The role of subnational governments in adult skills systems: Hungary

This country note provides an overview of the governance of the adult skills system in Hungary. It is part of an extensive review of all 38 OECD countries. The main findings across all countries are summarised in the OECD policy paper The Role of Subnational Governments in Adult Skills Systems.

Table 1. Overall governance and expenditure structure

Governance structure	Levels of governance	% of general government expenditure at the sub-national level
Unitary	National: State Regional: Vármegyék + Budapest Local: Települési önkormányzatok	12.5%
How is the adult skills system governed?
Centralised ✓	Combined system	Decentralised

Note: For more information on the definitions of the governance models, please see (OECD, 2025[1]).

Source: (OECD/UCLG, 2022[2])

How is the adult skills system governed?

The Hungarian adult skills system is highly centralised, and national ministries or agencies directly manage most of the education and training policies and provision. Regional authorities have statutory responsibilities in areas such as regional development planning and economic development, which indirectly influence the adult skills system

• Vocational Education and Training (VET), Higher VET (HVET), Continued Education and Training (CET) and adult education (AE) are all overseen by the Ministry of Culture and Innovation (Kulturális és Innovációs Minisztérium) jointly with the National Office of Vocational Education and Training and Adult Learning (Nemzeti Szakképzési és Felnőttképzési Hivatal), the Innovative Training Support Center Nonprofit Private Limited Company (Innovatív Képzéstámogató Központ Nonprofit Zártkörűen Működő Részvénytársaság. IKK) and the Pest County Government Office.

• The Ministry of Interior (Belügyminisztérium) is responsible for the school-based part of adult education. The ministries and national agency receive intelligence and advice about the labour market and policy development from the Vocational Education and Training Council (Szakképzési Innovációs Tanács) and the Sector Skills Councils (Ágazati Készségtanácsok).

• Active Labour Market Policies (ALMPs) are professionally overseen by the Ministry for National Economy (Nemzetgazdasági Minisztérium) and the Public Employment Service (Nemzeti Foglalkoztatási Szolgálat). The PES operates through offices at county and local levels.

• Most education and training programmes and ALMPs are coordinated at the county level and delivered locally, e.g. by vocational/technical schools, vocational education centres and adult education institutions. These are all overseen by the national government but may cooperate with the local government, chambers of commerce and industry as well as employers to strengthen the link to local employment and skills needs.

Table 2. Allocation of responsibilities across policy areas and levels of government

		Strategy	Intelligence	Implementation	Funding	Delivery
Policy area	National level
	VET, HVET	✓	✓	✓	✓	✓
	CET	✓	✓	✓	✓	✓
	AE	✓	✓	✓	✓	✓
	ALMP	✓	✓	✓	✓	✓
	Regional level
	VET, HVET	-	-	-	-	-
	CET	-	-	-	-	-
	AE	-	-	-	-	-
	ALMP	-	-	-	-	-
	Local level
	VET, HVET	-	-	-	-	-
	CET	-	-	-	-	-
	AE	-	-	-	-	-
	ALMP	-	-	-	-	-

Legend: ✓ = Yes; - = No

Note: Note: For more information on exact definitions of policy areas and responsibilities, please see (OECD, 2025[1]).

Infographic 1. Overview of the adult skills system

Note: Colour code: Dark blue → government/national/subnational agencies, Green → social partners, Lighter blue → private actors and education providers, Yellow → Expert councils/foundations/associations/research institutions. For more information, please see (OECD, 2025[1])

Source: OECD compilation based on available information

Stakeholders and responsibilities at the national level

Responsibilities at the national level are split between multiple ministries and national agencies:

• The Ministry of Culture and Innovation is responsible for developing national VET, HVET, CET and AE policies. It oversees school-based vocational education and training, including secondary vocational and technical schools. The Ministry of Interior oversees school-based adult education. The National Office of Vocational Education and Training and Adult Learning operates under the Ministry of Culture and Innovation and oversee the execution of strategies, programmes and legal provisions related to VET, HVET, CET and AE. The official procedure for the recognition, authorisation and registration of HVET is administered by the Education Office, which operates under the professional guidance of the Ministry.

