The ongoing career motivation survey conducted by HCIC IEER (Hungarian Chamber of Industry and Commerce Institute of Economic and Enterprise Research) has the double task of analysing pupils' and their parents' motivations behind their children's school and career choice, and reveal the factors (including personal and social factors as well as the influence of the family and the school) that affect the choice regarding school type (secondary grammar school, secondary vocational school, secondary technical school) and the specific school itself. This analysis focuses on the differences between career and school choice motivations of students studying at various levels of education, at various school types; the paper is based on the survey conducted in the period between 30 September and 29 November 2019 by HCIC IEER at secondary grammar schools of 4-5 year curricula, at secondary vocational schools (in non-vocational type of classes) and at secondary technical schools. Respondents at all school types were 9th grade full-time students. Our sample is representative, i. e. it reflects the 2019 national rates of 9th grade students with regard to region and training level.

This is a brief summary of the most important findings of the national career guidance study of 2018. The study focuses on the pre-career, seventh-grade primary school students' interest in further education and career choices. The 2018 survey was conducted by the Hungarian Chamber of Industry and Commerce (HCIC). Experts of its territorial chambers surveyed 9228 seventh grade pupils.

This paper examines the level of poverty among Hungarian seventh grade students and its effect on their future education plans. The data is based on the answers to a self-administered questionnaire of more than 9000 students from a research conducted by the Institute for Economic and Enterprise Research (IEER) in 2015. We find that a large group of students are deprived of basic necessities and that poor children plan to finish their studies earlier than non-poor children. Using mixed-effects regression models controlling for other possible factors affecting further education plans we show that the negative effect of poverty is substantial.

The IEER analysis examines the plans for higher education of students from the best high schools in Budapest, Pest and Győr-Moson-Sopron Counties. The results show that every tenth student out of all the students of the best high schools submits their application to a foreign higher educational institution. Most of these students plan to reside in their chosen city not only for the duration of their higher education, but for a longer term.

The research program "Vocational schools" by IEER conducted since 2008 includes two main parts. The aim of the company survey is to map the demand of specific segments in the business sector for vocational school graduates within one year and beyond a three-year time span.
The survey on graduates examines the beginning of the working life of those young people who obtained their qualifications in vocational schools or trade schools 19 months before. The research has a focus point on whether these young people were able or willing to enter the labour market during the 19 months after their graduation.

Only few of the Hungarian high school students intend to attend undergraduate programmes abroad, although their numbers show a growing trend in recent years. This is what IEER research examining the intentions of continuing education reveals, in addition to the fact that the Hungarian school system is unable to overcome the disadvantages caused by family background, that is, promote social mobility. Based on the 2013 National Skills Assessment the best national high schools receive only a very small proportion of students whose father has a low level of education or low labour market status. Our results also suggest that at the post-secondary level the education system reinforces existing inequalities. This can be concluded from the fact that the ratio of students who apply to the prestigious universities in Budapest is significantly lower in the lagging northern and lowland regions (even in the best high schools of these areas) than in the region of Central Hungary. The study was based on 770 responses conducted among the graduate students of thirty Hungarian public high schools, which were the best within their region according to the 2013 National Skills Assessment.

The study examined pre-career, seventh-grade primary school children's interest in further education and career choices. The results are based on the results of the Hungarian Chamber of Commerce and Industry (HCCI) national career guidance study.

Two major groups stood out among seventh grade students: white-collar and blue-collar. The former are more independent, more diligent in learning, and more skilled at intellectual tasks and solving puzzles, but are less talented of practical tasks.This group tends to strive for attainment of higher education, even to obtain a degree and a white-collar profession. Children from the other group are interested in home improvement, repair, and the world of machines, and are less receptive to learning, are more inclined to solve school tasks in groups, and are regarded as less independent. The latter group of young people takes on vocational careers.

Between 2006 and 2013 the number of Hungarian high school graduates applying to British universities increased significantly, by nearly 2.7-fold, while other Visegrad countries were characterized by much lower growth rates. Besides, the research of IEER examining the prospects for further studies also reveals that regional disparities in further education are discernible within Hungary. Children from the underdeveloped Northern and Great Plains regions usually don't apply for universities in Budapest or abroad, whereas in the region of Central Hungary students most often choose the most prestigious universities of Budapest. The study was conducted on graduating students at thirty Hungarian state high schools; the results are based on 704 responses.

The aim of the following paper is to unfold some factors that affect the young skilled workers’ chances of getting a job, doing further studies and using the learned profession at work or school. The survey examined the start of the labour market career of young skilled workers who have finished trade school or vocational school in the previous year. The survey focused on the question whether the skilled entrants could or wanted to enter the labour market in a 9-months long period after finishing trade school or vocational school. The results are based on a joint database of yearly databases between 2009 and 2012 that contains data of 10,104 young skilled workers. The results show that higher educated parents’ children have better chances on the labour market and unemployed fathers’ children encounter a higher risk of getting unemployed. The chance of getting a job or using the learned profession in a job or further studies is increased by choosing the profession matching the personal interests, by fulfilling a traineeship at a company, good scholastic records, knowledge of foreign languages and getting a high-school graduation. Further studying results in tangible wage premiums in the short run and in a labour market position stabilized by the skills of getting new knowledge in the long run. As a conclusion we believe that acquiring good general knowledge and studying skills is very important for young skilled workers: the continuously renewing requirements of the labour market and the frequent change of jobs and professions make lifelong learning necessary, thus improving flexibility and skills of knowledge renewal became an important task of the vocational training system.

The research program "Vocational schools" by IEER conducted since 2008 includes two main parts. The aim of the company survey is to map the demand of specific segments in the business sector for vocational school graduates within one year and beyond a three-year time span.
The survey on graduates examines the beginning of the working life of those young people who obtained their qualifications in vocational schools or trade schools 19 months before. The research has a focus point on whether these young people were able or willing to enter the labour market during the 19 months after their graduation.