Our vocational training system can partially meet the territorial economic needs, therefore it is necessary to restructure the system: shift from supply-based vocational training to demand-driven needs. Competitive know-how can be realised by providing and developing advanced skills and skills adapted to digitalisation and robotisation, as technological advances require this in a modern society. Training institutions are not able to respond with sufficient flexibility to changes in training content, to take advantage of the possibility of involving economic operators and to take advantage of labour market needs due to the accelerating pace of technological change. There is a lack of basic competences in the sector, which would be the basis for extending dual training and an interoperable training system. Working conditions are less accessible at the current workshops, and this gap can be addressed by strengthening the cooperation of SMEs and vocational training structures and actors and by building on each other. By strengthening the link between vocational education and training and adult education with economic operators and higher education, further flexibility, competitiveness and efficiency gains can be achieved. Through the transformation of the school-based vocational education and training, the well-trained, qualified and qualified workforce needed for the emergence of the Hungarian economy should be ensured. On the other hand, this process hinders the increase in the number of unemployed people. A large proportion of SMEs face labour problems, difficulties in filling vacancies and serious gaps in their professional knowledge and competences in the case of new staff. In order to improve the situation, more and more SMEs would be willing to participate in dual training. In the case of small businesses, there are usually several obstacles: they do not have adequate infrastructure, are unable to extract well-trained professionals from production for a long time, and they are too burdensome to administer training. The aim is to reduce these barriers in order to empower small and medium-sized enterprises. Based on the analysis of the situation in the field, it can be seen that few people reach higher levels of digital literacy, and in order to improve this, it is necessary to ensure that students are motivated to complete ICT professional training. Increasing investment in ICT and digital learning, creating an enabling and stimulating environment, rethinking and transforming regulation and developing related financing solutions, creating common conceptual content, creating regularly updated and easily searchable digital learning materials can provide a backdrop for VET reform, encouraging trainers to use digital learning forms. Overall, it can be concluded that it is necessary to set up sectoral training centres where modern technology equipment, equipment, tools and teaching materials necessary for the completion of the industry’s basic examinations in relation to the three sectors identified in the call help the development of the workforce. Part of the aid application is GINOP-6.1.10. It builds on the flagship project “Innovative training to support the transition of the economy”: in order to strengthen the engagement of small and medium-sized enterprises, Sectoral Training Centres (GACs) will be set up in order to rationalise the administrative burden of dual training, building on existing workshops, infrastructure and equipment of VET centres. Implementation takes place in the lower step. Following the definition of methodological activities and industrial development areas (I.), vocational training centres where smart metering solutions are introduced on a pilot basis, (II.) and which participate in the establishment of industry training centres will be involved as partners. The project provides motivational support for the rewarding of competing company ideas participating in the program, along with the methodological development of tools for measuring sectoral competences and the development of model company simulation programs. The infrastructural assessment of the places of performance of the vocational training centres, which covers the qualitative and quantitative assessment of the human and material infrastructure available to the institutions (school and centre), is carried out in parallel with the development of the content elements of the GTCs. A methodology will be developed for the assessment of the building energy and architectural solutions of the vocational training centres, using which the institutional system will be realised. By means of a thorough measurement we can accurately determine, confirm the need for energy developments and we would like to introduce the necessary innovative energy surveys within the framework of the tender. Energy improvements can lead to cost-effective implementation and operation.