Reference year 2026
Version 2026
Drafted by Eva Mezo-Zadori, Coordinator, IKK Innovative Training Support Centre, Hungary, and member of Cedefop Community of apprenticeship experts for Hungary
1Scheme history
A new model based on the ‘vocational employment contract’ was introduced in 2020 by the new Act of 2019 on VET.
The origins of dual vocational training go a long way back in Hungary. This type of training was dominant in skilled workers’ training before the political regime change (1989), and only the economic collapse in the early 1990s set it back for a decade.
The institutional system of the apprenticeship contracts was regulated in such details in the Act on vocational education and training in 1993. Since then, the conditions and contents, its operation has changed several times, in accordance with the needs indicated by the chamber. Due to these changes, it has become one of the core elements of dual vocational training by 2012.
Since the beginning of the 2000s every government has supported apprenticeship. The legal framework allowing and supporting dual vocational training has gone through a decade-long development.
The Act CLXXXVII of 2011 on vocational education and training and the subsequent legislation introduced further specifications and modifications.
The new Act LXXX of 2019 introduced a new model for apprenticeships, built around the change in the type of contract applied (vocational employment contract).
The aim of apprenticeship today is to address the labour market needs of a successful economy, and to provide career opportunities for a young, skilled workforce. The aim of training skilled workers is not the acquisition of lexical knowledge, but to train successful and efficient employees. As for the enterprises, the main motivating force is not short- time profitmaking, but high-level training of the future employee, which is considered an investment with a long-term return.
2Beneficiaries
Primary schools provide eight years of general primary and lower secondary education to children aged 6 to 14. Students can apply for vocational education after that.
Prior to the 2019 Act, the minimum age to start an apprenticeship was 14, i.e. right after finishing lower secondary school and enrolling to upper secondary VET. However, in practice, in the first year, practical training took place only in a workshop, not in a real company.
Since the 2019 Act, the dual training / workplace part of a VET programme starts later, affecting the minimum age accordingly:
- 15 years of age in the three-year-long vocational programmes (i.e. dual training starts from the second year) and
- 16 years of age in the five-year-long vocational programmes (i.e. dual training starts from the third year) in line with labour law provisions.
There is no upper age limit for participation in vocational education and training in Hungary. Both young people and adults may participate in dual vocational training and, where applicable, conclude a vocational employment contract with a dual training provider. However, eligibility for certain learner support measures, scholarships and allowances may depend on the learner’s status and the type of programme attended. Adult participation in VET is therefore possible, but some forms of financial support available to school-based learners may not apply under all circumstances.
Students who participate in apprenticeships as part of vocational training programmes are mainly approximately 15–19 years old, and there is no strict upper age limit due to the openness of the system.
The scheme fiche focuses on the upper secondary apprenticeships since these represent the majority of enrolments/apprentices.
According to the most recent available data, approximately 65,000 learners participate in dual vocational training under vocational employment contracts in Hungary (65 806 learners in 2024/25).
https://www.cedefop.europa.eu/en/tools/timeline-vet-policies-europe/sea…;
The number has been increasing significantly since the introduction of the new system in 2020, although it fluctuates depending on programme type and year of study. In the first year of application of the new model (2021), the number of apprentices was 17,355.
However, not all VET learners participate in dual training, as dual training starts only after the initial sectoral basic education phase and may also be replaced by school-based practical training where a dual training placement is not available.
Prior to the 2019 Act, the number of ‘apprenticeship contracts’ was around 50,000 per year, and was significantly reduced since as this type of contract has been phased out.
Source: Hungarian Chamber of Commerce and Industry (MKIK); Hungarian Central Statistical Office (KSH).
3Qualifications
The national vocational qualifications register (OKJ) was revised in 2019. The new Register of Vocational Qualifications, (Szakmajegyzék) lists a reduced number of qualifications aligned with the needs of the economy in the different sectors. Former VET qualification programmes (OKJ) have been phased out.
Qualifications offered under the new (post-2019) model are included in the Register of Vocational Qualifications, (Szakmajegyzék) This register of vocational qualifications has been expanded year by year.
Dual vocational training (apprenticeship) is offered in the context of vocational programmes that lead to EQF 4 or 5 (three-year-long or five-year-long programmes at upper secondary level or post-secondary programmes).
