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1. Policy Framework

2. Formal learning

3. Non-formal and informal learning

4. Educators support in entrepreneurship education

Policy Framework

Strategy on Micro, Small and Medium Enterprises

The Hungarian Micro, Small and Medium Enterprises Strengthening Strategy 2019-2030 (A Magyar Mikro-, Kis- és Középvállalkozások Megerősítésének Stratégiája 2019-2030) adopted by the Government in 2019, also gives priority to the development ability, the development of the innovation skills and the digital performance of the entrepreneurs. Another main aim is to support entrepreneurs to acquire the required knowledge and to strengthen the culture of entrepreneurship. This pillar of the strategy is most relevant for young people because it includes

• the development of entrepreneurial thinking in formal education,
• the promotion of entrepreneurship,
• connecting young people who obtained their higher education degrees with small and medium enterprises.

Development measures of the strategy

The government accepted by a Government Decree the revision of the Hungarian Micro, Small and Medium Enterprises Strengthening Strategy and the priority business development measures to be implemented in 2024–2025.

The fifth pillar of the document focuses on 'Entrepreneurial Culture and Successful Generational Transition', emphasizing the acquisition of knowledge necessary for the successful operation of businesses and strengthening entrepreneurial culture, particularly for the following specific entrepreneurial groups 

• women entrepreneurs,
• young entrepreneurs,
• social enterprises, and
• businesses undergoing generational transitions.

The key related measures include:

• 'Preparing Young Entrepreneurs': Preparing the next generation of entrepreneurs by updating and strengthening entrepreneurial and financial knowledge in vocational training, enhancing early skill development and showcasing examples in education to increase entrepreneurial capability and willingness. This also aims to elevate the societal value of entrepreneurial activity, encouraging more young people to leave education to successfully start their own businesses.
• 'Reviewing Support Policy Opportunities for Underrepresented Entrepreneurial Groups': Reviewing the support policy framework to improve opportunities for underrepresented entrepreneurial groups, with a focus on women, young, elderly, and disabled entrepreneurs, as well as businesses operating in or starting up in infrastructurally disadvantaged areas.
• 'Developing and Supporting the Market for Business Services Related to Generational Transition': Preparing market participants that support businesses for company handovers, creating and implementing transformative services, and producing informational and training materials to assist with company succession and generational transition.
   

Formal learning

Entrepreneurship in the National Core Curriculum

In the National Core Curriculum (Nemzeti Alaptanterv), adopted in 2020, the 'Employee, innovative and entrepreneurship competencies' are among the seven key competencies.

This topic appears in the frame of Citizenship studies in secondary grades. The student has to be able to interpret the factors that affect starting an enterprise. Also, the student has to learn to apply their financial knowledge in situations related specifically to their age (such as preparing a simple budget, currency exchange, or planning a student enterprise), as a part of the Geography subject. The Audio-visual and Media Knowledge subject provides the necessary entrepreneurial competencies to the student by learning and using the tools of modern technology.

Besides the obligatory study materials there are two framework curricula related to entrepreneurship that contain optional courses the schools may offer:

• for grades 7-10: the 'Let’s start an enterprise' and 'Economic and financial culture',
• for grades 11-12: the 'Ethical entrepreneurial knowledge' framework curriculum.

Vocational education

A number of public and private institutions offer programmes in entrepreneurship. These are designed to continue studies and often focus on specific areas of enterprise.

Higher education

More and more higher education institutions are starting to offer courses on business and start-ups, which also helps to build a mentoring system.

In addition, several public higher educational institutions offer business courses, for example,

• the Corvinus University of Budapest,
• the MBA education of Budapest University of Technology and Economics,
• the Budapest Business School.

The International Business School and the Department of Economics and Business of Central European University are private institutions where business courses are also available.

Non-formal and informal learning

The recognition of non-formal and informal learning appears in the context of business start-ups in the Hungarian youth policy, where the framework conditions of non-formal and informal learning are also considered as areas to be promoted alongside public education, but in more detail in the areas of culture and human rights.

Educators support in entrepreneurship education

The European Money Week also allows the opportunity to teachers to organise events in their schools related to the development of entrepreneurial skills and the introduction of experience-based entrepreneurial skills. The Junior Achievement Foundation (Junior Achievement Alapítvány) coordinates the involvement of entrepreneur volunteers who can present the topic in practice and inspire the students. It also provides teacher training materials that the teachers can use in the schools according to the local needs and the knowledge level of the students. 

Furthermore, the Junior Achievement Foundation (Junior Achievement Alapítvány) has a website where online training is available for students and teachers on various topics related to entrepreneurship. The aim is to support youth to become successful entrepreneurs, leaders, employees and a competitive workforce through the acquired professional knowledge.