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1. Main trends in young people's participation in education and training

2. Organisation of the education and training system

3. Main concepts

Main trends in young people's participation in education and training

Young people's participation in education and training

The European Council Resolution adopted by the Education Council of the European Union in 2021 sets new targets to be achieved in education and training by 2030: at least 96% of children aged 3-6 should participate in early childhood education and care (in 2024–2025, it was 93%); the rate of early school and training leavers should be reduced to less than 9% (according to latest data in 2024, it was 10.3%), and the proportion of 25–34-year-olds with tertiary education should be at least 45% (currently, it is 32.3%).

Main statistics

In Hungary, the proportion of those participating in full-time education (among 3–22-year-olds) has continued to fall since 2010 (from 85% to about 82–83%). According to the latest data, in the last 3 academic years, the number of children in kindergartens, in Technicum Schools, and in higher education shows a positive trend. The number of students in primary schools and in vocational schools has slightly decreased. The number of students in higher education institutions has not changed significantly between 2016 and 2022; since then, it has significantly increased.

Public Education

Basic education is ensured by the Fundamental Law of Hungary (Alaptörvény). According to Article XI:

'(1) Every Hungarian citizen shall have the right to education.

(2) Hungary shall ensure this right by extending and generalising community culture, by providing free and compulsory primary education, free and generally accessible secondary education, and higher education accessible to everyone according to his or her abilities, and by providing financial support.' (Fundamental Law of Hungary)

The Act LXXIX of 1993 on Public Education (1993. évi LXXIX. törvény a közoktatásról) states that educational institutions in Hungary are operated by the Hungarian state and include kindergartens, primary schools and secondary schools.

Attendance at these institutions is free for Hungarian citizens up to the age of 18 and compulsory from the ages of 3 to 16 (3 years of kindergarten and 10 years of school). For more detailed information, see Eurydice, sub-chapter Hungary Overview - Levels of the Education System.

The laws governing public education were established in the Act CXC of 2011 on National Public Education (2011. évi CXC. törvény a nemzeti köznevelésről). The state is obliged to provide its citizens with the right to participate in primary and secondary education and to obtain their first vocational qualification.

Adults also have the opportunity to participate in public education in the form of adult education and could acquire completed 8^th grade of primary school, upper secondary school leaving exam or secondary school leaving exam and vocational qualification. For more information, see Eurydice, chapter 8.Adult Education and Training.

Early school leavers

The proportion of early school leavers has stagnated in 2017–2018 and it was about 12% in the recent years. In 2024, it was 10.3%, which is the lowest rate in the past 10 years.

In Hungary, the proportion of males (10.7%) among early school leavers was higher than the proportion of females (9.9%) in 2024.

Among early school leavers, the most vulnerable groups are those living in rural areas, Roma and people with disabilities. In 2023, 58.7% of Roma students (18–24-year-olds) were school dropouts (it was 9.3% among non-Roma).

Access to higher education

In Hungary, forms of higher education include short-cycle higher education, higher education vocational trainings, Bachelor's degree and undivided programmes offering Master's degree. The admission procedure for the above forms of higher education is based on their grades in secondary school, the results of their final exams at secondary school and extracurricular activities (such as language exams, academic competition, final exams on a higher grade). There are no specific entrance exams; points are calculated based on the grades listed above.

The admission procedure is organised centrally and students are ranked based on the number of applicants for each institution. The decision is based on the number of available places and the entrance requirements (points) achieved by the students.

To enforce the right to education, the Fundamental Law of Hungary guarantees access to higher education and financial support for participants based on their abilities. Completion of secondary school is required; points can be earned based on the secondary school results and other extracurricular activities.

Changes in the admission procedure

From the 2023–2024 academic year, there were some changes in the admission procedure. The aim was to give universities greater autonomy in admissions procedures. The new rules include that the university can draw up its own list of secondary school subjects for which it requires grades or final exams (earlier it was a centrally determined list). They can also decide on the points that can be obtained for extracurricular activities, such as entrance exams, art competitions, work experience, competence tests, sports competitions, and equal opportunities (the points for these activities were also set centrally). The requirement for a high school diploma for certain courses at the university level is abolished, but the university can require it if it wants to. Furthermore, there is no uniform minimum score, but the universities themselves can decide on the minimum score that must be achieved for certain degree programmes (they can even decide not to set a minimum score). The Educational Authority (Oktatási Hivatal) is the responsible authority for the administration so the management remains centralized.

Statistics for higher education attainment

Based on statistics from previous years, the rate of students enrolled in higher education was stagnating over the years, but in 2023, it was highest since 2013, due to the above-mentioned changes. The above report shows the number of students enrolled in higher education each year, including state-funded and fee-paying programmes, as well as students participating in the supplementary entrance procedure.

General government expenditure on education as a proportion of the GDP

Government spending on education as a share of GDP has increased in recent years: in 2019–2020, it was 4.7%, slightly under the EU average (which was 4.9% in 2020). In 2021–2022, it increased to about 5% and in 2023, it was 5.3%, while the EU average was below that rate.

Organisation of the education and training system

In Hungary, children go to school at the age of 6, and primary education lasts for 4, 6 or 8 years. Traditionally, children go to primary school for 8 years. The compulsory school age is 16.