The phased out Register of Vocational Qualifications is available: https://www.nive.hu/index.php?option=com_content&view=article&id=297&nb…; (Hungarian version)
The new Qualification Register is available: https://www.nive.hu/index.php? option=com_content&view=article&id=1097 &…;
The Information booklet on vocational qualifications is available here: https://ikk.hu/
Cedefop’s NQF online tool presents information on the state of play of the NQF: https://www.cedefop.europa.eu/en/tools/nqfs-online-tool
The scheme is offered as part of qualifications that are included in the ISCED 2011 mapping, at levels 3 and 4.
Dual vocational training is not a separate pathway in Hungary, but a very integrated part of the initial VET at upper secondary and post-secondary level.
Pursuant to Act LXXX of 2019, vocational training can be organised either exclusively in a school workshop or at an enterprise or at both venues.
All options lead to the same vocational qualifications listed in the Register of Vocational Qualifications, which are recognised by the state.
Qualifications are not offered exclusively through apprenticeships. Practical training is preferably organised in a dual training company under an apprenticeship arrangement, but if no suitable company placement is available, learners can complete their practical training in a school workshop based on the Chamber guarantee system. In such cases, the Chamber must officially confirm that no dual training placement can be provided (the so-called Chamber guarantee).
Apprenticeship training in Hungary is a form of delivering practical training within formal VET programmes. Learners obtain the same state-recognised VET qualification regardless of whether the practical component is completed at a company-based dual training provider or in a school workshop. The qualification certificate does not indicate the training pathway; therefore, apprenticeships lead to a formal VET qualification that does not specify how the practical training was organised.
The right to progress to higher education depends on the programme under which dual vocational training (apprenticeship) takes place.
The entry requirement to the higher education is the secondary school-leaving certificate.
- Apprentices whose dual training is part of five-year-long vocational programmes (EQF4-5) obtain the secondary school-leaving certificate upon completion of their vocational studies, and have direct access to higher education.
- Apprentices whose dual training is part of three-year-long vocational programmes (EQF 3) need to complete a two-year general education programme (follow-up programme) to obtain the secondary school leaving certificate if they wish to continue their studies in higher education.
Duration of dual vocational training (apprenticeship) depends on the programme under which it takes place. Since the 2019 Act:
- When it is part of the three-year-long vocational programmes, typical duration of the dual learning part (apprenticeship) is two years (grades 10 and 11, i.e. starting in the second year of the programme).
- When it is part of the five-year-long vocational programmes, typical duration of the dual learning part (apprenticeship) is three years (grades 11, 12 and 13, i.e. starting in the third year of the programme).
In the old model (prior to 2019), apprenticeship could start from the first year, and in that case could last three years in both cases. This programme has been phased out.
4Governance
The Hungarian Chamber of Commerce and Industry (MKIK) plays a central coordinating role in the apprenticeship scheme at national level.
Under the Vocational Training Act of 2019, the Chamber is responsible for supporting the implementation of dual vocational training. Its tasks include assisting the conclusion of vocational employment contracts, maintaining and supervising the register of dual training providers, supporting quality assurance processes, and providing career guidance services.
The Chamber also supports the matching of learners and companies by helping students find apprenticeship placements and assisting enterprises wishing to participate in dual training. Through its nationwide network of dual training advisors, operated since 2001, the Chamber provides information and guidance to both learners and employers.
In addition, if no suitable company placement is available, the Chamber may issue a so-called Chamber guarantee, allowing the learner to complete practical training in a school workshop.
Composition: MKIK is a public chamber representing the interests of businesses and employers and operates through a national structure with chambers in the counties.
The Hungarian Chamber of Commerce and Industry (MKIK) is a key stakeholder in the governance and implementation of apprenticeship training and vocational education and training (VET). Under the Vocational Training Act of 2019, the Chamber supports the development and operation of the dual training system. Its responsibilities include supporting the conclusion of vocational employment contracts, maintaining and supervising dual training providers, quality assurance activities, and career guidance services. The Chamber also coordinates the work of the Sectoral Skills Councils.
