Timeline
  • 2015Approved/Agreed
  • 2016Approved/Agreed
  • 2017Legislative process
  • 2018Approved/Agreed
  • 2019Approved/Agreed
  • 2020Implementation
  • 2021Implementation
  • 2022Implementation
  • 2023Implementation
  • 2024Implementation
ID number
28274

Objectives

Goals and objectives of the policy development.

To offer students involved in upper secondary VET programmes in-company experience, an up-to-date technological and working environment and to contribute to quality labour supply for companies.

Description

What/How/Who/For whom/When of the policy development in detail, explaining its activities and annual progress, main actors and target groups.

In 2015, the VET concept for the economy was elaborated and carried out via several legislative amendments, aiming to strengthen apprenticeship. The Act on VET and the Act on General Education were amended to strengthen work-based learning, in particular through:

  1. assisting students in concluding practical training contracts with employers;
  2. reforming qualifications to meet labour market conditions;
  3. setting up the chamber guarantee to assist learners who could not find a practical training place.

Another type of workplace training, different to the apprenticeship scheme, allows VET schools to conclude agreements with enterprises to provide workplace training for students. In this type of training, students do not receive regular remuneration from the enterprise.

A further amendment of the Act on VET in September 2015 introduced apprenticeship contracts for adults. In higher education, dual programmes were introduced in 2015-16.

Further legislative arrangements (2016) introduced structural changes to VET, aiming to increase the attractiveness of VET and the quality of the practical training offered. New types of upper secondary VET programmes (in terms of content and name) have been running in parallel to the existing one in a phasing in/out system.

In January 2016, the VET Contribution Act was amended to introduce additional financial incentives for organisations offering apprenticeship training. This included a decreased gross...

In 2015, the VET concept for the economy was elaborated and carried out via several legislative amendments, aiming to strengthen apprenticeship. The Act on VET and the Act on General Education were amended to strengthen work-based learning, in particular through:

  1. assisting students in concluding practical training contracts with employers;
  2. reforming qualifications to meet labour market conditions;
  3. setting up the chamber guarantee to assist learners who could not find a practical training place.

Another type of workplace training, different to the apprenticeship scheme, allows VET schools to conclude agreements with enterprises to provide workplace training for students. In this type of training, students do not receive regular remuneration from the enterprise.

A further amendment of the Act on VET in September 2015 introduced apprenticeship contracts for adults. In higher education, dual programmes were introduced in 2015-16.

Further legislative arrangements (2016) introduced structural changes to VET, aiming to increase the attractiveness of VET and the quality of the practical training offered. New types of upper secondary VET programmes (in terms of content and name) have been running in parallel to the existing one in a phasing in/out system.

In January 2016, the VET Contribution Act was amended to introduce additional financial incentives for organisations offering apprenticeship training. This included a decreased gross levy and reductions in the labour costs of small and medium-sized enterprises' (SMEs) employees involved in training.

The Act CXCII of 2017 came into force in January 2018 allowing companies to conclude pre-apprenticeship contracts with the best lower secondary school graduates who wanted to pursue their studies in upper secondary VET. The act extended the apprenticeship training offer, previously offered to those in three-year upper secondary practice-oriented programmes (szakközépiskola). From 1 January 2018, VET students in grades 11 and 12 of four-year vocational grammar schools (upper secondary programmes combining general and vocational education - szakgimnázium), may also conclude apprenticeship contracts.

In addition, government Decree No 213/2018 (XI.22.) on sector skills councils and the amended Act on Adult Education and Training foresee, from 2018, the possibility of establishing sectoral training centres to increase the number of practical workshops for dual training. These centres would bring together stakeholders operating in companies, in government institutions and training providers to form a forum of cooperation and excellence in VET. At the end of the reporting period, the number of apprentices in the country was almost sevenfold higher (55 558) than in 2000 (8 300).

