Before Hungary is joining the European Union, it seems to be practical and rather important to get acquainted with the main questions and concerns that are present in the field of vocational education and training and employment policy of the member countries. Among these one of the most important issue is social dialogue, the necessity of participation of the social partners in the decisive process on vocational education and training.The importance of social dialogue in Europe is based on the twofold reconciliation of purposes, i.e. how social solidarity can be maintained with the parallel aim of increasing the competitiveness of the market. The topic is in the centre of the European interest. In the framework of a research project was carried out in NIVE in 2001-2002, led by the writer of this proposal, a research group examined the role of social partnership and the effect it has on vocational education and training through the experience of eight members countries (Denmark, France, the Netherlands, Ireland, Great Britain, Germany, Spain and Sweden). Our goal was to cover many aspects in discussing the heterogeneous structure of the topic. But, to ensure the comparativeness of the main characteristics of the different systems, we used certain respects as guidelines to help preparing the country studies. These studies were based on the analysis of documents and other relevant research papers. The Internet was a useful source of literature, too. Most of the cited sources are English, in some cases writings in the native language of the searched countries have been used. At the beginning of the research our intention was to reflect some of the experiences the searched countries learned, thus confronting it with the Hungarian circumstances. We assumed that by studying these different stuctures we will be able to distil a common principle that drives social dialogue and can be useful for analysing and developing social partnership in Hungary. Working on the project, owing to the complex nature of the issue, we have undertaken a difficult task. We do not know of a similar domestic attempt. My conference-proposal is based mostly on the conclusive summary study of the work, which was written by the author of this proposal. In the conclusive study I carried out a summary and an evaluation of the main findings of the research according to the following respects:1. The role of the historical traditions and prestige in social dialogue2. The prestige of VET and the conditions of human resources3. The legislatory background of social dialogue4. The actors of social dialogue, their rights and demands5. The stages of social dialoge6. The main topics of social dialogue7. Target groups of training, access to training, support of training 8. Actual debates, suggestions for the futureSome of the main lessons for Hungary derived from this research are the following: - to have the knowledge of the view and the way of problem-checking and problem-posing process related to social dialogue - mean the biggest lesson for my country- the formation of efficient co-operation of the social partners needs a lot of time and strongly influenced by the historical, cultural traditions in social dialogue and VET and also in the conditions and politics of human resources- the responsibility of individuals related to their own education and training will be increasing in the future, it needs special actions from the stakeholders- in the making of the conclusive study, which is going to incorporate all the previous results of the research, I have come across many problems and questions to be clarified that evidently require further research in Hungary. I hope that the presented research will drive attention to the importance of the issue and inspire future inquiries as well.