Sectoral Skills Councils (SSCs) play an important role in shaping qualifications and training content. Composed primarily of employer representatives from the respective economic sectors, they monitor labour market developments, identify emerging skills needs, and formulate proposals concerning occupational standards, qualification requirements, and the structure of vocational qualifications. Their role is advisory and consultative, while final decisions are taken by the competent public authorities.
Employers and business representatives contribute to the development and revision of qualifications, curricula, and examination requirements through their participation in SSCs and other expert consultation mechanisms. Their involvement helps ensure that vocational education and apprenticeship training reflect labour market needs.
The Ministry of Culture and Innovation, as the authority responsible for VET policy, has the decision-making role regarding qualifications, curricula, and the regulatory framework of vocational education and apprenticeship training.
Employee representatives and trade unions may participate in broader consultation processes; however, they do not have a formal decision-making role in the design of qualifications or curricula.
There are currently no apprentice associations with a formal role in shaping apprenticeship content.
The Hungarian Chamber of Commerce and Industry (MKIK) plays a central role in the implementation and quality assurance of apprenticeship (dual vocational training) in Hungary.
Under the Vocational Training Act of 2019, the Chamber is responsible for supporting the operation of the dual training system and ensuring the quality of company-based training. https://www.nive.hu/index.php?option=com_content&view=article&id=1024:s… (Hungarian version)Act LXXX of 2019
The main responsibilities of the Chamber of Commerce and Industry include:
• supporting the conclusion of vocational employment contracts between learners and companies;
• encouraging enterprises to participate in dual vocational training;
• accrediting and supervising dual training providers (companies and other dual training organisations);
• maintaining the national register of accredited dual training providers;
• monitoring compliance with quality requirements and supporting quality assurance in company-based training;
• supporting learners in finding apprenticeship placements and operating the Chamber guarantee system where no suitable company placement is available;
• developing training and examination requirements for in-company trainers and organising related training and examinations;
• organising master craft training and examinations in cooperation with professional and business associations;
• supporting excellence and skills competitions, including the national “Star of the Trade Festival” as well as Hungary’s participation in WorldSkills and EuroSkills competitions.
While the Chambers no longer organise examinations, they may participate in the organisation of certain examination-related procedures, through nominated experts/representatives as defined by legislation. However, final vocational examinations are conducted by accredited independent examination centres.
Employers participate directly in the implementation of apprenticeship training by providing practical training placements and ensuring workplace learning in accordance with the applicable training requirements.
Employee representatives and trade unions do not have a formal role in the accreditation of companies or in monitoring apprenticeship training. Their involvement is mainly limited to broader consultation and social dialogue processes.
There are currently no apprentice associations with a formal role in implementing apprenticeship training.
Ministry of Culture and Innovation (responsible for VET): develops VET policy and legislation; defines the qualification structure; adopts training and outcome requirements and programme curricula; oversees the VET system and state VET centres.
Innovative Training Support Centre (IKK): supports the development and implementation of VET policies; develops curricula, methodologies and learning materials; supports teacher training, quality assurance, career guidance and the operation of the VET information system.
National Office of Vocational Education and Training and Adult Learning (NOVETAL): maintains national VET databases and information systems; manages graduate tracking and data collection; supports quality assurance and monitoring of the VET system.
Hungarian Chamber of Commerce and Industry (MKIK): coordinates and supports dual training; accredits and supervises dual training providers; maintains the register of dual training providers; assists learners and companies in apprenticeship placement; monitors company-based training; coordinates Sectoral Skills Councils.
Sectoral Skills Councils (SSCs): identify labour market needs and provide recommendations on qualifications, occupational standards and training content.
Vocational schools and technical schools: deliver the school-based part of apprenticeship programmes; cooperate with companies; prepare learners for examinations.
Dual training providers (companies): deliver workplace training; provide practical learning opportunities and workplace mentors; ensure training in accordance with programme requirements.
Independent accredited examination centres: organise and conduct final vocational examinations and award qualifications.
Apprenticeships in Hungary are primarily provided within formal upper-secondary vocational education programmes. The main providers are vocational schools (szakképző iskola) and technical schools (technikum), which deliver the school-based component of training in cooperation with accredited dual training providers (companies and other dual training organisations). In some cases, practical training may also be organised in school workshops if no suitable company placement is available. Apprenticeships are also available in certain post-secondary vocational programmes.