2015
Approved/Agreed
2016
Approved/Agreed
2017
Legislative process
2018
Approved/Agreed
2019
Approved/Agreed

Further development of the dual training model is one of the most important aims of the VET Act LXXX of 2019 (entering into force on 1 January 2020) and the government Decree on its implementation (published on 7 February 2020). The legislation process was preceded by study visits to Germany, Austria and Switzerland to learn more about their dual training models. Based on their best practice, and after broad consultation with national VET and AL experts, the provisions of the act have amended several former aspects of dual VET-related legislation. According to the new regulation:

  1. the content of vocational education and training and their respective training offers is be determined by the companies' needs communicated through the sector skills councils;
  2. apprenticeship contracts will be replaced by vocational employment contracts as of the 2020/21 school year in a phasing out system, which will also be concluded between the student (aged 15 or older) and the company. Within their framework of employment, students can also study vocational subjects (specialised vocational studies) alongside their practical training, and its duration will count towards seniority. Vocational employment contracts are concluded for a fixed period during the fulfilment of the specialised vocational studies obligation: three years (grades 11, 12 and 13) in Technicums and two years (grades 10 and 11) in vocational schools; the regulation of the Labour Code applies to learners (for salary, paid holidays and social contributions) with certain derogations regarding the working time, break and resting time which are regulated by the provisions of the Act on VET LXXX of 2019. The company, from 1 January 2021 can deduct its expenses related to practical training from its VET contribution. The wage of the students is regulated by the provisions of government Decree 12/2020 (7 February) on the implementation of the Act on VET LXXX of 2019;
  3. the possibility of pre-apprenticeship contracts will also cease. The student or participant in specialised vocational studies (vocational theory and/or practice) and the dual training placement can conclude a VET pre-contract in which they commit themselves to conclude, in the future, a vocational employment contract for the purpose of specialised vocational studies. Prior to concluding a vocational employment contract (szakképzési munkaszerzodés) for the dual training placement, a student can conduct a pre-selection procedure. The aim is for learners to have an insight into the business world before moving to upper secondary programmes (in the last grade of the lower secondary programme), and for companies to find learners with the adequate skills for their businesses;
  4. the economic chambers will remain in charge of registering dual training placements. The registration of vocational employment contracts in the NEPTUN-KRÉTA (Public education registration and study information) system will be made by the company, which will also provide related data for the economic chambers. Those students who cannot fulfil their practical training at a company will be able to fulfil it in school workshops within the framework of their already existing student legal relationship;
  5. the system of chamber guarantee and cooperation agreements will end from the academic year 2020/21 but the Chamber shall continue to provide company-based practical training placements for VET students. In grades 11 to 13 of the five-year Technicum programme and in grades 10 to 11 of the three-year vocational school programme, students will be able also to complete their practical training and vocational education with vocational employment contracts concluded with companies;
  6. the chairman of the sectoral basic examination committee will be delegated by the competent economic chamber of the area where the seat of the VET institution is located.

The modifications will be introduced in a phasing out system beginning with the 2020/21 academic year. The regulations related to financial allowances and regulations of the previous Act on VET will be applied to students with current apprenticeship contracts or cooperation agreements until 1 January 2021.

Last updated
2020
Implementation

In 2020, IVET learners fulfilled their practical training obligation in school workshops or in a phasing out system within the framework of an apprenticeship contract. According to the new training system, the vocational employment contract, which replaced the apprenticeship contract, can be concluded only after the successful completion of the sectoral foundation education, which is:

  1. from the academic year 2021/22, for those studying the three-year vocational school programme;
  2. from 2022/23, for those studying the five-year Technicum programme;
  3. from the second semester of the 2020/21 academic year (February 2021) for learners involved in the two-year technician programme after the acquisition of the secondary school leaving certificate.

Due to the increased benefits introduced in dual training for VET learners, a further tax reduction has been granted to companies (an online calculator has been made available on the website of the Hungarian Chamber of Commerce and Industry). The amount of the tax reduction depends on the sectoral classification of a given vocational occupation and on which grade the student is enrolled. Companies whose apprentices successfully pass the final vocational exam can claim additional reimbursement.

Last updated
2021
Implementation

The LXXXIII Act, published on 24 June 2021, and the Government decree 380/2021, published on 30 June 2021, introduced amendments to the existing, and in force, VET Act LXXX. The purpose of the amendments is to clarify the details of the VET and AL systems renewed in 2020, in order to achieve their more effective operation.

The chamber guarantee was reincluded in the regulation: a student can fulfil his/her specialised vocational education and training in school, if there is no dual placement available. This has to be confirmed in writing by the chamber (chamber guarantee).

Some important changes regarding the VET contribution levy obligation for companies implemented in 2021 are as follows.

