The latter is positive as it may facilitate skills matching and the transition from school to work. To enhance effectiveness, it should be ensured that, as intended, the additional practical training takes place in companies (e.g. in the form of apprenticeships) rather than in school-based workshops or in the network of regional training centres (TISZKs) developed in the late 2000s, which have had mixed performance (Cseres-Gergely, 2010). This may require additional incentives for companies to train apprentices.