• The Ministry for National Economy is responsible for developing ALMPs to improve workforce participation. The implementation of ALMPs is overseen by the Public Employment Service, which operates through a structure of deconcentrated offices at the county and local levels. The central government territorial units are maintained by the Ministry for Public Administration and Territorial Development (Közigazgatási és Területfejlesztési Minisztérium).

• The Vocational Education and Training Council (Nemzeti Szakképzési és Felnőttképzési Tanács) serves as a strategic advisor body to the Ministry of Culture and Innovation, while the Sector Skills Councils (Ágazati Készségtanácsok) monitors and forecasts labour market needs and technological developments in their respective sectors. The activities of the Sector Skills Councils are coordinated by the Hungarian Chamber of Commerce and Industry (Magyar Kereskedelmi és Iparkamara).

Table 3. Stakeholders and responsibilities at the national level

Name of institution	Responsibilities					Organisation type	Areas	Description
	Strategy	Intelligence	Implementation	Funding	Delivery
Ministry of Culture and Innovation (Kulturális és Innovációs Minisztérium)	✓	✓	-	✓	-	Ministry	VET HVET CET AE	The Ministry is responsible for developing national policies and a strategic framework for VET, HVET, CET, and AE. It oversees school-based vocational education and training, which includes secondary vocational schools and technical schools, advanced-level vocational education delivered by higher education institutions, no-formal and lifelong learning initiatives (CET), and adult education (formal and non-formal). The Ministry allocates funding for education and training programmes and conducts research and analysis to assess future skills needs and evaluate the effectiveness of education and training programmes. It oversees the National Offices of Vocational Education and Training and Adult Learning.
Ministry of Interior (Belügyminisztérium)	✓	-	-	✓	-	Ministry	AE	The Ministry is responsible for school-based adult education within the public education sector, including primary and secondary adult education. It collaborates with other ministries to analyse the effectiveness of AE programmes. It oversees and funds public schools offering adult education (e.g. secondary vocational schools, night schools and special schools for adults).
Ministry for National Economy (Nemzetgazdasági Minisztérium)	✓	✓	-	✓	-	Ministry	ALMP	The Ministry is responsible for developing ALMPs to improve workforce participation, reduce unemployment, and address skills mismatches. It oversees the operations of the Public Employment Service, which delivers ALMPs. The Ministry also monitors labour market trends and evaluates ALMPs' effectiveness in cooperation with employers and social partners.
National Office of Vocational Education and Training and Adult Learning (Nemzeti Szakképzési és Felnőttképzési Hivatal - NSZFH)	-	✓	✓	✓	-	National agency	VET HVET CET AE	The agency operates under the Ministry of Culture and Innovation and oversees the operational execution of strategies and programmes related to VET and AE policies. It monitors and evaluates the compliance of educational institutions with national standards in VET and AE and manages the accreditation process for AE providers. It also coordinates the development of national curricula for VET programmes and works with Sector Skills Councils to ensure training content aligns with labour market demands. The agency also collects and analyses data on VET and AE participation and outcomes and administers national and EU funds allocated to VET and AE projects.
Public Employment Service (Nemzeti Foglalkoztatási Szolgálat - NFSZ)* as part of the central government territorial units	-	✓	✓	✓	✓	National agency	VET ALMP	The Public Employment Service operates under the Ministry for National Economy and maintained by the Ministry for Public Administration and Territorial Development to deliver ALMPs, including job placement, re- and upskilling programmes, and career counselling. It organises and funds VET programmes for jobseekers, including adults transitioning to new careers. The agency maintains detailed labour market data to track employment trends and labour force participation. The PES operates county and micro-regional employment offices.
Hungarian Educational Authority (Oktatási Hivatal)	-	-	✓	-	-	National agency	AE	The authority supervises compliance with educational laws and regulations, including those regarding adult education providers. It is a central government organisation operating as a central office under the authority of the Minister responsible for public education.
Vocational Education and Training Council (Szakképzési Innovációs Tanács)	-	✓	-	-	-	Expert Council/Social partner	VET HVET	The Council serves as a strategic advisory body to the Minister of Culture and Innovation. It provides expert opinions and recommendations on strategic issues related to VET and AE. It comprises representatives from various sectors, including ministries, employers' organisations, trade unions, educational institutions, and experts/researchers.
Sector Skills Councils (Ágazati Készségtanácsok)	-	✓	✓	-	-	Expert Council/Social partner	VET	Established in 2018, Sector Skills Councils monitor and forecast labour market needs and technological developments in their respective sectors. They also contribute to the development and updating of the National Qualifications Register, support the development of school-based VET for youth and adults and assist in the professional development of teachers. Each Sector Skills Council comprises 7 to 19 members representing employers, professional and industry associations, trade unions, education and training institutions and experts with sector-specific knowledge. The Hungarian Chamber of Commerce and Industry coordinates the operation of the councils.
Social partners	-	✓	✓	-	✓	Social partner	VET HVET CET	Social partners – particularly employer organisations and trade unions – are represented in advisory bodies such as the Vocational Education and Training Council and the Sector Skills Councils. They also help define the content of VET programmes and actively participate in the dual training system, offering practical on-the-job training for VET students alongside theoretical instruction in schools. Larger employer organisations manage certain aspects of VET, including registering dual training institutions, facilitating vocational training employment contracts and quality assurance for training programmes.