Teaching and training are delivered by both school-based teachers and company-based trainers. General and vocational subjects in VET schools are taught by qualified teachers who are required to hold the relevant educational qualifications prescribed by law. Vocational teachers and trainers are expected to possess both pedagogical competences and relevant occupational expertise.
Practical training at dual training providers is delivered by in-company trainers (workplace mentors). These trainers are typically experienced professionals in the relevant occupation and must meet the qualification requirements defined by legislation. Depending on the occupation and training field, they are required to hold an appropriate vocational qualification and professional experience. The Hungarian Chamber of Commerce and Industry supports the preparation of in-company trainers through dedicated training programmes and examinations.
For more detailed information, you can also see Cedefop’s activities on VET teachers and trainers: https://www.cedefop.europa.eu/en/themes/vet-youth-teachers-trainers
Several mechanisms support the monitoring and quality assurance of apprenticeship (dual vocational training) in Hungary.
Structured monitoring during apprenticeship: Accredited dual training providers are subject to supervision and quality monitoring. The Hungarian Chamber of Commerce and Industry (MKIK) maintains the register of dual training providers and monitors compliance with quality requirements. Vocational schools also monitor learners’ progress and cooperate with companies in the implementation of training.
Output evaluation: Apprentices complete the same final vocational examination as other VET learners. Final examinations are organised by accredited independent examination centres and assess whether the required learning outcomes have been achieved.
Graduate tracking: The Hungarian VET Graduate Tracking System (SZPR), operated by the National Office of Vocational Education and Training and Adult Learning (NOVETAL), tracks the educational and labour market outcomes of VET graduates using administrative data and learner surveys. Apprentices are included in this system together with other VET learners.
Other quality assurance mechanisms: Vocational institutions operate an EQAVET-based quality management system, including self-evaluation and external evaluation procedures. Dual training providers must meet accreditation requirements and are subject to quality assurance measures linked to the operation of the dual training system.
5Training at the workplace
Apprentices under the ‘apprenticeship contract’ model (prior to the 2019 Act, currently phased out), should complete the practical part of their training in a company.
In the case of the ‘vocational employment contract’ (pursuant the 2019 Act), employers that act as ‘dual trainers’ are central to the implementation of the workplace training.
They can decide whether they provide the full training on their own, including the theoretical part, of if they wish to involve other companies (dual trainers) or a vocational institution.
In any case, dual vocational training at upper secondary level is available after the 1st or 2nd year of a school-based programme.
It is not always compulsory to alternate between two learning venues (school and employer), but the structure of the system depends on the dual training model.
In practice, however, most dual training is organised jointly by VET schools and companies, as only a limited number of employers have the resources to provide the full programme independently.
Vocational employment contract (current dual training system – 2019 Act)
In this model:
• the employer (dual training company) plays a central role
• the company may decide whether it:
- provides only practical training, or
- organizes part or even all of the theoretical training as well
• theoretical education can take place:
- in a vocational school, or
- in another training provider / dual partner, or
- in some cases within the company itself, if it is authorized and capable
Therefore, alternation between school and company is not strictly mandatory in a fixed format, because theoretical training can be organized more flexibly.
At upper secondary level, dual training usually:
• starts after the 1st or 2nd year of school-based education
• meaning students first acquire basic school knowledge before entering workplace training
In the current Hungarian dual vocational training system (based on the 2019 Act), the period spent at the workplace is generally treated as part of the vocational training process itself, not as a separately regulated category of “working time” versus “training time” within the legal framework.
This means:
• The law does not formally separate workplace time into “training time” and “working time” as distinct legal categories.
• Instead, time spent at the employer is considered integrated vocational training activity under the dual training relationship.
• The focus is on fulfilling the training content and curriculum requirements, not on distinguishing internal time categories during workplace presence.
Practical implication
• The learner is at the workplace under a training relationship, not a standard employment “work-only” status.
• Activities performed there are part of the structured vocational training programme, even if they resemble work tasks.
The form of alternation of training between the company and the VET institution depends on the agreement between the VET institution and the company, indicated in the training programme.