ISCED levels and VET

In Hungary, kindergarten education is compulsory from the age of 3. For primary education (ISCED 1 and 2), there are 8-grade single-structure schools, which begin at the age of 6 or 7, after which children can apply for secondary school (ISCED 3). At the ISCED 3 level children could choose between upper secondary general schools, upper secondary vocational schools, Technicum Schools, or Vocational Schools.

'The Technicum enables students to obtain an upper secondary school-leaving certificate and a technician-level vocational qualification, and the 5, and in some cases 6–year education combines the advantages of secondary general school and vocational training.'

'The Vocational School has a 3–year-long programme which aims to prepare students for the profession. After the first year's sectoral and basic exam, in the 9^th grade students should choose their specific vocation. In the following 2 years students should acquire professional knowledge in the form of dual training at companies and entrepreneurs.'

For more information, see Eurydice, sub-chapter 2.3 Organisation of the Education System and of its Structure.

Adult education

Adults have the opportunity to learn in the public education system, in the Vocational Training System, in vocational trainings for adults, in other adult trainings and in higher education institutions.

In recent years, especially in 2019–2020, the adult education system has been modified to better adapt to new economic and social needs, driven by changes in the labour market and technology. As a result, the Vocational Training System currently provides more opportunities for adults to participate in knowledge-based practical training and acquire professional skills adapted to today's world facilitating their entry into the labour market based on their learning outcomes. For more information, see Eurydice, chapter 8. Adult Education and Training.

The Vocational Training System

In 2020, the system of vocational schools was changed by the 1168/2019. (III. 28.) Government Decision (1168/2019. (III. 28.) Korm. határozat). In this system, students entering secondary education can choose between Technicum Schools and Vocational Schools (for more information, see 'ISCED levels and VET'). 

The Government adopted a strategy, called 'Vocational Training 4.0' ('Szakképzés 4.0' stratégia), that outlines the reasons and goals for these changes. The main goals of the Strategy are to enable young people to enter the labour market as skilled professionals, to have skills needed in the modern, changing economy, technology, and industry, and to create a vocational and adult education system where young people can acquire creative, flexible, and competitive knowledge to better adapt to the changing demands of the labour market.

From 2022, the Ministry of Culture and Innovation (Kulturális és Innovációs Minisztérium) is responsible for the implementation of the Strategy. The Council for Innovation in Vocational Training (Szakképzési Innovációs Tanács), as a professional decision-making, review, and proposal body, supports the Minister responsible for vocational training and adult education in fulfilling its tasks in the field of vocational education and training. 

In addition, the professional content of vocational and adult education is continuously discussed with the Sector Skills Councils (Ágazati Készségtanácsok), in order to ensure that the sectoral and economic aspects are adequately reflected in the regulation. The Centre for Innovative Education Support (Innovatív Képzéstámogató Központ), supported by the Minister, also plays an important role in the reform, as a methodological centre and information provider.

The Action Plan for the 'Vocational Training 4.0' strategy

In 2023, the Government adopted the Action Plan effective until 2030 for the 'Vocational Training 4.0' strategy ('Szakképzés 4.0' stratégia 2030-ig tartó cselekvési terve). The document lists all the objectives to be achieved and the associated measures planned in the strategy, with their description, the actors responsible for implementation, the deadlines, the financial sources, the key indicators, and the status of the measure (not started, in progress, implemented, implemented and in operation). There are 58 measures for the 11 overall objectives, and many of them are already implemented and in operation, or in progress.

The government published the first monitoring report in 2024, and it shows that several measures have already been implemented and are currently in operation. The new structure of the professions (less fragmented but adapted to international standards) has been created, also they introduced a scholarship programme to promote talent for students from disadvantaged socio-economic backgrounds in vocational training. The government also launched a skill assessment system for students in the 9^th grade at the beginning and end of the school year to reduce the number of school drop-outs and support learning through a mentoring system. Additionally, they created and operate a labour market forecasting system to determine which vocational training courses need to be further developed in terms of quantity and quality.

The government adopted the second monitoring report in 2025. Since the previous monitoring report, they established of a new examination system and enhancements to the search functionalities of the career guidance portal, enabling the identification of adult training and education institutions as well as institutions, providing learning opportunities for students with special educational needs (SEN). Furthermore, the government also started the development and modernisation of VET schools with an implementation deadline of 2030. The introduction of blended training (an educational approach combining traditional, face-to-face instruction with online, digital methods to enhance the learner experience) was also a major achievement.

Main concepts

Children with special educational needs

In Hungary, the Act CXC of 2011 on National Public Education (a 2011. évi CXC. törvény a nemzeti köznevelésről) mentions the concept of children with special educational needs. It includes students who have difficulties in integration, learning or behaviour; those who are particularly gifted or talented and students with disadvantages or multiple disadvantages and thus, require special attendance.

Early school leavers in Hungary

The documents of the Hungarian Central Statistical Office contain definitions. Early school leavers (korai iskolaelhagyók) are considered to be18–24-year-old young people who have no higher than primary school education and have not participated in the last four weeks in education or training within or outside the school system.

Definitions of non-formal and informal education

The Hungarian Central Statistical Office provides the definitions for non-formal and informal education:

'The non-formal education (outside the school system) takes place alongside the main educational and training systems and does not always provide a formal certificate. It may also be provided by the workplace or through organisations or services which were established in order to supplement formal education. […] The non-organised forms of learning belong to the sphere of informal learning. These are learning activities which might occur in anybody's life, both in the family or in the workplace, based on personal experiences or familial or social guidance. Informal learning is a natural part of everyday life.'