The gross obligation can be reduced 20% of the tax relief, if the vocational employment contract is concluded for a minimum of six months and if the learner has passed the professional exam.

Employee training can be accounted for tax relief under certain conditions and to a certain extent of the VET contribution levy obligation. As of September 2021, the Act on VET, linked to VET training obligations, foresees that in a vocational employment contract where a person with adult status is involved in adult education, and the person - parallel to his/her vocational employment contract - has another legal relationship linked to another job, the VET contribution levy can be reduced by fifty percent.

The VET contribution obligation and the eligible discount is determined by the normative calculation system. If this discount is more than the VET contribution obligation, the difference can be recovered at the time of the settlement directly through the National Tax Office (NAV). According to Government decree XC dd.2020 on the central budget of Hungary, Article 67 (4) (a), the overhead in 2021 is HUF 1 200 000 per person per year (approximately EUR 3 288).

Under the new regulation, the provision of continuous practical training is supported for as long as needed in order to conclude a vocational employment contract. It makes it possible to conclude vocational employment contracts for shorter, fixed-term once a year. It also facilitates the involvement of dual partners in vocational training who are not able to provide the adequate education conditions throughout the whole duration of the specialised vocational education, or where, due to the nature and content of the occupation in question, it is not justified to conclude vocational employment contracts for the full duration of the specialised vocational education.

A vocational employment contract can be concluded with the student participating in vocational education, especially with the person participating in the training for the duration of the specialised vocational education or once a year, for a period of at least 4 and not more than 12 weeks. This provides the possibility to conclude a vocational employment contract for a short period, e.g. for the summer. This rule is applicable since 1 July 2021.

In specialised vocational education - after the successful completion of the sectoral foundation education - the parties (VET institutions and dual partners) must define the role of the dual partner. Several forms of cooperation may be established depending on how training provision is shared.

One form is when part of the learning area/curriculum belongs to the dual partner. The teaching-learning process aims to equip students with the skills defined in the learning outcomes, can basically take place in two ways: subject-based teaching and project-based education. Both solutions allow certain curricular and subject units to be delivered with the help of a dual partner under the full responsibility of the school.

Another form is when the full curriculum of the learning areas belongs to the dual trainer. The primary aim of the new VET system is to ensure that specialised vocational education, which can meet the output requirements set out in the Programme and outcome requirements (Képzési és Kimeneti Követelmények, KKK), can be provided entirely by the dual partner. Based on the above, theory and practice are not separated from each other. (Until 2020, VET training documents consistently presented vocational theoretical education and vocational practical training separated from each other.)

  1. Specialised vocational education can be organised by a dual placement and by a VET institution: dual placement can be either in a training centre or - with the exception of a VET institution - in another business organisation. The training centre (képzoközpont) is a form of joint partnership in specialised vocational education. Under the new regulation, there are three types of training centres: knowledge centre for specialised vocational education and dual training at a training centre;
  2. company training centre, which is a large company with own practical workshop where specialised vocational education is carried on either independently within the company or, based on trust, in other business organisations;
  3. sectoral training centre with the aim of cooperation in order to meet the requirements to be a dual placement. Training is enabled with the purely shared infrastructure of the members or the sectoral training centre or based on the entities involved. The work organisation of the 'cluster' (the head of the joint partnership) is a non-profit company created as a sectoral training centre. The non-profit company is responsible for training organisation, coordination and administration. The sectoral training centre is entitled to conclude vocational employment contracts and to benefit from the tax allowance. Currently, the chamber has registered 6 sectoral training centres and the registration of further 15 is in progress.
Last updated
2022
Implementation

Based on the amendment to the Decree implementing the VET Act effective from 1 September 2021, in case of participation in dual training with a vocational employment contract, the training programme shall be developed by the VET institution in cooperation with the dual placement, and shall include the sharing of the teaching of the curricular elements between the VET institution and the dual placement, as well as the criteria for joint assessment and evaluation by the VET institution and the dual placement.

Candidates for VET may have the possibility to shorten the duration of the training time if their previous studies, acquired knowledge or experience can be credited and accepted on the basis of the professional programme of the VET institution.

Vocational employment contracts no longer have to be uploaded into the KRÉTA registration system by the dual placement, but the data are kept by the National Tax and Custom Administration (Nemzeti Adó- és Vámhivatal, abbreviated NAV), which reports the number of contracts within 15 days of receiving the notification.