For a minor student under the age of 16, the vocational training time shall not exceed 6 hours a day, for a minor student between ages 16 and 18, 7 hours a day, and 8 hours a day for a major student. The daily training of a minor student shall be organised between 6 and 22 o’clock. The student shall be granted at least 16 hours of uninterrupted rest between the end of the practical training and the start of practical training on the following day. The student shall not be employed to do vocational training in excess of the daily training time.
Vocational training shall not take place at the company:
- on the days of education of general subjects and on the days when elements of vocational training are educated in the VET institution ;
- on the day of events organised by the VET institution where every student must be present;
- on the examination days of the student during his/her studies and the days of the vocational exam at the end of his/her studies; and
- whenever the employee is exempted from the obligation to work pursuant to the labour legislation.
Regulated by paragraph 78 of Act LXXX of 2019 on vocational education and training, and paragraph 252/B of Government Regulation 12/2020 on implementation of act on vocational education and training.
The alternation of training between the workplace (employer) and the VET institution is not centrally fixed but is defined in the training programme and the cooperation agreement between the vocational school and the dual training company. It is based on the curriculum structure, which determines how learning outcomes are divided between school-based and workplace-based training. The exact schedule of alternation may therefore vary depending on the programme and local arrangements, while complying with legal requirements. Workplace training time is subject to statutory limits and cannot exceed the prescribed daily duration, with additional rules ensuring minimum rest periods and protecting students’ participation in school-based activities and examinations.
Since apprenticeship training is not a separate pathway, the general governance system and regulatory framework are the same in any VET programme, irrespective of where vocational training takes place.
The awarded vocational qualifications are also the same (see Q9).
The Hungarian dual vocational training system is not a separate apprenticeship pathway but is integrated into the general school-based VET system. The training content, learning outcomes, and qualification requirements are defined by the national school-based VET curriculum, which applies regardless of whether training takes place in a school or at a workplace. The workplace (dual training company) participates in delivering the same curriculum through practical and work-based learning elements. The regulatory framework for this implementation is set out in Act LXXX of 2019 on Vocational Education and Training and Government Decree 12/2020 on its implementation.
The learning outcomes to be achieved during an apprenticeship are defined by the national VET qualification requirements and curricula, which apply to all VET learners regardless of the training venue. These centrally developed standards – primarily the Programme and Outcome Requirements (K épzési és Kimeneti Követelmények, KKKs) – define the learning outcomes and vocational content to be achieved during training. These documents provide the overall structure and expectations, but they do not prescribe in detail how the content should be divided between school-based and workplace learning.
They include vocational and technical competences, general and digital skills, as well as personal, social and methodological competences. Recent curricula also place increasing emphasis on digitalisation, sustainability (green skills) and entrepreneurship. There is no separate set of learning outcomes specifically for apprenticeships.
The training and outcomes requirements (TOR) issued by the minister responsible for VET defines the entry requirements of vocational programmes, professional requirements, description of level, content and quality of professional content using method of learning outcomes.
A programme curriculum (PC) is elaborated based on TOR by the Deputy State Secretary responsible for VET. The programme curriculum contains units of curricula, their goals, content, spread and timeframes, division by years, qualification requirements of instructors, and applied training methods.
Vocational training at the school and at the hosting company is organised by a training programme, which is elaborated by the VET institution and the hosting company (vocational employer) on the basis of the PC.
Regulated by paragraphs 11 and 12 of Act LXXX of 2019 on vocational education and training and paragraphs 12 and 13 of Government Regulation 12/2020 on implementation of act on vocational education and training
Companies can train their own employees without being an official ‘dual trainer’ (i.e. accredited apprenticeship training company), if its activity is in connection with the sector of the qualification trained, and the training is run according to the training programme accepted by the school and the company.
In other cases, apprenticeship training can be provided only by so called ‘dual trainers’.
A ‘dual trainer’ can be a company or a training center* that
- ensures conditions for organising vocational training,
- employs a person with a qualification or qualification and experience defined by the relevant government regulation,
- ensures the tools and equipment necessary for vocational training undertaken by the dual trainer,
- runs a quality management system or meets the quality requirements elaborated by the economic chamber
*Since 2017, companies may establish joint sectoral training centres which are being set up in order to support the capacity of SMEs and micro enterprises to offer training
By 2025, sectoral training centers have been set up by 33 VET centers in the framework of GINOP development projects, and 18 more may receive support for the same purpose.
