In the course of preparation for the European accession, we deal more and more with the many times inseparable issues of standardisation and quality development within the overall formation of the strategy of Hungarian vocational training and the development of vocational training, itself. In the recent 13 years, the Hungarian vocational training system has completely changed; it has adjusted itself to the economic needs and at the same time pushed for satisfying social expectations. Entering the vocational stage is only possible after establishing the adequate grounds of the general educational stage. As a result of a wide range consensus, the system of the trade structure has been developed bringing forth great changes in both the school-based and non-school based vocational training systems. In the course of detecting the most emphatic parts of the development process, the educational and vocational policy of the European Union has served as a vital relation point. While considering the decisions, regulations, directives and standpoints of the European Union, tradition-based, national-level views and solutions, are of great importance, as well. 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 labour force market - the increase in individual and career needs - integration of practical experience within the vocational programmes - wide range co-operation between the state and social partners in the planning and implementation of vocational training Issues in demand of integrated solutions such as mobility, transparency and permeability, that greatly affect training and employment policies, as well as economy on a whole, fulfill a highlighted role in the Hungarian vocational training, now days. The system-based structure of vocational training makes the harmonisation and inter-linking of the different educational systems, educational levels indispensable in order to ensure the transparency of the processes. In this respect, questions of general guidelines, the extent of legal control and, connecting to this, the issue of standardisation and quality development appears 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 by providing the necessary preparations, they can now, amongst others, 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 labour force market and the prevailing training needs. Participators have to be clear with the 'wheres and hows' of gaining official recognition (certification, diploma) to their formal and informal knowledge and opportunities of their further training with the aim of developing their skills. The question is: What kind of input competencies, that correspond to output criteria, prevail? Considering the basic principles and the system-based principles, Hungary at present, conducts the development of such a modular system that establish the necessary ground for quality development and quality assurance. Working out the standards of training, developing the assessment models and determining the knowledge-levels make the resumption of the standardisation process possible. Standardisation provides for an objective evaluation system, ensures comparability with educational system amongst countries, points out the technical similarities, identities and differences more strongly and, at last but not at least, makes the construction of the quality development models and systems possible. 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.)