The tax on VET contributions was levied with effect from 1 January 2022, so from that date the tax relief related to dual training can be claimed from the social contribution tax, under the provisions of Section 17/A of the amended Act on social contribution tax. Business entities which are not liable to pay social contribution tax are entitled to the tax relief in the framework of a tax refund.

In 2022, for specialised vocational education under the VET Act LXXX of 2019 as well as dual training and practice-intensive bachelor's degree programmes, the liability reduction items were the amount of the cost price is EUR 3 032 (HUF 1 200 000)/person/year, and a basic normative is EUR 1 642 (HUF 650 000)/person/year.

Until 26 January 2023, 31 sectoral training centres have been registered under the Dual Placement Register of the Hungarian Chamber of Commerce and Industry, representing nearly 200 enterprises in 15 sectors. According to the data of the AGRÁRSZAKTÁR dual placement registration system of the Hungarian Chamber of Agriculture, four sectoral training centres have been registered in 2022 in agricultural VET, which train young people for the 28 agricultural vocational occupations (including specialisations and partial qualifications) listed in the Register of Vocational Occupations.

The activities that can be carried out by a sectoral training centre are specialised vocational education; sectoral foundation education with school responsibility; adult training, company training services; training organisation activities; and production activities.

Last updated
2023
Implementation

From 1 January 2023, amendments to the Labour Code (Act I of 2012) impacted vocational employment contracts. For students aged 16-18, their daily working hours are limited to 7 hours under VET legislation, which is stricter than the Labour Code. For students under 16, since no specific provisions exist in VET legislation, the Labour Code applies, limiting their working hours to 6 hours per day. This affects grade 10 vocational school students, who are often younger than 16 when signing vocational employment contracts.

Last updated
2024
Implementation

With the introduction of the reformed VET system in 2020, the number and proportion of students enrolled in specialised vocational education (grades 11-13 in technicums, grades 10-11 in vocational schools, or adult learners after passing the sectoral basic examination) increased significantly year-on-year. The table below provides comparable data on the evolution of vocational employment contracts and the phasing out of apprenticeship contracts in the indicated school years.

 Total students in VETStudents in specialised vocational educationStudents with a vocational employment contractStudents with a phasing out apprenticeship contractRate of students in dual training
School yearstudent legal statusadult legal statusTotalstudent legal statusadult legal statusTotalstudent legal statusadult legal statusTotalstudent legal statusadult legal statusTotal%
2021/22216 39341 873258 26631 72636 53268 25812 9383 32816 26616 98736417 35123,8%
2022/23209 05854 246263 30471 39749 880121 27727 74711 44039 1873 9941384 13232,3%
2023/24209 85982 242292 101102 83775 304178 14142 01440 13982 1531 96601 96646,1%

Several amendments to the VET Act and to the Decree on its implementation have supported the expansion of dual training in 2023:

  1. preference for pre-vocational contracts: 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.
  2. vocational employment contracts:
    1. flexible contract duration - contracts can be concluded for the entire duration of specialised vocational education or for shorter periods. Previously, vocational employment contracts could only be concluded once a year for 4-12 weeks. The 2023 amendment allows contracts for shorter periods of 2-12 weeks, up to twice a year, with a total limit of 12 weeks per year. 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).
    2. students without vocational employment contracts by the first month of the school year are presumed unable to participate in dual training, subject to certification by economic chambers, who assess all registered companies wether they can accept students thus contribute to the participation of students in dual training and only issue a certificate in very justified cases.
  3. flexible training models: dual training placements can outsource up to 49% of specialised vocational education to external partners. However, the primary training provider remains responsible for compliance.

External partners can include other dual training providers, businesses not registered as dual placements, or even VET institutions. This means students may complete part of their specialised vocational education at their own school. The amendment broadens the range of actors involved in practical training and ensures that economic chambers oversee specialised vocational education not only at dual placements but also at their external partners.