Legend: ✓ = Yes; - = No

Source: OECD compilation based on (Eurydice, 2024[3]), (EAEA, 2023[4]), (Farkas, 2013[5]), (Eurydice, 2024[6]), (EAEA, 2011[7]), (EPALE, 2020[8]), (OECD, 2023[9]), (Cedefop, 2024[10]), (Ministry for National Economy, 2024[11])

Stakeholders and responsibilities at the regional level

Regional stakeholders, including regional authorities, have limited statutory responsibilities for the design and implementation of adult skills policies:

• County authorities (Vármegyei Önkormányzatok) have limited decision-making autonomy, as most strategic planning and funding decisions are nationalised. Their role is primarily one of adaptation and coordination rather than policy formulation or resource allocation. Their involvement in the adult skills system is tied to their responsibilities for regional and economic development, is largely context-dependent, and varies across regions based on local needs and resources.

• The national government is present at the regional level through the regional offices of the Employment Department of the Central Government Offices The offices are responsible for coordinating the implementation of national policies at the local level. They monitor and support the activities of local PES offices and local education and training providers.

Table 4. Stakeholders and responsibilities at the regional level

Name of institution	Responsibilities					Organisation type	Areas	Description
	Strategy	Intelligence	Implementation	Funding	Delivery
County Authorities (Vármegyei Önkormányzatok)	-	✓	-	-	-	Subnational government	-	The role of county authorities in the adult skills system is not strongly statutory or legally defined. County authorities, however, have statutory responsibilities in areas such as regional development planning and economic development, which indirectly influence the adult skills system. In practice, the county authorities act as intermediaries between national ministries and local education providers. They conduct analyses of regional labour market trends and identify skills shortages or areas of economic growth. They also facilitate collaboration between employers, training providers and other stakeholders and support Sector Skills Councils in aligning skills supply with demand.
Regional offices of the National Office of VET and AE	-	-	-	✓	-	National agency	VET CET AE	The regional offices coordinate the delivery of VET and AE programmes within their regions. They support local education providers in implementing national curricula and quality standards and serve as a bridge between the national office and local training institutions. They manage and oversee the allocation of resources to local providers and specific training programmes.
County GovernmentOffices Fővárosi és vármegyei kormányhivatalok	-	✓	✓	✓	-	National agency	ALMP	The Employment Department of the County Government Offices coordinate ALMP implementation within their area. They monitor and support the activities of local offices within their jurisdiction. They also engage with stakeholders at conty level, such as employers, VET institutions and local governments, to adapt programmes to local economic conditions. County offices manage the allocation of funds provided by the national level to local offices based on regional needs and programme priorities. In addition, it collects and interprets data specific to conty level labour market conditions and works with Sectoral Skills Councils to align training programmes with regional needs.