Dual training providers must operate a quality management system or comply with the quality requirements established by the chamber of commerce. Sectoral training centres may also act as dual training providers.
The person to be nominated as trainer in a dual training should meet the following requirements:
- is capable of action,
- is not prohibited from pursuing vocational training activities,
- has sector-relevant vocational qualification recognized by the state and appropriate to the corresponding vocational qualification and has at least five years of experience corresponding to the qualification concerned,
- has passed the chamber practical examination for trainers.
The requirement of passing the chamber practical examination for trainers came into force on 1 September 2019. Training for the examination is organised by the territorial chamber of commerce and industry. During the training, the participants acquire pedagogical, psychological and documentation skills.
The requirement for such a certificate is waived when the trainer:
- has master craftsman certificate or
- has sector-relevant higher education degree and 2 years of sector-relevant experience, or
- has non-sector-relevant higher education degree, sector relevant vocational qualification and 5 years of sector-relevant experience,
- or is over 60 years of age.
Regulated by the paragraphs 242 of Government Regulation 12/2020 on implementation of act on vocational education and training
Workplace trainers in dual vocational training must meet statutory requirements. They must have a state-recognised vocational qualification relevant to the occupation concerned and at least five years of relevant professional experience. In principle, they must also pass the chamber trainer examination, which covers pedagogical, psychological and documentation-related competences.
Trainers are responsible for delivering workplace-based training in accordance with the training programme and the national training and outcome requirements. There is no general legal requirement concerning a minimum trainer-to-apprentice ratio. The legislation does not establish a separate mandatory continuing professional development system for workplace trainers, although participation in chamber-organised trainer preparation is required unless an exemption applies.
Legal basis: Government Decree 12/2020 on the implementation of Act LXXX of 2019 on Vocational Education and Training, Section 242.
If a company does not provide education satisfactorily, it is sanctioned by the territorial chamber of commerce and industry.
If a dual training provider fails to comply with the requirements for workplace training or does not provide training in accordance with the approved training programme and quality requirements, the territorial chamber of commerce and industry may take supervisory action. As a sanction, the chamber may withdraw the company's authorisation/registration as a dual training provider, which means that the company can no longer participate in dual vocational training. The sanction is based on the chamber's monitoring and quality assurance responsibilities regarding the fulfilment of the conditions for dual training.
6Contract and compensation
Initially, learners have student status in their vocational schools.
By signing a vocational employment contract with a dual training provider, they remain students of the vocational institution while simultaneously acquiring employee status with the dual training provider for the duration of the workplace-based training. Therefore, apprentices have a specific dual status combining elements of both student and employee status.
Legal basis: Act LXXX of 2019 on Vocational Education and Training, Section 83
A written vocational employment contract (VEC) is required for workplace-based training under the dual vocational training system. The contract is concluded between the learner and the dual training provider (company) and the vocational school is not a contracting party.
A learner may have only one vocational employment contract at a time. The contract may cover the entire dual training period or a shorter period (4–12 weeks annually) within the dual training phase. Unless otherwise specified in the VET Act, the provisions of the Labour Code apply to the vocational employment contract.
Although the vocational school is not a signatory to the contract, it cooperates closely with the dual training provider in organising and monitoring the training. For this purpose, the VET institution provides the company with access to the Public Education Registration and Study Information System (KRÉTA), which is used for the administration and monitoring of the learner’s training progress.
Legal basis: Act LXXX of 2019 on Vocational Education and Training, Section 83.
Apprenticeships are based on a vocational employment contract (VEC), which is a specific type of contract regulated by the VET Act. The contract is concluded between the learner and the dual training provider (company) and combines elements of vocational training and employment. While the provisions of the Labour Code apply unless otherwise specified by the VET Act, the VEC is not an ordinary employment contract but a distinct contractual arrangement designed for dual vocational training.
The contract provides learners with employee-related social protection rights. Apprentices are covered by the social security system, have health insurance coverage, are entitled to sick leave benefits, and the period spent under a vocational employment contract counts towards pensionable service time.
Legal basis: Act LXXX of 2019 on Vocational Education and Training, Section 83, and Government Decree 12/2020, Sections 246–251.