  1. post-education employment:vocational employment contracts can be converted into permanent employment contracts after successful final vocational examinations, ensuring continuity of employment.
  2. expanded access for businesses to become dual training placements: small-scale farmers can now register as dual training placements.
  3. wages and benefits:
    1. for adult students under part-time contracts, wages are proportional to working hours. For adult students under part-time contracts, wages are proportional to working hours. The amendment clarifies that wages and other benefits for students in specialised vocational education with an adult legal status must be proportional to the duration of their employment.Full-time wages range from HUF 100 000 (EUR 260) to HUF 168 000 (EUR 437). However, the parties may agree to a higher wage within the vocational employment contract, even if it deviates from the proportionality rule.
    2. wages under vocational employment contracts are exempt from social contribution tax and personal income tax but are subject to social insurance contributions.
  4. training own employees:
    1. registered dual training placements can maintain existing employment contracts alongside vocational employment contracts; or
    2. they can modify existing contracts for specialised vocational education, without tax relief eligibility
    3. non-registered employers can only modify existing contracts, without tax relief eligibility.
  5. tax incentives: registered businesses can claim a 100% tax reduction for hours spent in dual training, even if adult participants already have an employment contract.
  6. changes in content regulations: the Programme Curriculum (PTT) was removed from the statutory content regulation of VET. Instead, the mandatory teaching hours for VET themes (sectoral foundation education and specialised vocational education) are now regulated through the Programme and Outcome Requirements (KKKs).
Last updated

Bodies responsible

This section lists main bodies that are responsible for the implementation of the policy development or for its specific parts or activities, as indicated in the regulatory acts. The responsibilities are usually explained in its description.
  • Ministry of Culture and Innovation
  • National Tax and Custom Administration

Target groups

Those who are positively and directly affected by the measures of the policy development; those on the list are specifically defined in the EU VET policy documents. A policy development can be addressed to one or several target groups.

Learners

  • Learners in upper secondary, including apprentices
  • Adult learners

Education professionals

  • Trainers

Entities providing VET

  • Companies
  • Small and medium-sized enterprises (SMEs)
  • VET providers (all kinds)

Thematic categories

Thematic categories capture main aspects of the decision-making and operation of national VET and LLL systems. These broad areas represent key elements that all VET and LLL systems have to different extents and in different combinations, and which come into focus depending on the EU and national priorities. Thematic categories are further divided into thematic sub-categories. Based on their description, policy developments can be assigned to one or several 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.

Engaging VET stakeholders and strengthening partnerships in VET

This thematic sub-category refers both to formal mechanisms of stakeholder engagement in VET governance and to informal cooperation among stakeholders, which motivate shared responsibility for quality VET. Formal engagement is usually based on legally established institutional procedures that clearly define the role and responsibilities for relevant stakeholders in designing, implementing and improving VET. It also refers to establishing and increasing the degree of autonomy of VET providers for agile and flexible VET provision.

In terms of informal cooperation, the sub-category covers targeted actions by different stakeholders to promote or implement VET. This cooperation often leads to creating sustainable partnerships and making commitments for targeted actions, in line with the national context and regulation, e.g. national alliances for apprenticeships, pacts for youth or partnerships between schools and employers. It can also include initiatives and projects run by the social partners or sectoral organisations or networks of voluntary experts and executives, retired or on sabbatical, to support their peers in the fields of VET and apprenticeships, as part of the EAfA.

Modernising VET offer and delivery

This thematic category looks at what and how individuals learn, how learning content and learning outcomes in initial and continuing VET are defined, adapted and updated. First and foremost, it examines how VET standards, curricula, programmes and training courses are updated and modernised or new ones created. Updated and renewed VET content ensures that learners acquire a balanced mix of competences that address modern demands, and are more closely aligned with the realities of the labour market, including key competences, digital competences and skills for green transition and sustainability, both sector-specific and across sectors. Using learning outcomes as a basis is important to facilitate this modernisation, including modularisation of VET programmes. Updating and developing teaching and learning materials to support the above is also part of the category.

The thematic category continues to focus on strengthening high-quality and inclusive apprenticeships and work-based learning in real-life work environments and in line with the European framework for quality and effective apprenticeships. It looks at expanding apprenticeship to continuing vocational training and at developing VET programmes at EQF levels 5-8 for better permeability and lifelong learning and to support the need for higher vocational skills.

This thematic category also focuses on VET delivery through a mix of open, digital and participative learning environments, including workplaces conducive to learning, which are flexible, more adaptable to the ways individuals learn, and provide more access and outreach to various groups of learners, diversifying modes of learning and exploiting the potential of digital learning solutions and blended learning to complement face-to-face learning.