Legend: ✓ = Yes; - = No

Source: OECD compilation based on (Eurydice, 2024[3]), (EAEA, 2023[4]), (Farkas, 2013[5]), (Eurydice, 2024[6]), (EAEA, 2011[7]), (EPALE, 2020[8]), (OECD, 2023[9]), (Cedefop, 2024[10]), (Ministry for National Economy, 2024[11])

Stakeholders and responsibilities at the local level

The local level in Hungary is the municipalities (Települési önkormányzatok).

• Municipalities/Local Councils (Helyi Önkormányzatok) have limited formal responsibilities for designing and providing adult skills policies. Their involvement is primarily voluntary, and the level of engagement varies signifincalty across local areas, depending on local priorities and capacities.

• Local Employment Offices (Járási Foglalkoztatási Osztályok) are responsible for delivering/implementing ALMPs. They organise and fund local training and support programmes, often in collaboration with VET schools or AE providers.

• VET and HVET programmes are delivered by multiple types of providers, mainly public and overseen by the Ministry of Culture and Innovation. The include VET schools (Szakképző Iskolák), technical schools (Technikumok), Vocational Training Centres and Higher Education Institutions. AE is delivered mainly by Adult Education Institutions and also overseen by the Ministry of Culture and Innovation. They may partner with local governments or NGOs to deliver community-specific programmes and employers to deliver training for workers. In addition, some municipalities run Community Learning Centres to provide informal learning opportunities for adults within their territory.

Table 5. Stakeholders and responsibilities at the local level

Name of institution	Responsibilities					Organisation type	Areas	Description
	Strategy	Intelligence	Implementation	Funding	Delivery
Local Councils (Helyi Önkormányzatok)	-	-	-	-	-	Subnational government	-	Local authorities have a limited statutory role in education and training in Hungary. Their mandatory responsibilities mainly relate to operating public services such as basic education and addressing local social and economic development issues, including unemployment and workforce needs. Local authorities may, however, voluntarily establish and support adult education initiatives, especially non-formal education or community learning programmes. Their involvement often depends on the local council's priorities and available funding.
Local Employment Offices (Járási Foglalkoztatási Osztályok)	-	✓	✓	-	✓	National agency	ALMP	The Local Employment Offices are responsible for delivering personalised services to job seekers, such as job matching, career counselling, and vocational guidance. They organise and fund local training programmes, often collaborating with VET schools and AE providers. They also facilitate access to government subsidies, such as wage subsidies for employers hiring unemployed individuals or training grants. The offices engage directly with local businesses to identify labour market needs and offer workforce solutions.
Vocational schools (Szakképző Iskolák)	-	-	-	-	✓	Education provider	VET	These schools provide formal vocational training for young people and adults, leading to nationally recognised qualifications. They offer dual training programmes in partnership with employers and operate under the guidance of the National Office of Vocational Education and Training and Adult Learning.
Technicl schools (Technikumok)	-	-	-	-	✓	Education provider	VET (HVET)	These schools focus on providing higher-level vocational education, bridging the gap between secondary and higher education.
Vocational Training Centers	-	-	-	-	✓	Education provider	HVET	These centres also oversee technical and secondary vocational schools and may offer post-secondary programmes leading to HVET qualifications.
Higher Education Institutions	-	-	-	-	✓	Education providers	HVET	Universities and colleges offer specialised HVET programmes, typically lasting 2 years. These programmes combine practical and theoretical education and focus on advanced skills in fields such as engineering, IT, healthcare, business, and agriculture.
Adult education centres (Felnőttképzési Központok)	-	-	-	-	✓	Education provider	AE CET	The adult education centres deliver non-formal adult education and training, often targeting individuals looking to upskill, reskill, or complete basic education qualifications. They provide flexible programmes tailored to the needs of working adults and may partner with local governments or NGOs to deliver community-specific programmes.
Community Learning Facilities (Közösségi Tanulási Központok)	-	-	-	-	✓	Education provider	AE	These centres provide accessible, informal learning opportunities for adults within the local community. They often focus on basic skills development, language training, and digital literacy.
Private providers/NGOs	-	-	-	-	✓	Education provider	AE CET	Private institutions and NGOs often complement formal education providers by offering specialised training and lifelong learning programmes. These organisations may address niche areas such as entrepreneurship, soft skills, or targeted workforce development.