The vocational employment contract is not subject to a separate registration procedure with the Chamber or the Ministry. However, information related to the learner’s vocational employment contract and participation in dual vocational training is recorded and administered through the Public Education Registration and Study Information System (KRÉTA). The VET institution gives access to the dual training provider to the system for the administration and monitoring of the learner’s training.
Therefore, the contract is not formally registered by a dedicated external authority, but its implementation is documented within the official educational information system.
Apprentices with a vocational employment contract receive remuneration paid by the dual training provider.
The amount is determined in accordance with the rules laid down in the VET legislation and must be specified in the vocational employment contract.
The remuneration may vary according to factors such as the occupation, the stage of training and the learner’s performance.
Although the remuneration is employment-related income, students benefit from personal income tax exemptions under the applicable tax legislation.
Legal basis: Act LXXX of 2019 on Vocational Education and Training, Section 85; Government Decree 12/2020, Section 253; Act CXVII of 1995 on Personal Income Tax.
‘Dual trainers’ have to pay remuneration to students. The remuneration varies between the monthly unit cost of dual part of vocational programme defined in the Act on central budget and 168% of the unit cost.
The concrete amount has to be defined considering experience and learning results.
Apprentice remuneration is determined by law. The dual training provider must pay remuneration to learners holding a vocational employment contract.
The amount is set within a statutory range linked to the unit cost of the dual training programme defined annually in the central budget legislation.
The exact amount is determined by the employer, taking into account the learner’s professional progress, performance and acquired competences.
Therefore, remuneration is regulated by law, while individual amounts may vary within the legally prescribed limits.
Legal basis: Government Decree 12/2020 on the implementation of Act LXXX of 2019 on Vocational Education and Training, Section 253.
Source: https://www.cedefop.europa.eu/en/tools/vet-in-europe/systems/hungary-u2
7Financing and incentives
Dual training at an enterprise is financed directly by the company, including the remuneration (non-taxable).
The remuneration of apprentices holding a vocational employment contract is paid directly by the dual training provider (employer). The employer is responsible for covering the apprentice’s remuneration and other employment-related costs arising from the vocational employment contract.
The costs of workplace-based training may be partially offset through the public financing arrangements available for dual training providers, but the remuneration itself is paid by the employer.
Source: Act LXXX of 2019 on Vocational Education and Training; Government Decree 12/2020 on its implementation; MKIK information for dual training providers.
Direct costs related to workplace-based training (e.g. training materials, equipment, use of facilities, and the time of workplace trainers) are primarily covered by the dual training provider.
In addition, the State supports dual vocational training through public funding mechanisms linked to the financing of vocational education and training. Therefore, the financing of the in-company training component is shared between employers and public funds.
It is not possible to provide a fixed percentage split, as the actual balance between employer contributions and public support depends on the training programme, the number of apprentices and the applicable funding arrangements.
Source: Act LXXX of 2019 on Vocational Education and Training; Government Decree 12/2020; MKIK information for dual training providers. No fixed percentage is prescribed by law.
Companies providing dual vocational training receive financial support through a combination of public funding and tax-related incentives.
Dual training providers are entitled to claim training-related support calculated on the basis of statutory funding rules for workplace training.
In addition, training costs may be offset against the employer’s social contribution tax liability. Where the eligible training-related amount exceeds the tax liability, the difference may be reimbursed from the central budget.
The gross social contribution tax obligation can be reduced by an additional 20% of the applicable tax relief if the vocational employment contract was concluded for at least six months and the learner successfully passed the vocational examination.
These measures are intended to compensate employers for the costs of providing workplace-based training, including training infrastructure, equipment, trainers’ time and apprentice remuneration.
Source: Act LXXX of 2019 on Vocational Education and Training; Government Decree 12/2020; MKIK information for dual training providers.
To promote dual training, VET centres launched information campaigns in schools and online with regional chambers, which presented the benefits of dual training by sharing stories of successful students, organising joint events, and factory visits. VET centres personally approached business organisations with the opportunity to join dual training. Each VET center, representing a number of schools, has its own strategies / approaches to establish collaboration with employers and support examinations.
Non-financial support is provided mainly through the chambers of commerce and industry, which assist companies in becoming and operating as dual training providers.
