Abstract
The rapid growth of tourism in Hungary and the labour migration to abroad resulted in a serious labour shortage in the industry. One of the sources of skilled and motivated workforce is the system of tourism vocational education and training, which can just slowly react to market changes due to its inertness. In addition, the highly centralized system provides low-level of freedom to respond to regional differences, as the National Core Curriculum and its related regulatory documents are compulsory for the institutions and maintainers implementing them.
 This paper seeks for possible solutions to the prevailing challenges by a comparative examination of the tourism VET system in Finland and Hungary. As a result the author propounds possible alternatives to develop secondary tourism education.
Highlights
Vocational education and training (VET) includes education and training programmes designed for, and typically leading to, a particular job or type of job
The governance of the Hungarian educational and qualifications system is distributed between Ministry for National Economy (MNE) and Ministry of Human Capacities
The Minister of National Economy is responsible for the legislation, the National Module Map, the vocational training framework curricula and the adult training system. His job is supported by the National Vocational and Adult Training Council (NVATC) which organization operates as a national body to make decisions, support decision making or to introduce proposals
Summary
Vocational education and training (VET) includes education and training programmes designed for, and typically leading to, a particular job or type of job. Practical training is involved as well as the learning of relevant theory It is distinct from academic education, as the focus of educational programme is on enhancement of job-specific skills, abilities and knowledge. Curriculum and methodology are strengthened by the second level of content regulation This consists of framework curricula based on the NCC and issued by the minister of education. The interests of secondary schools and higher education institutions conflict with those graduates who wish to qualify for tourism but do not want to obtain a Bachelor's degree. This conflict is the base for further examination and a comparative study
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