In the course of our preparations for European Union accession, we are dealing more and more with the often inseparable issues of standardisation and quality development within the overall formation of the strategy for Hungarian vocational training and the development of vocational training, itself. In the last 13 years, the Hungarian vocational training system has completely changed; it has adjusted to the economic demands and, at the same time, has attempted to satisfy social expectations. Admisson to the vocational stage is only possible after establishing the satisfactory basis at the general educational stage. As a result of a broad consensus, the system of the professional structure has been developed bringing forth great changes in both the school-based and non-school based vocational training systems.In the course of establishing the key focalpoints of the development process, the educational and vocational policy of the European Union has served as a vital point of reference.While considering the decisions, regulations, directives and standpoints of the European Union, tradition-based, national-level views and solutions, are similary of great importance.Considering these factors, we can anticipate the following in connection with the implementation process:- the closer orientation of vocational training towards the needs of industry and workforce market- the increase in individual and career needs- the integration of practical experience within vocational programmes- broad co-operation between the state and social partners in the planning and implementation of vocational training Issues in requiring of integrated solutions such as mobility, transparency and permeability, that greatly affect training and employment policies, as well as the economy on the whole, now fulfil a accentuated role in the Hungarian vocational training. The system-based structure of vocational training makes the harmonisation and inter-linking of the different educational systems and educational levels indispensable in order to ensure the transparency of the processes. In this respect, questions concerning general guidelines, the extent of legal control and, connected to this, the issue of standardisation and quality development appear many times within the developmental framework of vocational training The system-based concept of development opens up new possibilities for the citizens; given that educational authorities are supportive in so far as they provide the necessary preparations, citizens can now, amongst other things, precisely plan their career. Today, career planning is inevitable from a very early to old age, therefore training providers have to be aware of the nature of the workforce market and the prevailing training needs. Participators have to be clear on the 'wheres and hows' of gaining official recognition (certificate, diploma) for their formal and informal knowledge on the and opportunities for their further training with the aim of developing their skills. The question is: What kind of input competencies, corresponding to what output criteria, prevail? Considering the basic principles and the system-based principles, Hungary at present, conducts the development of such a modular system that establishes the necessary basis for quality development and quality assurance. Working out the standards of training, developing the assessment models and determining the knowledge-levels make the continuation of the standardisation process possible. Standardisation provides for an objective evaluation system, ensures comparability with educational systems in other countries, points out the technical similarities and differences more strongly and, last but not at least, enables the construction of quality development models and systems. In Hungary, a quality development vocational training model has been developed, but at the same time, vocational institutes have the chance to apply other types of models and systems, as well. (EFQM, TQM, ISO, HACPP etc.)