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Economy Advocacy Lab Content


HUNGARIAN EDUCATION SYSTEM IS SCARRED BY SOCIO-ECONOMIC DIVIDES, LACK OF
INFRASTRUCTURE

Hungary’s performance gap between socio-economically advantaged and
disadvantaged students is larger than the OECD average. Sectoral educational
strategies need urgent change.

This article is part of our special report Bridging the cohesion gap, Hungary’s
efforts to keep pace with the EU

Access the full report
Content-Type:
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Xhoi Zajmi Euractiv's Advocacy Lab Dec 5, 2024 23:16 4 min. read Content type:
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This article is part of our special report Bridging the cohesion gap, Hungary’s
efforts to keep pace with the EU.





Socio-economic divides, patterns of inequality and access issues within
Hungary’s education system are negatively impacting the country’s attainment,
highlighting the need for educational infrastructure to close the gaps and
ensure social cohesion.

Results of the 2022 Programme for International Student Assessment (PISA),
assessing the performance of 15-year-old students in three subjects, conducted
by the Organisation for Economic Cooperation and Development (OECD), ranked
Hungary 44th out of 81 countries, with a total score of 1432 points, of which
473 in mathematics and reading each, and 486 in science.

Although students in Hungary scored close to the OECD average in the three
subjects, a smaller proportion of students in the country were top performers in
at least one subject compared to the average across OECD countries.

A larger proportion of students than on average across OECD countries achieved a
minimum level of proficiency in all three subjects, according to the country
note compiled by the organisation.

These results shed light on numerous social issues within the educational system
in Hungary, which remain unresolved despite ongoing reforms and policy
developments in the country.

Socio-economic divides

The performance gap between socio-economically advantaged (the top 25 per cent
in terms of socio-economic status) and disadvantaged (bottom 25 per cent)
students in the country is 121 score points in mathematics.

This is larger than the OECD average gap of 93 points but has remained stable
over the past decade, pointing either to malfunctions or insufficient policies
and sectoral strategies for the improvement of education.

Some eight per cent of disadvantaged students managed to score in the top
quarter of mathematics performance. They can be considered academically
resilient despite their socio-economic disadvantage.

Boys outperformed girls in mathematics by 15 score points, while girls
outperformed boys in reading by 17 score points. The share of low performers is
similar among boys and girls in mathematics, but more boys performed at the top
level in mathematics.

The OECD’s “Education at a Glance 2024” report mentions teacher shortages, low
teacher salaries, educational inequality (especially in the Roma communities),
and over-reliance on exams as major problems in Hungary’s educational system,
which then lead to considerable risks related to the labour market.

Ongoing reforms

Improving education and workforce skills, as crucial elements for long-term
productivity and economic resilience, are a key focus of the European Union’s
Cohesion Policy.

Hungary has undertaken national education reforms since 2021, aiming to improve
early childhood education, reduce the dropout rate, enhance vocational
education, increase access to higher education, and boost adult learning.

A general education strategy for 2021-2030 aims to modernise public education,
focusing on balanced development for students, reducing educational inequities,
and improving digital and foreign language skills. It also emphasises inclusive
education and supporting minorities.

The Vocational Education and Training 4.0 (VET) strategy, updated in 2023,
focuses on improving vocational education quality, creating career
opportunities, and developing modern teaching methods and infrastructure.

The 2030 strategy for higher education aims to align universities more closely
with labour market needs, increase access for disadvantaged students, and
improve STEM education and international mobility.

Another strategy aims at boosting adult learning through improved quality and
innovation, strengthening the labour-market relevance of training, and
developing mechanisms like Individual Learning Accounts and micro-credentials.

Reforms shortcomings

A separate study, however, notices that reforms have not had the desirable
effect. In particular, increasing the school leaving age from 16 to 18 did not
decrease the probability of dropping out of secondary school, nor did it affect
employment.

It especially notices this phenomenon in the most at-risk group, that of Roma
ethnic minority students. Many students who were held back in grades became
older than their peers and could not complete secondary school by age 18.

The study suggests that in education systems with grade retention, the goal of
compulsory education should be to ensure students graduate with a secondary
degree, not just reach a certain age.

If Hungary wants to address the socio-economic divides within its educational
system, as well as the significant urban-rural gap, it must do so through
specifically targeted support for educational infrastructure to boost cohesion.

Only so can it ensure the highly skilled workforce required to support the EU’s
green and digital transitions. By fostering equal opportunities for all social
groups, the country can also bolster its economic resilience.

[Edited By Brian Maguire | Euractiv's Advocacy Lab ]



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TOPICS  

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