Centres of vocational excellence that connect VET to innovation and skill ecosystems and facilitate stronger cooperation with business and research also fall into this category.

Modernising VET standards, curricula, programmes and training courses

VET standards and curricula define the content and outcomes of learning, most often at national or sectoral levels. VET programmes are based on standards and curricula and refer to specific vocations/occupations. They all need to be regularly reviewed, updated and aligned with the needs of the labour market and society. They need to include a balanced mix of vocational and technical skills corresponding to economic cycles, evolving jobs and working methods, and key competences, providing for resilience, lifelong learning, employability, social inclusion, active citizenship, sustainable awareness and personal development (Council of the European Union, 2020). The thematic sub-category also refers to establishing new VET programmes, reducing their number or discontinuing some. It also includes design of CVET programmes and training courses to adapt to labour market, sectoral or individual up- and re-skilling needs.

Reinforcing work-based learning, including apprenticeships

This thematic sub-category covers all developments related to work-based learning (WBL) elements in VET programmes and apprenticeships which continue to be important in the policy agenda. It includes measures to stabilise the offer of apprenticeships, the implementation of the European framework for quality and effective apprenticeships, and using the EU on-demand support services and policy learning initiatives among the Member States. It also covers further expansion of apprenticeships and WBL to continuing VET (CVET), for transition to work and inclusion of vulnerable groups, and for improving citizens’ qualification levels.

Supporting lifelong learning culture and increasing participation

Lifelong learning refers to all learning (formal, non-formal or informal) taking place at all stages in life and resulting in an improvement or update in knowledge, skills, competences and attitudes or in participation in society from a personal, civic, cultural, social or employment-related perspective (Erasmus+, Glossary of terms, https://erasmus-plus.ec.europa.eu/programme-guide/part-d/glossary-common-terms). A systemic approach to CVET is crucial to ensure adaptability to evolving demands.

This broad thematic category looks at ways of creating opportunities and ensuring access to re-skilling and upskilling pathways, allowing individuals to progress smoothly in their learning throughout their lives with better permeability between general and vocational education and training, and better integration and compatibility between initial and continuing VET and with higher education. Individuals should be supported in acquiring and updating their skills and competences and navigating easily through education and training systems. Strategies and campaigns that promote VET and LLL as an attractive and high-quality pathway, providing quality lifelong guidance and tailored support to design learning and career paths, and various incentives (financial and non-financial) to attract and support participation in VET and LLL fall into this thematic category as well.

This thematic category also includes many initiatives on making VET inclusive and ensuring equal education and training opportunities for various groups of learners, regardless of their personal and economic background and place of residence – especially those at risk of disadvantage or exclusion, such as persons with disabilities, the low-skilled and low-qualified, minorities, migrants, refugees and others.

Financial and non-financial incentives to learners, providers and companies

This thematic sub-category refers to all kinds of incentives that encourage learners to take part in VET and lifelong learning; VET providers to improve, broaden and update their offer; companies to provide places for apprenticeship and work-based learning, and to stimulate and support learning of their employees. It also includes measures addressing specific challenges of small and medium-sized enterprises (SMEs) willing to create work-based learning opportunities in different sectors. Incentives can be financial (e.g. grants, allowances, tax incentives, levy/grant mechanisms, vouchers, training credits, individual learning accounts) and non-financial (e.g. information/advice on funding opportunities, technical support, mentoring).

European priorities in VET

EU priorities in VET and LLL are set in the Council Recommendation for VET for sustainable competitiveness, social fairness and resilience, adopted on 24 November 2020 and in the Osnabrück Declaration on VET endorsed on 30 November 2020.

VET Recommendation

  • VET agile in adapting to labour market challenges

Osnabrück Declaration

  • Establishing a new lifelong learning culture - relevance of continuing VET and digitalisation

Subsystem

Part of the vocational education and training and lifelong learning systems the policy development applies to.
IVET
CVET

Country

Type of development

Policy developments are divided into three types: strategy/action plan; regulation/legislation; and practical measure/initiative.
Strategy/Action plan
Cite as

Cedefop, & ReferNet. (2025). Strengthening WBL and apprenticeship approaches: Hungary. In Cedefop, & ReferNet. (2025). Timeline of VET policies in Europe (2024 update) [Online tool].

https://www.cedefop.europa.eu/en/tools/timeline-vet-policies-europe/search/28274