school-based vocational trainers and a motivational system that allows the differentiation of remuneration and recognition of extra work. To expand career opportunities and raise the standards of professional work, alternative pathways are also being recommended for teachers to progress in the teaching profession, for example through introducing a post-graduate examination for VET school leaders. The decree VET in the service of the economy also calls for in-service training to focus on teaching methods such as project and teamwork.
To have the best prepared teaching staff in VET (referred to as instructors from 1 July 2020) conveying the most up-to-date knowledge, from the academic year 2020/21 they will need to participate every four years in compulsory further training; this is at least 60 hours in length, primarily in a company environment or in a training centre. Non-fulfilment of this obligation may result in the termination of their employment. Instructors are exempt from the further training obligation if they are within less than five years of qualifying for their old age pension. The fulfilment of the further training obligation has to be recorded in the NEPTUN-KRÉTA system.
In 2020, the sector skills councils (SSCs) elaborated sector-based proposals for the further training of VET teachers in a corporate environment to renew and to improve their knowledge, skills and competences in a demand-driven structure.
The core target is to prepare VET teachers for actual labour market needs, because it is essential for them to stay in their profession in the long run. They have to keep up with the sectoral technical and technological expectations in the given sector.
Teacher training courses can take place in knowledge centres (a non-profit business organisation where a higher education institution and a VET centre have at least 51 % share of ownership), in sectoral training centres (a non-profit business association that aims to accomplish cooperation to meet dual training requirements) or at a dual partner within a corporate environment.
The evaluation system for VET teachers was worked out and was applied during the differentiation of their salary increase. The criteria for the new assessment of VET teachers were created, based on the EQAVET system. The assessment of VET teachers and their differentiated and objective evaluation was made by the directors of the VET institutions. The Minister for VET, through the IKK Innovative Training Support Centre, is responsible for developing a methodology of teacher assessment.
Since 1 July 2021, further training of VET teachers and directors is under the supervision of the minister responsible for VET and is organised through the IKK Innovative Training Support Centre Plc. (IKK). At national strategic level, IKK performs the planning, coordination, organisation and continuous review of further training for VET teachers. More specifically, IKK has created and operates a unified Teacher further training system (Oktatói Továbbképzési Rendszer, OTR). The system contributes to the renewal of vocational training, supports the development of VET teacher digital competence and promotes improvement in quality in professional education. The focus is primarily on training courses that enable the fulfilment of the VET 4.0 Strategy, in line with the EU's vocational training policy guidelines. Following the successful completion of further training, the CPD providers issue a certificate for participants, which indicates training credits. In order to establish the exact credit value, the IKK binds the credit value to the number of hours spent in the given training, which is 1 credit/hour. In 2021, 44 further training programmes are available on the IKK website.
Continuing professional development (CPD) of VET teachers and trainers (OTR):
The range of training courses available is constantly expanding, with more than 160 courses available by February 2023 in the areas of digital competences, language competences, vocational training, in-company training and methodological training.
VET institutions can contact the IKK Training Support Centre with their requests for the training courses published by IKK on its website. Here, instructors and heads of schools can find information about further training activities, their purpose, topics, number of hours, as well as the methods and options for completing the assessment required to obtain credits.
Salary increase for VET teachers:
In VET, a differentiated increase in salary of VET teachers is also planned in line with the salary increase steps in public education from 2023, linked to the performance evaluation of the three-year rating system to be introduced in the 2022/23 school year in industry.
Performance evaluation of VET teachers - quality assurance:
As part of the comprehensive transformation of VET, in accordance with the objectives of the VET 4.0 Strategy, a new, unified quality management system (MIR) was introduced in vocational education, based on the European vocational training quality assurance reference framework (EQAVET).
Under the MIR, VET teachers and heads of VET schools are assessed every three years. The evaluation of VET teachers is carried out by the director on the basis of a methodological proposal issued by the minister responsible for VET, as defined in the quality management system of the VET institution. The maintainer of the VET institution must be involved in the evaluation of the institutional managers, the director is evaluated by the maintainer.
The July 2020 salary increase for VET teachers was also based on performance evaluation, so the countdown started then. Accordingly, the next performance evaluation of the VET teachers and the institutional directors is planned for May-June 2023.
Continuing professional development (CPD) of VET teachers and trainers (Oktatói Továbbképzési Rendszer, OTR):
- More than 220 CPD programmes are available on the OTR platform, which is regularly updated and expanded to reflect labour market needs and employment policy priorities.