Chambers support employers with quality assurance, administrative procedures, training organisation and cooperation with vocational schools.
In addition, structured training and examination opportunities are available for in-company trainers, helping them acquire the pedagogical and methodological competences required for workplace training.
Sectoral Training Centres provide shared training infrastructure and expertise, enabling companies—particularly micro, small and medium-sized enterprises—to participate in dual vocational training even if they cannot independently deliver all elements of the workplace training. They may organise practical training on behalf of participating companies and facilitate cooperation between employers and VET institutions.
Cooperation between schools and companies is also supported through jointly developed training programmes and established administrative procedures.
Source: MKIK information for dual training providers; Act LXXX of 2019 on Vocational Education and Training; Government Decree 12/2020.
Since 2023, as an incentive to boost company participation, flexible contract duration is possible: contracts can be concluded for the entire duration of specialised vocational education or for shorter periods. This change was introduced following an ex-post impact assessment, which identified that the previous minimum duration of 4 weeks was not suitable for all vocational occupations (especially for the technician programmes)
Dual trainers have to pay remuneration to the student, including school and holiday periods.
The company must pay this amount to the student each month (from the beginning to the termination of the vocational employment contract)
Employers may reduce the remuneration if the student is unjustifiably absent.
Legal basis: Act LXXX of 2019 on Vocational Education and Training, Section 85; Government Decree 12/2020, Section 253.
In addition to their remuneration, apprentices may receive a range of supplementary benefits (“other allowances”) intended to cover costs related to participation in training. These may include support for accommodation, meals, travel expenses, work clothing, protective equipment, sports and cultural activities, and other training-related costs.
Some of these benefits are subject to favourable tax treatment, while others (such as travel passes, occupational health services, protective equipment and certain travel expenses) are exempt from personal income tax regardless of their value. These benefits are intended to reduce the costs associated with participation in dual vocational training and therefore constitute additional incentives for learners.
Legal basis: Act LXXX of 2019 on Vocational Education and Training and the relevant provisions of personal income tax legislation.
Hungary has considerably strengthened learner support in recent years, and there are several systematic services available to all VET learners, including apprentices.
All VET learners, including apprentices, have access to career guidance and learner support services provided by VET institutions. Career guidance is a mandatory element of the professional programme of VET schools.
In addition, VET Centres are required to establish customer service units (Info Points) as part of their quality management system, offering personalised guidance on training opportunities, career pathways and the validation of prior learning.
National organisations, including NSZFH and IKK, provide online guidance tools and information resources, while the Hungarian Chamber of Commerce and Industry supports career orientation and informs learners about occupations and dual training opportunities through digital platforms and outreach activities.
The Education Authority's Career Guidance Measurement and Support Tool (Pályaorientációs Mérő és Támogatóeszköz, POM) helps users explore professions and receive feedback on their skills. The NSZFH's career guidance online platform provides information on events, occupations, career tests, online counselling, and support materials. IKK offers comprehensive VET and career guidance resources, including an Information booklet on basic vocational qualifications, an interactive map, the Digital Qualification Advisor and SkillsCom, an innovative social media platform. The Hungarian Chamber of Commerce and Industry's Szakmavilág app aids lower secondary students in exploring vocational qualifications and sectors.
The Hungarian Chamber of Commerce and Industry operates an online Training Provider Finder that helps learners identify registered dual training providers.
Other incentives include competitions, including WorldSkills and EuroSkills, 'Apprentice of Excellence' competition, and the Stars of Trades Festival, and the accompanying media campaigns to promote VET and highlight achievements.
The Model Company (Modellvállalat/Future Makers) competition enables technician students to develop entrepreneurial skills by planning and managing a simulated business related to their vocational field. The competition has continued beyond its original project funding and remains available to VET students.
According to the 2023 VET amendments, students or adults participating in VET with a pre-vocational education and training contract are given preference in cases of equal results when applying for specialised vocational education offered by a VET institution.
Vocational employment contracts can be converted into permanent employment contracts after successful final vocational examinations, ensuring continuity of employment.
For more information on guidance and validation arrangements in the country, you may visit Cedefop’ inventory of lifelong guidance systems and practices and Cedefop’s information hub on validation of non-formal and informal learning.