The existence of persistent and entrenched inequalities within the Hungarian education system is revealed in international comparison, thereby highlighting the strong link between students’ socio-economic background and educational outcomes. University entry and progression are patterned on student background, with a lack of systematic and robust support for disadvantaged students. Drawing on two rounds of the Active Youth survey of full-time university students (in 2015 and in 2019), this paper explores the diverse educational and career strategies of young people. After giving an overview of tertiary participation in relation to socio-economic background, it explores the financial experiences of university students, pointing to the related difficulties and mitigation strategies. The paper also looks at future migration plans, including their aim, planned duration, and key push and pull factors. The results point to social closure, along with large differences in student experiences throughout university, with international student mobility remaining the privilege of more advantaged students. The lack of equitable student pathways into, through, and beyond Hungarian higher education correspond to several policy areas. One conclusion is that the financial support system needs to be made more effective through better targeting and the provision of sufficient funding for students in need.

The article focuses on the labor market situation and opportunities of Hungarian vocational students. After briefly placing the topic in an international context, the study introduces the findings of Hungarian empirical research. Due to the differences between the various national education systems, it is not easy to make comparisons on an international basis; I therefore chose former socialist countries with characteristics similar to those of Hungary. Comparison of the relevant data makes it clear that obtaining a diploma is more advantageous in Hungary. Hungarian research suggests that vocational schools mostly attract students who leave primary school with poor competence test scores. Also, a significant proportion of these students are disadvantaged. Vocational students are also most likely to drop out of the educational system, and their later return to school is sporadic at best. Although a completed VET improves their employment conditions and prospects, many such graduates leave their professions or engage in unskilled labor. Their incomes vary greatly depending on the type of trade and their experience.