- An amendment to Government Decree 12/2020 (II.7.) on the implementation of the VET Act, which entered into force on 7 July 2023, states that VET teachers who obtain a higher vocational qualification or a specialised qualification within higher education will be considered to have fulfilled their CPD obligation for one cycle.
- CPD activities completed under the Erasmus+ programme, including vocational, linguistic, methodological training and digital competence development, as well as teaching practice, job shadowing, and school or dual-training placement visits, may also be recognised.
An online system was introduced to support applications for VET teachers and trainers and manage training courses.
Eight sector-based and two thematic expert working groups were formed as part of the supporting activities of IKK Nonprofit Plc, involving 42 innovative and recognised VET teachers and trainers. These working groups aim to enhance the quality and content of VET and adult training for the 21st century (in the framework of the GINOP 6.2.4.-VEKOP-16-2017-00001 project). They focus on integrating learning materials into daily educational activities under various funded projects, promoting project-based education, which is the preferred approach in the renewed VET system, aimed at making education more effective.
In October 2023, IKK launched a series of webinars, providing an online forum for VET teachers and trainers to share knowledge and experiences. The main topics in 2023 included CPD opportunities for VET teachers and trainers and the use of digital materials.
Salary increase for VET teachers:
To maintain the competitiveness of VET salaries, wages were increased in two stages in 2023, following similar measures in the public general education sector. The total average annual wage increase was 15%.
Performance evaluation of VET teachers:
- By 31 August 2022, VET schools developed their own quality management systems based on the self-evaluation manual.
- In 2023, the first VET teacher performance evaluations were carried out in line with methodological recommendations
From 1 January 2024, the salaries of VET teachers were further increased, with an average pay rise of 32.2%. Following this increase, the minimum monthly salary for teachers reached HUF 581 680 (EUR 1 420).
The 2024 salary increase is based on the performance evaluations conducted in May–June 2023. The aim of the Government is to further strengthen the VET system, and one of the most important conditions for this is a greater appreciation of teachers.
Under the national system for the CPD of VET teachers and trainers (OTR),the CPD programme for VET teachers and trainers expanded to 235 courses, including six programmes newly developed by the IKK itself focusing on digital learning materials and the effective use of the Digital Collaboration Space Module of the KRÉTA system.
The number of sectoral working groups increased to 11, facilitating nearly 30 national seminars and enhanced regional advisory activities (organisation of regional professional programmes, face-to-face, online and telephone counselling activities). These working groups helped develop projects and good practices for six sectors, which are available on IKK’s website.
IKK produced a practical manual for implementing flexible learning pathways (Orientation year (Orientációs évfolyam), Springboard (Dobbantó) and School workshop (Műhelyiskola) programme). In addition, IKK continued its webinar series during the 2023/2024 school year, hosting five webinars focused on AI applications in vocational education, thematic weeks and sharing best practices. The webinars averaged 200 live participants.
In 2025, under the ’Vocational Education and Training Programme in Hungary’ implemented within the framework of the Swiss–Hungarian Cooperation Programme II, a total of 40 professionals (teachers and school leaders) from the involved VET centres had the opportunity to take part in study visits to Switzerland. Out of the four organised study visits, two focused on the methodological renewal of vocational education and examinations, while two concentrated on strengthening career guidance.
National system for the CPD of VET teachers and trainers (OTR):
Since October 2024, a total of 49 new continuing training programmes have been published in the OTR system. Among these, 3 programmes were developed by IKK Nonprofit Plc.
Under the GINOP Plusz 5.2.2 project, IKK has launched a comprehensive review of the OTR’s continuing training portfolio, focusing on five thematic areas:
- development of basic competences;
- continuing training for teachers and trainers in the dual training, to strengthen sectoral networking;
- teacher training programmes that can be integrated into corporate work environments;
- institutional coordination of career guidance and counselling, including career counselling for adults;
- compensation for educational disadvantage.
In 2025, IKK Nonprofit Plc. expanded its sectoral advisory network (consisting of sectoral working groups formed in 2023), which facilitates peer learning among teachers and trainers, to include three additional sectors: Commerce, Beauty Care, and Tourism and Hospitality. The network consists of more than 60 experts – teachers and trainers of 14 sectors.
In 2025, a total of 61 professional events were organised with the involvement of regional sectoral and other professional consultants, attracting over 4 000 participants.
These included:
- 34 national professional days, attended by a total of 2 000 participants;
- 25 regional thematic events, with more than 700 participants in total, of which 12 were held in person and 8 online; and
- 15 online workshops, attended by more than 1 400 participants, supporting preparation for technician-level professional examinations.