Legend: ✓ = Yes; - = No

Source: OECD compilation based on (Eurydice, 2024[3]), (EAEA, 2023[4]), (Farkas, 2013[5]), (Eurydice, 2024[6]), (EAEA, 2011[7]), (EPALE, 2020[8]), (OECD, 2023[9]), (Cedefop, 2024[10]), (Ministry for National Economy, 2024[11])

References

[10] Cedefop (2024), Vocational education and training in Hungary, https://www.cedefop.europa.eu/en/publications/4103 (accessed on 6 December 2024).

[4] EAEA (2023), “Enhancing basic skills crucial for the future of adult learning in Hungary”, https://countryreport.eaea.org/category/Hungary%202023 (accessed on 6 December 2024).

[7] EAEA (2011), Country report on adult education in Hungary, EAEA, Helsinki, https://eaea.org/wp-content/uploads/2018/01/hungary_country-report-on-adult-education-in-hungary.pdf (accessed on 6 December 2024).

[8] EPALE (2020), Adult Education in Korea: Key Issues and Current Challenges, https://epale.ec.europa.eu/en/resource-centre/content/adult-education-korea-key-issues-and-current-challenges (accessed on 4 December 2024).

[12] European Commission, Eurydice (2023), 8. Adult education and training, https://eurydice.eacea.ec.europa.eu/national-education-systems/netherlands/adult-education-and-training.

[3] Eurydice (2024), “Hungary - Adult education and training”, https://eurydice.eacea.ec.europa.eu/national-education-systems/hungary/adult-education-and-training (accessed on 6 December 2024).

[6] Eurydice (2024), National reforms in vocational education and training, https://eurydice.eacea.ec.europa.eu/national-education-systems/hungary/national-reforms-vocational-education-and-training-and-adult (accessed on 6 December 2024).

[5] Farkas, É. (2013), The practice of adult education and training in Hungary, SZTE JGYPK, Szeged, https://drfarkaseva.hu/en/the-practice-of-adult-education-and-vocational-training-in-hungary-szte-jgypk%EF%BF%BC/ (accessed on 6 December 2024).

[11] Ministry for National Economy (2024), Vocational education and training in Hungary, https://2010-2014.kormany.hu/download/0/cf/30000/Odrobina%27s_presentation.pdf (accessed on 6 December 2024).

[1] OECD (2025), “From national to local: Exploring the role of subnational governments in adult skills systems across OECD countries”, OECD Local Economic and Employment Development (LEED) Papers, No. 2025/XX, OECD Publishing, Paris.

[9] OECD (2023), ““Who does what” for active labour market policies: A zoom on the role of subnational governments”, OECD Local Economic and Employment Development (LEED) Papers, No. 2023/09, OECD Publishing, Paris, https://doi.org/10.1787/d8d6868d-en.

[2] OECD/UCLG (2022), 2022 Country Profiles of the World Observatory on Subnational Government Finance and Investment., https://www.sng-wofi.org/country-profiles/hungary.html.

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