In addition, IKK Nonprofit Plc. held six webinars with an average of 200 live participants. The main topics included theme weeks, the internationalisation of VET through the Erasmus+ and eTwinning programmes, and financial literacy education. It also held six interactive online workshops on the application of artificial intelligence in VET.
In September 2025, under the coordination of IKK Nonprofit Plc., a national ‘AI Ambassador Network’ was established to provide a platform for knowledge sharing and exchange of best practices among teachers and school leaders regarding the teaching and application of artificial intelligence in VET. Further details can be found in the PD ‘Digital transition in the Hungarian VET’.
Bodies responsible
- Ministry of Culture and Innovation
- IKK Innovative Training Support Center (IKK Nonprofit Plc.)
Target groups
Education professionals
- Teachers
- Trainers
- School leaders
- Adult educators
Thematic categories
Governance of VET and lifelong learning
This thematic category looks at existing legal frameworks providing for strategic, operational – including quality assurance – and financing arrangements for VET and lifelong learning (LLL). It examines how VET and LLL-related policies are placed in broad national socioeconomic contexts and coordinate with other strategies and policies, such as economic, social and employment, growth and innovation, recovery and resilience.
This thematic category covers partnerships and collaboration networks of VET stakeholders – especially the social partners – to shape and implement VET in a country, including looking at how their roles and responsibilities for VET at national, regional and local levels are shared and distributed, ensuring an appropriate degree of autonomy for VET providers to adapt their offer.
The thematic category also includes efforts to create national, regional and sectoral skills intelligence systems (skills anticipation and graduate tracking) and using skills intelligence for making decisions about VET and LLL on quality, inclusiveness and flexibility.
This thematic sub-category refers to further development of national quality assurance (QA) systems for IVET and CVET, for all learning environments (school-based provision and work-based learning, including apprenticeships) and all learning types (digital, face-to-face or blended), delivered by both public and private providers. These systems are underpinned by the EQAVET quality criteria and by indicative descriptors applied both at system and provider levels, as defined in Annex II of the VET Recommendation. The sub-category concerns creating and improving external and self-evaluation of VET providers, and establishing criteria of QA, accreditation of providers and programmes. It also covers the activities of Quality assurance national reference points for VET on implementing and further developing the EQAVET framework, including the implementation of peer reviews at VET system level.
Teachers, trainers and school leaders competences
Competent and motivated VET teachers in schools and trainers in companies are crucial to VET becoming innovative and relevant, agile, resilient, flexible, inclusive and lifelong.
This thematic category comprises policies and practices of initial training and continuing professional development approaches in a systemic and systematic manner. It also looks at measures aiming to update (entry) requirements and make teaching and training careers attractive and bring more young and talented individuals and business professionals into teaching and training. Supporting VET educators by equipping them with adequate competences, skills and tools for the green transition and digital teaching and learning are addressed in separate thematic sub-categories.
The measures in this category target teachers and school leaders, company trainers and mentors, adult educators and guidance practitioners.
This thematic sub-category refers to all kinds of initial and continuing professional development (CPD) for VET educators who work in vocational schools and in companies providing VET. VET educators include teachers and school leaders, trainers and company managers involved in VET, as well as adult educators and guidance practitioners – those who work in school- and work-based settings. The thematic sub-category includes national strategies, training programmes or individual courses to address the learning needs of VET educators and to develop their vocational (technical) skills, and pedagogical (teaching) skills and competences. Such programmes concern state-of-the-art vocational pedagogy, innovative teaching methods, and competences needed to address evolving teaching environments, e.g. teaching in multicultural settings, working with learners at risk of early leaving, etc.
This thematic sub-category refers to measures aimed at engaging more professionals into teaching and training careers, including career schemes or incentives. It includes measures enabling teaching and training of staff, managing VET provider and trainer teams in companies to act as multipliers and mediators, and supporting their peers and/or local communities.
European priorities in VET
VET Recommendation
- VET as an attractive choice based on modern and digitalised provision of training and skills
- VET underpinned by a culture of quality assurance
Subsystem
Further reading
Country
Type of development
Cedefop, & ReferNet. (2026). VET teacher continuing training requirements and career opportunities: Hungary. In Cedefop, & ReferNet. (2026). Timeline of VET policies in Europe (2025 update) [Online tool].
https://www.cedefop.europa.eu/da/tools/timeline-vet-policies-europe/search/28289